The American Psychological Association ( Apa ) - 1655 Words

The American Psychological Association (APA) is the style more usually used to cite sources within the social science. It is a resource that offers many examples for the general format of APA research papers, according to the sixth edition of the manual. An APA paper regulates: in-text citation, endnotes/footnotes, and the reference page. When you are creating an essay, this should be typed, with double-space, and should be printed on standard sized paper of 8.5 x 11, also with one margins on all the sides. To make a paper in this format you should use a readable font; APA recommends all people to use 12pt. Times New Roman font. In an APA paper there are four mayors sections: title page, abstract, main body, and references. The paper you are going to write includes a page header that it’s also known as the â€Å"running head†, which one it is collocated at the top of every page of the paper. In order to create a page header, it should be insert a page numbers in the upper right hand side and then include the title of your paper in the upper left hand, using all capital letters. The running head is a shortened version of your paper’s title and cannot exceed fifty characters including spacing and punctuation. In the second page must be the word abstract at the top in the middle. The abstract page most have between one hundred and fifty to two hundred words summary of your paper in an accurate, concise and specific manner. In this page of the APA paper, the page header does notShow MoreRelatedThe American Psychological Association ( Apa )912 Words   |  4 Pagesincreasing exponentially th rough the years. Consequently, it is important to be prepared on the most effective and accurate methods to keep this age population at a high psychological wellbeing state. The American Psychological Association (APA) has created a group of guidelines to assist the psychological practice with older adults. The APA guidelines address the main areas where psychologists should improve towards a more satisfactory practice with older adults. The first two guidelines talk about theRead MoreAmerican Psychological Association ( Apa ) Essay1837 Words   |  8 PagesAmerican Psychological Association (APA) Abstract American Psychological Association is the leading scientific and professional body representing psychology in the United States of America. This paper will discuss the purpose, structure, function, mission, benefits and resources to the members and public at large. American Psychological Association was established in 1892 with 31nmembers and it grew rapidly after World War II. Currently, in the subfield of psychology APA has around 30 divisionsRead MoreThe American Psychological Association ( Apa )1101 Words   |  5 PagesThe American Psychological Association (APA), â€Å"a scientific and professional organization,† facilities annual conferences to discuss current events in psychology (APA, 2015, p 1). August 2015 marked the â€Å"123rd Annual Convention [in] Toronto, Ontario California† (p. 1). At this convention, Dr. Aaron T. Beck expounded on his 15 year old theory that Cognitive Therapy (CT) was an effective treatment modality for Schizophrenia (p. 2). Consequently, Beck found that CT only showed successful outcomes forRead MorePlagiarism Incident Of The American Psychological Association ( Apa )1094 Words   |  5 Pageseditors at Parker-Benson Publishing to review the APA documentation system. In doing so, the editors w ill help protect the company’s integrity and avoid any future plagiarism occurrences. By following the APA format, editors will avoid plagiarism by giving credit to the source materials in their works. Consequently, properly citing other works will inevitably assist the editor in establishing their own credibility as a writer. Failure to follow the APA format will result in termination. PlagiarismRead MoreAPA 6th Edition Formatting Essay910 Words   |  4 PagesAPA 6th Edition Formatting Three Citations Using Direct Quotes Intuition and analysis are two cognitive styles used by entrepreneurs in new venture formation. Researches Kickul, Gundry, Barbosa, and Whitcanack (2009) studied the effects of intuition versus analysis on entrepreneurial self-efficacy and found that â€Å"individuals with the intuitive cognitive style were more confident in their ability to identify and recognize opportunities,† but â€Å"individuals with the analytic cognitive style were moreRead MoreAPA exemplar1212 Words   |  5 Pagesbased on the latest edition of the style guide developed by the American Psychological Association (APA), hereafter referred to as Oakham APA. After placing APA in context, the essay then considers APA as the basis of a house style, specifically in relation to the expectations of the IB for the extended essay as outlined in the current edition of the Diploma Programme Extended Essay Guide. Some practicalities associated with Oakham APA, initially within the framework of the extended essay , are thenRead MoreEthical Principles, Morals And Values Of A Company Or Organization Essay1612 Words   |  7 Pagesthe National Association for Social Workers (NASW), and the National Organization for Human Services (NOHS) have ethical codes in place for individuals working within the Human Services field. The American Psychological Association (APA) have ethical principles for psychologists. Furthermore, journalist’s and corporations have ethical codes they must follow, yet their codes are significantly different compared to the NASW, NOHS, and APA organizations. Similarities The NASW, NOHS, and APA are diverseRead MoreA Brief Note On American Psychological Association Style1043 Words   |  5 PagesHow to Write in APA Format American Psychological Association Style The style that is used for accountants is the American Psychological Association Style (APA). If you ever write a paper for an accounting course, you must follow the APA guidelines so you can understand the writing style, how to format your paper, and how to cite your sources. This is just a summary of the main points of how to write an APA paper, but the Publication Manual of the American Psychological Association offers a moreRead MoreApa Format in a Nutshell1025 Words   |  5 PagesPhoenix Name of Class Professors Name Date APA in a Nutshell Repeat the title, exactly as named on the Title Page, on the first page of the paper. The title is centered with no additional spacing afterwards. The entire APA-formatted paper is double-spaced with no additional spacing between headers or other items. Each paragraph is indented five spaces (or a tab stop) from the left margin. An abstract is not needed for student submitted papers (APA, 2001 [1.07]). Abstracts are only required whenRead MoreBasic Structure of an APA Style Paper 1199 Words   |  5 PagesBasic Structure of an APA Style Paper Abstract APA (American Psychological Association) Style writing is widely used across all fields of study and is regularly used to cite sources within the social sciences. This paper details the basic structure of an APA paper, provides resources and tips to assist authors during the writing process. As stated by the Publication Manual of the APA, an abstract is â€Å"a brief, comprehensive summary of the contents of the article;

Comparison of Babylonian Art vs. Egyptian Art Essay

Comparison of Babylonian Art vs. Egyptian Art Over the history of man, there have been many prosperous empires that ruled in different parts of the world. Babylon and Egypt are two of these empires that ruled almost 500 years apart, but had one thing in common, great artistic works. Wall paintings such as the Babylonian work Investiture of Zimrilim, and the Egyptian Queen Neferati Making an Offering to Isis are examples of the great works of their times. Both pieces are rich in meaning and background, share many similarities, but differences can be seen in their style due to the time periods. The wall paintings Investiture of Zimrilim and Queen Neferati Making an Offering to Isis have backgrounds that let viewers into a small view†¦show more content†¦It is located in the Valley of Queens, near Deir el-Bahri in Egypt, and was painted between 1279-1212 B.C.E. Within the walls of the tomb are many depictions of the Queen using hieroglyphics to outline the figures. These are placed to show the afterlife of the Queen who was buried with the offerings depicted in the painting. Like the first piece Queen Neferati Making an Offering to Isis, has an elaborate background, just one of their many similarities. In comparing the two works at hand, it is easy to find similarities, even though they were done in very different styles. First, both works were made very formal, so that they could be worthy of the rulers to whom they belonged. They are very serious depictions of the interactions of humans and divine figures. Both pieces are asymmetrical in nature, but the Babylonian work shows an inner focus on a frame at the center, which is symmetrical. The colors of each work are very important its purpose, which explains why both works use such a wide range of colors and balance the light and dark schemes so well. The figures in these pieces are very stable and strong, and share mostly realistic proportioning of the human body. Even though many things about these works can be compared on a parallel, they are still very unique paintings with many differences. For the paintings Queen Neferati Making an Offering to Isis and Investiture of Zimrilim, ManyShow MoreRelatedA Picatrix Miscellany52019 Words   |  209 Pagescloser inspection reveals that the scope of individual chapters is far wider than appears at first sight. Philosophic doctrines (which, according to the author, are the basis of the talismanic art), theory of magic, astronomical, astrological and physical lore, extensive directions for the practice of the art, and accounts of the peoples by whom it is employed are jumbled together throughout the book, with no discernible guiding principle. If a systematic arrangement is anywhere perceptible, it is

Character Development in the Kite Runner Free Essays

The central character of the story as well as its narrator, Amir has a privileged upbringing. His father, Baba, is rich by Afghan standards, and as a result, Amir grows up accustomed to having what he wants. The only thing he feels deprived of is a deep emotional connection with Baba, which he blames on himself. We will write a custom essay sample on Character Development in the Kite Runner or any similar topic only for you Order Now He thinks Baba wishes Amir were more like him, and that Baba holds him responsible for killing his mother, who died during his birth. Amir, consequently, behaves jealously toward anyone receiving Baba’s affection. His relationship with Hassan only exacerbates this.Though Hassan is Amir’s best friend, Amir feels that Hassan, a Hazara servant, is beneath him. When Hassan receives Baba’s attention, Amir tries to assert himself by passive-aggressively attacking Hassan. He mocks Hassan’s ignorance, for instance, or plays tricks on him. At the same time, Amir never learns to assert himself against anyone else because Hassan always defends him. All of these factors play into his cowardice in sacrificing Hassan, his only competition for Baba’s love, in order to get the blue kite, which he thinks will bring him Baba’s approval. The change in Amir’s character we see in the novel centers on his growth from a selfish child to a selfless adult. After allowing Hassan to be raped, Amir is not any happier. On the contrary, his guilt is relentless, and he recognizes his selfishness cost him his happiness rather than increasing it. Once Amir has married and established a career, only two things prevent his complete happiness: his guilt and his inability to have a child with Soraya. Sohrab, who acts as a substitute for Hassan to Amir, actually becomes a solution to both problems.Amir describes Sohrab as looking like a sacrificial lamb during his confrontation with Assef, but it is actually himself that Amir courageously sacrifices. In doing this, as Hassan once did for him, Amir redeems himself, which is why he feels relief even as Assef beats him. Amir also comes to see Sohrab as a substitute for the child he and Soraya cannot have, and as a self-sacrificing father figure to Sohrab, Amir assumes the roles of Baba and Hassan. Plot Amir tells us about the unique relationship he has with Hassan, a Hazara boy who is the victim of discrimination, but ironically is the half-brother of Amir, a Pashtun.Amir is overwhelmed with guilt when he allows Hassan to be beaten and raped on the day Amir wins the kite flying tournament. He lies to have Hassan accused of theft so he will leave their home and Amir can try to forget his guilt. Eventually, Amir and his father flee Afghanistan after the Russians invade and Amir takes his tragic memories to America to start a new life. Unfortunately, his debt to Hassan must be paid and he returns to his country to find Hassan’s orphaned son and rescue him.There, he discovers that Sohrab has become the sexual plaything of Assef, the bully who had tormented both Amir and Hassan when they were you ng. Ultimately, Amir must defeat Assef in a raging physical battle, take the damaged Sohrab out of Afghanistan and try to help him repair his spirit. Conflict Amir is the protagonist, because it is his story – a story that details his childhood in Afghanistan and the terrible sin he commits against Hassan, a Hazara boy who also happens to be his half-brother. It also details how he eventually returns to his homeland to atone for that sin by finding Hassan’s son, Sohrab, and bringing him home.The antagonist is, on the surface, the man named Assef, who is a bigoted childhood acquaintance of Amir and Hassan. He torments them both, but actually attacks and rapes Hassan. Later, when the Taliban gains control of Afghanistan, he becomes one of them so he can continue to torture others he finds inferior to himself. He also takes Sohrab as his sexual plaything and Amir must defeat Assef to bring Sohrab home and to the family he deserves. the other antagonist is Amir’s sin which he must expiate before he can find redemption. Setting (Time)  Ã‚ ·Ã‚  1975 through 2001 * (Place)  Ã‚ ·Ã‚  Kabul, Afghanistan; California, United States Mood The narrator speaks in the first person, primarily describing events that occurred months and years ago. The narrator describes these events subjectively, explaining only how he experienced them. At one point, another character briefly narrates a chapter from his own point of view. At times, the mood of  The Kite Runner  is tragic, filled with despair, and very sad; at other times, it is uplifting and hopeful. Finally, it is a triumphant commentary on the human spirit.Development of Central Theme: The search for redemption; the love and tension between fathers and sons; the intersection of political events and private lives; the persistence of the past. The Search for Redemption Amir’s quest to redeem himself makes up the heart of the novel. Early on, Amir strives to redeem himself in Baba’s eyes, primarily because his mother died giving birth to him, and he feels responsible. To redeem himself to Baba, Amir thinks he must win the kite-tournament and bring Baba the losing kite, both of which are inciting incidents that set the rest of the novel in motion.The more substantial part of Amir’s search for redemption, however, stems from his guilt regarding Hassan. That guilt drives the climactic events of the story, including Amir’s journey to Kabul to find Sohrab and his confrontation with Assef. The moral standard Amir must meet to earn his redemption is set early in the book, when Baba says that a boy who doesn’t stand up for himself becomes a man who can’t stand up to anything. As a boy, Amir fails to stand up for himself. As an adult, he can only redeem himself by proving he has the courage to stand up for what is right. How to cite Character Development in the Kite Runner, Papers

Applied Marketing Research Challenges

Question: Discuss about the Applied Marketing Research Challenges. Answer: Introduction: The research that I had undertaken has taught me various aspects of research techniques and also about educational apps. Educational apps are gaining popularities among the students. It is a new and useful trend. While doing the research, I focused on this new trend. I faced some challenges and found the alternative solutions too. My teachers helped me and I took help of various literary resources. Here in this assignment, I will discuss the challenges that I faced and I tried to overcome the challenges by going for alternative options available to me. Challenges of the research: The challenges, descriptions, and solutions are given in the following table: Challenges Description Solution Support from JCUS JCUS did not allow me to take interviews of the students. I interacted through questionnaire during the lecture. I focused more on the questionnaire and tried to gather as much knowledge as possible. Time constraints I was not able to visit more than one university and gather more students opinions. Besides, i could not reach to various app stores and conduct market research. I tried to reach as many students as possible within JCUS. I tried to reach to socio-economic and culturally diverse students to include different perceptions in my study. Lack of preparation I could not prepare well and extensively because of my lack of understanding on the subject and lack of updated resources. In addition, i had to study other subjects. I focused on the theories that i found in the literary resources concerning usage of application software and link them to the students opinions. Lack of support from my friends I did not get much support from my friends. I asked to know about their usages of educational apps but they could not manage time for me. I did my study individually. I took support of literacy resources and internet websites. Two critical challenges and solutions: Among the challenges that i have mentioned, the most difficult part of the research was to overcome time constraint and lack of support from JCUS. I felt that I was left with insufficient data for my research work. I will discuss further, how I faced these two most critical challenges. Lack of support from JCUS: I expected that JCUS would support me to conduct the research the way i wanted it to be. However, JCUS did not give me enough time and in addition; they did not allow me to do interact with the students individually. I planned an open-ended interview with at least two students. It is a fact that open-ended interviews help us know about the unknown aspects of the topic. Sometimes, we set the questionnaire as per our understanding of the subject. I also learnt about the educational apps from various books and websites and then set my questionnaire according to the research objectives. However, I found that it restricted my study. JCUS authority only allowed me a session with the students in which, they answered the questions set by me and that is also within the lecture session. I found the students were in a hurry. They just read and marked the answers. Even, I could not able to know much about the socio-economic background of them. Before conducting the res earch, i read many journals and books and found that the socio-economic and cultural background of the students leave an impact on the rate of usages of the educational apps. There are many apps that remove the linguistic barriers of the foreign students. Therefore, it was important for me to interact more with the foreign students to know whether they are aware of such educational apps or not. I required knowing whether these apps actually remove such barriers are not. The lack of support from JCUS did not enable me to reach at the core of the subject. I had to accept the rules and regulations of JCUS and do my study according to the availability of the resources. Therefore, I focused more on the questionnaire. When i came to know that i was not permitted to take individual interviews, I changed my plan and set my questionnaire focusing on various aspects of the educational apps. I included questions related to the demography of the students, the rate of usages, their knowledge about educational apps. Although the research is not an extensive one, yet I had to gather information about who are using what kind of apps. I read some previous research works and tried to know point of views of majority people and the trends found in the most students. I took help of my professor and learnt about various issues. Thus, I tried to overcome this challenge. Time constraints: It was major challenge for me while doing the research. It is related to many issues. I had to conduct the study within a limited time. Therefore, I could not do many things. I could not visit more than one university and limited my study within JCUS. I felt it left me with insufficient data. I was required to know different perspectives of various students. Again, I thought that it was important to know how much the universities encourage the students to use educational apps. I could not gather much information about it because of the lack of time. It was important for me to know what the marketers are doing for encouraging the sales. As I did not have much time, I could not reach the app stores or to the software companies to know about the current trends of business and their perspectives. While going through various literatures, I realized that the marketers could influence the buyers through various promotional activities. Therefore, it was important to underst and how much the students are encouraged by them to use the educational apps. As I did not have that time, i could not visit those places. Again, it was important to know about the target customers. I could not gather enough data regarding it. Time constraint restricted my research from analyzing the subject from a different perspective after reading a lot. Even, I could not visit libraries regularly and collect as many data as possible. I could not read much theories as it required more time to read them and understand them. I needed more time because i have not done any research related to educational apps previously. It was a new topic for me and i needed to read and communicate extensively. However, i had to overcome this challenge anyhow. I knew my limitations and planned my study keeping the time constraints in mind. My professor helped me a lot. He encouraged me to talk to professors of other universities over telephone. Again, I divided the available times and did specific works in particular times. As in could not visit many universities, I read about them over internet and gathered information apart from the telephonic conversation. Whenever I come to know about anything related to my subject, I noted it down for further use. As I could not read extensively, I bought some of the educational apps and by using them; I tried to understand their effectiveness. It did not take much time and solved many of my queries. Some managers of reputed companies agreed for a telephonic communication. I talked to them to know their perspective as much as possible. The obvious strategy was to relate the marketing perspectives with the perspective of the users. Therefore, I tried to gather knowledge from various resources. I noted down both types of information whenever I found them and made a list of it so that I can use them during writing. Conclusion I have talked about the challenges and the solutions. All the methods will be helpful in doing such future research works. However, more support from JCUS could have helped me to undertake an extensive research; some telephonic interactions were instrumental in providing me with lots of information.

The Religious and Political Views of the Epic Poem

Introduction The poem Paradise Lost by Milton is a piece of art that has been coined wonderfully to pass both political and religious messages. The name Paradise Lost was carefully chosen as a summary of what Milton was talking about in the entire book. According to Sander (64), the way Milton has used diction in this poem, and the way themes come out shows a high level of expertise in this field. The book brings out the historic nature of the creation of mankind.Advertising We will write a custom essay sample on The Religious and Political Views of the Epic Poem specifically for you for only $16.05 $11/page Learn More When man was created, he was supposed to live in heaven with God. He was supposed to enjoy a life free from any toil, pain, death or any other form of suffering. This was what God intended for man. This poem brings this message in a careful and very interesting manner. The poem brings out the cunning nature of Satan. Determined to compete with the power of God, Satan comes out to put a challenge to God. He uses a special creature of God, the mankind. Paradise Lost skillfully knits religion and politics into one large garment. As Storr (84) observes, Milton has successfully brought together politics and religion into one plate. He has managed to demonstrate that the two are very closely connected. In this poem, it would be easy to see how religion and politics are closely related. From the perspective of Sander (86), some of the facts that are brought out in this poem can either be considered as political or religious. Depending on the approach one takes in the analysis, major themes may be categorized into the two topics. As this scholar puts it, when the poem is given to a political scientist, he shall see politics on the other hand. On the other hand, when this work is given to a student of religion, he shall see a lot of religious facts. This poem is focused on analyzing the poem Paradise Lost from both the religi ous and political standpoints. Religious Views of Paradise Lost and The poem ‘Paradise Lost’ strikes as a religious poem. John Milton brings out the kingdom of God before the fall of man, the process where man fell off with God, and how he was finally sent from Garden of Eden. As Milton says, man was a special creature of God. God considered man a special creature as compared to other creatures. As such, he was given freedom to rule over other creatures of God. He was given power to eat of all the fruits that were in the Garden of Eden extract the fruit of knowledge. God provided man with everything in the garden. He offered man immortality and every other thing that he would need while in the palace. According to Milton (117), besides any other reason that may exist, one of the reasons why God gave Adam and Eve the instruction not to eat from the fruit was to ensure that mankind obeyed him. He had created man and offered all that he might need in the Garden of Eden. Ho wever, after the rebellion of Satan and other angels who were loyal to him, God wanted to ensure that this special creature do not fall off his glory. He gave the instruction to man in order to ensure that he remained faithful to him. However, it unfortunately happened that Satan had plans against God, and against this special creature of God.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Satan was disguised as a snake, came to Eve and convinced her to eat of the fruit. Milton (78) says that Satan knew that it would be difficult to trick Adam directly. He therefore, chose to use someone who had the capacity to get through to the heart of Adam, and that was Eve. Sure enough, Eve easily fell to Satan’s trick and ate the forbidden fruit. Consequently, Adam was convinced to eat from the fruit of knowledge as demonstrated in the poem. Milton says: Of Mans First Disobedience, and the Frui t Of that Forbidden Tree, whose mortal tast Brought Death into the World, and all our woe with loss of Eden, till one greater Man (1.1.1-4) Milton says that the decision of man to eat from the fruit of life was disobedience. God had given man all the freedom he would have needed in this kingdom. He only left him with one instruction. The instruction was that he was not to eat from the fruit of knowledge. When man committed this sin, God considered it disobedience. Just like Satan who was his servant but rebelled, God considered man as a special creature who had rebelled against Him. Given his nature, God does not tolerate disobedience. He banished Satan and all other rebellious angels to hell. Man also had to receive a similar treatment. Milton says that this sin brought death and woe to the world. Besides this, man was sent out of the Garden of Eden. Man, unlike Satan, was never given a heavier punishment of being banished to hell (Fromm 28). When Satan tricked man through Eve, he knew that God would banish man from paradise to hell. In hell, Satan knew that he would have control over the special creature of God. However, this was not to be. Unlike Satan who was keen to continue fighting God for the control of the heaven and earth, man realized that he had sinned. He humbled himself before God and told him that he appreciated the fact that his actions warranted punishment. His reactions after sinning shows that man remained loyal to God. He was able to realize that Satan was evil minded and therefore, tricked them to eat from the forbidden fruit. His words and actions reaffirmed his trust and loyalty to God. Even after eating from the fruit of knowledge, man still realized that God was the creator, protector and provider. This was the reason why Satan was hiding from God. He had realized suddenly that they were naked.Advertising We will write a custom essay sample on The Religious and Political Views of the Epic Poem specifically for you for on ly $16.05 $11/page Learn More Milton says: Say first, for Heav’n hides nothing from thy view Nor the deep Tract of Hell, say first what cause Mov’d our Grand Parents in that happy State, Favour’d of Heav’n so highly, to fall off From thir Creator, and transgress his Will For one restraint, Lords of the World besides? (2.1.27-32) Upon realizing that they were naked, Adam and Eve tried to hide their nakedness from God. However, God told them that under the sun, man could not hide anything from him. He had knowledge of every single activity that was taking place in the garden and any other place in the world. God had to punish man although he had admitted his sin. However, the punishment given was not as great as that which was given to the Satan. He was not sent to hell. He was only sent from paradise where everything was given by God, to the earth where he was expected to toil in order to earn a living. He was sent from heaven where there we re no deaths, diseases, sufferings and all other evils witnessed on earth. The life that was offered in heaven would never be seen to man again in all his life on earth. He had rebelled against God. He had listened to the enemy of God, and ate from the forbidden fruit. Sander (37) says, â€Å"Adam and Eve lived a life in paradise where they lacked nothing. They were under the care of God who provided for all their needs till they sinned.† This scholar says that the glory of paradise was taken from man because of the sin. He was sent to earth where he would face evil power determined to destroy him. The animals that he named after their creation, and controlled when in paradise would turn against him, just like he turned against God. The serpent, which was a harmless creature in paradise, was given ability to bite and kill man given the opportunity. However, God realized that man could not survive if left alone on earth. He therefore maintained his presence through his trusted angels who watched over man. Milton (56) says that although God sent man out of the garden, he kept a close eye on him to ensure that he was protected from any harm, especially from Satan and his forces. Milton says that following this sin, God considered man a rebellious creature. Because of this rebellion, the paradise was lost forever.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More When God created the law to Adam, it was supposed to make him know how he would rule over other creatures that had been bestowed under his watch. Forsyth (29) says that God never gives laws that are oppressive. God loved His creatures Adam and Eve. For this reason, He could not hide from them anything which was good for them. They were God’s favorite creatures. God gave them the garden where they would find everything they needed without any struggle. God knew that eating from this fruit would harm them. This is proven when Adam and Eve struggled to hide their nakedness from God. All this time man and woman had been naked, but never realized. They never struggled to hide from God. However, this fruit brings shame, struggle and the need to run away from the presence of God. All these are sufferings that God wanted to save Adam from when he gave him the law. Political Views of Paradise Lost According to Sander (93), poems are always based on issues about the society. This schol ar says that although poems are always fiction as the actions would take place in the mind of the author who will then transfer it into a written art, the actions are always based on facts on the society. Poets would use their skills to bring out specific information about the society in a special way. In this poem, Milton brings out how politics manifests itself in the society. This is brought from the leadership perspective. In this poem, Milton brings in a case that demonstrates revolution from the leadership. When God created man and woman and placed them in the garden, they were supposed to obey the command given by God. Political perspective comes in when Satan challenges power of God. He convinces man to disobey God and challenge His authority. Milton says: Who first seduc’d them to that foul revolt? Th’ infernal Serpent; he it was, whose guile Stird up with Envy and Revenge, deceiv’d The Mother of Mankind, what time his Pride Had cast him out from Heavâ €™n, with all his Host Of Rebel Angels, by whose aid aspiring To set himself in Glory above his Peers, He trusted to have equal’d the most High (2.1.33-40) In this extract, two centers of power are shown to be fighting for control. As shown in this extract, Satan, through the serpent, was determined to win over Humankind because it was the most treasured creature of all. He seduced humankind to revolt against God. The extract shows that Satan had developed an empire by joining forces with other rebel angels. According to Milton (114), Satan formed a very strong kingdom where he was the ruler. In his kingdom, this scholar says that Satan made a great effort to ensure that he fought against the powers of God. He wanted to reign over the world. These two forces have been in constant battle. They are struggling to rule Humanity. From the extract, Satan was full of envy towards man, and the need to revenge. Man had been considered as the most precious creature that pleased God . By attacking him and making him part ways with God, Satan knew that he would be left to control mankind (Sander 86). This scholar says that the mission of Satan was to separate man from God so that he would find his way between the two. By manipulating man to disobey God, Satan knew that mankind would be sent away from Heaven where God would offer full protection. However, by managing to separate them, he would have time to attack man with a lot of ease. According to Sander (86), in a political environment, powers will always clash while trying to determine which power is stronger. Two empires staying side by side will never be at peace until one exerts its authority and proves that it is stronger. In this poem, we are introduced to two kingdoms. The first Kingdom is headed by God, and has all the angels that remained loyal to God. The second kingdom is headed by Satan, and has various followers who fell from the first kingdom. Satan himself was an angel under the leadership of Go d (Milton 73). These two kingdoms are fighting to gain control of the kingdom. Milton says: That Glory never shall his wrath or might Extort from me. To bow and sue for grace With suppliant knee, and deifie his power, Who from the terrour of this Arm so late Doubted his Empire, that were low indeed, That were an ignominy and shame beneath This downfall; since by Fate the strength of Gods And this Empyreal substance cannot fail, (3.1.110-117) From this extract, Milton appreciates the existence of the two kingdoms. He appreciates the fact that the two are very strong kingdoms, but with forces pulling in different directions. While God is determined to see a peaceful society, with humanity living within the freedom allowed, and obeying the rules given, Satan is determined to counter this. He challenges God and uses terror to counter the power of God. Milton finally appreciates the fact that God’s empire is actually beyond any failure. According to Forsyth (116), the war between God and Satan can be viewed from the political perspective. The argument of this scholar is in support of Milton’s Paradise Lost. This scholar says that when Satan was in the same kingdom in heaven under the leadership of God, he believed that the power of God could be challenged. He envied the power of God. This was despite the fact that he was one of the most trusted angels of God. However, he wanted to be like God. He wanted to experience how it would be as a leader of a given community. He wanted to create a territory where he would be the leader. For this reason, he rebelled from God. This rebellion did not come because God did something that Satan considered outrageous. It is only that Satan was yearning for power. He wanted to reign, just like God. Storr (56), in his review of the poem ‘Paradise Lost’, says that Milton presents a struggle for power in those early days. This scholar says that the paradise which was lost was actually the ability to enjoy the benefits of being in a superior kingdom. This scholar further says that during those early days, the rulers based their ruling strategy on rod and stick. Those who obeyed the stronger power would enjoy the benefits that come with it such as staying in paradise where man would not be subjected to any labor and pain. This story clearly demonstrates that disobedience comes with consequences. Mankind lost the paradise because of the failure to obey God. As such, he was made to suffer. According to Forsyth (47), the poem Paradise Lost is a narration of the events that took place in the Garden of Eden just before man was sent to earth. This scholar says that religion is about obedience. From religious perspective, people have the responsibility to ensure that they follow the laws and all the regulations put in place by God. When God made the first law and gave it to Adam, it was supposed to guide him within the Garden of Eden. These laws were not meant to oppress him. The law was not mea nt to make him foolish before other creatures in this Garden. Other than God and His angels, man was the most intelligent animal. He was given power to control other creatures on the earth. Man lacked nothing within this garden, and was always under tight security. Just like in an earthly kingdom, this kingdom had laws. These laws always help in defining relationship between one man and another, and between man and nature. This is what this law given to Adam was meant for. The law was to help define the relationship that exists between man and nature, and with God. God knew why the tree’s fruit was never to be eaten by man. Adam had all the reason to obey this law that was defining how he would relate to nature (Shaffer 57). This law was also a sign of how God wanted Adam to behave with Him. Disobeying this law was a disobedience to God who created the law. Just like in a kingdom, such a behavior could not go unpunished. Being banished from the Garden of Eden was the punishme nt given. Conclusion The epic poem ‘Paradise Lost’ by John Milton presents a story of how man came to fall off from paradise. The poem skillfully knits together religion and politics into one garment. Satan is seen determined to challenge the power of God. He fights God directly, but realizes that that is dangerous. He then chooses to fight God through His special creature, man. Again he realizes that man is very loyal to God, and would not disobey Him if he was to approach him. Canning as he was, Satan found his way into the Garden of Eden. He sneaks into this garden in the form of a snake. Using his oratory skills, Satan manages to convince Eve to eat from the forbidden fruit. Eve goes ahead to eat the fruit without realizing that this is an act of rebellion against God. She takes some to Adam who also eats this fruit of knowledge. They suddenly realize that they were naked, and hide their nakedness from God when they heard him enter the garden. As a result, man is se nt to earth from the Garden of Eden. He is relieved of all the privileges that he enjoyed while he was loyal to the kingdom of God. Now that he had listened to the Kingdom of Satan, he had to experience the suffering that comes with this kingdom. He was to toil in order to eat. He had to protect himself from wild animals in order to survive. He was assigned various tasks that were strenuous just because of this sin. Paradise was lost, and lost forever. He had to stay on earth with all its challenges. This is the message that this epic poem by John Milton brings out. Works Cited Forsyth, Holly. Gardens of Eden: Among the World’s Most Beautiful Gardens. Carlton, Miegunyah Press, 2009. Print. Fromm, Erich. On Being Human. New York: Continuum, 1994. Print. Milton, John. Paradise Lost. London: Vintage Classic, 1758. Print. Sander, Theresa. Approaching Eden: Adam and Eve in Popular Culture. Lanham: Rowman Littlefield Publishers Inc, 2009. Print. Shaffer, Jackie. Adam and Eve: The Tree and What They Ate. Pittsburgh: Rose Books, 2008. Print. Storr, Catherine. Adam and Eve. Milwaukee: Raintree Books, 1983. Print. This essay on The Religious and Political Views of the Epic Poem was written and submitted by user Amira Jennings to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Platos Euthyphro is a complex work that was carefully writ essays

Platos Euthyphro is a complex work that was carefully writ essays Platos Euthyphro is a complex work that was carefully written and carefully crafted to present and consider a series of arguments, as well as to force its reader to consider broader issues that are not explicitly brought to their attention in the dialogue of the text. These broader issues are brought to the attention of the reader through specific arguments made by Socrates against definitions given by Euthyphro in that, the thought process necessary to follow the dialogue brings to light questions that are entirely relevant and yet left unanswered. One such issue is the role God plays in mans knowledge of the pious. Plato never states outright, but instead allows the reader to reach on their own the conclusion that: man as an individual does not need God to determine what is holy, rather it is when mankind comes together in society that God becomes necessary as a standard against which man can judge one another. To be able to elicit such a response from the reader, Plato has to guid e the logic process until such time as it is possible for the reader to continue the process on to its conclusion. Plato begins the reader on this path at the point when Socrates is able to convince Euthyphro to agree with his statement that "[something] is loved because it is pious, rather than pious because it is loved" (pg. 53, 10d). In order to bring Euthyphro to the point where he is willing to agree to this, Socrates (Plato) first confuses Euthyphro with a series of statements about the nature of an object. Socrates begins by stating that there are both "[things] carried and carrying, and of led and leading, and seen and seeing" (pg. 52, 10a). This is an attempt to make Euthyphro understand the difference between the action and the result of the action, the cause and the effect. Euthyphro agrees that there is a difference and Socrates launches into a very complicated and difficult to follow discourse on the fact that it is not because an...

ECBs decision and alternative policies Essay Example | Topics and Well Written Essays - 2250 words - 1

ECBs decision and alternative policies - Essay Example Mario Draghi who is the president of the European Central Bank made the announcement that the bank’s governing council had plans of launching an initiative of asset backed securities which will but financial assets from banks and other investing institutions. This scheme will assist banks to sell bundles of assets including loans to companies and mortgages to the ECB, and even though the full details were not disclosed immediately, there is likelihood that the bank will commit a lot of Euros to this. The main idea is that the banks will develop a will to make loans to the real economy if they are able to package the debt into newer securities and consequently sell them to the ECB. This essay seeks to explain the decision that was taken by ECB concerning interest rates while at the same time analyzing the alternative policies that the bank could have considered. The ECB has two main objectives with the key objective of the two being to use monetary policy to maintain stability of prices (Kaltenthaler, 2006, p. 127). The bank has a set goal for an inflation rate that is acceptable, which is below zero every year and this is among the ways that the ECB is different when compared to the US Federal Reserve that has more flexibility in the establishment of permissible inflation rates. Another dissimilarity between the two banks is the fact that the ECB emphasizes more on transparency and making the investors aware of its intentions. The inflation target being the main goal for the bank has created a key source of criticism for the bank and numerous people believe that this main objective is too narrow and should encompass other equally important goals like the achievement of full employment. Further, the lesser objective if the ECB involves supporting the general economic policies that affect the Eurozone. This means that the bank attempts to make sure that the stated goals of the European

Demand and suppy SLP Essay Example | Topics and Well Written Essays - 500 words

Demand and suppy SLP - Essay Example Price: It is considered to be one of the imperative factors which may change the demand of a particular product or service. It can be affirmed that an increase in the price of the products may often lead the customers to purchase substitute products resulting in creating variation in demand at large. Supply: The availability of a product also has a direct influence on the demand of the products. It is often viewed that low supply or higher supply in products to the market may lead in change in demand. Therefore, supply should be made on the basis of the requirement. Competitiveness: It is considered to be the other factor that may lead to alteration in demand of the goods and services by a certain degree. With the increasing competition in the business market, demand of the goods or the services can be viewed to be changed substantially (Stonebraker, 2013). With the growing competition in the business market, it can be viewed that several organizations are coming up with inventing new products that prove to be more advanced and user friendly as compared to others. For example, Samsung, an international producer of electronic products is currently giving tough competition to Apple through offering quality products similar to Apple (Sherr & Lessin, 2013). In order to determine about how the business market changed for Apple’s particular good or service in the preceding few years, it can be affirmed that the development of pioneering technologies has not only resulted in advancing the existing industry, but also provided greater opportunities to new and upcoming industries. It can be apparently observed that Apple has grown into one of the major manufacturers of mobile devices in recent times. The adoption as well as the employment of pioneering technologies in manufacturing new products eventually helped Apple to

Applying Risk Management Consulting Essay Example | Topics and Well Written Essays - 750 words

Applying Risk Management Consulting - Essay Example In general, risks may vary from operational, strategic, financial, networking to marketing and such. Thus risks are inevitable though undesired. The correct definition of â€Å"risk† as such, depends upon the situation pertinent to it. Identifying and understanding risks is the most crucial part in any risk management principle. Once the risk factors are identified, a thorough analysis is undertaken after which appropriate measures are taken to eliminate, control or reduce them. In the given case of Riordan Manufacturing Inc., a virtual organization, the following study discusses the network system of the different branches of the organization at varied geographic locations. The current network topology reveals vulnerabilities in diverse points and is prone to risks that can be eliminated or minimised adopting certain effective security measures. For a large organization like Riordan Manufacturing, security is an overriding concern. In the current scenario, of networking threats and hacking techniques being reinvented and developing every minute, it is crucial for the network administrator of any network, be it small or big , to implement stringent security measures to prevent any damages. Damages may either be in the form of leakage, destruction, manipulation or misuse of data, intrusion into the home network hindering smooth flow of operations thereby eliciting huge financial losses. Considered to be the building block of network protection,risk itself, should be the backbone of the designed safety strategies and the resulting security architecture. â€Å"Risk management† (Commercial Insights Risk Management Insights, 2012). principles are generally evolved considering factors both of internal and external natures. Internal factors may be assets, vulnerabilities or policies while external factors may be threats, legal or business forces.So, in conducting risk analysis, the foremost issue that comes up is, in identifying the threats the system are

Fashions Of The 1950s Era Cultural Studies Essay

Fashions Of The 1950s Era Cultural Studies Essay The 1950s were a fascinating time in the United States that left an impressive mark on our society. Fashion during this unforgettable time was extremely imaginative and expressive, and overtime evolved into iconic images that are repeatedly replicated in fashion today. The now famous styles are historical icons in our culture that are recognized by the majority of Americans. The fashion of the 1950s is very memorable to our society because it was, rebellious, captivating, and unique. The 1950s are often thought of as a time with conservative families who had well-behaved children that listened to their parents rules, and lived in cookie cutter suburban communities. While for many this was true, there was also a great deal of teenage rebellion that came out of this era. As the 1950s opened, Americas adolescents were basically a conservative, unrebellious lot.  [1]  At the very start of the 1950s teens idolized the same older generation figures as their parents, so factors for a rebellion were simply not there. However, in the early part of the decade younger idols arose and new cultural factors began the start of a teenage rebellion and, By the late fifties Americas teenagers had acquired a distinct subculture of their own. They had their own money, music, movies, television shows, idols, clothing, and slang.  [2]  They had found their own fashions and they centered on casual dress, instead of the upright fashion of older generations. This rebellion was ea sily expressed through exciting new fashions that had never been seen before. These styles became a vital aspect to the 1950s era that are now recognized and imitated in the fashion world today. The fresh clothing ideas for teenage girls included, rolled-up jeans, full dresses with crinolines, skirts paired with sweaters, casual blouses, blazers, tube dresses, sack dresses, two-piece bathing suits, and brown and white saddle shoes. High school boys were regularly seen in sport shirts, denim jeans with rolled-up cuffs, baggy pegged pants, pleated rouge trousers with a white side stripe, V-neck sweaters, slacks with back buckles, button-down striped shirts, blazers, and loafers.  [3]  Favorite color pallets and designs incorporated into these styles were polka dots, dramatic bright colors, and pale pastel colors.  [4]  One of the up-and-coming teen idols was Rebel without a Cause, James Dean, whose iconic look consisted of a white tee shirt and sport jacket.  [5]  This rol e model led to the same age group of boys showing their own rebellion through a tough attitude, black leather jackets, jeans, and tee shirts with rolled sleeves to hold cigarette packs. This highly rebellious crowd became known as Greasers, a very recognizable subculture. To continue, style in the 1950s was captivating for many Americans of the time. While the style of the rebellious teens is sometimes the spotlight of Fifties fashion, older generations also embraced new fashion ideas. Americans in the 1950s were caught up in many popular fads. Perhaps to take their minds off the looming threats to Americas Securityà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [6]  In 1950 popular fashion designer Christian Dior created designs for his concept of the New Look, and it quickly became the epitome of fashion for women at the time. His model emphasized an hourglass shape (still popular today), skintight tailoring, narrow waist, and a full flared skirt. Along with this latest fashion ideal, it was also popular for Fifties women to wear fashion staples such as, stiletto heels, bright red lipstick, hats, and gloves. In the 1950s it was common for women to be housewives, but many were also working outside the home, Although womens roles were changing, the most popular fashions of the 1950s emphasized womens femininity and sexuality.  [7]  Overall, for women a look of professional feminism was portrayed, but with young girls a more fun look was trendy. The most memorable of these looks was that of the bobby soxers, consisting of two-tone saddle shoes, ankle socks, white shirts, soft sweaters, neck scarves, and poodle skirts. Poodle skirts are a staple of the 1950s that were frequently worn to Sock Hops and were, full circular skirts decorated with felt patches of well-coiffed French poodles and were the fashion rage for teen girls.  [8]  A sense of style was even welcomed by young children because of the popularity of Western television shows; therefore, children would often mimic the look of their favorite cowboy.  [9]  Even male fashion began to take a more attractive and less stiff turn, clothing such as smart suits, sports jackets, and trousers with permenant creases.  [10]  In conclusion, the 1950s appealing fashion gave women a look of sophi sticated feminism, gave men a look of relaxed professionalism, and gave younger generations a look of carefree fun. Finally, it is easy to observe that the clothing styles and fashions of the generations were unique to the time, but conformity was also an accepted idea at the time as well. Even the most self-expressive group desired to fit it, Teenagers were also very conformist: They were very concerned about what their friends thought of their dress, behavior, and ideas, and they tried very hard to be part of the group and not be labeled an oddball or individualist.  [11]  It could be surmised that the reason for this need to be the same through fashion may have stemmed from the emerging suburban lifestyle in the United States, which was all about conformity through appearance. Therefore, fashion during the 1950s was most often not about being an individual with your own personal style, it was based off of being apart of a universal style. The fashions were so highly received that they could be seen on almost everyone of the decade. For example, powerful businessmen of the time sported the i nfamous gray flannel suits, which were paired with narrow brimmed hats.  [12]  As a result of televisions invading homes, and movie theaters growing, admiration of stars like Marilyn Monroe and Audrey Hepburn, added to the aspiration to achieve a trendy look of glamorous sophistication and elegance.  [13]  Of course, there were exceptions to the conformity ideal, and these groups were known as The Beatniks. These were citizens who detested conformity and separated themselves from the popular fashions by wearing black turtleneck sweaters, blue jeans, and sandals for men and black leotards and short skirts for women. Ironically, the style that they developed to protest being the same became a conformity in itself.  [14]  To sum up, even though 1950s fashion could be vastly conformist, the styles themselves were definitely unique and something that the country had never experienced, but quickly loved and would continue to adore for generations to come. In conclusion, the fashion of the 1950s was filled with blends of trendy, relaxed, fun, elegant, and sophisticated styles. The original fashions of this beloved decade are still treasured in society today, and these fashions are often still imitated in various styles in the fashion world. Because 1950s fashion was rebellious, captivating, and unique, it has evolved into a memorable part of history that will always have an element of current fashions for years to come. The Fifties style sums up everything that is flattering, does not appear to be a contrived fashion statement, and shows classic good style.  [15]  

Collegiate Athletes Have A Different College Experience Essay -- Athle

Collegiate Athletes Have A Different College Experience Everyone has his or her own ideas of what the ‘college experience’ should include and be like. Some thoughts on the subject include going out a lot, meeting lots of new people, and dating many different people. Other people consider it the education, and finding someone to settle down with. â€Å"The college experience means your academic and social experiences you have during your time in college. They are the friends you meet, and hang out with. The classmates you meet and work with, and also the professors you deal with in your years at school,† said Tyler Grogan, a senior football player. Are athletes in college getting the same experience as the non-athlete students, or do practices and other sport related events take up too much time? Do all of the practices, games, weight lifting, and time spent in the training room interfere with their learning, or more with their social life? For the majority of the varsity athletes at Northeastern, their commitment to their team leaves little time to be involved in much else. The transition from high school to college can be a difficult one. Young people must deal with making new friends, learning how to manage time and their newfound freedom, and getting used to being away from home. In coming to college there is more responsibility put on oneself. Students no longer have teachers taking attendance every day, and reminding them about all of their assignments. If the student does not go to class in high school, their parents are notified; in college there are no checkups. If students choose to not go to class, then they usually end up failing. Because of the involvement with athletics, is it easier for athletes coming in to c... ...et by, and to get a degree, and not worry about their GPA. For most female athletes the chance to play their sport professionally is very slim, so they tend to put more stock into their class work and school. The two teams with the highest GPA here at Northeastern University are the women’s volleyball team and the women’s hockey team. The five-year program here at Northeastern offers the student-athlete to simply be a student for a year. Tyler Grogan found that once his eligibility for football was over, he had a lot more time. With his extra time he has been able to meet a few more people, and has more time to spend with them because he no longer has football to take up the majority of his time. In general student-athletes just have less time to spend doing anything besides their sport. The college experience is different for them, but not necessarily better. Collegiate Athletes Have A Different College Experience Essay -- Athle Collegiate Athletes Have A Different College Experience Everyone has his or her own ideas of what the ‘college experience’ should include and be like. Some thoughts on the subject include going out a lot, meeting lots of new people, and dating many different people. Other people consider it the education, and finding someone to settle down with. â€Å"The college experience means your academic and social experiences you have during your time in college. They are the friends you meet, and hang out with. The classmates you meet and work with, and also the professors you deal with in your years at school,† said Tyler Grogan, a senior football player. Are athletes in college getting the same experience as the non-athlete students, or do practices and other sport related events take up too much time? Do all of the practices, games, weight lifting, and time spent in the training room interfere with their learning, or more with their social life? For the majority of the varsity athletes at Northeastern, their commitment to their team leaves little time to be involved in much else. The transition from high school to college can be a difficult one. Young people must deal with making new friends, learning how to manage time and their newfound freedom, and getting used to being away from home. In coming to college there is more responsibility put on oneself. Students no longer have teachers taking attendance every day, and reminding them about all of their assignments. If the student does not go to class in high school, their parents are notified; in college there are no checkups. If students choose to not go to class, then they usually end up failing. Because of the involvement with athletics, is it easier for athletes coming in to c... ...et by, and to get a degree, and not worry about their GPA. For most female athletes the chance to play their sport professionally is very slim, so they tend to put more stock into their class work and school. The two teams with the highest GPA here at Northeastern University are the women’s volleyball team and the women’s hockey team. The five-year program here at Northeastern offers the student-athlete to simply be a student for a year. Tyler Grogan found that once his eligibility for football was over, he had a lot more time. With his extra time he has been able to meet a few more people, and has more time to spend with them because he no longer has football to take up the majority of his time. In general student-athletes just have less time to spend doing anything besides their sport. The college experience is different for them, but not necessarily better.

Karma Upon Death by Scrabble Essay

Karma. What is karma? Is it a part of life? Is it what helps us make decisions? Or is it the balance of life and everyone living in it? In Charlie Fish’s story Death By Scrabble karma is the main theme. This fictional story is about a husband and his wife playing Scrabble, a game in which players earn points for the words made by them with available letters. The story narrates how the words in the game reflect the practical life of the players. In every story there are literary devices used to help develop the theme of the story. In this story the terms imagery, the use of foreshadowing, and mostly irony. By the end of this essay readers will realise how all the use of these literary terms helped develop the theme of karma in Charlie Fish’s Death By Scrabble. Imagery in Death By Scrabble I shown a lot and helps conquer the theme behind the story, karma. â€Å"I’m 42 years old, it’s a blistering hot Sunday afternoon and all I can think of to do with my wife is play Scrabble† (page 1)this is giving the readers an imagery upon the of the setting in which the husband and wife are upon. While starting there’s the obvious feel and imagination of the image of the married couple sitting and playing the game at a season of heat and anguish. Playing the game, the couple begins to play in a way against each other with intention to win, the imagery is seen upon when his wives â€Å"smug expression as she rearranges her letters. Clack, clack clack. † (page1) The husband is as well in a race to win the game, as seen by him hoping â€Å"she has lousy letters† and even finding it â€Å"remarkably Tilo 2 satisfying† when his wife â€Å"gets a static shock off the air conditioning unit. † Each player is against the other while being able to outstandingly give immense imagery to the readers even the inner feelings such as the husband feeling â€Å"a terrible rage build up inside†¦ some inner poison slowly spreading.. and when it gets to my fingertips I am going to jump out of my chair and†¦ start hitting her again and again and again. † It’s obvious that he’s feeling angry and wants to win badly to annoy her or maybe to get a good feeling out of it. Imagery makes the story fulfill with life and integrity into being believed and seen in the reader’s imagination and perspective. Another literary is deviced used in this story is foreshadowing. In the story we realise right away that the husband hate towards his wife, and wants to get rid of her as soon as possible. This foreshadows that there is a possibility of death in the story. As the story goes on the husband realizes all of the words he puts down on the scrabble board are coming true. â€Å"Waiting to fly. Stupid. I opened my eyes, and theres a fly. An insect, buzzing around above the scrabble board, surfing the thermals from the tepid cup of tea. That proves nothing. † (page 4) This is another example of foreshadowing because the  author hints to the reader that the Scrabble Board is jinxed, and that the next words that the husband and wife put down on the board will become reality. Lastly another Foreshadowing moment happens when she plays the word â€Å"caution†. This foreshadows a warning of something bad to come. We now see how foreshadowing plays a huge role connecting to the theme of the story. Oh the irony! The last literary term irony is used from top to bottom in this story. This quote is when the narrator/main character starts realize that everything being put down on the Scrabble Board is  happening in real life. â€Å"She plays sweatier†¦ i’m getting sweatier† This is when the reader may notice the overall irony in the story when the words come to life and are completed. â€Å"I don’t believe it- it can’t be Tilo 3 a coincidence. The letters made it happen. I played the word explodes†¦ and the air conditioning unit exploded† (page 3) with this mindset of the husband he reveals the irony and the reality in the story for the reader. A big part of irony in the story is how his cousin â€Å"Harold swallowed a bee when he was nine, his throat swelled up and he died. †Then towards the end of the story he chokes on a â€Å"b† just like his cousin and dies. The greatest irony in the story is the fact that throughout the whole time the husband is playing scrabble trying to figure out which words he can spell out to kill his wife, but what he doesn’t know is that his wife is playing the same game. And ironically she ends up winning. Irony in this story best illustrates Karma. Finally the use of these literary terms helped create the theme of this story. The suspense kept the reader wanting to know what will happen to the wife.  will he kill her? Foreshadowing in this story is also another huge part in showing karma, when he realizes every word he puts down becomes a reality, and his wife playing and plays the word â€Å"caution† to warn him. Lastly the greatest literary device used to help create the theme of karma is irony. It is very ironic how the husbands cousin dies from choking on a bee and he ends up choking on a B, also the fact that the husband is trying to kill his wife, but once again ironically she ends up killing him. These are the ingredients in this story that helped develop the theme of karma.

The Nature of Scientific Progress essays

The Nature of Scientific Progress essays Physicist and Nobel laureate W.L. Bragg once compared science to a coral reef, pointing out how the living organisms at the surface produce the growth of the reef on top of tens of hundreds of feet of skeletons of organisms that have long since died. The life of the reef is only at its surface; the life of science is only at its frontier. The main idea of this analogy is that present science is not created out of thin air, but rather, was a product of many years of research and development. This idea in itself implies that there is progress in science. Scientific methodologies as well as science as an institution have been developed in such a way to allow for growth and improvement. Like the growth of the reef, is a process of building upon the foundation created by our ancestors. It is a common misconception that science progresses when a correct theory replaces a wrong one. The process is better described as the replacement of a wrong theory with a less wrong theory. However, before even beginning to understand how this can happen, one must examine the criterion that is used to judge a correct theory from an incorrect one. Determining whether a theory is true or false is a never-ending process; that is, a theory can never be conclusively falsified or proven to be the absolutely true. A theory is usually accepted as valid when it is proven by numerous experimental tests and there is no other theory that explains the phenomena better. The more tests that back up the theory the more confidence is placed in its truth. However, one can never be certain that there will not come a time in the future where a test will show that the theory does not apply in all cases. Newtons laws of motion, for example, were proved by every possible experiment for almost 250 yea rs. The confidence in the theory was so high that it was hard to imagine that it was not the absolute truth. In the late nineteenth century, ho...

THE RADIO ADVANTAGE

THE RADIO ADVANTAGE Between 1993 and 2002 I wrote and broadcast over one hundred radio pieces for CBC (the Canadian Broadcasting Corporation, Canadas public radio network). Fifty of those were humour, another fifty, scripts for conversations about folklore. Three were 12-minute features with voice and recorded sound, and fifteen were pieces about shepherding written as letters to the shows host.   Ã‚     Writing for voice is different from writing for print. Some things you simply cant say on air. For example, an early piece concerned the varied liaisons among my angora rabbits. Angora rabbits is difficult to say naturally and clearly. The first RA is the sound of RAW, the second the RA in RAT. On air I said ANGORA BUNNIES instead.  Ã‚     I learned two kinds of timing in radio. My first lesson was to keep to time, write succinctly, and condense every piece to 550-650 words. Anything else either ran over my five-to-seven minutes or had to be read too quickly to sound polished.   Ã‚     My se cond lesson was vocal timing. When you read aloud, breath matters. A sentence had to be short enough to be read aloud easily in one breath, or else break naturally for a breath. (I also learned not to pop my ps or hiss my ss on the microphone!)  Ã‚     I had to use intonation to compensate for missing visual cues, and allow pauses for the listener to react to something funny. Essentially, I learned to perform for an unseen and unheard audience. (Even if the producer laughed as I read, I couldnt hear her from the sound studio.)   Ã‚     This taught me to deliver humour on trust, believing that Id left room for a laugh or a groan in the right places. Writing humour for the page is also a matter of trust – we dont see our readers immediate reactions. When Id done thirty or so short pieces of humour, and had had feedback from listeners, I had a well-developed sense of comic timing.   Ã‚     

Corporate Culture and Corporate Identity Case Study

Corporate Culture and Corporate Identity - Case Study Example Also, corporate structure is an accessory for inducing the aligned motivation as well as emotions which are often interpreted by corporate identity or firm allegiance. According to Koch and Godden, a number of advocated of management's termination have suggested that the organizations are evolving from an outmoded bureaucratic appearance (Koch and Godden, 1996). Like Tajfeel suggested, Hold ups for the corporate culture hypothesis appears to be facilitated by the experimentations that implement a minimal group paradigm (Tajfeel, 1970: 98). Despite of this, there are some artificial ways of unscrambling one commune of participants from another to be sufficient enough of inducing in-group preferences and extrinsic prejudices. The emotional as well as recognized associations and knots of corporate culture appear to be much authoritative than those which are entirely a result of the labels. As a consequence of such bonding, the members of other organization would generally do what they construe as the agreed-upon job of the corporation. As a matter of fact, this pays no attention to the requirement of coordinating behavior to some restraints, however, can bestow formal rules unnecessarily. With appropriate consideration to the Corporate Identity of a particular firm, one comes across the agency intricacies. In Holmstrom and Tirole's view-point, even though the principal-agent hypothesis presumes without the payment of incentives, many scholars prove the contrary, although, there is enough space for opportunists (Holmstrom and Tirole, 1989). In point of fact, the principal-agent investigations delineate that the trust of principals as well as the cooperation of the agents by working and not neglecting, can prove to be as efficacious as or even more efficacious than the schemes in association with the incentives. Nevertheless, it transforms with experience. With appropriate significance, the principal-agent hypothesis aches from a critical drawback in the negligence of hiring competition for its silhouette. The intend for this study is to analyze as well as determine the factors associated with the corporate culture and corporate identity with regards to the hotel industry with meticulous orientation towards the Hotel Restaurant Erbprinz in Ettingen, Germany. The aspects that are associated with Corporate Identity as well as Corporate Culture can be efficaciously determined through the insight of the members of this organization, keeping in mind the restrained scope of the analysis, albeit a detailed study can be brought in to existence by making an assessment with the customers. Erbprinz Restaurant is a part of the Hotel Erbprinz in the

Choose one from 5 options Outline Example | Topics and Well Written Essays - 1000 words

Choose one from 5 options - Outline Example Job analysis assumes an important place in human resources management because of its significance and implications in both strategic and operational issues of an organization. Job analysis when broken down into smaller specifications drives job descriptions, job priorities and job classifications (Marchington & Wilkinson 2005, p.167) which help the organization in multiple ways. With the help of job design, competent and skilled employees can be recruited (Elearn 2009, p. 2013), job activities can be redesigned, modified or simplified and job activities also serve as the basis for setting compliance, safety, compensation, performance, training and development and other managerial standards. Job analysis is often confused and used simultaneously with the terms ‘occupation’ and ‘position’. While a position is determined by the number of workers in an organization, occupation is the sum total of jobs of similar kind in an organization. Thus, all technical jobs cumulate to form an occupation. Understanding the difference between these terms is also crucial from organizational point of view because jobs make occupations, occupations turn into positions and finally positions develop into organizational structure. Having being talked about two-legged approach of job analysis in an organization, the body of the essay gets split into two divisions where first part will talk about functions or domains which job analysis serves in. As for example and already mentioned above, the role of job analysis spans across human resource planning, recruitment, training, development, performance appraisal, compensation plans, evaluation and counseling and even job and organizational redesign (Management Study Guide n.d) (Figure 2). This section will more or less emphasize on describing the tasks and activities of specific functions that relate with job analysis and prove to be of a critical component in these domains. It will be more inclined towards elaborating

Inventory stystems Assignment Example | Topics and Well Written Essays - 250 words

Inventory stystems - Assignment Example The system used by Kroger allows for the shelves to look like they are always full with the same type of products. This allows the products to look readily available at all times. The system works well when the projected amount of sales are accurately made. Allowing for too much or too little inventory will mean for inadequate operating costs. This is also known as order quantity issues. This can mean losing customers or allowing food to expire. Firms like Kroger that use perishable inventory are dependent on an accurate inventory. Order quantity issues can arise from any type of inventory system. This system that is used by Kroger is pretty acceptable. The only problem is that because most of the inventory is perishable, inventory accuracy must be perfect so that money is not lost. Proper management, research and production teams are essential to making sure proper inventory levels are maintained. The development of a new hybrid model can eliminate wasted inventory. Wasted inventory is a common problem for firms such as Kroger. No matter which inventory system is used, there has to be some sort of a control that allows the firm using the system to remain orderly and profitable. Without the chance for steady inventory and profit, the firm will not survive. Inman, Anthony. "Inventory Management - Levels, System, Model, Type, Business, System, What Is Inventory?, Why Keep Inventory?, Controlling Inventory, Balancing Inventory and Costs, Other Lot-sizing Techniques." Reference For Business - Encyclopedia of Small Business, Business Biographies, Business Plans, and Encyclopedia of American Industries. Web. 06 Mar. 2011.

Examine jungs understanding of religeon Essay Example for Free

Examine jungs understanding of religeon Essay Carl Gustav Jung a Swiss psychiatrist and a contemporary to the most controversial minds: Freud, who of which Jung’s theories to begin with were influenced by, but later grew opposition towards his ideas and started pursuing his own. Simply Viewing religion as a natural process and considered it as something that was ultimately good for our mental well being. Jung’s understanding of religion is solemnly based on his individual perception of psychology, in order for one to understand his theory it is essential to acknowledge key features. To begin with Jung argued the libido which is said to be the main cause of neuroses is where psychic energy is produced, the energy is needed for the work of our personality to be performed efficiently, opposing to what Freud defines as a sexual drive essential to be released. This indicates Jung views religion as something of a deeper meaning and holds a lot more value to be classed as something created due to our supposedly guilty sexual desires. Jung’s work with patients with a range of different beliefs lead to him forming a link between different types of religions. Jung identified the similarities found in a number of religions for example in Islam Muslim’s refer to god as light ‘nur’ correspondingly in Christianity â€Å"I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life. (John 8:12) therefore Christians describe his as the ‘Light of the World’. Such comparisons that are too complex to be classed as a consequence caused Jung to declare not only do we all as humans have a un-conscious part and conscious part split in our brain, we also all have a collective un-conscious in our un conscious which we are all born with and is the oldest part of our brain. Due to everybody having the same collective unconscious results to us creating the same images, therefore explaining why everyone shares a similar idea of god, shared by all of humanity. These images are formed in the archetype, Jung stated the archetype is categorized into five different parts: the persona, shadow, animus, anima and God and self. Jung thought the self was the most vital part of our psyche; in order for us to ensure we stay healthy it seeks the integration of all of the parts of our characters â€Å"Individuation means becoming an ‘in-dividual’, and in so far as ‘individuality’ embraces our innermost, last, and incomparable uniqueness, it also implies becoming one’s own self. We could therefore translate individuation as ‘coming to self-hood’ or ‘self-realisation. † Jung states are un-conscious mind which is split in 5 parts is set of sometime during our life and results to becoming un-balanced along with the imbalance of the conscious and unconscious part of our brain, the failure of maintaining harmony leads to a cause of mental disorder in order for us to prevent this we turn to religion to make us a whole individual, we need answers and a belief in god, religion is used as a cure. The images created in the god category of our archetype supply us to successfully integrate the conscious and un-conscious parts of our personality. Jung’s theory explains why we as human beings value religion; if one of us were to oppose it we would be disturbing our natural individuation process. Therefore accepting religion is beneficial for the sake of our sanity and mental health, Jung viewed religion from a positive perspective although he did not personally believe that god exists his approach on the topic was respective â€Å"nothing positive or negative has been asserted about the possible existence of any god† Jung stated although the likelihood of god existing is slim yet he may exist. Furthermore removing religion would potentially cause psychological problems, as opposed to Freud who felt religion is an illness everyone should strive to overcome. Jung states religion stabilizes you and makes you whole.

All students with special education needs

All students with special education needs 1.0 Introduction: This paper explores an ongoing debate in the educational field; should all students with Special Educational Needs (SENs) be included in mainstream educational provisions? To fully understand the issues involved, the paper will begin with an introduction to SEN and historical developments that have shaped SEN as we know it today. An investigation into inclusion will follow evaluating current issues that will help to determine whether inclusion for all SEN is possible or not. An analysis of SEN pupils will highlight strategies that may allow teachers along with organisation to implement inclusion along with its limitations. A conclusion will finalise the paper evaluating key findings. 2.0 Special Educational Needs (SEN) An Overview In order to assess whether students with SENs should be included in mainstream educational provisions, one must first understand what SEN means. Under the 1944 Education Act, children with special educational needs were categorised by their disability defined in medical terms. This meant that some children were considered to be uneducable and pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. The Warnock Report in 1978, followed by the 1981 Educational Act, radically changed the conceptualisation of special educational needs. It introduced the idea of special educational needs (SEN), statement of SEN, and an Integrative which later became known as inclusive an approach based on common educational goals for all children regardless of their ability or disabilities: namely independence, enjoyment and understanding. For purpose of this paper the definition proposed by The Special Educational Needs Code of Practice (2002) is taken into account stating that children have SEN if they have a learning difficulty that calls for special educational provisions to be made for them. However, the difficulty with such definition, and the issue arising from The Warnock Report, was the unforeseen consequence that the term SEN has become to be the name of a single category which has led to some conflicting issues. Quarmby (2006) reiterates that government has been using it as if it is the same problem to include a child in a wheelchair and a child with Aspergers, and this is conspicuously untrue This category within the SEN umbrella help to understand students with special needs, and ascertains the fact that certain students may need different special educational provisions to be made for them. But whose responsibility is it to provide the necessary provisions for students to learn? The paper asks a deliberate straight forward question should all students with SENs be included in mainstream education? If yes, does this mean mainstream schools would be expected to include pupils with Cognitive and Learning Needs; Behaviour, Emotional and Social Development Needs; Communication and Interaction Needs and Sensory and/or physical needs? At what level do we need to include them? Is it just sharing time, socialising, sharing tasks or is it the active participation in-class activities following the same curriculum. This leads to the unenviable task of evaluating inclusion. 3.0 Inclusion Over the last 30 years, policies about integration and subsequently about inclusion have been the subject of much controversy. Much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Inclusion reflects the idea that it is not for SEN children to be somehow fitted in or integrated into the mainstream but that education as a whole should be fully inclusive of all children (House of Commons Report, 2006). Until the 1990s the term inclusion was rarely used and instead we referred to integration or mainstreaming meaning the placement of pupils with disabilities or special needs in mainstream schools. Integration was the term first introduced in the 1978 Warnock Report referring to the concept of integrating children with SEN into a common educational framework. There were different integration, from full-time placement in a mainstream classroom (functional integration) to the placement of a pupil in a special class or unit attached to a mainstream school (locational) (Hegarty, 1991). The aim to end segregation was gathering momentum and from a human rights approach, it was certainly a requirement. However, there was often little difference between locational integration and a traditional special school, which can be seen as equally segregating experiences (Jupp, 1992). Indeed, even pupils placed in mainstream class may be isolated from their peers, particularly if they work with a support worker in one-to-one sessions for the majority of each day. Integrated placements, therefore, still leave many pupils segregated (Harrower, 1999). Partly for this reason, the term inclusion came to describe the extent to which a school or community welcomes pupils identified with special educational needs (SEN) as full members of the group and values them for the contribution which they make. Their diversity of interests, ability and attainment should be welcomed and be seen to enrich the life of the school. In this sense, as Ballard (1999) argues, inclusion is about valuing diversity rather than assimilation. This general movement towards inclusion was also (In addition to The Warnock Report) strongly influenced by the Salamanca Statement (UNESCO, 1994) which had a major impact on shaping policy developments in many different countries. In England this is evident in various government initiatives since the late 1990s including, for example, the statuary Inclusion Guidance (DfES, 2001a), the Special Educational Needs and Disability Act (DfES, 2001b) and the Removing Barriers to Achievement strategy (DfES, 2004) each providing a further impetus towards inclusion (Hick et al, 2009). Overall, after an extensive literature review it was evident that three main strands have developed relating to inclusion. One is about equal opportunities and right to education for all. It argues that any form of segregation on the basis of disability or learning difficulty is morally wrong (Jordan and Goodey, 1996; Lindsay, 2003). A second strand is based on a re-conceptualisation of the special needs issue as part of the process of school improvement (Ainscoq, 1999). This idea is based on the argument that it is the structure of schools as organisations rather than differences between individual pupils that creates special educational needs (Tomlinson, 1982). The third strand of literature has been concerned with questions of pedagogy. Though some have focused on the development of inclusive practice from the outset (Forest and Pearpoint, 1992), others have considered whether or not teaching practices and methods can be implemented in mainstream schools and classrooms in order to meet the challenge of inclusive education (Cook and Schrimer, 2003). Inclusive practice is therefore concerned with actions and activities that staffs in schools do that give meaning to the concept of inclusion. These 3 main strands will be used as a framework in deciding whether students with SEN should be included in mainstream education provision. In addition it is essential to understand and apply the SEN Code of Practice principles that support inclusive education as a framework in achieving inclusion. The five fundamental principles that support inclusive can be observed in Table 2: As with any change, the inclusion of all students with SENs in mainstream education provisions may bring both positive and negative impacts within schools and pupils. 3.1 The Good and the Evil Although inclusion is seen as a very positive strategy by some, it is considered idealistic and impractical by others. Some critics have argued that inclusion happens at the expense of good and appropriate education for the other children in the class; in other words, if a student with special needs is taught within a mainstream class, they might need extra attention from the teacher, or may be disruptive or difficult in class, and this could harm other childrens education. On the other hand it can be argued that the other children in the class benefit a great deal from working with students with special educational needs and that inclusive education helps to remove stereotypes and ignorance. It is also argued that children with SEN are better off in segregated classrooms as this enables them to gain social support from others with similar difficulties. It also allows opportunities to concentrate specialist teachers and resources in one place. The objection to this is that the disadvantage of keeping children with certain difficulties together is that it makes it harder for them to integrate fully into society once they leave school. 3.2 Inclusion in Practice The Government recognised the barriers to inclusion that exist in schools in its statement in 2004(DfES, 2004) and set out a proposal about how the barriers should be tackled. OFSTED, in its report in 2004, found that more mainstream schools saw themselves as inclusive, but only a minority met special educational needs very well. Members of the SENCo Forum responded to the Governments Special Need Action Plan by stating that schools would have to provide much higher level of flexibility in the way that learning and teaching take place, if the aims of inclusive education are to be realised (SENCo Forum, 2003). In addition, MacBeath et al (2006) concluded that some of the problems in schools attempting to implement inclusion were that the current education system itself made it difficult to implement inclusion. Gillinson and Green (2008) argue that it is essential to regard children and young people themselves and their parents as normal practice. They conclude that the issue is not about treating everyone as the same- what is important is that everyone should be treated equally. Gross (2001) also comments that what young people most want is the right to belong. Belonging brings along a morale issue with regards to inclusion. It is therefore imperative to understand what characterises these pupils with SEN and understand better what makes them unique. 4.0 Special Educational Needs Pupils At heart of all the discussion are the actual pupils who suffer special needs. In light of the extensive research, proposals by government, frameworks and guideline and committee reports one inevitably raises the question of their effectiveness. Are mainstream schools performing? Are pupils experiencing inclusive education? Are these guidelines and proposals effective? Unfortunately the overall answer may be unsatisfactory. The Audit Commission found that the vast majority of permanent exclusions in the 22 local authorities surveyed related to pupils with SEN: 87% of exclusions in primary schools and 60% of exclusions in secondary. In addition, pupils with attention deficit hyperactivity disorder (ADHD), autism and mental health problems made up significant proportions of these pupils. At this stage one wants to highlight that it is not the purposeful intention to only focus on pupils with Autistic and Social, Emotional, and Behavioural Difficulties but data does demonstrate that with regards to inclusion of sensory and/or physical needs pupils, some success in mainstream education provisions are beginning to develop. The House of Commons Report (2006) cites the Disability Rights Commission (DRC) recognising, there has been major progress in providing disabled children and young people with more equitable educational opportunities and a steady improvement in educational outcomes, which show a faster annual increase in achievement of GCSE grades A-grades, A-C and equivalent over the last six years by disabled people than non-disabled people In addition, the Disability Rights Commission (DRC) highlights that not all disabled pupils and students have learning difficulties. Similarly, pupils and students deemed to have learning difficulties or SEN are not disabled. In light of the above finding, as well as the overwhelming data demonstrating that the majority of the of exclusion in primary and secondary are pupils suffering from ADHD and autism, specific effort has been given to address the inclusion of these in mainstream educational provisions. In addition, the Gibraltar Educational Schooling Structure limits the contact of mainstream teachers with pupils with severe/profound and multiple needs, as well as multi-sensory impairments. These pupils enrol in special school environment. Being exposed to pupils with ADHD and autism (in the organisation) will also aid in supporting some answers with research evidence. Increasing knowledge in these groups will also is beneficial for CPD purposes. 5.0 Behaviour, Emotional and Social Needs and Autism Young people with emotional and social development difficulties and autism are the fastest growing categories of SEN. This is having repercussions for schools, and more so for pupils. In addition as the parent representative group Network 81 describe: the lack of understanding of conduct disorders, behavioural, and emotional needs is quite unbelievable. Many children are labelled as naughty, badly brought up, and defiant by teaching staff who group all bad behaviour together. This serves to highlight a possible issue where pupils are being misunderstood and labelled by those who may impact significantly their future teachers. Furthermore, The House of Commons Report (2006) states it is widely recognised that there is a strong correlation between exclusions and children with SEN-particularly those with social, emotional and behavioural difficulties and autistic behaviour. The Committee finds it unacceptable that such a well known problem continues to occur and quite frankly from a teacher point of view, one can only agree. This indicates that schools need better guidance and staff training, particularly with Autistic and social, emotional, and behavioural difficulties. This leads to the inevitable argument on whether SEBD pupils should be included in mainstream educational provisions. In order not to fall into the generalisation trap, one has focused on the main groups of exclusion at the current moment. These are pupils suffering from ADHD and autism. An evaluation of the 3 strand mentioned prior will determine whether inclusion should be possible or not. 5.1 Attention Deficit Hyperactivity Disorder (ADHD) ADHD has been a topic of heated discussion within the educational world. For some, it is considered to be a medical condition, characterised by inattention, hyperactivity and impulsivity (APA, 2000). However, according to others (e.g. Humphrey, 2009) there has been no biological marker identified that can reliably distinguish between children with and without the condition. Estimates though suggest that between 2% and 6% of students are affected by ADHD (Cooper, 2005) and still growing. From a mainstream school provision, and more so from a teachers perspective, it is generally accepted that students with ADHD are considered among the most difficult to include effectively. Lack of knowledge about disorder end up with teachers frustration towards students (SCOtENS, 2008). It is therefore important to consider what we mean when we say we are helping to include them. Mainstream teachers report a lack of appropriate training as a key barrier to success in this area (West et al, 2005). If inclusion means meeting the childs needs in mainstream schools and settings, have the child views sought and taken into account and having full access to a broad, balanced and relevant education as suggested in The Special Educational Needs Code of Practice (2001), then it must go beyond general questions of the presence of children with SEN in such schools, and as Norwich and Lewis (2005:2) explain, we need to address the question of classroom teaching and curriculum in considering inc lusion and inclusive practices. There is the suggestion that the needs of such learners dictate that they require distinct kinds of teaching in order to learn the same content as those without special needs. If not, pupils with ADHD are more likely than others to experience social isolation, with fewer reported friendships and greater levels of rejection (Bagwell et al, 2001) inevitably leading to disruptive behaviour. Norwich and Lewis (2005) argue that pedagogic needs can be addressed by thinking about the needs that are specific to all; thinking about those needs that are specific to a certain group (such as students with ADHD); and thinking about those needs that are unique to the individual. The strategies are based upon the principle that by creating a better fit between the school environment and the student, we are creating opportunities for pupils to succeed. The question now lies in determining whether these strategies can be implemented in mainstream provisions and whether they will conflict with good an d appropriate educational strategies that other children in the class already experience. Students with ADHD often experience difficulties in mainstream classrooms and schools because the emphasis on meeting common needs mean that their specific group needs are not being addressed (Cooper, 2005). However, these common needs may come about due to the National Curriculum. One of the major concerns about the National Curriculum has been that it does not address the breadth of education necessary to meet childrens and young peoples educational needs. So is the curriculum in its present form a contributory cause of poor behaviour? A further concern about the National Curriculum is the current approach to assessment. Research from the perception of students themselves suggests that many experience confusion, anxiety, blame and guilt (Hughes, 2005) in relation to their education, which is not exactly surprising considering the struggles they need to deal with. However, as a mainstream teacher, one is fully aware that change in the National Curriculum cannot be proposed and overcome easily therefore an alternative strategy must be investigated to create a better fit between school environment and the student. The strategy may lie in pedagogy. In achieving the necessary learner aware pedagogy, the problem for the classroom teacher concerned with the SENs of a pupil lies in identifying the nature of the learning difficulty or disability, and assessing the implication for its consequences (Levine, 2002b). The Special Educational Needs Code of Practice refers to the awareness as the point at which a teacher has a concern about an individual pupil (DfES, 2001). A crucial prerequisite for any teachers subsequent decision for action is a clear understanding of the nature and the consequences. It is important then to recognise that a given learning difficulty or disability may or not prevent or hinder an individual from making use of educational facilities of a kind provided in schools (Education Act, 1999). Once the teacher is aware action may take place to meet their needs. Pedagogy takes an important role as it represents the interaction between the learner and the teacher with respects to curricular aims and objectives. This issue therefore concerns the central operation in education, and, in principle, should specify the optimal circumstances in which successful learning and teaching can take place Research into the typical learning styles of students with ADHD suggests that they learn more effectively when they are able actively to experiment and are presented with concrete examples that are visual in nature (Cooper and Ideus, 1996). In addition, students with ADHD are said to be somewhat verbose, talking at inappropriate times; an aspect that can be exploited by designing lessons that allow increased opportunity for verbal participation. Research also shows that this kind of approach can lead to decreases in disruptive behaviour (Levine, 2002b). This strategy will welcome pupils with SEN as full members of the group and will help to value them for the contribution they make. This will develop their feeling of belonging and their ability to participate in a mainstream school environment. Better staff-student relationships and a positive classroom ethos is also said to be essential when dealing with pupils with ADHD. Such a change may be difficult to achieve but recent research by Ghanizadeh, Bahredar and Moeini (2006) demonstrated that more tolerant and positive attitudes towards students with ADHD are associated with levels of knowledge of ADHD among teachers. This suggests that training to increase teachers knowledge of ADHD may need to be a priority if inclusive practice is to consolidate. Breaking down tasks into small, manageable chunks will also facilitate to accommodate the shorter attention span of such students. In addition by highlighting key information where possible will help students who experience difficulties in selective attention (Levine, 2002a). Over time, students can be taught to practise drawing focus to key information themselves (Humphrey, 2009). These strategies are said to help to create a better fit between the class environment and the students and are things that staffs in school do that give meaning to the concept of inclusion. However, many of the strategies proposed are appropriate and should be an integral part of any lesson regardless whether children with SEN are present or not. Another approach as a tool to promote and achieve inclusive practice is what Humphrey (2009) refers to as Cognitive-behavioural approach. Cognitive-behavioural approaches emphasise the use of reinforcement principles to alter thoughts or cognitions related to ADHD behaviours. Simple examples of the application of such techniques in the classroom include teaching children to use self-testing strategies (e.g. when reading, students are encouraged to stop at key points and ask themselves questions about what they have just read) and use self-reinforcement (such as giving themselves praise for achieving targets, such as staying on task for a period of time). A review of cognitive-behavioural approaches by Ervin, Bankert and DuPaul (1996) concluded that they can be successful in achieving behaviour change, but they are more effective when combined with behavioural contingencies in the natural environment. Startling statistics show that up to 75% of students with ADHD are prescribed stimulant medication, with Ritalin being the most important commonly used drug (Department of Health, 2003). If specialist knowledge and understanding is important in promoting inclusive practice, teachers knowledge with regards to the use of medication within this group is essential. It is crucial for teachers to understand the role it plays in students lives, and the implications it may have for education. Teachers may take an active role here in monitoring the effects of medication observed in the classroom (Cooper and Ideus, 1996). Having an understanding of the effects of stimulant medication will enable the teacher to plan for specific pedagogical strategies in a way that takes these factors into account and allow full access to education. Stimulant medication takes effect very quickly, but its influences may not last throughout the school day. For instance, their effect on behaviour (in terms of activity levels) typically lasts longer than its effects on cognition (in terms of attention). As a result, even though students may not be up and out of their seats or blurting out answers, they may still not be accessing the curriculum because they are struggling to maintain their focus on the material presented. In addition, even though medication may be effective in managing the core difficulties experienced by those with ADHD, it is less useful in alleviating secondary problems such as social isolation and academic underachievement (Dogett, 2004), therefore limiting the active participation of the child in both class and school environment. In addition, inflexible staff and lack of inventiveness in some schools have been reported by OFSTED (2004) as factors affecting the development towards effective inclusion. From a personal perceptive ine can concur with OFSTED;s statement. Within ones organisation, teachers overall consensus is one of frustration and guilt when dealing with pupils with SEN in not being able to help them. An SEN register is distributed to every teacher with pupils name and their areas of need well into the 1st term. This result with the teacher suddenly realising that pupil X and pupil Y might be experiencing a range of difficulties due to their needs not being taken into account, resulting in disruptive behaviour. In addition, an organisation where teachers SEN knowledge and understanding is limited brings in another issue. Teachers find themselves wondering what can be done to help these pupils with limited success. Within the organisation there is a SEN Coordinator position, but in the past, when approached and asked for am expert opinion, the answer was you can look it up in the internet and find out further information. This barrier is significant as Wedell (2008:131) rightly states Consultation with the schools SENCo may be required, and this may extend to the involvement of support services from outside school, as indicated in the successive stages of the Special Educational Needs Code of Practice all in effort to make sure the students actively belongs and participates in mainstream school settings. This is currently non existent within the organisation. Furthermore, learning support classes are timetabled for children with SEN, but these take form more as a homework club rather than a structured learning support session. Teachers have no influence in what get taught in these classes resulting in the possibility of pupils doing something that not necessarily links with what is being taught in mainstream class. The students find themselves in an inclusive mainstream sett ing in curriculum subjects and in a segregated setting with regards to learning support. This may result in confusion and frustration, especially with pupils who are said to benefit from being provided with a clear structure to each day lesson and task. With regards to medication, throughout the 4 year career in teaching, there have been a number of students diagnosed with ADHD. However, up until today, there is no awareness or knowledge whether they were on medication or not. Overall, within the organisation it is clear that it is unrealistic to expect teachers and other members to be able to properly fulfil requirements such as differentiating the curriculum for all children, including those with SEN, without receiving the appropriate support and training to enable them to do so. In some cases as mentioned above, the teacher may require a detailed knowledge of child development psychology to equip them to do so to the greatest effect and of equal importance, to understand why the pupil acts and behaves the way they do. 5.2 Autistic Spectrum Disorders According to Jordan (2008:1) education can be, and perhaps should be, an effective treatment for autistic spectrum disorders (ASD) in the sense that, there is so much that individuals with ASD have to learn that is just intuitively grasped by the non-autistic, learning may best be enhanced through high-quality teaching. But education is more than just another treatment. It is the way that citizens are taught the values, understanding, knowledge and skills that will enable their full participation in their community in a way that welcomes full their values and contributions they make. The first battles for those with ASD were fought for the same purpose as the battles for any special educational need: the right to be included at all. As with SEN there was recognition that degree of autism can occur across the full ability range. ASD inclusion has been based on the entitlement view of education as the only way of becoming a full member of society. The bases of most programmes for inclusion for pupils with ASD were not inclusion at all, but form of integration (Jordan and Powell, 1994). As previous research demonstrates (Ainscoq, 1999) the issue with regards to ASD pupils has been that the content and the teaching approaches of the National Curriculum in mainstream schools were not changed to accommodate children with ASD It was assumed that the content was of equal relevance to all children, requiring modification and breaking down curriculum content into smaller steps (which is often effective for some children with learning difficulties) is not appropriate for ch ildren with ASD, where the development and learning patterns are different. There is even problem with the main purpose of mainstream education, which in terms of inclusion, is surely to gain from co-operative and collaboration with typical peers. Yet many of the supports to enable inclusion of children with ASD serve to make the child more isolated from peers, and support assistance are seldom given training (or a role) in enabling such children to have positive contact with their peers (Jordan, 2008), thus being more an organisational constraint rather than a pupils. Jordan (2008) also state that is a child is different, or has special needs, extra resources are provided to enable the child to have access to other children, even though the success of those resources in bringing that about has never been tested. So is inclusion possible for pupils with ASD? In order to include ASD students there needs to be a flexible education system. Teachers must know about learning and teaching and about the diversity that exists in teaching. If educators teach in a way that attains diversity, then more children with different SEN will be able to manage in mainstream settings becoming full members of the group. This will also benefit disruptive students and those with ADHD, dyslexia and so on. Once again the statement made by OFSTED (2004) that effective inclusion was frustrated by rigid timetabling and inflexible staffing is relevant. Rigid class grouping is associated with high pupil-teacher rations, which clearly make it difficult to give personal attention to individual pupils. In addition, successful learning opportunities in inclusive settings will require radical school reform, changing the existing system and rethinking the entire curriculum of the school to meet the needs of all children (Mittler 1994), what Norwich and Lewis (2005) explain as the curriculum dilemma. In addition, and similar to ADHD, the current approach to assessment needs to be addressed if inclusion is to prosper as the House of Commons Report for Children, Schools and Families (2008:3) reports that: we find that the use of national test results for the purpose of school accountability has resulted in some schools emphasizing the maximization of test results at the expense of a more rounded educational for their pupils Inevitably, one must be aware that there will be some individuals with ASD whose autism is so severe that they will need specialist support, but that does not need to be in a segregated setting if inclusion is desired. Resources based are the best model (Hesmonghalgh and Breakley, 2001), where the child with ASD belongs to his peer group teacher but has support staff with expertise and a haven in which to recover when needed (Jordan, 2008). This is a perfect example on how a child with SENs may have their needs met in a mainstream provision (following point 1 of the SEN Code of Practice) and is not segregated. Pupils with severe ASD will need special support and it is here where there is a role for specialist schools. Special schools should be seen as centres of excellence, pioneering new ways of working with ASD and dealing with the most extre