Qualitative and Qualitative Research Methods in Early Childhood Education Essay

The need for scientific research methodologies that would bring about accurate and analytic research findings and results have put early childhood education scholars and researchers into the question of whether quantitative or qualitative methodology would best fit in the studies of phenomena (Shavelson and Towne, 2002). Needless to say, the debate in the early education research literature concerns the need for reliable and validated research studies in order to contribute to the existing literature as well as to aid in the policy making of educational institutions and the government (Cobb, et. al. , 2003). However, the issue of using the quantitative or qualitative methods are still ambiguous for most educational researchers particularly on the issue of which is more scientific between the two (Berliner, 2002). This paper examines two research articles on early childhood education specifically on the promotion and acceptance of young children of their disabled peers in early childhood education. Specifically, the focus of this paper is on the methodological approach of the two articles (quantitative vs. qualitative) and how these articles have contributed to the literature and understanding on the topic. Methods of Research in Early Childhood Education The approaches for the promotion for the acceptance of young children on their peers who are disabled have been an important issue in the inclusion of children with disabilities in regular early childhood education classroom. Two studies using two different research methodologies had explored the attitudes of young children as well as the means of improving their acceptance on young disabled children. The first study conducted by Favarazza, Phillipsen and Kumar (2000) employed quantitative and qualitative research in answering the problem whereas; Batchelor and Taylor (2005) had used the qualitative approach alone. Using the Acceptance Scale for Kindergarten (ASK), Favazza, Phillipsen and Kumar (2000) interviewed 48 kindergarten students and used pre-tests, post-tests and follow up in order to provide a reliable quantitative data from the purposive sampling that was done. The data obtained from their study were then collated and a quantitative analysis was made. Consequently, a qualitative data analysis was made from the responses on the interviews that were conducted from the researchers. Hence, the authors used what is termed as the multi-method research approach wherein, quantitative data is verified and further analyzed through the use of qualitative data. The research findings revealed that teachers and their activities in the classroom can significantly impact on the levels of acceptance of young children on their disabled peers. On the other hand, Batchelor and Taylor (2005) drawing upon the case study of a four year old with a moderate developmental disability had employed interviews, observation through the employment of programs such as the Stay, Play and Talk as well as social integration activities. Before the impact of the program was measured, the researchers had developed a baseline data in order to examine the degree of differences in the attitude of the children and the four year old subject on her peers. The study revealed that social intervention programs can promote a more positive attitude from young children on their disabled peers as well as disabled children’s attitude towards their peers. Primarily, the similarity of Favarazza, Phillipsen and Kumar’s (2000) and Batchelor and Taylor’s (2005) articles includes their use of interviews in order to expound and further analyze the data they have on hand. For instance, both authors had interviewed the teachers of the children in order to determine the attitudes of the children on their disabled peers. Second, both articles had used observation in their analysis- while Batchelor and Taylor (2000) had used observation more extensively than avarazza, Phillipsen and Kumar’s (2000), their recorded observations were significant part of their analysis of the issue. Finally, the result of the studies of both articles is similar: that the attitudes of young children on their disabled peers are positively influenced by the social interaction programs that are implemented by the teachers and the schools. Consequently, both articles contributed greatly to the understanding of the ways to promote positive attitude in inclusive early childhood education programs. While there had been similarities between the two articles, there are more differences in terms of orientation and methodological approach. First, Favarazza, Phillipsen and Kumar (2000) used a qualitative-quantitative method of inquiry- employing both quantitative and qualitative method through the use of a standardized survey (ASK survey), interviews and observation. On the other hand, Batchelor and Taylor (2005) utilized the qualitative approach alone employing a case study approach of one four-year-old girl. Hence, the primary instrument used in their study is observation and report notes including interviews made to the teachers of the child. With the different methods used, the article of Batchelor and Taylor (2005) provided a more in-depth study in the psychological and social impact of social activities in the promotion of positive attitude of young children on their disabled peers. For instance, Batchelor and Taylor (2005) were able to discuss and evaluate the responses of the child on specific activities at different points in time. Hence, the degree of the exploration of the authors on the child’s psychological aspect has been deeper than the results outlined in the study of Favarazza, Phillipsen and Kumar (2000). However, while the case study rendered a better discussion of the psycho-social impact of social activities programs, the study of Favarazza, Phillipsen and Kumar (2000) provides a broader and more general view of children’s responses to their disabled peers. Drawing from forty eight (48) respondents, the authors were able to capture not just an individual response but rather a more generalized response. The use of a bigger population is necessary in order to plot differences and similarities in attitudes- something that was not accomplished in the study of Batchelor and Taylor (2005). Consequently, the use of a standardized survey served not just an empirical purpose but also a theoretical purpose. The study of Favarazza, Phillipsen and Kumar (2000) was able to validate the ASK survey. Hence, the study provided not only empirical significance but theoretical significance as well. Second, the quantitative-qualitative approach of Favarazza, Phillipsen and Kumar (2000) can be considered to be more rigorous and hence, more scientific than that of Batchelor and Taylor’s (2005) study. This is because the study of the former had used pre-tests, post-tests as well as follows up tests in order to evaluate the effectiveness of the survey measure in determining the validity of the opinions expressed in the survey questionnaire. Consequently, the perspectives that were solicited in the study of Favarazza, Phillipsen and Kumar (2000) had come from several numbers of students and teachers while that of Batchelor and Taylor’s came from some teachers and one student alone. Suffice it to say, the attitude of the young children on their disabled counterparts cannot be accurately described and explained by the teachers- it is the students themselves who can accurately express their perceptions and feelings. However, it should be noted that both studies had been objective in recording their observations through careful record keeping. Finally, as concurred by Batchelor and Taylor (2005) in their study, the case study is limited in scope because it only employed one child hence, the need to further explore the topic by including more children. On the other hand, there is a need for Favarazza, Phillipsen and Kumar (2000) to provide a more detailed study on the psycho-social impact of social promotion programs of the children. The method of employing record keeping and direct observation by Batchelor and Taylor (2000) had been effective and important measures in order to provide a deeper psycho-social analysis of young children. Analysis Qualitative and quantitative research methods had been traditionally been seen as poles apart in terms of administration, instruments used as well as the depth and degree of analysis that they contribute in education researches. However, while the difference between these two methods had been pronounced in earlier literature, contemporary research methods in education (McMillan, 2008) recognizes that quantitative and qualitative research methods can be used in conjunction with one other- one can actually validate the other. Hence, multi-method or the use of both qualitative and quantitative research methods had gained acceptance in the literature. In this paper, we have examined the similarities as well as the differences of a qualitative-quantitative research versus that of a purely qualitative research. The result showed that the qualitative-quantitative research provided a broader discussion of young children’s acceptance of their peers than its purely qualitative counterpart. Consequently, the qualitative-quantitative method was able to provide a more generalizable study because of the scope of its respondents whereas the qualitative study through the use of case study of one person is limited- particularly on the issue that it cannot be argued that it is representative of the population. Moreover, a case study would be highly dependent on the individuality of the participant hence; the result would more likely be different with a person in the same situation. However, in the quantitative-qualitative study, the validity of the findings are more general and hence, more acceptable because it was not confined to one person alone but on a sample that is representative of a given population. While the quantitative-qualitative approach is generally seen as more valid, the qualitative study of Batchelor and Taylor (2005) provided deeper analysis on the behavior and the changes that can be made on a young child. By focusing on one person, the authors were able to provide a holistic approach in studying the psychological responses of the child in social interaction programs and activities. Quantitative and qualitative approaches both have their strengths and weaknesses- the goal of early childhood researches are to determine the most appropriate method to be used in the questions that are being ask. Suffice it to say, there is no inferior or superior research method but rather it would depend on the science, objectiveness and the devotion of the researchers to answer the questions. Hence, valuable scientific findings can be found in both modes of inquiry. References Batchelor, D. and Taylor, H. (2005) Social Inclusion-The Next Step: User-Friendly Strategies to Promote Social Interaction and Peer Acceptance of Children with Disabilities. Australian Journal of Early Childhood. 30 (1). Berliner, D. C. (2002) Educational Research: The hardest science of all. Educational Researchers. 31 (8): 18-20. Cobb, P. , Confrey, J. , diSessa, A. , Lehrer, R. and Chasuble, L. (2003) Design experiments in educational research. Educational Researchers. 32 (1): 9-13. Favazza, P. , Phillipsen, L. and Kumar, P. (2000) Measuring and Promoting Acceptance of Young Children with Disabilities. Exceptional Children. 66 (1). Harper, L V, & McCluskey, K. S. (2003). Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18, 163-184. McMillan, J. H. (2008) Educational research: fundamentals for the consumer. 5th Ed. New York: Longman Shavelson, R. J. and Towne, L. (2002) Scientific research in education. Washington D. C. : National Academy Press.

Organic lab. Comparison of alkanes and alkenes Essay

1. Volatility of methane, hexane, and paraffin Substance Methane Hexane Paraffin wax Observations Colorless gas, with a smell of sweet burnt alcohol. Clear, colorless liquid. Alcoholic smell, light but pungent. White, oily (waxy) solid. Very malleable, odorless. 1. Solubility of hexane and paraffin in water Substance Hexane + water Paraffin wax + water Observations Hexane when shaken with water does not dissolve. We can tell so because even though both liquids are clear and colorless, we can see a clear line which distinguishes one liquid from the other. The hexane floats right above the water, never mixing, and we can see the line of separation. Paraffin wax when shaken with water also does not dissolve. Even when finely ground, the solid pieces of wax float throughout the liquid and eventually deposit on the bottom of the test tube, never mixing with the water. 1. Combustibility of methane, hexane, and paraffin wax Substance Methane Hexane Paraffin wax Observations When the lighted splint is inserted in the test tube filled with methane, the flame quickly extinguishes itself, with a small spurt of black smoke. Right after, water vapour coats the walls of the test tube. Therefore, combustion occurred, since the water vapour means that H2O and CO2 are produced as bi products. The combustion almost complete, but not quite, since the black smoke suggests that a small amout of noxious CO and carbon were also produced. When the lighted splint is applied to the basin full of hexane, the whole surface of the alcohol catches fire (combusts) and a big flame forms, which lasts circa 5 minutes. As the fire blazes, some black smoke rises from it, and the walls of the evaporing basin become first light brown, and then progessively a darker shade of brown. This is the soot collecting on the basin. Therefore, a incomplete combustion occurred, in which the bi products of CO and carbon were released. Indeed, the soot is the amount of carbon produced by the combustion. The lighted splint does not cause the paraffin wax to combust. When applied, the heat of the fire of the splint causes the wax to melt, but not catch fire itself. This because the wax is in the solid fase, and so does not combust. It would need a candle wick, a piece of yarn inside the candle which catches fire and helps the candle melt. Part II – Comparison of alkanes and alkenes 1. Reaction of the double bond Substance Hexane + dilute sulfuric acid + potassium permanganate Hexene + dilute sulfuric acid + potassium permanganate Observations When the fucsia potassium permanganate is added to the clear hexane and sulfuric acid, the whole solution turns fucsia, as one would expect. Since there is no color change (the fucsia just happens to be the predominant color) no reaction occurred. When the fucsia potassium permanganate is added to the clear hexane and sulfuric acid, initially the whole solution turns fucsia. However right after there is a color change and the solution goes from fucsia, to light pink, to clear again. We can tell from the color change that an addition reaction occurred. 1. Combustibility of hexane and hexene Substance Hexane Hexene Observations When the lighted splint is applied to the basin full of hexane, the whole surface of the alcohol catches fire (combusts) and a big flame forms, which lasts circa 5 minutes. As the fire blazes, some black smoke rises from it, and the walls of the evaporing basin become first light brown, and then progessively a darker shade of brown. This is the soot collecting on the basin. Therefore, a incomplete combustion occurred, in which the bi products of CO and carbon were released. Indeed, the soot is the amount of carbon produced by the combustion. When the lighted splint is applied to the basin full of hexene, the whole surface of the alcohol catches fire (combusts) and a big flame forms, which lasts circa as long as the hexane combustion. As the fire blazes, a lot of thick black smoke rises from it, and the walls of the evaporing basin become first brown, and then progessively a darker until they become almost black. This is the soot collecting on the basin. Therefore, a incomplete combustion occurred, in which the bi products of CO and carbon were released. Indeed, the soot is the amount of carbon produced by the combustion. Since the basin of the hexene was darker than that of the hexane, we can deduce that the combustion of hexene is more incomplete. Part III – Alcohols and Carboxylic acids 1. Oxidation of ethanol Substance Ethanol + potassium dichromate + dilute sulfuric acid Observations When first placed in the water bath the solution turns from orange-yellow to first a light green. The smell is quite alcoholic and strong, pungent. After 5 minutes, the solution has become a darker shade of green, an almost turquoise color. The smell is a bit like a medicine, still a bit pungent (less though) and quite sweet – like cough syrup. After other 5 minutes, the color is now an intense forest green, and the smell is very sugary sweet. 1. Making esters Substance Ethanol + ethanoic acid + concentrated sulfuric acid Observations When first placed in the water bath the solution turns from a warm yellow color to first a light blue-green. The smell is very strong, pungent and unpleasant. After 5 minutes, the solution has become a more intense and dark shade of blue-green. The smell is still acidic and tangy, but now quite sweet. It is not unpleasant anymore. After other 5 minutes, the color is now an a very dark green, almost black, and the smell is almost like lemon pie, tangy but sugary at the same time. It is a nice scent. Data Analysis Part I – Alkanes 1. Volatility of methane, hexane, and paraffin 1. Methane CH4 (g) 1. Hexane C6H14 (aq) 1. Paraffin wax C20H42 (s) 1. Solubility of hexane and paraffin in water 1. Hexane No reaction occurs: C6H14 (aq) + H2O(l) à ¯ C6H14 (aq) +H2O(l) 1. Paraffin wax No reaction occurs: C20H42 (s) + H2O(l) à ¯ C20H42 (s) +H2O(l) 1. Combustibility of methane, hexane, and paraffin wax 1. Methane CH4 (g) + 2 O2 (g) à ¯ CO2 (g) + 2 H2O(g) * 1. Hexane 2 C6H14 (aq) + 19 O2(g) à ¯ 14 H2O(g) + 12 CO2 (g) * 1. Paraffin wax No combustion reaction occurred – paraffin only changes state: C20H42 (s) + heat à ¯ C20H42 (l) Part II – Comparison of alkanes and alkenes 1. Reaction of the double bond 1. Hexane No addition reaction occurred Concentrated H2SO4(l) C6H14 (aq) + KMnO4 (aq) C6H14 (aq) + KMnO4 (aq) 1. Hexene Concentrated H2SO4(l) C6H12 (aq) + KMnO4 (aq) C3H6O2 (aq) + KMnO2 (aq) 1. Combustibility of hexane and hexene 1. Hexane 2 C6H14 (aq) + 19 O2(g) à ¯ 14 H2O(g) + 12 CO2 (g) * 1. Hexene C6H12 (aq) + 9 O2 (g) à ¯ 6 H2O(g) + 6 CO2 (g) * Part III – Alcohols and Carboxylic acids 1. Oxidation of ethanol reflux 3 CH3CH2OH(aq) + 2 K2Cr2O7 (aq) + 8 H2SO4 (aq) + heat 3 CHà ¢COOH(aq) + 2 Crà ¢(SOà ¢)à ¢(aq) + 2 Kà ¢SOà ¢(aq) + 11 Hà ¢O(g) 1. Making esters concentrated H2SO4 CH3CH2OH(aq) + CH3COOH(aq) CH3COOCH2CH3 (aq) + H2O(g) * These reactions are written as complete combustions, but in reality they were incomplete conbustions, as we can tell from the soot (carbon) left behind after the reaction. Therefore the products of these combustions would not only be CO2 and H2O (water vapour) but also the noious CO and Carbon (black smoke and soot). These equations thus do not represent fully the reaction which took place. Conclusion Part I – Alkanes 1. Volatility of methane, hexane, and paraffin The state of methane, hexane, and paraffin wax are gas, liquid, and solid at room STP, respectively. They are all alkanes, and therefore only have Van Der Waal intermolecular forces (they are non-polar, so do not have dipole dipole, and do not have any Hydrogen bonds as well), The stronger the intermolecular forces, the more energy (heat) it requires to break the bonds, the higher the MP. However, even though methane, hexane, and paraffin all have VDW forces, they have very different MP and BP, as seen from their physical state at room temperature. This is due to the difference in surface area of the three alkanes. Van Der Waal forces are stronger in molecules that have a larger surface area: indeed, paraffin wax, which can have a molecular formula of C20H42 to C40H82 which be a much longer chain than hexane (C6H14) which in turn will be longer than methane (CH4). Therefore, paraffin wax will have a higher MP than hexane, which will have a higher MP than methane. 1. Solubility of hexane and paraffin in water Since hexane did not mix with the water (there was a cler line of separation between the two substances) we can concude that hexane is not soluble in polar solutions, (water is the universal solvent for polar solutions). Therefore, hexane is non-polar, as its symmetrical structure (C6H14) would suggest (the dipole moments cancel out). Also paraffin wax did not mix with water. This is due to the fact that also paraffin wax is a alkane, and therefore will also be non polar, because of its symmetrical structure (eg: C20H42) with dipole moments which cancel out. Also, the fact that the wax was solid, and no heat was added to the solution, contrbuted probably to the insolubility of the wax in the water (even polar substances like sugar melt better when heat is applied). 1. Combustibility of methane, hexane, and paraffin wax Methane combusted when the lighted splint was applied. The flame extinguishes itself quickly, and the products CO2 and H2O are formed (water vapour). However, the combustion is not complete, because also some black smoke (Carbon and CO) are produced, since there is not enough oxygen and the carbons in the reactants are not combusted completely. Likewise, also the hexane combusts when the lighted splint is applied (a huge flame erupts). However, the hexane has a more incomplete combustion. We can tell from the substantial amount of soot (carbon) left on the evaporating basin, much greater than the thin black smoke generated from the combustion of methane. The paraffin wax, even though it is an alkane, is in its solid state and therefore does not combust. When the lighted splint is applied, the wax changes state from solid to liquid. Therefore, no reaction occurs, and the products of combustion are not formed (CO2 and H2O, and Carbon and CO). If a wollen wick were to be inserted, then combustion would occur. Part II – Comparison of alkanes and alkenes 1. Reaction of the double bond Hexane did not react with the potassium permanganate, since the color did not change. This because the alkanes are saturated (do not have any double bonds) and therefore cannot perform addition reactions. Hexene instead reacts with the potassium permanganate (KMnO4), aided by the concentrated H2SO4 to form C3H6O2 and KMnO2. We can tell see the reaction visually, for the potassium permanganate is fucsia, and therefore tinges the whole solution of a pink, but after the reaction occurs the solution becomes clear, since the products are different. This because it is an alkene, and therefore unsaturated, so other molecules can add into it to form different products. The carbon-carbon double bond is very reactive. However the alkene could not react with the potassium permanganate without the catalyst H2SO4 to facilitate the reaction. 1. Combustibility of hexane and hexene Hexane and hexene both combust when the lighted splint is applied. They both catch fire, and burn for circa 5 minutes. They both produce CO2 and H2O (water vapour is formed, and moisture is left behind after the fire extinguishes), and also Carbon and CO (black smoke rises from the flame, and soot is left behind on the basin. Therefore, there is not enough oxygen, and the hexane and hexene do not combust completely, generating these noxious, unwanted products. The main difference is that hexene has a more incomplete combustion than hexane, since it leaves behind much more dirt and soot, coloring the basin pitch black, while the hexane only leaves a bit of soot, coloring the basin of a lighter brown. Therefore, the combustion of hexene requires more oxygen than that of hexane, since the amount of oxygen in the atmosphere remains more or less constant. Part III – Alcohols and Carboxylic acids 1. Oxidation of ethanol The oxidation of ethanol is an oxidation of a primary alcohol. The reaction can occur because all the reaction conditions are present: heat, the oxidizing agent (K2Cr2O7 ) and the catalyst (H2SO4). Therefore, the alcohol (CH3CH2OH) first will form an aldehyde through distilling (low ratio of oxidizing agent to alcohol) but then through reflux it will form a carboxyllic acid (CHà ¢COOH). We can notice the reaction occurring by observing the changes in the test tube. Initially yellow-orange, the solution then turns green. Also, we notice a change in scent, from a pungent alcoholic scent, to a sweeter, more pleasant smell. 1. Making esters A reaction occurs when the ethanol and the ethanoic acid, aided by the catalyst H2SO4 and heat, form an ester CH3COOCH2CH3 and water. Also here, the reaction only occurs because the reaction conditions were present: heat and catalyst H2SO4. We can notice the reaction occurring by observing the changes in the test tube. The color changes from a warmer color, to a colder, blue-green color. Also, we notice a change in scent, from a pungent alcoholic scent, very unpleasant, to a fruity, sweet and tangy smell like lemon pie. Indeed, esters are used as artificial flavouring, replicsting the smell of fruits.

Safety management assignment # 2 Example | Topics and Well Written Essays - 1250 words

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'Critically evaluate the concept of corporate social responsibility Essay

'Critically evaluate the concept of corporate social responsibility and assess its contribution to the framing of business eth - Essay Example 2006, p. 4). Thereby, Corporate Social Responsibility tends to be a pivotal issue for the organizations that tend to do business in a sustainable way. Though Corporate Social Responsibility is a concept that is affiliated to voluntary actions on the part of businesses, still, in the current times there has been a soaring pressure on the businesses to extend positive contributions to the societies and communities in which they operate, and at a minimal limit the negative impact of their business activities (Fall 2003, p. 205). The governments the world over have been formalizing the salient aspects of Corporate Social Responsibility, particularly those that are related to environment. One salient attribute of the Corporate Social Responsibility is the need on the part of the businesses to affiliate to the ethics prevalent in the socio-economic context in which they operate (Smith 2008, p. 183). Thereby any viable idea of Corporate Social Responsibility is complete without affiliating to business ethics. ... 110). The primary objective of a business is to garner profits for its shareholders and owners. However, the onus of generating profits does not mean that a corporation could do anything to facilitate these pecuniary motives. Therein comes in the concept of Corporate Social Responsibility and business ethics. Many a times the concept of Corporate Social Responsibility and ethics is used interchangeably (Kline 2005, p. 239). The thing that needs to be understood is that the term Corporate Social Responsibility pertains to the acceptance on the part of a business of certain salient social obligations. For instance it is not binding on the part of a business to extend employment opportunities to the physically challenged and other sidelined sections of the society. Still if a business extends employment to the physically challenged people, it constitutes the recognition of a social obligation on the part of a business and comes within the ambit of Corporate Social Responsibility. Howeve r, when one considers the concept of business ethics, things get a little confusing and difficult When it comes to business ethics, it is not merely about the recognition of certain salient social obligations on the part of a business (Joshi 2012, p. 148). Business ethics are not a concept that the businesses could adhere to on the basis of voluntary initiative, but rather they pertain to the actual conscience of a business (Marcoux 2006, p. 51). The ethical behaviour on the part of a business pertains to recognition on the part of that business as to what is good and right. Inculcation of an ethical behaviour on the part of a business pertains to a formal recognition on the part of a business as to what it can do, and what it cannot do

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Multimedia Design and Authoring - Essay Example f multimedia technologies and designs, the potentials and powerful authoring tools, giving emphasis on the use of Flash and its uses, its creative features, and how will users from various sectors or industries benefit from the software. Multimedia, as described by Vaughan (2001), is a combination of different elements, such as images, text, video, sound, and animation. She further explained that there are creative ways to present information, which include integrating several forms of media such as converting text to graphics or video to sound. Multimedia enables the user to have control as to what or when the delivery of necessary elements graphics and video objects into scenes is. In addition, Li & Drew (2003, 3) expressed that multimedia consist of multiple modalities of texts, images, audio, drawings, etc., and are placed to use in video conferences, cooperative work environments, augmented reality, voice recognition, telemedicine and the like. The previously mentioned modalities may be applied in different multimedia designs such as scripting, graphics, sounds, video, Scripting employs a set of instructions, that a computer can follow and can respond to changing conditions, making decisions, examine information or even wait for a while prior to taking action. Scripts get control of the features of specific software which are purchased, make programs by using inter-application communication, and also give economic solution to certain needs of a business. For example, by simply clicking the button, company logo is inserted in a letter, or can insert an information from a database. Macintosh software, including Microsoft, Aladdin, FileMaker, and Apple itself are major producers in making applications scriptable. Usually, tools needed to make scripting work are already included in the purchased system software (ActiveMac Consulting, 2004). Another popular multimedia design is the graphic design, which adheres to basic principles of color, texture, balance,

Inividual 4 Essay Example | Topics and Well Written Essays - 1000 words

Inividual 4 - Essay Example Predicting the performance of different currencies in the market can help both individuals and investors in making sound business decision to minimize risk and maximize returns on investment (Oberlechner, 64). This paper focuses on a case studies related to exchange rate forecasting. A leader in a certain firm who has had keen interest on the exchange market and studied it predicts that in the next 12 months the exchange rate between the dollar and the Euro will be $1.41 to Euro. The company seeks to invest $ 500 000 in the forward, spot or options market. Using the current performance in the market, the forward rate is $1.37o5 to the Euro and the spot rate is $1.3435. This article discusses why the firm leader predicts that there will an increase in the exchange rate, seeks to calculate the profits that can be earned from the investment and gives recommendations on investments based on speculations. How to make Prediction on Future performance of the currencies in the exchange rate market One of the ways that can be used to predict future performance is by the use of Purchasing Power Parity (PPP). This is the most commonly used method and is based on the theory of one price where the prices of a identical commodities are assumed to have the same price in different countries. This means that if the rate of inflation in one country if higher than the rate of inflation in another country is lower, then the value of the currency with a higher rate of inflation will reduce in relation to the currency of the country with lower inflation. For instance, in this case study, the increase in value of euro could be as a result of increase in the rate of inflation in America in relation to inflation in the euro zone. For instance, if the predicted increase in inflation in America for the next 12 months is 5% and the expected increase in rate of inflation in the euro zone is 2% then the difference in inflation rates is the level of depreciation the American dollar currency suffers in relation to the dollar (Yu et al 245). 5%-2%= 3% difference in inflation rates. If currently the value of the euro is $1.5 then the new exchange rate will be: $1.5 ? 103%= $ 1.545 1 euro will exchange for $ 1.545. Another way the leader could have predicted an increase in the value of euro in relation to the dollar could be through the prediction of the relative economic growth rate. The value of a nation’s currency is expected to appreciate if the country has a good economic growth outlook with likelihood of greater domestic and foreign investment. American just experienced a government shutdown which is a phenomenon that is expected to influence investment negatively. Both foreign and domestic investors may not be willing to make huge investment under the unsure circumstances and this is expected to stunt economic growth rate (Yu et al 243). The euro zone is not experience anything like this and their economies are expected to continue growing. It is thus possibl e that the value of the euro will increase in relation to that of the dollar. Calculation of the Expected profits The spot rate is $ 1.3435 Forward rate $ 1.3705 $1.3705-$1.3435= $0.027 Percentage increase in rate: 0.027?1.3435? 100= 2.01% Expected profit $500 000? 2.01%=$ 10050 Recommendation on Investment Making investments in the speculative market brings about a lot of income within short period of time. It is also less involving as it does not require labor but being able to predict the market

DOES UK DISCRIMINATION LAW PREVENT DISCRIMINATION IN THE UK RESTAURANT Essay

DOES UK DISCRIMINATION LAW PREVENT DISCRIMINATION IN THE UK RESTAURANT INDUSTRY extra literature review - Essay Example The study found that discrimination in the workplace is a common risk factor for mental disorders and the authors offer the opinion that provision of job opportunities alone may not be adequate to address the problem. Rather, the health and well being of minority employees can be improved by improving working conditions, challenging discrimination and promoting strategies that support coping behavior. Institutional racism was found to be a factor even in the British Medical Association, where some of its members sued it, for a failure to provide legal support to its minority members.(Pincock, 2004). Institutional racism may in particular, be a factor in the restaurant industry, where general prevailing attitudes of prejudice and racial stereotyping may disadvantage minority people. Discrimination against women exists in almost all industries. Some researchers have found that stereotypes about women and their commitment to their jobs results in unfavorable policies towards them in recruitment and promotion. (Halford et al., 1997; Maddock, 1998; Reskin and Padavic, 1994). Another study found that senior managers are reluctant to employ female employees who are young and married because of the family commitments that are assumed to exist.(Carrier, 1995). Women are not only discriminated against in the workplace, they are also harassed more frequently. Harassment, in general terms, is unwanted conduct affecting the dignity of men and women in the workplace. As per Section 3 of the Race Relations Amendment Act 2000, a person would discriminate against another person if he/she applies a â€Å"provision, criterion or practice† which would put them at a particular disadvantage when compared with people of other races or ethnicities. This in effect would have the effect of violating the dignity of the other person or humiliating them on grounds of their race or ethnicity. The Sex Discrimination Act of

Visual Literacy in Business Essay Example | Topics and Well Written Essays - 250 words - 1

Visual Literacy in Business - Essay Example I suggest that a committee be formed incorporating members from all departments of the company, from the senior management staff and supervisory staff, to the auxiliary staff. It has been my experience that joint efforts between departments smoothens any activity and reduces red tape and bureaucracy. In addition, a well-organized team with the support of the management is bound to succeed. However, there is need to ensure that there is an open line of communication with the C.D.C to ensure their quick response in case of an emergency. The team tasked with the disaster preparedness plan will ensure that relevant employee information such as their emergency contact lists, their next of kin and their locations are updated. By liaising with the C.D.C, the company will have access to information regarding treatment matters, at risk/infected personnel and quarantine procedures. I would also recommend simulation exercises to ensure that all company employees are well-versed with the company’s protocols in case of an outbreak or any another disaster. Howells argues that the use of visual evidence elicits emotional response from the audience. Therefore, by using visuals I think the company employees and the top management staff will be more convinced of the urgency to develop a disaster management plan. Images of the Ebola epidemic earlier this year, the symptoms and the mass graves in Sierra Leone and Liberia, will be instrumental in swaying the management and staff to act. The images will serve as a cautionary tale of how the lack of a preparedness plan, such as was the case in West Africa, can lead to the death of thousands of civilians. Visual emphasis should be placed on the adverse effects of the epidemic (Howells,

The foreign exchange regimes between New Zealand and Morocco Essay

The foreign exchange regimes between New Zealand and Morocco - Essay Example The researcher states that majority of the countries established their currency in antagonism to the USD, which in turn was redeemed into gold at an established rate. New Zealand joined IMF in 1961, maintaining a fixed exchange rate regime all through, making a couple of discretionary changes in the subsequent 25 post-war years. After a series of worldwide exchange rate realignments and currency crises in the late 1960s, a Smithsonian Agreement was established to ensure the stability of currencies known as the. This led to the creation of the Effective Rate in 1971, and a pegging to the U.S. Dollar replaced the currency's link to Pound Sterling. In 1973, the New Zealand Dollar was put on a controlled, floating basis, that is, the exchange rate is established from the value of the NZ Dollar, which is computed in regard to the fixed relationship between many currencies representing New Zealand's main trading partners and the Dollar itself. The strengths of these currencies are establis hed according to their proportionate share of country's total current overseas payments and receipts and are adjusted quarterly. A crawling-peg system of monthly depreciation was adopted from 1979 and was floated in 1985, as part of a broad-based financial markets’ deregulation. The supply and demand in foreign exchange market determined the rate and since the float, the Reserve Bank has not looked into the foreign exchange market. Under this system, the exchange rate adjusted against a trade-weighted basket. This adjustment came in small bits, sometimes daily, the main criterion for adjustment being the relative inflation to main trading partners. The average nominal movement in the currency for the duration of this regime was a depreciation of 0.5% monthly. In October 1993, the New Zealand dollar was weaker on a trade-weighted basis in comparison to the time of the float. In early November, the New Zealand Dollar was trading at 65 U.S. cents having appreciated by 6% in the previous year. Morocco has experienced a number of economic changes. Since France is their key trading partner, until the end of the Bretton-Woods system in 1973, Morocco had pegged its currency to the French Franc.

Persuasive paper Essay Example for Free

Persuasive paper Essay Is it right to die? I would state the question in another format, is there a right to die? It is the most difficult question to receive an answer as we focus on people suffering from different conditions, be it psychological, physical or emotional, that beyond doubt, have led to terminal illness. I cannot give a straight yes or a straight no. The debate has been so hot in several nations. Several stakeholders are considering going the Oregon way. The whole debate focuses on suicide. By way of philosophy and other disciplines of ethics, it is very difficult to judge whether suicide is wrong or right. It has hitherto paused hard questions that get diverse responds from different persons. These persons can be philosophers from different eras, different geographical regions, and customs. It is further mesmerizing that those of the same times, similar traditions, and even same places arrive at different answers as pertains this very subject. If euthanasia was to be made legal, there are no criteria that can be used to determine the very genuine cases. Those people who proposes this action, as they define the rights of a person focuses narrowly on the normal cases only; an adult person, who is in his or her right mind, acting in their own volition, putting in consideration his or her own possessions or those entrusted to this person. I would therefore question the basis for determining the abnormal circumstances, and the limits that are sensible in today’s cultural situation. In this, we think of the slippery slope concern, soon many cases will transit to explicit murder. We will not have guarantee for people who instigate murder and claim that the people they killed were more than willing to die. The people that will fall as victims of this murder are the disable, disadvantaged, or those considered to be â€Å"undesirable† in the society – those who are a burden to their caregivers or even the state, which should be obliged to giving indiscriminate care to all groups of people. Goldberg (n. d), states that, â€Å"Thus, many U. S. ommentators fear that, if assisted suicide and euthanasia were legalized, death would be inflicted unwillingly on disabled, disadvantaged, or otherwise undesirable individuals who might be considered a burden by their caregivers or the state† (Goldberg, n. d). He continues to say that â€Å"Biased physicians, family members, or managed care organizations might consciously or subconsciously influence difficult or expensive patients to take advantage of assisted suicide† (Goldberg, n. d). It is also clear that no human endeavour is immune of abuse. This will make the Oregon requirement difficult to trust. Even ‘acting on one’s own volition’ is still not good because many patients may act quickly without enough information of existing medical care, thinking that their fate is just death. So why wont we restrict the ‘person’s autonomy’ till the person is fully informed? Thinking this way will definitely call for not legalising euthanasia. John Stuart Mill gives an example of person who wants to cross a broken bridge, as he concludes he says that this person would not really continue to do that if he is fully informed about the dangers of going that way (Mill, 2005). The other concern that we have is that this practice will be in total contradiction with the present physicians’ role as healer. It is a stipulation that physicians should always do their best to save lives and not destroy them at all. The physicians’ role should be limited to saving lives as it has been over time. Legalizing euthanasia means that the physicians’ role is broadened to the point of the patients’ advocate in the maters concerning their own health and ways they want it to be handled. This will arouse the craving of patients to commit suicide and allow many cases that would otherwise be alleviated, to run to the worst. Still on the issue of rights, every one has a right that is inherent in nature and anyone should not interfere with the individual’s rights. People should therefore exercise their own rights without interfering with others’ and no one should interfere with the autonomy of this individual. As we say that rights are inherent in an individual, we are saying that these person posses this rights because of the life that he has. Without this life, the rights he claims to have are null and void. This takes us to the point that no one should interfere with the life because it is the carrier of this same rights. Mill states that, â€Å"But by selling himself for a slave, he abdicates his liberty; he forgoes any future use of it, beyond that single act† (Mill, 2005, pp 67). He continues to say, â€Å"He therefore defeats, in his own case, the very purpose which is the justification of allowing him to dispose of himself† (Mill, 2005, pp 67). In our case the person who decides to die no longer has the autonomy that we advocate to give in allowing them to die. The person defeats his own reason for wanting to die. Mill continues to say, â€Å"He is no longer free; but is thenceforth in a position which has no longer the presumption in its favor, that would be afforded by his voluntarily remaining in it† (Mill, 2005, pp 67). He concludes on this matter that, â€Å"The principle of freedom cannot require that he should be free not to be free, it is not freedom, to be allowed to alienate his freedom† (Mill, p 67). If we have to protect the autonomy of individuals then we should protect their lives too. We can still work without euthanasia because many of our physicians have worked hard and are still working hard to come up will the best palliative care for the terminally ill people. Under good circumstances of proper palliative care, this practice will be unnecessary. This care can conserve the dignity of terminally ill people till they die. It is therefore our responsibility to give them this care rather than to help them kill themselves, which is not dignified at all (Chochinov, 2002). Though, the numbers of people supporting euthanasia is growing with time, everyone should think about the above-discussed concerns. This will help each one of us know that we are capable of giving good care to terminally ill patients without letting them die suicidal deaths. We can think it right that allowing them to die is actually denying them their autonomy, and hence the inherent rights. We should always strive to give perfect care than to kill.

Different Gaits used by Bipeds and Quadrupeds

Different Gaits used by Bipeds and Quadrupeds Gait can be defined as the manner by which an animal moves.   This essay will detail the standard gaits of bipeds and quadrupeds in addition to the underlying concepts of these gaits and examples of the animals which practice them.   There are a number of technical terms used to describe gaits which will be outlined along with the classification of various gaits. Stride is defined as a complete cycle of leg movements, i.e. a select foot being set down to the next setting of the same foot, where each foot is only lifted and set down once in each stride.   Stride is further described by stride frequency, f, the number of strides per unit time, and stride length, ÃŽ », the distance travelled in a stride.   Thus, average speed, v, of an animals gait can be defined as fÃŽ ». The duty cycle of a foot is defined as the duration the foot is on the ground as a fraction of the stride.   In most gaits, the left and right feet of a pair have approximately equal duty factors.   Generally, in bipeds, when the duty factor is greater than 0.5 the gait is a walk (both feet on the ground at some point) and when it is less than 0.5 it is a run (both feet off the ground at some point). The relative phase of a foot is defined as the time the foot is set down as a fraction of the stride.   The first foot of a stride is assigned relative phase 0 and the rest have a relative phase between 0 and 1. There are four different classifications of gaits for bipeds: walk, run, skip and hop.   The walk and run gaits have symmetrical footfalls and alternating legs swings, whereas the skip and hop gaits have asymmetrical footfalls and synchronised legs swings. Bipedal walking in humans is described as a pendulum movement of the legs with the hips scribing a circular trajectory for each step.   Humans use walking as their primary gait as it is the most highly efficient and least energy consuming gait for them.   This efficiency comes from the pendulum movement of the legs; the basic principle of a swinging pendulum is conservation of mechanical energy: as potential energy increases, kinetic energy decreases and vice versa.   This helps minimise the metabolic energy required while walking as there is not net mechanical energy, making walking a very efficient gait for humans.   (www.physicsclassroom.com) Running, a faster gait, is a almost always more energy expending that walking for all animal.   The maximum walking speed is reached, at which the walk must change to a run, when the Froude number equals 1.0.   The Froude number, Fr, is dimensionless and can be defined by where v is the velocity, g is acceleration due to gravity and l is leg length.   Humans will spontaneously switch from a walk to a run at some point between a Froude number of 0.5 and 1.0, when the walking speed becomes less energy efficient than the same running speed. Skipping and hopping gaits are not often used by humans are they are less energy efficient and more unstable than the other two.   However, there are some bipedal animals that favour the skip or hop gait.   For example, hopping (when both feet have a relative phase of 0) can be advantageous in kangaroos as the legs are powerful enough to yield sufficient air time.   Similarly, skipping (when the relative phases of one foot is 0 and the other 0.3) was the preferred gait by many astronauts on the Apollo missions as the lesser force of gravity let arise to strides with long air time, making the gait highly energy efficient. Quadruped gaits are similar to the bipedal gaits, but with more precisely defined variety.   Quadrupeds may walk by walking or ambling; run by trotting or pacing; skip by cantering or galloping; hop by bounding or pronking.   The gaits are classified by the relative phase of each foot as seen below: Most quadrupeds are not capable of all gaits due to variables in their body (e.g. leg length, knee bend, foot position, foot size, etc.) and favour certain gaits over others due to energy expenditure.   Quadrupeds generally use symmetric gaits for slower running and asymmetric gaits for faster running.   For example, a horse with increasing speed will walk, trot, canter then gallop as it becomes more energy efficient to do so.   The trot is the most common run for quadrupeds, although camels pace and wildebeests change directly from a walk to a canter.   Quadrupeds like turtles, with slow muscles, can only walk, lifting one leg up at a time to maintain balance in the remaining three feet on the ground. In conclusion, bipeds and quadrupeds move by a variety of gaits, choosing the most suitable and energy efficient. Zoe Gargulak References       Michael W. Whittle, 2007, Gait Analysis: An Introduction R. McN. Alexander, 1984, The Gaits of Bipedal and Quadrupedal Animals http://www.physicsclassroom.com/mmedia/energy/pe.cfm (accessed: 14/03/16) R. McN. Alexander, 2004, Bipedal Animals, and their Differences from Humans Hugh Tyndale-Biscoe, 2005, Life of Marsupials Alberto E. Minetti, 1998, The Biomechanics of Skipping Gaits: a Third Locomotion Paradigm? Physical Principles of Biological Processes 2 (16B), 2017, Lecture 5: Posture and Gait

Social And Political Factors: National Curriculum

Social And Political Factors: National Curriculum In understanding the factors that led historically to the formation of the Education National Curriculum, it is important to understand the position of Britain troughout history in the past three centuries in terms of socio-economical structure, political trends, religious climate as well as the position of the country in the international arena, both economically and socially. With these three aspects together, and the different historic events and legislations that took place during the XIX and XX century, it becomes clear the reasons, motivations and necesities that led to the establishement of such curriculum within the already established education structure of the country, as well as its objectives and purposes. The British Government attached little importance to education until the end of the 19th century, however there is evidence of the change in mentality before the end of the century. It all began on 1807 when Samuel Whitbread, a champion of religious and civil rights, and a proponent of a national education system he proposed the abolition of slavery, (1) proposed a new poor law , establishing a free educational system -two years of education for those unable to pay- the measure was of course seen too radical for the time and thus easily defeated in the house of common. (2) This thinking is nurtured mainly to the climate of the time, where higher classes of society had no interest in cultural developement, the relationship that Britain had with other countries was totally vertical, Britain had a reputation and status and has always been more concetrated in colonial adquisitions, external growth and power, Britain was leading the world in industry and commerce, there was a laissez-fair e feeling that education would somehow take care of itself.(3) The Idea of education for the masses remained within the spirit of the times, but it only started to gain real interest on the second half of the 19th century when the commercial and manufacturing supremacy of Britain was in decline in comparisson to other european counterparts (4) it now seemed financiable viable to have educated workforce. At that time, the Church of England was responsible for most schools, à ¢Ã¢â€š ¬Ã… ¾Before 1870, education was largely a private affair, with wealthy parents sending their children to fee-paying schools, and others using whatever local teaching was made available (5). It became clear that education needed to (surpass) that frontier of elite, and be more centrered towards the masses, In the second half of the 19th century, not only Britains supremacy was in decline, but crime, pauperism and social distress increased as well, as a sign of lack of a developed education system, political and social stability were now linked with education of the peo ple (6) It is only until 1870 that we can see real State intervention in the education field, The Education Act of 1870 drawn by William Edward Foster, and thus known as à ¢Ã¢â€š ¬Ã… ¾the Foster Act , gave birth to the modern education system in England (4,6) (5), at the time the Chancellor of the Exchequer, Robert Lowe, remarked that the government would now have to educate our masters. (7) It can be seen clearly that there was an advancement in mentality towards education of the people and the future of the country; this act stressed four main points : first, the country will be divided into School districts. Second, School Boards were to be elected by ratepayers in each district. Third, School Boards were to examine the provision of elementary education in their district, and make arrangements if necessary. And fourth, school Boards could make their own by-laws, allowing them to to charges fees if necessary. It was an establishement of elementary schools nationwide, not replacing those s chools run and/or erected by the Church or any other independent body, but it supplemented them. (8) Following to the Foster Act, many others followed such as :The Free Education Act 1891 , The , The Voluntary Schools Act 1897, which stresses in areas such as funding and compulsory age leaving, started to à ¢Ã¢â€š ¬Ã… ¾modernised and forge the education system that we know, Later acts such as The Education Act 1902 , abolished school boards and created Local Education Authorities (LEA) and the 1918 Fischer Act which concentrates on compulsory age of leaving school for Secondary. (5) A well structured Education system was being born in england, driven by the need to have skilled and qualified work force, what followed is the 1944 Education act also know as the Buttler Act which changed the education system for secondary schools implementing a tripartite eduation system and secondary education free for all pupils (9). And thus replacing all previous legislation. 1944 Education Act was an attempt to create the structure for the post-war British education system (10) It only took effect until 1947 after WWII. WWII played an extremely important role in the vision that politicians had on education. In effect, the example set by other european countries in terms of political and social balance everyone else seemed to be doing better than England, mainly because they had better education systems, what stroke the most was the advancement in technology that Germany showoff during the war(13), the astonish organization of its people, the loyalty to the Nazi cause, and the fact that they were all pursuing the same goal. This opened the eyes, not only of the British but to the world. The Nazis were aware that education would create loyal Nazis by the time they reached adulthood, schools were to play a critical part in developing a loyal following for Hitler indoctrination and the use of Nazi propaganda. The sole purpose of this educational structure was to create a future generation that was blindly loyal to Hitler and the Nazis. (11) This historic event let to favouring the formation of a natio nal curriculum, not to follow Hitlers steps per se, but learn from the education experience, however, there is the doubt and fear of political indoctrination, in the formation of such curriculum. There was however a strong motivation to educate the people, produce better citizens and better workers, the British were now more concentrated in quality of the labour rather than quantity. (12) The real revolution in education legislation came in 1988 with the education reform act, which is so far the most important since Butlers act, with this reform was born the National Curriculum(14), so far the most important provision, giving an estatury entiletlement to learning for all, regardless of gender, race, or special situation, determining what should be taught, how, and when, it also sets attainment targets for learning and how this should be asses. (15) The British goverment finally understood that it is important to organize education in the country without letting anyone out, they also understtod the need of educated people, not only in the workforce but as well educated persons, nurturing with moral and values, education became the reflexion of a whole society and society is what makes a country, We have seen the past of Education in the British society and how little importance it had in times when power and wealth seemed the most important, we have also seen how a laissez-faire policy on education did not bring any strengh to society or feeling of collectivity, it is seen as well the different motivations and changes in mentality towards education for the masses throutout history, many pieces of legislations and acts have been drafted in order to secure educated generations to come. Knowing as well the position of power, influence and wealth that England has always represented in the global arena, and following the repercusions and experiences from WWII, it was just a matter of time for England to start thinking in investing in its people, in creating a society that reflects the wealth and power that it endevours, and that society is built throughout education, and the creation of the National curriculum sets the criteria to the delivery of such education aware and responsi ve to changes in society and the economy, aware of the need to nourrish a multi-ethnical society in the spiritual, moral, social and cultural areas adapting to the needs and demands of the time. Society reflects a nation, and a nation reflects society, the National curriculum allows today to educate both, the future nation, and the society to come. B- demonstrate understanding of the National Curriculum by showing how it makes provisions for meeting the holistic needs of all learners. The art of holistic education lies in its responsiveness to the diverse learning styles and needs of evolving human beings. (16) Having an holistic approach means taking into account and consideration the complete person, both, physically and psycologicaly, in education sector this is based in giving sense to identity to every learner, a purpose in life and connections to a collectivity. The National Curriculum in Enlgand promotes develoment in many different areas that can be qualified as à ¢Ã¢â€š ¬Ã… ¾holistic in the sense that their purpose is to foster a balanced education in the knowledge or academic field and the pastoral or more psychological care of each pupil as well. The National Curriculum makes various provisions to meet this holisctic needs such as the promotion of spiritual, moral, social and cultural attitudes and understandings, also promoting key skills, thinking skills and other important aspects(17) that will enable every pupil to develop independent reasoning and thinking, in order to make decisions and be an active and correct member of this society, both intelectually and moraly. We will go throught this provisions to demonstrate how the National Curriculum aim to meet the holistic needs of every learner regardles . In a rapidly changing society, it is important to have a curriculum that will adapt to its sudden cahnges, that is why the four main purposes of the curriculum are set in a way that will enable everyone to be responsive to the needs of the time, these four main purposes are, first: to establish an entitlement of areas of studies and develop of knowledge. Second, establishing standars of performance and assesment in order to examine the learning progress. Third, promoting continuty and coherence that will enable learners to facilitate transitions in a fast moving society and fourth, promoting public understanding leaving to the public the right to discuss about educational issues, giving the collectivity confidence in the openensees of its work. By this, it is intendend to guarantee to the collectivity effective ways to meet the individual needs of every child by clearly and transparently establishing this four main purposes in education. Being a very important aspect taking into account the age of the learners, the National Curriculum has been developed in a cognitive style, this is with the porpuse of creating a more balanced and relaxed way of learning, meeting the needs of each pupil at the correct stage of their developement. That is why the National curriculum its organized and establishes key stages, every Children develop at different rates and this is important to not let anyone behind, and also to ensure the same standards of teaching and learning across the nation. This rigourous aspect of the Curriculum intends to meet the needs of the learners holistically, by being aware of the external and internal influences of a whole generation in a country, giving coherence in what is being taught and taking into account the aging factor. Anotherimportant component of the National curriculum is Religious education; on despite of the fact that parents are free to withdrawn their children from these, it remains a basic component of the curriculum it is considered to make a distinctive contribution to the School curiculum by developing the pupils knowledge and understanding of religious beliefs, by which pupils will consider and respond to a variety of important questions related to thier own spiritual developement, develop identity and comon belongings and values in the comunity(17). Great britain has been mainly christian, but other principal religions presented in Britain and must be taken into account. The spiritual aspect of a human being plays an important role in its developement and the National curriculum provides guidelines to foster this, in a multiethnic society. Other Aspects that promotes the national curriculum are the developent of skills. In effect, the National curiculum promotes Key skills and thinking skills as part of the learning experience. Key skills are intended to help learners in understanding how can they improve and perfom better in their own education, these are embeded in the National curriculum, in all subjects, pupils will be taught skills such as : communication, Application of numbers, information and technology, working with others, improving own learning and problem solving. Skills that will not only nurture their academic education but will enrich their interaction with the outside world. Thinking skills, on the other hand complement the latter and will give pupils all the tools to have creative and analytical thinking, reasoning deducting and evaluating skills, allowing pupils to understand the why and how of their environment. The National Curriculum promotes financial aspects, as is important nowadays to be aware of the changes in the economy and be aware and informed costumers, to make inteligent financial decisions aware of the responsabilities and rights as knowledgeable costumers. In order to do it so, the national curriculum Promotes the adquisition of, financial capability knowledge, entreprise and entreprenual skills that will enable pupils to have some foundation knowledge if they consider as a career path, and the promotion od education for sustainalbe development, which encourage pupils to understand and value the taking part in how we do things individually and in collectively. We have seen how in order to adapt to a changing environement the National curriculum has set criteria to meet these changes and how the age factor is an important issue in the delivering of the education that the national curiculum promotes, being aware that as human beings we develope at different rates. It also takes into consideration Religious education, which enlighten mind and soul in the understanding of ourselfs as beings. With all this clear and set up as a statury entitlement for pupils in england, it is clear that the National curriculum aims to the delivery of an academic and pastoral education in a balanced style and thus having an holistic approach, giving chnces to all learners to develop at thier rate and providing order and criteria to educators in order to deliver such education, the face of the nation relies on the developemtn of their students, and its important for a nation to have educated people in knowledge and sound in mind, ready to make part of a multiethn ical society. C- Understand the strenghts and weaknesses of the National Curriculum The National Curriculum is the most essential and important tool for teachers and it has been a revolutionary approach to education in this nation. Delopping Differentiated lesson planning skils: Learning outcome a) :In demonstrating understanding of the key areas of a lesson plan, A lesson plan is a teachers detailed description of the course of instruction for an individual lesson, it should encourage learners to progress and motivate them to improve in their work, it should also excite interest and commitment and willing to continue the learning. To achieve this results, it is very important to have a clear understanding of the key areas of a lesson plan, their purpose, their significance and impact in the lesson itself and very importantly, be proactive in the adaptation of varied approaches in addressing all learners needs in each key area of the lesson in order to differentiate every learning need, creating an environment conducive to learning for all. A quality lesson plan must be a reflection of the school vision as well as philosophy and obviously integrating the National Curriculum guidelines both in the pastoral and academics, making provisions for pupils different learning needs, these should not be time-consuming and should become a teachers second nature. A well composed lesson plan allows any person educated in the subject to deliver a lesson without any further details, just using the lesson plan as a guide. There are six key areas in a lesson plan. 1) General Background: is the detailed information about the lesson, such as : date, Year group, classroom number, unit of work, subject, support available, number of SEN pupils, risk assessment, links to National Curriculum and type of pupils (mix-abilities, mono ethnical, multi-ethnic, etc) all these information will enable the teacher to know, What, Where, and Who, is he going to teach and by knowing these details, the teacher can then adapt or create teaching resources accordingly. 2) Lesson Objective: What do you want your students to learn as a result of the lesson? In a nutshell, the answer to this question is a lesson objective. A Lesson objective should be clear, realistic and measurable, always be aware of what grade level the lesson plan is being put in place for.(page 20) it shows the keywords of the lesson, the teacher must know; where the students are heading, how are they reaching there and know when they have arrived (page 34) A lesson objective is what the teacher wants to achieve with the pupils, these must be coherent and always within the framework of the National Curriculum programme of study. 3) Learning outcomes: is what the learner will be able to do as a result of the learning experience. They vary depending on the pupils ability, learning outcomes are a tool to examine learning process in certain pupils and know where to improve, they should be differentiated and always tailored in what the pupils will achieve, it is important to use formats such as: all pupils will be able to Most pupils will be able to Some pupils will be able to. Teachers should prepare or adapt resources beforehand at different levels to allow pupils to advance at their rate, also encourage students and share the objectives in the classroom so that they can make decisions about their own improvement, the teacher must of course apply many different strategies to achieve differentiation. According to Bloom Learners should benefit from: cognitive, affective and psycho-motor domains, that is why is very important for teachers to prepare a large variety of resources to enable a benefit learning, thinking about the learning styles of the pupils and adapting all of these thoroughly. The teaching should focus on the particular intelligences of each person (multiple intelligence H.Gardner) . 4) Starter: it can be defined as an attention grabber, teachers as part of their lesson delivery must be creative and think in ways to grab and incite attention to the lesson, a starter is defined by many as a fun based activity that will ignite curiosity. Creativity can be in any form, the starter should be brief, allowing pupils mind to get interest in the subject making them want to know more. Starters can be linked as well with previous subjects to carry on continuity of the lesson, always bearing in mind to use as much as possible all learning styles, also keeping in mind strategies to grab the attention of SEN pupils who might not be as excited as his peers in knowing more about the lesson, always have differentiation as a second nature. 5) Main Lesson: Is the period of time in which learners are taught about a particular subject or taught how to perform a particular activity, In other words, is the delivery of the lesson by the teacher; the transfer of knowledge, it should be in an oderly fashion, using as much teaching methods and ressources as possible in order to integrate all learning styles and learning intelligences (H gardner). It is the duty of the teacher to build some kind of motivation from the part of his pupils into the lesson and thus, enabeling an enthusiastic learning. The main lesson can include: Videos, peer talk, debates, discussions, visits from people into the classroom. There should be a variety of student activities, they should be engaged, active, not passive in order to reinforce the learning experience, this activity part takes place soon after the learning experience. 6) The Plenary: The plenary helps Students to have an overall picture of what they are learning; What have we learned today from this/these activities? Pupils usually reflect their difficulties and doubts, these can be discussed and help clear common difficulties; Summary notes can be given at the end. After completion of work it is important to go over any common difficulties with the group, it is important to ask for feedback from the class as a whole in order to summarize what has been learned, the plenary can be a very interesting part of a lesson for inexperience or new teachers as own teaching performance can be asses to see if the primary lesson objective is being met, teachers can then realize what is going wrong in the delivery of their own teaching through the plenary. Lesson plan is a rigorous method to structure what is going to occur in the lesson. Lesson plan is an art not a Science, (442 teaching today) Which lead to the conclude that a lesson plan is the key for a succesful lesson, planning carefully and thourufully each lesson, taking into account the needs of the students, encounter unexpected situations, always thinking in preparing too much because at the end of the day: fail to plan is plan to fail. B) Explain how a lesson plan can meet the needs of individual learners: Inclusion, differentiation, diversity, entitlement, equal opportunities, special needs, personalised learning, ensuring equal opportunities All of these concepts are highlighted strongly to trainee teachers and always brought up as if it was the most important concepts in teaching; and the reality is indeed that those concept are the most important and the first that should be bared in mind at all times when wanting to teach in an UK classroom, concepts that must become an automatism in the teaching profession. The UK is hitherto a multi-ethnic and cultural society that has put equality of rights at the top, reason why education must reflect the same vision and values. But how can a lesson plan meet the needs of individual learners in a classroom where every individual might have a learning need? It will be illustrated the issue of inclusive education and mix abilitiy in the classroom and how a well prepared lesson plan can meet the needs of individual learners and have an inclusive approach. In 1978 Baroness Warnock in the early 1980s laid the foundation for the Statement of Special Education Needs: a legally binding assesment guaranteeing ressources for children with severe needs, she denounced as well segregation in the schools and coined the term SEN. The principle of Inclusion is that children with Special Educational Needs (SEN) or a Disability have the right to be educated in Mainstream Schools alongside other children from their community rather than being educated in Special Schools(cita). Main education needs are the following: Cognitive and learning difficulties (dyslexia, dyspraxia, dyscalculia) Autistic spectrum difficulties Behavioural, social and emotional difficulties Sensory and physical (Visual and hearing impairments) Interaction difficulties (EAL-English) Inclusion can be seen as a top up for integration, is about removing all possible barriers that avoid development, learning and participation in the school, and that includes drafting every lesson plan in this fashion. Teachers can always consider his pupils special needs and integrate appropiate strategies and resources on his lesson plans, they should not be necessarirly time or money consuming and should be, of course effective. There are however situations in which the need of the pupil is severe and such an approach can be inadequate in meeting certain pupils needs, in these cases, special provisions and IEPs Individual Education Plan, can help the concerned pupil in achieveing identified targets in his learning, and thus ameliorating by identifying his learning style. IEP will be explained more in depth in section (D) of this module. As a result of inclusion, integration and diversity in the classroom, teachers face themselves with the challenging task of delivering lesson to mix-abilities pupils. Education in the UK is dealt in a cognitive progression (citacion), The National Curriculum sets targets and attainment levels, their porpuse is to differeantiate that pupils have different abilities, they all have differences in learning styles, different ways of thinking and preferences, Hence the reason why teachers must integrate sustainable and measurable learning challengeces, integrating a variety of activiy for each learning and ability group in order to extend their abilities. An example would be as illustrated in annex where, as shown in this lesson plan for year 3, teacher introduce all VAK learning styles into his lesson plan, making as well provisions and arrangements for students who might demonstrate a lack of inclusion to the mainstream lesson, the teacher had the previous acknoledgemt about his classroom, knowing that he has two statemented pupils, an autistic and an ADHD. Teacher has made provisions for a rich lesson in ressources and VAK styles (citacion), taking into account the fact tthat they will be pushed to develop their way of learning and understanding, challenged to carry on their learning in mainstream at the same time that their peers , this will give confidence to them, encouraging, making them part of the lesson as a whole, inluding them, integrating them into the lesson, which is exactly what the National Curriculum says. Teachers should understant of course, how far to push and how, understand the limitations of the learners. When a teacher sees a sign of alarm e.g, a pupil left behind and lost in the lesson, is the teachers duty to have made previous provisions and take inmediate action to help metting that particular pupils learning need. Teacher can first, as part of his lesson, expect this situations arising and have a back up plan to support, they should be effective but not exhausting and consuming that would distract the teacher from the rest of the pupils (see annex special provisions) drafting an IEP in cases where there is a genuine strong difficulty, its the tool will allow us in identifying the rot of these difficulties as well as in understanding how to reach this learner, what is his learning style ? and the special provisions that will be done for him, would be discovered, and easier to implement in the future. See IEP (section d of this module) We must not forger that as teacher, we will have the opportunity to encounter many gifted and talented pupils, who themselves, happened to have a learning need, in fact, if as teacher we concentrate too much in delivering a lesson objective without preparing more in depth ressources and knowledge, these students will not be benefeting of and appropriate education, these pupils demonstrate leadership, initiative, creativitenes, high level of practical skills, so there must be provisions done to meet these demanding needs as the group is achieveng as well in its many different abilities. Research and observations from educators has led to a large variety of teaching methods, research done by Professor John Hattie concluded that successful methods share three caractheristics: They set challenging tasks, students and teacher get informative feedback and that the teaching was constructivist. Concluding that after all the teaching procces should include both parties constatntly evolving (Student Teacher) and have a dialogue approach. Learning from studies done about education will enable teachers in many different ways about delivering an inclusive education.Teachers must make sure to adquire as much academic knowledge regarding inclusion as possible and apply in many different ways, being an energetic proactive person willing to enthusiastically and objectively deliver a lesson plan with the solely objective in mind (in the mind of the teacher), of making that lesson objective for the day create great learning outcomes from the part of the pupils, and repeat that every day. c. Be able to adopt an inclusive lesson plan for a mix-ability group. D) Be able to demonstrate understanding of an IEP. When do we write an IEP? More than just understanding an IEP, knowing when to apply one is the real challenge. When the expected results in the pupil learning are not met, and there are signs of alarm, an IEP is an early intervention. IEPs are working documents for all staff that must be written in a jargon free language understandable for all. In it, a structured planning documentation to help students achieve identified targets. It ditacte what should be teach and the criteria; setting realistic targets that should be assessable and understandable. They should be teaching and learning plans setting out what, how and how often particular knowledge, understanding and skills should be taught. Using additional or different activities from the mainstream lesson. It contains the steps and teaching requirements needed to help students achieve identified targets.(inclusive edu) Porpuses of IEPs are mostly ocused in addresing an identified learning need in order to discover proper ways on how to meet the pupil;s learning need, and how to address it. As a result of an IEP, teachers have two tools: early action plus and school action plus. The former, focuses on what provisions can the school make to help the pupil using internal resources in the school, the latter, is intervention of external parties from the school that can address more appropiately e.g psychologists, police, etc (cita) An IEP should include: Short term targets, teaching strategies, provisions, revision date, succes or exit criteria, outcomes. Everything should be realistic and integral to classroom and curriculum planning. Targets should be achievable for both pupil and teacher, they should be in small steps so that the succes is clearly visible to the pupil as he will become more self-confident, the challenges will be made rigourous. Parents should always be informed and communicate with them, they are a great source of information and help. Pupils informaito nshould be communicated to all staff inless issues of confidentiallity should be considered. However if the need is severe or complex, all staff should be informed, record progress and share with parents al the information. Its important to note that one-to-one tuition will not always be the best way: an alternative and most appropitate way will be providing differentiated or additional learning material, equipment, peer or adult support. As a result of an IEP, concerne pupils will be monitored and will benefit from differentiated or additional learning that in some cases led the educators the task to make the pupil achieve targets, an IEP is the first step in cases when educators are identifying a genuine learning difficulty requiring a statementing process, informaton about the 5- Classroom behavious management A) Understand different strategies for dealing with childrens behaviour in the classroom and their link with different theories on behaviour. Classroom management is how the teacher delivers the curriculum and the environment at which students will learn (cita pag55 mana). Throughout time, q lqrve variety of theories and strategies about behaviour have been made available, thanks

A Cubist Perspective of Shakespeares A Midsummer Nights Dream Essay

A Cubist Perspective of Shakespeare's A Midsummer Night's Dream      Ã‚  Ã‚  Ã‚   "The great cycle of the ages is renewed. Now Justice returns, returns the Golden Age; a new generation now descends from on high." - Virgil, Eclogues 1.5    As Virgil stated so many years ago, history is a cyclical phenomenon. The experiences of one age tend to be repeated in future generations. Knowing that, we should not be surprised to find the seeds of modern styles and philosophies sprouting in earlier ages.    Elizabethan England was a society undergoing major social changes. In religion the country had recently left the fold of Catholicism to establish the Church of England. While England during this time was a major world power, she also enjoyed a level of security thanks to her easily defended boundaries as an island nation with a powerful navy. The sense of power and security allowed for the growth of a prosperous middle class. Within this milieu of power combined with internal security and economic growth the seeds of change were nurtured#. Intellectual and artistic freedom and growth were fostered in this environment, Elizabethan England provided an envisronment that allowed men like William Shakespeare to find a voice that reached not only his own generation but continues to speak to the modern world.    If we look at the world at the beginning of the 20th century we can find many parallels with Elizabethan England. In both ages Europe was experiencing a great social and political realignment. The growing nationalism that was the precursor to World War I and the Russian Revolution was accompanied by a new sense of self and a new set of allegiances. For artists like Pablo Picasso and Juan Gris these ... ...."   William Shakespeare Comedies & Romances. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986.    Schanzer, Ernest.   "_A Midsummer-Night's Dream."   26-31 in Kenneth Muir, ed. Shakespeare: The Comedies: A Collection of Critical Essays.   Englewood Cliffs: Prentice-Hall, 1965.    Shakespeare, William. A Midsummer Night's Dream, ed. Brian Gibbons. Cambridge: Cambridge University Press, 1991.    Vaughn, Jack A. Shakespeare's Comedies.   New York: Frederick Ungar Publishing Company, 1980    Watts, Cedric. A Midsummer Night's Dream. London: Penguin, 1986.    Wells, Stanley & Gary Taylor, General Eds.   _William Shakespeare: The _Complete Works.   New York: Oxford University Press, 1986. Young, David P.   Something of Great Constancy: The Art of A Midsummer Night's Dream.   New Haven: Yale University Press, 1966.      

Byrons Don Juan - No Formal Ending is Needed Essay -- Don Juan Essays

Byron's Don Juan - No Formal Ending is Needed Lord Byron's chief masterpiece is probably the comic epic Don Juan, which occupied its author from 1818 until nearly the end of his life (Trueblood 14-15). The sheer length of the poem is in itself impressive; its seventeen cantos take Juan through a variety of adventures, including the famous affair with Donna Julia, the sojourn with Haidee, experiences in Turkey and later in Russia as a slave, and finally episodes in England among high society (Boyd 22-30). Remarkably, however, Don Juan as Byron left it is obviously unfinished. Further, the poem was not published in an absolutely complete form until nearly eighty years after Byron's death (Steffan III 562). The unfinished state of Don Juan and the circumstances which led to it inevitably encourage speculation: how would Byron have ended his poem? The final canto of Don Juan (XVII) is dated May 8, 1823, and was written just before Byron sailed from Italy to help the Greeks fight their revolution (Bostetter 9). Although he occasionally talked of continuing his poem, he wrote no more in the eleven months between his composition of the fourteen stanzas of this canto and his death in April of 1824 (Marchand 1125). The seventeenth canto of Don Juan was found among Byron's personal effects and papers after he died (Marchand 1234). Meanwhile, in England, Cantos VI to XVI of Don Juan, which Byron had penned in an incredible burst of creative energy from April 1822 to May 1823, had been published by John Hunt in four installments, the last less than a month before its author's death in Greece (Bostetter 8-9). Even within Byron's lifetime, unscrupulous publishers had printed many spurious "continuations" of the poem during breaks i... ...d Chew passim. Works Cited Bostetter, Edward E., Twentieth Century Interpretations of Don Juan. Englewood Cliffs, NJ: Prentice-Hall, 1969. Boyd, Elizabeth French, Byron's Don Juan: A Critical Study. NY: Humanities Press, 1958. Byron (George Gordon, Lord Byron), Don Juan, ed. Leslie A. Marchand. Boston: Houghton Mifflin, 1958. Chew, Samuel C., "The Centenary of Don Juan." American Journal of Philology 40: 117-52. Coleridge, Ernest Hartley, ed., The Poetical Works of Lord Byron. London: John Murray, 1905. Marchand, Leslie A., Byron: A Biography, Vol. 3. NY: Knopf, 1957. McGann, Jerome J., Don Juan in Context. Chicago: U of Chicago Press, 1976. Steffan, Truman Guy, & Willis W. Pratt, eds., Byron's Don Juan: A Variorum Edition. 2nd ed.. 4 vols.. Austin: U of Texas Press, 1971. Trueblood, Paul G., Lord Byron. NY: Twayne, 1969.

Islam in America :: Religion Islam

Islam One of the active "survivors" of practiced faiths in America is Islam. Before and even after the incident of September 11th, more and more disappointment, frustration and curiosity towards Islam and Muslims have aroused amongst Americans. The Reason behind those mixed feelings is that it is said that a group of Muslim "terrorists" were behind the tragedy that occurred to the Trade Center in New York. That has resulted in the lost of many innocent lives and corruption of the nation. Afterwards, Americans were intimidated by this religion, and what it brings to the world, so they sought to learn about it. Surprisingly, studies by Brendan Bernhard in his book White Muslim show that the number of converts after September 11th had risen in America more than ever before (Bernhard p.14). One may wonder how Islam attracted the American public despite the tragedy that has occurred and said to be done by the Muslims. The Book White Muslim gives an overview on different converts after September 11th. In addition, the articles Muslims in America After 9-11 and As the Smoke Began to clear give a closer look on the Muslim and non-Muslim American reactions after September 11th. Moreover, September 11th drew eyes on Afghanistan (Muslim nation that is run by the Taliban movement, the accused leader of the attack of September 11). Therefore, Muslim women of Afghanistan were discussed numerously in America; through the topic on the unjust treatment they face living as Muslim woman. Afterwards, the controversial issue on American Muslim woman arose in America about their way of life as Muslims. To get a clearer idea on this particular issue, in Muslim Women in America what is previewed is the Muslim woman's role and her place in Islam and American society in general. The book als o discusses the difficulties Muslim woman face living in America as well as the reason behind American woman converting in Islam. The article Living a Muslim in American Society also addresses the difficulties faced by Muslims in general living in America. A closer look at Muslim woman converts may be previewed as well through the articles Islam Our Choice-Portraits of Modern American Muslim Woman, and The American Harlot. Accordingly, one may wonder how and when Islam approached America, as it seems after September 11th Muslims are noticed to have a fairly large number of followers that are spread in some states of America. Going back in history when America was discovered and it was then called the New World, enslavement came about.

The Justice Game – Truth Essay

†¢How does the prosecution and defense each represent the truth? †¢Values and attitudes of the participants? †¢Robertson’s values and representation of the truth? Truth can be represented in differing ways according to the values and attitudes of the persona whose representation of truth is being expressed. Throughout Geoffrey Robertson’s The Justice Game the responder is convinced to accept the composer’s representation of truth through the use of composing techniques such as the short story structure, Robertson’s social status, various language techniques, symbolism and the use of examples and quotations to back up Robertson’s statements. The perspective on truth held by the other participants in each trial is however also included. The term ‘truth’ refers to accurately placing information in accordance with fact or reality. The ‘truth’ in The Justice Game is essentially about revealing to its readers â€Å"What is kept from the public, and what the public wish to be kept from†. Each case was chosen by Robertson to provide different representations of the ‘truth’ based on different values and attitudes. The short story structure allows many themes relevant to society to be coherently included in one text. Through the eyes of Robertson people have the opportunity to see the ‘truth’ in these highly publicised cases from the perspective of a learned and involved man. Robertson is assumed to be a reliable source of truth by the average reader, because he is a celebrated lawyer and has been chosen to represent people as high profiled as the â€Å"Princess of Wales†. The genre and format of the text represent certain qualities to the reader, along with the social status of Robertson which in turn, act to convince them that what is written is true. The Trials of Oz† is a case that took place in 1971 against Richard Neville, Jim Anderson, and Felix Dennis, editors of the infamous underground Oz magazine. The controversy arose from the prosecution’s perspective that the material in the magazine was detrimental and corruptive to society of that time. In particular the comic strip satirizing Rupert the Bear elaborately renamed Rupert the Bare, and a small adverti sement titled Suck. The prosecution represents the truth through a traditional method of attack that shows Leary’s Victorian image. Brian Leary representing the prosecution draws on the jury’s traditional background to make them empathize with his perspective of the truth that the Oz magazine was an indecent article. Leary discredits witnesses with his â€Å"insinuatingly effective† cross- examinations. The defense and Oz magazine were branded as the ‘alternative society’ in order to alienate them in the jury’s mind, and to make the jury feel unwilling to belong to the defence and therefor the ‘alternative society’. The prosecution feels that the ‘alternative society’ has no respect for the accepted values and attitudes of ‘normal society’. The ‘alternative society’ is described to worship sex until it reaches the ultimate stage of â€Å"fucking on the streets†. This is an example of the generalisations made which portray the ‘alternative society’ as unattractive and distasteful to be a part of. The Defence on the other hand, use high profiled witnesses and statistics, such as the pornography survey conducted on married couples, to highlight the harmless nature of the Oz magazine. John Mortimer representing the defence, undermines the seriousness of the trial through his permissive attitude towards life. The defence lightens the atmosphere with comical jokes such as when Leary asked Dixon how old he thought Rupert the Bare was, he replied â€Å"I’m not an expert in determining Bears’ ages†¦ maybe you are more familiar in the field? † This aids in reducing the seriousness of the accusations. He trivialises the magazine by referring to it as a â€Å"schoolboy prank† or â€Å"cheeky criticism†, and thus considerably plays down the charges. The language technique of using humour makes the whole trial appear as a joke. The composer states that â€Å"Perhaps the best thing about Oz is that they just don’t have trials like that anymore. † Robertson’s representation of the truth toward the Oz magazine is that he sees it as cheeky but not harmful. Experts are used as witnesses to portray the defendants as essentially guiltless, and to make the prosecution’s arguments appear groundless, based on confusion tactics and unreality. Robertson constantly undermines and discredits most people who hold power in the establishment. This is represented in his ridicule of Judge Argyle as he points out the mistakes he made when sentencing, and how he portrays judge Argyle as narrow minded and unreasonable. The composer shows himself as an advocate of new society through his belief that the trial is merely a â€Å"collision of cultural incomprehension†, with the older generation symbolised by Judge Argyle, being unable to understand the revolutionary notions held by the younger generation. This is shown by his constant criticism of the judge, whose inability to comprehend contemporary vernacular and general knowledge is stressed repeatedly, effectively conveyed through the misunderstanding of the phrase â€Å"right on† and the sexual act of â€Å"cunnilingus†. Robertson aligns himself with the values of his target audience, the working class and lower middle classes, allowing the reader to identify with him. Consequently the reader is content to allow Robertson to represent their opinions as they are convinced that the authors representation of ‘truth’ is correct, although being subjected to other representations of the ‘truth’ as well. Robertson’s main argument in â€Å"Michael X on Death Row† was that â€Å"the death penalty was, in itself, a cruel and unusual punishment† Robertson’s representation of ‘truth’ in this instance is that prolonged stay on death row amounted to cruelty and was contrary to the Bill of Rights. Robertson, a Civil Libertarian, believes that there is only hope in the courts and not in politics, and that his strong stances on humanity can only be achieved through battling the government to change the law, in court. Robertson states that he is â€Å"passionately in favour of the incorporation into British law, the European Convention on human rights. † This fact and Michael’s ordeal are what brought about the battle to save death row inmates, that Robertson endured for twenty- years. Robertson repeatedly reminds the reader of the longevity of his battle to abolish capital punishment in commonwealth countries, which reflects his slightly egotistical nature but also symbolically reminds the reader of the many years spent by inmates on death row. As a young lawyer when Robertson took up this case, he was highly idealist and his interest in the case was genuine. The prosecution refutes the defences statement that â€Å"prolonged stay on death row is inhumane† arguing that in many cases the reason for long delays before executions are the self- induced delays of last minute desperate appeals on their behalf from their lawyers. The prosecution continues that innocent people were never convicted and â€Å"All murder convictions are approved by the finest judges in the world,† and deserved their sentence. The defence represents the ‘truth’ of capital punishment being â€Å"unbecoming to human dignity. † They evoke emotion and sympathy from the reader and the courts through phrasing death with terms such as â€Å"human sacrifice† and using emotive language. Robertson aids this cause through colourful analogies such as comparing his visit to see Michael X to that of seeing the rarest species of animal at the zoo. The defence believes that although their immediate client Michael X cannot be saved, they are helping countries through the progression of their constitutions. Robertson presents this case in a very biased manor, creating a strong sympathetic feeling in the reader towards the â€Å"solemn, vulnerable member of the living dead† Michael X. Throughout the story Michael X is referred to as simply â€Å"Michael† establishing that the inmate is a changed man. Robertson presents Michael X to be the victim and the state to be the villain, which once again portrays his distain for authority evident in his other stories. A detailed description of the process of execution is given which adds to Robertson’s view that capital punishment goes against the European conventions of humanity. The crime committed by Michael X is only referred to a whole ten pages into the story, after creating a sense of innocence to the character of â€Å"Michael†, and the crime itself is not given any real importance by Robertson. This is a technique used to portray other ‘truths’ as such, whilst convincing the reader to conform to Robertson’s representation of the ‘truth’ and not letting the reader believe the alternate ‘truth’. All the descriptions of death row are negative, prejudiced by Robertson’s opposition to capital punishment. As the subject matter is a serious one dealing with capital punishment, Robertson has chosen the use of an objective and serious tone of voice in contrast to â€Å"The Trials of Oz† which is presented in a more light- hearted tone to emphasise the undermining of the charges. The first person narrative structure allows the ‘truth’ to be told from a different and more reliable source than â€Å"The Trials of Oz† as Robertson is more learned in this case, as he was personally involved. This however, brings about the technique of employing one- sided story telling to build the character of Michael X as a victim of the out dated death row execution system, and emphasises that â€Å"He was a different man; four years on. † Through the technique of careful positioning of facts, Robertson persuades the reader to agree with his representation of the ‘truth’. He appeals to the readers humanity and convinces them to sympathise with Michael X, by showing the inhumanity and immorality of the execution system through illustrations of exaggerated cruelty of the ghoulish rituals performed before and during execution. In Sylvia Plath’s poem The Mirror, the personification of the mirror stands as the objective endorser of truth. The mirror tells the responder that it is â€Å"not cruel, only truthful,† that it has no other purpose but to â€Å"reflect† the physical appearance of the female body, as a lake would do. This is expressed through the metaphorical statement â€Å"Now I am a lake. † Personification allows the â€Å"mirror† to make unbiased and â€Å"exact† observations and through these we come to understand the importance of appearance to the woman. The woman â€Å"searches my (mirror’s) reaches for what she really is†, conveying Plath’s representation of the ‘truth’ that to the woman, her true self is based purely on her external appearance. The â€Å"mirror† describes itself as having no â€Å"preconceptions† allowing it to simply reflect the unbiased reflection of a woman’s physical appearance, unlike candles and the moon, which are said to be â€Å"liars† as they cast mellow lights that can distort the reflection from the truth of daylight. Plath metaphorically likens the mirror to â€Å"The eye of a little god†, emphasising the power that it has over the emotional state of the woman who ironically â€Å"rewards (the mirror) with tears and an agitation of hands† acknowledging the importance of the mirror to her, and its â€Å"faithful† reflecting of her true physical appearance. The poem is a comment on society’s fixation on image. Plath exposes the truth about aging: the resentment and rejection of it, especially through the continuation of the water imagery that the â€Å"mirror† asserts that in it the woman has â€Å"drowned a young girl†, and â€Å"an old woman/ Rises†, to devour the ageing woman â€Å"like a terrible fish. † This simile provides a grotesque image of old age. The use of the mirror in the poem is in fact an extended metaphor with the mirror possessing the power to reflect image. The poem endorses the importance of image that rectifies the truth about oneself as it best sees fit. Unlike â€Å"The Trials of Oz,† The Mirror is not written in a comical and light- hearted tone. It is written in an objective tone of voice as Plath takes on the persona of a mirror to seriously describe its value to the woman. Both texts are however, are relatively unprejudiced in their representations of the ‘truth’. The reflective essay Southpaw by Ken Willis, portrays a representation by a â€Å"side-lined† left- hander that left handed people are discriminated against by contemporary society. The persona sees himself as â€Å"discriminated against† because he is a â€Å"southpaw†. The essay is light- hearted and satirical, but nonetheless the â€Å"left- handers are forced to live in a world designed for right- handers. † A series of humorous anecdotes are included to portray the disadvantages faced by the left- handed â€Å"subordinate group. † The accepted values and attitudes of the right- handed society include the acceptance of the downgrading of the â€Å"subordinate group†, as common phrases used in everyday speech are coined with an underlying prejudice against the left side. Colloquial phrases among Australians such as â€Å"she’ll be right† are used as examples within this reflective essay to support the notion that left- handers are discriminated against by the â€Å"Right handers, as members of the dominant group. † In this phrase however, the literal meaning of the word ‘right’ is to be correct, not the right side as Willis has understood it. This shows that the absolute truth in the Australian phrase has been distorted to reveal Willis’ representation of the ‘truth’. The literal meanings of the word ‘right’ in Latin and French, is however included to reiterate Willis’ perspective that right- handers are able to enjoy the sub- conscious discrimination of left- handers. The word ‘right’ means â€Å"endowed with dexterity† in Latin, and â€Å"adroit and experts in the use of hand and mind† in French. Willis takes his case of accusing society of discriminating against left- handers by bringing in Christian religious connotations. He describes right- handers as â€Å"sit(ting) at the right hand of God† whilst exclaiming that â€Å"those who sit on the left are ‘cursed into the eternal fire. ’† These expressions are once again taken out of the context in which they are used, and are exploited by Willis to aid in his representation of the ‘truth’. The biased qualities seen in this reflective essay is not unlike â€Å"Michael X on Death Row† as both Robertson and Willis attempt to distort the absolute truth into evidence to support their own representations of the ‘truth’. The tone of voice however differs greatly as Southpaw is written in a more comical manor than the serious tone of â€Å"Michael X on Death Row. † Through the study of the above named texts, different representations of the ‘truth’ can be identified with depending on the influence of certain values and attitudes possessed by the participants involved with the text. It is shown that the absolute truth, in terms of information that is accurately placed in accordance with fact or reality, can be manipulated and twisted by the composer in order to portray their representation of the ‘truth’. A certain enlightenment is provided in dealing with prejudiced and biased material, as persuasive techniques employed by the composers are also revealed. As a Civil Libertarian, Robertson passionately believes that the Law can humble the most powerful: governments and wealthy private litigants such as the Princess of Wales. The law permits justice, meaning the side with the best case, to be gained through equal opportunity. Robertson presents his representation of the ‘truth’ about what he elaborately coins â€Å"The Justice Game†.