The French Revolution Was Inspired By The Ideas From The...

The French Revolution was inspired by the ideas from the Enlightenment. The main goal that the Enlightenment tried to reach was to promote scientific reasoning and end the injustice in the way governments were performing. The French Revolution was mainly a series of upheaving s aiming to gain social and political reforms, along with ways to govern more justly. Due to the previous era, being the Enlightenment, French Revolutionists saw that Enlightenment participants, such as Rousseau, Voltaire, Robspierre ,and Beccaria, along with works such as Declaration of the Rights of Man and multiple posters, took a step towards new reforms and follow in their path and ideas. These French Revolutionists succeeded in some ways, yet remained unsuccessful in more ways. Document 1 from Jean Jacques Rousseau concludes that a man needs to control his own freedoms. Rousseau, a philosopher, believed in a Republic because he believed that people need to have more power and individual freedoms must be improved. In his Social Contract, he calls for a sovereign, which will benefit the good of an individual, but even better the overall group with intentions that aim for the common good. A need for a change in government was wanted because a monarch rule was not wanted. A new type of government, a provisional republic formed after King Louis Philippe was abdicated, gave universal male suffrage and ended slavery and the death penalty. Those reforms were some the lasted throughout the rest ofShow MoreRelatedFrench Revolution: the Solution to Class Inequality1141 Words   |  5 Pages The French Revolution was one of the most important events that occurred in the history of France. The revolution crumpled the Old Regime and completely transformed the social and political system of France. The people of France sought to establish a more egalitarian society through their newly created Republic. When Enlightenment thinkers such as John Locke, Jean-Jacques Rousseau and Baron de Montesquieu introduced individual liberty, natural rights and equality the ideas of revolution emergedRead MoreThe Beginning Of The Year1524 Words   |  7 PagesYou are from Europe and this is your first time in the city and you’re absolutely exhausted. You don’t know your way around or where you’re going at all. You’re so tired and hungry that you burst through the doors of the closest building that you see, hoping that you come to find a restaurant. When you walk in, there are old men filling the seats at every table. On the center table, you begin to a large d ocument that starts with, â€Å"We the People†. You begin to remember hearing ideas from famous philosophersRead MoreRevolutions: The Road to Independence Essay877 Words   |  4 PagesRevolution is a significant change of control or authority within a governmental setting. Most Revolutions are caused by political, social, and economic disputes. Consequently, the common matter for the American, French, and Latin America revolutions emerged to gain their own independence. In North America, the colonists put emphasis on their independence from Great Britain and established a new republic. In France, protesters abolished the authority of France and reorganized the French society,Read MoreThe Enlightenment Principles Of Rationalism And Universal Rights1684 Words   |  7 PagesThe Enlightenment period was a revolutionary time where scientific and rational thought became the chief values of society. Thinkers such as John Locke and Jean-Jacques Rousseau were signposts of this er a, inspiring populations locally and abroad. This revolution of ideas led to political and societal upheaval throughout the Western world. This essay will argue that the Enlightenment principles of rationalism and universal rights shaped modern Europe and North America through the rejection of absolutistRead MoreImpact Of Enlightenment Ideas On The French Revolution844 Words   |  4 Pages How Enlightenment Ideas Impacted the French Revolution? Towards the end of the 18th century, almost all of Europe had gone through a period called the Enlightenment. Enlightenment thinkers, and philosophers, promoted reason and human freedom over tradition and religion. France had one of the bloodiest Enlightenment periods in history because they used the ideas of John Lockes Natural Rights, Jean-Jacques Rousseau’s Social Contract, and Voltaire (Franà §ois-Marie Arouet) teaching of FreedomRead MoreThe Unprecedented Success Of Revolution1594 Words   |  7 PagesCivilization HU-103 May 7, 2017 The Unprecedented Success of Revolution No one has ever changed the world by doing what the world has told them to do. In fact, many of our recent inventions, rights, political systems, and comforts have come into existence through the sweats and tears of revolution, an often chaotic and transformative event that attempts to change a nation, society, or world. And though it can be argued that revolution results in the bloodshed of masses, it is imperative to understandRead MoreThe Enlightenment s Influence On The French Revolution885 Words   |  4 PagesMaheera Syed The Enlightenment’s Influence on the French Revolution No one could have imagined the impact that the Enlightenment would have and its long-lasting effect. The Enlightenment and its ideas became so widespread that they did not only affect France, but many other countries also. The French Revolution was directly inspired and influenced by the Enlightenment. Revolutionaries in France built their cause around the ideals of the Age of Reason. Reason, reform and modernity took hold mainlyRead MoreFrench and Haitian Revolution Comparisons1531 Words   |  7 Pagesstarted a Revolution across the Atlantic Throughout history, there have been dozens of times when people were extremely upset with the government that was ruling over them. However, these angry citizens only revolt a fraction of the time, due to fear of the government. Two examples of when people stood up for their rights and revolted are the French Revolution and the Haitian Revolution. These revolts are loosely connected, as many say that the Haitian Revolution was inspired by the French RevolutionRead MoreCauses of the French Revolution Essay1042 Words   |  5 PagesThe French Revolution was incited by a variety of reasons. At the time, the government was in a serious deficit resulting in great taxations. They had spent huge sums of money on the French and Indian War, and the king and nobility consumed much money to keep up with their lavish lifestyles. In addition, there was a severe economic depression at the time. In areas of agriculture, manufacturing, and trade, there were great downturns. Also, revolutionary idea s were instilled within the people duringRead MoreThe Intellectual Movement of Enlightment828 Words   |  3 PagesThe intellectual movement of Enlightenment was a very intricate movement that was centralized on the concepts of progression, reasoning, and the scientific method. The Enlightenment thinkers believed they could implement some of these ideas to create a better influence towards societies and people. These ideas changed how humanity viewed the government, politics, and society. Although each philosopher had their own individual concept, they all centered on the themes of equality and freedom. Thomas

The Ethical Dilemma Of Global Urbanization Essay - 1278 Words

Abstract A brief summary of this writing’s content would showcase the ethical dilemma of global urbanization, especially as it relates to China; while providing examples of specific problems therein (namely environmental), and concluding that the ethical thing to do (consequentialism utilitarianism), would be to use as many clean/green energy alternatives (mitigating coal use) to fuel developing economic urban sprawls in the near future. Keywords: Urbanization, Urban Sprawl, Coal, Nuclear, China, Development, Economics Urbanization in the future of our ever expanding and developing world brings with it many ethical issues concerning decisions regarding potential population increases, energy resource needs, and environmental impacts, that seem to increase exponentially as mankind advances globally. The evidence of increasing urbanization is easy to find in in many metropolitan areas, and in news articles outlining the plans of nations to create jobs infrastructure, in order to stimulate economies and strengthen their societies. The case is made most evident in East Asian countries currently undergoing something akin to a moderate upheaval in terms of their societal economic emergence, namely: China India; two counties famed in recent times due to their rapid economic development. And although both countries are undergoing rapid development, it would seem that China especially has the most potential for large scale and modern urban sprawl, while simultaneouslyShow MoreRelatedChina s Economic Grow th Essay1144 Words   |  5 PagesBeginning in 1980 when China entered the global market, it experienced remarkable growth in terms of GDP and net output. Much of its growth is attributed to its large amount of exports, particularly within the manufacturing industry. As a result, its GDP per capita increased significantly and the country as a whole became considerably wealthier. More recently, however, demographic changes and increased wealth inequality are hindering its growth. Between 2008 and 2015, the World Bank estimates GDPRead MorePopulation Problems Among Citizens Of Wealthy Countries1353 Words   |  6 Pagesindustrialization, urbanization, the development of technology and expanded globalized markets has led to a deteriorating planet (Elrlich, 37-40). No longer can such cornucopian beliefs suffice, the conviction that the world can provide limitless natural resources is wrong. It is the depletion of those resources that has led to crisis. The predicament lies in humanity’s high energy conduct that amount to a significant assault on the integrity of Earth’s ecosystems. The truth is that global populationsRead MorePopulation Growth Pressures On World Resources2266 Words   |  10 Pageshumans have depleted the world resources. Forests, perhaps, are the single biggest losers because of the rapid increase in population that the world has seen in the past century (Magdoff, 2013). The increasing population has resulted in urbanization. Urbanization has led to these forests making way for buildings, malls, recreation centers, roads etc. Forests have also been brought down because of the increasing need for wood to be used as a fuel source, to build houses, to manufacture logs, furnitureRead MoreReasons of Businesses Conducting Operations in Third World Countries1696 Words   |  7 Pagesto suffer economically. These nations usually have to decide one between the two choices that is clean environment or purch ase food. Of course, the more pressing need is always the food. Developed western countries take advantage of the poverty dilemma of third world nations. They throw away garbage and dangerous waste in poor countries. These first world countries build their plants in poor countries which produce waste and emit pollution but since third world countries do not enforce environmentalRead MoreMichael Pollan Omnivore Dilemma2802 Words   |  12 Pagesnatural loops of farming, in which livestock and crops are connected in mutually beneficial circles. (Crumpacker BW09) The omnivore’s dilemma has a historical root, as do the contents of the work done by Pollan. To reiterate the â€Å"what† of the work one must understand how the term omnivore’s dilemma plays out in history. In a sense the history of the omnivore’s dilemma coins the concerns that Pollan has for society. In short it describes the fact that â€Å"we are what we eat† and when we will eat anythingRead MoreOverpopulation Is Not The Real Issue1757 Words   |  8 Pagesmore people will be poor. This is only because there are more people. The percent of people that are in poverty or without food has been steadily decreasing since the 1800s. The downward rate of poverty percentage is almost an inverse graph of the global population. While more people today are poor than those in the 1820s, a drastically smaller percentage of the total population is effected today (http://ourworldindata.org/data/growth-and-distribution-of-prosperity/world-poverty/). The sam e appliesRead MoreThe Health Status Of Rural Populations Essay1899 Words   |  8 Pagesgrew, these advantages diminished. Today, staggering disparities exist across the globe in the health status of rural populations compared to their urban counterparts, both between and within every country, making this a truly global issue. As is the case with many other global health issues, developing countries experience these inequalities with greater severity due to a lack of infrastructure and resources, especially when considering maternal and infant health. For example, in Burundi, as of 2014Read MoreGvm Exploration Limited3717 Words   |  15 PagesCase: GVM Exploration Limited TABLE OF CONTENTS Background 3 Timeline 3 Ethical Issues 3 Ethical dilemma faced by the CC 4 Ethical issue from GVMs Perspective 5 Economic Responsibility 5 Legal Responsibility 5 Social Responsibility 5 CSR Plans 6 Ecosystem 6 Conservation of Heritage 6 Courses of Actions 7 Filing for Injunction 7 Do nothing – Let other companies resolve the issue 7 Sub lease or outsourcing the project 7 Our Recommendation 8 Settle in private 8 The ProblemRead MoreGlobal Management4057 Words   |  17 PagesGlobal Business Cultural Analysis: China LaTasha Baker GRST 500/501 Abstract Since the beginning of time when Adam and Eve left the garden, people have been increasing the geographic realm of their economics, political, social and ethnicity contacts. People begin connecting with other nationalities all of the world. This relationship provide wealth and progress along with adverse disputes within the relationship of countries (MacEwan, 2001). There are many reasons why companies covet to developRead More Emerging Infectious Diseases Essay2588 Words   |  11 Pagestowards a solution to this problem. One plausible response would be to eradicate or prevent the spread of such diseases by way of new scientific and medical technology. However, the use of scientific and medical technology always tends to bring up ethical issues that must be taken into consideration and resolved. Perhaps, better worded, We are now embarking on our most daring explorations, unraveling the mysteries of our inner world and charting new routes to the conquest of diseaseÃâ€" But as w e consider

Professional Practice Role of Nurses for Dialysis Nursing

Question: Discuss about theProfessional Practice Role of Nursesfor Dialysis Nursing. Answer: Introduction Nursing is one of the most popular specialties in the healthcare profession. It is a broad area which employs a large number of practitioners. The nursing practitioners play a vital role in health care because without them, the patients cannot obtain the kind of care that they are always looking for. It is for this reason that the nurses have been labeled as the corner stone or heart of the healthcare sector. To be a nurse though, one should be adequately trained and equipped with essential skills to use in discharging the day-to-day demanding activities. Hence, to be successful, a nurse should be ready to discharge the delegated duties with lots of commitments and passion. The paper presents a critical and in-depth analysis of the roles of nurse in relation to the principles of Primary Health Care. Roles of a Nurse in Remote Nursing A nurse can perform different roles such as Dialysis Nursing, Remote Nursing, Cardiac Nursing, or ICU Nursing. Nursing is a very demanding specialty because it entails lots of activities. Upon a successful completion of a nursing course, a nurse should take an oath to be a committed professional who will discharge the duties with utmost ethics, standards, and professionalism. Once a person joins the nursing practice, they should be ready to perform a wide range of duties. Some of the fundamental duties and responsibilities of a nurse include serving as a care-giver; manager of care; Patients advocate; communicator; teacher; and decision-maker (Fairman, Rowe, Hassmiller Shalala, 2011). Each of these duties requires resilience and endurance because they pose great challenges that might, at times, be difficult to overcome. It is for this reason that the nurses should be adequately trained to be acquire important theoretical and practical skills to use in communicating, assessment, trea tment, and therapy. Primary Health Care and Its Principles Primary Health Care (PHC) is a type of service approach which focuses on the delivery of essential socially, technologically, and scientifically-acceptable healthcare services. PHC differs from traditional health care system because it emphasizes the need of providing accessible universal health care services to all the people regardless of their diversities in the society. PHC is important in the society because it advocates for the delivery of healthcare services which encompass important areas including lifestyle, environment, and accessibility to essential healthcare services. The delivery of PHC is based on the Primary Health Care principles that were developed during the Alma Ata Declaration. These principles are equitable distribution of health care services; community participation; health workforce development; use of appropriate technology; and multi-sectional collaboration. The Role of a Nurse as a Care-Giver in Remote Nursing and its Relation to the Principles of Primary Health Care One of the major functions of a Remote Nursing is to serve as a care-giver. During the training process, nursing-students are provided with skills that they can apply to handle different kinds of patients who seek for their services. However, for the nurse to manage to meet the needs of all the patients, a nurse should be empowered with appropriate practical and theoretical knowledge (Burston Tuckett, 2013). Each patient needs to be accorded different level of attention depending on the nature and degree of illness to be treated. However, for a nurse to do a perfect job, a nurse should ensure that each patient is accorded the kind of support they require in accordance with their needs. In order to execute the role of Remote Nursing, a nurse should display a high level of professionalism. This is because serving as a care-giver entails a wide range of activities. First, the nurse should be ready to assess the patient to determine the kinds of needs that should be met. As already hinted, each and every patient has unique needs which should be met by a nurse without any failures. Apart from assessment, a nurse has a responsibility of documenting the patients information and availing it for use by other healthcare providers within the team. In addition, a nurse should be ready to engage in an effective communication with the patient. When this is done, the nurse can manage to create a favorable environment for the patient (Harding, 2013). Finally, the role of care-giving requires a nurse to be ready to coordinate with other players to make rational decisions which can be relied upon to deliver appropriate interventions to help in meeting the needs of the patient. The c are-giving role of a nurse is directly related to all the principles of Primary Health Care in a number of ways. According to the principle of equitable distribution, healthcare services should be availed and made accessible to everyone in the society without any discrimination whatsoever. PHC considers all human beings to be equal people who should never be accorded unequal treatment. This principle has a close relationship with the care-giving role of a nurse (Bodenheimer, 2013). As a care-giver, a nurse should be primarily concerned with the delivery of healthcare services to all the patients. Whenever given an opportunity to attend to a patient, a nurse should always abide by the ethical principle of fairness which states that the healthcare services should be evenly distributed to all the patients without any bias whatsoever. Fairness is a very important concept that should always be applied by the nurses because it can help in promoting justice in health care delivery. Therefore, when given an opportunity to serve in Remote Nursing, a nurse should not rely on the patients racial, cultural , ethnic, religious, social class, age, or gender diversities to selectively deliver the required healthcare services to the patient (Manuel Crowe, 2014). The principle of community participation requires that the delivery of healthcare services should involve the participation of the community members. It is necessary to engage the community embers because it can help in enhancing the delivery of culturally-competent and responsive healthcare services. This principle can be applied by a nurse because it can play a significant role in the provision of healthcare services to the patients (Institute of Medicine, 2012). For a nurse to adequately respond to the needs of the patients, a nurse should be ready to seek for the participation of the community members. It can help in ensuring that the exact needs of the patient are known before appropriate measures are taken to address them (Bodenheimer, 2013). The principle can be particularly important when serving patients who believe that the healthcare services can only be effective if provided by one of their own. In this case, it can be advisable for a nurse in Remote Nursing to ensure tha t the decision-making process is collaboratively done by involving the participation of the patient and other players. The principle of appropriate technology states that healthcare providers should embrace the use of modern technology when offering healthcare services to the patient. Health care, just like any other sector, is subject to the changing trends in Information Communication Technology (ICT) (O'Brien, et al., 2014). Therefore, any healthcare provider who is committed to satisfying the needs of a patient must use modern technologies. It is necessary to do so because it is necessary for the improvement of the quality of healthcare services provided to the patients. The principle of appropriate technology is related to the care-giving role of a nurse in a number of ways. Most importantly, all Remote Nursing practitioners are required to be privy with the use of modern technological advancements in health care (Melnyk, et al., 2014). As a practitioner, the nurse should be in the fore front of appealing to the management to supply all the necessary machineries, equipments, and technology that can be used by the nurse for documentation, assessment, prescription, treatment, and management of the patients. This can guarantee quality healthcare delivery at all times. According to the principle of multi-sectional collaboration, health care services should not be offered in isolation, but unitarily by involving the inputs of different stakeholders. At the national level, the delivery of healthcare services should be manned by the department of health in collaboration with other important players like the departments of education, community organizations, agriculture, rural development, housing, and communication (Dill, 2012). Each of these sectors has an important contribution to make towards the delivery of healthcare services. For example, whereas the agriculture sector can be relied upon to eradicate nutritional diseases through the enhancement of food security, the department of education can help in advancing health promotion campaigns and the sensitization of the community members. The principle of multi-sectional collaboration can be of great contribution if applied by the Remote Nursing specialists. The adoption of multi-disciplinary approa ch can help the nurses to improve the quality of the services provided (Lamb, 2015). It can enable the nurse to share ideas, consult colleagues, and seek for referrals from experienced specialists. This is what a nurse needs if at all interested in delivering holistic care to the patients. Conclusion Nurses are some of the few healthcare practitioners who have lots of duties and responsibilities to perform. Nurses are required because they hold a significant position in PHC. There are very many roles that should be performed by a nurse. Apart from serving as a care-giver, a nurse should be ready to execute the duties as a teacher, care manager, communicator, and patients advocate. However, to effectively discharge these duties, a nurse should always be ready to operate in complain e with the PHC principles of equitable distribution of health care services; community participation; health workforce development; use of appropriate technology; and multi-sectional collaboration. A strict compliance with these principles can enhance the quality of services offered by a nurse. References Bodenheimer, T.S. (2013). Primary Care: Proposed Solutions to the physcian shortage without training more physicians. Health Affairs (Project Hope). 32: 18811886. Bodenheimer, T.S. (2013). Proposed Solutions to the physcian shortage without training more physicians. Health Affairs (Project Hope). 32: 18811886. Burston, A. S., Tuckett, A. G., (2013). Moral distress in nursing Contributing factors, outcomes and interventions. Nursing Ethics, 20(3), 312-324. Dill, M.J. (2012). Survey shows consumers open to a greater role for physician assistants and nurse practitioners. Health Affairs (Project Hope). 32: 11351142. Fairman, J. A., Rowe, J. W., Hassmiller, S., Shalala, D. E. (2011). Broadening the scope of nursing practice. New England Journal of Medicine, 364(3), 193-196. DOI: 10.3912/OJIN.Vol19No02Man02 Harding, T., (2013). Cultural safety: A vital element for nursing ethics. Nursing Praxis in New Zealand, 29(1), 4-12. Institute of Medicine. (2012). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press. Lamb, G., (2015.) Overview and Summary: Care Coordination: Benefits of Interprofessional Collaboration. OJIN: The Online Journal of Issues in Nursing Vol. 20, No. 3, Overview and Summary. DOI: 10.3912/OJIN.Vol20No03ManOS. Manuel, J., Crowe, M. (2014). Clinical responsibility, accountability, and risk aversion in mental health nursing: A descriptive, qualitative study. International journal of mental health nursing, 23(4), 336-343. DOI:10.1111/inm.12063. Melnyk, B. M., et al., (2014). The establishment of evidence?based practice competencies for practicing registered nurses and advanced practice nurses in real?world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence?Based Nursing, 11(1), 5-15. doi: 10.1111/wvn.12021. Epub 2014 Jan 21. O'Brien, A., et al., (2014). Evaluating the preceptor role for pre-registration nursing and midwifery student clinical education. Nurse education today, 34(1), 19-24.

To what extent do you agree Essay Example For Students

To what extent do you agree? Essay Thus before one begins to progress in natural sciences by forming a coherent understanding of the world, one must explore one’s own emotions. There is no absolute truth in the interpretation of art; it offers the freedom of meaning due to its dependence of emotions thus despite new technology, the progress of art cannot be judged in a definite manner because it varies from one person to another. Modern society has gravitated to simplicity as a new outlook on art and a novel method in expressing emotions. However progress is defined by individual opinion and it is subjective as to which dimension of art articulates expression better than others. We will write a custom essay on To what extent do you agree? specifically for you for only $16.38 $13.9/page Order now The traditional form of paintings such done by Pedro Campos was emotionally and visually gave more of an impression to me as opposed to art pieces made from technology generated geometric shapes arranged together. Yet contrariwise, I could find Sean Augustine’s In Vanity light and reflective sculptures using unexplored territorial art medium installation extremely compelling than acrylic paintings experimenting on color contrast on geometric shapes. Therefore modernism does not necessarily equate to progression because people have their own definition of progress in art, each moving at its own momentum. However, creating art forms to explain human emotions uses the inventions of natural sciences to project artistic ideas into concrete representations yet encourage in depth artistic thinking. The influence of new technology aid in today’s fast paced lifestyle. People have implanted the definition of art to be aesthetically beautiful and transparent in its meaning; if the message is not clearly articulated, it wouldn’t be considered art. Society has aimed to create inventions that add convenience into human lifestyle thus the birth of technology equates to progression. As a consequence, thinking becomes too much of a hassle, limiting effort; if substance in art is not an immediate given, it is nonsense. In other words, our lethargy encourages us to dismiss the subtlety of art’s purpose. Carlos Cruz-Diez’s Chromosaturations exhibits 22 cubicles of different light and color, ultimately providing a â€Å"phenomenal† color stimulus to the retina. Though the colors were visually appealing, I decided it was just a scientific presentation of light’s characteristics; however despite its seemingly simplistic exterior, it was orchestrated to show how minor cues can influence the birth of monumental ideas, emotions, and thoughts. This significant conveyance could’ve only be interpreted if effort was taken. The veiled relevance in art is progress to bring people’s mind out of our idle stupor. Art’s progression is defined by one’s individual definition of its ability to elicit emotion in a way that encourages the necessary effort thereby a thought provoking way, to understand its emotional relevance. Natural sciences’ doctrine of reason and the arts’ emotional essence creates a distinct line in progression, where one is concerned with an objective and logical betterment to the understanding of the physical world while the other aims to expand approaches and dispose of simplicity in captivating complex individual human emotions and exhibiting it to fellow humans who impose subjective meanings and effectiveness of the artwork. It is mutual, however, that they both drive to progressing in the understanding of knowledge that benefits human society. Word Count: 999 Sources Paradigm Shifts in Geology and Biology:. Paradigm Shifts in Geology and Biology. N. p. , n. d. Web. 10 May 2013. http://www. veritas-ucsb. org/library/wiester/paradigm. html. Top 10 Most Famous Scientific Theories (That Turned out to Be Wrong). Top 10 Lists RSS. N. p. , n. d. Web. 10 May 2013. http://www. toptenz. net/top-10-most-famous-scientific-theories- that-turned-out-to-be-wrong. php.

A Wrinkle In Time Essays - Time Quintet, Fiction, A Wrinkle In Time

A Wrinkle In Time Essays - Time Quintet, Fiction, A Wrinkle In Time A Wrinkle In Time A Wrinkle in Time By Madeline LEngle In Willstead town, in North Carolina strange things are happening. Do you want to know more? Well in A Wrinkle in Time by Madeleine LEngle, a wonderful writer tells all the weird things that are happening. The setting of this story is on North Carolina, at the town of Willstead in the year of 2005. One day Margaret was left by the Aliens when she was two- months old at planet Earth, and was found by the Murries, a nice couple, that had one year of marriage. Several years had passed and Margaret grew up like a normal girl. Now she has twin brothers and a Collie dog. At school everybody thinks that she is a freak, but she is a ten-year-old girl, with beautiful eyes and a lot of intelligence. She is an alien but no one knows not even her. Margaret came to Earth by a computer fraud that caused a wrinkle in time. An old woman called Mrs. Whatsit came to Earth with a job to take Margaret back. She visits Margaret and buys her nice things to win Margarets confidence. Mrs. Whatsit lived in the middle of the woods. One day a robbery had been reported to the police. It was a missing blanket and the thief was Mrs. Whatsit because she needed a lot of warmth because planet Earth was too cold for them. The Tesseract that is the name of the species that Margaret and Mrs. Whatsit belong to. At school some rare people that were the same species of Margaret went to do a contest. Margaret won the contest but this was no contest this were a series of exams that they had to do to Margaret to see if she could live in her home planet and see if she was fit to live there. Mrs. Whatsit was there and after the exams she sat down Margaret and started telling everything about her species and how she got here. At first Margaret didnt believe it but afterwards she started understanding all the things she had passed through all alone with no one that could understand her. Mrs. Whatsit tells Margaret if she wants to go back where she is supposed to be and she stayed thinking and told her she would tell her later. Each day Mrs. Whatsit and Margaret went together to the park and Mrs. Whatsit told her everything about their planet. The Murries had planed a trip to the beach but Margaret preferred to stay at home; that was the perfect moment to take Margaret to see their planet. Mrs. Whatsit took out from her purse a small device pointed it to the sky and it opened like a tunnel that lead you exactly where you belonged. Suddenly they arrived to a beautiful green village that later on she could remember it whenever she wanted by closing her eyes. The people were kind of strange but very generous to the people they knew. It was time to leave and the next thing she remembered was the green. A month had passed and Margaret was ready to leave planet Earth she was writing a thank you note to the Murries because they wouldnt understand anything that was going on. Mrs. Whatsit was ready to leave. She was tired of wearing all those coats. They left the planet, now they were at home; she visited the tumbs of Her real parents every now and then. The problem with her original planet is that one month there is one year on Earth. Mrs. Whatsit and Margaret visit Earth every two months to see how the twins are doing, they are now eighteen years old, and Margaret is still twelve. My favorite part is when Margaret decides where she is going to live because this is an important decision to take when you are only ten years old. Her decision was very wise because there she would fell confortable with the people that surround her. My favorite part is when Margaret leaves the note for the Murries because I think that she had rather explained to them because in some way they would understand so that they had picked

Colleges vs. Conservatories for Music Majors

Colleges vs. Conservatories for Music Majors When it comes to higher education, prospective music, and theater arts majors have three choices. They can attend a conservatory, try a university or small, private liberal arts college with a strong performing arts department - or opt for that happy medium, universities with conservatories. There are so many decisions and schedules to ponder when applying to college as a music or theater major, but this ones crucial. Here Are the Differences Some large universities, including UCLA and the University of Michigan, boast strong music departments and all the benefits and lifestyle choices a large university offer  Ã¢â‚¬â€œ football games, Greek life, dorms and a wide variety of academic courses. But music majors who dreamed of a math-free existence may be in for a rude surprise. Double check the general ed (or GE) requirements before holding that no-calculus celebration.By contrast, small college-level conservatories such as the Manhattan School of Music, Juilliard and the San Francisco Conservatory of Music focus exclusively on the arts. Everyone is a music or theater arts major, and competition, even after admission, tends to run high. In addition to music, theory and music history courses, students take humanities and writing classes. Some conservatories offer foreign language and/or music business courses, but you won’t find Anthro 101 here or sports (although some conservatories have arrangements with nearby un iversities – Manhattan School of Music students, for example, can take English at Barnard College across the street, and they can use the athletic facilities at Columbia). You won’t get the prototypical â€Å"college experience† here – no frats, no â€Å"Big Game.† And watch out for housing issues. Manhattan and Juilliard have dormitories, but Mannes’ housing is spread out over New York City, and the SF Conservatory has no dorms at all. Check out this list of the top 10 conservatories in the U.S. And finally, there is the conservatory within a major university option. The Thornton School at USC and the University of the Pacific, for example, have conservatories on campus, which give students both the intensity of the conservatory experience and that sense of â€Å"college life.† For some, it becomes a balancing act. Some students have trouble balancing their GE requirements with the considerable conservatory commitment, but it depends on the school and the individual. Visiting the schools and taking a look around are essential steps in making a decision. But start by doing some preliminary research online or at one of the performing arts college fairs hosted by the National Association of College Admissions Counselors at venues across the country. Check out the College Fair 101 survival tips before you go.

Discussion week 8 The Importance of Social Media and Web Analytics Assignment

Discussion week 8 The Importance of Social Media and Web Analytics - Assignment Example As mentioned, Salina was noted that the key ingredients to her success are: â€Å"quality content, the building and nurturing of an audience, and findability† (Robson, 2012, p. 4). Two of the social media methods that Salina used are: (1) partnering with YouTube; and (2) promoting her instructional videos through Do-It-Yourself (DIY) sites, like CutOutAndKeep (Robson, 2012, p. 3). The partnering with YouTube proved to be instrumental in enhancing awareness, access and viewership to her target audience. On the other hand, opting to promote the videos through DIY sites was deemed to be contributory to acknowledgement of her skills and talents as a craftsperson. Posting her instructional videos in these social media sites provided the opportunity for Salina to catapult to fame and to be known in the arts and crafts endeavor. 2. From the scenario, prioritize the most significant components of a social media campaign according to the level of influence each could have on the new product launch. Examine both the social media tools that will provide the highest return on investment (ROI), and two (2) key performance indicators (KPIs) that one could use to measure success. Provide a rationale for your response. From the scenario, it was noted that the most significant components of social media campaign according to the level of influence each could have on the new product launch of the tablet are: (1) word of mouth (W.O.M.); and (2) social networks. The social media tools that could provide the highest return on investment (ROI) would therefore depend on accurately identifying the goals of the marketing campaign and to ascertain how much funds or resources have been spent (amount of investment) to generate the targeted return (Developing Social Media Campaigns for the New Product Launch, 2014). Thus, to measure the ability of generating the highest

Health care Research Paper Example | Topics and Well Written Essays - 1250 words

Health care - Research Paper Example One of the most industrialized nations in the world, the United States is not safe from this predicament either. The health cover plans that are in place are varied and take care of certain groups of individuals leaving out others. One group that is catered for in the various schemes is the workforce or rather the labor market, and this group has a great impact on the effectiveness of healthcare. This paper will be a discussion on whether the changing labor market in the United States has an impact on universal health care. A universal health care system refers to one specific provider of health care to the whole nation. This is a system that is governed by the same rules and takes care of individuals from all walks of life; an example could be the government taking care of all health care needs of its citizens. However, this is not the case in the United States, various health insurance institutions exist, each of them providing covers for different subgroups of the population (Madrian 138). Health insurance may be provided as a condition of employment, but sometimes it is provided when individuals are not employed or when on a part time job. Despite the fact that all these health insurance providers exist, the most significant health insurance providers are employers. These are followed by the government that provides 16.8 percent of the cover for the non-elderly population. Medicare is the largest government health insurance program, it provides cover for individuals that are above 65 years, as well as those that are below this age but are disabled, therefore eligible for social security insurance (Madrian 139). With the population of the United States composed of individuals that are mainly below 65 years, employees remain the dominant providers of health care coverage programs. With the need for proper health cover, many people in the United States strive to find proper and permanent jobs. This is with regard to the

Closing the Gap Between Science and Ethics Essay Example for Free

Closing the Gap Between Science and Ethics Essay The rapid development of nanotechnologies has already become the distinctive feature of the postmodern technological reality. Societies live in the atmosphere of the rapid technological advancement, and new technological achievements and small revolutions are no longer a surprise. Nanotechnologies have a potential to become the source of revolutionary waves in contemporary society. The effects of such revolutions, however, will depend on how well the existing scientific, political, economic, and social institutions can mediate the society-nanotechnology relationships and whether they can promote public acceptability and positive expectations regarding nanotechnology. The current state of science is characterised by the growing gap between nanotechnologies and ethics. Equity, privacy, security, and environmental aspects remain the issues of the major scientific concern. Today, professionals in nanotechnology need to reconsider the basic standards of their scientific performance and develop effective cooperation frameworks, which will help societies meet their ethical needs and will speed up the integration of nanomaterials with all spheres of human development and growth. In his article, Douglas Parr asserts that nanotechnologies are likely to produce a revolutionary wave of innovations in society. That nanotechnologies are breaking the ice of scientific illiteracy in the postmodern society cannot be denied. To a large extent, nanotechnologies mark the beginning of a new stage in the society’s movement toward scientific and human perfection. Recent advancements in nanotechnology confirm the need for the scientific community to develop effective cooperation ties with the rest of non-scientific population, and there are several reasons for that. First and foremost, research and advancement in nanotechnologies have resulted in the major advances in material science, microscopy, and better understanding of the borderline between quantum and classical physics, which produce significant effects on society. Second, nanotechnologies will lead to a major revolution and produce serious scientific and social shifts in society. Third, the most developed countries readily integrate nanotechnologies with their innovation systems and consider nanotechnologies as the basic driver of wealth creation. Fourth, numerous nanotechnology applications will be introduced into the market. In this atmosphere, society must familiarise itself with the recent advances in nanotechnology. Moreover, society must realise that nanotechnologies can be equally good and bad. As a result, the question is in how to obtain the good of nanotechnologies without the bad and whether it is possible at all. Unfortunately, the current state of nanotechnologies makes it difficult for scientists and society to distinguish the good effects of the nanotechnological revolution from its negative implications. The problem is not only in that â€Å"debates about nanotechnology from governments have been dominated by the simple metric of the amount of money being put into nanotechnology for international competitiveness reasons. † The problem is in that a large gap between ethics and nanotechnologies exists and influences negatively the development of the postmodern science. The number of scientific publications on nanotechnologies rapidly increases, but the number of publications that discuss ethical and social implications of nanotechnologies is at least scarce. The funds available for ethical research in nanotechnology are not being used. The lack of effective dialogue between granting bodies, research institutes and the public may turn nanotechnologies into the source of devastating effects on society. More often than not, research institutes and public bodies do not realise that nanotechnology is associated with a whole range of ethical issues. These issues cover equity, security and privacy, ethical implications, and even metaphysical questions. One of the first questions is who will benefit from nanotechnologies and how these benefits are to be distributed among society members. Nanotechnologies have a potential to reduce and resolve the most difficult social controversies, including poverty and animal species extinction; however, this is possible only in case the products of scientific evolution are managed properly. Security and privacy are also among the issues of serious scientific concern. Nanotechnologies will contribute to the development of radically new weapons and surveillance systems; and people must decide how it will protect individual privacy against the presence of near invisible surveillance mechanisms. The effects of nanotechnologies on the environment are yet to be discovered. The incorporation of artificial materials into human systems requires profound ethical and social analysis. To ensure that nanotechnologies work for the benefit of the whole society, a close dialogue must exist between research institutions and the public. Such dialogue will allow prioritising the most important areas of technological research. Such dialogue will also let scientists justify the choice of the most important research areas against direct determinations of societal and public aspirations in these areas. Social and ethical implications of NT research are easy to address through appropriate funding, the development of large-scale interdisciplinary research platforms, intersectional approach, the involvement of developing countries in NT research, as well as the continuous engagement of the public in all major aspects of NT evolution. These changes will reduce the negative potential of nanotechnologies and will turn them into a successful instrument of meeting the most sophisticated society needs. Conclusion The rapid development of nanotechnologies has already become the distinctive feature of the postmodern reality. Unfortunately, the current state of nanotechnological research is characterised by the growing gap between science and ethics. Society lacks resources needed to familiarise itself with the bad and good sides of nanotechnologies and to reduce their negative potential. Today, scientists must engage in a close dialogue with the public and actively engage the public into NT evolution and research. Appropriate funding, interdisciplinary research platforms and intersectional analysis will help to reduce the existing gap between nanotechnologies and their ethical implications. BIBLIOGRAPHY MNYUSIWALLA, A. , DAAR, A. S. SINGER, P. ‘Mind the gap’: Science and ethics in nanotechnology. Nanotechnology, 14: 2003: R9-R13. PARR, D. Will nanotechnology make the world a better place? Trends in Biotechnology, 23(8): Aug. 2008: 395-398.

Jack London Square Essay -- Personal Narrative Oakland Essays

Jack London Square The Golden Gate Bridge in San Francisco, the Gothic architecture of the University of Chicago, Mardi gras, the Great Wall of China--all are highly visible landmarks, characteristics, or events that are emblematic of a particular place. In a more subtle way, there are other "landmarks" that are less recognizable but nonetheless suggest a specific place. Perhaps it is the local mall, or spring tulips in your garden, or abandoned warehouses, or an annual Fourth of July parade or October pumpkin festival. Write about a landmark, characteristic, or event that suggests to you a specific place. Down around the intersection of Broadway and Embarcadero, between the chimneys and the channel, lies one of the few scenes that Oakland displays with pride to the outside world. It is Jack London Square, a ten-block area occupied by shops and offices, which looks out on the Alameda Channel and, beyond it in an appropriate direction, on San Francisco Bay. It is the site of numerous happenings, from the weekly Farmers’ Market to the Fourth of July fireworks, and for the remaining time it somehow maintains an air of hospitality — even festivity — foreign to most of the city. But to me, the Square is more than a physical location; it has a variety of connotations, all somehow connected to Oakland. It is not accurate to say that Jack London Square is a symbol of Oakland; rather, it is a gathering place for a variety of individual representatives of the intellectual and economic mediocrity on which the city frugally survives. To one side is the Port of Oakland, the heart of the city’s commercial significance; it somehow irritates me that this metropolis of 400,000 functions as a distribution center, a mer... ...ironment, and to find the same sort of indicators of the social and cultural entity that constitutes whatever other city as I have done in Oakland. What I experience is perhaps nothing more than a form of academic interest. Just as I have tried to expand my academic experience — while focusing on mathematics, I have also taken interest in chess, CX debate, and programming, among other things — I want to know other places as well. I am not an inseverable part of Oakland. But it is a part of me, a fragment of my experience and my identity. Years from now, after I have finished college and graduate school, perhaps long after that, it is quite likely that I will return to Oakland. I will make the pilgrimage on foot to Jack London Square. And I will sit at one of the outdoor tables of the Barnes & Noble Cafà ©, sipping an Italian soda, and remember what Oakland is.

Land Rover North America Case Analysis Essay

3. Product Differentiation: What is the typical SUV consumer? An SUV consumer is typically a male between the ages of 35-49. He is likely married but does not have children yet. His has probably completed part of college, or is a college graduate. He typically has an occupation other than being self-employed or a professional/managerial job. The household income of an SUV consumer is just below $50,000 a year up to $74,999 a year. Their most important reason for selecting an SUV is its four-wheel drive capability. They mostly use their SUV for running daily errands and transportation to/from work. They also use their SUV for pleasure driving. Research showed that SUV consumers in the 1990s wanted both real and fantastical experiences, instead of being concerned about status symbols or the collection of possessions that showed wealth and prestige. According to Yankelovich Monitor survey about retail shopping satisfaction, consumers dislike shopping for cars the most. Car shopping was ranked the most anxiety provoking and least satisfying of any of the retail experiences studied. 5. Brand Positioning: What are the three brand positioning alternatives from the case? What are the pros and cons associated with each alternative? The first brand position that was briefly considered for the Discovery was the position of being The More Affordable Range Rover. The benefits of this positioning were that they could use the established Range Rover brand that SUV consumers in America understood and trusted, but for a more affordable price. They decided against this brand positioning because of the experience they had with the Range Rover Hunter. In focus groups that they conducted, it seemed that there was a market for a less appointed vehicle so they created the Range Rover Hunter. But after the Hunter was introduced to the market in 1989, they realized that consumers viewed the Hunter as a â€Å"cheaper stripped down Range Rover† and it ended up being a failure. The second brand-positioning alternative that was considered was positioning the Discovery as The Definitive Family 4Ãâ€"4. Positioning the Discovery this way would stress the credentials it had and portray it as a versatile family vehicle with top of the line safety qualities and 1990s style. The benefits of positioning the Discovery this way was that it focused on the market segment that was looking for a vehicle for their family, which was different  from how they positioned the Range Rover, so they were reaching a total new audience. The negative aspects of this brand positioning was that they might be alienating the consumer base that they had already created with the Range Rover because that audience was looking for more of the rugged off-roading brand. The third brand-positioning alternative that was considered for the Discovery was the position as A Logical Evolution of the Legendary Land Rover. Positioning the Discovery this way would make it look like the latest generation of the authentic 4Ãâ€"4 brand, and stressed ruggedness, off-roading credentials, and brand heritage in the advertising. This positioning would make the Discovery the all-purpose centerpiece of the product line. The benefits of positioning the Discovery this way was that it still had the same feel as the rest of the Land Rover vehicles, but was more versatile in its uses. The negative aspects of this alternative was that it was a lot like the brand positioning of all Land Rovers other vehicles and different offer any new versatility to the brand and was marketing to the same audience that they had been with all the other vehicles. 6. Strategies for Growth of a Niche Brand: What strategic considerations are involved in moving this brand forward? HINT: Your recommendations for moving the brand forward (and allocating funds, retail strategy) must be consistent with your positioning strategy. Think about how you want your target market to perceive your product. After considering the different options of strategic plans discussed in the case, we have decided on several strategies that we would recommend as the best way to keep the brand moving forward. We believe that the best brand-positioning option is positioning the Discovery as A Logical Evolution of the Legendary Range Rover because advertising the Discovery this way would make it the latest generation of the 4Ãâ€"4 brand and would be targeted towards the market segment looking for ruggedness and off-road capability, while maintaining the familiar brand heritage and reputation (pg. 8). We have several recommendations for allocating funds across marketing mix  elements. We recommend that advertising for the Land Rover brand should be around 30% of the marketing budget and the advertisements themselves should be focused more on individual models in the Land Rover line, with an equally distributed level of support for each of the vehicles in the line. Advertising this way will support our brand position because it will show the evolution of the vehicles within the Land Rover brand. Our recommendations for corporate sponsorships and public relation programs is to continue the Camel Trophy Sponsorship and showcase the Range Rover at the event to showcase the most popular vehicle within the models available under the Land Rover brand. The â€Å"La Ruta Maya Expedition† is the only other major public relation campaign that we would recommend continuing with because it is different from the campaigns that have been used in the past, which will help support, the new evolved branding position. When it comes to experience marketing programs, we recommend that Land Rover decrease the amount of spending used on these programs because the programs barely break-even and often are operating below capacity (pg. 12). We would, however, recommend expanding these experiential marketing programs beyond the driving schools and focus more on newsletters and creating a site on the World Wide Web. We believe that the funding used on auto shows, dealer and employee training programs, and consumer research activities should be continued because these are fundamental parts of marketing and are still important moving forward with the new brand positioning (pg. 11). Although we do believe that the concept of the Land Rover Centre could be a great move for the Land Rover brand in the future, we wouldn’t recommend implementing this concept at this time for several reasons. First, creating a new brand imagine should be the main focus of every decision that we make, and even though the Land Rover Centre could support the new brand image there are less expensive and less risky ways of supporting the new evolved brand image. Second, many dealers feel that Land Rover’s sale levels are not high enough to justify the $2 million investment risk (pg.13). Lastly, the Land Rover Centre concepts requires that the dealer network would have to be significantly increased, which would deteriorate the many benefits that they have by having exclusivity in the marketplace (pg. 13).

Baby Boom

Baby boom is generally referred to the 18 years period from 1946 to 1964 that saw the birth of around 76 million babies in the USA. Today the baby boomers forms almost one third of the total American population and they have been instrumental in changing USA in cultural, societal and political ways (Russell, 1987, 27). Baby boomers have been different from their preceding and succeeding generations in their philosophical and political outlook and hence critically affect the US policy as they mature and take important posts in academic, political and business realms.Baby boomers: Social and Political Outlook As the baby boom generation approaches middle and older ages, its voice and opinion would carry tremendous weight in affecting US policy and politics trends (Boulard, 2000). As the baby boom generation is generally affluent, politically and socially conscious and a distinct philosophical outlook, they carry a very powerful voting force with them, compelling state legislators to li sten to them.Baby boomers carry the crucial political weight more because the generation X, the generation that is in its 20s and 30s today, lacks enough political enthusiasm and motivation to seriously consider their voting rights. On the other hands, the maturing and graying baby boomers have started to show better understanding of social causes, taxes, and education and hence become active participants in construction of political voting patterns. Older and Younger Baby Boomers Baby boomers, being born over a period of 19 years, do not constitute one single generation.Instead, they are two distinct blocs within the baby boomers themselves, that have traditionally differed in their attitude and outlook major issues affecting politics and society. Baby boomers born between 1946 and 1955 are called as older baby boomers, while those born after 1955 to 1964 are referred as younger baby boomers. Older baby boomers have inclined to be less materialistic, more philosophical, drawn to so cial causes and have advantage over younger generation in taking up best jobs and greater economic prosperity.On the other hand the younger baby boomers have been typically hard boiled, concerned with money, less interested in social and political cause and preferred leisure over work (Russell, 1987). However, despite their ideological differences, together baby boomers constitute a massive force with huge economic leverage and power in shaping USA’s destiny. According to MetLife Mature Market Institute’s Demographic profile of American baby boomers, the baby boomers have combined annual spending power of more than $ 2 trillion, making them economically and financially most well off segment in USA.Future Implications By 2030, the baby boomers will be in the age group from 66 to 84, making up 20 % of the total American population. With their immense economic power and concern about their old age security, they will cast determining affect on government policies. It is n atural to expect that the aging baby boomers will support a government that is more attuned to their aging needs, security, health- care services, insurance services, tax rebates structure, pension policies, and issues concerning welfare of their families and children.Baby boomers, have a full spectrum of political views. As a group they have shared values of their parents, they are generally patriotic, and moderate in their social views. They voted two to one for Ronal Reagan in 1984 presidential elections (Light, 1988). In general baby boomers would be against the baby buster generation that succeeded them and each one of them would claim to generational identities and form distinct political block (Torres Gil, 1992, 137).It is likely that baby boomers will display generational identification and cohesion and hence the competition they are likely to enter with the younger generation would be along electoral strength and taxation. With their 76 million votes, it is unlikely that th ere is any conceivable political force can afford to overlook their demands, if they decide to vote on common issues affecting them (Torres Gil, 1992, 137). Reference Boulard, G. (2000). Challenges of a New Century. State Legislatures.Volume: 26. Issue: 1. Publication Date: January 2000. Page Number: 12. Demographic Profile. Mature Market Institute. Accessed on web 11. 14. 2006. http://www. metlife. com/WPSAssets/34442486101113318029V1FBoomer%20Profile%202005. pdf Light Paul. Baby Boomers. New York: W. W. Norton & Company, 1988. Russell, C. (1987). 100 Predictions for the Baby Boom: The Next 50 Years. Basic Books: New York. Torres-Gil, F. M. (1992). The New Aging: Politics and Change in America. Auburn House Paperback: Westport, CT.

Julius Cesar essays

Julius Cesar essays Julius Caesar is one of the most famous people in world history. He was a very interesting man. It was Caesar who changed the way that the Roman government worked. He was also a great warrior and claimed a great deal of land for the Roman Empire. Julius Caesar was born on July 12th or 13th in 100 B.C. His father died when he was 16 years old. Soon after this he was married. In 84 B.C. he married Cornelia, the daughter of Lucius Cornelius Cinna. In 82 B.C., after some troubled debates about his marriage to Cornelia, Caesar left Rome to spend time in the military service in Asia and Cicilia. He returned in 78 B.C. He soon left again and travelled to Rhodes to study. During his journey he was captured by pirates. While he was being held hostage he convinced these pirates to raise his ransom higher, which increased his importance to the Roman people. When he was returned to Rome in 73 B.C. he put together a small naval force and went out to find the pirates who captured him. When he found them he crucified them and left them to die in the hot Mediterranean sun. In 68 or 69 B.C., Caesar was elected quaestor. Soon after his wife died he married Pompeia, a relative of Pompey. From 65 B.C. to 62 B.C. he was elected to several different offices. Caesar was making a very big name for himself in politics and after a scandal he divorced Pompeia. In 61 B.C. Caesar was made governor of Spain. When he returned to Rome the next year he formed the first triumvirate with Crassus and Pompey. Pompey and Caesar became very close when Pompey married Caesars only child, Julia. In 59 B.C. he married Calpurnia. The following year he was appointed governor of Roman Gaul. During the next eight years Caesar successfully conquered Gaelic Gaul to the north. Following the death of Crassus, in 53 B.C., Roman politics changed ...

Quality Essay Writing Do You Need Proofreading or Editing

Quality Essay Writing Do You Need Proofreading or Editing Quality Essay Writing: Do You Need Proofreading or Editing? When writing an essay we understand there are many factors you must consider. But when you opt for using a writing service to get some help with polishing your writing, a critical factor to consider is the difference between proofreading and editing. Knowing the difference between these correcting processes, and what to expect from each service will help you obtain the essay you desire. Academic services can vary in price and nature. In order to best manage your expenses and expectations, we would like to take a moment to explain the difference between proofreading and editing. This will assist you in choosing the service you need. Most people employed in the writing professions realize that an edited document will still need proofreading. Editing deals with issues of style and flow, whereas proofreading relates to grammatical correctness, spelling and punctuation. The Mechanics of Proofreading Proofreading is usually reserved for the final draft of a document before it is printed, submitted or published. Proofreading generally takes place after editing so that all final corrections can take place, including corrections to the edited material. Proofreading covers three basic areas; spelling, grammar and punctuation. It also includes typos and in some cases, the regional use of language.   In order to interpret a proofread document you should familiarize yourself with proofreaders’ marks which can be found using a Google search. Proofreading and editing require a different mindset as proofreading, as a task, is very literal and relies on rules and regulations. Editing requires creative and critical thinking and uses a different area of the mind to accomplish the task, making proofreading and editing very hard to accomplish at the same time. The Art of Editing Editing is an art which deals with enhancing the style and flow of the written piece. Editing does not occur at the end of the writing process. Since it deals with style, it makes sense to use an editing service while the writing is underway, after you have your main ideas solidified. Editing can include condensing ideas, clarifying thoughts, rewriting sections and making sure the ideas expressed make sense. An editor will focus on keeping the writing concise and understandable, ensuring the document has a logical flow and progression. They may move pieces of the writing around, cut out redundant material and even have the license to add material as they see fit. Because editing takes creativity, critical thinking, rewriting and more effort then proofreading you can expect to receive a higher quality paper if editing is used before proofreading. You can also expect the price of editing to reflect the work it involves. As the saying goes â€Å"You get what you pay for†, and it applies in writing just like in any other industry. Quality essay writing necessitates editing and proofreading. They are both important components of the writing process. If you are confident in you grasp of English and have consistently received high marks for your writing style from teachers and professors, you may benefit from the time savings found with proofreading alone. If you find writing is not your strongest subject, or if you are a non native English speaker, you will likely benefit from both editing and proofreading services. At you can order quality custom essays written by top-rated academic experts.

Influence of Exchange Rate regime on Effectiveness of Monetary Policy Essay

Influence of Exchange Rate regime on Effectiveness of Monetary Policy - Essay Example According to Cespedes, Chang & Velasco (2002, p. 1), â€Å"this kind of a model treats the financial markets and international capital mobility as perfect.† Therefore, by using this model to explain the effectiveness of a monetary policy, we would be making an assumption that capital mobility and financial markets are perfect. A country can apply either a fixed exchange rate regime or a flexible exchange rate regime in its monetary system. These two regimes differ both in their characteristics and in applicability. Unlike a flexible regime, a fixed regime has an automatic monetary policy response that the monetary institution has little influence on (Klein & Shambaugh 2010). However, they both define how the currency of a country exchanges with currencies of other countries. According to IMF (1988), exchange rates influence capital flow in and out of the country. Therefore, since the exchange rate regime adapted would influence the exchange rates then it would influence the ca pital flow in and out of the country. A monetary policy affects the money market of a country. This type of policy is crucial in finding a solution to economic problems. Its basis is the supply of money rather than the terms and rates of trade (Jain & Khanna 2007). Therefore, the monetary institutions design this kind of a policy to control either the amount of currency in circulation or the cost of a currency relative to currencies of other nations. However, in controlling the amount of currency in circulation and cost of a currency, the policy should control the terms and rate of a trade in a country. That is now where the issue of the effectiveness of a policy comes from. An effective monetary policy is one that has the capacity to control terms and rates of trade thus controlling the economy of the country. The three lines in the IS-LM BP model are the open IS curve, the open LM curve and the BP curve (Chamberlin & Yueh 2006). Although we use the word ‘curve’ to men tion them, in a diagram they are represented as straight lines. We can use this kind of a model for different purposes one of them being the analysis of a policy. When we use this model to analyze a policy, each of these curves would represent a different aspect of the policy that can identify its effectiveness. In this case, what we would be interested in is the intersection point of the lines in the model. Below is an illustration of this type of a model retrieved from the internet. Diagram of the IS-LM BP model (Deardorff 2010, p. 1) Each line in the diagram above is a representation of an aspect of a monetary policy that we aim to analyze. We can observe from the diagram that all the three curves intersect at one point called the equilibrium point. We can use these lines to explain how a monetary policy affects the economic activities of a country and thus draw a conclusion of its effectiveness. According to Furstenberg (1984), international exchange of national money and moneta ry equilibrium are the main causes of the effectiveness of monetary policy. We could use the IS-LM BP model to represent and interpret these aspects of the monetary policy. The intersection of all the curves in the model represent the monetary equilibrium while each of the curves represent an aspect of international exchange of national money. The nature of the curves, its shifts, and their point of intersection depend on the

Teen pregnancy Essay Example | Topics and Well Written Essays - 500 words

Teen pregnancy - Essay Example In relation to the idea of making valuable ideas, my stand in this case will significantly focus on the cons of teen pregnancy as opposed to the pros. Teen pregnancy may be viewed as something profitable to mothers since they are considered to be a milestone ahead in the reproductive category and thus considering teen pregnancy not as an immoral action but as an action of negligence of failure to take actions (Arai, p.199). However, the cons are so alarming than the pros. For instance, early pregnancy has a higher percentage of causing obstetric complications which most often than not result into complications in the newborn (Baker p, 81). Again, people in different cultures in the world especially on the religious point of view agree that a child is a blessing, but the truth is the bearer will be economically affected. Take for example a young girl who happens to get unplanned pregnancy instead of going on with her education, the implications are that, she will have completely disoriented her life both socially and academically, since she is most likely to find problems in planning anything (Wakle, p,105, 107) further notes that the teen in question will be in deep stress of wanting to terminate the pregnancy or not to as well as pressure from her parents who always would want her to continue with her studies. Moreover, another disadvantage of teen pregnancy is that teens who have been affected end up living as social handicapped since they end up living as single mothers (Hoffman p, 52). Economically, they are more vulnerable to living under the line of poverty as indicated by Hoffman (P, 52) who further argues that statistically, bearing a child at an early age results in to the social effects under the economic trends.They live so poorly with a lot of stress of making the ends meet. Academic wise they either decide to bear the responsibility of having the

Competitive Advantage Research Paper Example | Topics and Well Written Essays - 1250 words

Competitive Advantage - Research Paper Example Companies can only achieve and sustain competitive advantage if only their services and means of delivering them demonstrate crucial attributes that correspond to the crucial purchasing criteria of a crucial group of clients. Similarly, sustained competitive advantage results from the long-term difference between goods and services of one company and the products of its rivals in the customers’ mind. In the modern business environment, companies compete in a dynamic and challenging environment that has been changed by various factors ranging from globalization, uncertainty, abrupt changes to increasing information technology uses (Whitley, 2007). Therefore, attaining and sustaining competitive advantage is the main concern in the mind of many leaders in the competitive and moderately growth markets that characterize various modern businesses and competitive advantage sources are of crucial interest for many organizations in the modern business. ... Core competencies are crucial for organizational competitive advantage and performance as they imply the abilities and skills for effective resource deployment through the processes and tasks of an organization. It is a cross-functional capabilities combination and coordination, for instance, a competency in development of products in one part of the firm may be a result of an integration of capabilities of systems of information management, marketing abilities and product and service production capabilities in that division. These capabilities are fundamental to an organization attaining competitive advantage (Dosi, Nelson, & Winter, 2000). When analyzing core competencies of an organization, managers should realize that competition among organization is a race for mastery of competence to secure market position and power. Core competencies are increasingly crucial organization’s ability because of its relevance to the prosperity of the organization in the marketplace. The co mpany can use its competencies to develop their unique products and services and market them to gain more profits than their competitors. Similarly, choosing people with required skill and expertise, upgrading or expanding employee’s capacities through training enhances the competitive advantage of the company. As the experience builds up the organization reaches the level of its ability to carry its activities effectively, at a manageable cost and the capacity to start converting it into the true competitive advantage. Organisational resources and capability is crucial competitive advantage source for the success and growth of the organization in the marketplace (Porter, 2004).  Ã‚  

Models of Inclusion in Education

Models of Inclusion in Education Introduction This paper focuses upon inclusion as an international issue. It is structured in three basic topics. Firstly, there is a description of models of inclusion mainly implemented in the U.S.A. Then, there are presented the barriers for greater inclusiveness with some examples of schools from New Zealand, from the States and Northern Ireland. Finally, there are described some solutions, proposed by recent literature, aiming to overcome the barriers and achieve education for all. Main Body Defining Inclusion Searching through the literature, numerous authors describe the term inclusion via different definitions. This explains the various ways inclusion can be seen. A large amount of information has been provided through definitions for its purpose, its philosophy, its emergence as a rights issue as well as a social one. In this paper, inclusion will be examined as an educational issue and the terms inclusive school, inclusive system, inclusive education are used alternatively. As such an issue, it could be claimed that inclusion is about a philosophy of acceptance; it is about providing a framework within which all children- regardless of ability, gender, language, ethnic or cultural origin- can be valued equally, treated with respect and provided with equal opportunities at school (Thomas, Walker and Webb, 1998 :15). Inclusive education stands for an educational system that includes a large diversity of pupils and which differentiates education for this diversity (Pijl, Meijer, Hegarty, 1997: 1). Inclusive education is an unabashed announcement, a public and political declaration and celebration of differenceIt requires continual proactive responsitiveness to foster an inclusive educational culture (Corbett and Slee, 2000: 134). Inclusive schools are defined as those that admit high proportions of pupils with SEN (Dyson et al.2004: 10). The definitions above are just a small sample of the different approaches to inclusion estimated as an educational aspec t. Models of inclusion Changing a school into a more inclusive one is not an easy case. It constitutes a whole reform in order to have a lasting meaning for everyone engaged. This reform has been presented through some models of inclusion, which do not appear as panacea. They do have both advantages and disadvantages but tend to lead to a more reconstructed education. We could categorize these models to the ones promoting part-inclusion and the ones promoting full-inclusion. I will describe below models from both categories, which have been implemented in schools in the U.S.A. According to Zigmond and Baker (1997), self-contained classes and resource rooms in regular schools constitute models of part-inclusion. The first one depicts mainly a tendency for integration that has to do with the placement of children with SEN. The perception that they are in need of a different curriculum from their peers restricts their participation only to lesser activities. The teacher of the regular class needs a professionals guidance but the model still seems to be ineffective due to the low expectations the teacher has from pupils with special educational needs. The second one detaches from the regular classroom the children who need support in order to receive it from a special education teacher, who will teach them on obtaining basic academic skills or also on acquiring learning strategies. The results are dual because on the one hand the students self-esteem tends to follow an upward trend but on the other hand (s)he not only misses the opportunity to attend what the rest of the class is being taught during his/her absence but also there is incompatibility between the methods followed in the two classrooms. Having as a target to incorporate both special education and the pupils to whom it refers in the mainstream school, the two authors above suggest two full inclusive models: the Collaborative Teaching Model (CTM) and the MELD one (Zigmond and Baker 1997). In the classroom where the CTM model takes place, there is collaborative spirit between the teacher of general and special education. Through their daily contact they decide who will teach what, they teach together and they both aid all the pupils. As a result, the teaching procedure becomes more productive due to the fact that each teacher is responsible for a smaller number of children. Apart from this, a classmates support is also available to the child with SEN through the study- buddy system. As far as the MELD model is concerned, it is a broad reform as it engages the whole school in the inclusion effort. It encourages all children with learning difficulties to attend the general school no matter their performance. The special education teacher has a peripatetic role but the time he will spend in a class depends on the number of children with learning difficulties. There are weekly co-planning meetings but the disadvantage of the model is that the special education teacher has so many duties that (s)he has no much time left to pay the essential attention to pupils who really strive to attend the mainstream school. That is why their parents have to pay for extra tutorials or to choose another school environment for their child. Montgomery (1996) describes six of the several full inclusive models that can be implemented in a classroom framework. The first one reconstructs the traditional tension according to which interdisciplinary support was given in a separate class. Now all this personnel is an integral part of the class but can still offer more individual assistance when needed. The second one is a collaboration of coexistence of a general education class with a special education one of the same age. When that happens, two or more teachers share their experience and skills, one around curriculum and the other around support and vice versa so co-teaching becomes a fruitful process. The third full inclusive model encourages liaison mainly among general education teachers. There can be in a class a variety of special education needs, so the teacher can receive help from the rest of the staff teaching the same grade. Moreover, there is a timetable designed by paraprofessionals, who itinerate is it mostly needed. So, the last ones do not need to be there in a continuous basis but instead cooperation among teachers and group teaching can be a really helpful combination. Consistency is the key in this group. That means that when children move to next grade, it is essential the same function to be adopted so as to assure that there will be an alignment in the teaching method. The fourth model refers to older children especially ones of secondary education. Compared to the rest of the children, pupils with SEN have the opportunity of making three choices instead of two. So, apart from core and elective modules they can also attend support centre. The aim of this model is equal support to be offered both during core and elective modules and not let a child restricted in the resource room with just some visits to the regular one. To continue with the fifth model, there is a student support centre in the school, the scientific team of which not only offers support on an individual basis but also collaborates with teachers of regular class. This model offers extended contact between special educators and children as support is not only provided in the centre but also in the class or on a group basis but the criteria for success for success is trust among personnel members as each child is not one professionals duty but a whole teams responsibility. The last model according to Montgomery (1996) refers to adolescents with special educational needs who will attend for four years courses in a campus with students without special needs. There are meetings offering advice and guidance to general educators while the special ones remain close to the child by providing support for developing skills to achieve better contact with peers and participation to extracurricular activities. The key to success is the heads assistance. Barriers that prevent schools from promoting greater inclusiveness By proclaiming that every child has unique characteristics, interests, abilities and learning needs and that education systems should be designed and educational programs implemented to take into account the wide diversity of these characteristics and needs ( UNESCO,1994, p.p. viii) it is represented a tendency for promoting inclusion. Not only international declarations but also government documents and educational acts elucidate the multilevel importance of inclusive practices. To support this, emphasis is given on h3 educational, social and moral grounds (Tilstone, Florian and Rose 1998, p.2) of inclusion through the issue of equal opportunities and human rights one. The values of acceptance and limitation of discrimination of disabled people have given rise to the debate around their belonging in ordinary environments, and more specifically, for the case examined here, in an ordinary school. Despite the dialogue among governments, ministries of education, organizations, legislations, educators, (SENCOs), parents, specialists there still remains a significant gap between theory and practice. Prohibiting factors are social as well as practical aspects. When examining the barriers for promoting inclusion and more specifically within a social context, one should take into consideration the medical model and the individuals perceptions, which come as its consequences. In order to understand the impact of medical model on exclusionary discourses, it is of essential importance to think about the progress of medicine during the past century. The fact that a doctor has the ability and the privilege to diagnose, prescribe, cure and rehabilitate raises him in the sphere of authority. Vlachou (1997) states that the medical model is extremely dominant and it demonstrates its strength through labeling and its policy around disability. The medical ideology boosts its prestige through its success to penetrate in the social system and leaves people no opportunity for questions but instead it accepts the professionals judgments as they are. Moreover, it uses the principle of normalization in an ambiguous way. On the one hand, the use of normalization is similar to cure but a disability cannot be treated. A child with Autistic Spectrum cannot overcome it and become some day an adolescent or an adult without Autism. On the other hand, medical model tries to use normalization alternatively to equal treatment forgetting that equal: does not always mean same. (Vlachou 1997). Direct effect of the model above is the creation of tensions of considering disabled people as heroes because they manage to live in such an inhospitable society despite their difficulties. This decreases their self-esteem and their self-image and may lead to internalized oppression. Furthermore, another consequence related to this is the establishment of perceptions of each individual about what is normal or abnormal, superior or inferior. This has mainly been affected by socially constructed norms and values dealing with appearance but undoubtedly family plays a major role. Different ideologies, ways of upbringing and environments have a different impact on each person. Within a school environment, there is another significant challenge. Labeling is a situation that both disabled people and the advocators of human rights ask to be demolished. Even if a student is has a formal diagnosis or not, his observable behavior could ridicule him in his peers eyes. As far as teachers are concerned, their attitudes can also be a barrier for managing inclusion. They usually expect less from the pupil; they underestimate his abilities so he has a tendency for underachievement. (Vlachou, 1997). Teachers duty is not only to teach the curriculum. They represent one of the most substantial and crucial factors and have a key role in the school reform and its change into a democratic one. What was described above is what literature characterizes as social barriers for achieving inclusion at schools. In other words, the medical model, its effects of heroic images and labeling, individual perceptions based on predominance of beauty and educators attitudes are the social struggles for inclusive education. Apart from the social barriers there are also some practical aspects which arise in daily practice and obstruct inclusion. Pauline Zelaieta (2004) conducted an investigation and found some difficulties faced by mainstream practitioners on the way to inclusion. Firstly, teachers of general education are afraid of lacking the expertise and confidence to work on issues relating to special educational needs. Secondly, teachers in general schools lack time. They have a strictly structured teaching in order to provide curriculum, so this pressure permits no flexibility of re-instructing the lecture in a more suitable and supporting way, which can appeal to every pupils differences and needs. Other inhibitive factors were found to be the lack of leadership, organizational difficulties and financial constraints (Zelaieta 2004: 43). A review of the relevant literature has revealed that there are many commonalities among the schools regarding their unsuccessful efforts of promoting inclusive education to all their children. Purdue, Ballard and MacArthur (2001) raise the issue of warrior parents through their research. As such, are defined those parents who make any endeavour to incorporate their children in a mainstream school but they run up against the exclusionary attitudes of the staff who see these children as different and as belonging elsewhere (Purdue, Ballard and MacArthur 2001: 40). Indicant of the excluding practices is the unwillingness of the school to accept a child with disability and other parents attitudes. The authors mention that the evidence they collected about what happens in New Zealand at both public and private pre-school level is disappointing especially for those parents whose only choice is a rural kindergarten. In some cases the heads of the centre claim that they are not obliged to take these children in the school. In some other cases children with special educational needs were accepted but under certain conditions or provided their parents presence. Furthermore, they describe how the centre can exert control over the childs attendance of the school. The staff will not welcome any child with disability unless he has his personal assistant teacher. In case the teacher aide is unable to go to school, the child has to stay at home. It is also argued the need for resources such as materials, supportive staff and measures for accommodating physical access. That is why many children are excluded either directly (by telling the parents that they cannot accept him in the school e nvironment) or indirectly from the school (by informing the parents that they are positive about him but there is lack of resources). The research criticized as additional exclusionary factors the teachers limited knowledge about disability and other parents not welcoming behavior. So, the importance of parents advocacy is very vividly highlighted in order to ensure that their child will receive the expected education like the rest of the same-aged ones. Very frequently parents need to advocate even for the most obvious services to be offered to their child. But on the other hand parents face the dilemma of how the teachers will treat their child if they will put a lot of pressure on them and be too strict with them. (Purdue, Ballard and MacArthur 2001). Moran and Abbott (2002) examined through their investigation how eleven schools develop inclusive practices in Northern Ireland. Their findings acknowledged the invaluable help of teacher assistants but a significant number of them had scrappy education and knowledge about how to work with children with special educational needs. Some other had no qualification. Instead, they had significant experience. As a result they needed to be retrained and this policy was followed by all the schools participated in the research. This happened either in the school context or with a distance learning program. Moving on with the aspects stated as barriers for inclusion through their research, low degree of team work can be mentioned as one. Assistants role was defined mainly by the heads through the things they should not do, such as avoid being overprotective or playing a discreet role during the breaks. The results of the investigation above are in accord with the findings of a research (Gibb et al. 2007) which showed that barrier factors in the inclusion practice seem to be among others the personnels lack of knowledge, childs limited social participation and academic ability as well. Teachers interviewed admitted firstly the short of knowledge about what kind of teaching strategies to implement on children with special educational needs and secondly the fact that they were not skillful enough to exploit their potential. It is reported that it is of great importance their needs to be met. That is why the authors highlighted the essentiality of partnership between mainstream and special schools. Collective work and giving feedback for improvement can diminish the barriers. The curriculum can also be an additional factor, which in practice resists inclusion. It would be a wrong judgment to assume that certain teaching methods are accessible only to children with specific abilities or needs. There are no strategies to use as panacea, but creativity is essentially useful to promote a curriculum that all students will benefit from it. It is crucial not to perceive curriculum as means of promoting knowledge but as a chance to interact with others (Thomas, Walker and Webb 1998). Armh3 (1999) indicates another dimension of curriculum. The one that it portrays what is accepted through social practices and through the philosophy of each module that is taught. The curriculum creates a cultural space which is obvious from the language used to teach a specific subject, from the books, from peoples appearance and this underestimates their identities. The development of creative pedagogies can control what is being taught and destroy the authority of norms and tensions, which some institutions and teachers impose. Black- Hawkins, Florian and Rouse (2007: 15) define inclusion as the process of increasing the numbers of students attending mainstream schools, who in the past would have been prevented from doing so because of their identified special educational needs. Basic assumption to promote inclusion in regular schools is the buildings and facilities suitability for children with disabilities. Even though unobstructed access to school is a precondition for the child to attend it, it is very frequently too far from reality and this is another barrier for promoting inclusion. First and foremost, it is important the school to be adapted to pupils needs and accommodate its routine and not vice versa. So, a school needs to have an a priori inclusive policy- to put it differently, school has to provide for children with disabilities since its construction. The inclusive philosophy of a school is clearly important to be obvious and substantial not only in the classrooms but in every facility of the school environment (Thomas, Walker and Webb 1998). Black- Hawkins, Florian and Rouse (2007) describe some schools efforts while trying to change their image into an inclusive one. Kingsley Primary School was the first case study to be examined. This school had approximately 650 children when visited by the authors above, but provided no full access to the total building for children with motor difficulties as there was no elevator. As far as Amadeus Primary School is regarded it had by 2005 411 pupils. Although it is a really attractive school with light classes and colourful walls, it does not offer access to children with physical disabilities. The third school was a secondary one called Harbour Community. 1,200 children was the total number of pupils in 2004. This school, as happened with the other ones before, could also not assure the accommodation of children with physical or hearing difficulties as there was no provision for them. The small size of the classrooms was a prohibitive factor for wheelchair users and the acoustics of rooms did not help in order to attend a suitable teaching within a welcoming environment. Finally, the last case examined was the Chester Community School, a secondary school as well. It had a population of 1,300 adolescents, of whom 5% were diagnosed as having special educational needs. Comparatively to the rest of the schools inspected, this was the most inclusive one, but although there is a general tendency for promoting inclusion it has restrictions as far as accessibility is concerned. Some parts of the building are open to access but the unaffordable cost for the renovation of the school remains the main barrier. Judging from the data collected from a small sample of buildings, we are able to conclude that four out of four schools are unable to implement inclusion (even up to a point) and this is a frustrating rate. It is easy to consider that no matter how inclusive services a school may offer, the first and foremost that has to provide is unimpeded access. (Thomas, Walker and Webb 1998). Inclusion is discussed and suggested in an extended degree through national and international documents, for instance the Salamanca Statement, the Framework for Action on Special Educational Needs, the Index for Inclusion. The obstacles that prevent it from being established in school environments need to be removed. To sum up what was described above, we can categorize the barriers referred in literature into social and practical issues. The medical model is mentioned as social because of its impacts on disabled peoples life. Not only this, but its consequences do also have a negative effect on them, owing to viewing them as heroes or as deviant. Finally, teachers opinion can also be an obstacle to promoting inclusive education. On the other hand, as practical difficulties we can characterize these ones, which rise in the daily routine. More specifically, general teachers perception of lacking knowledge about special education, lack of time to deliver the curriculum as well as the curriculum itself, restricted access to school buildings, limited team work on the part of teachers and unwillingness of some schools to accept disabled children are the practical aspects, which promote exclusionary instead of inclusionary philosophy and practice. Overcoming the barriers Solutions Moves towards inclusion involve abatement of the struggles for inclusion. Overcoming of the social barriers can be fulfilled if changing the societys function by letting disabled peoples voices to be heard. Another direction that can be taken is the one of intervening to the social field of school. A radical change of the general attitude of the school is indispensable and needs to take place. The school is useful to act as a collaborative community, which sets no restrictions to its members to be part of it. (Thomas, Walker and Webb 1998). Segregation based on the criterion of ability needs to be eliminated and this can happen through teachers and peers attitudinal change (Pijl, Meijer and Hegarty 1997). Inclusion can be developed within a framework of assistance and support on behalf of teachers. Students can deconstruct the philosophy of exclusion by working into small groups to do in-classroom activities or by peer- tutoring. Strategies like these ones or as circles of friends or buddy-systems (Thomas, Walker and Webb 1998) promote an accepting philosophy in the classroom context and help collaborate under the partnership spirit. These actions are not by themselves the direct solution to the problem of inclusion in school level. The dimension of cultural change is the basic one to be reformed. The Index for Inclusion, which is a material based on the 1989 United Nations Convention on the Rights of Child and UNESCOs 1994 Salamanca Statement and Framework for Action, specifies the dimension of creating inclusive cultures. This dimension is about creating a secure, accepting, collaborating, stimulating community in which everyone is valued, as the foundation for the highest achievements of all students. It is concerned with developing inclusive values, shared between all staff, students, governors and parents/ carers that are conveyed to all new members of the school (Booth et al. 2000: 45). As a result, new cultures affect society in general and school community in particular. In that way teachers are willing to design new teaching approaches so as to respect every pupils needs, differences and abilities and st udents are willing to respond to that pedagogy. This is the first step to move on providing solutions for the practical barriers which were analyzed before. Taking the attitudinal and cultural change for granted, this can positively affect alternative ways for the curriculum delivery. For instance, students arrangement into groups, use of innovative materials, brand-new lesson format and interesting tasks differentiated by activities can create an active learning environment. The achievement of goals can happen through supportive relationships and mixed groups in which ones abilities will accommodate others needs. Focus on the whole classroom instead of individuals separately can promote the delivery of an inclusive curriculum (Thomas, Walker and Webb 1998). If educators plan their teaching, if they offer group activities employing curricular differentiation and if there is mutual respect inclusion can undoubtedly be promoted. (Gibb et al.2007). Producing inclusive policies is a second dimension mentioned in the Index for Inclusion, which is about securing inclusion at the heart of school development, permeating all policies, so that they increase the learning and participation of all students. All forms of support are brought together within a single framework and are viewed from the perspective of students and their development rather than school or local education authority administrative structures (Booth et al. 2000: 45). A school for all is the one, which can firstly offer physical access to its pupils. Then, it supports them not only by making the use of buildings comfortable but also by offering psychological support. For instance, by aiding new students to adapt to the new environment or by representing their educational needs and create small peer-groups during teaching so that everyone can benefit from it. Inclusive policy supports diversity in multiple ways. That can happen by supporting activities for students w ith special needs or for those whose native language is not the same as the rest of the pupils. (Booth et al.2000). After examining the theoretical part of what is inclusive policy, it is essential to discuss how a sample of schools implements those policies. Kingsley Primary School had a high level (60%) of children for whom English was an additional language and about 15% of pupils with special needs. The school had a clearly admission policy and tried to respond to pupils needs. For that reason, the school had some facilities corrected and removed some of the barriers regarding participation and access. Implementing inclusive policy according to the Index, urged Kingsley School to support all children needed aid in learning. To do it successfully, they arranged some teaching groups. Gifted children, pupils with discipline problems or with problems on using the local language attended some lessons in separate classrooms and finally they had the ability to attend the curriculum in their class with their peers. (Black-Hawkins, Florian and Rouse 2007). Although the policy of Amadeus Primary School regarding accessibility is not that inclusive, the school provides low dado rails to support children with visual impairments and a hearing induction loop system (Black- Hawkins, Florian and Rouse 2007 :72). It embraces all new children and a peer mentor is responsible for each one of them especially for the first-day-difficulties. As far as children identified as having learning difficulties are concerned, their needs are met by planning their homework. The last dimension of inclusion explored by the Index is about developing inclusive practices and is defined as reflecting the inclusive cultures and policies of the school. It is concerned with ensuring that classroom and extra-curricular activities encourage the participation of all students and draw on their knowledge and experience outside school. Teaching and support are integrated together in the orchestration of learning and the overcoming of barriers to learning and participation. Staff mobilizes resources within the school and local communities to sustain active learning for all (Booth et al.2000: 45). So, barriers discussed above such as lack of time or lack of leadership and tem work can be removed. The Index for Inclusion suggests the creation of a coordinating group, the head of which will raise staffs knowledge about its purposes. Acting not as an expert but as a consultant s/he can collect information about staffs and parents opinion on what are the real priorities and aspects for change. After the collection of evidence, further discussion follows on arranging a development plan, which will be monitored via meetings, councils, debates. (Booth et al.2000). After that, everyones duties will be reassigned. The teacher will know what s/he has to do, the teacher assistant will have a clearer idea about his/ her role and his/her performance within the classroom, the SENCO, the planning team, the senior staff and the head teacher will be able to work in a new, much more organized and closely monitored context. In that way, lack of leadership and organization and lack of time stop acting restrictively against inclusion. Collaborative work is highly promoted in the framework of inclusive culture. Moving towards inclusive practice, team work acts as a basic assumption, not only among staff members but also among them and the parents/ carers. Good interaction of those involving in inclusion and respect to each others knowledge and experiences are the keys for their efficient partnership (Armh3 and Moore 2004). Lack of specialist knowledge was referred to a great extent as a prohibitive factor for inclusion. Liaison of special and general schools seems to be really effective. The first ones can train the general educators and provide them suitable material for using while teaching children with SEN. They can also equip them with strategies and ideas for adapting the curriculum to their diversities and the teaching time can be better administered (Cheminais 2003). Collaborative engagement, value others opinions, active listening and working with a plan in a monitored context, as proposed by the Index, can be the right solutions to the barriers for inclusion. In a school that finally decides to implement and promote inclusive practices there is an atmosphere of collaboration, students learn from each other, children support one another regardless of the group activities and they have attitudes of respect and acceptance. Children use their resources as well as staffs expertise to reinforce inclusion. (Booth et al.2000; Black-Hawkins, Florian and Rouse 2007). After having discussed the three dimensions for achieving inclusion (inclusive cultures, policies and practices), it is difficult to say which comes first. None of these separately can provide that high results as when co-existing and acting as one. To p