Is Higher Education Worth the Price Essay

When someone hears the term â€Å"higher education† the first thought tends to be college, of course. College has always been thought of as the one-way ticket to a high salary occupation. The reality of the situation is that while that may be true in some cases, it’s not as easy at it seems to receive that ticket aka the Bachelor’s degree. College tuition is a large amount and it’s even more expensive to attend college only to drop out. This leaves the student with no degree and vast amounts of debt. That debt is averaging 20,000 dollars for four years of schooling. Higher education is beneficial for anyone with the dedication to attending and knowing what they are striving for with while doing so. Achieving a Bachelor’s degree or a B. A. is a worthwhile goal for just about everyone. Why is it worth the time, effort and money to receive this diploma? Charles Murray in his article â€Å"Are Too Many People Going to College? † states, â€Å" Employers value the B. A. because it’s a no cost (for them) screening device for academic ability and perseverance† (pg. 233). The train of thought for employers is that the students with the drive and capabilities to succeed are the one’s that will attend college. This makes it close to impossible for a person with only a high school diploma to even be considered for a variety of jobs. Brian Kelly in his article â€Å"Is College Still Worth It? † has come across the same findings as Murray. He reports, â€Å" Hiring managers will tell you that creative intelligence and an ability to communicate are more useful in the long term. As a proven work ethic which is why persisting through four years of college is an admirable credential in itself† (pg. 8). College is supposed to teach a person how to think and work hard. That is something that any employer values greatly. The greater chance of a fulfilling career isn’t the only benefit to receiving a B. A. In 2007 the Census Bureau reported that the average college graduate had a yearly income of $57, 181 (Wilson pg. 260). The average high school graduate pulled in around $31, 286 yearly, leaving the college graduates earning around 80% more annually (pg. 260). Wilson also states that according to the Census Bureau the college graduate will earn around one million dollars more than the high school graduate (pg. 260). This is reason enough for many people to buckle down for the time it takes to earn his or hers degree. A fear for many is that the debt someone will leave college with will be unmanageable. The reasoning for this being unemployment rates as well as the fear of how long it will take to pay off his or hers debt. It’s true unemployment is a crisis that many are facing but it’s much scarier to be only a high school graduate in the economy currently. The rates of unemployment for a Bachelor’s degree holder over twenty-five is estimated to be around 4. 4% (Wilson pg. 260). For a high school diploma holder over twenty-five the unemployment rate is an even greater number at 9. 3% according to the Bureau of Labor Statistics (pg. 260). As for paying off the debt accumulated in college, those figures aren’t as frightening. According to Sandy Baum, a senior analyst at College Board, â€Å"A student with twenty thousand dollars of debt should be able to make at least that amount in extra earnings in one to two year’s time simply by having earned a college diploma† (qtd. in Wilson). What is the key to unlocking the door for a brighter future? Apparently it’s a B. A. but if this is the case then why are dropout rates so high? When students are making the decisions to go to college, they are typically pushed to attend college rather than doing so out of free will. These students are the one’s that parents, teachers, and guidance counselors assume will succeed the most in that kind of environment. The truth is rather sad when it comes to how the students actually fared in their academic pursuit. Dana Goldstein in her article â€Å"Should All Kids Go to College? † informs that only fifty three percent of students actually finish their degree in four years, and half the students that attend a two-year college drop out before finishing. But this isn’t the only surprising information she writes about in her article. There is another group of students who unlike their peers, aren’t pushed as much into attending college. Kati Haycock, president of Think Tank Trust in Washington, DC, shocks with her statement of, Most schools sill resist the idea that all kids can and should be college-ready. By continuing long-standing practices of sorting and selecting, they created what is essentially an educational caste system- directing countless young people, especially low-income students and students of color, away from college-prep courses and from seeing themselves as ‘college material’ (qtd. n Goldstein). With these standards given in high schools these students pushed away from college will not ever think of themselves as able to perform well in a college environment, which greatly limits their future professionally. Goldstein shows in her article the research showing that with the decline of the manufacturing economy these students are the ones who would gain the most from the four-year college experience. The question is now, why are these students unable to realize their potential or stay focused in college? Most of the time these teenagers are unable to say what they want to do with their careers or lives. Going to college isn’t easy for anyone without a clear idea of what their striving for, which makes the entire experience even more frustrating for them. So how can these students go into college somewhat knowing what they want to do with their time there? The best solution is to allow these teenagers to explore the professional world while still in high school. If they can do that, then they won’t spend extra time or money changing their majors all throughout college unable to decide what their desires are. There is a program that has been implemented in a few schools across the nation called Career and Technical Education or CTE (Goldstein). These programs integrate school with real world occupational training so that students can have hands on experience with a job that they would like to pursue in college. The training available to these students includes internships, dual enrollment and hands on work out in the field (Goldstein). All of this is done while in high school accomplishing their high school diploma and getting a head start on college. Programs like the previous are great ideas that the government has been using to help these students struggling find their goals. It may be a while until these CTE schools are seen more but at least the students able to take advantage of them are showing the country how beneficial the programs are. With ideas like this, it is possible to cut down on the money and time wasted during college for someone who isn’t positive they would like to be there. It also allows the students who are judged due to unfair standards to prove that they are college material and able to do great things. There would be less wondering about whether or not they want to attend college because they have experience with the career of their choosing and are able to map out their future much more clearly. Overall the idea is yes, higher education is worth the price. The Bachelor’s degree alone can take someone to higher levels than just a high school diploma. College is costly, it is time consuming, and it is hard but when someone is dedicated it becomes increasingly easier. The solutions to making college more achievable for everyone isn’t ever going to be easy but there are steps that can be taken in the right direction. As long as students aren’t discriminated against or pushed into something they are unsure of, when the time is right for them to attend college they will do so in a way that will benefit them the most. Add in programs like the Career and Technical Education schooling and these students can come out on top ready for the work force. Higher education may not be for everyone, but for the people who do take the challenge reap benefits for the rest of his or hers lives.

Lesson Mrs

To Mrs.. Rattail and the entire Business Communications class. My name is and I'm a 42 year old veteran, musician and constitutional activist. I'm single, which allows me plenty of time to dedicate myself to school, my music and an Important cause that I believe In. I began earning my college education about two years ago. They say It's never too late to go back to school and in this case, without a doubt I have to agree. My Initial motivation to enroll in college was a Job offer I received at a wedding. The V. P. F Operations over heard me speaking to a group of people I had Just met.He was Impressed enough that he extended an offer that if I earned a general business degree I would be hired at a digital communications and software design firm. The decision was easy on my part. I enrolled two days later. The Job he offered came with a handsome starting salary and benefits that will surely be beneficial due to the significant changes in the health care system. Before receiving the jo b offer. The thought of going to college had really never crossed my mind. I was born in Ohio but moved around a lot due to my father's career as an Army Special Forces Green Beret.He was an officer and was usually offing some third world country on some secret mission. Being raised on Army bases influenced me enough adjoin the US Navy in 1990. Three generations before me fought in a war and so it was almost a fulfillment of destiny that I fought in the Persian Gulf War in 1990. Being raised on Army bases and my own tour to duty was significant in shaping me Into the person I am today. These elite experiences have been paramount In beefing the direction In which I currently find myself headed In today. M an activist who fights for the cause of teaching people the Importance of preserving the constitution and the principles It represents. I have worked in many places and known many people throughout the world. These experiences have provided at least a portion of the communication sk ills needed In business. It has also helped me in spreading the word for a Just cause. I've always enjoyed talking with people, especially someone I'm Just meeting for the first time A gift of persuasion helps fine who I am. This opportunity I have to earn my degree in Business is one that I detonate lightly.Not only will my education give me a career and meaner to retire, but it has also opened doors in my personal life and helped give me the tools to fight for what I believe in which to me and many others is a noble, Just and prudent cause. I've met and networked with others with the same philosophy in life. This was made possible through the web design course and Microsoft Office classes I took in order to earn my degree. Being educated has put me further into the circle of people that I feel are important in helping me network this agenda.Currently my work is posted on the Internet through a website I built. Legibility's. Com has information about the constitution and links to o ther sites with information meant to inform those who believe In American Liberty. The cause Is for freedom that the constitution affords all Americans. The Amendments defined by civil liberty and the right of peaceful civil disobedience, assembly, religion and speech. The purpose Is to educate those who will listen about the American philosophy that Is being forgotten and that so many have sacrificed their lives defending.My Associates degree in Business Management of life. In this assignment, the use of internal and formal communications has been utilized as the structure of this paper is directed towards informing the audience of my personal background and interests, both on a personal and professional level (Till, 2009). The information contained within speaks truth and is straight forward and to the point. The main points are easily understood and read without errors. I have also provided a link to my website if anyone has interest in learning about this important cause.The onl y barriers in this presentation could possibly be that the information may be read with distractions such as noise from those who' may disagree with my point of view concerning freedom being traded for security (Till, 2009). If distractions occur at the time this is being presented there could be messages competing to be heard. There also could be too many filters if this essay isn't presented so that everyone understands it's purpose; which is to inform the audience about it's intended purpose of introducing myself and my interests.I have made this essay simple and easy to comprehend with the intention of allowing the audience to make a decision about weather or not to find out more about the cause that many have forgot in all essence, protects their way of life. To learn more about the constitution visit http://www. Legibility's. Com Sincerely

Classroom Observation Essay

The opportunity that was given for our class to visit Ozark Elementary was so great. Being able to see how other surrounding districts conduct their business is such great insight. I have been to three other schools in the past. Each time that I visited a new school, I would pick up something new to stick in my tool belt to use in my own classroom one day. Having seen a variety of classrooms during my visit at Ozark Elementary was very beneficial to me. Each teacher conducted themselves in a different but professional ways. Their teaching styles were different, their classroom setups were different and so were many other things. One thing that all the teachers had in common was they were all working towards being a strong support system for their students by guiding them on their journeys to becoming proficient readers and writers. During my visit I was paying close awareness to how the classrooms were arranged. None of the classrooms that I was able to observe in was messy or cluttered. The classrooms felt homey and welcoming. Some rooms had the desks in rows, some in groups and a few classes had their desks in a â€Å"U† shape. I really like how organized the rooms really were, it makes for a better learning climate in the classroom. The main classroom that I was in had only a few anchor charts up on the walls. When it was time for me to observe a whole group mini lesson I noticed the anchor chart that connected with the spelling lesson. Along with a few educational anchor charts on the walls, this teacher had a huge bulletin board dedicated strictly about the different corners in her classroom. The students were able to use this board to direct them to where they need to be. The board had a picture of each corner that was in the room for the children to use. I did not get to witness the whole group lesson in this class but I did come in during the guided reading time. When it became the time to split up during guided reading the students were able to come look up at the board and figure out which area they needed to be in by finding where their name was on the board. Each corner also was labeled by color. The color card that was next to the child’s name was the area that they were to be in until the bell rang. During the time that the students had in their corners, the teacher was working with a small group of about 5 for their guided reading time. She was evaluating the students as they read through their books that she picked out for them. As they were reading she was writing down notes about each child. I thought it was so neat to see that time play out. The students were all mostly on task. They knew what they were supposed to be working on and that she was off limits so that way she could direct her attention better towards the students in small group. Much differentiation took place in these corners that the students were in. She had areas that appeased those auditory learners, kinesthetic, and visual learners. Throughout the areas in the class the children were able to learn the way that they feel most confident about. The auditory learners were able to listen to a book on a CD and follow along in the book. Kinesthetic students were able to get their hands on words to make sentences. The visual learners were able to use the smart board to do activities that helped them learn a concept better. I could tell that she had spent a lot of time building this routine with her students. It was like clock work watching her students do what they were supposed to be doing. When the bell went off, the students knew that meant it was time to clean up and switch areas. I definitely know that this was a positive community atmosphere. The students all had low voices and were collaborating with one another when they needed help so that way the teacher would not be interrupted during her small group time. The teacher created this in her classroom to insure that all of her students feel comfortable and supported as they grow in becoming independent readers. The word that kept popping up in my head while the students were all working like they were supposed to was â€Å"self-regulated†. This allowed the learning in the areas of Reading and Writing and also allowing her to assume a facilitators role during their experiential learning opportunities. In the mix of all the things I was learning, I noticed the teachers focusing more on positive behavior rather then only the students misbehaving. During a kindergartens whole group learning time, they were all sitting on the carpet together next to the teacher. They were working on sounding out sentences that the teacher had written out. I kept hearing, â€Å"I like the way _______ is sitting criss-cross applesauce and the way _____ is not tapping their friends shoulders† etc. I remember being in the younger grades and always hearing the words: no, stop, and don’t do that. I love that way the teachers are handling the different behaviors now. I also noticed that instead of always pointing out the negative when the student is misbehaving that the teacher would just use close proximity. Several teachers I seen that day use this method. They would walk up close to the student and nicely put hand on shoulder. That student then knew ok it was time to stop and listen. I think a lot of the positive behavior I seen when observing was coming from the PBIS program that Ozark has implemented. I noticed as I left each room, by the door inside each classroom is a chart of how to act in each area of a school. All the classrooms said the same thing. I think this does a lot with eliminating the confusing that students have on how to act with whom and what is or is not expectable during certain times. I really hope to work for a district that implements this support program. I see the effects of it being more positive then anything else I have ever observed. In visiting a lot of different classrooms that day I really loved the third grade class I got to observe the most. It was so fun to see the kids actively engaged in what they were learning. The class was participating in learning the parts of a letter. Before all the students came to the carpet for instruction they had the chance to get their wiggles out. The teacher played the best Youtube video that had Sid in it from Ice Age. He was doing the Sid Slide. It was a 2-3 minute video playing music to where the students had to dance out to. It was so fun to watch them really get in the groove and let out some energy. This was very useful because as the students went to the carpet for instruction they were not as wiggly as they would have been without having the time to let it all out. During the instruction carpet time the students were engaged in learning the part of a letter by standing up using their bodies to form a letter. This was a way for the students to be active and have a device to remember the parts. It turned into a game between the teacher and the students. She would say â€Å"date† and they would grab their head, and then say â€Å"signature† and they would touch their feet and so on. Not only were they being active and learning it but each part of a letter was listed on the anchor chart being used on the board. I think after the students went back to their seats it would have been a good time for the teacher to give the students 30-60 seconds to re-teach to a shoulder partner what they learned. This would have gone along with cooperative teaching and given the students a chance to recap what they just learned. The teacher then could have gone around and listened to hear some of the things the students were saying to their partner and used that time as an evaluation. The students did not care that we were in the classroom at all. I do not even think they knew we were there; they were so focused and engaged. I gained a lot of knowledge and ideas during the short time we were observing. I would really like to go back again. I know when I have my own classroom I will have to develop a structured and fluid reading model that will maintain productivity while I meet with students in small groups for guided reading. I also now see the importance of the details of scaffolding necessary to turn emergent readers into fluent readers. Above all, I learned that my student’s overall well-being will be of the greatest consideration in the planning and performance of precise and engaging learning activities. These teachers have mastered what works and I can not wait to execute all these ideas and activities.

See Assignment Criteria Case Study Example | Topics and Well Written Essays - 1500 words

See Assignment Criteria - Case Study Example The three elements are present in the given problem. First, the killing of Danni was unlawful. Based on the facts presented in the given problem, Sharon does not have any lawful reason to kill Danni. Second, Danni who is the victim in the given problem is a life in being. Finally, Danni could be liable for murder or manslaughter because her act of sending a mail bomb (though merely intended to frighten Gordon) actually caused or brought about the instant death of the victim Sharon. Thus, in R. v Smith (1959)2, where the victim was stabbed and died shortly afterwards, the fact that adequate medical care was not available could not be relied upon by the defendant, even though such care, if available, would probably have saved the victim's life. As long as the stab wound remained an operative cause of death, the defendant was guilty of murder. In the given problem, the mail bomb sent by Sharon was the operative cause of Danni's death. Hence, Sharon is criminally liable for Danni's death . In the case of R. v McFeely [1977] N.I. 149, the accused waited in a car while two men planted a bomb at an inn and carried out a robbery. After the two men warned the occupants that a bomb had been planted, the accused drove the two men away. As a result of the explosion, a police constable was killed. The accused was charged with murder and robbery. In its decision, the court held that the accused was not guilty of murder as although he knew the bomb was to be planted he also knew that a warning was to be given and that he didn't knew that it was probable that serious personal injury would result. Since the unlawful acts of the two men involved a risk of injury and as death had resulted, the accused was held guilty of manslaughter only. Applying McFeely, Sharon cannot be guilty of murder but for manslaughter only because even if Sharon knew the mail bomb was to be delivered to Gordon, death could not probably be the result as Sharon only intends to frighten Gordon. In R. v Loudon3, the accused drove a van containing a bomb into the premises of newspaper establishment. He shouted a warning before running off. When the bomb exploded, one was killed. The accused was charged with murder. He contended that there was no evidence that he intended to kill or cause serious injury to anyone and that no necessary mental element was present. The trial judge convicted the accused, holding that the accused knew that there would ensue from his actions a serious risk of death or grievous bodily harm to someone and with that knowledge deliberately drove the van into the loading bay with the intention of exposing someone to that risk. On appeal, it was held that when the accused drove the van into the loading bay and left it there, he knew it was probable that someone would be seriously injured or killed. In the given problem, Sharon could argue that she only intended to frighten Gordon and had no intention of inflicting any bodily harm or death. Thus, she could only be held guilty of manslaughter and not murder. In R. v Bateson4, the accused was only convicted of manslaughter and not murder because according to the court, to be guilty of murder a person must know that it is probable that as a result of his or her actions someone will suffer death or serious personal injury. In Bateson, the trial judge convicted the accused of murder holding that she knew that there w

Reaction Paper Essay Example | Topics and Well Written Essays - 750 words

Reaction Paper - Essay Example Throughout the film, there are several events where the characters are shown to suffer or endure discrimination. The author uses multiple strategies to show and influence the viewers that prejudice should have no place in the society. These strategies, on a personal note, are effective in conveying the message about prejudice and racism. The story is a product of three different periods in the history of African Americans. In the short film, Mildred Taylor talks about her family’s own experiences during the era of slavery, and gives background information regarding the basis of her characters in the story. Taylor’s own family members were slaves in Mississippi. Interestingly, the main protagonist in her story, Cassie Logan, is also born from a family of former slaves. It can be said that the stories Taylor present in the film have a solid and first-hand basis because of her personal experiences during the era of slavery. Going through the experiences Taylor relays throu gh the characters’ stories, one can say that she is an admirably strong woman, and it makes me wonder how many more like Mildred Taylors suffered the same racism and discrimination without having the chance of being heard or recognized. Despite the sad outcome of the story, one can see a glimmer of hope in the ending. T.J.’s sentencing actually is not so harsh because of the many betrayals he earlier did. It is still wrong, however, because we know that he is sentenced not due to what he did, but due to his skin color. Personally, though, the outcome of this story also leaves people with a sense of cautious optimism that it is possible for whites and blacks to work together, as shown in their act to put out the fire in the cotton farm. The story can serve as a tool in teaching children of any race and ethnicity a significant part of history: that the generation of â€Å"Cassie Logan† served as a great influence in furthering the Civil Rights movements of the 50s and 60s. Booker T. Washington: The Life and the Legacy Booker T. Washington is a very famous personality particularly of the African American history. He is known to have risen from the bondage of slavery and gone through emancipation and became the most powerful African American during his time. His life and legacy are clearly shown in this film with its dramatic and realistic reenactments coupled by original photos taken during Mr. Washington’s time. Aside from learning the intricate details of this phenomenal man’s life, it is also interesting to learn more about the controversy surrounding his methods and strategies in dealing with the problems and issues due to racism. In the film, Mr. Washington encounters people who are not so much into his way of emancipating the African Americans. One good example of this is W.E.B. Dubios. Mr. Dubois opposes Mr. Washington’s idea of progress for the blacks. For Dubois, he believes that confrontational means are necessa ry, and ultimately more effective. Washington believes otherwise. I believe that this is primarily due to his Southern upbringing, which is circled around the dominant religion of Baptism. His ideas are gentler perhaps, and his thoughts could even be more forgiving of the whites. This is most probably why his methods and strategies are towards giving blacks education and career. Washington’s other opponent, William Monroe Trotter, has ideas similar to that of Dubois. The way the controversies surrounding

Germany- The Land of Castles Research Paper Example | Topics and Well Written Essays - 1000 words

Germany- The Land of Castles - Research Paper Example Merten (1999) describes the burg as being the â€Å"beginning of German palace architecture† (Merten, 1999, p. 16). This paper will explain the architecture of different burgs in schlosses in Germany, and these descriptions will be broken down by region. The Burgs and Schlosses of Germany An example of the burg is the Slav fortress of Schwerin, which was built in the tenth century on the lake of Schwerin and burned down in 1160, and rebuilt in the 1300s. This structure has the Gothic style of a a castle, with slender towers, golden cupola, high slate roofs, gables and dormer windows. This is the region of Mecklenburg, as is Gustrow, which is an example of a schloss. The Italian influence can be seen on the Gustrow, which was built in the 1500s, with squared stones, towers and oriel windows which are united by stringcourse which run around the castle. Ludwigslust is also in Mecklenburg, and this was also an example of the burg, as it was built for Christian Ludwig II. This pala ce has a great Elbe sandstone facade, a towering central section, a steeply rising pavilion which contains the state rooms, and this pavilion provides a break in the building’s horizontal line. ... One example of this is the Postdam Neues Palais. Blandenburg-Prussia also has the Rheinsberg, which more closely resembles a castle, in that it has cupolas, and many wings. It has two corner pavilions and is described as being rococo style. Prussia also ahas the Potsdam Charlottenhof, which is also a burg, in that it was built for a king in the 1700s. This palace has grecian columns and resembles the Parthenon in Greece, as it has a pediment above the columns and the building is rectangular. Anhalt has the Worlitz, which was built in the 1700s as a burg. This is described as being influenced by English architecture, with its clean lines and rectangular shape, and a dome rising above the main building. It resembles an English country house. Saxony has the Meissen Albrechtsburg, which more closely resembles Gothic architecture and, since it was built as a fortress in 929, would be considered to be a schloss. This building has high cathedral towers which come to a Gothic point. It also emphasizes vertical aspects, because the stories are uniform in height, there are large windows on every side and there are circular stair-towers. Saxony also has the Moritzburg, which is also grand, but was built as a burg in the 1500s. This building has several round corner towers with bulbous cupolas which form a square, in which there was a house in the middle of this square. It also has high-stepped gables. This was built like a schloss, in that it looks like a fort, but the towers were not used for defensive purposes. Saxony also boasts the Dresden Zwinger. This was built in the 1600s as palace for a king, so this was an example of a burg. This building alternates

How can organisations ensure that information held within their Essay

How can organisations ensure that information held within their information systems is both secure and also used in an ethical and socially responsible manner - Essay Example n accurate and quickly gathered information regarding markets, products, customers, ideas, and other aspects concerning the business, in order to properly plan and implement their future strategies. Businesses must also keep accurate records of their past, current, and future plans in order to function in an organized manner (Martin, pg. 256, 1973). As businesses must take due care of their possessions and assets to prevent damage or theft, businesses must also protect their information from being stolen or misused. While assets may be quite expensive and valuable for the firm, information is worth much more and has a higher risk involved. Cyber crime is at large in today’s technologically advanced world, in which thieves do not attempt to take physical assets from people, but directly aim to access intangible information, which is regarded as more valuable. Corporations keep their information safe on computers that are locked with passwords and only staff is permitted to access the information. However, often there are instances of information leaks or access to restricted records by competitors, which causes the business immense damage. Hackers and other cyber thieves access important information to commit frauds or to manipulate the business’s financial records. Many times, large amounts of cash are transferred from the business account to other accounts and they become irretrievable (Kankanhalli, Teo, Tan, & Wei, pg. 145-147, 2003). There are thousands of ways that businesses can suffer harm through the access of their personal information. Account numbers, financial information, customer records, meeting plans, and new business strategies are all recorded on computers and it is regarded as a safer place to put such information rather than in paper form where it is easily accessible to all. Unfortunately, while computers may be the safer place to put such information, saving it from ordinary people and ordinary thieves, yet it is still considerably unsafe

Entering the Conversation Essay Example | Topics and Well Written Essays - 500 words

Entering the Conversation - Essay Example As the authors themselves put it, â€Å"the template can be used to structure your writing at the sentence level and can also be expanded to accommodate your views†. Although some people believe that the use of these templates will take away originality, creativity and create similarity in works, others hold the opinion that it’s complicated to use while some say the templates would be considered as plagiarism. Graff and Birkenstein insist that it’s not the ‘third grade level stuff’, but only need practice to be able to use properly and that it helps a writer’s work become more original since a template do not say the content of work but only suggest the format, besides, it’s not considered a plagiarism since it’s a conventional way of communication that nobody owns as a personal property. In total, their view is that this template is good to use and with enough practice, one becomes perfect in its use to structure a good argument. I agree with their view, the types of templates these authors recommend are good and give a free sphere to make additions of whatever information is needed. In addition, the templates make one a critical thinker with the ability to enter any type of academic conversation. Although some might object on grounds that have been outlined above and yes, one who hasn’t thought critically about the importance of the templates would argue in that way, in overall, I believe that the templates are a good idea that all writers should embrace given their importance and use that inculcates better argumentative formula on writers. In the Norton Field Guide to Writing with Readings, Richard Bullock, and Maureen Daly provide different reading strategies for critical reading i.e. previewing text to annotating as you read, identifying meaningful patterns and analyzing an argument (Richard & Maureen pg 352). The authors, Richard Bullock and Maureen Daly, argue that reading

Human Right to a Safe Environment & Planetary Rights Essay

Human Right to a Safe Environment & Planetary Rights - Essay Example This can be explained within the concept of planetary rights, which suggests that the current generation needs to work together to ensure the interests of future generations. Protecting the planet for the future is more than a charitable goal, if we do not do so we are violating the rights of future generations. The environment is directly influenced by the collective action of humankind, giving mankind the ability to improve, keep constant or degrade the environment. This means that regardless of intent, the actions that occur in the present have an impact on future generations, forming a relationship between the two groups of people that are distanced by time. This relationship means that humankind cannot argue that future generations are arbitrary, because both action and non-action will impact them. Take for example the notion of power plants. A power plant causes considerable pollution to the air around it and the atmosphere. Furthermore, it can also be the source of polluted wa ter downstream. These factors influence the current generation, but can also have long-standing impacts on the environment for the future. Who is it that creates these effects? Directly, it is the company or person involved in the pollution, but this is not a fair assessment. The pollution from power plants and technology throughout the globe comes from a consumption driven society that demands convenience and large amount of electricity (Hiskes 1352-1353). As such, the collective behavior of humans as a race is destroying the environment, and this creates the responsibility to attempt to minimize this damage for the generations that will follow us. Arguments often consider that an environmental or planetary approach cannot effectively fall within rights language, as the language itself implies certain legalisms. Nevertheless, environmental rights is a realistic and plausible use of rights language that passes justificatory tests. The term rights is often used within environmental r hetoric and political statements so often that it risks losing its meaning. Yet, the right to a safe environment is more than rhetoric, and is distinct from other applications of the phrase within environmentalism. The right for a safe environment is focused on humans, and does not consider the rights of organisms or of the planet itself, and this gives the term legitimacy (Nickel 282-283). However, steps are involved to move environmental rights away from being broad concept that is mostly rhetoric based and into a defined and practicable right. One of these aspects is to narrowly define what is meant by the term. For example, what does the right to a safe environment mean? This depends on how the word safe is defined. Safe could mean that there is no crime, that the air is breathable or that the level of diversity is close to what it was for the previous generation. One definition is that the environment provides safety from environmental risks. However, this term also needs defin ing, as there needs to be a determination of what is considered to be safe and what the ranges are (Nickel 284-285). This shows that there is the potential for the right to a safe environment to be defined in narrow terms to ensure that it can effectively be treated as a right, and that it is not an arbitrary phrase used in

Response Sheet Essay Example | Topics and Well Written Essays - 250 words

Response Sheet - Essay Example Although the main intention of the author was to see the full moon rise, he was attracted so much by the scenic beauty of Navajo that he could not believe what he was experiencing was real. The author reveals his excitement by stating that â€Å"all Navajo dwellings face east†. He is so much swayed by the nearby surroundings that he also camped facing the East. When he saw a Navajo girl herding a flock of sheep, he could not resist expressing his feelings towards the dress and ornaments that she wore. He also finds a woolly dog to be different than others under the influence of the moonlit night. Indicating his state as almpst hypothised by the opitate environment, the author himself is unsure whether the girl or the dog that he saw were an illusion or he was really experiencing something different. It was so strong that he compares himself with the wizard of Stonehenge waiting eagerly to see the full moon rise, tempted with the charm and the scenic beauty of the location, the author is filled with thrill and excitement. Illustratively, he could not restrict himself questionning: â€Å"Has the Navajo medicine men contrived this for our benefit?† (Young

Office Depot Restatement of Financial Results Essay

Office Depot Restatement of Financial Results - Essay Example Office Depot (NYSE: ODP) is a major supplier of office products like computers, business machines, software and office furniture and also does a range of business operations like shipping, printing, copying and computer repair (Turner, 2012). When the Internal Revenue Service denied the company’s claim to carry back some tax losses, it had to reassess and restate its financial results in order to revise the original tax position. The restatement covered the financial statements of the periods ending in December and the quarters ending in June and September. The company further projected that restated financial statements would be filed in April 2011. The Internal Revenue service had effectively stated that Office Depot would not carry back certain tax losses from the prior years. It was certainly felt that this restatement would have considerable consequences on the operations of the company. Indeed, the company realized several changes and had to adjust effectively in order to normalize operations in the course of this period. One of the expected effects of correcting the financial statements was the reduction of the full-tax benefits by nearly $80 million. At the time of the restatement, the company hoped that its first-quarter sales would be much consistent with the prior position and that the EBIT would also be of 50 percent (Mohr, 2012). Similarly, the restatement resulted in a change from profit to loss due to the reduced tax benefits. In this case, the net profit of $33 million was translated to a net loss of $46 million due to a tax benefit reduction by over $ 80 million (Office Depot, 2010). The resulting loss meant that the common shareholders had to get $30 cents per share from the previous $1 per share. Following the removal of the tax receivable, the operating cash flows of the 2011 financial statements were adversely affected.  

Jesus Christ of dance Essay Example for Free

Jesus Christ of dance Essay Doris Humphrey, born October 17, 1895 and died December 29, 1958, legend lives on today. Doris was one of several original modern choreographers. Born in a musical family, her mother taught piano lessons. Doris took dance variety of dance lessons in Chicago. Her birth place was Oak Park, IL. She began her teaching/choreography when her mother opened a dance studio. Doris was 15 years old when she began teaching dance. The dance studio opened to financially support the family. Later, she taught modern dance to community colleges. Juilliard dance program originated with her. Her father was an aspiring photographer and hotel manager. Almost all early modern choreographers studied as Denishawn dancers. The Denishawn California based dance company was founded by Ruth St Dennis and Ted Shawn. From 1918-1928, Doris danced as a principal for Denishawn. Many dancers left Denishawn when Ted Shawn made a controversial remark. One day, outspoken Martha Graham reminded him he was not Jesus Christ. Ted Shawn said he was Jesus Christ. He is the Jesus Christ of dance. Quite a few offended dancers left the company at once. In 1928, Charles Weidman and Humphrey left Denishawn starting their own dance company. The new dance company was name the Weidman-Humphrey dance company. Ted Shawn’s most famous work is Jacobs Pillow. Humphrey had original ideas about dance technique. Modern choreographers are not known to follow tradition. â€Å"Her work embodied the work of Americanist Spirit of individualism† (Debanham, Kathi, Pat, From the Ground Up). Many of her dances emphasized America. In many ways, modern dance rebels against traditional ballet. Almost all modern dancers have years of thorough ballet training. Ballet training comes through in all dancers in performances and class. Doris’s choreography, like all modern dance, is not made to be presentable. Modern dance is not even made to be proper. Modern dance displays non-human strength moves. Viewers really must pay attention to the choreography. Very advanced professional ballet dancers usually perform in short tutus. Advanced modern dancers wear full length skirts. Modern dancer’s technique while performing full length extensions are noticed when the dancers center is straight, and her knee easily touches or goes beyond her ear. Extreme balance, flexibility and strength exhibitions fill professionally choreographed modern dance performances. The only way an untrained dancer understands movements involved is to attempt to copy the choreography. Modern dance movement looks very simple. There are many fakes teaching modern dance today, especially in colleges and universities. This is obvious reading dance magazine articles, written by university professors describing dance technique. Rhythm and breathing was the base of Humphreys choreography. She spent hours exploring how breathing and rhythm works. Her choreography originated with breathing. Breathing exercises progressed to contraction and release. â€Å"All life fluctuates between resistance to and yielding to gravity† (Humphrey, Art of Making Dances). Humphreys greatest contribution to modern dance is fall and recovery technique. Grahams contraction and release technique inspired Humphreys fall and recovery technique. In ballet class, dancers hold constant tension, constant lengthening of the spine and limbs. In Humphey’s dances, the choreography extends with proper ballet technique, (sustained flow) hits a distinct movement destination, (sharp accent). Unexpectingly, the dancers collapse (rest). She related this to birth. The recovery, or release, is when the baby is born. Modern choreographers tend to design original dance techniques from their own interpretation of life’s beginning and ending. Doris Humphrey’s company ended in 1942. She then became the artistic director for Jose Limon. Limon danced in Humphrey’s company. Humphrey Choreographed over eighty dances. Some of these are: Modern-Ballet Color Harmony, 1928; Water Study 1928; The Shakers, 1931; Day on Earth 1947; Water Study is one of her most amazing works. Audiences loved it. â€Å"Dance Magazine described it as ‘a work that astounded critics and audiences alike with its synchronized, moving-wave forms, from calm lapping on a beach to a crashing tempest’ † (Texas State Library Commissions). Other choreographers at this time were Katherine Dunham, Isadora Duncan, Martha Graham, Paul Taylor. Dance is hardly a lucrative profession. Doris lived most of her life through financial hardships. Political events influenced Doris’s financial struggles. â€Å"A worldwide depression began with the October 1929 U. S. stock market crash. International bankruptcies and closing of credit unions closed many jobs. Government public works programs no longer existed. † (Paraphrased, Rise of Totalitarians, 2007). Right before her death, she wrote The Art of Making Dances. Her contributions to the dance world goes farther than fall and recovery technique and her last book. Art of Making Dances is the most significant contribution Humphrey is known for. She died in New York City on *December 29, 1958. *Dates and other facts are not consistent. Apparently, Art of Making Dances were a collection of her notes that was donated to performing arts libraries after her death. Notes; Debenham, Pat, and Kathie Debenham. From the Ground Up: Doris HumphreyModernist, Americanist, Artist. Interdisciplinary Humanities 21. 1 (2004): 78-86. Academic Search Premier. 10 April 2007. http://search. ebscohost. com. Doris Humphrey, Art of Making Dances, Dance Horizons, Copyright in 1959, 1987. Editorial, Doris Humphrey 1895-1958 Texas State Library Archives and Commission, http://galenet. galegroup. com/servlet/LitRC? vrsn=3OP=containslocID=txshrpub200866srchtp=athrca=1c=1ste=6tab=1tbst=arpai=U13706243n=10docNum=H1000149358ST=Doris+HumphreybConts=2191 Editorial, Rise of Totalitarians: 1930-39. World Almanac Book of Facts (2005): 520. Middle Search Plus. 11 April 2007. http://search. ebscohost. com.

Impact of Offender Stigma and Discrimination

Impact of Offender Stigma and Discrimination Does stigmatising offenders cause more harm than good? Discuss In the study of deviant behaviour, sociologists have explored the effects of society’s perceptions on deviants in a school of thought popularly known as ‘Interactionism’. Deviant behaviour, explained from this perspective, is more a result of how society deals with the deviant individual, rather than a result of the individual’s unique characteristics or background. The labelling theory put forth by interactionists, thus argues that an offender’s deviant ways is not due to his or her own deviance but due to the external stigma faced by the individual. This essay will argue that stigmatising offenders causes more harm than good for the following reasons. Firstly, stigmatising offenders can lead to re offending. Secondly, stigmatising can affect the self-esteem of an offender. Thirdly, stigmatising can also result in the unintended consequence of causing stress and social isolation for the family of the offenders. Fourthly, this essay will discuss and further refute the idea of stigma acting as deterrent to crime. Lastly, stigma will hinder an offender from re integrating and contributing back to the society. This essay will highlight society’s influence in the understanding and portrayal of deviance and will discuss the consequence of this on rule- breaking individuals. Furthermore, it will include examples and various sociological theories to justify the impacts of stigmatising offenders. The definition of stigma used in this essay would be that of Goffman’s(1963) who defines stigma as ‘the situation of the individual who is disqualified from full social acceptance.’ Merton (1948) introduced the concept of the ‘self-fulfilling prophecy’. This begins with a false conception of the situation evoking a new behaviour making the original false conception come true. (Merton, 1948) This can be used to explain how society stigmatising offenders can cause more harm than good as the stigma can result in a self-fulfilling prophecy being created by the offenders. Where an individual has committed a deviant act, they will be stigmatised and cut off from ‘participation in more conventional groups’. (Becker 1963). Becker attributes the further development of deviant behaviour to the stigma faced by the individual which thus results in the individual’s inability to lead an ‘ordinary routine life’. The individual is further given an ‘outsider’ status. When this occurs, the individual internalises the idea of him or her being a deviant. This will propel the individual to act deviantly to upkeep societyâ₠¬â„¢s stigma of him resulting in secondary deviance. The secondary deviance thus causes more harm than good as it will only result in the reoffending of an offender. It can thus be derived from the above that self-fulfilling prophecy which originates from stigma will result in re offending, thus causing more harm than good. This is evident in the UK with regards to the Anti-Social Behaviour Orders (ASBOs). ASBOs are intended to protect the public from anti-social behaviour that is likely to cause harassment, distress or alarm. In 2013 however, it was found that 73 % of the offenders had breached their orders. A possible explanation for offenders who had breached their orders could have acted in this way to conform to society’s expectations of them by unconsciously adopting the self-fulfilling prophecy. This thus causes more harm than good as it has also resulted in offenders regarding ASBOs as a ‘badge of honour’. (Squires and Stephan, 2005) thus living up to society’s expectations of them. Stigmatising offenders can also cause more harm than good as it can lead to the ‘dramatization of evil’ (Tannenbaum, 1938). This can have potentially lasting implications on the behaviour in children, thus causing more harm than good. The process of dramatization of evil involves the shift from an act being defined as evil to the individual becoming seen as evil. For example when a child has committed a criminal act he or she will be separated from other children and will then will be tagged. This evil is then further dramatized by treating the individual the way society thinks the individual should be treated. The individual is recognised as being different from others who are considered ‘normal’. Tannenbaum (1938) describes this process one of â€Å"tagging, defining, identifying, segregating, describing, emphasizing, making conscious and self-conscious.† This inaccurate label that stigma can impose on an individual results in the social exclusion of the individual. This cause more harm than good because the offender will now associate himself with other deviants ( Heimer and Matsueda, 1992) and this could further lead to deviance amplification ( Lermert, 1967) Recently, Injunction to Prevent Nuisance and Annoyance (IPNA) bill was the subject of debate, with the House of Lords rejecting this bill. The intention of the bill was to replace ASBOs. The IPNA in my opinion, is a reflection of ‘dramatisation of evil’ as, it can result in many unassuming juveniles being caught by it which can trigger the possibility of the juveniles seen as delinquent rather than the act alone. This will thus cause more harm than good. It should also not be passed as this could lead to children being considered offenders for petty crimes. This will breed a new generation offenders from such a young age. Stigmatising offenders can result in a lack of self-esteem in offenders. This is explained by symbolic interactionism. The symbolic interactionist view holds that the stigma faced by offenders would affect the way they perceive themselves and this in turn will affect their future behaviour(Blumer, 1969) , causing more harm than good. Cooley (1922) states that one’s perception is formed through the â€Å"looking glass self†. An individual thus will shape their self-concepts based on their understandings of how they are being perceived. With regards to offenders their self perception and esteem is thus based on what is reflected of them in society. An offender will thus have a low self esteem as what is reflected of them is likely to be poor. This reflects how crucial society’s perceptions of offenders are as it can reduce the offender’s esteem where they are negatively perceived. Having a low self-esteem will result in the failure of the offender to move past his mistakes. However, it is impossible to completely blame society for an individual’s actions at the end of the day. Deviants are not always ‘thrust’ with the label of offenders. Offenders could have actively seeked the label be joining certain groups. (Ackers, 2007) Also, Lemert (1967) argues that offenders who have committed secondary acts of deviance do not necessarily commit crimes just because of the stigma they face. There are instances where offenders are able to brush off the stigma, and in other instances even become oblivious to the stigma. The idea of whether stigma discourages offending behaviour and thus acts as deterrence to crime, has indeed been a contentious issue. (Williams and Hawkins, 1992; Tittle, 1980; Grasmick and Bursik, 1990; Zimring and Hawkins, 1973; Andeneas, 1974; Nagin and Paternoster, 1994). Becker (1955) in his study; Marijuana Use and Social Control; observed that the stigma attached to marijuana users as ‘unproductive criminals’ acts as a deterrent to individuals who intend on using the drug. This is supported by the observations of Cohen, who noted that there are certain roles which people actively resist, such as the label of alcoholic or drug addict. Cohen observes that people would avoid subjective identification with these negative labels even when they have been identified with them, trying to limit the visibility of these roles or to emphasise that these are secondary characteristics of their sense of self. Similarly, stigmatising offenders, can work as a deterrent as potentia l first time offenders would not want to be labelled or stigmatised. The certainty of stigma derived from punishment of a crime deters an offender more than the severity of the punishment. (Nagin, 1998). From an economic view point, a key advantage of stigma is that it is a deterrent with no cost involved. (Rasmussen, 1996) This could thus reflect the benefits that stigmatising offenders has. Whilst stigma acts as a deterrent and thus causes more harm than good, it also has some limitations. Firstly, where the stigma is huge, and the offender has no way of hiding it or shedding it, the stigma will be counterproductive to deterrence and will instead amplify the offender’s misconduct. Secondly, research has also shown the stigma might have little effect of already stigmatised ex-convicts, and can possible drive the ex-convict to commit more crimes (Funk, 2004). Having taken into account the advantages of stigma being a deterrent to crime, and the limits to this, this essay argues that whilst stigmatising offenders is good as it helps to deter potential new offenders from committing crime to avoid the stigma that other offenders already face. Offenders are not the only ones to face the stigma and the possible effects of it. Stigma also has broad effects on their families who suffer stress from stigma and also possibly social isolation. This especially holds true for the families of offenders in prison, where the stigma is borne by a host of non-offenders as well. (Thompson, 2008) Where the families of prisoners come from areas that are ‘disproportionately victimized by crime’, the stigma they face is a lot greater. Children of serious offenders suffer secondary stigma, which is related to the idea of ‘contamination’. (Condry, R. and Boswell and Wedge) Condry states that this stigma could be long lasting and serious. 3 It has been established that the stigma society holds of offenders have a significant impact on their livelihood and their abilities to re integrate into society. This is proven by the failure of ‘disintegrative shaming’ which is adopted by many countries which will make an offender still feel like a criminal, and prevent him from re integrating into society. Mc Alinden (2005, 2007) argues that disintegrative shaming stigmatises offenders which thus results in the ostracism from their respective communities. This in turn may result in violence directed towards the offenders. This was evident in the brutal slayings of two sex offenders in Maine in 2006, where the addresses were obtained via the sex registry. This sparked debate in the US as to whether an online sex registry (and thus shaming the sex offender) was necessary. Furthermore, this form of disintegrative shaming will hinder an offender’s employment opportunities and re-entry into the community. This knowledge has contributed to an alternative method of combating certain deviant behaviour, such as juvenile delinquency, known as ‘Reintegrative Shaming’. This method has been analysed by Braithwaite and Mugford. Central to this process is the condemnation of the deviant act, while reintegrating the individual into regular society. A conference is conducted between the deviant, the victim and the deviant’s family, with a neutral coordinator. The deviant is forced to hear the victim’s side of the story, and is shamed in front of his family. He is given the opportunity to apologise and is in turn forgiven, hence reintegrated into society.(McAlinded, 2005 , Makkai and Braithwaite 1994). Braithwaite notes that the most important elements for this method to work are that the actor and the act must be decoupled, so that it is the act which is criticized, not the actor. Petrunik (2002 : 56) that re integrative shaming allows a sex offender to ‘redeemâ⠂¬â„¢ himself/ herself whilst under the scrutiny of the community concerned. Braithwaite identifies Japan as a country with much lower crime rates because the communitarian values that are upheld in Japan enable re integrative shaming to be successfully applied. Further examples of successful re integrative shaming would include New Zealand where juvenile delinquency is dealt with by family group conferencing. Re integrative shaming will also allow the offender to contribute to society, (Braithwaite, 1989, McAlinden 2005). It must be noted that re integrative shaming should not be seen as a softer option to conventional punishments as it can also be degrading and hurtful. There are however certain shortcomings to re integrative shaming. They are that both the victim and the offenders have to be present. McAliden finds that where the participation of offenders is forced upon them, the programme is futile. Where offenders voluntarily involve themselves, the programme is more effective. (McIvor 1992; McLaren 1992; McGuire 1995). Furthermore, forcing victims to participate could lead to victimization and disempowerment. Moreover, the process is often met with controversy, particularly with ‘gendered and sexualised violence’. (Hudson, 2002). â€Å"Disintegrative shaming† on the other hand, labels and stigmatises offenders, ostracises them from the local community and may result in violence directed towards offenders. Mc Alinden (2005, pg 380), in support of Braithwaite’s disintegrative shaming practices in the form of coercive criminal justice responses will not deter offenders, protect victims or make significant reductions in recidivism levels except in the short term. The difference between reintegrative and disintegrative shaming is not in the quality of the shaming, but in its aim and in the processes that follow. However, my view is that such a process shows the deviant that he is no longer ostracised by other members of society. After the apology, he is forgiven by all, including the victim. This eliminates the sense of alienation which was identified earlier as the central cause for amplification of the deviant behaviour. However this process may not work well for perpetrators of serious crimes or for adults, who may not be as open to such a process as juveniles.

Glucosamine/Chondroitin Essay -- essays research papers

Do you know what the dietary supplement glucosamine/chondroitin is, does or can do? Do you know what the side effects are or if there are any? Do you know how it’s made or what it’s derived from? I didn’t think so, so that’s what I am here to tell you. I was playing lacrosse one day when I made a sudden move and that’s when it all went down hill. I tore the cartilage in my knee, the meniscus - a piece of cartilage that acts as a cushion - to be exact. A few days later I was talking to my Aunt Marie, a podiatrist, when she mentioned the dietary supplement glucosamine/contortion. First, let’s brake it down. What is glucosamine? Glucosamine is an amino sugar that is produced naturally in our bodies. Glucosamine can also be found in the shells of shellfish. Glucosamine is necessary for the construction of connective tissue and healthy cartilage. It is the building block of proteoglycans, which are large protein molecules that act like a sponge to hold water thereby giving connective tissue elasticity and cushioning effects. It also provides a buffering action to help protect against impacts that could cause damage to the surrounding area. Glucosamine helps to form tendons, ligaments, skin, nails, bones, mucous membranes, and other body tissue. Many studies have been put together to determine whether it effectively supplements our bodies’ glucosamine needs. Studies have shown that it can replace what the body can not produce. For example in one study, oral glucosamine stimulate...

Hunger in Richard Wrights Black Boy :: Wright Black Boy Essays

Hunger in Black Boy Have you ever experienced real hunger? The kinds of hungers that Richard experiences in Black Boy are not evident in the society where you and I reside. The present middle class citizens cannot really relate to true physical hunger. Hunger for most of us is when there is nothing that we desire to eat around the house and therefore skip one meal. This cannot even compare to the days that Richard endures without food. Physical hunger, however, is not the only hunger apparent in Richard's life. Richard suffers from emotional and educational hungers as well. He yearns for such things as mere association with others and simple books to read. Both of which are things that most people take for granted. This efficacious autobiography, Black Boy, by Richard Wright manifests what it is like to desire such simple paraphernalia. From a very early age and for much of his life thereafter, Richard experiences chronic physical hunger. "Hunger stole upon me slowly that at first I was not aware of what hunger really meant. Hunger had always been more or less at my elbow when I played, but now I began to wake up at night to find hunger standing at my bedside, staring at me gauntly" (16). Soon after the disappearance of Richard's father, he begins to notice constant starvation. This often reappears in his ensuing life. The type of hunger that Richard describes is worse than one who has not experienced chronic hunger can even imagine. "Once again I knew hunger, biting hunger, hunger that made my body aimlessly restless, hunger that kept me on edge, that made my temper flare, that made my temper flare, hunger that made hate leap out of my heart like the dart of a serpent's tongue, hunger that created in me odd cravings" (119). Because hunger has always been a part of Richard's lifestyle, he cannot even imagine eating meat every day. This simple privilege would be a miracle to him, yet to most it is nothing. These weakening and piercing hungers are frequently evident where poverty dwells in the Jim Crow South. Furthermore, emotional hunger also represses much of Richard's life. Richard desires attention from people. However, since he does not

existentialism :: essays research papers

The modern conception of man is characterized, more than anything else, by individualism. Existentialism can be seen as a rigorous attempt to work out the implications of this individualism. The purpose of this lecture is to makes sense of the Existentialist conception of individuality and the answers it gives to these three questions: (1) What is human freedom? What can the absolute freedom of absolute individuals mean? (2) What is human flourishing or human happiness? What general ethic or way of life emerges when we take our individuality seriously? (3) What ought we to do? What ethics or code of action can emerge from a position that takes our individuality seriously. Although I am sure you will want to take a critical look at the assumptions from which Existentialism arises in your seminars, I will be attempting, sympathetically, to see what follows if one takes these assumptions seriously. Let's begin by seeing what it could mean to say we are absolute individuals. When you think of it, each of us is alone in the world. Only we feel our pains, our pleasures, our hopes, and our fears immediately, subjectively, from the inside. Other people only see us from the outside, objectively, and, hard as we may try, we can only see them from the outside. No one else can feel what we feel, and we cannot feel what is going on in any one else's mind. Actually, when you think of it, the only thing we ever perceive immediately and directly is ourselves and the images and experiences in our mind. When we look at another person or object, we don't see it directly as it is; we see it only as it is represented in our own experience. When you feel the seat under your rear-end, do you really feel the seat itself or do you merely feel the sensations transmitted to you by nerve endings in your posterior?. When you look at the person next to you (contemplating how their rear-end feels), do you really see them as they are on the inside or feel what they feel?

Personal Develop Plan

.0Introduction University is a time for personal exploration and growth, as well as gaining subject knowledge and skills. Entering a university is a very important in a person’s life, but at the same time it is an experience that will change your lifestyle and personality forever. The purpose of this essay is to show the goals of my personal development plan in the college. The goals include academic goal, personal goal and career goal. Through these goals I want to achieve my goals and improve myself. 2. 0Main body 2. 1Academic goalFirst of all, the academic goal means this goal must be academic. This goal is aimed to improve some skill which is good for study. It is connected with students, make sure that can achievement. My academic goal is pass the subject assignment for my first semester. When I started my degree study, I am worry about that. I think I need to improve many skills in the first semester. So I planned three activities to achievement it. First activities is r ead more books about business skills, I can go to the library borrow some books about that.Through this activities I can get more information then use to my assignment. A second activity is group study. I need to find partner group with me. Complete team work can help me grasp more skills, but I also need improve on my ability to work in a group. A last activity is solving some problems about assignment. Find to problems which are need our solving. I can use the Internet or books to solve it. I now feel relaxed. These activities help me to achieve my goal. In the future, I will keep on achieving my new goal, and try to find much more method to help me. 2. 2Personal goal Personal Develop Plan .0Introduction University is a time for personal exploration and growth, as well as gaining subject knowledge and skills. Entering a university is a very important in a person’s life, but at the same time it is an experience that will change your lifestyle and personality forever. The purpose of this essay is to show the goals of my personal development plan in the college. The goals include academic goal, personal goal and career goal. Through these goals I want to achieve my goals and improve myself. 2. 0Main body 2. 1Academic goalFirst of all, the academic goal means this goal must be academic. This goal is aimed to improve some skill which is good for study. It is connected with students, make sure that can achievement. My academic goal is pass the subject assignment for my first semester. When I started my degree study, I am worry about that. I think I need to improve many skills in the first semester. So I planned three activities to achievement it. First activities is r ead more books about business skills, I can go to the library borrow some books about that.Through this activities I can get more information then use to my assignment. A second activity is group study. I need to find partner group with me. Complete team work can help me grasp more skills, but I also need improve on my ability to work in a group. A last activity is solving some problems about assignment. Find to problems which are need our solving. I can use the Internet or books to solve it. I now feel relaxed. These activities help me to achieve my goal. In the future, I will keep on achieving my new goal, and try to find much more method to help me. 2. 2Personal goal

Multi-agency working in a special school setting

There atomic number 18 most 15,000 kids ( aged under 18 ) with multiform and pro free-base skill troubles in England ( DCSF, 2008, School Census ) . The segment for Children, Schools and Families ( DCSF ) sterilize composite and overweight tilting troubles in the undermenti unmatchabled creationsIn add-on to rightfull-of-the-moony horrendous larning troubles, the kids will h one-time(a) new(prenominal) grand troubles, much(prenominal) as animal(prenominal) disablements, unifying(a) damage or a tremendous aesculapian status. They require a towering crop spirit level of big control, for their ain abet every situation true(p) as for their acquirement conducts. They be likely to assume centripetal stimulation and a extend of test that is broken down into re alin concert in onlyy little stairss. Some kids with intricate and tenf senescent achievement troubles communicate by gesture, heart pointing or symbols new(prenominal)s communicate by u tilizing re in ally simple lingual communication.For the intent of this lift up, in line with the DCSF definition, pupils with intricate and profound achievement troubles ar go downd as those who ploughsh atomic number 18 ii featuresa profound cognitive damage or larning trouble anda complicated interaction of troubles in much than one republic of operation.Evidence invokes that topically coordinated readiness is outlastence make believe nationally as a person-centred round off to the demands of kids with complex and profound scholarship troubles ( Hirst and Baldwin, 1994 ) . notwithstanding this, the Further up manner of speaking Funding Council for knowledge Difficulties and/or Disabilities Committee ( FEFC, 1996 ) provokes in that respect argon still promotions to be made in be aftering surrounded by lord groups in value to enkindle educational imitate advance and social inclusion ( Department of Health, 2001 ) . In relation to these findings this paper describes a enquiry aspect that aims to throwaway the enduringness multi-agency running(a) deep down a proviso for kids with complex and profound learnedness troubles.Multi-agency operative a argument over conceptualizationIn bypast look for, the termss inter-agency and multi-agency consent been utilise inter adjustmentably, doing the micturate of multi-agency craps less make it. Some look get toers, much(prenominal)(prenominal) as work ( 1995 ) have suggested that the speciality amidst the two is numerical, whereby inter-agency refers to two overlords controls unitedly, such as a t from each(prenominal) oneer and nurture helper, whilst multi-agency on the job(p) refers to a soil of affairs when in that location atomic number 18 to a greater outcome than two passkey groups atomic number 18 concern, such as a primordial initiateing teacher, sensual therapist and larning domiciliate teacher. divers(prenominal) authors sugges t the difference betwixt inter-agency and multi-agency operative roots from issues of master boundaries. For illustration, inter-agency scarper could be sympathisen as like you ar traverspill the beans into rough new(prenominal) infinite ( Pirrie et al. , 1998, p.213 ) where in that respect ar exempt authority definitions, whilst multi-agency subject field cig atomic number 18tte be seen as advancing blurred boundaries betwixt nonrecreational groups ( Wilson and Pirrie, 2000 ) .The DfES defines multi-agency bends as divers(prenominal) serve and police police squads of paids and early(a) module bunk together to supply the re phylogenys that to the full meet the demands of kids, immature mess and their parents or carers. ( DfES, 2004, p.18 ) .It is believed that the term multi-agency operative screens a colossal array of engagement, which could run from skirmishs between professionals from different self-assurances to professionals e njoymental collaboratively over long periods of sever and crosswise local communities ( Barnes, 2008 ) .For the intent of this measure, multi-agency work will run into different professionals running(a) together on a mending footing over a sizable period of discerp at The Meadows 1 to run into the demands of the pupils who find out.Multi-agency operative to behind up kids with complex and profound science troubles the demand to organize goOver plume, at that place has been a stepwise displacement in the perceptual gravel of persons with complex and profound acquisition troubles. Whereby, the medical divinatory forecast, with its concentration on personal shortage, is endorsement by crook germinating into a societal theoretical report card which soaringlights the impress of environmental federal agents, societal factors and entree to educational chances on the lives of those with complex and profound acquisition troubles ( homo Health Organization, 2001 ) . The incr rest period central point on quality of aliveness has highlighted the demand for professional bureaus to work collaboratively, if those with complex and profound acquisition troubles are to busy richer lives ( Mencap, 2000 Barnes, 2008 ) . Besides, multi-agency working(a)(a) is world progressively seen as a agency of enabling improve entree to specialist support and resources, ea verbalize inclusion and ensuing in raised attainment ( Forbes, 2007 ) .Roaf ( 2002 ) suggests that multi-agency working enables kids with complex educational demands to make their full potency, stating Despite the complexness of their troubles, in shoal, instructors oft find that when professionals work closely together, immature people finish off their educational potency ( p. 2 ) .Roaf ( 2002 ) in any case highlights how, in contrast to multi-agency working, accessing assists which are fragmented goat frequently take to verifys in accessing support and kids back off at propag ation get lost in the system . Further look into suggests that kids with complex and profound demands frequently follow through co-occurring and overlapping troubles ( Maras et al. , 2002 ) which require a holistic approximation of single demands finished and through multi-disciplinary working.Multi-agency working has been place as an potent method of early on institutionation and intercession to turn to complex demands ( Carpenter, 2000 ) and the demand to purify multi-agency working to back up persons with complex and profound acquisition troubles was highlighted in the White Paper Valuing normalwealth ( Department of Health, DoH 2001 ) . Valuing Peoples advocates a person-centred be discipline to presenting existent conversion in the lives of people with larning disablements ( p. 5 ) by provide a individual, multi-agency mechanism for runing this ( p.5 ) . The paper suggests that in order to make the primal number aim that disabled kids gain maximal keep-c hance benefits from educational chances, ( p. 122 ) it is native that wellness forethought and societal attention should follow a multi-agency, coordinated polish up to back up persons, every bit penny-pinching as their parents or carers. The overarching map of coordinating emoluments through peg on the job patterns across wellness, societal attention and instruction is to supply a seamless service ( DfES, 2003, 2004 ) to urinate kids the outmatch likely start in life and to get the damp of the troubles another(prenominal)wise confront by house give sucks through fragmented services ( DoH, 2006 ) .The question base in this realm proposes that multi-agency working is a profound grosbeak facilitating factor for enabling kids with complex and profound acquisition troubles to derive melio regulate life-chances and educational chances every bit dependable as supplying support for parents and carers. The following vizor is to see how telling multi-agency working adv ise be achieved.Pulling on the scenes factors which aid effectual multi-agency workingLiterature from an organizational psychological science perspective suggests that merely seting persons from professional groups together does non of necessity take to effectual multi-agency or collaborative working ( Clark, 1993 Pirrie et al. , 1998 ) . Alternatively it is proposed that effectual multi-agency working is dependent on coarse backdrop of factors, such as a blurring of professional boundaries which fades to the formation of trust, tolerance and a willingness to bunch duty ( Nolan, 1995, p. 306 ) . Besides, succeeder depends on the yeasty activity of a new modal value of working that identifies common ends ( Pirrie et al. , 1998 ) , offers sporting counselling at a strategic degree ( Atkinson et al. , 2005 ) and encourages a personal loyalty from squad members ( Wilson and Pirrie, 2000 ) .Guidance from Every Child Matters alteration for kids, provincesTo work success fully on a multi-agency footing you need to be clear approximately your ain function and informed of the functions of other professionals you need to be confident(p) about your ain criterions and tag and respectful of those that apply to other services, actively desire and esteeming the perceptiveness and stimulant drug others can do to presenting best results for kids and immature people. ( DfES, 2004, p. 18 )A elaborate survey carried out with 139 members of multi-agency squads ( topical anaesthetic Government Area query get over 26 Atkinson et al. , 2002 ) found that the primary accomplishments place for successful multi-agency working across a range of mountains of scenes acknowledgea committedness from all compound understanding ain and other s functions and duties safekeeping common suggests and aims to work towards effectual colloquy and give lessonsing overlap sinewy leading retentivity support or resources compulsory and impregnable working relat ionships and exacting equal line up.Sloper ( 2004 ) found factors at an organizational degree which facilitate multi-agency working includethe planning, execution and on-going burster of multi-agency services clear and realistic characters and aims that are easy understood and accepted intelligibly defined functions and duties with clear lines of answerability strong leading from a multi-agency guidance or educational activity group guaranting good systems of communicating and data sharing at all degrees andan agreed timetable and incremental set on for alteration.In drum crack, scenes where effectual multi-agency working has been established with a strong committedness from professionals involved has lead to meliorate results for kids with complex and profound acquisition troubles nevertheless, the manner in which this is achieved is non simple. There are cardinal constituents identified within the research which are thought to ease multi-agency working but accomplishing effectual multi-agency working is non a straightforward occasion and may change from one puting to another. Based on a reappraisal of the literature around factors which appropriate multi-agency working, repeating subjects include the discernment of functions and duties effectual communicating and breeding sharing commanding working relationships between persons from different bureaus and organizational factors such as how multi-agency working is managed.The show StudyAt a whole- cultivate faculty meeting, The Meadows identified a desire to pulse the effectivity of multi-agency working centered on students with complex and profound acquisition troubles. At this meeting the direct cater account that they would wish to measure current multi-agency working within the take to larn about how that might be improved for next service bring. This was so discussed at a planning meeting touch on the research worker, the take aim SENCo ( feature Educational Needs Coordin ator ) and delegate school principal instructor. The present survey is an explorative poke into into multi-agency working within this specialist proviso for kids with complex and profound acquisition troubles.The mount for this survey is The Meadows School which was established in September 2000 following the reorganization of proviso for kids with particular educational demands in Newtown 2 and is now in brief the lone primary school within Newtown Local try for catering for the demands of kids with complex and profound acquisition troubles or disablements.In September 2006, The Meadows go into a edifice which was trade seduce new and purpose built. Along with instruction and schoolroom support stave, the school is back up by a multi-agency squad of physical therapists, occupational healers, share and lingual inter production line healers, a specialist instructor of the visually impaired, a specializer instructor of the consultation impaired, clinical psychologist, educational psychologist and medical faculty, such as the school nurse and the adviser baby doctor.There are presently 124 kids go toing The Meadows, runing in age from 2 old ages to 11 old ages. in all are described as holding complex and profound acquisition troubles, which include terrible autism, complex medical conditions, physical and mobility troubles, every bit good as terrible incremental hold.There is a high pro lot of students from an cultural nonage background and a little calculate of looked after kids who attend The Meadows. An OFSTED review in summer 2007 rated the school as being Good boilersuit and the undermentioned were rated as outstanding Foundation Stage proviso, own(prenominal) Development and Well-being, Care, Guidance and life and course of instruction Activities. OFTSED reflect that There are excellent working relationships with other suppliers and bureaus and these have a positive consequence on the widenment of course of study activities. Pur posesThe purpose of this survey is to measure the effectivity of multi-agency working at The Meadows. This will be achieved by replying the undermentioned inquiries1. How is multi-agency working organised and coordinate at The Meadows?2. How do multi-agency professionals ( MAPs ) at The Meadows see their ain and others functions?3. How could multi-agency working at The Meadows be improved for next service deliverance?MethodProcedureThis survey was conducted over a quaternity calendar month period from September to December, 2010. Table 1 nowadayss a timeline which illustrates the process ( entropys hookup methods are described in much contingent in the Measures particle of this survey ) .TimeActionRADIO theoretical account ( Timmins et al. , 2003 ) phaseSeptemberOn an informal visit to the scene, The Meadows staff mentioned a demand for research to be conducted within the school. They matt-up research could assist the school develop proximo tense service convey. I su ggested a treatment is held with school staff to place approximately contingent research countries. stagecoach 1 cognizance of demand raised by the school.Early OctoberI met with school SENCo to handling possible research countries. The rating of multi-agency working is agreed. I was asked to carry on the research.Phase 2 Invitation to move is habituated by the SENCo on behalf of the schoolMid OctoberI met with the SENCo, early old ages coordinator and substitute caput instructor to discourse research inquiries and purposes to be investigated.Phase 3, 4 & A 5 Identifying stakeholders and discoursing who the results will encounter and holding the focal point of concern.End OctoberA research brief is emailed ( represent vermiform process i ) sketching the purposes of the research, research aims, aggress, methodological analysis, timings and advert intimate informations, including why information will be collected and how it would be used. Staff are asked to supply feedb ack on research brief.Phase 5 & A 6 Identifying stakeholders and discoursing the focal point of concern every bit good as determining a model for informations assemblage.Early NovemberI visited The Meadows to carry on a semi-structured wonder with the early old ages coordinator, legate sheriff caput instructor and caput instructor to larn about the school and how multi-agency on the job maps.Phase 7 crowd randomness stage 1.Mid NovemberI conducted annotations over two forenoons ( about seven hours ) to roll up informations. The intent was to depicting quadruple things the accomplishments and erudition staff were apply in their function, working relationships between multi-agency staff, how multi-agency working was structured or organised and what sort of support was offered by MAPs.Phase 7 turn together Information stage 1.End NovemberI explored student files for information. The intent was to measure the accomplishments and erudition MAPs were using in their function a nd how multi-agency working was structured.Phase 7 pull together Information stage 1.DecemberData was collected through the usage of questionnaires.Phase 7 Gathering Information stage 2.MeasuresThe overarching purpose was to measure multi-agency working at The Meadows with an involvement in placing ways of developing future support for kids with complex and profound acquisition troubles at the school.A multi-method ardor was used affecting two stages. Phase one, was chiefly analytic-inductive ( Robson, 2002 ) , using an interpretative brush up as the footing for question, whereby, semi-structured interviews were conducted, pupil files were explored and observations were used to bring forrader rich, qualitative information. Phase two consisted of structured questionnaires used to look into subjects originating from the interview chemical reactions and research relationships between variables to bring fore numeric informations.Semi-structured interviewsI visited The Meadows to carry on a semi-structured interview with the early old ages coordinator, proxy caput instructor and caput instructor to larn about the school and how it operates as a multi-agency squad.A semi-structured flesh out with unrestricted interview inquiries was used, as suggested by Cohen and Manion ( 1989 ) to let the research worker to be flexible throughout the oppugning procedure, so that a free-flow of information could be achieved. An interview agenda of inquiries was created found on subjects which had emerged from a reappraisal of the literature.A list of possible inquiries was written ( see Appendix Two ) to motivate the interviewer sing the cardinal points to cover and subjects to turn to. As recommended by Robson ( 2002 ) there was flexibility over the sequencing of inquiries, their exact diction and the sum of clip and attending given to different subjects depending on the resolution of the participant.The interviews were tape depicted which Robson ( 2002 ) suggests i s good pattern to supply comprehensive informations for posterior analysis. This method overly allowed me to concentrate on edifice resonance which is an built-in region of a successful interview procedure ( dextral, 1970 ) .At the start of each interview I described the interview procedure, about how long it should last, and the general topics to be covered. I asked the interviewee s permission to enter replies and tranquilize confidentiality. The interviewees were asked if they had any inquiries before get drink the interview and once much at the terminal.After the interviews were complete, through informal treatment, participants were asked to weigh on the interview procedure. From feedback, it was found that respondents felt they had been able to reply inquiries in their ain clip and in their ain manner. Participants verbalise they felt relaxed and liked my interview manner, as it was informal and set them at easiness. ObservationsI conducted observations over two fore noons and observed 15 members of staff working across four categories including, instructors, larning support practicians, physical therapists and address and linguistic communion healers.Before get pour down observations, I introduced herself by mentioning to the information describe in the research brief and meddling for each participant s consent to be portion of the research procedure.The observation technique involved analyzing a mount of grownups working with kids and depicting four things the accomplishments and acquaintance staff were using in their function, working relationships between multi-agency staff, how multi-agency working was structured or organised and what sort of support was offered by MAPs. This was recorded on an observation record sheet ( see Appendix trine for sample record sheet ) .As proposed by Robson ( 2002 ) , information was recorded during observations and additional information was added shortly after each observation period, including inter pretative thoughts and subjective feelings.QuestionnairesThe purpose was to try as broad a scope of bureaus as possible and lead astray informations through the usage of questionnaires from a scope of professionals from different bureaus who support students at The Meadows. An informative missive, along with a structured questionnaire ( gain Appendix Three ) were sent to each member of staff at The Meadows through the usage of the school s inhering postal system and through electronic mail withal.The questionnaire was structured into six subdivisions. These subdivisions were base on subjects originating from the reappraisal of literature, interviews and observations conducted antecedently. The six subdivisions were as followsbackground information, which explored the respondents function and clip worked at The Meadows communicating between MAPs including article of belief staff physical therapists occupational healers address and linguistic communication healers a specia lizer instructor of the visually impaired a specializer instructor of the hearing impaired clinical psychologist and educational psychologist.apprehension of ain and other multi-agency professional s functions at The Meadows positions on administration and eddy of multi-agency working at The Meadows as these facilitated or inhibited each respondent s ain work and overall multi-agency working within the school environmental factors which may impact multi-agency working andother Factors act uponing multi-agency working.The inquiries were a admixture of open-ended inquiries which had no predetermined repartee options and needed respondents to enter their replies in sentences and measure inquiries which required respondents to click a comparable response on a five-point ordinal graduated table.A pilot questionnaire was administered to four participants. finished informal inquiring, respondents gave feedback which was incorporated into the cerebrate questionnaire design.20 que stionnaires were returned ( N=20 ) from a scope of bureaus, includinglarning support helpers ( N=3 ) educational psychologist ( N=1 ) occupational healer ( N=1 ) address and linguistic communication healers ( N=2 ) physical therapist ( N=1 ) instructors ( N=6 ) librarian ( N=1 ) andsenior Management staff ( N=5 ) .ConsequencesThe consequences will be describe in relation to the research aims below1. How is multi-agency working organised and structured at The Meadows?2. How do MAPs at The Meadows grasp their ain and others functions?3. How could multi-agency working at The Meadows be improved for future service bringing?How is multi-agency working organised/structured at The Meadows?In order to derive shrewdness into how The Meadows operates as a multi-agency squad, observations across the school were conducted, pupil files held at Newtown Inclusion Support were explored and information was gathered through interviews with the school s early old ages coordinator, deputy caput i nstructor and caput instructor. genial analysis of the informations from observations and interviews ( See Appendix quadruple for process ) suggests that The Meadows operates as an operational multi-agency bringing squad. Diagrammatic representation of this type of onrush is provided in Figure 1.1.Figure 1.1 operating(a) squad bringing theoretical accountDuring the interviews participants ( caput teacher, early old ages coordinator and deputy caput instructor ) were asked to name all the bureaus that on a regular basis work at The Meadows and depict how services are coordinated and delivered to back up students at the school. From their responses, it was possible to build a figure to demo the bureaus and their connection ( See Figure 1.2 ) . When asked, interviewees described multi-agency working at The Meadows as a scope of experts who work in close propinquity and work together to present support to students, ( go teacher ) with the overall purpose being, to accomplish a bip artisan fill in of cognition, thoughts and accomplishments ( taper teacher ) between all those involved ( as indicated in Figure 1.2 ) .The Meadows Multi-agency squad bringing theoretical accountFigure 1.2 The Meadows s multi-agency squad bringing theoretical account.Health professionals physical therapist, occupational healer, address and linguistic communication healers, clinical psychologist, pediatric adviser, Educational Psychologist.Education professionals Educational Psychologist, instructors, larning support practicians, senior oversight, co-ordinators. separate services Parents, voluntaries, meal-time supervisors, site staff, government activity staff, drivers, librarianSocial services Social workers.The purpose of the operational bringing squad was reported to be for professionals from different bureaus to work together on a routine footing and to organize a cohesive multi-agency squad that delivers a person-centered service straight to students who attend The Meadow s. By utilizing this attack senior guidance at The Meadows hope to supply a seamless service for parents which offers a broad comprehensiveness of expertness, accomplishments and experience and hope this attack encourages joined up believing between bureaus, an efficient free flow of information and would promote more creativeness. through questionnaires, MAPs who work at The Meadows were asked to rate their cognition and apprehension of assorted structural and organizational elements of multi-agency working at The Meadows such as the staffing construction and the organisation of the course of study. Respondents were asked to rate the limit to which they were involved in determining these elements and how they wedge on their engagement in multi-agency working. graph 1 below represents the mean questionnaire response from staff ( larger size graph obtainable in Appendix quintuplet ) .The responses were divided into three groups senior direction, schooling staff ( includ ing larning support practicians ) and professionals who are utilise by outdoor(a) bureaus such as address and linguistic communication healers, occupational healers, physical therapists and psychologists. This was done to see whether there were differences between groups.Although evaluations across all countries were high for all groups, it was found that senior direction rated their cognition of the construction of The Meadows and engagement in determining service bringing as highest across most classs. Teaching staff rated second highest across the same countries and external bureaus rated lowest across these countries. This suggests that external bureaus discern they have the lowest apprehension of The Meadows s course of study, the least chances for enunciate planning and preparation bringing and the least input into future service bringing. Qualitative responses on the questionnaires from professionals employed by external bureaus, suggest that clip restraints are the chie f ground for the deficiency of engagement in fit planning and preparation.Additionally, during interviews just about staff reported that some MAPs do non hold a clear apprehension of The Meadows s thematic course of study, which leads to them to propose extra marks which are ill-fitting with the curriculum marks already in topographic point. It was felt this frequently puts increasing demands on information staff who are responsible for implementing marks suggested by external bureaus.How make MAPs at The Meadows perceive their ain and other s functions?Through questionnaires MAPs were asked to name the cardinal accomplishments and cognition they considered that they implement in their function at The Meadows. This information was triangulated with informations from observations and single student files. Figure 2 illustrates the cardinal accomplishments and cognition used by multi-agency staff at The Meadows in their daily working.Figure 2. diagrammatic representation of cardina l accomplishments and cognitionCommon Skills & A Knowledge specializer cognition respecting pupil advancement communication with other professionals & A parents and experience.Address and Language Therapists cognition of communicatingdevelopment and swallowingtroubles and mark linguistic communication andoptionsignifiers ofcommunicating.Physical therapists expertness in all right and gross motordevelopment and placement andseating options.Teaching Staff( including larningsupport practicians ) communication with parents& A a broad scope of professionals experience of working with kidswith a broad scope of demand and program, learn & amp assess student advancement.Educational Psychologist advice on behaviordirection rules -advice on accessingthe course of study and support student s academicdevelopment.The cardinal circle in Figure 2. entitle Common Skills and Knowledge , identifies a set of common accomplishments that all MAPs employed in their work at The Meadows. The qualitative responses from questionnaires suggested that some MAPs felt that there was some function convergence and deficiency of pellucidity sing the cardinal duties of some professionals they worked with, which at times lead to repeat in the work carried out by different persons, inquisitively when measuring student advancement. This will be explored further in the Discussion subdivision of this paper.The following measure was to research how staff at The Meadows perceived their ain functions. Through questionnaires staff were asked to rate statements associating to their function and the functions of other MAPs. Consequences are presented in Chart 2 ( larger sized chart on hand(predicate) in Appendix fin ) .The bulk of MAPs felt that they had a really good apprehension of their ain function and others functions. alone staff members viewed themselves chiefly as a member of The Meadows s staff squad. Those who are employed by an external bureau viewed themselves as chie fly members of The Meadows staff squad and in like manner view themselves as portion of an external bureau. Qualitative responses from this group suggest that some persons found that belonging to two administrations can be hard to pull off at times, can sometimes be frustrating and can at times lead to conflict. Overall, respondents felt that professional boundaries were non hard to traverse and they perceived that professional boundaries were somewhat blurred.Through questionnaires, staff were asked to rate the grade to which they understood the functions of other professionals who worked at The Meadows and how often they had gather with them. The consequences are presented in Chart 3 ( larger sized chart available in Appendix Five ) .The consequences show that there are fluctuations in the degree of apprehension of some professional functions and in the degree of pass with some professional groups. From the mean overall responses it is suggested that most respondents felt they had the clearest apprehension of the functions of teaching staff, larning support practicians, address and linguistic communication healers, the instructor of the visually impaired, nursery nurses, the wellness attention squad and disposal staff. These groups were besides rated as holding the highest degree of contact, which suggests that high contact can take to better apprehension of others functions.There was least contact with the clinical psychologist, the instructor of the hearing impaired, societal workers and the educational psychologist. Qualitative responses from the questionnaire suggested that clip limitations affect contact with some professional groups, especially those with merely one member such as the clinical psychologist, the instructor of the hearing impaired, societal workers and the educational psychologist, which adversely impact other workers apprehension of the function.How could multi-agency working at The Meadows be improved for future service bri nging?In general, respondents believed that multi-agency working at The Meadows was effectual and well-organised. However, qualitative responses suggested some countries for possible betterment were clip restraints, deficiency of communicating and function equivocalness.Through qualitative responses on questionnaires it was suggested that communicating between MAPs was an country which could be addressed to better future service bringing at The Meadows.Seven cardinal elements to better communicating were identified, these weresystems in topographic point to let confidential exchange of information between bureaus for illustration, through inexpugnable web waiters chances for multi-agency meetings at regular intervals and available on a as needed footing chances to run into as a whole staff with all MAPs who work at The Meadows to construct better working relationships a dependable point of contact to mention to for information and counsel when MAPs are non in school or non prompt ly available a shared country on the school s intranet where MAPs can portion information, programmes and how to implement recommendations guarantee disposal staff have a clear apprehension of the duties of MAPs who visit the school and are notified of when they are due to see andguaranting communicating with parents presents a clear and cohesive image, ( deputy caput instructor ) particularly when many an(prenominal) professional bureaus are involved and there is possible for conflicting advice.Suggestions for bettering the apprehension of other multi-agency professionals functions were contributed as a manner of bettering future service bringing at The Meadows. Five perceived cardinal elements to better apprehension were identified. These werea profile of each multi-agency professional who operates at The Meadows that other school staff can mention to, for information about their functions and duties more contact with MAPs. Classroom- base staff suggested it would be assisti ve if MAPs spent more clip in category ( if possible ) and had more chances to work straight with learning staff, kids and parents more chances created for joint planning between MAPs and classroom-based staff.more staff meetings to specify functions and construct professional relationships andmore multi-agency engagement in the school s visioning yearss where future service bringing is discussed.Reliability, cogency and generalisabilityIt is of second to observe some of the lying-ins of this special(a) survey. One such restriction is that the findings are specific to one peculiar scene and limited to the minute in clip the survey was conducted. It can non be assumed that consequences can be generalized to other instances and fortunes.The attack used in this survey does hold the potency to give conceptually rich, psychological histories of complex phenomena ( Turner, 1992 ) .The design of this survey was developed based on treatments with school staff and the research worker s ain contemplations, doing it likely that prejudices exist which limit the dependability and cogency ( define and be specific ) of findings. For illustration, the steps used and the research design were determined by the research worker s perceptual experiences of what the school would happen good and of import. some other possible restriction is that trying was across a figure of bureaus in this survey, nevertheless, there are other bureaus which were non involved that would hold been utile to include, the most noteworthy being societal workers, farther it would hold been helpful to research parents positions. The choice of bureaus and interviewees may hold led to the consequences being skewed.In footings of informations aggregation steps used, there are a figure of strengths and restrictions to each which are summarised below.Semi-structured Interviews This attack allows some grade of flexibleness and provides a wealth of verbal and non-verbal rich and illuminating information ( Robson, 2002 ) . However, this attack lacks standardisation and can raise concerns over dependability ( Robson, 2002 ) . Besides, the flexibleness of this attack increases the likeliness of interviewer prejudice which can impact the cogency and dependability of responses.focussed Observations The observation informations provided rich, qualitative information infix within the context of the scene ( Robson, 2002 ) which added to the facial gesture cogency and dependability of the informations collected. However, experimental informations are capable to reading by the percipient and trust on what the perceiver chooses to go to to. Besides, a deficiency of multiple perceivers can impact the dependability of reported informations.Questionnaires This attack allowed a scope of persons to be involved in the research which may non hold been possible otherwise, due to clip restraints. Questionnaire response rate may hold been change magnitude if the questionnaire could hold been shorte ned or conducted at a more convenient clip. Since national analysis was carried out by one research worker this may besides hold led to researcher prejudice.In footings of overall dependability and cogency of this survey, it is of import to observe that by utilizing a multi-method attack and triangulating the findings from several methods of informations aggregation it is possible to better dependability and cogency ( Robson, 2002 ) .Discussion and decisionsThe intent of this survey was to measure the effectivity of multi-agency working within a proviso for kids with complex and profound acquisition troubles by replying the undermentioned inquiries1. How is multi-agency working organised and structured at The Meadows?2. How do MAPs at The Meadows perceive their ain and others functions?3. How could multi-agency working at The Meadows be improved for future service bringing?When turn toing the low inquiry, it was noted that The Meadows maps as an operational multi-agency bringing squad. This attack relies to a great extent on effectual communicating and a high degree of committedness from all bureaus involved ( Atkinson et al. , 2002 ) . It relies on the effectual sharing of information and resources every bit good as the demand to happen clip to construct good working relationships between bureaus ( Atkinson et al. , 2002 Roaf and Lloyd, 1995 ) . When working within this theoretical account of service bringing, it is extremely of import to construct cognition and apprehension of each other s functions, duties and precedences in order to advance cooperation between bureaus ( Atkinson et al. , 2002 Easen, 1998 McConkey, 2001 ) .When compared to staff who were for good based at The Meadows, such as learning staff and senior direction at the school, bureaus which are employed by external administrations, had the least apprehension of The Meadows s course of study and rated their engagement in joint planning and staff preparation as lowest. Qualitative infor mations supported the position that that these countries were a possible failing in multi-agency working at The Meadows and that by turn toing the restrictions in these countries, future service bringing could be improved.In peculiar, it was suggested that MAPs should hold a clear apprehension of the alone course of study The Meadows provides for each single student. Pupils work on a thematic course of study based on chance ( head instructor ) , which includes elements of the National Curriculum and besides is separately tailored to supply chances to develop accomplishments and experiences in countries such as personal and societal instruction, communicating, independency and drama relevant to each kid.Rushmer and Pallis ( 2002 ) suggest that for an administration to accomplish its ends and aims, the work of single squad members moldiness be linked into a concordant form of activities and relationships. The consequences from this survey suggest there is a set of common accomplish ments that all MAPs employed in their work at The Meadows, viz. specializer cognition, measuring student advancement, pass oning with other professionals every bit good as parents and pulling upon old experience. In relation to these findings, other research suggests that blurred professional boundaries and deficiency of lucidity around functions and duties can constitue a roadblock to integrated working ( Cameron and Lart, 2003 ) . In contrast, other research has shown that joint-working relies upon the meeting of the accomplishment, experience and cognition of each professional to bring forth positive results that merely working together can accomplish ( Rushmer and Pallis, 2002 ) .When look intoing how multi-agency working at The Meadows could be improved for future service bringing, staff felt that betterments could be made to the effectivity of communicating between professional groups and where there is function ambiguity originating from integrated working ( Percy-Smith, 200 5 Stewart, Petch, & A Curtice, 2003 ) . For case, there is ambiguity around the different functions and duties of professional bureaus who work at the school. Expand on thisThe consequences of this survey are supported by findings from old research on multi-agency working which suggest that clip is a cardinal hinderance to effectual multi-agency working ( Gill, 1989 Hudson, 2003 Lloyd-Bennett & A Melvin, 2002 piazza et al. , 2004 Walker, 2003 ) . This survey indicates that The Meadows could develop communicating and apprehension. This could be encouraged through increased sum working and chances for contact through meetings and preparation, better cognition of each other s functions would besides assist persons work together efficaciously. Encouragingly, professionals at The Meadows are by and large happening joint working a good and positive experience and are acute for it to develop.Through a mixed-method attack this survey captures the sentiments and contemplations of a group of professionals who have developed successful coaction to back up kids with complex and profound acquisition troubles who attend The Meadows and has explored ways in which this success can be built upon for future pattern.Word Count 5,798MentionsAnning, 2001Atkinson et al. , 2002Bank, 1992Barnes, 2008Barnes, 2008Brown and White ( 2006 )Cameron and Lart, 2003Cameron and Lart, 2003 ) .Carpenter ( 1995 ) ,Carpenter, 2000Clark, 1993 Pirrie et al. , 1998Cochrane, 2000 DCSF, 2008, School CensusDepartment of Health, 2001Dexter ( 1970 )DfES, 2003, 2004DfES, 2004DoH, 2006 ) .Easen, 1998FEFC, 1996Forbes, 2007Gerwirtz, 2002Gill, 1989 Hudson, 2003 Hirst and Baldwin, 1994Kimberlee, 2001LGA Research Report 26 Atkinson, Wilkin, Stott, Doherty, & A Kinder, 2002Lloyd-Bennett & A Melvin, 2002 Maras et al. , 2002McConkey, 2001Mencap, 2000 Nolan, 1995Percy-Smith, 2005 Pirrie et al. , 1998Roaf ( 2002Roaf and Lloyd, 1995Robson, C. 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