Political Philosophy and Machiavelli Essay

â€Å"And if all men were good, this teaching would not be good; but because they are wicked and do not observe faith with you, you also do not have to observe it with them† (69). Niccolo Machiavelli’s The Prince is arguably the most famous and controversial political science book of all time. Many think of Machiavelli as synonymous with evil. The father of the idea that the ends will always justify the means, the term Machiavellian has become connected with selfish, brutal, or immoral actions. Machiavelli has long been associated with totalitarianism, conquest, and tyranny. But is this label deserved? Is The Prince a book that expresses evil? Many argue that Machiavelli is not a teacher of evil, but bases his teachings on a pragmatic realism that has long been a part of politics. He would certainly not be the first to have such a view, and he is certainly not the last. In promoting his realistic view of power and politics, Machiavelli does not teach evil, instead, he uses necessity and practicality as the criteria in which his thought is based on. In this way we see that he does not put the matter of good or evil as a priority in his actions, but uses practical methods to make his choice in each instance as to what is necessary and beneficial. Through the exploration of the basis for Machiavelli’s treatment of ethics and his agenda for writing The Prince we see that his teachings are not evil, but based on political pragmatism and necessity. He himself makes it clear as he advises the Prince on how to be able to do what is necessary whether it is good or evil. â€Å"And so he needs to have a spirit to change as the winds of fortune and variations of things commanded him, and as I said above, not depart from good, when possible, but know how to enter into evil, when forced by necessity † (70). Machiavelli treats morality and prudence not as guides for a Prince, but as tools to use for political gain. In this way we see that Machiavelli is not preaching evil, which would be to encourage the opposite of virtue and morality, but to use them in different ways depending on the situation. Virtue is a key concept when discussing moral living and actions, and vice is the opposite of virtue. The concepts of virtue and vice are age-old ideas ingrained within human society. But the traditional view of virtue and vice, laid out by such thinkers as Aristotle and Plato, is changed to fit the pursuit of power in Machiavellian’s The Prince. Classic virtue comes from a criterion based on just and beneficial interaction, while pursuing an end, within a civil society. This interaction can involve the impact of an individual on another individual, a citizen and a state, or even an impact an individual has upon himself. Thus a man who sacrifices his life to save his friend, city, or beliefs is thought of as virtuous. On the other hand the reciprocal of this action would be vice, a man who sacrifices his friend, city or beliefs to preserve his life may be viewed as possessing a vice. Virtue finds its anchor in morality and ethics, and upholds that, it is focused on preserving qualities like justice and harmony. The change in the Machiavellian code of morality comes as a result as result of an entire shift in what the foundation of this morality is built on, namely the ends being pursued. The Machiavellian concept of virtue not only divorces virtue completely from its ethical foundation, but places it on a foundation of ability to execute what is necessary in order to achieve what is desired. In this case what is desired is power, which is to be strictly maintained and used to achieve glorious ends, whatever they may be. From this foundation of the pursuit and maintenance of power comes the Machiavellian outlook on everything else, and is the reason in which he is able to separate ethics from politics. Morality in its classical sense would only serve to get in the way of power and prudence; it creates unnecessary dilemmas between what is politically necessary and morally correct, interfering with being a wise ruler. Therefore the Prince must take the necessary actions regardless of their moral ramifications. â€Å"? [If] one considers everything well, one will find something that appears to be virtue, which if pursued would be one’s ruin, and something else appears to be vice, which if pursued results in one’s security and well-being† (62). Machiavelli removes the foundation of prudence and virtue from morality, and reinterprets them in regards to necessity and power. Correct policy within The Prince is based on the Machiavellian conception of virtue and prudence. Stemming from this, Machiavelli at times refers to virtue and prudence in their classical definitions, pertaining to high morality, and just actions. But at other times in The Prince, he refers to them as directly pertaining to the proper execution of power. For example he often compares a ruler’s success, not morality, with virtue. No matter how brutal the ruler, if he is able to hold power well then he is virtuous. Prudence is thought of as being careful, observant and logical in the classical sense. But Machiavelli uses it to describe a ruler who is very sharp, decisive, and makes the correct choices. â€Å"A prudent lord, therefore, cannot observe faith, nor should he, when such observance turns against him, and causes that made him promise have been eliminated† (69). It therefore would be prudent for a ruler to massacre a rebellion, if it meant the ultimate preservation of power. In this case necessity calls for action, even if those actions go against classical morality. A ruler, who has correct judgment and knows what is the best course of action, would take the proper measures to stop the rebellion and pay no attention to the morality of his actions. The ends in this case change the conception of the codes in which the means are to be judged by; no longer is the end such universally beneficial ideas of peace and justice, but power and conquest. Virtue and prudence to Machiavelli hold meaning only in the sense of ability and accomplishment. To Machiavelli cunning would be a virtue, as would decisiveness while wielding power. A vice for a ruler would be stupidity, or ignorance of ones own subjects. Something that is virtuous in the classical sense would only be followed if it were deemed compatible with the situation, and did not in anyway undermine the ends being pursued. The Machiavellian view is based on and around a realism seen in politics and history, and is amoral. The entire intent of the book was to write a pragmatic and realistic approach to dealing with power, not a lesson in high virtue and morality. He states, â€Å"But since my intent is to write something useful to whoever understands it, it has appeared to me more fitting to go directly to the effectual truth of the thing than to the imagination of it† (61). He finds that necessity is what guides most actions. â€Å"? [Because] men will always turn out bad for you unless they have been made good by a necessity†(95). A military training manual written on the best way to execute killing would not go into a debate on whether or not killing is right or wrong. The manual would be almost amoral and not go into the debate, those who have already settled that debate in their minds would read it, and the same follows for The Prince. One should not associate the teachings of The Prince as something that Machiavelli himself feels is moral, just and proper, but rather what history has shown to be the ideal and efficient way to handle power. Survivor in the political world creates certain necessities, and forces individuals to undertake certain actions in order to ensure success. â€Å"? [for] it is so far from how one lives to how one should live that he who lets go of what is done for what should be done learns his ruin rather than his preservation† (61). The purpose of The Prince is not a guide to being a moral Prince, but how to abide by necessity and pragmatism. Just as a purpose of the war manual would not be the ethics of killing. The manual would not debate war as a just or unjust means to an end, but instead would accept it as reality, and try to approach it with the same harsh reality. In fact the entire purpose of The Prince was to serve as a guide to restore Italy to greatness, a path that can only be achieved by power. He uses examples from throughout history of rulers who acted successfully when faced with a situation, drawing from these examples he shows the correct actions that a Prince should follow. There is no room for being a virtuous and honest ruler, as it will be at odds with the reality of political life. Because he uses realistic examples from history, we see his true pragmatic nature; his ultimate goal is the achievement of his ends, not the correct actions. Machiavelli uses the actions of past rulers whether or not they are just, as long as they prove successful for the ends being pursued. Machiavelli himself states that he has taken a realist approach, and outlines the reason as to why he has taken this approach, as being necessary and efficient. If one were to examine the way in which Machiavelli looks towards allowing freedom towards his subjects, or the treatment of honesty toward his subjects, one would conclude that Machiavelli himself was not in favor of these things. It would be a mistake to reach this conclusion, it is not so much that he is against freedom or truth, but he realizes that these things will damage and undermine ones power – the goal and focus of The Prince. â€Å"For a man who wants to make a profession of good in all regards must come to ruin among so many who are not good† (61). Machiavelli is not favoring things that we would view as brutality, deception and in many cases evil; instead he is using them as tools in an act to obtain what he desires. Machiavelli spends much time on the behavior that a Prince should follow in order to be successful. Although Machiavelli goes through many different traits and practices a ruler should follow, the two that he deems very necessary are to be loved and to be feared. Machiavelli stresses that a ruler should seek to be loved, but above all make sure that he is not hated, because if he is hated it will ultimately be his undoing. This follows the Machiavellian line of pragmatism and necessity; it is not motivated by a lust for evil or deceit, but is something that many people who are appalled by his amorality would agree with. If Machiavelli were a teacher of evil he would never make such a statement. A leader who is feared will ultimately deter any action against him by his ability to control the actions of the people with his fear. . Morality will only serve to hamper a prince’s abilities. â€Å"This has to be understood: that a prince, especially a new prince, cannot observe all those things for which a men are held good, since he is often under a necessity, to maintain his state, of acting against faith, against charity, against humanity, against religion. And so he needs to have a spirit disposed to change as the winds of fortune an variations of things command him? † (70). The most efficient way to deal with a problem is usually not the moral way, and Machiavelli time and time again points to this as the reason in which he chooses the path he does. His book is not for idealists, and as he states idealists rarely accomplish what they want. His book is for the guidance of a Prince towards power, and the ability to maintain that power. All of these things follow the strict Machiavellian criteria of necessity for power. Whether these things are good or evil in our eyes is not the topic of discussion for Machiavelli, therefore it does not concern him, what he seeks is the necessary actions to gain and maintain power. â€Å"Hence it is necessary to a prince, if he wants to maintain himself, to learn to be able not to be good, and to use this and not use it according to necessity† (61). This doctrine of pragmatism within The Prince was not invented by Machiavelli, one can look at it as merely an expression of the practical political ideas of his time, and perhaps forever. We see that Machiavelli puts forth an ethics of political convenience. It does not hold to or allow itself to be hampered by morality, virtue, or Christian values, but allows them only when opportune and beneficial. The Prince’s doctrine supports actions including murder, deceit, and betrayal given that the Prince will benefit from it. The ethics found within Machiavelli is entirely based upon a realistic outlook upon the political world and caters to political convenience. To Machiavelli this moral code of convenience and pragmatism is a political necessity. He states that when it is politically necessary to act in accordance with a vice then one must do so in the interest of power. â€Å"And furthermore one should not care about incurring the fame of those vices without which it is difficult to save one’s state? â€Å"(62). He holds that the world will swallow up idealists, and that it is unrealistic to expect someone to exercise morality when dealing with a political situation, or their enemies. Through the exploration of the basis for Machiavelli’s treatment of ethics and his agenda for writing The Prince we see that his teachings are not evil, but based on political pragmatism and necessity. Machiavelli treats morality and prudence not as guides for a Prince, but as tools to use for political gain. By removing the foundation of prudence and virtue from morality, he reinterprets them in regards to necessity and power. The amoral Machiavellian view centers on a realism seen in politics and history. The entire purpose of The Prince is not a guide to being a morally, but a guide to necessity and pragmatism. This doctrine of pragmatism within The Prince was not invented by Machiavelli, but used masterfully by him to craft a powerful instructional book on power. The concept of morality is not attacked or thrown away, but put aside and only referred to or used when necessary. In the real world few will be honest, or moral, so it becomes necessary for one to also set these things aside as it will conflict with ones ends. This is the reality of politics and Machiavelli recognizes this and refers to it many times in the book as the reason to why he chooses the path he does and not out of evil or some wish for deceitful actions. Political reality deems his method necessary, thus it is a realistic and pragmatic way to approach the subject.

Learning Log: the Affective Filter Hypothesis

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When You Shouldn't Take the Job - Essay Example It is a tricky position she is in because she would not have to pay them back for the costs they incurred, and she would have secured herself a job. Still, it looks like coercion. Moving is a not an easy thing too. There are more challenges for the young lady than there are for the company. For example, if the girl agrees to the terms the company has set forth for her, then it will have to incur the travel costs and pay for her accommodation in the hotel. Still, it would be profitable in the long run since she will be rendering her services to the firm. For the young woman, however, there is more to lose than there is to gain. The company has her in a dilemma, and her thoughts that she is being coerced are justified. For example, if she does not agree to relocate, she will have to reimburse the company for the cost they incurred paying for her flight and the hotel accommodation. The young woman is unemployed so far and asking that she repays the money is more likely to be a coercive way of telling her that she has to take the job. Since she may have no money to reimburse the company, which could have gotten her an expensive ticket and hotel, she would have no choice but to take the job. If she takes the job, she will have much moving to do and have to leave her social ties and her friends and neighbors from where she lives. Also, she will have to go through all the hassles involved in moving and then slowly make new friends from her new neighborhood. While it is a good thing to have secured herself a job in the company, the terms the company has placed on the opportunity are selfish. It shows the company is willing to use any coercion to have people work there. That is already a red flag as such a company is likely to have other forms of oppression to those people who already work there in a bid to keep them working.

Entreprenurship ENTREPRENEURSHIP Assignment Question (2000 words) Essay

Entreprenurship ENTREPRENEURSHIP Assignment Question (2000 words) Entrepreneurs are believed to create their opp - Essay Example They further observe that entrepreneurs have certain characteristics that enable them to handle situations where there is incomplete decision or make decisions when confronted by conflicting status. Literature Review They describe such situations that entrepreneurs find themselves as comfortable and that in difficult situations; they still exhibit calm and comfort ability. Secondly, the authors use five words to describe an entrepreneur and they include; self-starters, optimists, perseverant, energetic and action oriented. This attributes reflect the ability of the entrepreneur to see a new opportunity. Moreover, entrepreneurs have the ability to persuade others and form networks that give create situations, which eventually heighten their chances of finding opportunities. These individuals exploit the resources people offer by interacting and engaging with others in addition to being highly innovative and imaginative. They are not afraid to take risks and have the ability to create opportunities where others might consider as hostile environment or situations. In their pursuit of opportunities, entrepreneurs remain open to change and employ their analytical skills to evaluate situations and come up with new ideas that propel their ambitions. It is these attributes that some argue that enable entrepreneurs to engineer situations in a way that increase their chances of finding opportunities. The entrepreneurship process entails identifying, recognizing, evaluating and exploiting opportunities that introduce new goods, services and ways of organization by applying efforts that had hitherto not existed or exploited (Shane and Venkataraman, 2000). Entrepreneurship therefore calls for the existence of exploitable opportunities or situations that entrepreneurs can modify to increase their chances of finding those opportunities, which provide platforms for the use of new means-ends structures to recombine resources to achieve a certain goal. Accordingly, opportunities are an essential part of the entrepreneurial process; indeed, the existence of varied opportunities can offer a viable explanation for the patterns that are observed in the entrepreneurial process. The existence of opportunities coupled with the entrepreneur’s ability to effectively engineer situations in a manner that puts them at an advantage of finding opportunities to exploit largely makes the distinction between a great entrepreneur and others. Entrepreneurial opportunity is defined as a situation that aids the possibility of an individual creating new means-ends structures for exploiting available resources that the said individual believes will be profitable (Shane, 2010). Entrepreneurs identify these favourable set of environments that create opportunities for creation of a new manufactured goods, business or service; besides, they all recognize situations that can heighten their chances of discovering entrepreneurial opportunities. An entrepreneurial opportunity is not just an idea and is believed to have four essential qualities. The opportunity has to be timely, attractive to the cause, long-lasting and augmented in a product, service or business that generates or adds value for its buyer or end user. The prospect must be open for an

Public policy Essay Example | Topics and Well Written Essays - 500 words

Public policy - Essay Example have been important issues that were addressed by American government in response to massive public outcry. The public policy undergoes several stages before it is established and enacted by the government through proper laws. They are: agenda building; formulation and adoption of agenda; implementation; evaluation and termination. The first step to the development of public policy is to set agenda by identifying the problem that influences the lives of people. In recent times, the outsourcing of jobs to foreign agencies was a major issue in America as it had serious implications on the employment of the people which had gone down drastically. The issues are identified when it is raised by various interest groups who represent people who are affected by them. The citizen associations, business bodies and voluntary agencies often start the movement at local and state levels and thereby generate greater support nationally. These interest groups have not only the support of the public but also of eminent people like politician, social worker, Congress members etc. which lends credibility to the issue. Paul Sabatier (2007) says that advocacy coalition framework for policies in different areas of public interests are very strong tools for enacting public policies. They take into considerations the interests of wide range of stakeholders whose lives are impacted by the problems. The coalition comprises of people from different areas media; interest groups; local and state council, researchers and analysts etc. Their feedbacks and opinions become critical part of government mechanism to develop proper agenda for the issue so that it can be taken up by the Congress for discussion. Formulation and adoption of agenda module takes place after the issue is researched and analyzed. The policy formation goes to Congress as a bill rules are drafted. When the draft is adopted, Congress passes the legislation to make

Internal QMS auditor training assessment booklet Essay Example for Free

Internal QMS auditor training assessment booklet Essay Case Study 1: Pre-Audit Preparation Instructions: 1. Each participant should individually study the background of the company including the background of organisation, organisation chart and process flow chart provided: †¢ Managing Customer Service: Front Office VVG-FO-B-7.5.1 (D) †¢ Managing Customer Service: Food and Beverage VVG-FB-B-7.5.1 (D) †¢ Managing Property: Engineering VVG-EN-B-7.5.1 (D) †¢ Delivery Service: Housekeeping VVG-HK-B-7.5.1 (D) 2. Prepare an audit plan for an internal audit of one business process but not your own work (use template of audit plan provided in Case Study 1: Output 1 or current Internal Audit Program). State any assumptions that you have made in preparing the audit plan. The plan should: †¢ Define the scope of the audit; †¢ What to audit (documents, records, activities); †¢ Who to select for interview and reason for selection; †¢ Where and when to audit (locations, audit trails, sequences, estimated time required); †¢ Methods for gathering objective evidence (interview, observation, document / record review). 3. Prepare an audit checklist with suitable questions to guide you in verifying the conformance, implementation and effectiveness of the QMS at the Sales and Marketing Department (use template of audit checklist in Case Study 1: Output 2 or current Internal Audit Program) Case Study 1: Output 1Name of Participant: .. ISO 9001 Internal Audit Plan Audit Specifications | | | |Audit Objectives | | |Audit Scope | | |Audit Client | | |Audit Team | | |Audit Dates | | |Audit Locations | | |Audit Criteria | | Date: ..Day: Assessment Program / Audit Plan |Time |Area |Clause |Auditor |Auditee | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Lunch | | | | | | | | | | | | | | | | | | | | | | | | | | | | Date: ..Day: Assessment Program / Audit Plan |Time |Area |Clause |Auditor |Auditee | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Lunch | | | | | | | | | | | | | | | | | | | | | | | | | | | | Case Study 1: Output 2Name of Participant: .. Internal Audit Checklist Department: Date of Audit: . Title of Procedure / Documents: Auditor: .. Auditee: . Page(s): of . |No |Step |Internal Audit|ISO Clause | | | |Checklist | | | | |Questions | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Audit Conclusion | | Case Study 2: Output 2Name of Participant: .. For one selected non-conformity / observation: |Internal Audit Corrective and Preventive Action Report No.:.. | |To: From: | |(Auditee) (Auditor) | |Audit Criteria: ISO 9001 Clause No.: | |and / or Procedure: | |Description of Non-conformity / Observation (Part 1 by Auditor): | | | | | |Auditor’s Name / Signature: Date: | |Auditee’s Name / Signature: Date: | |(to be completed: 1 moth) | |(a) Root Cause(s) (Part 2 by Auditee): | | | | | |2. (b) Correction and Corrective / Preventive Action Plans to be taken | |Correction Plans: | | | | | |Corrective / Preventive Action Plans: | | | | | |Auditee’s Name / Signature: Date: | |Verification of Corrective / Preventive Action: | | | | | |Auditor’s Name / Signature: Date: |

Odour Of Chrysanthemums | Analysis Of Themes

Odour Of Chrysanthemums | Analysis Of Themes Odour of Chrysanthemums, by D. H. Lawrence, once again is full of themes and motifs. One could study this text and come up with many different interpretations. Lawrence also seems to reference rolls of sex in his story. Lawrence stresses the essential separation of all people, particularly the separation of men and women. This is indicated by Elizabeth Batess emotional distance from all those around her, with the exception of her daughter, Annie, and with the way in which characters talk at, rather than engage in dialogue with, each other. Recognition of the separation of all people and particularly of men and women, for Lawrence, must take place in the dark, through the sensual channels of dimmed sight, muffled odors, and touch rather than through intellectual understanding. Elizabeth Bates recognizes the apartness of her husband by gazing on and touching his still-warm body. She recognizes that he is now apart from her in the world of death, just as during his life he was apart from her in his sexual difference, his masculinity. Similarly, his son John, who resembles his father, is described as being separate from his mother in his shadow y darkness and even in his play-world. Finally aware of the infinite separation between herself and her husband whom she had known falsely, Elizabeth will submit to life, her new master, as she had not submitted to her husband by acknowledging his essential otherness. Death also plays a big role in Odour of Chrysanthemums. The delivery of Walter Batess dead body at the Batess home introduces the storys climactic final phase. This phase addresses the relationship between death and life, in light of a consideration of the relationship between men and women. From the beginning, darkness and gloom and a sense of dread seem to hang over Elizabeth Bates. In the first paragraph, the mine and its train are presented as life-destroying forces which startle animals and cramp human lives. Knowing the dangers of underground work, Elizabeth Bates and her neighbors seem to be aware that Walter Bates may have died in the mine. These different elements foreshadow the focus on death at the conclusion of the story and the way it will inform the future life of Elizabeth Bates. While Walter Bates has probably been dead for the first part of the story, a period coinciding with Elizabeth Batess anxious anticipation of his arrival, the story shifts into a mythic dimension with the stark presence of his half-naked body. The two women kneeling by the untouched and still body conjure up images of the scene of the Virgin Mary holding the body of the crucified Christ. Encountering the dignity and finality of death, she realizes that she has been misguided in her futile attempts to criticize and change her husband. The story implies that she will spend the rest of her life attempting to incorporate this realization, achieved through an encounter with death, into her life. She will live, the story implies, anticipating a meeting with her husband in the realm of the dead. Lawrence also writes about the difference in social class. Odour of Chrysanthemums is set in a rural mining village, and there are strong indications that Elizabeth Bates considers herself socially superior to her husband and his working-class friends who labor underground; however, by the end of the story, through her mythic encounter with his dead body, she comes to value her husband, and by implication, to ignore his class position. Elizabeth Bates is described as a woman of imperious mien, who scolds her son when he tears up the flowers because it looks nasty and appears to censure her fathers decision to remarry soon after being widowed because it violates social propriety. Unlike her neighbors, she does not use the local dialect, an indication of class position, but she is not above criticizing one neighbors unkempt house. Unlike other miners wives in the community, she refuses to demean herself by entering the local pubs to entice her husband home. She is distressed when her c hildren mimic their fathers habits and preferences. Most significantly, however, Elizabeth Bates indicates her disdain for the social position of her community by fighting against her husband and his values. Probably lulled into marrying him by his good looks and his lust for life, she now resents him for making her feel like a fool living in this dirty hole. She seems to despise the manual nature of her husbands work, indicated by her unwillingness to wash the residue of pit-dirt from his body when he emerges from his shift in the mine. Awaiting his return, she angrily says she will force him to sleep on the floor. However, her attitude dramatically shifts when she learns about the accident. She even entertains a fleeting, deluded notion that she may transform her husband morally while nursing him back to health, but her illusions disappear when the dead body of her husband is carried into her home by miners supervised by the pit manager. Viewing the body lying in the naive dignity of death, she is appalled and humbled at what appear s to be her husbands new distance from her, but she slowly comprehends that their former connection was based solely on an unnamed attraction above and beyond the conditioning of social class, and the lure of compatible personality, common interest, or shared experience. She now acknowledges that their relationship was part of a different order of experience, which belonged to a mythic dimension. It is a dimension which includes the physical work of the dark mine, the sexual attraction of the body, and the mysterious world of the dead. The story ends with the laws of this new mythic dimension overriding Elizabeth Batess former concerns about social class. Control Room | Documentary | Analysis Control Room | Documentary | Analysis Documentary film analysis of â€Å"CONTROL ROOM†. In March 2003, American and British forces invaded Iraq with the intention to overthrow the regime of the dictator Saddam Hussein, and the Gulf War erupts. The countless military troops and thousands of journalists from all around the world, descend upon the region in order to secure potential news coverage. â€Å"Truth ultimately finds its way to peoples eyes and ears and hearts†. This is the sentence, uttered by Secretary of Defence Donald H. Rumsfeld, and is heard midway through â€Å"Control Room† Jahane Noujaims bristling documentary about Al Jazeera, the satellite news network during the war. You can only hope that Mr. Rumsfeld is right, though his words inevitably call to mind the proverb, that in war, truth is the first casualty. (Scott, 2004; commondreams.com). Jehane Noujaims â€Å"Control Room† another high profile entrant in the current sweepstakes of anti-Bush, anti- imperialist documentaries. As in her â€Å"Start up.com†, Noujaim focuses less on abstract issues and more on the personalities of the players as they react to events taking place. She was born and raised in Egypt before moving to America and that is probably one of the reasons of her unusual access and trust on both sides. Al- Jazeera (one of the most popular channel in the Middle East with over 40 million Arab viewers) was launched in 1996. This observational documentary records the wide range of opinions that surrounds the Qatar television news network during Iraq invasion. Turning up at the stations headquarters in Qatar, Noujaim got to know reporter Hassan Ibrahim and senior producer Sameer Khadar, both from Al- Jazeera channel network, whose sympathy to her project enabled its success. Most of ordinary people including journalists, who come into view in the documentary film are doubtful, to say the least of the Bush administrations policies, but they also stick to a journalistic ethic of objectivity and fairness, trying to navigate between their political allegiances and the code of their craft. (Walters, New York Times 2004) This particular documentary film is made of conversations of journalists and different people involved in the news industry. Though there are shots of dead civilians and bombardments with meat corpses, it is not the main subject in the film. The main subject is the real documentary shots showing people, journalists and their reaction to the events, their conversations and their actions. The shots of innocent Iraqi civilians being killed make the viewer feel very sorry for everything that is happening to them and their families. There for, the complete documentary film represents American military troops in the cruel and very ‘devil light. An Observational documentary mode: This film uses a ‘fly on the wall technique to observe the Al Jazeera journalists (and other media organisations) as they record stories and interact with the U.S. military media spokespersons. The main commentator in the name of Al Jazeera is the senior producer Sameer Khader. Conversation between the two organizations, which are Al Jazeera and US Central Command, is embodied in the interview between two individuals Hassan Ibrahim and the American press officer Lt. Rushing. Their conversations focus around conflict and the reason of the war, agendas and images and privy to many debates about neutrality and objectivity.In the observational documentary, the camera crew is not normally seen. The people who are being filmed are meant to forget, that the camera crew is there, this is aimed to give to the audience a â€Å"slice of reality†. (Predovnik, 2009 http/socio-political-documentaries. suite) The observational mode (as technology advanced by the 1960s and cameras became smaller and lighter, able to document life in a less intrusive manner, there is less control required over lighting etc, leaving the social actors free to act and the documentaries free to record without interacting with each other). (www.mediaknowall.com/Documentary/definitions.htm) Despite being seen as the most direct form of documentary film, there are a number of problems inherent in the genre, which has caused to be viewed with some suspicion. One of the main problems centres on the extent to which `verite` can be seen as offering a `real` or `true` picture of the subject it is involved in. Lukacs, for example has claimed that the cameras attention to the `here and now` is an inadequate mode of knowing. Events and objects are all caught in process of change and networks of causal relations that require representation, if the `true` story is to be understood. Lukacs claim, however that â€Å"the extensive totality of reality is beyond the scope of any artistic creation†. In short, he is implying that `verite` is incapable of offering a true picture of its subject, because as an approach to documentary it is so limited in its scope. (Praxis international issue: 1/1986 p 82-94) Within the context of this piece of work, I am going to look on how editing can and does affect my documentary film. Editing can be defined as the art of being able to tell a story by connecting a series of shots together to make a sequence and thereby having a series of shots put together make a whole film. When editing is done well, it creates a continuity of sequence, which can make the film interesting and watchable. The way in which the camera is used, its many movements and angels of vision in relation to the object being photographed, the speed in which it reproduces actions and the very appearance of person and things before it, are governed by the many ways in which editing is fulfilled. (Rotha, 1966:79) In this particular documentary film, I have focused on the details of the opening scenes in the different aspects, whether it is a sound, camera angels or emotional influences, and if to pay attention, it is easy to see and understand the scenes and the way that the director expresses the key moments by using very sad music, dialogues and actions. Dialogues between the journalists and some other people related to the war story within the film are very crucial and important in order to follow the story. Those conversations give you a brief explanation of what is going on and who is probably the victim in the story. However, director of the film knew how to send a message to the viewer and most of all what kind of message, by finishing it all with a very clever and very provocative angle of editing in this film. There are two scenes in this film, which I would like to highlight. One of them is when, on the fifteenths minute of the documentary, the director has showed us the archive footage of ordinary, unarmed, innocent people being humiliated and attacked by the U.S military troops right in their houses. The second scene, when the statue of Saddam Hussein being removed on the square and when people shown to us, are very cheerful about it, in my opinion, gives a very strong evidence of what director was trying to say in this documentary. Most importantly, when several journalists give us their thoughts and views about the moment, when this is all happening on the square, is vital for the whole structure of the film. That is probably, the essential part in order to understand and make your own `truth` about this documentary film. By the end ofâ€Å" Control Room† documentary, viewers make their own conclusion. In fact, in this documentary, we have been given a `truth`, which every single viewer will decide for him/her self. We are also presented with filmic evidence, in which Al Jazeera is keen to show both sides of an argument and engage in lots of discussions, including the airing of an American perspective. In my view, the editing of the shots and conversations, along with interviews, wounded pictures of children, played a key role in this documentary. Bibliography A Portrait of Al Jazeera, Scott A. O, 2004; 09/12/2009 www. commondreams.com. Ben Walters, Film Notes, New York Times 2004 Politics of War Predovnik, 09/12/ 2009 http/socio-political-documentaries. Suite Rotha, Paul 1966 Documentary Film, 3rd edn, London: Farber Documentary modes; 1935 09/12/2009 www.mediaknowall.com/Documentary/definitions.htm Praxis international issue: 1/1986 p 82-94 An Introduction to Television Documentary (1998) ; Richard Kilborn and John Izod: Manchester University Press

Additional Support Needs and Inclusion in Education

Additional Support Needs and Inclusion in Education Behaviour Children Mainstream Exploring Difference and Diversity As a Teacher of Additional Support Needs in a secondary school in North East Scotland I intend to investigate Difference and Diversity and the move from Special Educational Needs to Additional Support Needs and Inclusion. How it affects my own practice and that of my school. Having been a mainstream secondary school teacher for 14 years before becoming an Additional Support Needs teacher, I have learnt from experience and listening to colleagues, that behaviour seems to play a major part in the inclusive classroom. Colleagues have commented in the past that they don’t mind those children with ‘Special Needs’, it is those with behavioural difficulties which cause the problems. This train of thought is corroborated by Paul Croll and Moses (2000). They interviewed Head Teachers from both Special Schools and Mainstream, and LEA Officers. ‘The view that children whose behaviour challenged the mainstream should be in separate provision was a widespread one: â€Å"We cannot cope with EBD [emotional and behavioural difficulties] children in the mainstream.† (Primary Head) â€Å"I am very committed to integration in principle, but it is very difficult to have disturbed children in mainstream schools.† (Primary Head) â€Å"Some emotionally and behaviourally disturbed children make too great demands on staff. It’s not fair on other children.† (Primary Head) (Croll and Moses 2000, p6) Also, cited by J Allan (1999, p10), Armstrong and Galloway have noted a tendency of teachers to reconstruct children with emotional or behavioural difficulties as ‘disturbed’ (1994:179), with the implication that these are outside the responsibilities of mainstream classroom teachers. It is for this reason I intend to look at the behaviour of a small group of first year pupils in my classroom, and try to put into place some strategies to help reduce the frequency of unwanted behaviours, which hopefully, will go some way in promoting inclusion within my classroom practice and thus enabling them to access more mainstream classes in the future. The unwanted behaviour could stem from a number of factors including their home life, environmental influences, peer pressure, personality, self confidence and self esteem, to name but a few; which will be discussed later. When considering difference and diversity, many people think of stereotypes, such as, cultural diversity, gender differences etc. The problem with a stereotype however, is that no one individual conforms to it exactly, and yet, in the educational institute it is individuals that we are dealing with therefore, we place the emphasis on exploration of individual differences, and not stereotypes. Do these differences really mean that some children and young people are uneducable and have to be segregated and placed in special schools? Previous trains of thought were that those with ‘special needs’ would be better off in special schools. By placing them in such institutes, the education of the rest would not be hindered. According to Thomas and Loxley (2007) one of the first Special Schools in the UK was The School of Instruction for the Blind, in Liverpool 1791, also mentioned in The Warnock Report (p8). During the Nineteenth Century Special Schools were established for the blind, deaf and dumb children. During the 20th Century Special Schools grew in number until they catered for around 2% of the school population. In the early part of the century people with learning difficulties were referred to as feebleminded, imbeciles and idiots. Many of the special schools were started by voluntary organizations for pupils with specific disabilities. They were seen as more helpful and less intimidating to students with disabilities. ‘The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. There was, moreover, an increasing awareness of the frequency of learning and other difficulties affecting children’s progress and adjustment in ordinary schools’. (Ronald Gulliford, (Ed) 1992 p1) Before the Warnock Report it was commonly believed that special educational needs stressed that the deficits were from within the child. This came from a medical or psychological point of view which implied that the individual was in some way ‘in deficit’. The requirement for special educational provision was related to the concept of disability of mind or body. The 1944 Education Act defined 11 forms of disability but did not include groups of children who were considered to be uneducable due to the extent of their handicap. Disabilities were described in medical terms except for educational sub-normality and maladjustment which were more difficult to clarify, suggesting that there was a cut-off point between normal and abnormal. In 1970 legislation was introduced which stated that local education authorities had to make special educational provision for all types of disability, but this did not specify whether it should be in separate schools or classes. This resulted in special education being considered as that which only took place in special schools. (Sally Beveridge 1999) The Warnock committee was set up to review the provision for children with mental and physical disabilities and produced the report in 1978. It promoted a wide range of special needs, rather than discrete categories and helped to form the basis of the 1981 Education Act’s policies on special educational needs (SEN), which introduced a different approach to the definition of children with SEN: ‘A child will have a special educational need if s/he has a learning difficulty requiring special educational provision. The ‘learning difficulty’ includes not only physical and mental disabilities, but also any kind of learning difficulty experienced by a child, provided that it is significantly greater than that of the majority of children of the same age’. (1981 Education Act, p1) The Act stated that the education of children with SEN should be carried out in ordinary schools where possible. The Act emphasized an approach that is in favour of inclusion and integration, rather than separation and isolation. This approach recommended that children with special needs should be treated as individuals, and that the child should have a learning support teacher with them in the classroom, rather than being taken out of the class. Since the Warnock report and the 1981 Education Act, legislation has been gradually catching up with the recommendations. The most recent legislation is The Education (Additional Support for Learning) (Scotland) Act 2004, in which the term ‘Special Educational Needs’ has been replaced with ‘Additional Support for Learning’. The Act states that ‘A child or young person has additional support needs for whatever reason, the child or young person is, or is likely to be, unable without the provision of additional support to benefit from school education provided or to be provided for the child or young person. In relation to a prescribed pre-school child, a child of school age or a young person receiving school education, provision which is additional to, or otherwise different from, the educational provision made generally for children or, as the case may be, young persons of the same age in schools (other than special schools) under the management of the education authority for the area to which the child or young person belongs.’ (Education (Additional Support for Learning) (Scotland) Act 2004, p1) This definition seems to be similar as in the 1981 Education Act previously mentioned, although the Education (Scotland) Act 1981 did not mention that the ‘learning difficulty’ included physical and mental disabilities, as did the Act in England. Does this mean there are no real changes in policy? Is everything exactly the same as before but with a different name? The Additional Support for Learning Act introduced a new framework for supporting children and young people. The Education (Scotland) Act 1981 required education authorities to make a generalprovision in their areas to meet such needs. The 2004 Act requires education authorities to make adequate and well-organized provision for additional support as is required by the child or young person with additional support needs’. This goes further than making a general provision, such as special schools. The education authority has a duty to provide the necessary additional support to every individual child or young person who needs it to benefit from education. It also has to identify children and young people with additional support needs and to review their continuing needs and the sufficiency of steps taken to meet them. Staff and resources from within the particular schools attended by these children or young people have a role in enabling an education authority to fulfill these duties, as do staff and resources from its own services and from other agencies. (Focusing on Inclusion, p7) Children may need additional support for a wide variety of reasons. A child’s education could be affected by issues resulting from: learning environment inflexible curricular arrangements inappropriate approaches to learning and teaching more able children children with English as an additional language family circumstances homelessness parental drug or alcohol misuse children who are parents children who are carers children looked after by the local authority disability or health need motor or sensory impairment specific language impairment autistic spectrum disorder learning difficulties ADHD depression or other mental health problems social and emotional factors children who are being bullied children who are suffering racial discrimination children who are bullying children with behavioural difficulties (Govan Law Centre, internet source) This is far from being a complete list and does not mean that every child fitting one of the above categories necessarily has additional support needs. This will depend on the amount and type of support required by the individual child. There are many more factors that are now considered under The Education (Additional Support for Learning) (Scotland) Act 2004 compared with the previous Act. Children with English as an additional language are now included whereas previously they were not, they were not viewed as having special needs, but they are now recognized as needing support to access the curriculum. Also, parents now have the right to: Ask their child’s education authority to find out whether your child has additional support needs. Request a specific type of assessment and/or examination for your child when their education authority is proposing to formally identify whether they have additional support needs. Receive information or advice about a child’s additional support needs. (Enquire 2006) All local authorities should have policies in place to ensure they are abiding by the act. The authority in which I work has various policies and guidelines in place, including: Policies Access to Education for Pupils with Disabilities/Additional Support Needs Strategy 2005-08 Race Equality Policy and Strategy 2005-08 Sensory Support Service Quality Assurance Policy Additional Support Needs Policy Framework. Policies Under Development Disability Equality Scheme Guidelines Guidance on the Education of Looked After Children and Young People Improving Access to the School Environment to Communication for Parents and Visitors. How good is our Educational Psychology Service Draft Snapshot. Improving Physical Access to Education. Riding for Pupils with Additional Support Needs. Safety and Good Practice on Education Excursions. Supporting Pupils access to the curriculum using ICT (ASPECTS). Swimming for Pupils with Additional Support Needs. Guidelines Under Development Autism Support. English as an Additional Language. Integrated Assessment Framework Draft Operational Guidelines Motor Coordination Difficulties. Sensory Support Service Guidelines. The Additional Support Needs Policy Framework was produced in January 2007 as 6 Pathways to Policy booklets and the principles behind the policy are printed in each booklet: ‘The Additional Support Needs Policy Framework and the Pathways to Policy Pack for Supporting Children’s and Young People’s learning ensure that all children and young people are provided with the necessary support to help them work towards achieving their full potential with respect to their personality, talents and mental and physical abilities. It promotes collaborative working among all those supporting children and young people’. In September 2005 HM Inspectorate of Education was asked by Scottish Ministers to monitor and evaluate the consistency, effectiveness and efficiency of education authorities in implementing the Education (Additional Support for Learning) (Scotland) Act 2004 and to ensure that procedures for implementation were in line with the duties of the Act 2004 and the associated Code of Practice. In 2007 HMIE produced the Report on the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. The report states that most authorities were effective in ensuring that their procedures for implementing the Act were in line with the duties of the Act and the associated Code of Practice. The most effective had built on existing good practice and developed joint strategic approaches with other agencies to meet the needs of children and young people with additional support needs. However, authorities varied in their effectiveness in implementing the key requirements of the Act. (HMIE 2007) The report provided guidelines for improvement and was made available to schools in February 2008, to enable them to evaluate their implementation and effectiveness of current legislation; the Education (Additional Support for Learning) (Scotland) Act 2004 and Inclusion. Following this report some schools including the school, in which I work, are holding CPD sessions for staff on the implementation of the Act and Inclusion, and ways forward. Inclusion is not a new phenomenon, it has been recommended in educational legislation since the Warnock Report in 1978. In fact it has been spoke about during the 1960’s, As cited by Josephine Jenkinson, Dunn’s (1968) argument against segregated special education and in favour of integration was that advances in the development of individualized, self-paced curricula in regular education would allow students with disabilities to be accommodated in the regular class, if they were provided with a programme designed by a specialist teacher to meet their needs and in which they could progress at their own pace. Integration could be made possible by radical departures in school organization, involving a greater emphasis on team teaching, ungraded classes and flexible groupings. (Jenkinson, 1996. p 15-16) This implies that there should be a change in the curriculum and how it is delivered, to meet the needs of all pupils, and that specialist teachers should be working with classroom teachers to plan and deliver the curriculum. Historically â€Å"integration† was the term used in the 1980s, but this came to be seen as placing disabled children in a mainstream setting, without providing the support they required and allowing them to be there as long as they were able to fit into the existing systems and cultures. It is now acknowledged that the inclusion of disabled, and children with additional needs, involves going much further, and changing the policies, practices and attitudes within the school. The Centre for Studies on Inclusive Education provides the following definitions of inclusion in education, from the Index for Inclusion in education (Booth and Ainscow 2002), also cited by Thomas and Vaughan 2004 (p183): Valuing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorized as `having special educational needs. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. Viewing the difference between students as resources to support learning, rather than as problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasizing the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relationships between schools and communities. Recognizing that inclusion in education is one aspect of inclusion in society. (Centre for Studies on Inclusive Education, internet source) Why do we need inclusion? Whatever their disability or learning difficulty children have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can be educated in mainstream schools with appropriate support. As discussed by Ainscow (1999), Inclusion is a feature of the Salamanca Statement which was agreed by 92 governments and 25 international organizations in 1994. ‘The statement argues that regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all’.( Ainscow 1999, p74) Cited by Thomas and Vaughan (2007), Rustemier argues that segregated schooling breaches all four principles underpinning the 1989 United Nations Convention on the Rights of the Child. These principles are: Non-discrimination (Article 2) – all children should enjoy all rights without discrimination and on the basis of equality of opportunity; The best interests of the child (Article3); The right to life, survival and development (Article 6) – development is meant in its broadest sense, including physical health but also mental, emotional, cognitive, social and cultural, and ‘to the maximum extent possible’; and The views of the child (Article 12) – children have the right to be heard and to have their views taken seriously in matters affecting them. Rustemier goes on to argue that inclusion has come to mean almost everything but the elimination of exclusion. And that the current education system excludes and segregates large numbers of children from mainstream education because of learning difficulty, disability, and behaviour, despite claiming to have inclusion as its goal. (Thomas and Vaughan, 2004, p 23-24). Joe Whittaker discusses, in an article which appeared in the Greater Manchester of Disabled People’s Magazine ‘Coalition’, the damage he believes is inflicted on disabled children and their local communities by a system of special schooling and segregation. He further argues that inclusive education will be prevented from being implemented in any meaningful way whilst this system continues. ‘Over the last 50 years different governments have told us that we are moving towards integration, where disabled children and non-disabled children work together in the same school and where everyone has equal opportunities. However, simultaneously the same governments have stated that there will always be a need for some children to go to segregated special schools, and legislation was introduced to ensure this would happen’. (Joe Whittaker 2001: pp. 12-16) [See appendix1] Despite the United Nations Convention on the Rights of the Child, and the growing number of people in favour of Inclusive mainstream schools and the closure of Special Schools, Government statistics show that there has been an increase in the number of Independent Special Schools in Scotland over the past few years. The number of publicly funded special schools in individual areas of Scotland has also changed. Some areas such as east Ayrshire show an increase while others show a decrease in the number of special schools. There has been a significant increase in pupils with Additional Support Needs attending both Primary and Secondary mainstream schools. There has also been an increase in the number of pupils with IEP’S attending mainstream secondary schools. [See tables1, 2: appendix 2] There are many reasons why secondary pupils are deemed to need additional support in school. According to the statistics there are 1,816 pupils with Social, emotional and behavioural difficulty; 1,403 of these being boys and only 413 girls. The statistics show that there are significantly more boys with additional support needs than girls. [See table4, appendix 2] A Scottish Executive National Statistics Publication gives the following information, along with the statistic tables in appendix 2: Special schools There were 34 independent special schools in 2004, compared to 33 schools in 2003, and 32 in 2002. There were 1,132 pupils in independent special schools in 2004, an increase of eight per cent over 2003. There were 334 teachers (FTE) in independent special schools in 2004, a 17 per cent increase from 2003. There were 3.4 pupils per teacher in 2004, a decrease from 3.7 in 2003. Special Educational Needs There were 1,349 pupils with a Record of Needs and/or an Individualised Educational Programme. This is an increase of 105 (eight per cent) from 2003. The largest categories of main difficulty of learning were social, emotional and behavioural difficulties (22.6 per 1,000 pupils) and specific learning difficulties in language and/or mathematics including dyslexia (6.7 per 1,000 pupils). (Scottish Executive, Internet Source) Why is it that there seems to be more boys than girls identified as requiring Additional Needs? One reason could be that boys are seen as more boisterous than girls, thus reported as having behaviour problems, another reason could be that more assessments of boys have been carried out, compared to girls; resulting in an increase of incidences and prevalence. There is also the general assumption that girls mature more quickly than boys. Cited in ‘A study of children and young people who present challenging behaviour’ – literature review, Cole et al (1998) (1999) established that there were ten to twelve times more boys than girls in English EBD schools and over three times as many boys as girls in PRUs (Pupil Referral Units). This creates very real difficulties in ensuring that girls have a suitable peer group if they attend a ‘mixed’ EBD school (see also Cruddas and Haddock, 2001). Egelund and Hansen (2000) noted a 5:1 boy:girl ratio in segregated provision in Denmark. In Scotland, Lloyd and O’Regan (1999) report that over 80% of the pupils in specialist provision for SEBD are boys. Fortin and Bigras (1997), note that boys heavily outnumber girls in Canadian literature on EBD. (Ofsted 2005) This literature review was commissioned  by Ofsted as part of a large-scale survey to inform the report ‘Managing challenging behaviour’. Ofsted commissioned the University of Birmingham to carry out this research to inform subsequent fieldwork, and gives the assumption that the Gender imbalance is International, and Social Emotional and Behaviour difficulties is one of the categories that creates the most problems. In November 2002 BBC News Online reported Schools in England were identifying more boys than girls as needing special help with their education. ‘New statistics on the gender of those with special needs reveal for the first time that 64% are boys and 36% girls. The gender gap is even wider in the most severe cases those with formal statements of need: 72% are boys and 28% girls. Experts say the reasons are unclear but that controversially a large factor might be teachers perceptions of what constitutes problematic behaviour’. It was also reported that children with special educational needs are being turned away from schools because of fears that they could affect their position in exam league tables. Children with’ special needs’ account for almost nine-tenths of permanent exclusions from primary schools, and six-tenths of those from secondary schools. Almost five times as many boys as girls are excluded from school. This corroborates Rustemier’s argument that the education system excludes large numbers of children, especially those deemed to have ‘special needs’. The report stated that girls and boys are more or less equally likely to have physical disabilities, but boys are far more likely than girls to have specific learning difficulties, autistic disorders or emotional or behavioural problems. Medical reasons were discussed, and Richard Byers, an SEN expert in Cambridge Universitys faculty of education, was quoted as saying that some forms of special need notably autism were diagnosed much more often in boys than in girls. More and more cases of autism were being identified, so more boys were said to have SEN. But there was a bigger, greyer aspect to the issue, especially where children in mainstream schools were identified as having social, emotional or behavioural difficulties again, many more of them boys. Florid felt that we identify one kind of social, emotional or behavioural difficulty which tends to be in boys more often than girls. This might be that for all kinds of social and cultural reasons teachers perceived boys to be more problematic than girls. So there was an over-identification of boys with SEN and probably an under-identification of girls needs. The Department for Education was quoted as saying that there appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The BBC also reported that the editor of The Journal of Research in Special Educational Needs, Lani Florian, said the gender gap might be as high as 10 to one in the case of emotional and behavioural problems. People had put forward various theories, to do with genes and hormones, for instance but none had been conclusive. It has been said that the classroom is just a friendlier environment for girls but thats just a theory too, Dr Florian said. We really dont know. (Gary Eason, BBC News online 2002) This report has been discussed by various people on a GTC forum as summarized by Allan Witherington (efacilitator) Many of the contributors have offered observations from their own experiences in the classroom that confirm the often described differences in attitude, learning style and attainment between boys and girls. Boys were said to be noisier and to lose interest more quickly, whereas girls were quieter, more reflective and better able to deal with written tasks. No-one contested the fact that the gender gap is real. A persistent theme was the need for teachers to deliver lessons offering a variety of learning experiences to cater for the different learning styles of all those in the class’. This was said to be ‘a tall order’. When discussing the quote from a DfES spokesperson as saying, There appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The question was asked â€Å"are they suggesting that the perceptions of the professionals are incorrect? Are we just missing the sp ecial needs of girls because they are less obvious†? There seemed to be no answer to this! (GTC forum, internet source) As well as the gender issue, and it being reported that boys are more likely to be identified with Autism and EBD, according to the previously mentioned statistics table 4 (appendix 2), in 2006 there were 19 reasons for support for secondary pupils with Additional support needs compared with The 1944 Education Act which defined eleven categories of disability. Perhaps the more recent Government Policies and initiatives have contributed to the increase! With the concept of Inclusion there are now more children and young people identified with additional needs attending mainstream schools whereas in previous years they would have been segregated into special schools, the additional rights of the parents could mean that more parents are requesting assessments for their children if they think there is a problem, resulting in more children needing additional support. There are many other reasons which were not previously recognized as Special Educational Needs such as some family circumstances, bullying etc.

American Imperialism in Liberia :: African History Essays

Until the late 19th century, America was not an imperialist nation in the sense that the western European nations were. The wars with Native Americans were not so much a colonization effort as it was sheer conquest. Imperialism is an oppression of a foreign land and people for the purpose of enhancing the economy and political prowess of the imperialist nation, as well as enforcing the imperialist nation’s culture and often religion on the native population. The Native American oppression was too domestic to be considered imperialism, and was done strictly for the land and the American belief in Manifest Destiny. In short, the Indian wars were no more imperialistic then the Ottoman conquest of the Byzantine Empire or the NAZI invasion of Europe. As a nation, America did not become imperialistic until the presidency of Theodore Roosevelt, under whom the U.S. acquired its first foreign colony. America did have a significant influence in Liberia, despite a void of military presen ce. The American government’s allowance of slavery and the ensuing anti-slavery campaign led to the rise of the American Colonization Society (ACS) in 1817. The ACS, headed by Robert Finley, bought land on the West Coast of Africa in what is now called Liberia. This project was funded by members of the ACS and the American government, the latter of which donated one hundred thousand dollars in 1819. The ACS had a very strong influence in the American government due to some of its most prominent members, who included James Monroe, Andrew Jackson, Francis Scott Key, Daniel Webster, and Henry Clay. Free blacks in America and newly freed blacks off of slave ships in the West Indies were transported to Liberia from 1819 until the end of the Civil War, when the organization’s funding diminished. During that time, over thirteen thousand blacks immigrated to Liberia including over two-thousand six-hundred African-Americans. This immigration did not make a significant dent in the population of free blacks in the United States, which at that time was approximately two hundred thousand. The motives for the black colonization of Liberia were polar opposites. Some slaveholders were at one end of the spectrum, arguing that free blacks were dangerous to American society and should be taken back to Africa. Supporters of free blacks, on the other hand, reasoned that blacks would never surmount the racial prejudice in America and thus would be better off in among the blacks of Africa.

How to Rule the Airways Essay -- Papers

How to Rule the Airways Scriptwriting for radio is considered to be harder than scriptwriting for film and TV as the writers cannot use sight and must portray the story through sound and dialogue. In this short discussion I will be talking about the linguistic conventions and syntax and vocabulary also I will be discussing style and structure purpose and genre. The first thing is linguistic conventions this is basically the different types of ways they structure their sentences to make them sound good to the audience. 1.0Linguistic conventions: There are a lot of linguistic conventions in radio scripts and I will identify some of these now: 1.1Alliteration: Alliteration is using words with the same starting letters in a row to slow down or speed up the speech of the words spoken an example of this is peter piper picked a peck of pickled pepper although there is some words in the middle of the sentence that do not start with the same letter, it does not matter as they are short and are joining words which are spoken so fast it does not matter that they are there. The example I have just written is the example of using alliteration to slow down speech if you can also use it to point out particular words and to make a point. 1.2Onomatopoeia: Onomatopoeia is used to replace sounds with words, where words are used instead of sounds like instead of a bee buzzing they would say buzz instead of a buzzing sound they use this in radio to either make a joke or to make you understand the sound that they are hearing. 1.3Oxymorons: Oxymoron’s are used in radio scripts sometimes to confuse or to amplify the meaning of words. ... ...es to conform to their target audience so like a news broadcast would appeal to old people or middle aged people its purpose is to entertain their audience and they do this many different ways using many types of linguistic conventions mentioned above. 5.0 Genre: There are many different genres for radio scripts two of these are comedy and drama you do get others. These two types of genre are commonly used as that is what most people like to listen to on the radio another one is music as that is what the audience is attracted to. The Genres are different as there are different types of people who like different sorts of things so they can change the genre during the show from a comedy then to a drama to keep a wide range of listeners. bibliography http://www.english.cam.ac.uk/vclass/terms.htm

Desi Arnaz :: Essays Papers

Desi Arnaz Cuban bandleader and singer-turned savvy TV mogul who, after his marriage to comedienne Lucille Ball in 1940, parlayed their successful "I Love Lucy" series into the Desilu TV production empire, which in its heyday also produced the successful and highly lucrative "The Untouchables" and "Star Trek" series. *p*Desiderio Alberto Arnaz y de Acha III was born in 1917 to wealthy Cuban landowners. His father was also the mayor of the town they lived in, but that soon changed. At the age of 16, Desi and his mother had to flee to Miami because of Batista's overthrow of the Machado Government in 1933. *P**BR*When Desi arrived in America, it was a struggle for he and his mother. But soon after he arrived, he joined the Siboney Septet at the Roney Plaza. Later, he started working with Xavier Cugat's band in 1937 and later put together his own rhumba band. His youthful good-looks and engaging presence soon won him a featured spot in the 1939 Broadway musical and theatrical version of "Too Many G irls" and the following year he was signed by RKO. On the movie set, he met his future wife, Lucille Ball. Later that year Desi and Lucy eloped to Connecticut and got married in a country club. Arnaz was featured in several films, mostly as a colorful Latin. Joining MGM, he won attention for his sole dramatic role in the war drama, "Bataan" (1942), but gave up films for touring with his successful band. The marriage was subject to the road most of the time and to Lucy's movie career. When the couple came up with the idea for a television series, they fought to do it together to save their marriage. But the network didn't think the television series would work with Desi being Cuban. But that didn't stop Lucy and Desi. In the summer of 1950, they went on tour, performing for live audiences to prove that the show would work. Well, as you know, the rest is television history!*P**BR*Desi made the first 5,000 dollars spent into millions in just four years. He convinced the show's sponsor, Phillip Morris, that Lucy having a baby on the show would give them great publicity. He was right: the birth of Little Ricky drew 44 million viewers (the swearing in of the President that year only drew 22 million), and the story made headlines everywhere across America. With Desi as a successful executive, and head of the couple's production company, DesiLu, Arnaz pioneered a new way of producing TV shows, shooting each episode of I

Importance of art in society Essay

People seem to gravitate towards images ,giving them a meaning from their own personal lives. That they themselve are able to relate back to their : concept of what life is, memories of their yester-year and their dreams to be. Understanding what’s going on when a face begins to squish ,to make room for wrinkles ,a slight pout in the lips gives the viewer, the impression the, image ,of a face, within the picture is getting upset. Children are able to grasp the concepts, the elderly seem to understand,psychologically disabled comprehend what is happening within a picture because they give it their own personal meaning,correct only to them being thats its their interpretation. pictures can cause people to feel so emotionally intense they decide they should take up arms. in world war ii visual art,propaganda art, was used as a war tool to provoke emotions leading everyday men to go out and buy bonds ,pious germans to commit acts like genocide against the jews, housewifes to pursu e work in factory jobs: â€Å"One of the main reasons why World War II had a huge impact on the world was from propaganda because it promoted a great deal of industry and economic stability. When one thinks of how many people participated in the war, they probably only think of how many soldiers fought in the war and how many casualties there were. Due to the art of propaganda, most of the citizens from each country during World War II were acting participants because it lit a fire in everyone’s stomachs to help their country’s cause in whatever way possible†¦.† (World War II..) images impact us the power within pictures is an immense one, causing two races before in conflict with each other , to agrees to seat aside their differences and work together This poster of two young men working on an engine promotes the citizens of America to work harder so the army has more materials, implying that even normal citizens can take part in the war even if they are not fighting (World War II..) A maiden whose ferociously mad at her bridesmaid for leaving the wedding on the day of or, the look of bright blue skies ,light brown beaches ,a towel on top of the sand with a man laying down , celebrating his vacation , people tend to understand the feelings with in these pictures because they ,themselves, have had similar feelings.Visual art is a message that is able to promote feelings of glee and good memories to the viewer but, at that time are able bring back feelings of extreme hatred and aggression. Visual arts can aid in the relieving of stress, to whomever may need it.Being a victim of bullying,going home to a empty house of no one to open up to and, share the pain with.Theres paper and pencil,visual art . So the bullied child tells his pain to the paper everything he feels :â€Å"how he wishes he would stop being tormented because it making him feel like his worthless†,†how hes thinking of missing a step when he goes down the stairs because it will make his pain go away†.this is a relief for him being able to vent it out,taking away the pain on his mind.He letting the negative thoughts go away ,and becoming fun thoughts again. the pain within him grows smaller with each mark he leaves on the paper, as he finishes up his drawing.Visual images gives the drawer the chance to vent and not let them emotions build up Feeling can about about an issue can be express like â€Å"how the viewer feels about something† it all comes out in the picture , as lines are drawn,nonverbal giving his/or her feelings representations. the way a student draws his math teacher with frightening demonic fangs and a menacing look , the picture read the teacher is a horrible monster. The same math teacher that didn’t like him , that would continuously send him to the disciplinary office to be disciplined. Or the problems of everyday life that have yet to have an answer ,too. Visual images help in finding that  solution to those problems by being a voice to be heard by the public.During the the 1600 around the world knew nothing about the atrocities of slavery,how slaves imprisoned were being treated by their slave masters’. then came a visual material to bring about a solution to the problem , called â€Å"uncle toms cabin† . This very visual book full of emotional images gave a view into the slave fields around that era, the 1600s. The millions of slaves who spent their lives on their masters cotton field picking and sorting cotton, the challenges the would face for being enslaved were being given a voice to public ,for help.Slaves had no choice and were forced into strenuous labor full days of bone-break cotton picking, from early in the morning till late at night. the way they were need to be brought to the public eye,to be stopped, and this is what visual aids were able to accomplish and more: † helped to lay the ground work for the civil war â€Å" (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by, campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across. (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by, campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across. (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by,  campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across.