Organizational Transparency Research Proposal Example | Topics and Well Written Essays - 2750 words

Hierarchical Transparency - Research Proposal Example The writing audit will follow an efficient writing map on hierarchical straightforwardness. A portion of the issues that will be taken a gander at in the writing survey include: effect of straightforwardness on viable correspondence, effect of straightforwardness on execution, effect of straightforwardness on whistleblowing, impact of straightforwardness on trust and cohesiveness, effect of straightforwardness on effectiveness and efficiency, corporate duty differentiation of the private division, corporate codes, and the drawbacks of hierarchical straightforwardness. Correspondence is a significant angle in an association since it contributes towards the sustaining of association culture and conduct. Griffin and Moorhead (2012), clarifies that â€Å"communication is the social procedure wherein two gatherings trade data and infer meaning† (p. 300). In the organization’s point of view the general acknowledgment is that the definition adopts even an increasingly mind boggling strategy because of the nature and level of the relational connections. Correspondence is generally portrayed by three significant viewpoints. These viewpoints are: conveying the message, the idea of the message and the impression of the beneficiary. In any case, Griffin and Moorhead (2012) plot that for all of the perspectives to be compelling straightforwardness ought to be a key thought for both the source and the beneficiary of the message. An examination reported by Institute of Public Relations (2010) confirmed that vote based system can't flourish in any establishment when there is absence of data. In the open part absence of straightforwardness has been a key issue influencing execution and deciding the advertising of an organization. Notwithstanding, it is hard for an association to guarantee or even case straightforwardness when there is absence of successful correspondence. Government division foundations have understood that straightforwardness doesn't just advance great open

Chapter Columbia

Columbia Company, which makes machine devices, had the accompanying exchanges identified with plant resources in 2014. Resource An: On June 2, 2014, Columbia bought a stepping machine at a retail cost of $12,000. Columbia paid 6% deals charge on this buy. Columbia paid a temporary worker $2,800 for an exceptionally wired stage for the machine, to guarantee noninterrupted capacity to the machine. Columbia assesses the machine will have a 4-year helpful life, with a rescue estimation of $2,000 toward the finish of 4 years. The machine was placed into utilization on July 1, 2014.Asset B: On January 1, 2014, Columbia, Inc. igned a fixed-value contract for development of a distribution center office at an expense of $1,000,000. It was evaluated that the venture will be finished by December 31, 2014. On March 1, 2014, to back the development cost, Columbia acquired $1,000,000 payable April 1, 2015, or more enthusiasm at the pace of 10%. During 2014, Columbia gained store and ground install ments totaling $750,000 under the agreement; the weighted-normal measure of amassed uses was $400,000 for the year.The abundance acquired assets were put resources into momentary protections, from which Columbia acknowledged venture income of $13,000. The stockroom was ompleted on December 1, 2014, at which time Columbia made the last installment to the temporary worker. Columbia evaluates the stockroom will have a 25-year helpful life, with a rescue estimation of $20,000. Columbia utilizes straight-line devaluation and utilizes the â€Å"half-year† show in representing incomplete year deterioration. Columbia's monetary year finishes on December 31 . Guidelines (an) At what sum should Columbia record the obtaining cost of the machine? b) What measure of promoted intrigue should Columbia remember for the expense of the stockroom? (c) On July 1, 2016, Columbia chooses to re-appropriate its stepping activity to Medek, Inc. As a component of this arrangement, Columbia sells the m achine (and the stage) to Medek, Inc. for $7,000. What is the effect of this removal on Columbia's 2016 salary before charges? Arrangement (a) Historical expense is estimated by the money or money equal cost of acquiring the benefit and carrying it to the area and condition for its proposed use.For Columbia, this is: Price $12,000 Tax 720 Platform 2,800 Total $15,520 Since Columbia has exceptional obligation brought about explicitly for the development venture, in a sum more prominent than the weighted-normal collected consumptions of $400,000, the loan cost of 10% is utilized for capitalization purposes. Capitalization endless supply of the venture at December 31, 2014. Consequently, the avoidable premium is $40,000, which is not exactly the genuine interest.The venture income ot is unimportant to the inquiry tended to in this issue in light of the fact that such premium earned on the unexpended part of the credit isn't to be counterbalanced against the sum qualified for capitaliza tion. (c) The pay impact is an addition or misfortune, controlled by looking at the book estimation of the advantage for the removal esteem: Cost $1 5,520 Less: Accumulated devaluation 6,760* Book estimation of machine and stage 8,760 Less: Cash got for machine and stage 7,000 Loss before annual duties $ 1,760 hyear $1,690 2014. entire year 3,380 2015. 2016. ? h year 1,690

Toons and Tasty Burgers

Toons and Tasty Burgers 11/9/2013: At the time of this writing: Im sitting in a cozy joint titled Tasty Burger with Hairuo, Royal, and Trevor. (Theyre cool.) Hairuo, Royal, and Trevor are telling me I should double major in Comparative Media Studies. Im kind of considering it. I have yet to see if the burgers are tasty. The Fox is playing on the speakers. Loudly. I ordered an apple juice box which I have just finished. There is an amazing mural on the wall of Samuel L. Jackson from Pulp Fiction. This marks the end of a very good start to what will be a very good weekend. First and most importantly, I got nine hours of sleep last night, which I havent been able to do for a while. If theres one thing Ive learned since coming here, its that sleep is very, very, VERY valuable to me, and I have to work hard to make sure I get enough of it. Burgers are here. The story continueslater! - 11/10/2013: The burgers were fairly tasty. On a scale of 1 to 5, where 1 would be a high school cafeteria burger and 5 would be an In-N-Out double-double, Tasty Burger would fall in the 4 to 4.5 range. In any case. This weekend is particularly splendid for a couple of reasons. First of all, its a long weekend. Second of all, I painted figurative rainbows all over my second 8.022 (Introductory Physics Electricity/Magnetism, hard mode) exam last Thursday after getting 9 hours of sleep on a weeknight, which ended up being much better for my test than studying for it. This means a weekend usually spent on 8.022 psets was spent instead catching up on sleep and singing with the Toons. Which brings me to the third reason: two (TWO) performances with my a cappella group, the MIT-Wellesley Toons, whom I dearly love. Look, were on the Internet and everything. Heres a video from our last performance a few weeks ago. We did a small performance on Friday night at Wellesley, but it was our Saturday evening concert that wed been preparing for the most. Saturday night was the Eighth Annual MIT-Wellesley Toons Concert for a Cure, a benefit concert for multiple sclerosis which featured not only the Toons but also a ton of amazing groups from other places like Harvard, Olin, Suffolk, and Wellesley. We had too much fun turning the lecture hall 10-250 into a makeshift concert venue by covering the blackboards with silly chalk art and dressing up in official Tooniforms: black shirt, black pants, and colored ties for the guys, and colored shirts with suspenders for the gals. Meet the Olin Powerchords. Theyre pretty kick-ass. They shot one of their members on stage at the end of their set, cutting off their last song. Not even kiddingit was a song from a James Bond movie and they ended it by shooting the lead singer with a Nerf pistol. These delightful fellows are Roadkill Buffet, MITs very own improv comedy group. They took the prompt pickles and turned it into a ten-minute series of skits featuring the benefits of veganism and eating organic, the need to wear furry boots, a farmer who cant bear to slaughter his cows for food, and a pastor who hears the cows confession of being able to talk. Comedy sure doesnt make much sense, but thats what makes it hilarious. The Wellesley Tupelos came out and rocked the show. Theyre named after Wellesleys Tupelo Point. Its said that if you kiss your significant other there, youll get married to them (or be successful and wealthy in life, depending on which version you subscribe to). The Harvard Dance Team came out with a performance set to Lady Gagas Applause. They were pretty great. Major props for being able to do a full performance in a lecture hall without knocking anything down. Toons getting pumped right before the show! Some of the other groups who came out included the a cappella groups the Suffolk Ramifications, Harvard Mirch (East Asian/pop mashup a cappella!), Wellesley Dead Serious (more improv comedy), Wellesley Freestyle (daaaance). It was awesome and amazing and we raised a couple hundred dollars for finding a cure for multiple sclerosis. If youd like to donate to our cause, you can still do so here:  http://weblink.donorperfect.com/MIT2013. Your friend in a cappella burgers, Allan

The Myth of Theseus Free Essay Example, 1500 words

Like Perseus, he too grew up without his father. Perseus and Theseus both proved their worth and their strength as heroes many times over through their battles; at one point, they even rescued their princesses from dark powers (Booker, pp. 276-277). Such similarities, as brave warriors, are seen in the heroic deeds of other Greek mythological heroes like Achilles, Jason, and Heracles. Like these heroes, Theseus also showed great strength and skill in battle. This is what made him stand out at a very early age, and what prompted his mother Aethra to reveal to him his noble heritage (Godwin, p. 252). This strength and skill helped him lift the rock which hid symbols and evidence of his heritage; it allowed him to survive many battles; it also allowed him to kill the Minotaur, and it eventually allowed him to rightfully claim his place as his father s heir while keeping his greedy cousins at bay (Warner, pp. 24-27). At the very core of his character, Theseus is a very honorable ma n as he always fought on the side of what was right and what was noble, even at great cost to his life. However, as a hero, he also possessed a tragic element to his character, and this element can largely be attributed to his bad qualities. We will write a custom essay sample on The Myth of Theseus or any topic specifically for you Only $17.96 $11.86/page 255). He can also be labeled as ungrateful when he abandoned Ariadne on an island, even after the latter helped him defeat the Minotaur (Garland, p. 204). Theseus also had an unhealthy appetite for women; he was renowned for his amorous affairs. The consequences of these affairs often proved to be unfortunate and disastrous. His abduction of the Amazon Antiope prompted the Amazons to invade Attica (Warner, p. 28). He, along with Peirithoos abducted Helen and Persephone.

Obssesive Compulsive Disorder - 1752 Words

Obsessive Compulsive Disorder Often OCD is described as a disease of doubt (Ken and Jacob 1). Things are constantly running through the minds of OCD patients. Is the door locked? Is the stove shut off? When researching OCD, three important things to cover are the discovery of OCD, the diagnosis, and overcoming OCD. Obsessive compulsive disorder, also know as ODC, is a complex mental illness that involves repeating thoughts know as obsessions and repeating actions know as compulsions (Parks 8). OCD affects males and females of all types (Parks 8). According to the National Institute of Mental Health, approximately one-third of OCD cases in adults begin in the childhood stages (Chong and Hovanec 11). Scientists believe that OCD is related to a faulty brain circuitry that could possibly be hereditary (Parks 9). Theories based on more recent studies show that OCD is a biological brain defect (Sebastian 32). It affects the frontal lobes of the brain (Ken and Jacob 1). Many OCD symptoms have been recorded since the 15th century (Sebastian 21). By the 19th century, science had developed more and explained that OCD was a mental and emotional disorder instead of supernatural forces (Sebastian 29). OCD is two times more common of a disease than schizophrenia and bipolar disorder (Ken and Jacob 1). There are three forms of OCD. The three forms are episodic, continuous, and deteriorative. Episodic OCD has recurring episodes of illness lasting for a limited time.Show MoreRelatedPetunia: A Mytery Fiction686 Words   |  3 Pagesthroughout the home. Fine lace tableclothes where found throughout the home. One on the nightstand, one on the dining room table. I began counting as I made my way throughout the house. I had no idea why I felt compelled to do so. I never had Obssesive Compulsive Disorder, nor have I ever felt I had. I just felt obligued too, just like how I felt obligued to come here. I snapped out of the trance and whent to ask her what I had to do. She told me to clean up the basement and throw out anything out of the

Aggression Behavior in Sports By John Dorsa Free Essays

string(22) " in all elite sports\." Aggressive Behavior in Sports By John Dorsa University of Louisiana at Lafayette KNES 443 11/16/12 Aggressive Behavior in Sports In the dictionary, aggression is defined as â€Å"a behavior that is forceful, hostile, or attacking. There have been studies showing the connection between aggressive behavior and sports. According to Singh and Tomar’s â€Å"Aggression in Athletics: A Comparative Study†, aggression in today’s society is applauded rather than shunned. We will write a custom essay sample on Aggression Behavior in Sports By John Dorsa or any similar topic only for you Order Now Sports are the only place, outside of war, where aggression is acceptable. The attitude is to â€Å"win at all costs†. Most aggression results from frustration. Some aggression, where people are injured, outside of the rules of the game, is becoming a problem in today’s society. However, not all aggression is bad. The word â€Å"aggression† is derived from Latin and means â€Å"to work towards†. Coaches were surveyed and asked to list qualities of a successful athlete. Aggression was high on the list of all of the coaches. Sports give aggressive people the opportunity to let off some steam, in an organized fashion, rather than having a person act out in society. Aggressive people need some form of physical contact or competition, and sports give them the perfect opportunity to channel their anger towards some good. An athlete needs some type of aggression because it is what motivates that athlete to perform to their best ability. Sports, such as football, require so much physical contact that players need to play with some passion; otherwise they are no good to their team. An aggressive person is highly motivated, demonstrates great realize of physical energy, and not inhibited by fear of potential injury. This does not only apply to playing physical. Mental aggression is also a key in sports. Having aggressive behavior can benefit athletes because it allows them to get into their opponents’ heads, thus giving them an advantage. However, verbal aggression can be bad as well. Too much talking can lead to an altercation where someone can get hurt. Therefore, aggressive behavior is vital in all aspects of sports. A sports competition without aggression is like a body without a soul. Frank, M. , Gilovich, T. (1988) Journal of Personality and Social Psychology. 54(1), (pp. 74-75). Abstract: Black is viewed as the color of evil and death in virtually all cultures. With this association in mind, we were interested in whether a cue as subtle as the color of a person’s clothing might have a significant impact on his or her behavior. To test this possibility, we examined whether professional football and ice hockey teams that wear black uniforms are more aggressive than those that wear nonblack uniforms. An analysis of the penalty records of the National Football League and the National Hockey League indicates that teams with black uniforms in both sports ranked near the top of their leagues in penalties throughout the period of study. On those occasions when a team switched from nonblack to black uniforms, the switch was accompanied by an immediate increase in penalties. The results of two laboratory experiments indicate that this finding can be attributed to both social perception and self-perception processes—that is, to the biased judgments of referees and to the increased aggressiveness of the players themselves. Our discussion focuses on the theoretical implications of these data for an understanding of the variable, or â€Å"situated,† nature of the self. Are teams with black uniforms more aggressive than teams with nonblack uniforms? Because black is seen as a color of evil in most cultures, it is believed that the color black brings out a more aggressive side to a person. Therefore, teams wear black uniforms as a form of intimidation. However, is there really a connection between black uniforms and aggressive play? This article debates whether or not teams that wear black uniforms are considered more aggressive than teams with lighter color uniforms. Research was done in the National Football League and National Hockey League, because those are two of the most physical sports in American Society. After analysis, researchers found that there was a direct correlation between black uniforms and penalties. The Oakland Raiders wear black uniforms and they were called for more penalties than a team with non-black uniforms in the 1988 NFL season. Therefore, teams with black uniforms are more aggressive than teams with nonblack uniforms. The results of this study indicate that both social perception and self-perception are affected by the use of black uniforms. An example of social perception is when someone sees a person wearing all black, that person’s first thought is that the person is very dark and probably an unpleasant person. Also, if a team shows up to a game in all black, there is good chance the other team could be intimidated by the team in black. Thus, giving the team in black a competitive edge before the game has even started. Self-perception is the way you view yourself. When someone puts on a black jersey, they feel much tougher than if the jerseys were a lighter color, such as yellow or green. That attitude of toughness can directly translate into the game. The player wearing black will play more physical because of his self-perception of wearing black jerseys. If you feel good about yourself, you are going to do better because you are confident. The same can be applied with black jerseys. When you are wearing a black jersey there is a sense of aggressiveness that goes with it. The Oakland Raiders are a good example for this theory. The Raiders wear all black jerseys with silver numbers, and are known as a very physical football team. Also, their stadium is called â€Å"The Black Hole†, which is a very tough stadium to play in due to the team’s die-hard fans, who also wear black. This makes â€Å"The Black Hole† a very intimidating place to play. In sports, there must be a high level of aggression in order to play well. Aggressive play is a key factor in all elite sports. You read "Aggression Behavior in Sports By John Dorsa" in category "Papers" Playing with violent passion can help set the tone for the entire game. Being aggressive gives a player a mental and physical edge over an opponent. Singh, R. , Tomar, R, (2009). Aggression in Athletics: A Comparative Study. Ovidius University Annals, Series Physical Education and Sport/Science, Movement and Health. 12(1), (pp. 31-35). Abstract: By nature human beings are competive and ambitious for the excellence in all athletic performances. Not only every man but every nation wants to show their supremacy by challenging the other nation. Thus these challenges stimulates, inspires, and motivates all the nations to sweat and strive to run faster, jump higher, throw further in present competitive sports world. Aggression has long been a part ofthe sports domain. Outside of wartime, sport is perhaps the only setting in which acts of interpersonal aggression are not only tolerated but enthusiastically applauded by large segment of society. In fact Lorenz advocates that sport ought to be substitute for war. In other words, because all competitive sports situations hold some degree of hostility between opponents, participants in them allows aggression to be dissipated in an acceptable manner. In this study, throwers and jumpers, of the 65th All India Interuniversity meet, were given questionnaires to determine how much aggression each group had. It was discovered that the throwers were more aggressive than the jumpers. The main reason for throwers being more aggressive could be the use of implements in all the throwing events which might create more aggression in athletes as compared to jumpers. Further, the physique and body structure of throwers could be other reasons for aggressiveness in throwers than in jumpers. However, it was determined that both athletes have some form of aggression. Because of sports in today’s society, it seems that it is acceptable to show aggressive behavior. By nature human beings are competitive and ambitious for the excellence in all athletic performances. Outside of wartime, sports are the only setting in which acts of aggression are not only tolerated, but applauded by society. There was found to be different levels of aggression depending on which sport. Aggression is derived from Latin and means â€Å"to work towards†. This is usually the goal of a team, to â€Å"work towards† a common goal. â€Å"An aggressive act can be defined as those which the athlete (1) is highly motivated (2) demonstrate the great realize of physical energy, and / or (3) is not inhibited by fear of potential fracture or injury† (J. M. Silva et al, 1984). When coaches were surveyed about what qualities make up a successful athlete, aggression was very high on that list among all coaches. Most aggression results from frustration, but when channeled correctly in sports, it can be very beneficial for an athlete. The athlete will be more motivated when they are angry and will show great energy. Sports competition without aggression is like a body without a soul. In other words, there must be some form of aggression in sports or it wouldn’t be able to work. The results of this study will be helpful for coaches in assessing the aggression of their players and plan training programs accordingly. Dziubinski, Z. (2007). A Sociological Attempt at Explaining Aggression in Sport. Research Yearbook. 13(2), (pp. 204-205). Abstract: This paper discusses the phenomenon of aggression in sport from a sociological point of view. The phenomenon is explained with classic sociological terms such as socialization, social control, conformism and deviance. Among other things, the paper employs the functionalistic-structuralist theory and symbolic interactionism. Apart from describing the mechanisms which generate aggression/deviance, the paper also proposes activities which may help moderate aggressive behaviors of sport supporters. The writers unequivocally establish that the most efficient and far-reaching way to prevent aggression in stadiums is not repression and penalization, but prevention in form of projects meant to enhance and consolidate socialization mechanisms. Giddens describes the socialization process as â€Å"the process people learn and acquire skills, norms, values, and patterns of behavior, they mold their personalities and define their own identities, they learn specific attitudes and specific social roles† (Dziubinski 205). People become what societies they live in want them to be. Sometimes people do not become what it is that society wants of them. When a person strays away from the norm, their behavior is known as deviant. This article will focus on negative deviance , including aggressive behaviors of fans and football players. Aggressive behavior of a football supporter is an example of deviant behavior. The supporters’ ultimate goal is to achieve a victory in the game. However, appropriate measures are not always taken, such as good and efficient team play. Deviant supporters will harass players on the other team in order to get in their opponents’ heads. The behavior of the supporter is different from the norm and turns into criminal offenses. Efforts should not be focused on putting away these deviants, but creating an atmosphere that is advantageous for socialization. This can be said for athletes as well. Many elite athletes come from a bad childhood, in which crimes are being committed everywhere. These kids try to fit into the norm, which in this case, is a deviant norm. The children grow up around all of this violence and believe that this is normal life. The person then begins acting aggressive in society. The supporter identifies himself or herself as a deviant and perceives the deviant behavior as socially accepted, which pushes the person even deeper into the role† (Dziubinski 207). According to this article, the solution is to show the person an advantageous condition to let out their aggression. For example, if someone is naturally aggressive, they should be introduced to a contact sport, such as football, so that t hey can channel that anger into a positive. By doing this, the norm is changing for the person. That person realizes that the previous behavior is not accepted, and therefore, can change their ways. For many athletes this was the case. They realized that the way they were acting would not end well for them. They have seen too many of their friends either end up in prison or dead, thus motivating the person to make a change for the better. Football is a perfect sport for an inherently aggressive person due to the amount of contact in the sport. This is an easy transition to make because they can still go out and hit people within the context of the game. This socialization will help keep a person out of trouble, while still conforming to the norm of society. Schwery, R. , Cade, D. (2009). Sport as a Social Laboratory to Cure Anomie and Prevent Violence. European Sport Management Quarterly. 9(4), (pp. 469-482). Abstract: Sport’s relationship with aggression, violence and hooliganism is not a new phenomenon. Evidence suggests that it has existed ever since competition began in ancient civilizations. Sport is a mirror of society. With the process of civilization, sport has no doubt become less brutal. In the last few decades there has been a growing interest in sport’s use as a catalyst for development. This article discusses the therapeutic role that sport can have to cure a general loss of orientation (anomie) and to prevent aggression and violence. Its success depends on guidance and the rules that are set for institutionalized sport. The article attempts to highlight how government, NGOs and sport organizations can work together to use stadiums and other sport-settings as a social laboratory. â€Å"Rapid social change can lead to a general lack of orientation among a broad egment of people. This state of being defines the concept of anomie† (Atteslander, Gransow, and Western, 1999). Anomie leads to difficulties in individual adaptation, resulting in a loss of general social orientation, reinforced feelings of insecurity and marginalization, the cultivation of false expectations or feelings of relative deprivation. This leads to violence and different forms of dev iant behavior. In a modernized society, there is a growing need for outlets to release negative emotions. Conflicts are a normal phenomenon in every society. Preventing them is not enough. Encouraging people to channel malignant aggression into some form of productive communication is a key to reducing violence. It is possible to bring people together through sport. However, there is a difference between â€Å"malignant and benign aggression† (Fromm, 1991, p. 212). Malignant aggression aims to injure an opponent. Whereas benign aggression aims to achieve a sporting goal, such as winning games. When someone adopts a form of benign aggression, without the intent to injure someone, it is viewed by society as a pronounced level of assertiveness. This is the goal of social change. Social change has an enormous impact on social development in general and on individual well-being. This challenges people to re-orientate themselves in a constantly changing world. Sports can not only teach people how to channel their anger into benign aggression, but also teaches the necessity of teamwork. Grange, P. , Kerr, J. (2009). Athlete to Athlete Verbal Aggression. International Journal of Sport Communication. 2(3), (pp. 360-373). Abstract: This case study examined interpersonal communication in sport in the form of verbal aggression among elite athletes in the Australian Football League (AFL). It focused on the experience and motivation of athletes who use athlete-to-athlete verbal aggression and the responses of athletes who have been the targets of verbal aggression during games. In addition, the reasons athletes have for not engaging in verbal aggression were also examined. Purposive sampling procedures produced a select sample of elite male athletes known for their aggressive approach to playing Australian football. Qualitative methods and deductive analysis procedures, informed by J. H. Kerr’s categories of sport aggression, were used to interpret the interview data. Meaningful insights into verbal aggression in the AFL were obtained. Based on the underlying motivation, interview transcript descriptions of incidents were identified as examples of power, thrill, and anger verbal aggression. This article’s primary purpose was to investigate verbal aggression among elite Australian footballers, identified as being the most aggressive. This article focused on a) athletes who use verbal aggression, when they use it, and their reasoning, b) athletes who do not use verbal aggression and their reasons for not doing so, and c) athletes’ responses to verbal aggression directed at them by opposing players. In sports, there is not only physical aggression, but also, verbal aggression. Verbal aggression is used in order to get in the heads of one’s opponents and officials. The most aggressive acts in the Australian Football League were found to be negative verbalization directed at officials and verbal abuse between athletes. The verbal aggression against officials was mainly due to poor calls. Verbal aggression between athletes was found to occur most frequently after the most severe physically aggressive acts. Verbal attacking is most often used to try to intimidate opposing athletes. Players who do not use verbal aggression would retaliate against verbal aggression with physicality, but within the laws of the game. This is not always the case though. â€Å"That’s right, he’d be going on and I’d just say ‘Yeah, no worries keep it coming’ and it just came to a head on that day. I called his bluff and got the result†¦ I let my actions do the talking. I could see right through him†¦ He was trying to intimidate me†¦ We went toe to toe, and it worked out for me. † (Grange, Kerr 367). This is an example of when verbal abuse causes a retaliatory physical aggression, outside the laws of the game. It is important for psychologists to recognize those differences. Verbal aggression may provoke a violent physically aggressive response in some athletes. The use of anger-management strategies to improve self-discipline and self-control could help such athletes not respond to verbal aggression. Conclusion Aggression can be seen in all aspects of sports. It is one of the best qualities an athlete can have to be successful. Aggression helps keep athletes motivated to perform better. It helps keep a team focused on a common goal, which is to win. For the most part, it is used as an intimidation technique. For example, the Oakland Raiders wearing all black jerseys in order to get in the heads of their opponents is a form of aggressive behavior that aims to intimidate opponents. Also, verbal aggression has been noticed between athletes. Athletes will verbally abuse one another just to get a competitive edge. Sometimes too much verbal aggression can lead to fights on the field, causing ejections and injuries to athletes. Aggression in society is becoming a problem as well. Rapid social change can lead to a general lack of orientation among people in the world. This is known as â€Å"anomie†. This leads to difficulties in socialization for individuals who stray from the norm. Many aggressive people show deviant behavior, which could lead to them getting arrested or killed. There is a growing need for outlets to release negative emotions. Sports are a great way for aggressive people to take their anger out in a way that they cannot get in trouble, especially in a society that applauds aggressive behavior. It also helps social deviants to stay out of trouble on the streets. However, there is a good aggression and a bad one. Malignant aggression aims to injure an opponent, outside of the rules. Whereas benign aggression serves as a means to achieve a goal in sports, such as winning the game. When someone adopts a form of benign aggression, without intent to injure, it is viewed as a more pronounced level of assertiveness. Aggressive behavior is vital in all aspects of sports, and when channeled correctly, can be a very beneficial quality for an athlete. Reference page Frank, M. , Gilovich, T. (1988) Journal of Personality and Social Psychology. 54(1), (pp. 74-75). Singh, R. , Tomar, R, (2009). Aggression in Athletics: A Comparative Study. Ovidius University Annals, Series Physical Education and Sport/Science, Movement and Health. 12(1), (pp. 31-35). Dziubinski, Z. (2007). A Sociological Attempt at Explaining Aggression in Sport. Research Yearbook. 13(2), (pp. 204-205). Schwery, R. , Cade, D. (2009). Sport as a Social Laboratory to Cure Anomie and Prevent Violence. European Sport Management Quarterly. 9(4), (pp. 469-482). Grange, P. , Kerr, J. (2009). Athlete to Athlete Verbal Aggression. International Journal of Sport Communication. 2(3), (pp. 360-373). How to cite Aggression Behavior in Sports By John Dorsa, Papers

The Whitsun Weddings Essay Example

The Whitsun Weddings Paper Larkin explores the gap between romantic yearning and disillusioned pragmatism in the lives we lead. Examine what Larkin has to say about this gap in a choice of poems from â€Å"The Whitsun Weddings† Philip Larkin wrote to engage his reader in the downsides and apparent depression of a post-war period in which aspirations and hope were high, as well as the romantic yearnings which seemed to be present in the majority of the population. Larkin wrote to explore the gulf between what we expect out of life and what he viewed as what we all have to at some point come to terms with, the disappointment and disillusionment that is life. Andrew Motion states that â€Å"Larkin mirrors and vitalises a continual debate between hopeful romantic yearnings and disillusioned pragmatism. † This of course refers to the gulf that Larkin writes about so much as well as the continuous debate that goes on between these yearnings for something better and the dreariness of reality. The poem â€Å"Sunny Prestatyn† is a good example of Larkins attempt to explore the gap between the grand illusions of happiness, individuality and fulfilment and the realities of these things themselves. â€Å"Sunny Prestatyn† seems to comment on the superficial society that has begun to emerge in the post war period as well as the false hope of life itself which is trying to be sold to the public through a typical holiday poster of the time, which much like the rest of life promises perfection, in a holiday. However Larkin explores the gulf between this disillusionment which is being sold and reality itself through the use of vulgarity. The thing that would strike a reader the most about the poem is the use of vulgarity which Larkin uses to make a comment on the vulgarity of the poster itself and the lies of happiness which are trying to be sold. We will write a custom essay sample on The Whitsun Weddings specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Whitsun Weddings specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Whitsun Weddings specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The sexual provocative ness is possibly the most noticeable of the vulgarities as it prompts the vulgar language which is used throughout the poem, without one you wouldn’t get the other. The fact the poem is called Sunny Prestatyn could almost be seen as an ironic comment by Larkin on this gulf, it even seems like the poem at first is trying to sell something to the reader rather than draw our attention to our gap between the disillusionment and reality. The narrative opens with â€Å"Come to Sunny Prestatyn† this straight away shows suggestiveness and the girl on the poster is the object of this suggestiveness, â€Å"Laughed the girl on the poster,† Larkin would have used this language to make an ironic comment on the people who are buying into this poster, the girl in the poster could be seen as laughing at the cruel irony of the selling of these false realities to the public. Vulgar language seems to be present throughout the poem but not through adjectives which may typically be viewed in the manner â€Å"seemed to expand from her thighs† It seems that in the context normally innocuous words take on sexuality. â€Å"Behind her, a hunk of coast. † This makes no sense, how can a piece of land be described sexually? This just further adds to the poignancy of the use of â€Å"breast† and â€Å"thigh† and how ridiculous the sexualising of a holiday is. â€Å"A hotel with palms,† the palm trees should not be at the hotel as they are not local to Wales, all this does is add further to the falsities in trying to make something which it is not. This is something which as I said before is seen particularly through the adjectives in this poem. Larkin not only makes harmless words stand out to make a comment on the falsities of reality he also does it through the use of harmless actions. â€Å"Slapped up† adds to the satirical â€Å"make up†- this would normally be seen as careless and colloquial language but Larkin deliberately makes it vulgar to expose the gap we all live in between disillusionment and reality. The fact that the whole poem is about a picture is probably the biggest comment on the satirical promises as the poem goes on a journey from â€Å"harmless† to â€Å"harmful† it moves from something inoffensive â€Å"snaggle tooth† too something that can be perceived as offensive â€Å"huge tits. † It has to be exaggerated because the poem itself is not harmful but what is done to the poster and the exposing of lies is what is in fact harmful. This is why â€Å"Titch Thomas† does the viewers if the poster a favour by exposing the falsities. He is harmless but whoever stabbed the poster is in fact harmful because they represent the realisation of the gulf romantic yearnings and disillusioned pragmatisms. â€Å"She was too good for this life† This is Larkin really showing us that much like the girl in the poster the dreams she is trying to sell are non existent, lifes realities and what she represents just don’t go together. Then finally to really hit home the point about the false realities Larkin says â€Å"Now Fight Cancer is there† in the early 50s and 60s, cancer was pretty much a death sentence, it is a real wake up call at the end to show that reality and the important things in it need to be concentrated on rather than romantic yearnings and false dreams.

A Complete Guide on Writing a Zoology Essay

A Complete Guide on Writing a Zoology Essay Students, who are taking Zoology classes as a part of college or university program, are assigned with the tasks to accomplish zoology essay from time to time. Zoology is a branch of biology that studies taxonomy, the history, the interactions and the clarification of all biological organisms. When you receive the task to write a Zoology essay, you’re supposed to be aware of how to comprehend the genes and the well-known evolution theory together with having efficient chemistry knowledge in order to produce a complete project. In other words, Zoology essay provides you with an opportunity to boost your scientific skills and critically assess lab results and scientific literature. As you learn how to craft a Zoology essay, it is highly important to provide the piece that is written in strict accordance with the subject. The project is a great tool to prove that this discipline plays a crucial part in an outcome on the environment. So, learn how to tackle your writing with this zoology essay guide and tips. The Preparation: Zoology Essay Topic Ideas from Our Writers In most cases, college instructors provide students with an opportunity to select their own topic to focus their writing on. Everyone loves animals, which means writing an essay on Zoology should be quite easy. You have to conduct research on the basis of the subject that you explore and build up a detailed project without the necessity to memorize any complex formula or rules. If you’re having a hard time trying to select an interesting Zoology theme, there are some sources to consult so you will not waste your time. You can watch documentaries about the chosen area to find inspiration or consider the following topics that may be suitable for you: Male Pregnancy: Is There Any Chance? Without a doubt, many of your college mates know that in some species the male is the one who carries the pregnancy. The pregnancy of a seahorse could be the subject of conversation. Animal Abuse No matter how obvious the topic is, having a fresh look at one may become a good source for ideas. Should the government apply strict laws against animal abuse? Dinosaurs: Say NO to Sci-Fi Films It’s highly recommended to keep away from all the sci-fi movies, no matter how much you love Jurassic Park (no, it’s not the real thing!). Make sure to bring some scientific information to the surface. The Jungle Hierarchy So, the question actually is†¦how to the fluffy ones establish which one is the strongest? Exotic Pets to Become Domesticated Ones There are individuals, who see nothing wrong in growing cheetahs and crocodiles in their houses. What do you have to say about that? Most Intelligent Animal on Earth. This Zoology essay can be really fun if you try to detect the smartest animal by comparing the representatives of different species. The Deathly Beauty. A lot of famous brands keep on testing their products by poisoning and killing animals in terrible tests. Maybe your essay will help your mates change their viewpoints, and (who knows) maybe the issue will be finally solved. Endangered Species in Central America. There are dozens of those around the world, but make sure to give your preference to a particular part of the globe and focus on investigating it. Blue Whales. Meet the largest creature ever found in the sea. What is more, the Blue whale is the largest creature that people know at the present days. In contrast to what the majority of people tend to believe, even though these beautiful creatures live in the sea, they are animals. Use your Zoology essay to tell your readers why. The Differences between Butterflies and Moths. You’ve definitely believed these tiny creatures are similar on the surface. But the reality is that they are actually quite different. An Overview of the Mesozoic Era. So many things have been said about one, but who knows maybe your own research will bring something new to a contemporary world. The Pre-Writing Stage When dealing with the disciplines like Zoology, you need to keep in mind that you create your essay on the basis of the knowledge of your predecessors and provide it with the â€Å"roof† that will serve as the source of information for your successors. In order to conduct a thorough research for your project, you have to follow the principles of the scientific method, while incorporating reasoned argument and empirical techniques. Writing on the so-called division of biology, you should also take into account the established scholarly work. Nowadays, there are dozens of zoological literature pieces available and this will 100% be your first to-do point. You will have to research the topic you’ve chosen in order to gain as much understanding of it as you can. Let’s say, you’ve given your preference to the topic ‘The Prey†Wrapping Behavior Evolution of in Spiders’ and you think it’s a good fit for Zoology class. Now, make sure to note down everything you find in both printed and online sources that might be relevant. The note-taking will help you to make certain your assertions are corroborated, while all the figures and facts are accurate. Since Zoology essays require scrupulous attention to details, the tiniest error may cast doubts on the correctness of the whole research. You may provide various stats and figures on what certain findings imply, but you’re not allowed to give general information that won’t let the readers interpret the information appropriately. In case of the essays dedicated to arachnids, feel free to mention that ‘Almost all spiders carry venom, but their purpose is not to attack humans, but to stun or kill their insect. In fact, of all the known spider species, only about 25 are believed to have venom that affects humans. Moreover, the 2 best-known venomous spiders in the U.S.- the black widow and the brown recluse- have not yet been proven to have killed in more than 2 decades. (Walker C. (2004) Spider Sense: Fast Facts on Extreme Arachnids. National Geographic News. https://news.nationalgeographic.com/news/2004/06/0623_040623_spiderfacts.html)’ instead of ‘Almost all spiders carry venom, but its purpose is to stun or kill their insect prey, not to attack humans. Of the known spider species, only some of them are thought to have venom that has an effect on humans. The best-known venomous spiders in the U.S. have not been proven to have caused any deaths recently’. Thus, even if your target audience won’t agree with your research methods, they won’t be able to challenge the facts and figures that you mention. Make sure to clarify your methodology and re-check all information that you mention to get 100% guarantee what you’re doing it right. What is more important, you can highlight any potential gaps in your research. Thus, you will prove you’re fully aware of all critical vulnerabilities and that you know how to minimize them. The Outline A solid outline for Zoology essay details every topic and subtopic of your project, putting this points into order so that they build your argument toward a reasonable conclusion. Providing a strong outline also helps to concentrate on the task at hand and keep away from useless paragraphs, unnecessary figures, and logical fallacies. Develop an effective thesis statement in order to express the key focus of the project and give an arguable claim. Mind that a good thesis should include no more than one sentence and should not state facts that are well-known to everyone or a matter of taste. For instance, something like ‘Spider can precisely design rigorous and functional webs’ won’t work because it simply states a fact while ‘Spiders have strikingly beautiful appearance’ expresses a matter of taste that most people are not even going to agree with. Introduction Of course, the introduction of Zoology essay should gradually introduce the topic to your target audience. The introduction should ensure that the readers comprehend what the project is about. To implement this part in the most effective manner, you have to present it step by step. Limit your intro to a paragraph or two. This is long enough to give a quick overview of the subject that you’ve researched. In discovering how to craft a Zoology essay, you will see the importance of providing a strong hook. You want to draw in your target audience so they are compelled with your content. A good hook can be something interesting, such a powerful quote, a question or an amazing fact. The facts that ‘Spiders have blue blood’, ‘Some male spiders provide the females with dead flies†¦as special presents’ or ‘For its weight, spider web silk is tougher and stronger than steel’ would serve as an excellent hook and a perfect opening for your essay. The Body This is the part of your Zoology essay where you’re required to disclose the chosen topic in details. Becoming skilled at how to write an essay for this discipline provides you with an opportunity to discuss various organisms more precisely. In the body of the Zoology paper, the author needs to explain various experiments dissections conducted to prove the theory of life. It is important to mention that this type of college assignment has more impact if provided with illustrations and diagrams. For instance, if you choose to write on ‘Cell Membrane Structure And Functions’, make certain to discuss cell life forms and cell division. Or, if your paper is dedicated to ‘Animals Genetics: The Study of Heredity’, get ready to discuss how the genes and the environment come together to shape animal behavior. The Conclusion Make sure to signal to your target audience that the essay coming to an end. In order to do so, you have to use the so-called transition from the body part to the conclusive section. Keep in mind that the transition should be simple and concise, and contain no clichà ©s like ‘To sum up’, ‘To conclude’, ‘In conclusion’, ‘In summary’, etc. There’s nothing wrong in using them, but your task is to turn on your creativity and provide a memorable and reasonable conclusion. It is recommended to conclude the Zoology essay by setting your discussion into a larger and different context. For example, you might end your Zoology essay by stating that scientific zoology really started in the sixteenth century with the progress of the medical studies of psychology and anatomy, as well as awakening of the new spirit of observation and exploration and link it to the current news of the field. The References Making citations is a must when it comes to Zoology essays. There are quite some citation and formatting styles ranging from MLA and APA. Thus, you have to be keen on the style required by the tutor. The referencing style will depend on the area you’re engaged in. For example, APA is used in education, sciences, and psychology: Kimberly Hickok, Staff Writer. Amazon Wasp with Enormous Stinger May Just Haunt Your Nightmares. Live Science, 2018. Host-Parasite Coevolution: Why Changing Population Size Matters. Zoology, Volume 119, Issue 4, August 2016, Pages 330-338. Finalizing Your Zoology Essay When you’re done with your assignment, it’s time to revise it. A thorough revision will help you to ensure the content is free from errors. A traditional method of review is an in-depth proofreading. The latter provides you with an opportunity to analyze your content and fix the errors if possible. The structure of the essay, the punctuation, the grammar, and style are the key aspects to take into account in the process of paper revision. It is very advantageous to schedule enough time needed to edit and proofread the piece before you hand it in. It is as important as having your Zoology essay properly referenced and authentic.

Biography of Queen Elizabeth I, Virgin Queen of England

Biography of Queen Elizabeth I, Virgin Queen of England Elizabeth I (Born Princess Elizabeth; September 7, 1533–March 24, 1603) was Queen of England and Ireland from 1558 to 1603, the last of the Tudor monarchs. She never married and consciously styled herself as the Virgin Queen, wedded to the nation. Her reign was marked by immense growth for England, especially in world power and cultural influence. Fast Facts: Queen Elizabeth I Known For:  Queen of England from 1558–1603, known for defeating the Spanish Armada and encouraging cultural growthAlso Known As:  Princess Elizabeth, the Virgin QueenBorn:  September 7, 1533 in Greenwich, EnglandParents: King Henry VIII and Anne BoleynDied:  March 24, 1603 in Richmond, EnglandEducation: Educated by William Grindal and Roger Ascham, among othersPublished Works:  Letters, speeches, and poems (collected in modern times in the volume, Elizabeth I: Collected WorksNotable Quote: I know I have the body of a weak and feeble woman, but I have the heart and stomach of a king and of a king of England too.† Early Life On September 7, 1533,  Anne Boleyn, then Queen of England, gave birth to the Princess Elizabeth. She was baptized three days later and was named after her paternal grandmother,  Elizabeth of York. The princesss arrival was a bitter disappointment, as her parents had been certain that she would be a boy, the son  Henry VIII  so desperately wanted and had married Anne to have. Elizabeth rarely saw her mother and before she was 3, Anne Boleyn was executed on trumped-up charges of adultery and treason. The marriage was declared invalid and Elizabeth was then declared illegitimate, as her half-sister,  Mary, had been, and reduced to the title of Lady instead of Princess. Despite this, Elizabeth was educated under some of the most highly regarded educators of the time, including William Grindal and Roger Ascham. By the time she had reached her teens, Elizabeth knew Latin, Greek, French, and Italian. She was also a talented musician, able to play the spinet and lute. She even composed a little. Restored to the Line of Succession After Henry fathered a son, an act of Parliament in 1543 restored  Mary  and Elizabeth to the line of succession, though it did not restore their legitimacy. When Henry died in 1547, Edward, his only son, succeeded to the throne. Elizabeth went to live with Henry’s widow,  Catherine Parr. When Parr became pregnant in 1548, she sent Elizabeth away to set up her own household, following incidents of her husband, Thomas Seymour, apparently attempting to groom or seduce Elizabeth. After Parr’s death in 1548, Seymour began scheming to achieve more power and secretly plotted to marry Elizabeth. After he was executed for treason, Elizabeth experienced her first brush with scandal and had to endure rigorous investigation. After the scandal passed, Elizabeth spent the rest of her brother’s reign living quietly and respectably,   A Focal Point for Discontent Edward VI attempted to disinherit both his sisters, favoring his cousin  Lady Jane Grey for the throne. However, he did so without the backing of Parliament and his will was patently illegal, as well as unpopular. After his death in 1533, Mary succeeded to the throne and Elizabeth joined her triumphant procession.  Unfortunately, Elizabeth soon lost favor with her Catholic sister, likely due to English Protestants seeing her as an alternative to Mary. Because Mary wed her Catholic cousin,  Philip II of Spain, Thomas Wyatt (the son of one of Anne Boleyns friends) led a rebellion, which Mary blamed on Elizabeth. She sent Elizabeth to the Tower of London, where criminals including Elizabeths mother had awaited execution. With no evidence found against her, and Queen Mary’s husband viewing her as an asset for a political marriage, Elizabeth avoided execution and was released. Mary suffered a false pregnancy in 1555, leaving Elizabeth all but certain to inherit. Elizabeth I Becomes Queen Mary died on November 17, 1558, and Elizabeth inherited the throne, the third and final of Henry VIII’s children to do so. Her procession into London and coronation were masterpieces of political statement and planning, and her accession was treated warmly by many in England who hoped for greater religious toleration. Elizabeth quickly assembled a Privy Council and promoted a number of key advisors: One, William Cecil (later Lord Burghley), was appointed principal secretary. Their partnership would prove to be fruitful and he remained in her service for 40 years. The Marriage Question One question that dogged Elizabeth, particularly in the early part of her reign, was the question of succession. Numerous times, the parliament presented her with official requests that she marry. Most of the English population hoped that marriage would solve the problem of a woman ruling. Women were not believed to be capable of leading forces into battle. Their mental powers were considered to be inferior to men.  Men often gave Elizabeth unsolicited advice, particularly in regards to the will of God, which only men were believed to be able to interpret. Elizabeth I’s Image Despite the frustration, Elizabeth governed with her head. She knew how to use courtship as a useful political tool, and she wielded it masterfully. Throughout her life, Elizabeth had a variety of suitors. The closest she came to marriage was likely with longtime friend Robert Dudley, but that hope ended when his first wife died mysteriously and Elizabeth had to distance herself from scandal. In the end, she refused to marry and also refused to name a political successor. Elizabeth cultivated the image of herself as the Virgin Queen wedded to her kingdom, and her speeches made great use of romantic languages, such as love, in defining her role. The campaign was entirely successful, maintaining Elizabeth as one of England’s best-loved monarchs. Religion Elizabeth’s reign marked a change from Mary’s Catholicism and a return to the policies of Henry VIII, whereby the English monarch was head of an English church. The Act of Supremacy in 1559 began a process of gradual reform, effectively creating the Church of England. As part of her path of reform in the church, Elizabeth famously declared that she would tolerate all but the  most radical sects.  She demanded only outward obedience, unwilling to force consciences. This wasn’t enough for more extreme Protestants, and Elizabeth faced criticism from them. Mary, Queen of Scots and Catholic Intrigue Elizabeth’s decision to adopt Protestantism earned her condemnation from the pope, who gave permission for her subjects to disobey and even kill her. This inflamed numerous plots against Elizabeth’s life, a situation exacerbated by Mary, Queen of Scots. Mary Stuart, Elizabeth’s Catholic cousin, was the granddaughter of Henry’s sister and was seen by many to be a Catholic heir to the throne. In 1568, Mary fled Scotland after her marriage to Lord Darnley ended in murder and a suspicious remarriage,  and she begged for Elizabeths help to be restored to power. Elizabeth didn’t want to return Mary to full power in Scotland, but she didn’t want the Scots to execute her, either. She kept Mary in confinement for 19 years, but her presence in England proved to be detrimental to the precarious religious balance within the country, as Catholics used her as a rallying point. Mary was the focus of plots to kill Elizabeth during the 1580s. Although Elizabeth resisted calls to accuse and execute Mary at first, ultimately, she was persuaded by evidence that Mary had been party to the plots, not just an unwilling figurehead. Still, Elizabeth fought against signing the execution warrant until the bitter end, going so far as to encourage private assassination. After the execution, Elizabeth claimed that the warrant was dispatched against her wishes; whether that was true or not is unknown. War and the Spanish Armada England’s Protestant religion put it at odds with neighboring Catholic Spain and, to a lesser extent, France. Spain was involved in military plots against England and Elizabeth came under pressure from home to become involved with defending other Protestants on the continent, which on occasion she did. The execution of Mary Stuart convinced Philip in Spain that it was time to conquer England and restore Catholicism within the country. Stuart’s execution also meant that he would not have to put an ally of France on the throne. In 1588, he launched the infamous  Armada. Elizabeth went to Tilbury Camp to encourage her troops, declaring: â€Å"I know I have the body of a weak and feeble woman, but I have the heart and stomach of a king, and a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare invade the borders of my realm†¦Ã¢â‚¬ Ã‚   In the end, England defeated the Armada and Elizabeth was victorious. This would prove to be the climax of her reign: Only a year later, the same Armada all but destroyed the English Navy. Ruler of the Golden Age The years of Elizabeth’s rule are often referred to simply using her name- The Elizabethan Age. Such was her profound effect on the nation. The period is also called the Golden Age, for these years saw England rise to the status of world power thanks to voyages of exploration and economic expansion. Toward the end of her reign, England experienced a blossoming literary culture.  Edward Spenser  and  William Shakespeare  were both supported by the queen and likely drew inspiration from their regal leader. Architecture, music, and painting also experienced a boom in popularity and innovation. The presence of her strong and balanced rule facilitated this. Elizabeth herself wrote and translated works. Problems and Decline The last 15 years of her reign were the hardest on Elizabeth, as  her most trusted advisers died and younger courtiers struggled for power. Most infamously, a former favorite, the Earl of Essex, led a poorly-plotted rebellion against the queen in 1601. It failed miserably and he was executed. Toward the very end of Elizabeth’s long reign, national problems began to grow. Consistently poor harvests and high inflation damaged both the economic situation and belief in the queen, as did anger at the alleged greed of court favorites. Death Elizabeth held her final Parliament in 1601. In 1602 and 1603, she lost several dear friends, including her cousin Lady Knollys (granddaughter of Elizabeths aunt  Mary Boleyn). Elizabeth experienced ever more depression, something she had experienced her entire life. She declined notably in health and died on March 24, 1603. She was buried in Westminster Abbey in the same tomb as her sister Mary. She had never named an heir, but her cousin James VI, the Protestant son of Mary Stuart, succeeded to the throne and was likely her preferred successor. Legacy Elizabeth has been remembered more for her successes than her failures and as a monarch that loved her people and was much loved in return. Elizabeth was always revered and seen as almost divine. Her unmarried status often led to comparisons of Elizabeth with the Roman goddess  Diana, the Virgin Mary, and even a  Vestal Virgin. Elizabeth went out of her way to cultivate a wider public. In the early years of her reign, she often went out to the country on annual visits to aristocratic houses, showing herself to most of the public along the road in the country and townsfolk of southern England. In poetry, she has been celebrated as an English embodiment of feminine strength associated with such mythic heroines as Judith,  Esther, Diana, Astraea, Gloriana, and Minerva. In her personal writings, she showed  wit and intelligence. Throughout her reign, she proved to be a capable politician and  she reigned for almost half a century. She consistently maintained her control on government, remaining cordial with parliament and ministers, but never allowing them to control her. Much of Elizabeth’s reign was a careful balancing act between both factions of her own court as well as with other nations. Keenly aware of the increased burdens due to her gender, Elizabeth managed to construct a complex persona that awed and charmed her subjects. She portrayed herself very much as her father’s daughter, fierce if need be. Elizabeth was lavish in her presentation, part of her brilliantly orchestrated campaign to mold her image and retain power. She impresses people even today and her name has become synonymous with strong women. Sources Collinson, Patrick. Elizabeth I.  Oxford Dictionary of National Biography. Oxford University Press, 2004.  Dewald, Jonathan, and Wallace MacCaffrey. Elizabeth I (England).  Europe 1450 to 1789: Encyclopedia of the Early Modern World. Charles Scribners Sons, 2004.  Kinney, Arthur F., David W. Swain, and Carol Levin. Elizabeth I.  Tudor England: an encyclopedia. Garland, 2001.  Gilbert, Sandra M., and Susan Gubar. Queen Elizabeth I.  The Norton Anthology of Literature by Women: The Traditions in English. 3. ed. Norton, 2007.

A Case Study of China's C Information Technologies Co Dissertation

A Case Study of China's C Information Technologies Co - Dissertation Example Alongside with the competition growing in various sectors, Information Technology (IT) sector has also been rapid in growth as a sector as well as competition within industry. Therefore, combination of competition in Information Technology (IT) sector as well competitive resources is multiplied and human resource with Information Technology (IT) skills is of multitude competition. Among 150 economies, China being an emerging economy has also increased its pace of digitalization hence accelerated its move of growth in IT industry (as show in the figure below). This growing pace has also increased importance of IT professionals’ altogether. However, this growth is not only concerned to meet statistics but immense consideration have been given to high value performing IT professionals and hence, performance management of IT professionals of IT industry has arisen as important area that calls for due consideration (Dutta and Bilbao-Osorio, 2012). (Dutta and Bilbao-Osorio, 2012) MATA (1995) has found that proficiency of Information Technology (IT) employees of an organization on technical as well as operational front has significant positive correlation with business performance. Higher their capacity to provide more customized products or projects greater it will benefit the firm. Their competency is also important as implementation phase of the Information Technology (IT) project also require more knowledge staff than other sectors. Information technology since its development and growing phase has been progressively facing issues and challenges pertaining to its application. IT issues vary in large in number from sector to domain, size and type of the company etc. These may range from the selection and implementation problems of the system to staff issues and also variation from sector as well (Shaukat, Zafarullah, and Wajid, 2009). Among large number of failures of IT project, many of them fails and cited reason of failur e is the delay and financial excess burden that it causes. In HR only, 30 percent to 70 percent of the projects fail in this respect (Sohal, Moss, and Ng, 2001). If explored reason behind these two factors is directly or indirectly human resource as it is human resource that work on implementation of designed technology and scope. Project Management in general and Information technology in specific has a dominant list of failing projects. Most of projects fail for their inability to be completed on time, within defined cost and scope. And main reason cited behind the failure of IT projects is its inability to meet the organizational need to technology update. Top ten corporate information technology failures given in images below, cites former or later the similar reason: (Top 10 Corporate Information Technology Failures) With the highlighted importance of Information Technology (IT) staff in an organization, author of the study has aimed to explore the avenue in China due to it acc elerated growth. With case study methodology, author has selected China's C Information Technologies Co., Ltd. for this study. The study is aimed to find the factors, methods and strategies that are effective tools of performance management in specific relation to the performance of Information Technology (IT) personnel. Researcher has identified certain research questions addressing them will lead to get insight of the topic. Following are the research questions for the case: 1- Given the characteristics of C Company’s Information Technology (IT) project staff, what are the theoretical bases for their incentives? 2- In C Company, what are

Logistics Transportation Cost Analysis Outline Example | Topics and Well Written Essays - 1250 words

Logistics Transportation Cost Analysis - Outline Example The successful completion of the proposed study is expected to come with several significant advantages. Whereas some of these benefit the field of logistics literature, others will be useful for professional logistics practice. As far as literature is concerned, it is expected that the study will fill most gaps that exist in the academia about logistics transportation cost analysis. By so doing, ongoing and future researchers would have very strong conceptual basis on which they will establish their own research. Very often, conducting research with limited resources for conceptual framework makes the research lack credibility because the researchers have to rely on personal intuition and reasoning instead of fact backed evidence. But where there are gaps in literature, researchers have very limited options than choosing such unproductive means. By concluding this study therefore, most gaps relating to the relationship between transportation cost and transportation tools, as well as the importance of scientific design transport network shall be put in context. From a more practical context, this study shall be conducted through the use of primary data collection, which means that there will be realistic interventions about how existing issues of logistics cost can be addressed within organisations. Waters (2003) lamented of the high degree of cost associated with logistics transportation, which makes companies fail on realising the real advantages that should come with SCM.

Zero Tolerance Policing

Zero Tolerance Policing Within modern society the contemporary debate from the population is, ‘what do we want from our police forces and what is an acceptable level of performance should be in terms of fairness and effectiveness of today’s policing. Bowling (2007) in his research study outlined the importance of ‘zero tolerance policing and ‘problem orientated policing’ within society. The author in this assignment will analyse what the public actually want from their police force and also outline and evaluate the concept of ‘zero tolerance policing’ and ‘problem orientated policing’ by using Bowling (2007) views within his research papers. Within police policies and powers which are governed by individual acts produced and enforced within Parliament and are sanctioned in the police and criminal evidence act (1994). This act deals with the complex interpretation of criminal and police evidence which puts these policies into application that are practical within society. The majority of these were supportive of concepts that deal with various crime and criminal activities that are socially unacceptable such as anti-social behaviour. Within communities and neighbourhoods the concept of change in the police force was needed within modern society. ‘Zero tolerance’ concept of policing started in New York (US) at a period in time when the drug trade and various other socio-economic factors showed an increase in these criminal activities. Homicide in particular saw an increase, it increased an incredible 63% within the periods of 1985-1990 (Bowling 1999). Bowling (1999) states in his research paper that the rise of Homicide in the state of New York maybe connected to the decline in the drug market and inner fights with various street gangs within New York City. Due to this increase in criminal activities within New York, the New York Police Department commissioner promised prior to becoming elected that he would try and reinvent the streets of the city of New York (McLaughlin 2007). With the full backing of the newly appointed Mayor of New York, they would now ensure that they will enforce the law and provide ‘zero tolerance’ policing with New York City. In the UK, Jack Straw and Tony Blair tried to recreate this policy on ‘zero tolerance’ within the streets of Britain. Jack Straw’s concept was to allow the police the power to, †¦..†Reclaim Britain increasingly brutalised urban spaces from winos, addicts, squeegee merchants, graffiti taggers, louts and disorderly youths’’†¦.. McLaughlin (2007). During the decades there have been a number of attempts of reforming the police force within society through legal changes that attempts to transform police cultures and accountability within the police force. During the concept of police reform within today’s modern society should be concerned with accountability and responsiveness to the communities and neighbourhood in which the police force are serving. Within the police forces geographical area, the communities should be guaranteed the maintained of peace and be protected by their local police force within society. It is clear that with the introduction of ‘the new police’ in the 18th Century, have played a pivotal role in the general literature within policing. Policing within England perceived various problems in society, concerning popular disorder within various classes, including the poorer members of society. The ‘new police’ were associated with the mechanisms of social order and control within society. The working poorer class was incorporated into a life which is seen as more of a disciplined movement in the development of reform, common and extremely recurrent in the 18th Century. The policies of the police were to find effective ways of preventing and reducing criminal activities within society and provide a positive method and concept of policing for all members of the community. The policies and procedures of policing have general law enforcement duties that include the concept of regular patrols and responding to general public’s calls for various police service. The role of the police within society goes far beyond the general public’s imagination and their roles change from day to day. Their work regime reflects on the various roles within society which can be directing traffic to homicide. In all of these activities the officer is carrying out their role in the criminal justice system.society. Within society the police are expected to fully protect and govern the streets within modern society, the concept of ‘zero tolerance’ policing was introduced to establish a safer policing regime to protect and ensure the safety of communities and neighbourhoods within society. Zero tolerance policing is extremely popular with the general public who see this as the police being tougher on any types of criminal activity. In July 2003 a poll conducted by ICM (2003) analysed and concluded that the support from ‘zero tolerance policing showed a majority of the general public were in favour of this type of policing within their neighbourhoods and communities. Zero tolerance style of policing within society can be extremely beneficial to communities and this can lead to reductions in criminal activities within the geographical area. However zero tolerance policing can have a negative effect on the communities within society, with the presence of the police presence can antagonise racial motivated criminal activities in communities if not policed correctly and effectively. Within the concept of ‘zero-tolerance’ policing the concept of ‘Broken windows theory’ is utilised by criminologists. Kelling et al (1982) they suggest that any low-level criminal activities must be solved quickly, thus, mending the ‘broken windows’ if these activities are not resolved straight away further disorders and crimes may escalate within societies community. The concept of dealing with disorderly conditions to try and prevent any criminal activity is present in police strategies where the police the police attempt to impose social and community order through strict enforcement. According to Cordner (1998) and Skogan (2006) community and problem-orientated policing concepts and strategies where police officers tried to develop order and reduce criminal activity through the method of cooperation within neighbourhoods and community members and address recurring criminal problems within society. This method of policing varies from geograph ical area across police forces, but the concept of ‘Broken windows’ is utilised in the prevention of crime control. Weisburd et al (2007) analysed that the concept of ‘broken windows’ con be defined as, †¦.Ones perception of incivilities in the neighbourhood or community that has more of an impact than the amount of incivilities within the neighbourhood or community†¦.. (Weisburd Braga, 2007). Houses that are unkempt and are not cared for gives individuals who are committing criminal activities the misconception and impression that the community does not care or value the quality of life within their neighbourhood. The environment signals the criminal individuals the freedom to steal, litter, and vandalize this geographical area within the community. Within the community if there is various types of unkempt houses this could open up the communities and neighbourhoods to be exposed to various types of disorders, such as loitering and public drunkenness, that if the problem is not dealt with could exculpate and therefore lead to more serious crimes. †¦.. Neighbourhood and community disorders can influence honest people to move out of the neighbourhood or lock themselves in their homes, but it influences the disorderly and especially criminals to move into the neighbourhood and commit criminal activities†¦.. (Harcourt, Nov. 1998:297). Within communities and neighbourhoods if certain individuals are committing disorderly activities such as, youths and teenagers gathering in front of the local small convenience store. These individuals can start to consume alcohol in front of the shop and over a period of time the area is unkempt and considered to be a problematic area of society. Community and neighbourhood members are can be therefore be approached and hassled by very persistent disorderly individuals. This can lead to local members of the community feeling that their neighbourhood is no longer safe place to live. The individuals can feel intense insecurity can therefore force the individuals to stay inside of their homes, or relocate to another area, which leads to empty houses and can lead to further deterioration of the neighbourhood. Zero tolerance method of policing can be defined in many ways. The most widely used approach involves strict non-discretionary enforcement of criminal law regardless of the circumstances and nature of the offence. Many advocates of zero tolerance stimulate that whilst it does consist of positive methods by the police, it does not automatically lead to the conviction and arrest of minor offences and criminal activities within society. Advocates also claim that zero tolerance policing can reduce criminal activity within society and also reduces the fear of crime in communities. Zero Tolerance policing can also drastically increase the confidence in the ability of the police by the community and neighbourhood members and can also be beneficial to the community and also help with problem orientated policing. The concept of Problem-Oriented Policingoffers the theory that †¦..â€Å"the more the police force are accurately and can therefore identify and minimize the immediate causes of trends and patterns of crime, hopefully the less crime there will be within society† (Sherman, 1993). In order to test this theory criminal activity has to be measured. However, the measurement of crime can be extremely problematic due to the various amount and types of crime within society and also the fact that unfortunately not all crimes are recorded. Therefore measuring how effective prevention methods are is also just as difficult. Adams (1996) research study emphasised the study on reducing youth crime in communities, he concluded that police officers can prevent the intersection of motivated criminal offenders within time and space with suitable targets of crime, the less criminal activity there will be. However the research study found that there was no obvious reduction in criminal activity by the setting of curfews for the majority of offenders which in the research study was aimed at youths in society. Another researcher Kennedy (1996) suggested the method and concept that the more police officers can remove weapons and guns from public open places and hopefully deter individuals in society carrying them in the environments of criminal events, the less criminal activities there should be. Through better knowledge and therefore application of search procedures Kennedy found that the reduction of gun carrying significantly reduced gun crime within society. Problem oriented policing can have massive benefits towards the community and hopefully it will promote more involvement in the issues of public safety, and in turn can reduce the feelings of fear and increases the feelings of safety within the general public in society. With good policing of the concept of problem orientated policing, it can promote an extremely positive perception of today’s modern police force. In conclusion most criminal activities within society are statistically increasing and the majority crime rates and especially the rates of violent related crimes are drastically increasing throughout the globe. Statistically the main targets for blame are higher drug consumption, higher inequality of individuals in communities and racial motivated crimes, and greater availability of gun and knife crimes. Within the government some politics viewpoints can favor the principle of rehabilitation and structural improvement to fight crime within society. The concept of ’zero tolerance’ and ‘problem orientated policing’ aims to prevents serious crime by controlling and clamping down on the many different categories of minor crimes that police officers believe can lead to further criminal activities and therefore needs the concept of using custodial sentences for first time offences. A major body of research and many authors on the concept policing have analysed argued that modern day policing can be seen as not being an effective way of controlling crime and that in any case the method of dealing with criminal activity is not the only section of what the police force do and therefore it is considered not the distinctly role within the modern police force in society (Neyroud and Beckley 2001). Neyroud and Beckley (2001) in their research concluded that the pivotal role and functions of the modern police force highlights a move in the methods of the principle of law enforcement and criminal reduction and prevention in modern society. This concept of zero tolerance policing and problem orientated policing will hopefully allow the general public within communities to feel safer within their neighborhood’s and have total reliance of the police force that are policing today’s modern society. 1

Foundation and Empire 18. Fall Of The Foundation

There was an atmosphere about the Time Vault that just missed definition in several directions at once. It was not one of decay, for it was well-lit and well-conditioned, with the color scheme of the walls lively, and the rows of fixed chairs comfortable and apparently designed for eternal use. It was not even ancient, for three centuries had left no obvious mark. There was certainly no effort at the creation of awe or reverence, for the appointments were simple and everyday – next door to bareness, in fact. Yet after all the negatives were added and the sum disposed of, something was left – and that something centered about the glass cubicle that dominated half the room with its clear emptiness. Four times in three centuries, the living simulacrum of Hari Seldon himself had sat there and spoken. Twice he had spoken to no audience. Through three centuries and nine generations, the old man who had seen the great days of universal empire projected himself – and still he understood more of the Galaxy of his great-ultra-great-grandchildren, than did those grandchildren themselves. Patiently that empty cubicle waited. The first to arrive was Mayor Indbur III, driving his ceremonial ground car through the hushed and anxious streets. Arriving with him was his own chair, higher than those that belonged there, and wider. It was placed before all the others, and Indbur dominated all but the empty glassiness before him. The solemn official at his left bowed a reverent head. â€Å"Excellence, arrangements are completed for the widest possible sub-etheric spread for the official announcement by your excellence tonight.† â€Å"Good. Meanwhile, special interplanetary programs concerning the Time Vault are to continue. There will, of course, be no predictions or speculations of any sort on the subject. Does popular reaction continue satisfactory?† â€Å"Excellence, very much so. The vicious rumors prevailing of late have decreased further. Confidence is widespread.† â€Å"Good!† He gestured the man away and adjusted his elaborate neckpiece to a nicety. It was twenty minutes of noon! A select group of the great props of the mayoralty – the leaders of the great Trading organizations – appeared in ones and twos with the degree of pomp appropriate to their financial status and place in mayoral favor. Each presented himself to the mayor, received a gracious word or two, took an assigned seat. Somewhere, incongruous among the stilted ceremony of all this, Randu of Haven made his appearance and wormed his way unannounced to the mayor's seat. â€Å"Excellence!† he muttered, and bowed. Indbur frowned. â€Å"You have not been granted an audience. â€Å" â€Å"Excellence, I have requested one for a week.† â€Å"I regret that the matters of State involved in the appearance of Seldon have-â€Å" â€Å"Excellence, I regret them, too, but I must ask you to rescind your order that the ships of the Independent Traders be distributed among the fleets of the Foundation.† Indbur had flushed red at the interruption. â€Å"This is not the time for discussion.† â€Å"Excellence, it is the only time,† Randu whispered urgently. â€Å"As representative of the Independent Trading Worlds, I tell you such a move can not be obeyed. It must be rescinded before Seldon solves our problem for us. Once the emergency is passed, it will be too late to conciliate and our alliance will melt away.† Indbur stared at Randu coldly. â€Å"You realize that I am head of the Foundation armed forces? Have I the right to determine military policy or have I not?† â€Å"Excellence, you have, but some things are inexpedient.† â€Å"I recognize no inexpediency. It is dangerous to allow your people separate fleets in this emergency. Divided action plays into the hands of the enemy. We must unite, ambassador, militarily as well as politically.† Randu felt his throat muscles tighten. He omitted the courtesy of the opening title. â€Å"You feet safe now that Seldon will speak, and you move against us. A month ago you were soft and yielding, when our ships defeated the Mule at Terel. I might remind you, sir, that it is the Foundation Fleet that has been defeated in open battle five times, and that the ships of the Independent Trading Worlds have won your victories for you.† Indbur frowned dangerously, â€Å"You are no longer welcome upon Terminus, ambassador. Your return will be requested this evening. Furthermore, your connection with subversive democratic forces on Terminus will be – and has been – investigated.† Randu replied, â€Å"When I leave, our ships will go with me. I know nothing of your democrats. I know only that your Foundation's ships have surrendered to the Mule by the treason of their high officers, not their sailors, democratic or otherwise. I tell you that twenty ships of the Foundation surrendered at Horleggor at the orders of their rear admiral, when they were unharmed and unbeaten. The rear admiral was your own close associate – he presided at the trial of my nephew when he first arrived from Kalgan. It is not the only case we know of and our ships and men will not be risked under potential traitors. Indbur said, â€Å"You will be placed under guard upon leaving here.† Randu walked away under the silent stares of the contemptuous coterie of the rulers of Terminus. It was ten minutes of twelve! Bayta and Toran had already arrived. They rose in their back seats and beckoned to Randu as he passed. Randu smiled gently, â€Å"You are here after all. How did you work it?† â€Å"Magnifico was our politician,† grinned Toran. â€Å"Indbur insists upon his Visi-Sonor composition based on the Time Vault, with himself, no doubt, as hero. Magnifico refused to attend without us, and there was no arguing him out of it. Ebling Mis is with us, or was. He's wandering about somewhere.† Then, with a sudden access of anxious gravity, â€Å"Why, what's wrong, uncle? You don't look well.† Randu nodded, â€Å"I suppose not. We're in for bad times, Toran. When the Mule is disposed of, our turn will come, I'm afraid. â€Å" A straight solemn figure in white approached, and greeted them with a stiff bow. Bayta's dark eyes smiled, as she held out her hand, â€Å"Captain Pritcher! Are you on space duty then?† The captain took the hand and bowed lower, â€Å"Nothing like it. Dr. Mis, I understand, has been instrumental in bringing me here, but it's only temporary. Back to home guard tomorrow. What time is it?† It was three minutes of twelve! Magnifico was the picture of misery and heartsick depression. His body curled up, in his eternal effort at self-effacement. His long nose was pinched at the nostrils and his large, down-slanted eyes darted uneasily about. He clutched at Bayta's hand, and when she bent down, he whispered, â€Å"Do you suppose, my lady, that all these great ones were in the audience, perhaps, when I†¦ when I played the Visi-Sonor?† â€Å"Everyone, I'm sure,† Bayta assured him, and shook him gently. â€Å"And I'm sure they all think you're the most wonderful player in the Galaxy and that your concert was the greatest ever seen, so you just straighten yourself and sit correctly. We must have dignity.† He smiled feebly at her mock-frown and unfolded his long-boned limbs slowly. It was noon – and the glass cubicle was no longer empty. It was doubtful that anyone had witnessed the appearance. It was a clean break; one moment not there and the next moment there. In the cubicle was a figure in a wheelchair, old and shrunken, from whose wrinkled face bright eyes shone, and whose voice, as it turned out, was the livest thing about him. A book lay face downward in his lap, and the voice came softly. â€Å"I am Hari Seldon!† He spoke through a silence, thunderous in its intensity. â€Å"I am Hari Seldon! I do not know if anyone is here at all by mere sense-perception but that is unimportant. I have few fears as yet of a breakdown in the Plan. For the first three centuries the percentage probability of nondeviation is nine-four point two.† He paused to smile, and then said genially, â€Å"By the way, if any of you are standing, you may sit. If any would like to smoke, please do. I am not here in the flesh. I require no ceremony. â€Å"Let us take up the problem of the moment, then. For the first time, the Foundation has been faced, or perhaps, is in the last stages of facing, civil war. Till now, the attacks from without have been adequately beaten off, and inevitably so, according to the strict laws of psychohistory. The attack at present is that of a too-undisciplined outer group of the Foundation against the too-authoritarian central government. The procedure was necessary, the result obvious.† The dignity of the high-born audience was beginning to break. Indbur was half out of his chair. Bayta leaned forward with troubled eyes. What was the great Seldon talking about? She had missed a few of the words- â€Å"-that the compromise worked out is necessary in two respects. The revolt of the Independent Traders introduces an element of new uncertainty in a government perhaps grown over-confident. The element of striving is restored. Although beaten, a healthy increase of democracy-â€Å" There were raised voices now. Whispers had ascended the scale of loudness, and the edge of panic was in them. Bayta said in Toran's ear, â€Å"Why doesn't he talk about the Mule? The Traders never revolted.† Toran shrugged his shoulders. The seated figure spoke cheerfully across and through the increasing disorganization: â€Å"-a new and firmer coalition government was the necessary and beneficial outcome of the logical civil war forced upon the Foundation. And now only the remnants of the old Empire stand in the way of further expansion, and in them, for the next few years, at any rate, is no problem. Of course, I can not reveal the nature of the next prob-â€Å" In the complete uproar, Seldon's lips moved soundlessly. Ebling Mis was next to Randu, face ruddy. He was shouting. â€Å"Seldon is off his rocker. He's got the wrong crisis. Were your Traders ever planning civil war?† Randu said thinly, â€Å"We planned one, yes. We called it off in the face of the Mule.† â€Å"Then the Mule is an added feature, unprepared for in Seldon's psychohistory. Now what's happened?† In the sudden, frozen silence, Bayta found the cubicle once again empty. The nuclear glow of the walls was dead, the soft current of conditioned air absent. Somewhere the sound of a shrill siren was rising and falling in the scale and Randu formed the words with his lips, â€Å"Space raid!† And Ebling Mis held his wrist watch to his ears and shouted suddenly, â€Å"Stopped, by the â€Å"Ga-LAX-y, is there a watch in the room that is going?† His voice was a roar. Twenty wrists went to twenty ears. And in far less than twenty seconds, it was quite certain that none were. â€Å"Then,† said Mis, with a grim and horrible finality, â€Å"something has stopped all nuclear power in the Time Vault – and the Mule is attacking.† Indbur's wail rose high above the noise, â€Å"Take your seats! The Mule is fifty parsecs distant.† â€Å"He was,† shouted back Mis, â€Å"a week ago. Right now, Terminus is being bombarded.† Bayta felt a deep depression settle softly upon her. She felt its folds tighten close and thick, until her breath forced its way only with pain past her tightened throat. The outer noise of a gathering crowd was evident. The doors were thrown open and a harried figure entered, and spoke rapidly to Indbur, who had rushed to him. â€Å"Excellence,† he whispered, â€Å"not a vehicle is running in the city, not a communication line to the outside is open. The Tenth Fleet is reported defeated and the Mule's ships are outside the atmosphere. The general staff-â€Å" Indbur crumpled, and was a collapsed figure of impotence upon the floor. In all that hall, not a voice was raised now. Even the growing crowd without was fearful, but silent, and the horror of cold panic hovered dangerously. Indbur was raised. Wine was held to his lips. His lips moved before his eyes opened, and the word they formed was, â€Å"Surrender!† Bayta found herself near to crying – not for sorrow or humiliation, but simply and plainly out of a vast frightened despair. Ebling Mis plucked at her sleeve. â€Å"Come, young lady-â€Å" She was pulled out of her chair, bodily. â€Å"We're leaving,† he said, â€Å"and take your musician with you.† The plump scientist's lips were trembling and colorless. â€Å"Magnifico,† said Bayta, faintly. The clown shrank in horror. His eyes were glassy. â€Å"The Mule,† he shrieked. â€Å"The Mule is coming for me.† He thrashed wildly at her touch. Toran leaned over and brought his fist up sharply. Magnifico slumped into unconsciousness and Toran carried him out potato-sack fashion. The next day, the ugly, battle-black ships of the Mule poured down upon the landing fields of the planet Terminus. The attacking general sped down the empty main street of Terminus City in a foreign-made ground car that ran where a whole city of atomic cars still stood useless. The proclamation of occupation was made twenty-four hours to the minute after Seldon had appeared before the former mighty of the Foundation. Of all the Foundation planets, only the Independent Traders still stood, and against them the power of the Mule – conqueror of the Foundation – now turned itself.

Education For Citizenship Analysis - Free Essay Example

Sample details Pages: 15 Words: 4483 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Rationale à ¢Ã¢â€š ¬Ã‹Å"Can a concept of citizenship à ¢Ã¢â€š ¬Ã‹Å"based on equal rights and a shared sense of belonging moderate, transcend or displace identity politics and concepts of nationality?à ¢Ã¢â€š ¬Ã¢â€ž ¢ (Smith (2003), cited in Maitles, 2005:49) The above statement was the building block for this dissertation and highlights the challenge that educators face if education for citizenship is to become a success. Citizenship is at the core of A Curriculum for Excellence, it permeates all subject areas with its à ¢Ã¢â€š ¬Ã‹Å"values of wisdom, compassion, integrity and justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Government, 2011b). The Scottish Government, claim that education for citizenship enables children to address issues such as à ¢Ã¢â€š ¬Ã‹Å"peace and conflict resolution, social equality and appreciation of diversityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (ibid). Don’t waste time! Our writers will create an original "Education For Citizenship Analysis" essay for you Create order Whilst Scotland is a diverse country, diversity itself, it seems, breeds intolerance and inequality (Willems et al, 2010). Whilst it is claimed that education for citizenship can overcome these inequalities, (LTS, 2002) critics argue that à ¢Ã¢â€š ¬Ã…“there are limits to what can be done in terms of the contribution that school policies per se can make to eradicating these inequalitiesà ¢Ã¢â€š ¬? (Maitles, 2005:16) Citizenship, and its potential has been a personal matter of interest since I began my initial teacher training. Whilst I have always appreciated the purpose and necessity of education for citizenship, I have also been mindful of the hypocrisy of teaching citizenship values to children who, due to circumstances beyond their control, have never experienced these values themselves. I have found this unsettling, and my initial research has demonstrated that I am not alone in this issue (Maitles, 2005; LTS, 2002). Being born and raised in the West of Scotland and I am acutely aware that sectarianism is a term associated with this particular area. For my own part, religion played no part in my home environment but was respected and a source of interest. However, I routinely heard sectarian language being casually thrown around the playground at my non-denominational school. My initial reading has demonstrated that there is a vast contrast in opinion regarding sectarianism, from Steve Bruce et al (2005), who suggests that sectarianism is a myth, to government opinion which state that Scotland is scarred by sectarianism (J. McConnell (2006), cited in Scottish Executive, 2006) On paper, citizenship is the key to a tolerant, compassionate, inter-cultural nation. However, can it eradicate and overcome the root causes of sectarianism within Scotland? (384 words) Introduction and Method Section The purpose of this review of literature is to ascertain if teaching education for citizenship in Scottish primary schools can help to eradicate sectarian values and attitudes from Scotland. There are four main key areas which need to be addressed throughout the course of this research and each of them will be expanded further upon; * The first section shall focus on citizenship itself; the history, philosophy and Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s position regarding citizenship. * Secondly, this dissertation will address Education for Citizenship, with the focus on; current policy, A Curriculum for Excellence, and possible areas of concern. * The penultimate section aims to scrutinize sectarianism itself; its history and relevance to Scotland, its causes/roots, the Scottish Governments stance and the Churchà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective. * The fourth and final section shall explore using citizenship as a means to eradicate sectarianism from Scotland; current initiatives, examples of good practice promoting anti-sectarianism and ways of implementing citizenship skills. On concluding all four sections of the review, only then will this dissertation attempt to draw satisfactory conclusions determining if, through teaching citizenship in Scottish primary schools, sectarianism can be consigned to Scottish history. Research has so far shown that education for citizenship is a contemporary trend, currently being addressed by both academics and the government. Sectarianism research appears to have peaked from 1999-2005, with little literature on the subject being, so far, uncovered. However, in order to address this dissertation question fittingly, and produce a thorough review of literature a range of resources and methods have been utilized: The University of the West of Scotland and the University of Glasgow have both been utilised to source: Books: initially found through topic searches, subsequently found through using bibliographies and reference lists to find further relevant material. Inter-library loans. Academic Journals: accessed via the library catalogue and additional databases (e.g. ERIC, Taylor and Frances, Google Scholar) focusing on key words, particularly à ¢Ã¢â€š ¬Ã‹Å"citizenshipà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"sectarianismà ¢Ã¢â€š ¬Ã¢â€ž ¢ but also à ¢Ã¢â€š ¬Ã‹Å"Scottish Primary Schoolsà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"intoleranceà ¢Ã¢â€š ¬Ã¢â€ž ¢. Learning and Teaching Scotland website, alongside the Scottish Government website have been used to gain access to relevant documentation. Policy documents and reports; mainly Scottish but English policies/reports have been used to create a relevant context. The internet was used to source relevant information, again focusing on key words (as stated above) Anti-sectarian charity, Nil By Mouth Church of Scotland Roman Catholic Church of Scotland For the purpose of this paper, it has been decided to focus primarily on literature written within a timeline of the last ten years (2000-2010), with the exception of literature which provides relevant historical information. It has been determined that literature of a more recent date will provide this dissertation with more precise, relevant conclusions in order to determine if education for citizenship can help to eradicate sectarian values and attitudes from Scotland. (469 words) Literature Review Citizenship History and Philosophy of Citizenship The concept of citizenship is the foundation of this research, therefore it shall briefly ascertain what citizenship is. Citizenship is by no means a modern concept, its roots can be traced back to ancient Greece and the then city-state of Athens, where citizens overcame their own differences for the greater good of their city (Miller, 2000). However, even from its historical roots, there is evidence of the great philosophers, Aristotle and Plato, attempting to define citizenship. There is a vast and varied opinion on what citizenship is. Ann Philips (2000:36) claims that citizenship à ¢Ã¢â€š ¬Ã‹Å"divides people into those who belong and those who do notà ¢Ã¢â€š ¬Ã¢â€ž ¢, whilst political scientist, Greer and Matzke state simply that citizenship à ¢Ã¢â€š ¬Ã‹Å"is a set of rights that come from belonging to a communityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2009:2). Perhaps more realistically, Hartley (2010:235) defines citizenship as being à ¢Ã¢â€š ¬Ã‹Å"at heart a combative term, with a long history of bloodshed, struggle, resistance, hope, fear and terror caught up in its trainà ¢Ã¢â€š ¬Ã¢â€ž ¢. These diverse accounts of what citizenship is highlights that little has changed in the last 2500 years since Aristotle stated à ¢Ã¢â€š ¬Ã‹Å"The nature of citizenshipis a question which is often disputed: there is no general agreement on a single definitionà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Aristotle, cited in Oliver and Heater, 1994:vii) English sociologist T.H.Marshall, defined citizenship as à ¢Ã¢â€š ¬Ã‹Å"a status bestowed on those who are full members of the communityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Marshall (1963), cited in Powell, 2009:25). During the 1950à ¢Ã¢â€š ¬Ã¢â€ž ¢s, he proposed that citizenship could be à ¢Ã¢â€š ¬Ã‹Å"divided into three elements, civil, political and socialà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Hartley, 2010; Greer and Matzke, 2009; Oliver and Heater, 1994; Pearce and Hallgarten, 2000). His vision was based on equality, that regardless of gender, race or religion, if you were a full member of the community, you were entitled to citizenship status. Marshallà ¢Ã¢â€š ¬Ã¢â€ž ¢s model for citizenship has been criticised due to his three elements being à ¢Ã¢â€š ¬Ã‹Å"defined by equalityyet in practice they operate in a context of social inequalityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Greer and Matzke, 2009:5). This view is mirrored by Evans who reminds us to à ¢Ã¢â€š ¬Ã‹Å"consider ways in which social disadvantage undermines citizenship by denying people full participation in societyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Evans, cited in Maitles, 2005:2). However, it is nonetheless still held in high regard and used as a platform for other academics and governments to build on, as can be seen in Lord Goldsmiths Citizenship Review (2008). Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s Position Active citizenship is central to the Scottish Curriculum for Excellence. Their aim is that children will à ¢Ã¢â€š ¬Ã‹Å"play a full and active part in society politically, socially, economically, environmentally and culturallyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Learning and Teaching Scotland (LTS), 2011). In Scotland, as a result of devolution, citizenship is a key issue. The UK, is no longer one nation-state with a single social citizenship but is comprised of four countries, each with its own regional social citizenship (Jeffrey, 2009). Indeed, Greer (2009:198) states that à ¢Ã¢â€š ¬Ã‹Å"a single, shared, social citizenship for the UK is today a contested political goal if it is not purely a mythà ¢Ã¢â€š ¬Ã¢â€ž ¢. Some politicians have even gone as far as to suggest a European state, which would provide a whole new scope for social citizenship, and would require redefining of citizenship in the 21st century (Jeffrey, 2009). Scottish children must be provided with the knowledge, skills and values which allow them to appreciate à ¢Ã¢â€š ¬Ã‹Å"the importance of citizenshipà ¢Ã¢â€š ¬Ã¢â€ž ¢ and be able to not only scrutinise a concept which is based on equality but question what equality means and its implications for all of society. Only by children striving to find answers to these questions can the concept of citizenship adapt and progress effectively into the 21st century (Greer, 2009). Education is essential in ensuring that Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s children are exposed to these experiences because in terms of citizenship, à ¢Ã¢â€š ¬Ã‹Å"an ignorant citizen is tantamount to a contradiction in termsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Oliver and Heater, 1994:20) Education for Citizenship Regarding what education for citizenship actually is, the general consensus appears to be that à ¢Ã¢â€š ¬Ã‹Å"there is not much agreement about what it is, other than it is a à ¢Ã¢â€š ¬Ã‹Å"good thingà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Maitles, 2005:2). It à ¢Ã¢â€š ¬Ã‹Å"is criticised as an indoctrine by some and considered the best route to global peace by othersà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Brown et al, 2009:73). Gundara, approaches the matter from a different perspective by considering not what it is but what it should do; à ¢Ã¢â€š ¬Ã‹Å"The challenge for citizenship education is the moulding of the one out of the many and to construct appropriate educational responses to difference and diversity within British societyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Gundara, 2000:16) Whilst à ¢Ã¢â€š ¬Ã‹Å"preparing youth for participation in society has always been an educational goalà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Willems et al, 2010:215), it is in the last ten to fifteen years that education for citizenship has gained momentum in Scotland (HMIe, 2006). The Government was concerned over the apparent lack of interest regarding democratic matters (Deuchar, 2003; Maitles, 2005), and in light of this, the then Lord Chancellor stated à ¢Ã¢â€š ¬Ã‹Å"we should not, must not, dare not, be complacent about the health and future of British democracy and that unless we become a nation of engaged citizens, our democracy is not secureà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Lord Chancellor, cited in Advisory Group on Citizenship, 1998:8). As a result of this, plans were put in motion to overturn this trend by including citizenship into the national curriculum. This process began in 1998, when the Advisory Group on Citizenship (AGC), produced a report advocating the necessity of education for citizenship (also known as the Crick Report). It echoed the Lord Chancellors comments and stated that citizenship was crucial to our nation to such an extent that education for citizenship would be compulsory. Acting upon this report, Scotland followed suit in 2002 with their report from the Advisory Council of LTS. Much of the report mirrors that of the Crick report, it reiterates the Lord Chancellors statement and both reports highlight the importance of imparting upon children key learning experiences, skills, values and knowledge and understanding. Of particular relevance to this research are those which refer to à ¢Ã¢â€š ¬Ã‹Å"social issues and dilemmasà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Government, 2002:12) and educating children on à ¢Ã¢â€š ¬Ã‹Å"the diversity of identities within Scotlandand the need for mutual respect, tolerance and understandingà ¢ â‚ ¬Ã¢â€ž ¢ (Scottish Government, 2002:36). Both reports (and Maitles, 2005) support educators tackling so called à ¢Ã¢â€š ¬Ã‹Å"controversialà ¢Ã¢â€š ¬Ã¢â€ž ¢ issues, i.e. sectarianism, through education for citizenship by acknowledging that many controversial issues are relevant to children. Abdi and Shultz state that à ¢Ã¢â€š ¬Ã‹Å"We should not underestimate the role of education in instilling in the minds of people core human rights valuesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2008:3) and tackling difficult issues in the classroom allows children to address those at the very core of humanity those that are addressed in the Human Rights Act 1998 (National Archives, 2011) (see Appendix I), the Convention on the Rights of the Child 1990 (Office of the United Nations, 2011) (see Appendix II) and allows children to address them in a manner which complies with the Standards in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s Schools etc. Act 2000, Section 2 (National Archives, 2011a) (see Appendix III). Some notable concerns are raised regarding education for citizenship. Maitles (2005) and Maylor (2010), indicate that some academics/educators believe that teaching controversial issues to primary age children is unsuitable. However, as this research has already highlighted, some young children deal with many controversial issues every day and in this era of technology and internet access à ¢Ã¢â€š ¬Ã‹Å"children are seeing these issuesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (AGC, 1998:12). At primary school age à ¢Ã¢â€š ¬Ã‹Å"children are picking up, whether from school, home or elsewhereof what social problems effect themà ¢Ã¢â€š ¬Ã¢â€ž ¢ (AGC, 1998:12; Davies, 2011). Maitles (2005) and Dower (2008), raise concerns over the possible hypocrisy of education for citizenship, with Maitles stating that à ¢Ã¢â€š ¬Ã‹Å"inequalities in society, have a detrimental effect on the education for citizenship proposalsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Maitles, 2005:16) By this they mean educators teaching children about rights and responsibilities and values such as equality and tolerance, to children who, whilst in the classroom may be equal, however, when they leave the classroom, vast social inequalities and intolerances may become visible. In addition, Dower (2008:47), bluntly states that à ¢Ã¢â€š ¬Ã‹Å"To say we all enjoy rights is a mockery, given the realities of the worldà ¢Ã¢â€š ¬Ã¢â€ž ¢. Education for citizenship and its associated skills and values must be taught as children in Scotland are growing up in an increasingly diverse society (Scottish Executive, 2006) and à ¢Ã¢â€š ¬Ã‹Å"This education is necessary if we are to live together appreciating and accepting our diversity and differences in a context of social justice, equity and democracyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (James, 2008:109). If attitudes cannot be accepted or tolerated or challenged then people find they have increasingly less in common with each other which leads to at best segregation within communities, at worst, open hostility to each other (Willems et al, 2010), a perfect example being what happened in the West of Scotland between the Scottish Protestants and the Irish Catholics in the 18th/19th century. Intolerance has blighted our society in the past and children must learn from past mistakes, after all, à ¢Ã¢â€š ¬Ã‹Å"those who cannot remember the past are condemned to repeat ità ¢Ã¢â€š ¬Ã¢â€ž ¢ (Georg e Santanya, cited in Abdi and Shultz, 2009:1). Sectarianism Sectarianism: à ¢Ã¢â€š ¬Ã‹Å"Denoting or concerning a sect or sects: the citys traditional sectarian divide. Adjective (of an action) carried out on the grounds of membership of a sect, denomination, or other group: sectarian killings Rigidly following the doctrines of a sect or other group. Noun: a member of a sect, a person who rigidly follows the doctrines of a sect or other group.à ¢Ã¢â€š ¬Ã¢â€ž ¢ (Oxford Dictionaries, 2010) The roots of sectarianism in Scotland can be traced back to the 16th century and the Reformation of the church. However, it was the influx of Irish Catholic immigrant workers to Scotland in the 19th century which infamously associated the west of Scotland with sectarianism. The Irish Catholic immigrants were an unknown entity to the Native Protestant Scots, who in their ignorance perceived them as à ¢Ã¢â€š ¬Ã‹Å"savagesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Oà ¢Ã¢â€š ¬Ã¢â€ž ¢Hagan, 2000:32). The perception was that the Irish immigrants were going to take jobs and housing from the Scots and attempt to spread their dangerous religion. Bruce et al (2004) explains that the fear and hatred of each other stemmed mainly from the fact that in the 19th century, people wholeheartedly believed in their religion, and genuinely believed that the other religion was dangerously wrong. As a result, Irish Catholics à ¢Ã¢â€š ¬Ã‹Å"were attacked from the pulpit and in the streetà ¢Ã¢â€š ¬Ã¢â€ž ¢, (LTS, 2011a), refused employment, or were kept at the bottom of the labour market by influence from the local church and Orange Lodge (an organisation created in 1795 to promote and protect the Protestant faith (Grand Orange Lodge of Scotland, 2011)). In the 21st century, whilst it is accepted that sectarianism did exist, the general consensus appears to be that blatant discrimination of Catholics no longer exists (Bruce (2000); McCrone and Rosie (2000); Paterson (2000), cited in Williams and Walls, 2000). However, there is an acknowledgment that sectarianism in Scotland is a unique problem (Murray, 1984) and that sectarianism hides in a à ¢Ã¢â€š ¬Ã‹Å"shadowy cornerà ¢Ã¢â€š ¬Ã¢â€ž ¢ of our society and only shows itself in peopleà ¢Ã¢â€š ¬Ã¢â€ž ¢s attitudes and prejudices (McCrone and Rosie, 2000:200). Oà ¢Ã¢â€š ¬Ã¢â€ž ¢Hagan is more blunt and simply states that à ¢Ã¢â€š ¬Ã‹Å"Scotland is a divisive, bigoted society (2000:25) and Reilly, refers to the Sunday Times, which in 1999 described Scotland as à ¢Ã¢â€š ¬Ã‹Å"A country which hosts Orange marches the year round while ceaselessly campaigning for the closure of Catholic schoolsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2000:29). The Scottish Government shared these views, and in 2003 under Section 74 of the Criminal Justice (Scotland) Act, 2003, sectarianism became a criminal offence (Nil By Mouth, 2011). Sectarianism in 21st century Scotland is largely associated with football and schools (Lynch, 2000), with Celtic Football Club (CFC) and Rangers Football Club (RFC) being particularly linked with sectarianism. CFC was founded in 1888 by Brother Walfrid, initially a charity, it was set up by Irish immigrants, for Irish immigrants, whilst RFC was founded in 1872 by the McNeil family (Murray, 1984). In 1912, the shipbuilders Harland and Wolff arrived on the Clyde from Belfast and brought with them a workforce of Protestant/Orange workers who in defiance of Catholic Celtic, gave their support to Rangers and so the two clubs were defined in history. In recent years, the two clubs, in association with the Scottish Government have provided programmes to combat the sectarianism with which they are associated with (Nil By Mouth, 2011; Scottish Executive, 2006a). The current picture remains that Celtic and Rangers are still associated with their intolerant historic pasts which is passed down from one generation to the next. Youngsters, who have no interest in religion themselves, are encouraged to learn the sectarian stories and songs from their fathers and grandfathers and whilst not understanding the real meaning of the words, will enter the football stadiums and become à ¢Ã¢â€š ¬Ã¢â€ž ¢90 minute bigotsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Deuchar, Holligan, 2008:12; Bruce, 2000) Catholic schools have been a stone of contention in Scotland since they were granted state-funding in the Scotland Education Act (1918) (Bruce et al, 2004). Although the schools originated in the same manner as Protestant schools (ibid), Catholics were condemned for wanting their own schools attached to their own churches. Those who claim that sectarianism is in decline claim that there is no need for Catholic schools and that they should be boarded up for the sake of social harmony, and those who claim that there is sectarianism in Scotland claim Catholic schools are responsible and should be boarded up (Reilly, 2000). Such negative perceptions of Catholic schools, yet there is no evidence that Catholic schools encourage or breed sectarianism (ibid). At the root of sectarianism, in its truest sense, is religion. In the 21st century, on the matter of sectarianism, the Moderator of the General Assembly of the Church of Scotland, the Rt. Reverend Bill Hewitt à ¢Ã¢â€š ¬Ã‹Å"demanded that sectarianism be stamped out from Scotlandthe country must become more tolerant and inclusive or society would sufferà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Christian, 2009) and one year later, these views were reiterated by the Rev Ian Galloway, (cited in Herald Scotland, 2010). Meanwhile, the Scottish Catholic Church claimed that sectarianism was still very much in abundance in Scotland. The director of the Scottish Catholic Media Office is quoted stating that: à ¢Ã¢â€š ¬Ã‹Å"The bigotry, the bile, the sectarian undercurrents and innuendos must end. Such hateful attitudes have had their day. They poison the well of community life. They must be excised and cast out once and for allà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Kearney, cited in Herald Glasgow, 2010). This section has focused primarily on the Catholic/Protestant take on sectarianism as it is this that Scotland is infamous for. However, it must be noted that sectarianism can apply to any religion. MacMillan, discusses the plight of the Muslim community in Glasgow who have been slated for wanting to open their own school with accusations that their à ¢Ã¢â€š ¬Ã‹Å"display on difference are root causes of social divisionà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2000:266). In order to prevent history repeating itself, the next generation must be educated in such a manner so that Scotland can à ¢Ã¢â€š ¬Ã‹Å"put sectarian attitudes into dustbin of history and build a better societyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (J.McConnell, 2006). Education for Citizenship as a means to eradicate sectarian values and attitudes from Scotland The Scottish Government claim that Education for Citizenship has the potential to address the negative values and attitudes that feed sectarianism and stresses the importance that education plays in à ¢Ã¢â€š ¬Ã‹Å"eradicating sectarianism in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢ and claims that à ¢Ã¢â€š ¬Ã‹Å"Curriculum for Excellence is itself a programme for tackling sectarianismà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Salmond, 2005). This view is supported by Deuchar and Holligan, who after identifying that youngster received little input regarding sectarianism in schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢s stated that Curriculum for Excellence is the opportunity to teach controversial issues (2008). To support these claims, the Scottish Government created an educational resource for teachers called à ¢Ã¢â€š ¬Ã‹Å"Donà ¢Ã¢â€š ¬Ã¢â€ž ¢t Give it, Donà ¢Ã¢â€š ¬Ã¢â€ž ¢t Take ità ¢Ã¢â€š ¬Ã¢â€ž ¢, with the sole aim of supporting teachers to à ¢Ã¢â€š ¬Ã‹Å"promote anti-discriminationà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Government, 2005). Then, in 2007, HMIe, released à ¢Ã¢â€š ¬Ã‹Å"Count Us In: Promoting understanding and combating sectarianismà ¢Ã¢â€š ¬Ã¢â€ž ¢, which provided examples of initiatives which promote anti-sectarianism. They highlight the importance of addressing this issue with young children because à ¢Ã¢â€š ¬Ã‹Å"the result of sectarianismcan be that young people develop limited ways of thinking which narrows their view of the world and damages their relationship with othersà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2007:1), therefore, we must teach our children to à ¢Ã¢â€š ¬Ã‹Å"see beyond their own interests and commitment and take a wider, more impartial viewà ¢Ã¢â€š ¬Ã¢â€ž ¢ of the world (Mil ler, 2000:29). Schools across Scotland have adopted a wide variety à ¢Ã¢â€š ¬Ã‹Å"of approaches to anti-sectarian education which contribute to successful learningà ¢Ã¢â€š ¬Ã¢â€ž ¢ (HMIe, 2007:6) and the evidence gathered from school inspections indicate that primary school children have embraced these approaches positively (HMIe, 2007). One popular approach is à ¢Ã¢â€š ¬Ã‹Å"twinningà ¢Ã¢â€š ¬Ã¢â€ž ¢, where neighbouring schools, one denominational and one non-denominational come together to work collaboratively on an anti-sectarian project. Angie Kotler, Strategic Director of the Schools Linking Network, supports à ¢Ã¢â€š ¬Ã‹Å"twinningà ¢Ã¢â€š ¬Ã¢â€ž ¢ as it creates opportunities to à ¢Ã¢â€š ¬Ã‹Å"develop and deepen childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s knowledge and understanding of identity/ies, diversity, equality and communityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2010:49). She also stresses the importance of addressing controversial issues in schools as we cannot assume that children will have other opportunities to develop their knowledge and understanding. Education for citizenship is a means by which this can be achieved as it is a vessel for tackling controversial issues such as à ¢Ã¢â€š ¬Ã‹Å"human rights, peace and conflict resolution, social equality and appreciation of diversityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (LTS, 2011b). Through these issues, sectarianism in Scotland can be addressed and hopefully, in time, the à ¢Ã¢â€š ¬Ã‹Å"legacy of sectarianism in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢ can be wiped out (Salmond, 2005). However, if initiatives such as à ¢Ã¢â€š ¬Ã‹Å"twinningà ¢Ã¢â€š ¬Ã¢â€ž ¢ are to be done successfully then according to Dr Uvanney Maylor (Reader in Education, University of Bedfordshire), à ¢Ã¢â€š ¬Ã‹Å"lessons promoting shared values and citizenship belonging would need to facilitate an appreciation of how à ¢Ã¢â€š ¬Ã‹Å"differenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ is experienced outside schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2010:247), an opinion echoing that of one made earlier by Maitles (2005) and Dower (2008). Maylor states that children will only be able to understand and respect diversity if they have learnt to understand and respect their own identity, (2010). In schools this can be achieved by creating a positive school ethos which challenges sectarianism and religious prejudice whilst encouraging and promoting diversity, social inclusion, equality, equity and positive behaviour (LTS, 2011c). In 2003, Finn, stated that, with regards to sectarianism, à ¢Ã¢â€š ¬Ã‹Å"educationhas much to contribute to an understanding of this conflict. So far it has failed to do soà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2003:905). With the implementation of the Curriculum for Excellence and supporting documents from HMIe, it appears that education is striving to overturn this perception and is sending a clear message that sectarianism will not be tolerated within Scottish primary schools (HMIe, 2007). Perhaps, in Scotland, with its unique relationship with sectarianism à ¢Ã¢â€š ¬Ã‹Å"this entails, as a matter of urgency, a new and more inclusive definition of Scottishness if the nation is to be one and at peace with itselfthe Scotland of the future must contain no inner exilesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Reilly, 2000:39). 3083 words Appendix I Human Rights Act 1998 Articles relevant to this review are: Article 9 Freedom of thought, conscience and religion 1. Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief and freedom, either alone or in community with others and in public or private, to manifest his religion or belief, in worship, teaching, practice and observance. 2. Freedom to manifest oneà ¢Ã¢â€š ¬Ã¢â€ž ¢s religion or beliefs shall be subject only to such limitations as are prescribed by law and are necessary in a democratic society in the interests of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others. Article 14 Prohibition of discrimination The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. (National Archives, 2011) Appendix II Convention on the Rights of the Child 1990 Articles relevant to this review are: Article 12 1. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. 2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the childs choice. 2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order (ordre public), or of public health or morals. Article 14 1. States Parties shall respect the right of the child to freedom of thought, conscience and religion. 2. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. 3. Freedom to manifest ones religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. (Office of the United Nations, 2011) Appendix III Standards in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s Schools etc. Act 2000 Section 2: Duty of education authority in providing school education (1) Where school education is provided to a child or young person by, or by virtue of arrangements made, or entered into, by, an education authority it shall be the duty of the authority to secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. (2) In carrying out their duty under this section, an education authority shall have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of the child or young person in decisions that significantly affect that child or young person, taking account of the child or young personà ¢Ã¢â€š ¬Ã¢â€ž ¢s age and maturity. (National Archives, 2011a)