Overpopulation causes Essay

Overpopulation has become a knotting question that both developing countries and industrialized ones have to cope up. This phenomenon leads to some impacts on society namely the unemployment condition and the poverty, which requires an exact policy such as birthrate control from the authority. My essay will illustrate the items mentioned above in details. To begin with, the unemployment occurs to all countries in the world with no exception. The root of this situation is the universal increase in inhabitants, of which the number is rising everyday. It results in the fact that there is not enough occupation for people at the working ages. For instance, thousands of students graduate from universities and colleges annually. Yet, the vacancies in companies and offices are limited, which does not come to labour’s expectations.The managers can not accept so many employees at the same time and certainly, the rest of these applicants will be out of work. Following this, poverty is an indispensable issue as well. This mainly takes place in some areas of the nation. It is the consequence of lack of supply for daily life. Admittedly, a family which has more than five members contributes a difficulty to public. To illustrate, the leaders of a family are parents, whose jobs are official workers. When the income they take is too low, there are a lot of expenses like bills, schooling fees for children and food they have to pay..And due to this, they can not afford all. To overcome the overpopulation, governments have found some effective strategies, one of which is family planning. this policy has been put into practice for many years and shown a turnaround. Its primary content is helping the couple plan having children by using birth control. In conclusion, although the growth of population is continuing, we can expect an optimistic future thanks to the efforts all the governments have made. Once we find the right way to reduce the bad influence of overpopulation, our difficult problems will soon be resolved.

1st and 2nd Timothy

INTRODUCTION The pastoral epistles are the letters that Paul wrote to Timothy and Titus in the New Testament. These books include 1 and 2 Timothy and Titus. The title â€Å"Pastoral† comes from the instructional nature of the letters themselves. Timothy was an assistant to Paul during his ministry. He was taught the scriptures as a child by his mother who was named Eunice. Both Timothy and his mother were probably converted during Paul’s first missionary Journey. There is also evidence supporting that Paul led Timothy to the Lord because he calls Timothy his â€Å"son in the faith. [1] Timothy was highly recommended by the Christians in Lystra and Iconium at a young age. Titus was also a minister who accompanied Paul on at least one of his missionary trips. During Paul’s ministry in Crete, he raised new churches that Titus would have direct influence over. These letters are primarily instructions for the general functions within the church. Collectively they pro vide guidelines for all forms of leadership within the local church body. Paul touches on the subjects of women, elders, deacons, and overseers in relationship to authority and function.Before discussing the restrictions and responsibilities of each of these, I’ll briefly provide the historical setting for the pastoral epistles as well as the different views of Paul’s Authorship. Historical Setting These three letters were written after Paul was first imprisoned in Rome at the conclusion of Acts. The order and dates of Paul’s ministry between the release of his first imprisonment and his second imprisonment are not known. It is commonly accepted that he wrote the bulk of the pastoral epistles between A. D 60 and his death around A. D 67 to 68.Most believe that he began writing his first letter to Timothy within a year of being released from prison in Rome around A. D. 63. Paul informs Timothy that he left him in Ephesus so that he could go into Macedonia. Thereà ¢â‚¬â„¢s no evidence that he went anywhere else so he probably began writing the pastoral epistles there. Pauline Authorship Paul’s authorship of the pastoral epistles has been challenged by critics on four grounds. The first is the Historical Argument. This argues that the letters do not fit into the history of the book of Acts. The Second is the Ecclesiastical Argument.This claims that the organization of the local church as taught in these letters is to advanced for Paul’s lifetime. The the third argument is the Doctrinal Argument. This claims that the false teaching attacked in the letters is Gnostic heresy that took place during the second century. This argument also contends that the authors theological outlook is different than the outlook expressed by Paul in his other writings. The last argument is the Linguistic/stylistic Argument. This argues that the authors style, linguistics, and vocabulary differs from the writing in Paul’s other letters. Each of these arguments have recognizable flaws.Apart from those, the external evidence for Paul’s authorship is significant. Early church fathers such as Inatius, Polycarp, and Irenaeus concerned them as written by Paul. The evidence both internally and externally appears to supports the Pauline authorship of the Pastoral Epistles. NATURE OF LEADERSHIP IN SCRIPTURE Servant Leadership Jesus completely turned the table when there was no servant to wash feet as was custom. Under normal circumstances, a servant was expected to wash the dirty road-worn feet of guests. In John 13:1-17 Jesus provides his disciples with an excellent example of leadership.Jesus humbled himself to a position of servitude and washed his disciples feet. He says in 14-15, â€Å"Now that I, your Lord and Teacher, have washed your feet, you also should wash one another’s feet. † The most effective leaders are those people who are servants to others. Servant leadership is a leadership style that has g ained a large amount of popularity in recent years. [2] Jesus modeled it perfectly in this example. Jesus got on his knees and washed the dirt of His disciples feet even though this act of kindness was customarily views as custom fit only for servants.Philippians 2:5-11 says, â€Å"Your attitude should be the same as that of Christ Jesus. Who, being in very nature God, did not consider equality with God something to be grasped, but made Himself nothing, taking the very nature of a servant, being made in human likeness. † Christ was the ultimate example of servanthood. In his book The Leadership Genius of Jesus, William Beausay says, Servant leadership was the core of Jesus’ style. We see it reflected in the actions of his followers. His disciples were not docile little robots. They often asked him for help.They needed guidance and clearly felt comfortable approaching him for personal support. † (Beausay 23)[3] Jesus He, being God, humbled himself to the point of death on a human-made cross and showed us a perfect example of want it means to be a servant leader. All the pain He endured was for our sake. Paul, the author of the pastor epistles, understood this importance in leadership and lived in a way that showed servant leadership qualities. Not only did Paul write to train and instruct the early church, but he preached the gospel boldly and was persecuted for his devotion.Ultimately, he was more than likely killed for his faithfulness to God. It is from this perspective that Paul instructs the early church leaders in the pastoral epistles. Responsibility To Teach Paul makes it clear in Ephesians 4:11-12 that God has directed some as evangelists, pastors, and teachers. He writes that the purpose of this is â€Å"for the building up of the body of Christ. † He also writes in 1 Timothy 4:13, â€Å"Until I come, devote yourself to the public reading of Scripture, to preaching and to teaching. To devote oneself is to give up everything for that one cause. It doesn’t take much research to see that our society does not like responsibility nor do we tend to enjoy accepting blame for our mistakes. In many cases to accept responsibility and and accountability is considered foolish. Paul thought it important that our church leaders devote themselves to such things. I, for one, believe that all of us are called to the ministry of proclaiming the Gospel. It is our responsibility as Christ followers to share the truth about who Jesus is with those around us.Certainly the presence of God can be experienced through nature and other visual stimuli, but something can be missing without a clear representation of the truth. 4 Knowing the truth is simply irreplaceable. 5 Just as God expects us to put forth this effort, Paul expected Timothy and Titus to abide by this principle and to teach it to their local congregations. We should take seriously the responsibility to present truth in our teaching and witnessing. CHURCH L EADERSHIP Deacons Deacons provide a ministry in the church that is associated with service of some kind. This service varies among theological and denominational customs.The word â€Å"deacon comes from the Greek word diakonos, meaning â€Å"servant. † Other uses of the word are diakonia, which means â€Å"service† and diakoneo, which means â€Å"to serve. †6 Broadened, it has come to mean any kind of service. Specifically we can find in scripture where these phrases were used applied to general service and spiritual service. Paul addresses the qualifications of deacons in 1 Timothy 3:8-13: Deacons likewise must be men of dignity, not double-tongued, or addicted to much wine or fond of sordid gain,  but holding to the mystery of the faith with a clear conscience.These men must also first be tested; then let them serve as deacons if they are beyond reproach. Women must likewise be dignified, not malicious gossips, but temperate, faithful in all things. Deacons must be husbands of only one wife, and good managers of their children and their own households. For those who have served well as deacons obtain for themselves a high standing and great confidence in the faith that is in Christ Jesus. He says first that deacons must be men of dignity. This stresses the importance of deacons to be men worthy of respect.This does not mean that they lead with a strong hand and enforce others to respect them. Instead, they are to live lives that bring honor to God. Thus, gaining them respect from others. Paul also says that deacons are not to be double-tongued. This means that they are to be self-controlled in speech. Any form of Gossip or slander should not be a part of his nature. Instead, he should speak out for righteous causes while being slow to anger. They also must not be deceitful. Deacons should not be addicted to much wine nor should the enter the position for what they can get out of it.Paul may have written this because of the pagan influ ence in first century world. He knew that every single deacon would be under the careful watch of non-Christians. It would be possible for a deacon to hurt his family and lose his witness if he was bondage to different excesses. Next, Paul writes that these men should hold to the mystery of the faith with a clear conscience. This means that they should hold a certain reverence for the soul purpose of service and honoring God. The Christian faith truly is mysterious. Sometimes people have to walk into situations where there are no clear certainties.Deacons must be confident and do with a genuine character. 7 Those wishing to be deacons must also be tested to see if they are beyond reproach. Just as Athletes wishing to be on Olympic teams have to prove themselves as disciplined competitors, so Paul believed that a person must have proven a spiritual maturity before serving as a deacon. 8 Attaining any spiritual maturity only comes from seeking to be more like Christ. Next, Paul writes that deacons are to be husbands of one wife, and good managers of the children and households.Though this verse is one of the most controversial of deacon qualifications, at least three things are clear. First, he must acknowledge and embrace the biblical emphasis on marriage and view of the home. Second, the deacon is to be devoted to only one wife. Third, there is a theme behind the passage that should remind the deacon of the absolute rejection of divorce. 9 Overall, Paul’s experience with young and growing churches taught him that deacons must be people with a strong spiritual character. Elders and Overseers Elders and Overseers share many of the same qualifications as deacons.Paul also lists their qualifications in 1 Timothy 3: It is a trustworthy statement: if any man aspires to the office of overseer, it is a fine work he desires to do. An overseer, then, must be above reproach, the husband of one wife, temperate, prudent, respectable,hospitable, able to teach, not ad dicted to wine or pugnacious, but gentle, peaceable, free from the love of money. He must be one who manages his own household well, keeping his children under control with all dignity. but if a man does not know how to manage his own household, how will he take care of the church of God?   and not a new convert, so that he will not become conceited and fall into the condemnation incurred by the devil. And he must have a good reputation with those outside the church, so that he will not fall into reproach and the snare of the devil. Though Elders and Overseers are two distinct words, they seem to be used for the same role throughout scripture (Acts 20:17,28). â€Å"Elder† may be reserved for someone who deserves the respect that someone of an older age would attain. â€Å"Overseer† may lean more towards the function of the person in that position.The qualifications that are mentioned here vary only slightly. Paul makes it a point to warn them to be free from the love of money. This may give evidence that elders were held responsible for financial matters within the church. In all matters they are to serve as unto the Lord. 10 Paul also says that elders and overseers are to be able to teach. This provides evidence that they were held responsible for teaching theology as well as doctrine in the church. Paul makes it a point to mention that elders and overseers are not to be new converts. New Christians can fall quickly to temptation and become prideful.They often hold on to their pride, while a more mature Christian has come to understand the importance of humility. Older leaders are more likely to have a servants mindset ingrained in their character. 11 These leaders have a unique role in that they oversee the affairs of the church body. One of these roles included protecting the church from false doctrine. Some of the false teaching during this time was sparked from gnosticism and Jewish speculation. There were a number of different variations to the gnostic doctrine, but the main emphasis claimed that gnostics acquired a knowledge normal believers did not have.Thus, Gnostics believed their faith was superior to others. It was the responsibility of all the church members to know the truth and speak out against it. That is why it is vitally important that elders spoke the truth against different forms of heresy. This type of leadership is a critical factor related to how well the church is doing in reaching the goal of spreading God’s word. 12 Women in leadership Paul makes it clear in the pastoral epistles that women play a key part in the church. They are vital in the raising and teaching of Children.He writes concerning them so that they will understand proper submission. He writes this in in the second chapter of 1 Timothy: Likewise, I want women to adorn themselves with proper clothing, modestly and discreetly, not with braided hair and gold or pearls or costly garments, but rather by means of good works, as is proper for women making a claim to godliness. A woman must quietly receive instruction with entire submissiveness. But I do not allow a woman to teach or exercise authority over a man, but to remain quiet. For it was Adam who was first created, and then Eve.And it was not Adam who was deceived, but the woman being deceived, fell into transgression. But women will be preserved through the bearing of children if they continue in faith and love and sanctity with self-restraint. First, Paul informs the women of the church to present themselves in a modest fashion. Paul, again new that non-christian eyes would be on believers. He did not want women to cause offense to anyone outside the Christian community. 13 Women He says that it is important they make a claim to Godliness. He then says that they should receive instruction submissively.This stresses the importance of male leadership in the church. Paul clearly points out that women are not to have any type of authority over other men. He reminds Timothy that Adam was created first, and then Eve. Paul stresses that women keep silent because it give a concrete and essential reason for the submission of women that is grounded in the creation story. 14 There are three major views when it comes to the role of women in the church. The first is total silence. There are surprisingly a large number of churches who practice this view. Second, is that they not teach Doctrine in the Assembly.Third, They may teach anything allowed by male overseers. The third view is what most churches use today. 15 WHAT DOES THIS MEAN FOR THE CHURCH TODAY? Church’s today should strictly follow the biblical qualifications for deacons, elders, overseers, and women in the church. In light of a church’s specific situation, each church must decide what leadership roles will be as they seek to live out the biblical conception of that role. 16 Church’s today should seek to find men who can serve well. Men should be chosen only if they are well qualified and have developed skills in witnessing and other types of ministry.The most important qualities are found in those men who â€Å"hold the mystery of the faith with a clear conscience,† and are committed to serving other people. 17 The ability to work well with others should also be a key quality desired by churches looking for deacons or elders to serve. In today’s world, much of the work by the deacon involves a great deal of patience and understanding. 18 Church’s want to be able to trust that their deacons, and elders will exercise sound judgement in all matters concerning the well being of the assembly. It is clear that women were highly important to Jesus as well as Paul.There is no argument to be made that women are inferior to men. Jesus severed social and religious customs to show his high regard for women. 19 Women should strive to be excellent examples of Godliness in our church’s today. This is a very important role within our church’s. While they are not to exercise authority of men, they play a key role in teaching our children what it means to live godly lives. CONCLUSION Paul has outlined specific qualifications for the office of deacon, elder, and overseer as well as restrictions for women in regards to leadership.It is our job to strive for obeying these qualifications and restrictions in our own churches. Paul writes this in the fourth chapter of Ephesians: Therefore I, the prisoner of the Lord, implore you to walk in a manner worthy of the calling with which you have been called, with all humility and gentleness, with patience, showing tolerance for one another in love,   being diligent to preserve the unity of the Spirit in the bond of peace. There is one body and one Spirit, just as also you were called in one hope of your calling; one Lord, one faith, one baptism, one God and Father of all who is over all and through all and in all.It is God’s desire that we be unifi ed. It his is intention for us to be moving as one unit towards one common goal. We need men who are faithful to serve in the role of deacon, elder and overseer to achieve this goal. BIBLIOGRAPHY Beausay, William II. The Leadership Genius of Jesus (Ancient Wisdom for Modern Business). Nashville, TN: Thomas Nelson, Inc. 1197 Brindle, Wayne A. The Pastoral Epistles (Notes and Outlines). Liberty University School of Religion, 1996 Chartier, Jan. Developing Leadership in the Teaching Church. Valley Forge, PA: Judson Press 1985 Dale, Robert D.Leadership for a Changing Church (Charting the Shape of the River). Nashville, TN: Abingdon Press 1998 Foshee, Howard B. The Ministry of the Deacon. Nashville, TN: Convention Press 1968 House, H. Wayne, The Role of Women in Ministry Today. Nashville, TN: Thomas Nelson Inc, 1990. Howe, E. Margaret. Women & Church Leadership. Grand Rapids, Michigan: Zondervan, 1982. Naylor, Robert E. The Baptist Deacon. Nashville, TN: Broadman Press, 1955. Samra, Jim. The Gift of Church. Grand Rapids, Michigan: Zondervan 2010. Stendahl, Krister. The Bible and the role of Women. Stockholm: Fortress Press, 1966. ———————– 1] Wayne A. Brindle, â€Å"The Pastoral Epistles Notes and Outlines,† (Liberty University school of religion, 1996) [2] William Beausay, â€Å"The Leadership Genius of Jesus,† (Nashville, TN: Thomas Nelson, Inc. 1197) [3] Ibid 4 Jim Samra, â€Å"The Gift of Church,† (Grand Rapids, Michigan: Zondervan 2010) 5 Ibid 6 Howard B Foshee, â€Å"The Ministry of the Deacon,† (Nashville, TN: Convention Press 1968) 7 Ibid 8 Ibid 9 Ibid 10 Robert D. Dale, â€Å"Leadership For a Changing Church,† (Nashville, TN: Abingdon Press 1998) 11 Ibid 12 Jan Charter, â€Å"Developing Leadership in the teaching church,† (Valley Forge, PA: Judson Press 1985) 13 E.Margaret Howe, â€Å"Women & Church Leadership,† (Grand Rapids, Michigan: Zondervan, 1982) 14 Krister Stendahl, â€Å"The Bible and the Role of Women,† (Stockholm: Fortress Press, 1966) 15 Wayne A. Brindle, â€Å"The Pastoral Epistles Notes and Outlines,† (Liberty University school of religion, 1996) 16 Robert E. Naylor, â€Å"The Baptist Deacon,† (Nashville, TN: Broadman Press, 1955) 17 Howard B Foshee, â€Å"The Ministry of the Deacon,† (Nashville, TN: Convention Press 1968) 18 Ibid 19 H. Wayne House, â€Å"The Role of Women in Ministry Today,† (Nashville, TN: Thomas Nelson Inc, 1990)

Subject Specific Study Essay Example | Topics and Well Written Essays - 3000 words

Subject Specific Study - Essay Example ICT encompasses a wide variety of audio-visual resources and â€Å"combinations of hardware, software and human resources that enable users to achieve more than they could with hardware and software alone, such as the Internet† (Kennewell, 2004, p. 5). These technologies have created new opportunities for students to interact among themselves, with their faculty and with course content inside and outside the classroom. The associated changes in the way in which knowledge is produced and used are of key relevance to education in the twenty-first century (Gibbons, 1998). Academia has to find ways to maximise the benefits offered by the new technologies. The term blended learning is used to describe a solution that combines different delivery methods. These can be a mix of various event-based activities such as face to face classrooms and online learning (Williams, 2002). However, this does not appear to define blended learning which should be viewed as an opportunity to revisit how courses are developed, scheduled and delivered through a balance of physical and virtual (internet and ICT) instructions, â€Å"bricks and clicks† (Bleed, 2001). Blended courses combine the traditional presentational format and computer based learning opportunities, enabling teachers to employ a variety of instructional techniques. ICT can be used to selectively present case studies, tutorials, self-testing exercises, simulations or other online modules in place of lecture material. As a result, the focus shifts to active learning through discussion and debate. This form of active learning â€Å"involves putting our students in situations which c ompel them to read, speak, listen, think deeply, and write† (Dodge, 2001, p6). Theories and principles of learning need not be bent to incorporate the effective use of ICT to supplement classroom practice; blending the use of technology into

European Union and Turkey Essay Example | Topics and Well Written Essays - 5000 words

European Union and Turkey - Essay Example This literature review will aim at describing the various changes that both sides have made over the years in order to demonstrate the progress made by the other side and will also focus on the factors that have influenced the necessity of such decisions. The initial focus will be on understanding the aspects on which the European Union is set to gain by allowing Turkey to obtain membership. This is deemed important in view of the current as it would serve as the reason for many of the changes initiated by the European Union itself. The first question that arises to mind over this issue is as to what does the enlarged European Union stand to gain as a result of Turkey's admission The best possible answer that can be offered within a political perspective is that the inclusion of Turkey as a member would do away with the long standing image of the European Union as an exclusive Christian Club1. Moreover, the proposed inclusion would also help the union in projecting itself to the rest of the world as a model for tolerance where multi-cultural, multi-religious and multi-ethnic peoples contribute to the welfare of one another. Secondly, the Union also stands to gain from the vast military and security assets that Turkey possesses. Moreover, in spite of having deficiencies at the moment, the inclusion will provide a Turkish economy that has shown a lot of potential and promise. The presence of Oil reserves and a highly qualified workforce would assure the union of a strengthened European economy that is in a better position to take on the challenges faced by it2. The European Union, on the other hand, is very eager to accommodate Turkey into its group and for this, the latter is supposed to achieve credible standards on a number of fronts, for which efforts have been initiated by the Turkish Government since the past few years. The European Union insists that Turkey needs to initiate the necessary actions not for pleasing the Union, but for its own good. The need for reforms has arisen from the fact that Turkey has been having problems in areas such as Human rights, public administration, governance, internal security. Most importantly, Turkey has been in the process of improving its relations with other European Countries with whom it has had long standing territorial disputed. Additionally, changes have also been made to the regulation of the local economy so as to upgrade it to the minimum base standards as perceived by the European Union3. However, in spite of vast changes, there have been certain areas where the European Union has not been satisfied with Turkey's efforts, which has resulted in criticism of some of its efforts and policies. This has resulted in the Union taking some tough measures to ensure that the country takes the best possible action in the future. the specifics of all of these shall be discussed in the forthcoming paragraphs. CHALLENGES BEFORE THE EUROPEAN UNION The major challenges that the European Union faces with respect to Turkey's accession to the union are the fact that a majority of the people are poor, the primary religion is Islam and the country apart from being large, possesses vast and untapped

Voter ID-The social, economic,legal and political aspects of Voter ID Research Paper

Voter ID-The social, economic,legal and political aspects of Voter ID laws - Research Paper Example An examination of the Governor Tom Corbett’s speech concerning the enactment of these laws reveals that the governor proposed for the enactment of the laws stating that he signed the bill because he believed that the bill was a scared principle protecting the rights of the citizens. The governor described this as a principle that encouraged the one person one vote issue. It is evident that the governor did believe that the enactment of the laws did put in place simple standards that would protect the integrity of the elections. However, it is evident that some sources argued that the main reason as to why the Corbett might have signed the bill is because he was under the republican led legislature. This was the same case in eight other states, which include; Kansas, Alabama, Tennessee, Carolina, Wisconsin and Texas. Some of the politicians did believe that the enactment of the laws would have prevented fraud related to voter impersonation. However, these were followed with rea ctions from other politicians who believed that voter impersonation fraud was rare in most states (Barnes 29). Other political consequences that accompanied the enactment of voter identification laws included; the reactions from supporters in states such as South Carolina who suggested that; the enactment of the new voter identification laws resulted to the casting of votes even in the names of dead people. However, it is evident that when the states election commission carried out their investigation, no evidence of fraud or clerical errors was obtained. It is believed that such demonstration might have been driven by political factors because even investigations from the courts revealed that nobody had been convicted of voter fraud. The other political consequence that followed the enactment of voter identification laws included reactions from those in the opposition, who believed that the

Political Corruption in Africa Dissertation Example | Topics and Well Written Essays - 10000 words

Political Corruption in Africa - Dissertation Example TABLES AND FIGURES Table 1 - Features of Qualitative and Quantitative Methods 7 Table 2 - Most Corrupt Nations 20 Table 3 - Index of Economic Freedom 25 FIGURE Figure 1 - World's Most and Least Corrupt Nations 18 Abstract Political corruption is a malaise that has infected governments since the Roman Empire as power corrupts. The damage inflicted by corrupt officials reflects on the believability of government, and impacts the populace, with the degree of the foregoing dependent upon the extent of corruption ingrained in its leadership and institutions. This study shall examine corruption, focusing on Africa, to determine if there are ways in which to stem the increasing wave of malpractice that has and is gripping our moral fiber. Through an investigation of political corruption, this examination shall seek to uncover its variations, forms, used and abuses, equating the conditions that foster its use, and th mechanisms to stem corruption in government. 1.0 Introduction In equating the subject matter of this study, political corruption lies at the core of this examination. The subject, political corruption, as described by Harris (2003, p. 1)" is a multifaceted and mutable concept, defiant of precise or comprehensive definition". In delving into the context, Lasswell (1958, p. 6) starts off the process by defining "politics as the art of who gets what, when, and how". When one considers the definition of corruption as "The act of the process of corrupting The state of being corrupt" (Houghton... According to the research findings the bounds of political corruption skirt bribery, certain forms of patronage, conflict of interest, extortion, nepotism, graft, embezzlement, and cronyism for their individual and or collective illegitimate gain. The preceding can and does give rise to a broad number of actions that facilitates the preceding as represented by the encouragement and or turning a blind eye to drug trafficking as well as money laundering and human trafficking. As the paper stresses corruption in some countries and regions of the world is so rampant that it is an expected by product of interaction, that is sometimes referred to a ‘kleptocracy’, which means, ‘rule by thieves’. The foregoing has been delved into in order to provide the understanding of the wide range of ramifications that encompass political corruption as an examination. As such, the Aim of this study is to examine the issues of political corruption from an international comparative perspective, focusing on Africa a region where the preceding is rife. The foregoing multiple Objectives are closely intertwined. The argument of this study seeks to examine the existing measures that are in sub-Saharan Africa to combat political corruption, and the extent to which these are effective and or ineffective and why such measures seem unlikely to become utilised as a result of the fact that the instruments for combating political corruption do not have correspo nding governance systems that have the abilities and or capabilities to monitor as well as implement such provisions.

Political Media Analysis Project Essay Example | Topics and Well Written Essays - 2500 words

Political Media Analysis Project - Essay Example This would mean that the media grows, or takes new forms so that the previous established media which is radio, television, newspapers and magazines, have to adapt to changes in order to deliver (Nakamura & de Fontenay, 2006). Content, nevertheless may have remained over the decade but reader and audience perspective changed. Bias has been pointed out to the media by both politicians and constituent readers and audience as several studies have pointed out (MRC, 2006). Taking coverage from various media sources, related international topic regarding nuclear weapons and countries in question, national issue on privacy with regards to the war on terrorism, and local issue on Florida's real property taxes shall be discussed in the context that media bias personalization, dramatization, fragmentation, and the authority-disorder exists. Using NPR or National Public Radio as baseline for the international and national topics, this research will proceed with the premise that NPR is backed by public service broadcasting PBS headquartered in Arlington, Virginia with 348 public television stations (PBS, 2006). NPR, undoubtedly provided a wide coverage on most of the international and national topics. An array of personalities are also featured in their interviews giving ample information and sides regarding current events and issues. On the issue of nuclear weapons involving Iran and North Korea, Washington Post writer Colum Lynch went on air with Jacki Lyden (NPR, 2006) in "All Things Considered." The issue on North Korea and Iran were presented in a way broadsheet newspapers would including buzzwords "UN trade sanctions", "nuclear weaponry", "Kim Il-Sung" as they appeared in the Washington Post (Linzer, 2006). In Linzer's report, the US is represented as "the Bush administration" personified by Assistant Secretary of State Stephen G. Rademaker. As noted by most conservative readers (The Pew Research Center, 2006; Media Research Center, 2006; and Groseclose and Milyo, 2005), emphasis was taken away from the issue that "may" have been pushed by the present US administration into neutral i nformation that went, "world leaders attending a nuclear conference seemed to dismiss the U.S. call for punitive measures. Instead, they spoke of incentives and negotiations as a way of encouraging the Islamic republic to give up worrisome aspects of its energy program that could be diverted for weapons work" (Linzer, 2006). "Increase of pressure on Iran" as well as Bush' branding of "axis of evil" and North Korean ambassador's Pak Gil Yon's comments "increased US pressure a declaration of war," (AP, 2006). Both the CNN and the Washington Post posted coverage beyond US and contending countries Iran and North Korea on the issue. Meanwhile, local newspaper Miami Herald cannot be said to be left behind in content as updated coverage on the international issue were churned out, basically from international news agencies such as the Associated Press and Los Angles times Service. Its stories also carried out buzz words, including opinionated "Nut with a Nuke" headlines, "hardliners" and q uotes

Points To Consider Article Example | Topics and Well Written Essays - 500 words - 2

Points To Consider - Article Example 3. Achilles and Agamemnon only fell into conflict with each other after the war had already been going ten years. Their disagreements did not totally prevent the Greeks from achieving their ultimate goals, but it did hinder them somewhat. The conflict could not have really been avoided because they were two characters typical of Greek culture at that time: strong-willed alpha males who wanted personal glory for themselves more so than the aims of their nation. 1. The reason why Chimate Chumbolo tried to persuade the Dita people to use their own customs first is due to the fact that the culture was one based on mutual understanding where people were given the authority to solve their own differences. Also, it cost a lot to take disputes to Ethiopian courts, so convenience did play a large part in the decision. 2. It was important for Chimate Chumbolo to educate her people through a mediatory role because she understood Ethiopian law as well as Dita customs. She acted like a go-between for the Dita people and the Ethiopian government. 3. If a mediation meeting goes badly, Chimate Chumbolo first threatens each party by quoting a fake Ethiopian law that would punish each party severely, thus giving them incentive to work out their dispute by themselves. 1. Madison says that a democracy is where a government is made up of only a small amount of people, even though it is elected by a majority. A republic is where the government must answer to a greater number of citizens and thus has more power over them. 2. Madison saw a danger in allowing a majority faction to run a political structure that would divide the country. If one group had complete control of the government, it would be free to impose any laws it liked on the people. 3. Madison concedes that factions are a necessary evil in a political system, but he says that we must limit the damage they can have on society. Factions can be

Work Life Balance Essay Example | Topics and Well Written Essays - 2750 words

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Crisis Diplomacy Essay Example for Free

Crisis Diplomacy Essay In 1994 Rwanda, a small central African country was put into international limelight. In a span of 100 days almost half a million of its citizens were killed, a concentrated slaughter of the Tutsi by the Hutu, a modern genocide that overwhelm anyone that bothered to care. As horrific events unfold everyday and cries for help bellow in Rwanda the international community took the back seat. We are living in an era that already witness appalling massacres beforehand but still the world stood still and left Rwanda to tend to its own woes. After the crisis in Rwanda was over the international community then took notice. Questions on how and why the killings happen arise but most importantly what could have been done to prevent it. Together with the United Nations many developed countries faced scrutiny about polices created during this crisis. This paper will look into the non-intervention policy of the Unites States during the genocide using rational actor model. The aim is to understand why the United States vehemently stood by the policy even after repeated call to intervene. Using the rational actor model this paper will try to answer the questions: What was the goal of the government about peacekeeping missions in Africa? What are the alternative responses considered and why it was abandoned? Lastly what other actions could the administration take to be able to improve the decision making during such crisis. Background of the Rwanda Crisis The Original Hutus and Tutsis Ancestors of the modern Hutus and Tutsis initially lived in symbiosis throughout the region. Some are herders of cattle while others are croppers. They form the beliefs, culture and one of the official languages, Kinya-rwanda that is still being shared by both groups until today. Before colonizers arrived society is structured based on ancestry or on allegiance to a chief (Leave none to tell). Majority of the early Rwandans are croppers who are short and broad other are herders who are tall and thin then a small number of them are foragers who are smaller that the croppers. As Rwanda emerges as a nation, power and wealth is shaped by the size of followers and count of herds respectively (Leave none to tell). Both the croppers and herders held power and wealth. In the 19th century Rwabugiri came into power and stirred Rwanda to opulence. He was an expansionist and started conquering lands with disregard whether they are croppers or herders. (Des Forges). Under his rule anyone that was conquered was labeled as Hutu meaning follower. While territories expand and wealth is accumulated the wealthier ones started to view those with lesser assets as an inferior race. Eventually the word Tutsi which formerly means cattle owner is associated with the elites and the word Hutu evolve to pertain to anyone belonging to the masses (Leave none to tell). Majority of the population during this period are Hutus while the Tutsis occupy the small nobility. However distinction between the two is flexible thus they cannot be differentiated into an ethnic group and hostility is scarce (Jones). Marriage between Hutus and Tutsis was not unheard of as well. Both the Hutus and Tutsis mold the complex hierarchy within the country. Although the Tutsis are the elites some Hutus still hold significant power over some parts of the land. Transformation of the Hutus and Tutsis By the 20th century the Germans and the Belgians arrived and colonized the land. The Germans first arrived then after the World War I the Belgians settled in Rwanda. The actions and racial assumptions of these colonizers will set ground for repressed hatred of the Hutus that will fuel the genocide. When the Belgians arrived the complex hierarchy that is pre-existing in Rwanda was viewed as troublesome to understand so they decided to change the current political structure. Based on the racial assumptions that Europeans are the superior race they decide to rule over the Rwandans and divide the nation based of assumptions common to early Europeans. Using physical features as guide they believed that the Tutsis, who are mostly tall and thin, are closely related to them in the evolution ladder therefore they are superior like Europeans. The Hutus, who are smaller and bulkier, and who look less like the colonizers are uncivilized (Jones). The Belgians then practice this bias view to withdraw power and authority to any Hutus and give preferential advantages to Tutsis in terms of politics, education, and wealth (Unit Four). To ease identification the Belgians launched a policy for Rwandans to carry identification cards that state whether they are Tutsis or Hutus. This permanent record of membership was fully accepted by the Tutsis and for years they enjoy affluences. Conversely, the Hutus collectively feel the domination and their years of oppression will swell into violence to recapture lost authority Habyarimana Regime In September 1959 the Union Nationale Rwandaise or UNAR was formed, a political party mostly comprised of the ruling Tutsi elite, to put pressure on Belgians to relinquish power to them. In response the Belgians started to support the Hutu party called Parti du Mouvement de lEmancipation Hutu or PARMEHUTU (History of a People). PARMEHUTU aim to end the monarchy rule of the Tutsi. Series of vicious killings followed where thousand of Tutsi were killed and others fled to various countries like Burundi, Tanzania and Uganda (Rwanda: How). At first the PARMEHUTU mostly targeted Tutsi officials and supporters while ordinary Tutsi are still spared. To restore order the Belgians then assimilate more Hutu in the local government (Leave none to tell). Then in 1961 with the help of local Hutu officials the PARMEHUTU won the first election with 77. 7% of the votes (Rwanda Political). From then on the PARMEHUTU hold the majority in the government they ended the monarchy by the Tutsi and establish the Hutu-led republic. On July 1, 1962 the Belgians eventually relinquish the power and awarded sovereignty to Rwandans. The PARMAHETU retained the discriminatory identity cards even after independence (Leave none to tell). However, the tables are turned; the once advantageous card for the Tutsi became their ticket to prejudice or worst death. Tutsi refugees continued to make efforts to return to Rwanda through guerilla attacks at the border they were considered by the government as rebels. The PARMAHETU then used these attacks as propaganda to promote unity among Hutus. Tutsis that are still in the country were targeted and accused of accommodating the rebels. Hostility towards the Tutsis perpetuated for years. They were subjected in constant fear for just being a Tutsi (Leave none to tell). President Gregoire Kayibanda of the First Republic even used the killings of Tutsi to keep the Hutu in the majority (History of a People). After a coup d’etat by President Kayibanda’s army chief, General Juvenal Habyarimana, the Second Republic was established (Leave none to tell). Habyarimana then institute the Mouvement Revolutionnaire Nationale pour le Developpement or MRND in 1975. Rwanda then was transformed into a single-party state were all citizens are automatic members. Habyarimana manage to remain in power until his death in 1994 through manipulation of the elections where he is the sole candidate (Rwanda Political). For years President Habyarimana and his cronies reap the reward of being the only one in power. Inevitably a call for change among opposition Hutu compels President Habyarimana to let opposition parties to organize. In 1991 several parties emerge, the significant parties are: Mouvement Democratique Republicain/ Democratic Republican Movement/MDR, Parti Liberal/Liberal Party/PL, Parti Social Democrate/Democratic and Socialist Party/PSD, Parti Democrate Chretien/ Democratic Christian Party/PDC, and the Coalition pour la Defense de la Republique/ Coalition for the Defense of the Republic/CDR (Leave none to tell). These parties will vital roles during and after the genocide. The RPF From President Gregoire Kayibanda of the First Republic to President Major General Juvenal Habyarimana of the Second Republic the Tutsi continued to suffer from bigotry. Both these presidents even used the killing of Tutsis as a mean to promote solidarity among Hutus (Leave none to tell). Amidst all of the aggression towards the Tutsi the Tutsi refugees in Uganda formed the Rwandese Patriotic Front or RPF, a guerrilla organization aimed to return the refugees to Rwanda. It was initially a peaceful movement seeking diplomatic resolution to the refugee problem (History of a People). The RPF made some promising advancement in resolving the problem. Three joint meetings with Uganda and the commission created by President Habyarimana transpired from 1989 to July1990 (Leave none to tell). However, negotiations ended when the RPF decided to invade Rwanda on October 1990 not only to re-establish the refugees but to overthrow the dictatorship of Habyarimana. The initial attack of the RPF was used by the radical Hutus to incite disdain towards Tutsis. President Habyarimana also used the invasion as a black propaganda to rebuild his waning reputation. (Rwanda: How). To win back support he promulgated the RPF as the common adversary of the nation (Unit Four). Retaliations between Hutu and the RPF shaped the civil war that lasted for three years. Pressure from the international community prompted Habyarimana in agreeing to a mediated peace talk. And on August 4th, 1993 the Arusha Peace Agreement was signed in Arusha, Tanzania. The agreement aim to end the civil war and it stipulates the following accords: formation of the rule of law, power-sharing, repatriation of refugees, and the merging of MDR and RPF armies. (History of a People). The Arusha Peace Agreement and the UNAMIR The Arusha Peace Agreement sought to end the civil war in Rwanda. Its protocols are essential in achieving lasting peace in Rwanda. It was also agreed that within 37 days after the signing of the agreement a broad-based transitional government or BBTG and national assembly will be established. The transition period was expected to last up to 22 months after which elections will take place (History of a People; Dallaire Poulin 66). To help in the implementation of the agreement on October 1993 the Security Council of the United Nations invokes resolution 872 (1993) and organized the United Nations Assistance Mission for Rwanda or UNAMIR. It authorized 2,500 peacekeeping forces (Dallaire Poulin 66) to preserve the fragile cease-fire between the MRND and RPF after the agreement. The UNAMIR was initially headed by the Special Representative of the Secretary-General for Rwanda Jacques-Roger Booh-Booh of Cameroon then succeeded by Shaharyar M. Khan of Pakistan. Two Canadian military officers served as Force Commander: Major-General Romeo A. Dallaire 1993-1994 followed by Major-General Guy Tousignant after them Brigadier-General Shiva Kumar of Pakistan took over the post until 1996 (United Nations Assist; Unamir). Initial directives of the UNAMIR are: securing the capital city of Kigali; uphold the cease-fire treaty; observe activities during the BBTG until the elections; help in clearing mines; and assist in synchronization of humanitarian assistance activities together with relief operations (Unasog). To start off the mission the UN then call for volunteers but only Belgium and Bangladesh heeded the call. The combine force was about 800 troops (Unamir:Background) it was deployed and it arrived in Kigali on December 1993 (United Nations Assist). However, it took another five months before the 2,500 authorized forced was reached (Unamir:Background). In the report of the Secretary-General by the end of December he stated that most parts of phase 1 are already fulfilled. Despite some uncompromising standpoint between parties the cease fire holds and MRND and RPF continued to be amiable towards one another. Major-General Dallaire then wanted to proceed with plans in phase 2 (United Nations Assist). On January 1994 the BBTG and the National Assembly was expected to be put into place but it never materialize. The failure of the MRND, RPF and other political parties to agree on some issues as well as selection of their respective members belated further implementation of the Arusha Agreement. Due to this the phase 1 of the mission was not completed and UNAMIR cannot proceed into phase 2 (United Nations Assist). The UNAMIR continued to face setback in completing its mandate. As the situation in Rwanda continued to intensify it will go through numerous adjustments in its mandate from the time of the genocide until the withdrawal of the mission in 1996 (United Nations Assist). Genocide Many Hutu radicals do not accept the Arusha Agreement since they do not want to share power with the Tutsi. Also the military was alarmed of the provision to merge the MRND and RPF forces. Many of them fear the merger will discharge them from the military service. Since a military career entails power and privilege many of the high-level officials and military personnel are not willing to give it up (Leave none to tell). As early as 1992 the radicals have already premeditated the eradication of the Tutsi to resolve the growing political problem in Rwanda (Jones). The catalyst for the genocide happened on April 1994 when the plane carrying President Habyarimana and President Cyprien Ntaryamira of Burundi was shot down while trying to land in Kigali. Perpetrators of the assassination are still unknown until today. But ensuing chaos that followed tattooed into the mind of hearts of the international community. Due to the demise of the President Habyarimana, Prime Minister Agathe Uwilingiyimana, became the head of state (Power). Major-General Dallaire was alarmed about the news since Prime Minister Uwilingiyimana is a representative from the opposition party MDR (Leave none to tell). A known moderate Hutu that opposed President Habyarimana. Since the general knew beforehand, that plans to exterminate Tutsi and moderate Hutu are happening in the background, he feared for Uwilingiyimana life (Power). Dallaire send 10 Belgian UNAMIR peacekeepers to protect her but within day they were all killed by the radical Hutu. These initials events escalate to the systematic killings of over a million Tutsi and moderate Hutu. No one was spared woman, men, and even children were mercilessly hacked by machetes. It was coordinate by the top Hutu authorities in the country (Rwanda: How). But most of the killings were executed by the ordinary people. The killing spree will continue for days thousands of terrified Tutsi call for help but none arrive. Individual countries did send out missions to Rwanda but only to extract their own citizens. The UNAMIR was not able to offer much help as well since engaging the radical Hutu is not part of its mandate (Power). With no help in sight the Tutsi are left like sitting ducks to the Hutus who hunted them to extinction. The Hutus almost succeeded but on July 1994 the RPF was able to capture Kigali and drove the radical elements to either Zaire, now known as the Democratic Republic of Congo, or Tanzania. The genocide finally ended but it leaves a lasting impression to every Hutu and Tutsi alike. Analysis It was March 1998, four years after the genocide, when President Bill Clinton issued the so called Clinton Apology. He addressed the survivors of the genocide and express regret that the United States was not able to do more to help Rwanda. Upon hearing the emotional apology anyone without background knowledge of events could construed that the United States did help but it was just not enough (Power). However policies of the United States towards the incident were no help to Rwandans. The primary policy of no intervention may have caused thousands of lives that could have been saved if only help was sent. Another Somalia Before the wake of the Rwanda genocide the United States was traumatized by the events the happen in the intervention in Somalia. The humanitarian mission seemed to be uncomplicated: to restore peace and bring food to the famine stricken country. But as the mission progress it became clear that dealing with the warlords could eventually bring the peace in the land. When the American forces confronted Mohammed Farah Aideed, the most powerful warlord, the result was the death of 18 soldiers. The price to pay for the intervention was crystal clear and the troops were summoned back home (Utley). From then on the United States is not willing to pay that price again (Rwanda: the Preventable). When the news of the genocide hit the international community many countries feel that an action should be taken as early as possible but the Unites States was not ecstatic to help right away. The US also did not persuade the UN to take action. Two things came in mind: the need for the UN to sanction another humanitarian force and the foreseeable failure of that mission which will eventually be withdrawn. This is Somalia all over again (Ferroggiaro). The goal of the Clinton administration is to avoid another Somalia and staying away from the Rwanda crisis was the clear choice to achieve this goal. Observers argued that the oblivious attitude of the US toward the genocide was due to the fact that Rwanda holds no economic or strategic interest to the US (Caroll). In defense the administration dismissed this notion. They believe the UN will lose more once another humanitarian mission fail than not doing any action (Power). Alternative actions Although the policy to shun away from the Rwanda crisis was the surmounting choice other alternatives was presented on how to deal with the crisis. One proposed alternative that is in line with the goal of no military intervention is the prevention of arms importation to Rwanda. The proposal came from senator Paul Simon and senator James Jeffords (Ferroggiaro). However this proposal is ineffective since majority of the weapons used in the genocide are ordinary farming tools already available to the Hutu, one good example is the machete (Power). Another option is to thwart the operation of the Radio-Television libre des mille collines. It is a government owned radio station infamous for its anti-Tutsi propaganda (Rwanda: The Preventable). The radio station assisted the genocide by continuing to broadcast hate towards the Tutsi even letting the mob know where Tutsis could be found and encourage the mob to pursue and kill the Tutsi. Since the radio station was owned by the Hutu dominated government it is easy to instill a good image for the Hutus. The lack of other forms of media, mainly because the government has monopoly of everything, made the broadcast of the radio as the ultimate truth (Braunshweig). Lieutenant Colonel Tony Marley, the U. S. military liaison to the Arusha Agreement, proposed three courses of action: demolish the radio’s antenna, contradict the hate campaign by broadcasting a call to stop the killing, and just distort the radio’s broadcast. But this alternative was again deemed as ineffective and costly to implement. According to the Pentagon the terrain in Rwanda will diminish the capability of the jamming device. Also the total cost to transport and setup the device will be excessive (Power). Although all of these directives are indirect intervention and still in line with the goal none were considered as a course of action. The arms restriction does seem to be ineffective since as shown by the media most of the killers are carrying machetes. However the attempt to stop hate broadcast could have made a difference in the death toll. It might not stop the war but it could help in saving lives of specially those specifically targeted by the Hutu. It was clear however that to stop the war the military will be needed. This action would be a direct contradiction to the goal of not repeating the failure of Somalia. The other alternatives on the other hand are inefficient and ineffective to help alleviate the situation. In the end the United State made a choice not to intervene with the internal affair of Rwanda. As presented the choice was the most rational to be able to keep the national interest of the country. The model used was able to answer the question why did the United States choose this policy and was able to give an insight to events that lead to that decision. In one perspective this decision was the better option. Since this crisis do not have any effect to national security. It is best that resources are allocated to more pressing matters. As callous as it might sound if ever the Hutus were successful in wiping out the Tutsi it will have no effect to the national interest of the United States. But on the other hand, using moral judgment, one is compelled to help those who are in need. However one must take into consideration on how far should we help. Sending military forces to intervene might be able to help put the radical elements at bay but this will not fully achieve the peace that Rwanda direly need. It can only be resolved by Rwandans themselves. The main reason for the violence was the deeply rooted hatred towards one another. With no distinct features to separate the Tutsi from a Hutu anymore, the realization that they are one will be the first step of the Rwandans to progress. References Carroll, Rory. â€Å"US chose to ignore Rwandan genocide†. The Guardian. 31 Mar 2004. Guardian News and Media Limited. 15 May 2008. http://www. guardian. co. uk/world/2004/mar/31/usa. rwanda Braunshweig, Jessica. â€Å"Analysis: Rwanda war debates medias role†. Union Press International. 21 Deb 2007. United Press International. 15 May 2008. http://www. upi. com/International_Intelligence/Analysis/2007/02/21/analysis_rwanda_war_debates_medias_role/4186/print_view/ Dallaire, R and Poulin, B. â€Å"UNAMIR Mission to Rwanda†. Joint Force Quarterly. 1995: 66-71. Des Forges, Alison. â€Å"When a Foreign Country Rebels: The Ideology and Practice of War in Eighteenth and Nineteenth Century Rwanda. † Symposium on Warfare and Society in Africa. (1990). Ferroggiaro, William. â€Å"The U. S. and the Genocide in Rwanda 1994†. The National Security Archive. 24 Mar 2004. National Security Archive. 15 May 2008 http://www. gwu. edu/~nsarchiv/NSAEBB/NSAEBB117/index. htm#used Utley, Garrick. â€Å"Crossing the line†. CNN. 15 May 2008. http://www. cnn. com/SPECIALS/2000/democracy/bigger. picture/stories/intervention/ â€Å"History of a People†. Official Website of the Government of Rwanda. 14 May 2008. http://www. gov. rw/government/historyf. html Jones, Adam. â€Å"Case Study: Genocide in Rwanda, 1994†. Gendercide Watch. 14 May 2008. http://www. gendercide. org/case_rwanda. html#top â€Å"Leave None to Tell the Story: Genocide in Rwanda†. Human Rights Watch. Mar 1999. 14 May 2008. http://www. hrw. org/reports/1999/rwanda/Geno1-3-09. htm Power, Samantha. â€Å"Bystanders to Genocide†. theAtlantic. com. Sep 2001. Atlantic Monthly. 15 May 2008. http://www. theatlantic. com/doc/200109/power-genocide/3 â€Å"Rwanda: How the genocide happened†. BBC News. 1 Apr 2004. BBC. 14 May 2008. http://news. bbc. co. uk/1/hi/world/africa/1288230. stm â€Å"Rwanda Political parties†. Encyclopedia of the Nations. Advameg Inc. 14 May 2008. http://www. nationsencyclopedia. com/Africa/Rwanda-POLITICAL-PARTIES. html â€Å"Rwanda: The Preventable Genocide†. ReliefWeb. 7 Jul 2000. Organisation for African Unity (OAU). 15 May 2008. http://www. reliefweb. int/rw/rwb. nsf/db900sid/OCHA-64DEEY? OpenDocument â€Å"UNAMIR: Background†. United Nations. 15 May 2008. http://www. un. org/Depts/dpko/dpko/co_mission/unamirS. htm â€Å"UNASOG†. United Nations. 15 May 2008. http://www. un. org/Depts/dpko/dpko/co_mission/unamirM. htm â€Å"UNITED NATIONS ASSISTANCE MISSION FOR RWANDA†. George Mason University.

Social Determinants of Health (SDOH) | Essay

Social Determinants of Health (SDOH) | Essay Introduction The Social determinants of health (SDOH) are a group of factors that impact health and wellbeing of an individual. Child development is influenced by various aspects starting from birth, biology, genetic characteristics, gender, culture and family values. The Family provides adequate support systems by various means such as socioeconomic resources, ideal family environment and effective parenting skills. A community’s health and social development depends on healthy living and health services available to them (McMurray Clendon, 2011). The health burden of disease and causes of major health inequalities arises from the environment in which an individual is born, raised, grown and worked. Theses factors are referred to as SDOH. SDOH consist of a number of structural conditions. The model representing cascade of bubble demonstrates how SDOH are interrelated to each other. It is observed that if there are any political or environmental changes, all structural determinants are affected (Wilcox, 2007 as cited in McMurray Clendon, 2011). Primary health care (PHC) is aimed to create healthy communities. PHC approach is best described by multi-level health promotion model. Primary prevention is attained through upstream actions which are aimed to promote and maintain health. This is achieved through providing a healthy environment, health services and education for healthy living. Secondary prevention/midstream actions are providing treatment for illness and further prevention of disability. Tertiary or downstream actions are basically rehabilitation services or educating the community to cope with disability conditions (McMurray Clendon, 2011). This essay outlines the effect of housing on health of the community. Improving the housing condition is primary prevention through upstream actions. To improve health and reduce inequalities, a coordinated approach is required to address SDOH which has direct effects on structural determinants. House designs should be made by taking into account health and well being. The infrastructure planning for housing designs which should include insulation, ventilation, sewage system, public spaces as well as community’s participation in their health development project should be encouraged. The health of an individual, families and the community can be improved by well designed, insulated houses and community health services. (WHO, 2011; Chapman Bierre, 2008). The US Centres for Disease Control and Prevention also emphasised on approach to promote health by improving housing and living conditions. The visits to emergency and stay in hospital with serious acute medical illness is shorter with improved living conditions as opposed to those who lives in poor housing (Thomson, Thomas Petticrew, 2009; Sadowski, Kee, VanderWeele Buchanan, 2009). The research study has indicated that people migrated to better housing has improved health outcomes and are also exposed to less substance abuse, violence and less neighbourhood problems as compared to their original living conditions. Government generated social and health policies directly affect the quality of life and living conditions of the community, and also the economical status of the family significantly influence an individual’s health. A co-ordinated action is required from the Policy makers, health service providers and leaders from various sectors to utilise their knowledge to enhance better living conditions bringing the best population health outcomes (Williams, Costa, Odunlami Mohammad, 2012). The importance of living and working conditions, indoor environment, safe neighbourhood, healthy lifestyles in general and respiratory health in particular is a major concern these days. The predominant factors increasing the risk of asthma and respiratory problems are moisture damage in the house and bacterial growth. The studies have shown a close association between mould, dampness and asthma in children. Damp houses resulting in mould and microbial growth are the predisposing factor resulting in wheezing in adults and infants. In a survey carried in NZ homes reported 35 % of moulds clearly visible in the living area or bedrooms. NZ has been reportedly having higher asthma rates in the world, which is contributed by poor living conditions. Damp and cold houses support the bacterial growth, providing favourable media for mould, bacteria and dust mites. Young children spend more time at home as compared to adults, There is a significant effect of damp houses on respiratory system, t hus the incident rate of bronchitis and wheezing illness is more common in children. It is suggested, if people will be provided with better housing and insulation, respiratory symptoms will reduce by 33% (Keall, Crane, Baker, Wickens, Chapman Cunningham, 2012). It has always been stated that population of health is largely impacted by quality of housing where they live. If people living in substandard housing or poor living conditions could be provided with better housing, insulation and ventilation, It could potentially prevent ill health. There was a cluster randomised trial for housing, insulation and health study of insulating houses of communities with low socioeconomic status. A Community based approach is effective mean of improving health rather than an individual focused e.g. Insulating houses are more effective than providing people with more clothes. Older aged, infants and children spend more time in houses, thus they have to bear the physiological stress due to their weaker immune system. This research also reports an association of cold, damp houses likely to get bacterial and mould growth, eventually causing respiratory problems. Several international report highlight poor insulation, damp, cold and mouldy houses leading to p oor health. People with insulated houses and better living conditions were less likely to be admitted to acute wards with pulmonary and obstructive airway diseases. The results interpreted in studies of the insulated housing affecting health were significant with improved outcome measures, except for the use of medical facilities. This study was conducted in uninsulated old houses with cold and dampness, where at least one member has respiratory problems, Increased warmth and decreased humidity brought improved health conditions. Population living in well designed and insulated houses reported significantly less cold and dampness however People in insulated houses also reported that their houses felt significantly less damp and mouldy, however this study does not determine essential determinants involved. Although this study greatly emphasise the effect of living in cold and damp houses resulting in pulmonary conditions such as asthma, cough and wheezing (Chapman et al., 2007). A study conducted by Kearns, Smith and Abbott on Pacific population showed substandard living conditions as compared to Maori and European population. Pacific people are at a great risk of developing asthma, cold and flu (as cited in Butler, Williams, Tukuuitonga Peterson, 2003). Studies have reported a close relationship between cold, damp houses and respiratory diseases. Researchers also highlighted the association of poor housing with mental health and maternal health. Statistical analysis showed cold/damp houses a potential risk factor for asthma and postnatal depression. The pathophysiology of the respiratory symptoms is triggered by an allergic reaction to fungi or dust mites (Butler, Williams, Tukuuitonga Peterson, 2003). A major British cohort study has reported an evidence of poor living/housing conditions are growing over the life, of course, and can impose serious health effects on an individual and family. Thus, interventions to improve housing could measure better effects. Providing insulation for houses for the community with low economic conditions is a cost effective intervention to promote health and well being. It should be widely accepted by the community for their own health, policy makers and leaders to make strategy for healthy measures (Chapman et al., 2007). Conclusion The health of the community is greatly influenced by SDOH more than medical care. As above stated, quality of life is significantly affected by the society and the environment in which they live and work. The burden of disease and ill health can be reduced by improving the housing environment. Medical care and accessing physician is not affordable to all, however better housing conditions can effectively reduce the financial burden on the health sector. Hence, the individual and the community should be encouraged to participate in health programmes for the promotion of their health and wellness. Reference List Butler, S., Williams, M., Tukuionga, C., Paterson, J. (2003). Problems with damp housing among pacific families in New Zealand. The New Zealand Medical Journal, 116 (1177), 1-8. Retrieved from https://researchspace.auckland.ac.nz/bitstream/handle/2292/4653/12861308.pdf?sequence=1 Chapman, P. H., Bierre, S. (2008). Reducing health inequalities by improving housing. In Dew, K., Matheson, A. (Eds.), Understanding health inequalities in Aotearoa New Zealand (pp. 161-173). Dunedin, New Zealand: Otago University Press. Chapman, P. H., Matheson, A., Crane, J., Viggers, H., Cunningham, M., Blakely, T.,Davie, G. (2007). Effect of insulating existing houses on health inequality: cluster randomised study in the community. BioMedical Journal. doi: 10.1136/bmj.39070.573032.80 Keall, M. D., Crane, J., Baker, M. G., Wicken, K., Chapman, P. H., Cunningham (2012). A measure for quantifying the impact of housing quality on respiratory health: a cross sectional study. Environmental Health, 11 (33), 1-8. Retrieved from http://www.biomedcentral.com/content/pdf/1476-069X-11-33.pdf McMurray, A., Clendon, J. (2011). Community health and wellness: Primary health care in practice (4th ed.). Sydney, Australia: Elsevier. Sadowski, L, S., Kee, R. A., VanderWeele, T. J., Buchanan, D. (2009). Effects of a housing and case management program on emergency department visits and hospitalizations among chronically ill homeless adults: A randomized trial. Journal of American Medical Association, 301 (17), 1771-1777. doi: 10011/jama.2009.561 Thomson, H., Thomas, S., Sellstrom, E., Petticrew, M. 92009). The health impacts of housing improvement: A systematic review of intervention studies from 1887 to 2007. American Journal of Public Health, 99(3), 681-691. doi: 10.2105/AJPH.2008.143909. Willimas, D. R., Costa, M. V., Odunlami, A. O. Mohammed, S. A. (2008). Moving upstream: How interventions that address the social determinants of health can improve health and reduce disparities. Journal Public Health Manag Pract, 14, S8-17. doi: 10.1097/01.PHH.0000338382.36695.42 World Health Organization. (2011). Closing the gap: Policy into practice on social determinants of health: discussion paper. Retrieved from https://extranet.who.int/iris/restricted/bitstream/10665/44731/1/9789241502405_eng.pdf 1

Theories Of Planned Change Management Essay

Theories Of Planned Change Management Essay Most companies today are facing the problem of globalization. An organizational change, refers to the planned change in theory, while Organizational Development (OD), refers to a long-term effort undertaken to improve problem solving capabilities and adapting to changes of the external environment. At a Government Business Conference held in 2007, Jeffrey Lucy AM, Chairman of Australian Securities and Investment Commission gave a speech. à ¢Ã¢â€š ¬Ã‚ ¦So, if we were on par with other organizations, well funded to continue doing our job, and our people were committed to our agency goals, one might therefore reasonably ask: Why change anything? In my view, this would be a dangerous way of leading our agency and, while continuing to strive for improvements can be challenging, I believe that our staff agree we must never rest on our past achievementsà ¢Ã¢â€š ¬Ã‚ ¦. (ASIC 2007) From the above abstract, Chairman Jeffrey is putting forth the message that in order for an organization to attain long-term sustainability, changes and improvements have to be made continuously. THEORIES OF PLANNED CHANGE There are three major organizational change theories being used to help organization members manage change: Lewins change model provides a general framework for understanding organizational change. This involves increasing forces pushing for change while decreasing forces maintaining the current state, producing less tension and resistance to change. Action research model depends on information gathered about the organization to guide subsequent actions. Results are then being evaluated and decided whether new actions are needed. Contemporary approaches to change is adapted from action research model, with the difference being there is a higher level of member involvement in the change process. This involves organization members to learn about their organizations and how to change it. In actual practice, steps in planned change have to be modified or adjusted to suit the different organizations needs and goals. Planned change can be used to solve problems, improve organizations performance, adapt to external changes especially when coping with unplanned changes and also influence future changes. It is of utmost importance to bring about more effective organizations. FORCES FOR CHANGE Two major forces affects change in an organization. First, external forces comprising of changing market trends, new competitive entrants and improved technologies. Next, internal forces comprising of change of leadership beliefs and culture. These two forces will cause an organization to change in order for the organization to remain competitive. CHANGE LEADERS In order for an organization to implement changes, Organizational Development (OD) practitioners, also known as change agents, have to be hired or trained. OD practitioners refer to at least three kinds of people. First, people who may be internal or external consultants offering professional and specialized services to organization clients. This group of people specializes in OD as a profession. Second, OD practitioner refers to people who do not have specialized training related to OD. These professionals gain competence in OD from working with OD professionals, and applying in their own respective specialized fields of work. Third, OD practitioner refers to managers or administrators who have gained OD competence by working with OD professionals in actual change programs. In organizations, OD professionals who have been selected and empowered to make changes are known as change leaders for the organization. These leaders are further divided into internal consultants, people who are members of the organization, and external consultants, people who are not members of the client organization. EFFECTS ON DIFFERENT STAGES OF CHANGE Organizations hire both internal and external change leaders for their different expertise, specialization and influences at the different levels of change. Further elaboration would be done below at stage levels to understand their roles and impact. First, at the entering stage, internal change leaders have an advantage as they have access to ready clients and relationships of clients have been built. They know the organizations goals and problems faced, and have direct access to different information of the organization. This allows more efficient and smoother entry. Whereas external change leaders would need to spend more time obtaining data and information of the organization. Second, at the contracting stage, internal change leaders have informal contracts and have lesser worry about expenses, but they must complete projects assigned to them. Whereas external change leaders have formal contracts and they can choose whether their skills and specialties matches the organizations goals and needs before agreeing to undertake the assignment. Third, at the diagnosis stage, internal change leaders tend to enjoy a basic level of trust and rapport with most organization members. Whereas external change leaders have to spend more time interacting with the organizations member. But external change leaders enjoy higher status compared to internal change leaders which allows them to investigate more difficult issues and assess the organization more objectively. Fourth, at the intervention stage, both types of change leaders must rely on valid information, making informed decisions, and having commitment internally to ensure success. However, an internal change leader would be overly cautious when making these decisions due to strong ties to the organization and someone with higher authority or power would be able to affect the decisions made. Whereas internal forces would have minimal or no effect on an external change leader. Lastly, at the evaluating stage, internal change leaders can see change being implemented and take form. This allows them to make minor adjustments along the way as they have worked alongside professional OD practitioners and gained needed experience as mentioned in the beginning of change leaders. Whereas external change leaders seldom see long term results, meaning if adjustments need to be made along the way while the change is taking place, they are usually no longer available. CASE STUDY The following case highlights the need for external change leaders and their expertise: The Blue Group, founded in 2002, by Ruby Lampard and Robin Sinclair, helps clients develop and maintain long-term profitable relationships through up selling and retention strategies. When Ruby and Robin first started, they did not have any idea regarding the types of clients they wanted to work with and the type of work they wanted to do. This led to random projects being accepted, resulting in long working hours clocked with minimal returns. After a year and a half, Ruby and Robin decided to seek help with an external consultant, who led them to plan and work for larger clients with long-term potential. Even though both Ruby and Robin were creative people, they still need the expertise of an external consultant. The external change leader understands the external environment better regarding market shifts, different competitors and technologies available. Whereas Ruby and Robin were able to act as internal change leaders regarding the planning, organizing and controlling side for the change to take place. The external and internal change leaders were then able to come up with a strategy and structure for the organization. This resulted in a change of values with how Ruby and Robin worked. They were able to reap better rewards and management practices and structures were changed allowing them to hire workers which they didnt dared to in the beginning. CONCLUSION Therefore, an organization cannot rely solely on an internal or external change leader to reinforce and implement changes. A mixture of both would be needed to bring about changes as they each possess different types of knowledge and skills, forming an internal-external consulting team. Internal change leaders can provide inside knowledge regarding the organization and allow external change leaders to be accepted easily. Internal change leaders would also be able to maintain in constant contact with clients. Whereas external change leaders would be able to combine their special expertise, vast experiences and objectivity with internal change leaders. External change leaders can also help train organizations and their counterparts, hence transferring OD knowledge and skills to the organization. A balance needs to be struck in everything done. Since the opportunities an organization faces is huge and business markets are vast, organizations need to rely on not individual, but groups of people who are able to complement each other with their knowledge, continuous feedbacks and commitment to learn from one another, hence making it more effective than individuals working alone. If internal and external change leaders are not able to work together, they would be less effective than consultants working alone.

Apocalypse :: essays research papers

Apocalypse FOLLOWING IS AN IMPORTANT REVELATION BEING MADE TO THE GENERAL PUBLIC. THIS IS THE ONLY TIME YOU WILL BE CONTACTED. Disclaimer: The following information contains predictions of the future. This has been written for people who want to know what is on the horizon for humanity, and most importantly, WHAT THEY CAN DO ABOUT IT. Please understand that if you read this material, you will be doing it by your own choice. If your reaction causes you to want to report me to AOL for sending unsolicited email, it could result in my account being closed. I don't ask that anyone believe what I say just because I say it. I do ask that if you choose to read this material, please suspend your judgment of it until enough time passes for its validity to be proven or disproven. Please don't let your personal beliefs cause you to want to deprive others of receiving this. Written October 20, 1996 NOTE: This document is quite lengthy, so it might be best to either print it or copy it to your word processor so it may be read off-line. Dear Friend,   Ã‚  Ã‚  Ã‚  Ã‚  The choice of whether or not to read this message all the way through may have important consequences for you as the events of our immediate future unfold. This is being done solely for the benefit of others so that people may understand what to do about the times now approaching humanity. What I'm about to explain will strike many people as ridiculous, because this kind of thing has been predicted over and over again and people are not inclined to take things like this seriously. I am not your average tabloid psychic. In fact, I'm not a psychic at all. I am what could be called a modern day seer, but I prefer to be thought of as just a human being with an important message.   Ã‚  Ã‚  Ã‚  Ã‚  I have studied prophecy and the techniques used to produce it for many years now. Through a combination of my own findings, the prophecies of Nostradamus, the prophecies given by Jesus and the prophet Daniel, I have figured out the future of humanity. As stated above in the disclaimer, the reader's belief in what I say is not necessary at this point.   Ã‚  Ã‚  Ã‚  Ã‚  This message has been written over and over again since I first set out to do this. In previous versions, I have tried to describe what will cause the rough times to come... but everyone is pretty much aware of the world's problems and they don't really need to have it all pointed out to them. Besides, it makes the message unnecessarily long.

Canterbury Tales Essay: Importance of the Tale of Wife of Bath

Importance of the Tale of Wife of Bath Some critiques of Wife of Bath make the claim that the Tale is an anti-climax after the robust presentation of the Prologue. Certainly, the prologue of Wife of Bath is robust. With its unstoppable vitality, strong language ("queynte" etc.) and homely, vigorous vocabulary (eg. the references to "barley-brede" and mice), it is the Wife's personality -- certainly an extremely robust one -- that dominates. There is a certain brash energy to the whole of the Prologue, whether because of the forcefulness with which the Wife presents her arguments against the antifeminists (eg. her comments about clerks being unable to do "Venus werkes" and taking it out on "sely wyf[s]" in print), or because of her histrionic presentation of the methods with which she amply gave her husbands the "wo that is in mariage". The Wife, as speaker of her Prologue, has an earthy, homely vigour that pervades the whole of the Prologue; as such, it would certainly be fitting to apply the epithet "robust" to the Prolo gue. [good paragraph] In contrast, the Tale (or the Wife as speaker of the Tale) is arguably lacking in a similiar robust vitality. Its very opening, with its Arthurian/fairy-tale references, sets the general tone -- quasi-courtly, learned, fantasy rather than the earthy reality presented with such subversive attractiveness in the Prologue by the Wife (eg. "dronken as a mous", "goon a-caterwawed"). Elegant and learned -- even a little pedantic ("redeth eek Senek, and redeth eek Boece" as well as the references to Dante) -- there is, comparatively, a lack of the energy that galvanised the Prologue. Moreover, given what the rea... ... As such, it would not be totally accurate to speak of the Tale as being an anticlimax. While its seeming "gentillesse" may be found somewhat colorless after the Prologue, it nevertheless reinforces the Wife's ideas of female "maistrie", and certainly this is obvious by the end; also, the ending arguably serves as a climax, summarizing many of the Wife's themes (that women should have the "maistrie", that she wants a constant supply of young virile husbands, that marriage can be happy if a husband first resigns authority to his wife (cf. her ending the Prologue with the kindness she showed to Jankin and their ostensible happiness)). Therefore, even if the Tale does not work up inexorably to a climax as the Prologue per se does, it would be unfair to claim that it has no climax, or that it is an anticlimax.

Kant Essay -- essays research papers

Immanuel Kant, a supporter of capital punishment, offered us of the most complicated, if not ambiguous, views on the subject. In fact, he would’ve ironically disagreed with its modern proponents. Those who advocate capital punishment today often do so for utilitarian reasons. For example, the death sentence would protect society by not only preventing a purpertrator from committing the same crime again, it would also deter others by setting an example. Kant would’ve argued the rights of the condemned are being trampled; by using him as an example, we are using him as a means to an end. A rational being, in Kant’s view, is an end in himself, whether criminal or law-abiding citizen. We would thus be violating his humanity.   Ã‚  Ã‚  Ã‚  Ã‚  In Kant’s view of ethics, actions must be undertaken from a sense of duty dictated by reason, and no action performed for appropriateness or solely in obedience to law or custom can be regarded as moral. Moral acts are done for the â€Å"right† reasons. Kant goes on to describe two types of commands given by reason: the hypothetical imperative, which dictates a given course of action to reach a specific end; and the categorical imperative, which dictates a course of action that must be followed because of its rightness and necessity. The categorical imperative is the basis of morality and was stated by Kant in these words: â€Å"Act as if the maxim of your action were to become through your will and general natural law.†   Ã‚  Ã‚  Ã‚  Ã‚  Reason, through the categorical imperative, would render such motives immoral; nevertheless, if a man is guilty, it would also dictate that he must not escape punishment. Otherwise, not only is justice being flaunted, but equality, which Kant sees as the basis of law and order, will not have been served. When selecting a punishment, equality becomes our standard. But what in Kant’s view, is equality?   Ã‚  Ã‚  Ã‚  Ã‚  To answer this, we must first understand his concept of jus talionis—the right of retaliation. In essence, there are two parts to this. One, Kant argues that a punishment must fit the crime. He would argue that the degree of suffering inflicted on the victim should be inflicted on the perpetrator. Two, if one commits a crime, he is exposing himself to the danger of his actions. If crime were to become universalized, and therefore acceptable, what is... ... way, to prove that our principles, based on perception, can be rationally applied. Because of this inability to prove our rational perception and thus a moral principle based on that perception, we are unable to demonstrate whether our motives are truly correct. To Kant, these principles can be proven through his transcendental arguments, but there remains the fact that he agreed sensory (and thus transcendental) experience could not be accepted as fact. Because of his lack of definite statement, Kant fails to prove through his arguments that correct thought or action can be universal.   Ã‚  Ã‚  Ã‚  Ã‚  People attempt to describe good based on virtuous thought. Virtuous thought supposes that a virtuous person has a fairly explicit concept of what is moral. Kant’s perception skews the person's thought because each person perceives an event (whatever the event may be) differently. It is this difference in what people perceive that creates opposing viewpoints on morality whether virtuous or not. Any attempt to provide a universal ethic to the community is impeded by the community itself. Not only was it an impossible task in Kant's time, but it is still impossible today.

Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as†¦ Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school. INTRODUCTION It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said â€Å"a person’s education is closed linked to their life chances, income and wellbeing† it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions. Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the ‘problem’ of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385 Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be â€Å"raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic levels and in urban, rural, and suburban settings†. (http://www.nea. org/home/17413. htm. Accessed 02/11/12) What is Raising Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement means a â€Å"tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background†. Teachers have a committed liability to enable all learners to attain and achieve their full potential, whether they are SEN (Special Education Needs), EAL (English as an Additional Language) or ethnic minority student. What is Ethnic Minority? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are Black or Black British (Black African, Black Caribbean etc. ), 15% are Mixed Race, 5% are Chinese and 5% are of other ethnic backgrounds. (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as â€Å"Ethnicity refers to cultural heritage (thus the term ethnic minorities can also be used to include White ‘ethnic’ minority groups in Britain, such as the Irish or people from other European countries). However, the systematic historical and continuing pattern of disadvantage for Black and Asian groups singles them out for special consideration†. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds: Socio class can cause inequality in class which could in turn influence the achievement in children; (C. Stephen pg. 269) Social scientists have recognised the importance of an individual’s family socio economic status (SES) has an influence on the academic achievement of children since the mid-1960s. It could cause low their self-confidence and self-esteem â€Å"ethnic minorities may have special issues related to self-esteem. Because of prejudice, minority members are likely to see a negative image of themselves† ( DeLamater. J & Myers. D pg. 88). (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm) â€Å"Ethnic backgrounds that are less successful in education is because they have a higher percentage of pupils from working class backgrounds. Also the lower a child’s class position, the lower their income. Bangladeshi, Pakistani and Black pupils are more likely to be raised in low income families. This can affect how well they do in school because lack of funds means lack of school equipment, less favourable working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor attainment in several schools. Table1 the Pupil Level Annual School Census (PLASC) 2002 illustrates the impact of socio-economic disadvantage by comparing relative GCSE performance for pupils who are eligible for free school meals. This shows that pupils from lower socio-economic groups tend to achieve less good results than those from higher socio-economic groups and that this difference is particularly large for white pupils. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Table2: The pupil level annual school census (PLASC) 2002 characteristics: Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 Note: these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census. From 2003, data will be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at annex A. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Discrimination on grounds such as race will affect effective learning fundamentally in most cases, which is linked to disparities in school. Some schools are ‘institutionally racist’, says Oftsed’s Director of Inspections, Jim Rose – to the annoyance of teachers’ unions. Mr Rose said â€Å"Much of that [racism], we think, is to do with unwitting stereotyping of youngsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http://news. bbc. co. uk/1/hi/education/294078. stm)†. With the fact that their â€Å"ethnicity influences their class and their class influences their attitude†, there is concern about the aspirations of underprivileged children â€Å"socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also doubt their ability to attain in learning† (http://www.learningbenefits. net/Publications/ResReps/ResRep27. pdf pg3). The majority of schools are engaged in a wide variety of initiatives to improve provision and raise the attainment of all pupils. However, few schools monitor these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting suitable learning challenges; responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils. (cabinet office pg14). NALDIC (National Association for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the curriculum or subject content. (using ict for eal pg5) Also very few schools review their curricular and pastoral strategies to ensure that they are sensitive to the ethnic groups in the student population and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, positive outcomes have resulted. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to adopt specific approaches for particular groups of pupils such as minority ethnic groups, but instead personalised the curriculum, pedagogy and assessment such that pupils in any group could benefit. (Effective Teaching and Learning for Pupils in Low Attaining Group). Self- assessment and appropriate target setting according to individual learning styles would help them to build identities as successful learners. The new Teachers’ Standards (DfE, 2011) would enable this strategy to work perfectly as teachers have to ‘Adapt teaching to respond to the strengths and needs of all pupils’†¦evaluate distinctive teaching approaches to engage and support them’. (Standard 5 The QTS Standards: DFES ‘Qualifying to Teach’(2002) In additional, as â€Å"they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. † http://education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements praising their effort would encourage children participation. Using positive words (‘I’ve seen a spark in you) and encourage this group would make them feel motivated, believe in themselves and appreciated to want to attend school (promoting attendance) regardless of any socio-economic worries. Attending â€Å"parents’ evenings and other less formal school functions can help understand difficulties and help to remove any barriers† http://education-landscapes. eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could devise ways to help raise the achievement and eliminate barriers affecting this young person’s learning. ? Respect frustration and encourage a positive approach to setbacks. http://education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority: EAL learners will be affected by attitudes towards them, their culture, language, religion, and ethnicity http://www.mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf. The proportions of pupils with English as an additional language are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). Approximately 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional language (EAL) according to Statistics of Education 2002(aiminghighraisingachievent pg28). These speech patterns are argued to be consistent with many low income families which are inadequate to meet the demands of the education system. These patterns directly contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. This is a major barrier to achievement as English is not their first language and cannot communicate effectively in lesson, with peers and content of the curriculum it is helpful for the to access prior knowledge so they have a fair understanding before the next lesson â€Å"Language learners need access to the subject curriculum while they are learning English†. EAL students learning is NOT a learning difficulty, learners should not be placed in groups or sets for ‘slow learners’–they need good peer models of subject specific talk and writing. Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the ambitious targets set for these children. Bilingual learners need to make more progress each year than their peers in order to catch up (Collier, 1995) –their efforts need to be acknowledged and appreciated, to build their self-image and self-esteem as successful learners. (Making the Difference Teaching and learning strategies in multi-ethnic schools) Solution/Approaches: (Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the Difference Teaching and learning strategies in multi-ethnic schools). Education authorities have recognised the fact that student with EAL will struggle to reach their potential and has incorporate into the new Teachers’ Standards, saying that â€Å"all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.) It is important to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging â€Å"High challenge can be maintained through the provision of contextual and linguistic support and raise attainment. (ExcellenceandEnjoyment:learningandteachingintheprimaryyears,Creatingalearningculture:Classroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physical and virtual learning environments that motivate and support the EAL learner’s distinctive needs. Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources across the curriculum; make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal requirement for literacy to be included into lesson; literacy is fundamental to good learning and achievement. It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language â€Å"grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy† (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). Organise small groups for computer-based activities that enable early stage learners to work with other first language speakers and to hear good models of English. â€Å"Establishing layered curriculum targets as a context for language development. Speaking and listening: guided sessions for language development. † (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital role to play in providing the appropriate resources and technology for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students. (Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. Multimedia Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language across the world. Pupils learning EAL require opportunities to draw on additional contextual support to make sense of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of visual support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is limited. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ Metal plate in head due to past injury. If *** bumps her head call carer immediately/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention seeker/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives. These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will look like when they are achieved; and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose second language is English (excellentandenjoymentlearning pg23). Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations and builds their life chances. Higher standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors. Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be paired up in group so they can become conversationally fluent in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language. Activating pupils prior knowledge â€Å"Finding out what pupils know about a topic through questioning, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, enabling use of first language. †http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy. Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations; it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. Planning lesson for a class that has EAL student.