Breaking Down the Multicultural Barriers in the Classroom

Breaking Down the Multicultural Barriers in the Classroom Free Online Research Papers This article provides a detailed lesson plan, which helps students from diverse backgrounds to assimilate in the classroom. It also provides students with opportunities to demonstrate written and oral communication skills. The teacher collects the written work, which is then used as a guideline for any remedial action that is needed to assist students with communication skills development. Teachers may follow the directions or adapt them to their teaching situation. General Directions The first step in working within the group process involves students from different cultural backgrounds and disciplines sharing common interests and developing confidence in oral presentation before a group (Alsop, 2002). The assignment, an ‘icebreaker’, occurs during the first tutorial meeting. At the beginning of the class the students are informed that since they will be together for a semester, it would be of interest for members of the class to know something about other members. Students have 15 minutes to complete the questions and are then informed that they will have five minutes to stand and tell the class a few things about themselves. Well, if the subject was not mandatory, students would bolt en masse at the first instance. So amid much grumbling, frowning, and ‘evil eye’ directed at the teacher, the task is completed. Using a stopwatch, keep a record of presentation times. To the students’ surprise they find that when talking about an interesting subject, namely themselves, that five minutes was nowhere near enough time to say everything they have to say. It is very important that you do not stop students during this initial presentation because they might feel intimidated and unresponsive during other presentations. Depending on class size, allow eight minutes per student per presentation. As students begin presentations keep a record of where they and their parents were born. At the end of the session tally the responses and share these with the students. In a 2004 survey conducted in Marketing Principles, a first-year subject, it was found that although 80% of students were born in Australia, 58% of parents were born overseas representing twenty-two countries (Ryan, 2004). These results seem to indicate that for many students English is a second language in the home environment even though they are Australian citizens. When the answers to the ‘Getting To Know You’ exercise were tabulated, it was found that 16 per cent of students stated public speaking as one of their greatest fears, 14 per cent were concerned with failure in general as they see themselves as perfectionists, and 7 per cent were worried that they would not find employment after graduation. These results seem to indicate that students lack confidence in interpersonal communication skills and are worried about their lack of skills. At the end of the class session collect the students ‘Getting to Know You’ forms. These will enable you to evaluate students’ communication competency and to target students needing assistance. This is a substantial benefit to both you and the student in that help will be provided early in the semester instead of waiting until end-of-semester projects are submitted when no help is available. The benefits of this exercise are that students overcome their fears of speaking before a group. Even though students come from culturally diverse backgrounds they become aware of shared common interests; so in effect individual students now become involved in the first step in working within the group process (Clark, 2004). The materials needed for the activity are listed below. Student Handout Getting To Know You Instructional Aids Overhead Projector and Transparencies Screen Student Handout Stopwatch Performance Objectives Teacher: 1. Identify students with verbal communication skills problems. 2. Identify students with grammar, spelling, and punctuation problems. Students: 1. Develop awareness of students from different cultural backgrounds and disciplines that share common interests. 2. Demonstrate the ability to organise their thoughts and write in a concise, yet interesting manner. 3. Develop confidence in oral presentation before a small group. Lesson Plan â€Å"Today’s universities are truly multicultural and global in nature in that students may come from as many as ninety or more ethnic backgrounds representing many countries.† Preview â€Å"Since many of the activities in this class call for teamwork, today you will have the opportunity to become acquainted with members of the class by answering questions and telling others about yourself. It is difficult to work effectively as a group if the group members do not know each other well and are not aware or each other’s strengths and weaknesses, styles of working, past experiences, attitudes, and the like. Thus, the first task of most new groups is to get to know one another.† (Bertalan, 2004). â€Å"Your first assignment is an ‘icebreaker’. Since we will be together for a semester, it would be of interest for members of the class to know something about you (Bertalan, 2004). To make this an easy task, here is a list of questions. You have fifteen minutes to answer the questions and then you will have five minutes to stand and tell the class a few things about yourself (Steeler, Torres Laughlin, 2004). At the end of the class you will submit your answers so that I can learn a little about you as well.† Summary â€Å"This exercise has created awareness that even though you are from different cultural backgrounds and disciplines you share common interests (Gewertz, 2004; Quezada Romo, 2004). It has also helped you to organise your thoughts and write in a concise, yet interesting manner. But, probably most important to you, is that it helped you to develop confidence in oral presentation before a small group.† Student Handout Getting To Know You Name: .. Day: .. Time: . Major: Full/Part-time: .. Student ID: . Gender: . Age: .. In essay form, answer the following questions. 1. Where were you born? 2. If born outside of Australia, how long have you lived in Australia? 3. Where were your parents born? Father . Mother .. 4. a. Are you working? b. Where? c. What type of job? d. How long have you worked for the company? e. What other jobs have you held? 5. What are your favourite hobbies? 6. Do you participate in sports? Which ones? 7. What type of books do you like to read? 8. What do you like to do in your spare time? 9. What was one of the most exciting events in your life? 10.What is one of your biggest fears? 11. What type of job do you hope to find after graduation? 12.What is your favourite holiday? 13.What type of music or groups do you like? 14. What is your favourite food? References Allen, J. and Hermann-Wilmarth J. (2004) ‘Cultural construction zones’ in Journal of Teacher Education, 55 (3) (May/June): 214. Alsop, R. (2002) ‘The Top Business Schools (A Special Report)- Playing Well With Others: Recruiters say the ‘soft’ skills- such as leadership, communication and the ability to work in teams- are just as important as the hard stuff; And a lot harder to teach’ in Wall Street Journal,(9 September): R.11. Banks, J.A. (2004) ‘Teaching for Social Justice, Diversity, and Citizenship in a Global World) in The Educational Forum, 68 (4) (Summer): 296 Bertalan, J. (2004) ‘Student Diversity Projects’ in Multicultural Education, 11 (3) (Spring): 45-48. Bhargava, A., Hawley, L.D., Scott, C.L., Stein, M. and Phelps, A. (2004) ‘An investigation of students’ perceptions of multicultural education experiences in a school of education’ in Multicultural Education, 22 (4) (Summer): 18-22. Clark, C. (2004) ‘Diversity Initiatives in Higher Education’ in Multicultural Education, 11 (3) (Spring): 50-54. Gewertz, C. (2004) ‘Mixed Messages’ in Education Week, 23 (31) (April): 36-40. Golemon, P. (2003) ‘Communicating in the intercultural classroom’ in IEEE Transactions on Professional Communication, 46 (3) (September): 231. Hannon, K. (2003) ‘The graduate’ in ASEE Prism, 12 (9) (May/June): 16. Hernandez Sheets, R. (2003) ‘Cultural Experiences of Teachers of Diverse Populations in Multicultural Education, 11 (1) (Fall): 58. Jackson, M.G. (2003) ‘Internationalising the university curriculum’ in Journal of Geography in Higher Education, 27 (3) (November): 325. Jones, W.H. (2003) ‘Over the wall: Experiences with multicultural literacy’ in Journal of Marketing Education, 25 (3) (December): 231. Lau, L.K. (2003) ‘Institutional factors affecting student retention’ in Education, 124 (1) (Fall): 126. Ludlum, M. and Mascaloinov, S. (2004) ‘Right and Wrong and Cultural Diversity: Replication of the 2002 NAS/Zogby Poll on Business Ethics’ in Journal of Education for Business, 79 (5) (May/June): 294-298. McInnis, C. (2003) ‘From Marginal to Mainstream Strategies: responding to student diversity in Australian universities’ in European Journal of Education, 38 (4) (December): 387-401. Occupational Outlook Quarterly (2002) ‘Futurework: Trends and challenges for work in the 21st century’ 44, (2) (Summer): 31-36. Office of Planning and Quality (2004) ‘Strategic Plan 2002-2005 College of Law and Business’ Australia: University of Western Sydney. Pewawardy, C. (2003) ‘100 defensive tactics and attributions: Dodging the dialog on cultural diversity’ in Multicultural Education 11 (1) (Fall): 23. Quezada, R. and Romo, J. J. (2004) ‘Multiculturalism, Peace Education Social Justice in Teacher Education’ in Multicultural Education, 11 (3) (Spring): 2-11. Ryan, A.E. (2004) ‘Getting to Know You’ Unpublished raw data, School of Marketing and International Business. Australia: University of Western Sydney. Shaw, J. (2004) ‘A fair go for all? The impact of intragroup diversity and diversity-management skills on student experiences and outcomes in team-based class projects’ in. Journal of Management Education, 28 (2) (April): 139-160. Sleeter, C., Torres, M.N. and Laughlin, P. (2004) ‘Scaffolding Conscientization Through Inquiry in Teacher Education’ in Teaching Education Quarterly, 31 (1) (Winter): 81. Wilson, A. (2004) ‘Windows to the World’ in Voices From the Middle, 12 (1) (September): 23-25. 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Caesars Gallic Wars and Vercingetorix

Caesar's Gallic Wars and Vercingetorix One of Gauls most colorful historical figures is Vercingetorix, who acted as war chief for all the Gallic tribes who were trying to throw off the Roman yoke during the Gallic Wars. Vercingetorix and Caesar are the main figures in Book VII of De Bello Gallico, Caesars narrative about his wars in Gaul, although the Roman allies, the Aedui, also play a large role. This period of revolt follows the earlier Gallic battles at Bibracte, Vosges, and Sabis. By the end of Book VII Caesar has put down the Gallic revolt. The following is a summary of Book VII of De Bello Gallico, with some explanatory notes. Vercingetorix, son of Celtillus, a member of the Gallic tribe of Arverni, sent ambassadors out to Gallic tribes not yet allied with him asking them to join him in his endeavor to get rid of the Romans. By peaceful means or by attacking, he added troops from the Gallic tribes of the Senones (the tribe connected with the band of Gauls responsible for the sack of Rome in 390 B.C.), Parisii, Pictones, Cadurci, Turones, Aulerci, Lemovice, the Ruteni, and others to his own armed forces. Vercingetorix had used the Roman system of demanding hostages to ensure loyalty and ordered a levy of troops from each of these groups. He then took supreme command. He tried to ally the Biturgies, but they resisted and sent ambassadors to the Aedui for help against Vercingetorix. The Biturgies were dependents of the Aedui and the Aedui were allies of Rome (Brothers and Kinsmen of the Roman People 1.33). The Aedui started to help but then turned back perhaps because, as they said, they suspected the Biturgi es of complicity with the Arverni. Perhaps because they lacked the support of the Aedui, the Biturgies gave in to Vercingetorix. It is possible the Aedui already planned to revolt against Rome. When Caesar heard about the alliance, he realized it was a threat, so he left Italy and set out for Transalpine Gaul, a Roman province since 121 B.C., but he didnt have his regular army, although he did have some German cavalry and troops he had in Cisalpine Gaul. He had to figure out how to reach the main forces without putting them in danger. Meanwhile, Vercingetorix ambassador, Lucterius, continued to gain allies. He added the Nitiobriges and Gabali and then headed to Narbo, which was in the Roman province of Transalpine Gaul, so Caesar headed to Narbo, which made Lucterius retreat. Caesar changed his direction and advanced into the territory of the Helvii, then on to the borders of the Arverni. Vercingetorix marched his troops there in order to defend his people. Caesar, no longer able to do without the rest of his forces, left Brutus in command while he went to Vienna where his cavalry was stationed. Next stop was the Aedui, one of Romes main allies in Gaul, and where two of Cae sars legions were wintering. From there, Caesar sent word to the other legions of the danger presented by Vercingetorix, ordering them to come to his assistance ASAP. Vellaunodunum When Vercingetorix learned what Caesar was doing, he headed back to the Biturgies and then to the non-allied Boiian town of Gergovia in order to attack it. Caesar sent ahead messages to the Boii to encourage them to resist. Heading towards the Boii, Caesar left two legions at Agendicum. En route, at the Senones town of Vellaunodunum, Caesar decided to attack so there wouldnt be an enemy on his heels. He also figured he would take the opportunity to gain provisions for his troops. Especially during the winter when there was little to forage, having food could decide the outcome of a battle. Because of this, allied towns that werent potential enemies at ones back might still be destroyed to make sure the enemy army starved or retreated. This is what Vercingetorix would soon develop as one of his main policies. After Caesars troops surrounded Vellaunodunum, the town sent out their ambassadors. Caesar ordered them to surrender their weapons and to bring out their cattle and 600 hostages. With arrangements made and Trebonius left in charge, Caesar set out for Genabum, a Carnute town that had been preparing to send troops to help Vellaunodum fight, Caesar. The Romans pitched camp and when the townspeople tried to escape at night via a bridge across the Loire River, Caesars troops took possession of the town, pillaged and burned it, and then headed across the Loire bridge into the Biturgies territory. Noviodunum This move prompted Vercingetorix to stop his siege of Gergovia. He marched towards Caesar who was beginning a siege of Noviodunum. Noviodunum ambassadors begged Caesar to pardon them and spare them. Caesar ordered their weapons, horses, and hostages. While Caesars men went into town to gather up the arms and horses, Vercingetorix army appeared on the horizon. This inspired the people of Noviodunum to take up arms and shut the gates, backing down from their surrender. Since the people of Noviodunum were going back on their word, Caesar attacked. The town lost a number of men before the town surrendered again. Avaricum Caesar then marched to Avaricum, a well-fortified town in the Biturgies territory. Before responding to this new threat, Vercingetorix called a war council, telling the other leaders that the Romans must be kept from getting provisions. Since it was winter, foraged provisions were hard to come by and the Romans would have to leave. Vercingetorix suggested a scorched-earth policy. If a property lacked a good defense it would be burned. In this way, they destroyed 20 of their own Biturgies towns. The Biturgies begged that Vercingetorix not burn their noblest city, Avaricum. He relented, reluctantly. Vercingetorix then set up camp 15 miles from Avaricum and whenever Caesars men went foraging at a distance, some of Vercingetorix men attacked them. Caesar meanwhile built towers but could not build a wall around the city, as he would have wished, because it was enclosed by rivers and marshes. Caesar besieged the town for 27 days building towers and walls while the Gauls built countering devices. The Romans finally had success with a sudden attack, which frightened many of the Gauls into flight. And so, the Romans entered the town and massacred the inhabitants. About 800 in Caesars reckoning escaped to reach Vercingetorix. Caesars troops found ample provisions, and by this time winter was almost over. Vercingetorix was able to calm the other leaders despite all the recent disasters. Especially in the case of Avaricum, He could say the Romans didnt defeat them by valor but by a new technique the Gauls hadnt seen before, and besides, he might have said, he had wanted to torch Avaricum but had only left it standing because of the pleas of the Biturgies. The allies were appeased and supplied Vercingetorix with replacement troops for those he had lost. He even added allies to his roster, including Teutomarus, the son of Ollovicon, the king of the Nitiobriges, who was a friend of Rome on the basis of a formal treaty (amicitia). Aeduan Revolt The Aedui, Romes allies, came to Caesar with their political problem: their tribe was led by a king who held power for a year, but this year there were two contenders, Cotus and Convitolitanis. Caesar was afraid that if he didnt arbitrate, one side would turn to Vercingetorix for support of its cause, so he stepped in. Caesar decided against Cotus and in favor of Convitolitanis. He then asked the Aedui to send him all their cavalry plus 10,000 infantry. Caesar split his army and gave Labienus 4 legions to lead north, towards the Senones and Parisii while he led 6 legions into Arverni country towards Gergovia, which was on the banks of the Allier. Vercingetorix broke down all bridges over the river, but this proved only a temporary set-back for the Romans. The two armies pitched their camps on opposite banks and Caesar rebuilds a bridge. Caesars men headed to Gergovia. Meanwhile, Convictolitanis, the man Caesar had chosen to be king of the Aedui, treacherously conferred with the Arverni, who told him that the Aeduans holding out was preventing the allied Gauls from being victorious against the Romans. By this time the Gauls realized their freedom was at stake and having the Romans around to arbitrate and help them against other invaders meant the loss of freedom and heavy demands in terms of soldiers and supplies. Between such arguments and bribes made to the Aedui by the allies of Vercingetorix, the Aedui were convinced. One of those in on the discussion was Litavicus, who was put in charge of the infantry being sent to Caesar. He headed towards Gergovia, providing protection for some Roman citizens on the way. When they were near Gergovia, Litavicus riled up his troops against the Romans. He falsely claimed the Romans had killed some of their favorite leaders. His men then tortured and killed the Romans under their protection. Some rode off to th e other Aeduan towns to convince them to resist and avenge themselves on the Romans, as well. Not all Aeduans agreed. One in the company of Caesar learned of Litavicus actions and told Caesar. Caesar then took some of his men with him and rode to the army of the Aedui and presented to them those very men they thought the Romans had killed. The army lay down its arms and submitted themselves. Caesar spared them and marched back towards Gergovia. Gergovia When Caesar finally reached Gergovia, he surprised the inhabitants. At first, all was going well for the Romans in the conflict, but then fresh Gallic troops arrived. Many of Caesars troops did not hear when he called for a retreat. Instead, they continued to fight and try to plunder the city. Many were killed but they still did not stop. Finally, ending the days engagement, Vercingetorix, as the victor, called off the fight for the day when new Roman legions arrived. Adrian Goldsworthy says an estimated 700 Roman soldiers and 46 centurions were killed. Caesar dismissed two important Aeduans, Viridomarus and Eporedorix, who went to the Aeduan town of Noviodunum on the Loire, where they learned that further negotiations were being made between the Aeduans and the Arvernians. They burned the town so the Romans couldnt feed themselves from it and began to build up armed garrisons around the river. When Caesar heard of these developments he thought he should put down the revolt quickly before the armed force grew too large. This he did, and after his troops had surprised the Aeduans, they took the food and cattle they found in the fields and then marched off to the territory of the Senones. Meanwhile, other Gallic tribes heard of the revolt of the Aedui. Caesars very competent legate, Labienus, found himself surrounded by two newly rebelling groups and so needed to move out his troops by stealth. The Gauls under Camulogenus were tricked by his maneuvers and then defeated in a battle where Camulogenus was slain. Labienus then led his men to join Caesar. Meanwhile, Vercingetorix had thousands of cavalry from the Aedui and Segusiani. He sent other troops against the Helvii whom he defeated while he led his mena and allies against the Allobroges. To deal with Vercingetorix attack against the Allobroges, Caesar sent for cavalry and light-armed infantry help from the Germanic tribes beyond the Rhine. Vercingetorix decided the time was right to attack the Roman forces whom he judged to be inadequate in number, as well as encumbered with their baggage. The Arverni and allies divided into three groups to attack. Caesar divided his troops in three, too, and fought back, with the Germans obtaining a hilltop formerly in Arverni possession. The Germans pursued the Gallic enemy to the river where Vercingetorix was stationed with his infantry. When the Germans started to kill the Averni, they fled. Many of Caesars enemies were slaughtered, Vercingetorix cavalry was routed, and some of the tribal leaders were captured. Alesia Vercingetorix then led his army to Alesia. Caesar followed, killing those he could. When they reached Alesia, the Romans surrounded the hilltop city. Vercingetorix sent out mounted troops to go to their tribes to round up all those old enough to bear arms. They were able to ride through the places where the Romans hadnt yet completed their fortification. The fortifications were not just a means to contain those within. The Romans put torturous devices on the outside that could injure an army pressing against it. The Romans needed some to gather timber and food. Others worked on building the fortifications, which meant Caesars troop strength was diminished. Because of this, there were skirmishes, although Vercingetorix was waiting for Gallic allies to join him before a full-fledged fight against Caesars army. The Arvernian allies sent fewer than asked, but still, a great number of troops, to Alesia where they believed the Romans would easily be defeated by the Gallic troops on two fronts, from within Alesia and from those newly arriving. The Romans and Germans stationed themselves both inside their fortifications to fight those in the city and outside to fight the newly arriving army. The Gauls from outside attacked at night by throwing things from a distance and alerting Vercingetorix to their presence. The next day the allies came closer and many were injured on the Roman fortifications, so they withdrew. The next day, the Gauls attacked from both sides. A few Roman cohorts left the fortifications and circled round to the rear of the outer enemy whom they surprised and slaughtered when they tried to flee. Vercingetorix saw what had happened and gave up, surrendering himself and his weapons. Later Vercingetorix would be displayed as a prize in Caesars triumph of 46 B.C. Caesar, generous to the Aedui and Arverni, distributed Gallic captives so that every soldier throughout the army received one as plunder. Source: The Gallic Menace in Caesars Propaganda, by Jane F. Gardner Greece Rome  © 1983.

Negotiation plan Essay Example | Topics and Well Written Essays - 1000 words

Negotiation plan - Essay Example However, the Union still needs to agree on the matter concerning the wage increases during the existence of the agreement (Guasco, 2007). This matter is very important to the workers, as it one way or the other shall determine their productivity and effectiveness. The union requests an award for the workers that will help cover the past 3% inflation and a 2% salary increment for previous contributions towards productivity. The union requires the agreed disbursements made right after the agreement commences, and not on any conditions whatsoever (Bond, 1999). The union workers will be more than willing to look into productive bonuses in addition to this increment, as long as it agrees to measures of productivity. Where a mistake come from one individual, the rest workers should not suffer. The union demands an even distribution of bonuses to all hourly paid employees (Guasco, 2007). The workplace Arrangements It is important and right of the workers to attend premium training when they get the need to progress, and not when there is a vacancy in the company. When employees who reach a higher level that demands a higher salary cannot find a position within the company, an allowance for such training is to be awarded which, is a half the difference between the grade they trained for, and the one they are now in. The trained employees are would promoted, before advertisement is considered whenever there is a higher vacancy in the company. Hours Roster, Shifts and Overtime Implications The workers union has set forth these three working arrangement options, a shift pattern, making one work for 76 hours over two weeks. There is also a monthly arrangement cycle of 152 hours, or an annual cycle of 1976 hours. An employee should work for an average of 8 hours overtime weekly on summer and at least two in the winter. The union demands that the company rewards the overtime hours double the amount paid on normal hours and compensation arranged to the employees who in some c ases might find themselves sitting in for others, hence breaking the usual roosters routine. The Duration of the Agreement The workers union intends to make this the only negotiation they would have with the Dairy Company, where proper assessments are required to make sure that no contradicting loopholes left through successive plans such as in the case of future salary increments. This will see an improvement in the productivity of the employees via time conservation. It will also convince the employers that the hearts of the workers are at what they do, and not for destruction of the firm in any way. Workplace committee The Union will take the workplace committee as a consultative body since as said in the above point; this is a onetime negotiation only. The committee formed from the collaboration of the employers and the employees will only be set to resolve any arising issues within the company, and act as a uniting code between the workers and the company. The Union understands that other light issues also need redress, but since the agreement is a unifying dialogue leaves them open for employers suggestions. Such concerns are sick-offs and day-offs (Eden, 2010). The workers intend to build a relationship with the Dairy Company, and that is why the employers have a room to air their views on some issues. The Union, therefore, resolves on adopting the integrative

Bretton Woods system Essay Example | Topics and Well Written Essays - 2000 words

Bretton Woods system - Essay Example It is undeniable that in the current debate on the international economic co-operation, we miss historical prospect completely. Or at least, we do not want to remember us the context in which was set up what we can call the great sedentary project of post-war period, not more of the role that one intended to make play at the time each great institution in their respective field. It is not a question to reconsider a period, already completed, but at least to remember, on a side, that the Agreements of Bretton Woods belong to a great project which, was not going from there to be carried out, at least until the failure of the Charter of Havana and the Cold war do not come to put at it a downtime. On the other side, which it is a question of setting up this great project, to make "the great decision" as could write it Shotwell in a book which completely reflects the spirit of its time, ''that if the crisis of the Thirties, with its batch of unemployment, dislocation of the world economy, commercial wars, etc, had sufficiently traumatized the spirits so that any idea of return to the past, with this economic order that had exerted oneself to restore in the inter-war period, is immediately evacuated. That is in question; is to set up a new order, an order which breaks with the past. And so that it was thus, it was not only necessary to rebuild the world economy on new bases, but also to rebuild the national economies on bases such renewed. At the time when is held the conference of Bretton Woods, in July 1944 let us recall it, the exit of the War is sealed since the unloading successful in Normandy. It is at the post-war period that is consequently a question of thinking, with the errors of the past which was a question of avoiding renewing, with the way in which one was going to rebuild the world economy. It is also the way in which one was going to institutionalize and widen this solidarity between the allied nations which, across the systemic differences, made so that it appeared possible to set up a new order. It is clear, when one looks at this period with a certain passing that the United States played a role determining in the installation of this new kind, but it agrees to bring many nuances with what could appear with the first access only the installation of a new hegemonic order, a kind of Pax Americana imposed. In this respect, it will be certainly interesting to return on the contents even of the American project, on the debates that one could raise at the time including in the American public opinion, as on the role played by these two large protagonists of Bretton Woods who were Keynes and White, to precisely see the project could be set up only insofar as this project rested on common principles, and that it answered common aspirations. It is under this angle that it is necessary, to approach the international order of post-war period and its prospects; while looking initially towards the United States, as it is them which mainly drew contours of this order, but also and in parallel, while looking towards the other countries, and in

Life in College Essay Example for Free

Life in College Essay College has changed my life in many ways. Even though I spent only six months in college, I feel it has helped me a lot with my education and social life. Students who enter college usually collide with many problems, and some may think it is just like high school. From my perspective, college life is a life of freedom because it gives a feeling of being an adult, and also at the same time helping out with necessary needs. Life in college meant a new life for me. When I entered my college for the first day, I looked around with a mixed feeling of perplexity, joy, and a little bit of fear. I was puzzled as I was not habituated to college life. After checking around and looking for my class, I saw other students in batches were moving up and down the corridors for their classes; professors were coming smilingly and exchanging greetings with the students in a friendly manner which helped me to calm down and gave me the confidence to move on without being too nervous. Social life in college is different from high school. Most people do not socialize that much because they are there to get their credits and leave. They just want to finish their courses as fast as they can for business purpose or other reasons (this happens mainly in community college. ) For this reason, college has created many club activities, study groups, library, and other open areas to meet friends or work together, which definitely gives the chance to socialize. Another important thing college has taught me is managing time. I have come to understand how time is precious and how it can improve our lifestyle in so many levels. Balancing time is really important to do well both in college and in other activities like, Jobs, clubs, and spending time with family. After spending some time in classes, I came to realize how fun and easy it can be if a student spends a little bit of his/her time in class activities. College is a wonderful place and one can make it happen by his/her will.

Advice Before You Sell Your Website :: Sell Websites Buy Websites

Advice Before You Sell Your Website Reprinted with permission of VotanWeb.com Only 27% of all websites that are put on the market are sold. This is a shocking statistic to most people trying to sell a website. If you follow the tips below your chances of selling dramatically increases. Have All Records Ready Before You Attempt to Sell Have these items ready before the website goes on the market to be sold: The last 3 years of federal tax returns for the website being sold, the last 3 years of financials (profit & loss statement, balance sheet), the last 3 years of monthly bank statements, etc - many parties during the selling process will need this info - serious website buyers, lenders who will provide financing for the buyer, as well as others. Also make sure you know what the correct Adjusted Net income has been for the last 3 years. Serious website buyers will want to know this. Adjusted Net income is: Net Income + Owners Salary + Depreciation + Interest Expenses + Other Website Expenses Deducted (that may not be website expenses to the new owner of the website). Have a Professional Website Valuation Performed Getting a 3rd party professional website appraisal/valuation is important and critical for the process. Most websites put on the market NEVER SELL usually due to too high of a price placed on the website being sold. Getting a professional 3rd party valuation is well worth the expense and will be utilized by many parties during the selling process: possible website buyers, financing companies for the buyer, and others. Keep a Sale Transaction Folder Keep a folder of all contacts, notes, and paperwork for your website for sale transaction. Keep a log of all buyers who contact you - get their phone numbers, email address and keep notes about them. You want to make sure you have backup buyers in case your first choice drops out during the negotiation process. Keep all escrow info, purchase agreements, signed non-disclosure and confidentiality forms, contact phones of CPA’s, attorneys, etc. and other pertinent data/info in this folder. Write Up a Comprehensive Summary of The Website Buyers are going to need to know many details about the website being sold. Instead of having to explain repetitively to many buyers about the website, and possible forgetting many important details, make a summary of the website being sold. Include: History of the website, date established, important attributes

Literature Review of 14-19 Education Essay

Abstract This literature review compares research conducted and articles written about the development of 14-19 education and the changes it has gone through since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher government before going on to concentrate on how the Labour government introduced Diplomas and what the Coalition government are doing to push this agenda forward. It asks whether academic and vocational education can ever be valued equally and whether the introduction of 14 year olds in further education establishments is successful or not. The majority of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the research are identified and questions are asked as to how successful it might be in the future. . History of 14-19 Education The idea of 14-19 education was introduced in 1983 by the Conservative government under its leader Margaret Thatcher. The first development was called the Technical and Vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988. The scheme was run by the Manpower Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the London Review of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 Reform of Advance Qualifications. Between 2002 and 2010 the focus was back on the progression of our young people and, essentially, the future of our work force. The Labour government commissioned an independent enquiry by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities. Diplomas were introduced in 2008 but have not been successful in gaining credit in industry or education; this has brought forward many issues relating to 14-19 education from teaching and learning, funding, employer contributions and the integration of school age pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational training. To give equality and value to both sides of what is still an educational ‘divide’ we need to alter society’s thinking and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, ‘Pushing for parity of esteem in the current educational climate leads to ‘academicising’ vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. ’ (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term consultation and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS). Connexions consulted with learners in 2001 to gain their view on government papers entitled: Green paper-Schools: Building on Success, 2001 and white paper-Schools: Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they concluded that, ‘†¦the choice of core subjects was generally right. They wanted to maintain the entitlement to study a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for personal development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. ’ (Connexions, 2002) Regarding the discussion on the equality of academic and vocational training young people were of the opinion that, ‘vocational pathways needed to be heavily publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. ’ (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002. The DfES wanted to take their time to ensure development of 14-19 education was more successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinson’s (2004) VE proposal was not taken on board fully, only in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary. An article in the guardian stated prior to launch of the diplomas, ‘We have never seen big new public qualifications arrive with so little input from people who have experience in qualifications and teaching. ’( Meikle 2007) It would seem that the implementation of diplomas has been rushed; therefore they have not achieved the status needed to change opinions. In response to Tomlinson’s (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system? In the UK it is not clear, but does include a long list of people: parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, other countries have reformed their systems and increased numbers of students taking two and three year learning programmes. She states, ‘Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them; provide opportunities to combine, transfer, and progress between them; and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. ’ (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education. With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a structured achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students will have achieved a Level 2/3 by the age of 19. To ensure students achieve their potential in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with Foster‘s opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual student: ‘Policy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition’ (Nuffield, 2009) Funding used as a ‘policy lever’ could achieve more integration of academic skills into vocational areas. Teaching and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom based vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE. The opening of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills Research Network (LSRN) who researched ‘the capacity of the teachers and their institutions to meet the needs of younger learners’ (Harkin, 2006). For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views: some teachers thought they needed supervision all the time at college but others commented that colleges were not ‘in loco parentis’, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour. In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environment for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach. To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, ‘There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students’ (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom. The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, ‘Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching – for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the ‘deliverers’ of someone else’s curriculum. (Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends ‘heavily on the quality of the teaching’ and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry. This I feel is idealistic in today’s economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the ‘middle child’ aiming to please both compulsory education and higher education as well as employers. How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in America where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure. Working in English education we have come to accept it, but is the English system’s controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry. The TLRP in 2006 concluded that, ‘We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto’ (The Teaching and Learning Research Programme 2006, p.40) In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly. They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as older apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships. In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been ‘frozen out’ of the way VE operates. Strengthening links between employers and VE is one of Wolf’s major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state; ‘Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young people’s skills in critically important areas and make a real difference to young people’s ability to obtain employment’ (Wolf, 2011, p.144). From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills. The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing. The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and accommodate 300 students, time tabled between 9am and 5pm. Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled. It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique. Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSE’s from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTC’s and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely. Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19: extending opportunities, raising standards. Connexions. DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire: DfES Publications. Nuffield Foundation. (2009). Educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlight:back to the future for the UK’s Coalition Government. London: Routledge. Harkin, J. (2006). Behaving like adults:meeting the needs of younger learners in further education. London: Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England: Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. London: Routledge. Hodgson, A. and Spours, K. (2011). London Review of Education, Educating 14-19 year olds in England: a UK lens on possible futures. London: Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London: Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training. London: Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and Training:A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. [online] Available at: www. studioschooldtrust. org [Accessed 30 January 2012] University Technical Colleges. n. d. [online] Available at:. www. utcolleges. org [Accessed 30 January 2012] Newspaper Articles Baker, L. (2011). ‘Wolf’s backing of vocational training is great, but she ducks the question of how much it will cost ‘The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) ‘Diplomas being introduced too fast, warns MP’s’, The Guardian. 17 May 2007. [online] Vasager, J. (2012). ‘Thousands of vocational qualifications to be stripped out of GCSE league tables’. The Guardian. 31 January 2012. [online] Wolf, A. (2012) ‘An end to qualifications that have no real value’ The Guardian. 31 January 2012. [online].

My Bondage, My Freedom Fredrick Douglass Essay

â€Å"It was not color, but crime, not God, but man that afforded the true explanation of the existence of slavery; nor was I long in finding out another important truth, what man can make, man can unmake† (Douglass 59). In My Bondage and My Freedom, Fredrick Douglass explains in detail the harsh and cruel realties of slavery and how slavery was an institution that victimized not only slaves, but slave holders, and non-slave holding whites. Fredrick Douglass could not have been more right with his observation of slavery. In my opinion, slavery is not only an institution, but is a prime example of a corrupt business model that thrives on free labor, ultimate control, and wealth. â€Å"A business is only as good as its workers. † It’s a common saying in modern day America. That saying would hold true during slavery, however slaves were not considered workers. Workers have rights and wages; Slaves on the other hand had no rights as human beings and no wages. Slaves were considered a property, no more useful than a mule or cattle. Slaves were apart of a system and in that system they were dehumanized to the point that they became an expendable commodity. Slaves were stripped of there individuality. Fredrick Douglass recalls not the date, month, or year when he was born. He also stated that the institution of slavery did away with the concept of family. Douglass had neither recollection of a father nor any account of his existence. Further more, Douglass had only a handful of encounters with his mother before her death and had become nothing more than a stranger to his brothers and sisters. â€Å"It had made my brothers and sisters strangers to me; it converted the mother that bore me, into a myth, it shrouded my father in mystery, and left me without an intelligible beginning in the world† (Douglass 39). â€Å"In 1840, 20 years before the Civil War, 60% of American exports were cotton and was produced mainly by slaves† (Shaping America: Lesson 16). Therefore, the business of slavery favored the slave holders, who were capitalizing on free labor to produce and distribute products across the world. Greed is the undertone upon which Douglass states that slavery â€Å"corrupted souls† and â€Å"turned good people into bad people. † The institution of slavery was based on the ultimate control and power over a human to whom he is stripped of all of his identity and becomes sub-human. Consequently, the institution forces slave holders had to buy into this concept in order to justify any and all cruelty toward slaves. Douglas states â€Å"Slave holders resort to all kinds of cruelty† and later describes various ways of torture and punishment â€Å"all are in requisition to keep the slave in his condition as a slave in the United States† (Douglass 272). Slave holders showed no mercy when reprimanding slaves. The brutality and cruelty of these punishments were more of a statement of power and control and often times the punishment was worse than the offense. â€Å"Racism was used aggressively to divide poor white southerners from slaves. The relationship between the wealthy and the poor was aggressively exploited by the rich white slave holder to ensure the poor whites non-slave holder that they had a similar cause† (Shaping America: Lesson 16). This caused non-slave holding whites to have a similar view as latter. Non-slave holding whites were in direct competition with slaves and more often than not were forced out of work due to the free labor slavery had offered. In conclusion, â€Å"Slavery is always slavery; always the same foul, haggard, and damning scourge, whether found in the eastern or in the western hemisphere† (Douglass 294). Fredrick Douglass could not have been more right with his observation of slavery. Slavery is a cruel and punishing way to oppress any human. â€Å"The slave is a human being, divested of all rights reduced to the level of a brute, a mere â€Å"chattel† in the eye of the law placed beyond the circle of human brotherhood cut off from his kind his name, which the â€Å"recording angel† may have enrolled in heaven, among the blest, is impiously inserted in a master’s ledger, with horses, sheep, and swine† (Douglass 293). The business aspect of slavery is even more disheartening. However, All parties involved (slaves, slave holders, and non-slave holders) were all affected by the institution of slavery and in the mist of all the hardships that he endured for over twenty years of his life Fredrick Douglass became a free man.

Nursing scholary paper essays

Nursing scholary paper essays Mr. G, an advanced resident in Sunnybrook, who has swallowing problem, was fed breakfast by a nurse in the dining room. He seemed fatigue and fell sleep 5 minutes after feeding. I observed the nurse shaking his shoulder with her hand and speaking in loud matter: Wake up, open your mouth, hurry up. Values are important because they influence decisions and actions, including nurses ethical decision making.(Kozier,2002, P71) Here we can see that Mr.G felt tired and wanted to sleep rather than having breakfast. For the nurse, she felt upset and believed that proving nourishment at breakfast is fundamental to caring. Also, the breakfast is beneficial for him. It gives him energy and promotes his health. The nurse believes she is responsible in providing care for him and she has considers the safety issue in order to prevent his choking if he falls asleep during breakfast. A right is a claim or privilege to which one is justly entitled, either legally or morally. (Keatins Neil B,2000,P264) For Mr.G, he has the right to be treated with courtesy and respect. The nurse spoke loudly: wake up, open your mouth hurry up. This treated him like a child. He has the right to agree or refuse participation in any health care, once he knows the consequences of any of these decisions. However, he is responsible to work as a partner in the health care team and to follow the safety standards of the nursing home, to give his caregivers accurate information about his health and needs. For the nurse, she has the right to express her thinking and carry out the care in agreement with the patients and respect for the clients. She is responsible for providing, facilitating, advocating and promoting the best possible care for clients, seeking assistance and taking responsibility for errors including verbal, emotional and unprofessional behaviors toward clients. Therefore, sh e cant touch the cl...

Barbara Jordan - Biography and Career Profile

Barbara Jordan - Biography and Career Profile Barbara Jordan grew up in Houstons black ghetto, attended segregated public schools, and an all-black college, where she graduated magna cum laude. She was involved in debate and oratory, winning a number of awards. Known for: role in Watergate hearings; keynotes at 1976 and 1992 Democratic National Conventions; first Southern African American woman elected to Congress; second Southern African American elected to Congress after the end of Reconstruction; first African American woman in the Texas legislatureOccupation: lawyer, politician, teacher:Texas Senate 1967-1973, U.S. House of Representatives 1973-1979; professor of political ethics at University of Texas, Lyndon B. Johnson School of Public Affairs; chair of U.S. Commission on Immigration ReformDates: February 21, 1936 - January 17, 1996Also known as: Barbara Charline Jordan Law Career Barbara Jordan chose law as a career because she believed she would then be able to have an impact on racial injustice. She wanted to attend Harvards law school but was advised that a black woman student from a Southern school would probably not be accepted. Barbara Jordan studied law at Boston University, saying later, I realized that the best training available in an all-black instant university was not equal to the best training one developed as a white university student. Separate was not equal; it just wasnt. No matter what kind of face you put on it or how many frills you attached to it, separate was not equal. I was doing sixteen years of remedial work in thinking. After earning her law degree in 1959, Barbara Jordan returned to Houston, starting a law practice from her parents home and also getting involved in the 1960 election as a volunteer. Lyndon B. Johnson became her political mentor. Elected to the Texas Senate After  unsuccessful tries at being elected to the Texas House, in 1966 Barbara Jordan became the first African American since Reconstruction in the Texas Senate, the first black woman in the Texas legislature. A Supreme Court decision and redistricting to enforce one man, one vote helped make her election possible. She was reelected to the Texas Senate in 1968. Elected to Congress In 1972, Barbara Jordan ran for national office, becoming the first black woman elected to Congress from the South, and, with Andrew Young, one of the first two African Americans elected since Reconstruction to the U.S. Congress from the South. While in Congress, Barbara Jordan came to national attention with her strong presence on the committee holding Watergate hearings, calling for the impeachment of President Nixon on July 25, 1974. She was also a strong supporter of the Equal Rights Amendment, worked for legislation against racial discrimination, and helped establish voting rights for non-English-speaking citizens. 1976 DNC Speech At the 1976 Democratic National Convention, Barbara Jordan gave a powerful and memorable keynote speech, the first African American woman to give a keynote to that body. Many thought she would be named a vice presidential nominee, and later a Supreme Court justice. After Congress In 1977 Barbara Jordan announced she would not run for another term in Congress, and became a professor, teaching government at the University of Texas. In 1994, Barbara Jordan served on the U.S. Commission on Immigration Reform. When Ann Richards was the governor of Texas, Barbara Jordan was her ethics advisor. Barbara Jordan struggled for many years with leukemia and multiple sclerosis. She died in 1996, survived by her long-time companion, Nancy Earl. Background, Family: Father: Ben Jordan (Baptist minister, laborer)Mother: Arlyne (church activist) Education: Phillis Wheatley High School (1952)Texas Southern University (magna cum laude)Boston University (1959, law) Elections: 1960: volunteer for Lyndon B. Johnsons nomination1962: Texas House of Representatives (unsuccessful)1964: Texas House of Representatives (unsuccessful)1966: Texas Senate (successful)1972: U.S. House of Representatives (successful)1974, 1976: re-elected to U.S. House

Have antitrust laws failed to safeguard the consumers from the Essay

Have antitrust laws failed to safeguard the consumers from the implications of the megamergers - Essay Example Antitrust policy has undergone incredible change over the twentieth century as the markets have. Nevertheless antitrust laws control how firms reach and sustain their market power, they do not prohibit monopoly. In this paper first I will discuss the main antitrust statutes regarding mergers, then I will illustrate how the interpretation of these statutes have changed over time. Finally I will look at the enforcement of antitrust and will demonstrate the cases in which antitrust laws prohibit the monopoly power. It is important to recognize that the majority of monopolies end up being destructive for the society, it is not always the case, thus we have to consider each event based on its own merits. Antitrust refers to a body of laws that focus on discouraging the concentration of corporate power as exercised by few companies within specific industries. Essentially, these laws are crucial in prohibiting illegal business practices that at times deprive consumers the benefits associated with competition. As a result, consumers at times are charged higher prices for different products and services having inferior qualities. In the United States the federal antitrust laws are enforced by the Department of Justice (DoJ) and the Federal Trade Commission (FTC). In this case, antitrust policies originate from the belief that the size of the company determines its level of competition in relation to other smaller companies within the same market. For instance, there is belief that large companies grow on the platform that they restrain trade of their competitors. Such companies use their sheer sizes to harm the smaller competitors, therefore, the antitrust regulators are more vigilant o n Mergers and Acquisitions (Areeda and Herbert 5). There has been increasing attention towards research on various structures, control and cooperation between different firms that leads towards