Humanism during renaissance

Renaissance is a term used to describe ‘rebirth' (in French), which began in Italy in late middle age and then spread to other parts of Europe. During the Renaissance people to question the Scholastic methods of that time and their questioning resulted as the birth of humanism. Humanism goes along with secularism in the sense that it makes humans beings, not God, the centre of attention. People began to do things because they enjoyed them rather than for God's glory. It was responsible for the change in the medieval education system, emphasizing on rational and racial thinking.Humanism emphasizes on the importance of knowledge, as well as on the potential of the individual and civil responsibility. This concept of humanism became the core of renaissance style. It was in this age that people began to reason and think rationally. Even the term used for the Renaissance philosophers, ‘humanists', shows how the focus of the people's attention had shifted from Heaven and God to this world and human beings. Individualism takes humanism a step further by saying that individual humans were capable of great accomplishments.Renaissance philosophers saw humans as intelligent creatures capable of reasoning (and questioning the authority) rather than being mindless pawns helplessly manipulated by God. Humanism profoundly affected the artist community and how artists themselves were perceived. The medieval mind viewed artists as humble servants whose talent and ability were meant to honor God. This is evident in the work of medieval artists adoring churches and cathedrals. Renaissance artists, in contrast, were trained intellectuals – well versed in the classical and mathematical principles.And the art that they created reflected this newfound perspective. In art, linear and aerial perspective developed and artists considered their canvases to be windows to the natural world. Their task became to portray the natural world as realistically as possible. Renai ssance art portrayed the human body as a thing of beauty in its own right and not like a medieval comic strip character whose only reason to exist was for the glory of God. People were often conceived as nudes covered in real fabric rather than the medieval concept of clothes with a head and ands showing.Painters eliminated extra features and details so that the viewer's attention would focus on the theme of the painting rather than be distracted by details. Paintings became balanced and started to express emotions. During the middle age, saints in paintings wore halos around their heads; saints would also look larger in size than the humans. As humanism became popular the size of the saints began to look more human, halos became fainter and then eventually disappeared. The media of art evolved as well. Early paintings were usually done with egg tempera, which dried fast and created a flat rough surface.Oil paint was introduced in the early 1 5th century, and became immensely popula r as it dried slowly and was translucent, allowing light to shine through the paintings. Humanism freed remarkable individuals and geniuses such as Leonardo ad Vinci to live up to their potential without being held back by the medieval society that discouraged innovation. Other ways in which individualism is seen during Renaissance is that the artists started signing their paintings, thus showing individualistic pride in their work.During the Renaissances, architects trained as humanists helped raise the status of their profession from skilled laborers to artists. Renaissance architecture shows clarity as it emphasizes on clean lines, geometrical shapes, symmetry, and was very systematical. When comparing the Gothic architecture and the renaissance architecture, the Renaissance architecture seems to be more practical in terms of height, and spacing. As in the classical world, Renaissances architecture is characterized by harmonious form, mathematical proportion, and a unit of measur ement based on human scale.Patrician man The drawing is based on the ideal human proportions with geometry described by the ancient Roman architect Vitreous. He describes the human as the principal source of proportion among the classical orders of architect. The image of the man exemplifies the blend of art and science during the Renaissances. An example of the proportions found in the Patrician man – The drawing the length of the outspread arm is equal to the height of a man, from the hairline to the bottom of the chin is one tenth of the height of the man, and from below the chin to the top of the head is one eight of the heights of the man form.Above the chest to the top of the head is one- sixth of the height of the man form and from above the chest to the hair line is one – seventh of the height of the man. The maximum width of the shoulder is a quarter of the height of the man. Temple fronts. His keen understanding and observation of classical architecture is al so seen in the Church of Santa' Andrea in Mantra. The columns in this building are not used decoratively but functional as lord bearing support. For Albert', architecture was not Just creating building but to give a meaning.

Jamie Oliver’s language Essay

In this essay I am going to be talking about the different aspects of Jamie Oliver’s language and how he adapts and uses these language features in his TED speech.Jamie Oliver successfully uses many language devices in order to help him communicate with his audience. I will be looking at Oliver’s and examining how effective it is and also some features of spontaneous speech, which are shown in the speech.Firstly, I am going to look at Jamie Oliver’s planned and prepared language that he uses. Oliver has obviously taken time to adapt his lexis to suit his American audience.Phrases such as â€Å"health care bills† and â€Å"dollars† are some examples of this. Using these Americanisms would ensure that his audience understands the full message that he is trying to put across to them. If he used phrases such as â€Å"pounds† it would weaken the emphasis he is making he could not have full communication with his audience, as they would struggle to understand the extent of his message. Next, there is a strong display of socialect and idiolect in Jamie Oliver’s spontaneous speech. This shows that even though he has adapted some of his lexis and thought about what he is going to say, he often switches to spontaneous speech and his socialect and idiolect come through. An example of this is â€Å" ain’t†. As this is a very-English word, it shows that this would be part of Oliver’s spontaneous speech. However it may also have been planned as it shows that even though he is trying to adapt to suit his audience he may have used â€Å"ain’t† to keep his identity and also make his speech more engaging.Pauses are a common prosodic feature in Jamie Oliver’s speech. Often used subconsciously, they are slight breaks in speech that can be used in spontaneous speech for the speaker to think about what they are going to say next, but also can be planned in order to add effect. An example of are long pause is â€Å"let’s be honest guys,(0.5) you ain’t got that cash.† This is a clear example of using pauses to add effect. Its hows that Oliver is passionate about the subject he is talking about and adding as light humourous edge to his talk.All these are features that Jamie Oliver uses in his speech, whether it be spontaneous or planned. Each one has a specific effect and adds to his speech. Altogether I have found that these features are integral to the success of his speech and enhance the message he is bringing to his audience.

Mental Illness Paper

Mental Illness Paper Obsessive compulsive disorder (OCD) is real illness that can be treated with medicine and therapy. When have OCD, you have recurring, upsetting thoughts (called obsessions). You repeat doing the same thing, over and over again (called compulsions) to make the thoughts go away. And, you feel like you cannot control or stop these thoughts or actions. The obsessions, or upsetting thoughts, can include things like a fear of germs, a fear of begin hurt, a fear of hurting others, and disturbing religious or sexual thoughts. The compulsions, or actions you repeat to make the thoughts go away, can be things like counting, cleanings hand washing, and checking on things. While these actions provide only short-lived relief, not doing them only increases anxiety. Many people who have OCD know that their actions often do not make sense. They may try to hide their problem from family and friends, and may have trouble keeping a job because of their actions. Without treatment, obsessions and the need to perform rituals can take over a person’s life. OCD is an anxiety disorder that can be life-long. A person with OCD can also recover and then get the illness again, or relapse. This illness affects women and men in equal numbers. Most often, OCD begins during the teenage years or early childhood, although it can start in an adult. For many years, mental health professionals thought of OCD as a rare disease because only a small minority of their patients had the condition. The disorder often went unrecognized because many of those afflicted with OCD, in efforts to keep their repetitive thoughts and behaviors secret, failed to seek treatment. This led to underestimates of the number of people with the illness. Time changes all concepts. â€Å"OCD† is no exception. In the seventeenth century, obsessions and compulsions were often described as symptoms of religious melancholy. The Oxford Don, Robert Burton, reported a case in his compendium, the Anatomy of Melancholy(1621: â€Å"If he be in a silent auditory, as at a sermon, he is afraid he shall speak aloud and unaware, something indecent, unfit to be said†. In 1660, Jeremy Taylor, bishop of Down and Connor, Ireland, was referring to obsessional doubting when he wrote of â€Å"scruples†. A scruple is trouble where the trouble is over a doubt when doubts are resolved. OCD is recognized as the fourth most common mental disorder following, in order of occurrence, substance abuse, phobias, and major depression (Spengler, Jacobi, 1998). Perhaps part of the reason for the â€Å"confusion† is that several disorders manifest ideational processes that ar e much like the obsessional thinking in OCD. People with Generalized Anxiety Disorder (GAD) and posttraumatic stress disorder (PTSD) also have cognitive processes that are intrusive, repetitive, and exaggerated. The difference lies in how clients view their obsessions. OCD that comes and goes some children will have one obsession or compulsion for a few months and then it will disappear. There may be no obsessions or compulsions for years, and then they might return for no apparent reason. OCD that comes, but never exactly leaves a common pattern is for a person to have a number of obsessions and compulsions which are quite severe, but which then lessen, at least for awhile. Example of OCD that comes and goes: Jody was 6; she had a little â€Å"habit†. Before she picked up anything in her hand, she would very lightly touch it once with her index finger. When her parents asked her why, Jody just said that she liked to. There were no other obsessions or compulsions. Although no one mentioned it outside of the family, Jody’s mother and father became worried when Jody’s little sister, age 3 started imitating this habit. There were about to see their family doctor about this when it started to go away and never really came back. Two years later, after no signs of OCD, Jody started counting. She thought her mother, who had a routine hysterectomy, would die if she made a mistake. She was counting and checking her counting for errors each day. Only when they were in the pediatric psychiatrist’s office did they remember the â€Å"habit† she had at age 6. For a long time OCD was thought to be an infrequent disorder. In other words, it was believed to be rare among â€Å"general population†. Now, it is estimated that over the course of a lifetime approximately 2. 5 percent of individuals will develop this disorder. For children and adolescents, it is estimated that approximately the same percentage suffers from this disorder. In fact, this figure appears to be consistent with regard to American populations and worldwide populations, as well as male and female occurrences. Clinical and animal research sponsored by NIMH (National Institute of Mental Disorders) and other scientific organizations has provided information leading to both pharmacologic and behavioral treatments that can benefit the person with OCD. One patient may benefit significantly from behavior therapy, while another will benefit from pharmacotherapy. Some others may use both medication and behavior therapy. Others may begin with medication to gain control over their symptoms and then continue with behavior therapy. Which therapy to use should be decided by the individual patient in consultation with his/her therapist? Treatment with psychotherapy includes cognitive-behavioral therapy (CBT) and behavioral therapy. In CBT, the goal is to change how a person thinks about, and then reacts to, a situation that makes them anxious or fearful. In behavioral therapy, the focus is on changing how a person reacts to a situation. BCT or behavioral therapy most often lasts for 12 weeks. It can be group or individual therapy. A special type of behavior therapy, call exposure and response prevention, is often used with OCD. With this approach, a person is exposed to whatever triggers the obsessive thoughts. Then the person is taught ways to avoid doing the compulsive rituals, and how to deal with the anxiety. Some studies have shown that the benefits of CBT or behavioral therapy las longer than do those of medications for people with OCD. Clinical trials in recent years have shown that drugs that affect the neurotransmitter serotonin can significantly decrease the symptoms of OCD. The first of these serotonin reuptake inhibitors (SRIs) specifically approved for the use in the treatment of OCD was tricyclic antidepressant clomipramine (Anafranil). It was followed by other SRIs that are called â€Å"selective serotonin reuptake inhibitors† (SSRIs). Those that are approved by the Food and Drug Administration for the treatment of OCD are fluoxetine (Prozac), fluvoxamine (Luvox), and paroxetine (Paxil). Large studies have shown that more than three-quarters of patients are helped by these medications at least a little. Another neurotransmitter is also believed to result in mental illness when it is not working properly, this neurotransmitter called nor epinephrine. Studies have revealed that individuals with OCD have an insufficient level or serotonin, one of the brain’s neurotransmitters. Other studies also reveal that some individuals with OCD have abnormalities in dopaminergic transmission. Commonly, OCD is first diagnosed when parents recognize that their young child or teenager seems preoccupied with ritualistic behaviors associated with excessive cleanliness or unusually meticulous organization, and they seek help from a mental health professional. Adults on the other hand, may seek professional help when they realize that it is becoming difficult for them to do their job or school work because they are spending too much time with their obsessive thoughts or compulsive behaviors. Therapists make the diagnosis of OCD by taking a careful personal history from the patient/client and any available family members, such as in the case of a young child. Although most people improve with adequate treatment, the condition can continue for many years. Primary care physician should be familiar with the various ways obsessive-compulsive disorder can present and should be able to recognize clues to the presence of obsessions or compulsions. Proper diagnosis and education about the nature of the disorder are important first steps in recovery. Treatment is rarely curative, but patients can have significant improvement in symptoms. Obsessive-compulsive disorder is chronic condition with a high rate of relapse. Discontinuation of treatment should be undertaken with caution. Patients should be closely monitored for comorbid depression and suicidal ideation. People with OCD sometimes also abuse alcohol and drugs and can have other illnesses, such as depression, eating disorders, attention deficit hyperactivity disorder (ADHD), or other anxiety disorders. When a person also has other illnesses, OCD is often harder to diagnose and treat. Symptoms of OCD include; having upsetting thoughts or images enter your mind again and again, washing your hands, cleaning, re-arranging objects, doing things until it feels â€Å"right,† or collecting useless objects, worrying a lot about terrible things that could happen if you are not careful. If you think you may have symptoms of OCD, visit your doctor is the best place to start. Keep in mind that it can be a challenge to find the right treatment for an anxiety disorder. But, if one treatment does not work, the odds are good that another one will. New treatments are being developed through ongoing research. If a person has recovered from an anxiety disorder and it comes back at a later date, the person can be treated again the skills you learned dealing with the disorder the first time can help you in coping with it again. As the twenty-first century begins, advances in pharmacology, neuroanatomy, neurophysiology and learning theory have allowed us to reach a more therapeutically useful conceptualization of OCD. Although the causes of the disorder still elude us, the recent identification of children with OCD caused by an autoimmune response to group A beta-hemolytic streptococcal infection promises to bring increased understanding of the disorder’s pathogenesis. References (n. d). Obsessive-Compulsive Disorder. Washington, District of Columbia, US: US Department of Health and Human Services, Office on Women's Health; the National Women's Health Information Center. Retrieved from PsycEXTRA http://search. ebscohost. com/login. aspx? direct=true&db=pxh&AN=303972004-001&site=ehost-livedatabase. Depression & Anxiety (1091-4269); 2008, Vol. 25 Issue 9, p761-767, 7p, 3 Charts, 2 http://search. ebscohost. com/login. aspx? direct=true&db=a9h&AN=34281062&site=ehost-live Abel, J. (1994, March). Obsessive Compulsive Disorder: Interdisciplinary Treatment May Be Best. Clinician's Research Digest, p. . Retrieved from PsycEXTRA database. Stanford Medicine  » School of Medicine  » Departments  » Psychiatry  » OCD Research »Treatment http://ocd. stanford. edu/treatment/history. html Symptoms of OCD (Obsessive-Compulsive Disorder)http://counsellingresource. com/distress/anxiety-disorders/obsessive-compulsive. html The National Institute of Mental Health (NIMH) is part of the National Institutes of H ealth (NIH), a component of the U. S. Department of Health and Human Services. http://www. nimh. nih. gov/health/topics/obsessive-compulsive-disorder-ocd/index. shtml

Crime and Human Rights Violation Essay Example | Topics and Well Written Essays - 1250 words

Crime and Human Rights Violation - Essay Example Although some of them would enter such competition voluntarily for the prize money or prestige, majority of them could not refuse for being slaves or prisoners stripped of rights granted to other human beings. Albert Camus, the mid-20th century philosopher, discoursed in â€Å"The Rebel† (Camus 6) the illogical defense of violation of human rights by the holder of power. No one can question the atrocities and genocide committed before the start of the Common Era. But it would seem absurd that such acts were committed by people in power in modern times when people are expected to act and behave with civility. Camus might had been exasperated and disappointed with the turn of events in modern society since the powerless majority are subjected under the control of the authority expected to protect the people but nevertheless becomes the oppressor and tyrant. The discourses and politico-philosophical essays of Camus might be rooted to his family and childhood experiences (Albert C amus pars. 4-6). He grew up in a poor family and in an impoverished environment. He also experienced a hard life during the war. He was a socialist all throughout his life but an anti-communist. The Algerian Communist Party was at odds with the Le Parti du Peuple Algerien, which he considered as more people oriented and to which he was a member. His views and discourses surely reflected his own experiences. Barbaric and inhumane treatment of people in the distant past were common as part of conquest areas and territories. Even the common people would gleefully watch criminals or war prisoners being tortured or whipped to death in public places. Gladiators killing each other in the arena serve as an entertainment for the rulers and the people. It can be deduced that inhumane treatment of slaves or criminals is part of the culture of the people then. The values and social perspective of the people in a particular society were reflected even to the entertainment and recreational aspect of their lives. Many of the prisoners and slaves were taken as captives from other tribes or communities. Invasion of one territory is made for the purpose of controlling the people of that place and make them subject of the invader. The invader would also want to control the territory and all its resources, food, minerals, livestock, etc. to serve the needs of the people of the invading group. Thus, in the olden times, the conquered people were treated as inferior in society with lesser rights or no rights at all. As a resulted, there are groups in society which were not treated as an equal or as a human being. Or worst, they were viewed as mere animals that can be mutilated at the pleasure of the authorities. Severe punishments were already influenced by the perspective of the ruling elite of the time. In the pre-Common Era China, for instance, punishments given by the leaders were severe on the notion that people were naturally evil and must be punished severely (Lambert, Legali sm par. 2). At around 2000 BCE, humans were sacrificed and buried beneath the foundations of buildings (Lambert, A More Advanced par. 3). Invading nations in the past think of themselves as superior than the rest of the nations. They think that they had more advanced civilization, knowledge and systems. These nations may have had advanced military

The Benefits of using Social Network to improve sales for Century 21 Essay

The Benefits of using Social Network to improve sales for Century 21 - Essay Example Century 21 is one of the major companies that has created significant shift in marketing strategies through internet function and design. It has been listed as the biggest real estate agency that operates across national borders in the world. The US Company has been compelled by fast changing technologies in competitive environment to adopt marketing strategies that are focused on social networking sites in order to increase sales (Charlene & Bernoff, 2008). This research study analyses Century 21’s marketing strategies and coordination efforts for the next three years. It is an international company and it is one of the most reputed Real Estate Agent Franchise Companies operating across national borders. Its inception dates back in 1971 in California but it was privatized until 1977 when the co-founders decided to make the company public. During its early stages, the company offered products and services that satisfied the needs of real estate owners. The company has expanded rapidly and has established more than 8000 offices and large number of sales professionals all over the world (Parsipanny, 2009). The company started its operations in United States but it has gained strong foothold and its presence has been felt in more than 60 countries. It is the leading marketer of real estate services and it has spent a great deal of time in improving online display advertisements, search engine marketing and real estate listing sites. In general, Century 21 can been regarded as the world leading provider of real estate services in comparison with other competitive real estate companies since it possesses the world’s largest network and geographical coverage. The company continues to take lead in the industry as evidenced by the increased online ads which offer substantial benefits to brokers, agents and customers. The company is very

Case study Example | Topics and Well Written Essays - 250 words - 48

Case Study Example As a function of this, if I were a recruiter seeking a job applicant, a differential between SAT scores that the applicants exhibited would not necessarily be a fundamental determinant in helping me to make an informed decision. This is due to the types of individuals that firms seek as well as the particular type of job that is being filled. Ultimately, unless to get really high level of stress is placed upon reading or writing or a particular high level of skill is placed upon being able to do complex calculations rapidly, such a score does little if anything with regards to helping determine of the overall suitability of the candidate. In addition to SAT scores, the potential employer could seek to measure GPA, certain technical skills, expertise and interpersonal communications, complex problem-solving skills, or literacy. Many of these can of course be understood and realized within the interview process itself. Others may require the employer to ask the potential employee to submit to a particular round of testing in order to determine to what degree they possess these skills. Ultimately, this is merely a question of what the tickler job is being interviewed for and what particular skills might be required for this job. The traditional interview process is mainly concentric upon the degree in which the individual can rapidly and logically respond to the employer’s questions as well as exhibit their overall level of interpersonal medication and technical skill. The first thing to do in such a situation is to realize that the SAT ultimately measures to particular aspects of the individual. The first of these is naturally their ability to understand the complexities of the English language. The second is with regards to understanding the complexities of certain branches of mathematics. Due to the fact that not all individuals have taken the SAT and/or were in the United States prior to attending university, it would be necessary for such an

The Role of Computers in Childhood Essay Example | Topics and Well Written Essays - 5000 words

The Role of Computers in Childhood - Essay Example The possible negative impacts of computer on each component discussed also have been stated. A general recommendation for the optimization of the impact of computer on each factor has also been added. The essay has been concluded by stating the steps required in further research in the field and it also puts forward the suggestions so as the maximise the boons of computers on childhood while minimising the banes. Every realms of every day routine are increasingly getting affected by the innovations of computer technology. The interaction between the man and the machine, the role of automated commands in facilitating and regulating the professional and personal routines of the day, all has since last few decades turned to be an inevitable reality. Let it be the field of education, science or communication, computers is becoming an integral factor in facilitating the easiness of approach to any utility. The macro and micro level of utilities of computers and its applications has in a broader level made life easier. The equity and improvisation in the access to knowledge as provided by the use of computers have made many of the opportunities of the modern world more sociable. Commerce, Banking, Politics, Media, Industry, Education and the list of facilitated fields in the world by the ever improvising innovation involving computers and its applications are envisaged to increase in the days to c ome. The role of computers and related technology on today’s children and childhood has had interesting developments in the recent years. The parental society of today while envisaging the hilarious impact that computers are going to have over the world in the future, are encouraging the access of the children of today to computers and its numerous applications. The society in that context is of the general view that for children to involve in this new and different world socially, economically, and politically they must acquire a

Should English become the official language. (Should there be an Essay

Should English become the official language. (Should there be an official world language.) - Essay Example Therefore, I believe to a large extent that English (or any other language) should not be made the official language of the world because there is a lot of scope in the field of multilingualism, multilingualism has a huge positive impact on an individual’s cognitive development, and one’s language is an integral part of one’s culture and ethnicity (Baker and Jones1998). Multilingualism means the use of many languages by an individual. Although many people are learning to speak English, no fact can deny that the field and demand of multilingualism is enormous. Even the United States, the country where English is the most spoken language, has a great need for individuals who can speak multiple languages. The reason why the field of multilingualism is so vast is because multilingualism itself applies to so many different professions. For instance, multilingualism can be used in international trade, international diplomacy and foreign relation. It can also be used in national security and defense, marketing, business, engineering, community development, public relations and media. Medical and health care professionals should know more than one language in case they come across a patient who is unable to speak ‘the official language’. ... Moreover, if English or any other language would be made the official language of the world, it would be extremely time-consuming for non-English speakers to learn a whole new language, not to mention the loss of jobs that interpreters and translators would face. Even the education profession would face loss of jobs; teachers who teach foreign languages like Spanish, Arabic, Mandarin and many others would have nowhere to go. Thus, it would be a very wrong move to make English the official language of the world because there is a lot of scope in studying different languages. Furthermore, there are numerous job opportunities in the field of multilingualism; about three fourth of respondents to a survey on languages in the EU confirmed â€Å"improving job opportunities† as the top most reason why youths should learn many languages (Working Together to Build a Multilingual Society 2003; Orban 2007). Other than the availability of many job opportunities, there is another advantage of knowing many languages rather than only one ‘official’ one; creativity. Recent study has shown that an individual who speaks more than one language enhances one’s normative cognition, which leads to increased creativity. The reason for this is that due to variations in the use of specifiable processes, and the flexibility and richness of stored cognitive structures to which the processes are implemented. Therefore, the impact on an individual’s cognition of speaking more than one language results in intricate cognitive functioning, which may lead to a higher creative performance. One of the popular mechanisms of normative creativity that multilingualism can lead to is divergent thinking. Research shows that a multilingual

Drama in literature Research Paper Example | Topics and Well Written Essays - 500 words

Drama in literature - Research Paper Example entral idea of a drama or its theme is manifested through dialogue or action in the play or something which can be determined at the end of the entire show. Plot, as another significant element, pertains to the logical sequence of events within which distinct characters are connected. While the plot establishes the integral part of the play, the characters convey how plot should communicate the meaning or essence of drama, especially the theme being endorsed, to the target audience (Elements of Drama). Music which consists in the background score through songs and the sound effects the rhythm and melodious content of which serve as an ingredient element to enhance the quality of presentation, functions with the dialogue to stimulate further the intellect and sentiment of the viewers. Since drama is intended to be seen and heard at the same time, audio-visual aspects collaborate such that the visual element in costumes, props, and other visual effects make up the chief component that measures the extent to which the play is appealing to the each watcher (Elements of Drama). For the characters to develop the theme in drama, the actors playing distinct roles as such ought to assume them in a manner that displays realistic motives, thoughts and actions. As protagonist or the main character is met by the antagonist, there is in conflict a discovery of epiphany or revelation or anagnorisis, a truth signified through the pertinent acts being carried by the characters. On the other hand, the dimension, the type of atmosphere or setting in which the author or playwright locates the plot is showcased through differing background or physical environment to coincide with the progress of action. The setting includes lighting, paraphernalia as props, and gestures or movements that might contribute to animate and bring the play to achieve the life which is expected to flow with the drama and theme under development (Drama Guidelines). Essentially, the play is developed to

Project Appraisal & Finance Essay Example | Topics and Well Written Essays - 4500 words

Project Appraisal & Finance - Essay Example We have to clarify the two sets of key questions we are dealing with. The first answers the questions "what" investments are and "why" they are important for a business, whilst the second answers the question of "how" investments decisions are made. The second part of our paper elaborates and expands on some of the key concepts that we cover in the first part. In the process, we hope to acquire a deeper understanding of the principles, methods, and issues that have to be considered in investment decision-making. This paper will closely simulate the complex world of top management decision-making faced by any business on a daily basis, and where no single discipline - finance, production, corporate social responsibility, or general management - dominates. As we look at all the conceivable angles that any normal business looks at prior to the making of an investment decision, we can realise that just like in the real world, we need to make choices. Hopefully, our discussion will show that management decision-making is a complex task, that every decision made today can have far-reaching consequences, and that any professional manager who wants to be a worthy practitioner of the art and science of management must take his or her educational preparation, and eventually his or her responsibility as a manager very, very seriously. The ABC Mining plc Case For purposes of clarity in our understanding of the assumptions used in our discussions and the consequent calculations to arrive at our decisions, we summarise the key facts of the case. ABC Mining plc is investigating the possibility of purchasing an open-cast coal mine at a cost of 2.5 million which the government is selling as part of its privatisation programme. It would invest in and operate the mine for four years, after which it would clean it up and sell the assets. The Finance Director prepared the projected profit and loss accounts shown in Table 1, and in his report to the Board of Directors recommended that the company should not proceed as the profitability of the proposal is poor. The following are the questions that need to be answered: First, what could be considered as the most appropriate investment appraisal methods which would help the company to decide whether or not to proceed with the project Second, explain why we consider the investment appraisal methods just discussed to be the most appropriate for evaluating investment projects. Third, we would discuss briefly whether the project should go ahead. Table 1: ABC Mining plc Profit and Loss Statement (in millions) Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Comments Investments Purchase (2.5) Paid to government Equipment (12.5) Financed 10m debt at 12% Sale of Equipment 2.5 Year 5 sale of vehicles/eqpt Working capital (0.5) One-time investment Sunk costs (0.2) Included in Year 1 write-off Survey costs (0.4) Counted in Year 1 Clean-up (0.4) Net vehicle sales 2.1 Sales 9.4 9.8 8.5 6.3 Less: Direct Exp Wages (2.3) (2.5) (2.6) (1.8) Incl.

A Forecast Of Ted Rallley's Company Auto Sales Assignment - 2

A Forecast of Ted Rallley's Company Auto Sales - Assignment Example It also indicates that additive holt-winter model is the second best model in forecasting the auto sales parts of Ted Rallleys company. As the economy change keeps on declining, every play of the economy grows experience the falling trend. The automotive industry depended much on the economic boom. This decline in the economic growth has a negative effect on the automotive industry (Bruns, W. J., & Waterhouse, J. H.,1975). The distributors of the automotive parts have continued to experience heavy losses. And capacity caused by cuts caused by the automakers. The distributors are also facing costly energy and material constraints. It has been raised by the economic analysis that the automotive industry that used to raise over $72 billion has been of the pathetic point since the county has set it on the chapter 11 law of protection. There will be an increasing rise in the number of bankruptcies. A lot of challenges is faced by the distributors of the USA since it very difficult to penetrate the supply chain marker as the chains were established long ago with home marketers. With the economy continuously deteriorating e veryone seems to be getting hurt financially, even the automotive industry, which has to deepen the economic recession. Automotive part suppliers continued to experience heavy debt and overcapacity caused by production cuts by automakers, specifically including the big 3 (Ford Motor Company, General Motors, and Chrysler).

Coffee and Starbucks Essay Example for Free

Coffee and Starbucks Essay In 1971, Starbucks was founded on a love for coffee and 42 years later you can still go in and expect the same delicious cup of steaming hot coffee from your local store, served to you from a friendly face. Starbucks mission is â€Å"to inspire and nurture the human spirit – one person, one cup, and one neighborhood at a time. Today, with more than 18,000 stores in 62 countries, Starbucks is the premier roaster and retailer of specialty coffee in the world. And with every cup, we strive to bring both our heritage and an exceptional experience to life. † (http://www. starbucks. com/about-us/our-heritage). They offer the best roasted coffee, handcrafted beverages; coffee experience products, excellence service and innovation, plus they are dedicated to produce a great coffee experience to customers. (Starbucks, 2011) The purpose of this paper is to discuss and analyze Starbucks’ organizational structure and the best form of organizational structure that best fits Starbucks with an emphasis on Job description and Job Specification for a Starbucks employee. I will also try to determine the form of departmentalization that should be used, as well as whether centralization or decentralization of power should be used in light of the recent financial struggles they’ve had. Lastly, I will attempt to determine which organizational configuration best fits Starbucks. Job description is defined as â€Å"a formal lists of tasks and duties† and Job specification is defined as â€Å"a list of eligibility requirements or qualifications needed to perform a job† (Reilly, Minnick Baack. 2011). These definitions will be used in creating a position for a new employee. Job Description: If you love coffee and helping people than you just might be perfect for this job! At Starbucks, we strive to provide a much needed service in today’s busy world. At Starbucks you can learn all about different coffee beans from all over the world and help in developing a great working team. You will be trained in what it means to thoroughly enjoy your job, the people you work with in a clean and safe environment and to enjoy working with the best coffee you can imagine. Job Specification: Develop a working knowledge of all products we offer. Maintain a clean and friendly store. Maintain a professional attitude and your composure should the store become busier than usual. Anticipates customer and store needs. Be Flexible with shifts and days that you can work. Starbucks should be using is departmentalization by geographic region. Starbuck locations are all over the United States. Starbucks uses a matrix configuration by combining divisional and functional structures. Divisional structure is used in multi-product or multi-market operations. Starbucks fall into this structure by having so many different beverages and items on the menu. When putting out so many different items one has to specialize in those items. Starbucks trains their employees to know every item inside and out. You cannot have one person who can make one drink and nit another. They use functional structure to stay organized activities such as coordination, supervision and task allocation. With 18,000 stores it takes many teams to stay updated of everything that is going on in the market. Starbucks hires people who specialize in marketing strategy to keep them on top of the market. The form should be changed in the stores that serve lunch because the structure of the work changes. It becomes more of a machine bureaucracy in that it is highly routine in making drinks as well as sandwiches and salads. When you have to repeat something many times you are working like a machine. Starbucks has decentralized authority because they created decision-making for each manager. There are also lots of stores around the world and each store has different from the authority, managers, and customers. This also allows for employees to be able to give their thoughts, opinions, and ideas. If the company uses their ideas they are rewarded. It also allows for the lines of communication to stay open between employees and managers which allows for a friendly working environment. Starbucks is making sure that it is here to stay. By surrounding itself and its team members with the best training and communication they stand out against all competitors. Yes, other will try to stand up against the designer coffee label but when it comes down to it Starbucks is finding new ways to stay at the top. With being in different regions they have created an evening atmosphere where you can drop in after work, with friends, after yoga, by yourself, after a long day or after a great day. The food is amazing. The wine selection is simple and smart (www. starbucks. com/coffeehouse/starbucks-stores/starbucks-evenings). Starbucks will change the structure of the business as many times as it takes to make it work for them. You never know they may create things that work for them that do not work for other coffee shops. REFERENCES Reilly, M. , Minnick, C. , Baack, D. (2011). The five functions of effective management. San Diego, CA: Bridgepoint Education, Inc. https://starbucks. com https://starbucks. com/about-us/out-heritage.

Unfair Dismissal Problem Question

Unfair Dismissal Problem Question This question would be regarding on the areas of unfair dismissal, wrongful dismissal and whether Carmen could bring a claim under Employment Tribunal(ET) for her dismissals. Firstly, Carmen would need to fulfil the qualifications under ACAS to bring a claim. Carmen would need to proof that she is the employee of the hospital and had worked for the same employer for at least 2 years after 6th of April 2012. On the facts, she is a nurse who work in Mount Vernon Hospital, Wimbledon, London for the past 11 years. Next, she would then need to prove that she has ordinarily working within United Kingdom(UK) as per the case of Ravat v Halliburton Manufacturing and Services Ltd[1]. On the facts, she had worked in London which it is clearly within UK. Then she would then need to prove that she was not employed on an illegal contract and not under the exclusion of class which is the armed forces. On the facts, it is clear that she is employed lawfully as a nurse and she was not in the excluded class. Furthermore, she has the burden of proof to prove that she had been dismissed under s.95 of Employment Rights Act 1996(ERA).[2] On the facts, she had been summarily dismissed which is dismissal without notice as she was alleged to be breach in contract due to her drunkenness in work. Moreover, she would need to bring the claim by submitting a form of ET1 for her unfair dismissal claim to the Employment Tribunal nearest to her employer in 3 months from the effective date of termination of the employment contract. However, Carmen would also need to send her employer and her contact details to the The Advisory, Conciliation and Arbitration Service(ACAS) as they will attempt to conciliate within one month under s.7 of the Enterprise and Regulatory Reform Act 2013(ERRA) which came into force in April 2014. If it fails, then the officer will issue a certificate to this effect and Carmen would need this certificate to file the ET1 form. On the facts, the effective date of termination for Ca rmen would be the date of she received the summary dismissal letter as per s.97(1) of ERA. However, the employer would have a defence if the reasonableness for the dismissal could be justified. The burden of proof would then shift to the employer. The Mount Vernon Hospital would need to prove that they had honestly believe that the facts disclosed a fair reason at the time of dismissal of Carmen and there is no need for a positive proof that the offence has been committed as per Devis Sons Ltd v Atkins[3]. However, an evidence would be considered if it relates directly to the reason for the dismissal. There could be more than one reason but if one of the reasons cannot be substantiated, the employers defence would fail even if the other reasons are valid as per Smith v City of Glasgow DC[4]. On the facts, the Mount Vernon Hospital would argue that Carmens dismissal was due to her drunkenness at work which was witnessed by Kelly where she smells alcohol in Carmens breath and her speech was slurred. Thus, the test laid in the case British Home Stores v Burchell[5]would be discussed to determine the reasonableness for Carmens dismissal as it was a misconduct dismissal. It is a 3 steps test which includes whether the employer reasonable belief the misconduct, whether it is based on reasonable grounds and whether a reasonable investigation that has been carried out. Firstly, in Salford Royal NHS Foundation Trust v Roldan[6] where it follow the test laid down in Burchell, it was held that the proof of misconduct would not need to be irrefutable. On the facts, it could be argued that the Mount Vernon Hospital had reasonably belief that Carmen was drunk in her work as the proof was that the Kelly had witnessed the incident. Then, the Mount Vernon Hospital would need to show that the belief was based on a reasonable ground. On the facts, it could be argued that it was based on the fair ground of Carmens misconduct under s.98 of ERA 1996. Next, the employer would need to carry out reasonable investigation on the established facts as per Stuart v London City Airport[7]. However, on the facts, it was unclear whether there is a reasonable investigation for Carmens misconduct. An investigation is also required to be carried on employees defences as per Shrestha v Genesis Housing Association[8]. On the facts, it could be argued that the investigation was not clear enough as the Mount Vernon Hospital did not investigate the explanation provided by Carmen herself. Furthermore, Carmen had explained about her alcohol breath was due to the non-alcoholic wine and the slurred speech was due to the tiredness of working 12 hours for the past 5 days. However, this point was not taken by the Mount Vernon Hospital and they decided to just plainly believe the words of Kelly. The Code of Practice states that the employer should informed the employee formally in writing when there is a disciplinary matter and the employer should hold a meeting to discuss the matter as an employee is entitled for a fair hearing as per the case of Clark v Civil Aviation Authority[9]. Moreover, Carmen should also be informed that disciplinary action is being considered and the reasons for it as per Alexander v Bridgen Enterprises Ltd[10]On the facts, Carmen only received an invitation for a disciplinary meeting on but the reason of the meeting was not stated in the email. Even though the invitation was sent through an email, it would still be regarded as a form of in writing as per Wang v University of Keele[11]. Furthermore, the meeting should be held as soon as possible but there must be a sufficient time given to the employee to prepare his case. On the facts, it could be argued that there is not enough time given for Carmen as the meeting was held on the next day after th e incident. Other than that, the Mount Vernon Hospital must also allow Carmen to be accompanied by a companion to attend the meeting as per s.10 of Employment Relations Act 1999 and Stevens v University of Birmingham[12]. However, it was unclear whether that she was accompanied by someone to the meeting on the facts. Next, employee should be informed of the decision in writing and be informed of the opportunity of to appeal. On the facts, Carmen was informed of the decision by a letter and was informed of an opportunity of appeal. However, on the facts, Carmen thought that it was not worth appealing. The tribunal is also required to direct itself using the terms set out in s.98(4) of ERA 1996 which requires it to only consider the reasonableness of the employers conduct and not fairness to the employee. The tribunal would need to determine whether did the employer utilise a fair procedure and an employer is expected to observe a fair procedure open to a reasonable employer as per Polkey v Dayton Services Ltd[13]. A fair procedure guidance could be found in ACAS Code of Practice on Discipline Grievance 2015[14]. This test has been laid down by Lord Browne Wilkinson in Iceland Frozen Foods v Jones[15]which was also confirmed by P.O. v Foley[16]. Moreover, the tribunal would need to determine whether a reasonable employer might have adopted the same approach and reach to the same decision. The tribunal must not answer this question by substituting themselves for the employer. The substitution happens when the tribunal decide what would they have done if they were the employer. This approach has also been confirmed in Sainsburys Supermarkets Ltd v Hitt[17] where it was held that the test also question that whether the employers investigation into the suspected misconduct was a reasonable one in the circumstances. This test would still comply with the Article 8 of European Convention of Human Rights(ECHR) even though personal privacy might be invaded during the investigation as the traditional band of the test itself was compatible with the Article 8 in the case of Turner v East Midlands Trains[18]. On the facts, the investigation was not held thoroughly as stated above. Other than that, under s.98(4) of ERA 1996, it requires the employer to consider the merits or equity of the case. The employer would need to consider the employees length of service as per Strouthos v London Underground[19]. On the facts, the Mount Vernon Hospital clearly did not consider these factors of Carmen as she still has been dismissed even though she had worked in the hospital in the past 11 years and had a very good performance in her work. Furthermore, the Mount Vernon Hospital should also consider that whether the employee had acted consistently and whether is there a better alternative disciplinary action. On the facts, Carmen had a clean disciplinary record and there is no other similar incident happened after her misconduct. Hence, it could be submitted that Carmen had acted consistently as she had a good performance for the past 11 years as stated above but this was not considered by the Mount Vernon Hospital. Furthermore, it was held that in Diary Produce Packers Lt d v Beverstock[20] and Taylor v Alidair[21] that first offences of misconduct have to be very serious to justify the dismissal. On the facts, the Mount Vernon Hospital should have given a warning for her action instead of a dismissal as a better alternative. This is due to the severity of the reason of the dismissal, Carmen may not be employed by other employer in the future and this would affect her career. Other than that, Carmen may bring a claim under wrongful dismissal. A dismissal in breach of contract without notice or insufficient notice would be a wrongful dismissal. Wrongful dismissal is governed by common law action for breach of contract. It would be a wrongful dismissal if there is none or the notice period provided by the employer to employee is less than the minimum notice period under s.86 of ERA 1996. On the facts, a notice for Carmens dismissal was given by the Mount Vernon Hospital. However, the notice was given was less than the minimum notice period required. Hence, since Carmen had worked for the hospital for 11 years where she met the requirement of two years continuity, she would be entitled to 11 weeks with a maximum of 12 weeks of notice period. However, the Mount Vernon Hospital may argue that it was a summary dismissal as the is a repudiatory breach of contract by the Carmen. On the facts, it would be the gross act of misconduct where she was accused for being drunk during work. Hence, the Mount Vernon Hospital is entitled to dismiss her without any notice as they could argue that a serious act of negligence had been committed by Carmen which is being drunk during working time as per the case of Pepper v Webb[22]. However, Carmen would then argue that it was an alleged misconduct as she was not drunk at all as stated on the facts. Hence, if the ET held that there is no gross misconduct committed by Carmen or the misconduct was not so bad to be considered as gross, the Mount Vernon Hospital would then be held to be wrongfully dismissed Carmen as the notice given were less than statutory minimum notice period. In conclusion, in relation to the unfair dismissal claim, Carmen would be eligible to make a claim to ET. As stated above, it could be submitted that the Mount Vernon Hospital had unfairly dismissed Carmen due to the following reasons. Firstly, the Mount Vernon Hospital had failed to provide a fair procedure for the dismissal by failing to conduct a proper investigation and failed to give sufficient time for Carmen to prepare her case. Moreover, as stated above, the Mount Vernon Hospital would also fail the band of reasonable response test and failed to consider the merit and equity of the case under s.98(4) of 1996. The remedies available for Carmen in this issue would be reinstatement, reengagement, compensation of basic award, and compensatory award. On the facts, the maximum basic award of compensation that Carmen could claim would be  £5269 and it would be another 25% raise of the award due to the failure to follow the ACAS Code of Practice by the hospital. Other than that, sh e could also claim for a maximum compensatory award of  £78,962. However, the requirements for this which laid down in Norton Tool Co Ltd v Tewson[23] would be harder to be fulfilled by Carmen. Lastly, Carmen could also bring a claim under wrongful dismissal as there was an insufficient of notice period for her dismissal. The remedy available for Carmen for this issue would be to claim for a compensation with a maximum award of  £25,000 by bringing an action to employment tribunals for breach of contract. As stated above, a wrongful dismissal would be a breach of contract. [1] Ravat v Halliburton Manufacturing and Services Ltd [2012] UKSC 1 [2] Employment Rights Act 1996, s.95 [3] Devis Sons Ltd v Atkins [1977] AC 931 [4] Smith v City of Glasgow DC [1987] IRLR 326 [5] British Home Stores v Burchell [1978] IRLR 379 [6] Salford Royal NHS Foundation Trust v Roldan [2010] EWCA Civ 522 [7] Stuart v London City Airport Ltd [2013] EWCA Civ 973 [8] Shrestha v Genesis Housing Association [2015] EWCA Civ 94 [9] Clark v Civil Aviation Authority [1991] IRLR 412 [10] Alexander v Bridgen Enterprises Ltd [2006] UKEAT 0107_06_1204 [11] Wang v University of Keele [2011] IRLR 542 [12] Stevens v University of Birmingham [2015] EWHC 2300 (QB) [13] Polkey v Dayton Services Ltd [1987] AC 344 [14] ACAS, http://www.acas.org.uk/media/pdf/d/r/Discipline-and-grievances-Acas-guide.PDF , Discipline and grievances at work, accessed on 28 February 2017 [15] Iceland Frozen Foods v Jones [1982] ICR 17 [16] P.O. v Foley [2000] EWCA Civ 3030 [17] Sainsburys Supermarkets Ltd v Hitt [2003] EWCA Civ 1588 [18] Turner v East Midlands Trains [2012] EWCA Civ 1470 [19] Strouthous v London Underground [2004] EWCA Civ 402 [20] Diary Produce Packers ltd v Beverstock [1981] IRLR 265 [21] Taylor v Alidair [1978] IRLR 82 CA [22] Pepper v Webb [1969] 1 WLR 514 [23] Norton Tool Co Ltd v Tewson [1973] 1 All ER 183

All students with special education needs

All students with special education needs 1.0 Introduction: This paper explores an ongoing debate in the educational field; should all students with Special Educational Needs (SENs) be included in mainstream educational provisions? To fully understand the issues involved, the paper will begin with an introduction to SEN and historical developments that have shaped SEN as we know it today. An investigation into inclusion will follow evaluating current issues that will help to determine whether inclusion for all SEN is possible or not. An analysis of SEN pupils will highlight strategies that may allow teachers along with organisation to implement inclusion along with its limitations. A conclusion will finalise the paper evaluating key findings. 2.0 Special Educational Needs (SEN) An Overview In order to assess whether students with SENs should be included in mainstream educational provisions, one must first understand what SEN means. Under the 1944 Education Act, children with special educational needs were categorised by their disability defined in medical terms. This meant that some children were considered to be uneducable and pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. The Warnock Report in 1978, followed by the 1981 Educational Act, radically changed the conceptualisation of special educational needs. It introduced the idea of special educational needs (SEN), statement of SEN, and an Integrative which later became known as inclusive an approach based on common educational goals for all children regardless of their ability or disabilities: namely independence, enjoyment and understanding. For purpose of this paper the definition proposed by The Special Educational Needs Code of Practice (2002) is taken into account stating that children have SEN if they have a learning difficulty that calls for special educational provisions to be made for them. However, the difficulty with such definition, and the issue arising from The Warnock Report, was the unforeseen consequence that the term SEN has become to be the name of a single category which has led to some conflicting issues. Quarmby (2006) reiterates that government has been using it as if it is the same problem to include a child in a wheelchair and a child with Aspergers, and this is conspicuously untrue This category within the SEN umbrella help to understand students with special needs, and ascertains the fact that certain students may need different special educational provisions to be made for them. But whose responsibility is it to provide the necessary provisions for students to learn? The paper asks a deliberate straight forward question should all students with SENs be included in mainstream education? If yes, does this mean mainstream schools would be expected to include pupils with Cognitive and Learning Needs; Behaviour, Emotional and Social Development Needs; Communication and Interaction Needs and Sensory and/or physical needs? At what level do we need to include them? Is it just sharing time, socialising, sharing tasks or is it the active participation in-class activities following the same curriculum. This leads to the unenviable task of evaluating inclusion. 3.0 Inclusion Over the last 30 years, policies about integration and subsequently about inclusion have been the subject of much controversy. Much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Inclusion reflects the idea that it is not for SEN children to be somehow fitted in or integrated into the mainstream but that education as a whole should be fully inclusive of all children (House of Commons Report, 2006). Until the 1990s the term inclusion was rarely used and instead we referred to integration or mainstreaming meaning the placement of pupils with disabilities or special needs in mainstream schools. Integration was the term first introduced in the 1978 Warnock Report referring to the concept of integrating children with SEN into a common educational framework. There were different integration, from full-time placement in a mainstream classroom (functional integration) to the placement of a pupil in a special class or unit attached to a mainstream school (locational) (Hegarty, 1991). The aim to end segregation was gathering momentum and from a human rights approach, it was certainly a requirement. However, there was often little difference between locational integration and a traditional special school, which can be seen as equally segregating experiences (Jupp, 1992). Indeed, even pupils placed in mainstream class may be isolated from their peers, particularly if they work with a support worker in one-to-one sessions for the majority of each day. Integrated placements, therefore, still leave many pupils segregated (Harrower, 1999). Partly for this reason, the term inclusion came to describe the extent to which a school or community welcomes pupils identified with special educational needs (SEN) as full members of the group and values them for the contribution which they make. Their diversity of interests, ability and attainment should be welcomed and be seen to enrich the life of the school. In this sense, as Ballard (1999) argues, inclusion is about valuing diversity rather than assimilation. This general movement towards inclusion was also (In addition to The Warnock Report) strongly influenced by the Salamanca Statement (UNESCO, 1994) which had a major impact on shaping policy developments in many different countries. In England this is evident in various government initiatives since the late 1990s including, for example, the statuary Inclusion Guidance (DfES, 2001a), the Special Educational Needs and Disability Act (DfES, 2001b) and the Removing Barriers to Achievement strategy (DfES, 2004) each providing a further impetus towards inclusion (Hick et al, 2009). Overall, after an extensive literature review it was evident that three main strands have developed relating to inclusion. One is about equal opportunities and right to education for all. It argues that any form of segregation on the basis of disability or learning difficulty is morally wrong (Jordan and Goodey, 1996; Lindsay, 2003). A second strand is based on a re-conceptualisation of the special needs issue as part of the process of school improvement (Ainscoq, 1999). This idea is based on the argument that it is the structure of schools as organisations rather than differences between individual pupils that creates special educational needs (Tomlinson, 1982). The third strand of literature has been concerned with questions of pedagogy. Though some have focused on the development of inclusive practice from the outset (Forest and Pearpoint, 1992), others have considered whether or not teaching practices and methods can be implemented in mainstream schools and classrooms in order to meet the challenge of inclusive education (Cook and Schrimer, 2003). Inclusive practice is therefore concerned with actions and activities that staffs in schools do that give meaning to the concept of inclusion. These 3 main strands will be used as a framework in deciding whether students with SEN should be included in mainstream education provision. In addition it is essential to understand and apply the SEN Code of Practice principles that support inclusive education as a framework in achieving inclusion. The five fundamental principles that support inclusive can be observed in Table 2: As with any change, the inclusion of all students with SENs in mainstream education provisions may bring both positive and negative impacts within schools and pupils. 3.1 The Good and the Evil Although inclusion is seen as a very positive strategy by some, it is considered idealistic and impractical by others. Some critics have argued that inclusion happens at the expense of good and appropriate education for the other children in the class; in other words, if a student with special needs is taught within a mainstream class, they might need extra attention from the teacher, or may be disruptive or difficult in class, and this could harm other childrens education. On the other hand it can be argued that the other children in the class benefit a great deal from working with students with special educational needs and that inclusive education helps to remove stereotypes and ignorance. It is also argued that children with SEN are better off in segregated classrooms as this enables them to gain social support from others with similar difficulties. It also allows opportunities to concentrate specialist teachers and resources in one place. The objection to this is that the disadvantage of keeping children with certain difficulties together is that it makes it harder for them to integrate fully into society once they leave school. 3.2 Inclusion in Practice The Government recognised the barriers to inclusion that exist in schools in its statement in 2004(DfES, 2004) and set out a proposal about how the barriers should be tackled. OFSTED, in its report in 2004, found that more mainstream schools saw themselves as inclusive, but only a minority met special educational needs very well. Members of the SENCo Forum responded to the Governments Special Need Action Plan by stating that schools would have to provide much higher level of flexibility in the way that learning and teaching take place, if the aims of inclusive education are to be realised (SENCo Forum, 2003). In addition, MacBeath et al (2006) concluded that some of the problems in schools attempting to implement inclusion were that the current education system itself made it difficult to implement inclusion. Gillinson and Green (2008) argue that it is essential to regard children and young people themselves and their parents as normal practice. They conclude that the issue is not about treating everyone as the same- what is important is that everyone should be treated equally. Gross (2001) also comments that what young people most want is the right to belong. Belonging brings along a morale issue with regards to inclusion. It is therefore imperative to understand what characterises these pupils with SEN and understand better what makes them unique. 4.0 Special Educational Needs Pupils At heart of all the discussion are the actual pupils who suffer special needs. In light of the extensive research, proposals by government, frameworks and guideline and committee reports one inevitably raises the question of their effectiveness. Are mainstream schools performing? Are pupils experiencing inclusive education? Are these guidelines and proposals effective? Unfortunately the overall answer may be unsatisfactory. The Audit Commission found that the vast majority of permanent exclusions in the 22 local authorities surveyed related to pupils with SEN: 87% of exclusions in primary schools and 60% of exclusions in secondary. In addition, pupils with attention deficit hyperactivity disorder (ADHD), autism and mental health problems made up significant proportions of these pupils. At this stage one wants to highlight that it is not the purposeful intention to only focus on pupils with Autistic and Social, Emotional, and Behavioural Difficulties but data does demonstrate that with regards to inclusion of sensory and/or physical needs pupils, some success in mainstream education provisions are beginning to develop. The House of Commons Report (2006) cites the Disability Rights Commission (DRC) recognising, there has been major progress in providing disabled children and young people with more equitable educational opportunities and a steady improvement in educational outcomes, which show a faster annual increase in achievement of GCSE grades A-grades, A-C and equivalent over the last six years by disabled people than non-disabled people In addition, the Disability Rights Commission (DRC) highlights that not all disabled pupils and students have learning difficulties. Similarly, pupils and students deemed to have learning difficulties or SEN are not disabled. In light of the above finding, as well as the overwhelming data demonstrating that the majority of the of exclusion in primary and secondary are pupils suffering from ADHD and autism, specific effort has been given to address the inclusion of these in mainstream educational provisions. In addition, the Gibraltar Educational Schooling Structure limits the contact of mainstream teachers with pupils with severe/profound and multiple needs, as well as multi-sensory impairments. These pupils enrol in special school environment. Being exposed to pupils with ADHD and autism (in the organisation) will also aid in supporting some answers with research evidence. Increasing knowledge in these groups will also is beneficial for CPD purposes. 5.0 Behaviour, Emotional and Social Needs and Autism Young people with emotional and social development difficulties and autism are the fastest growing categories of SEN. This is having repercussions for schools, and more so for pupils. In addition as the parent representative group Network 81 describe: the lack of understanding of conduct disorders, behavioural, and emotional needs is quite unbelievable. Many children are labelled as naughty, badly brought up, and defiant by teaching staff who group all bad behaviour together. This serves to highlight a possible issue where pupils are being misunderstood and labelled by those who may impact significantly their future teachers. Furthermore, The House of Commons Report (2006) states it is widely recognised that there is a strong correlation between exclusions and children with SEN-particularly those with social, emotional and behavioural difficulties and autistic behaviour. The Committee finds it unacceptable that such a well known problem continues to occur and quite frankly from a teacher point of view, one can only agree. This indicates that schools need better guidance and staff training, particularly with Autistic and social, emotional, and behavioural difficulties. This leads to the inevitable argument on whether SEBD pupils should be included in mainstream educational provisions. In order not to fall into the generalisation trap, one has focused on the main groups of exclusion at the current moment. These are pupils suffering from ADHD and autism. An evaluation of the 3 strand mentioned prior will determine whether inclusion should be possible or not. 5.1 Attention Deficit Hyperactivity Disorder (ADHD) ADHD has been a topic of heated discussion within the educational world. For some, it is considered to be a medical condition, characterised by inattention, hyperactivity and impulsivity (APA, 2000). However, according to others (e.g. Humphrey, 2009) there has been no biological marker identified that can reliably distinguish between children with and without the condition. Estimates though suggest that between 2% and 6% of students are affected by ADHD (Cooper, 2005) and still growing. From a mainstream school provision, and more so from a teachers perspective, it is generally accepted that students with ADHD are considered among the most difficult to include effectively. Lack of knowledge about disorder end up with teachers frustration towards students (SCOtENS, 2008). It is therefore important to consider what we mean when we say we are helping to include them. Mainstream teachers report a lack of appropriate training as a key barrier to success in this area (West et al, 2005). If inclusion means meeting the childs needs in mainstream schools and settings, have the child views sought and taken into account and having full access to a broad, balanced and relevant education as suggested in The Special Educational Needs Code of Practice (2001), then it must go beyond general questions of the presence of children with SEN in such schools, and as Norwich and Lewis (2005:2) explain, we need to address the question of classroom teaching and curriculum in considering inc lusion and inclusive practices. There is the suggestion that the needs of such learners dictate that they require distinct kinds of teaching in order to learn the same content as those without special needs. If not, pupils with ADHD are more likely than others to experience social isolation, with fewer reported friendships and greater levels of rejection (Bagwell et al, 2001) inevitably leading to disruptive behaviour. Norwich and Lewis (2005) argue that pedagogic needs can be addressed by thinking about the needs that are specific to all; thinking about those needs that are specific to a certain group (such as students with ADHD); and thinking about those needs that are unique to the individual. The strategies are based upon the principle that by creating a better fit between the school environment and the student, we are creating opportunities for pupils to succeed. The question now lies in determining whether these strategies can be implemented in mainstream provisions and whether they will conflict with good an d appropriate educational strategies that other children in the class already experience. Students with ADHD often experience difficulties in mainstream classrooms and schools because the emphasis on meeting common needs mean that their specific group needs are not being addressed (Cooper, 2005). However, these common needs may come about due to the National Curriculum. One of the major concerns about the National Curriculum has been that it does not address the breadth of education necessary to meet childrens and young peoples educational needs. So is the curriculum in its present form a contributory cause of poor behaviour? A further concern about the National Curriculum is the current approach to assessment. Research from the perception of students themselves suggests that many experience confusion, anxiety, blame and guilt (Hughes, 2005) in relation to their education, which is not exactly surprising considering the struggles they need to deal with. However, as a mainstream teacher, one is fully aware that change in the National Curriculum cannot be proposed and overcome easily therefore an alternative strategy must be investigated to create a better fit between school environment and the student. The strategy may lie in pedagogy. In achieving the necessary learner aware pedagogy, the problem for the classroom teacher concerned with the SENs of a pupil lies in identifying the nature of the learning difficulty or disability, and assessing the implication for its consequences (Levine, 2002b). The Special Educational Needs Code of Practice refers to the awareness as the point at which a teacher has a concern about an individual pupil (DfES, 2001). A crucial prerequisite for any teachers subsequent decision for action is a clear understanding of the nature and the consequences. It is important then to recognise that a given learning difficulty or disability may or not prevent or hinder an individual from making use of educational facilities of a kind provided in schools (Education Act, 1999). Once the teacher is aware action may take place to meet their needs. Pedagogy takes an important role as it represents the interaction between the learner and the teacher with respects to curricular aims and objectives. This issue therefore concerns the central operation in education, and, in principle, should specify the optimal circumstances in which successful learning and teaching can take place Research into the typical learning styles of students with ADHD suggests that they learn more effectively when they are able actively to experiment and are presented with concrete examples that are visual in nature (Cooper and Ideus, 1996). In addition, students with ADHD are said to be somewhat verbose, talking at inappropriate times; an aspect that can be exploited by designing lessons that allow increased opportunity for verbal participation. Research also shows that this kind of approach can lead to decreases in disruptive behaviour (Levine, 2002b). This strategy will welcome pupils with SEN as full members of the group and will help to value them for the contribution they make. This will develop their feeling of belonging and their ability to participate in a mainstream school environment. Better staff-student relationships and a positive classroom ethos is also said to be essential when dealing with pupils with ADHD. Such a change may be difficult to achieve but recent research by Ghanizadeh, Bahredar and Moeini (2006) demonstrated that more tolerant and positive attitudes towards students with ADHD are associated with levels of knowledge of ADHD among teachers. This suggests that training to increase teachers knowledge of ADHD may need to be a priority if inclusive practice is to consolidate. Breaking down tasks into small, manageable chunks will also facilitate to accommodate the shorter attention span of such students. In addition by highlighting key information where possible will help students who experience difficulties in selective attention (Levine, 2002a). Over time, students can be taught to practise drawing focus to key information themselves (Humphrey, 2009). These strategies are said to help to create a better fit between the class environment and the students and are things that staffs in school do that give meaning to the concept of inclusion. However, many of the strategies proposed are appropriate and should be an integral part of any lesson regardless whether children with SEN are present or not. Another approach as a tool to promote and achieve inclusive practice is what Humphrey (2009) refers to as Cognitive-behavioural approach. Cognitive-behavioural approaches emphasise the use of reinforcement principles to alter thoughts or cognitions related to ADHD behaviours. Simple examples of the application of such techniques in the classroom include teaching children to use self-testing strategies (e.g. when reading, students are encouraged to stop at key points and ask themselves questions about what they have just read) and use self-reinforcement (such as giving themselves praise for achieving targets, such as staying on task for a period of time). A review of cognitive-behavioural approaches by Ervin, Bankert and DuPaul (1996) concluded that they can be successful in achieving behaviour change, but they are more effective when combined with behavioural contingencies in the natural environment. Startling statistics show that up to 75% of students with ADHD are prescribed stimulant medication, with Ritalin being the most important commonly used drug (Department of Health, 2003). If specialist knowledge and understanding is important in promoting inclusive practice, teachers knowledge with regards to the use of medication within this group is essential. It is crucial for teachers to understand the role it plays in students lives, and the implications it may have for education. Teachers may take an active role here in monitoring the effects of medication observed in the classroom (Cooper and Ideus, 1996). Having an understanding of the effects of stimulant medication will enable the teacher to plan for specific pedagogical strategies in a way that takes these factors into account and allow full access to education. Stimulant medication takes effect very quickly, but its influences may not last throughout the school day. For instance, their effect on behaviour (in terms of activity levels) typically lasts longer than its effects on cognition (in terms of attention). As a result, even though students may not be up and out of their seats or blurting out answers, they may still not be accessing the curriculum because they are struggling to maintain their focus on the material presented. In addition, even though medication may be effective in managing the core difficulties experienced by those with ADHD, it is less useful in alleviating secondary problems such as social isolation and academic underachievement (Dogett, 2004), therefore limiting the active participation of the child in both class and school environment. In addition, inflexible staff and lack of inventiveness in some schools have been reported by OFSTED (2004) as factors affecting the development towards effective inclusion. From a personal perceptive ine can concur with OFSTED;s statement. Within ones organisation, teachers overall consensus is one of frustration and guilt when dealing with pupils with SEN in not being able to help them. An SEN register is distributed to every teacher with pupils name and their areas of need well into the 1st term. This result with the teacher suddenly realising that pupil X and pupil Y might be experiencing a range of difficulties due to their needs not being taken into account, resulting in disruptive behaviour. In addition, an organisation where teachers SEN knowledge and understanding is limited brings in another issue. Teachers find themselves wondering what can be done to help these pupils with limited success. Within the organisation there is a SEN Coordinator position, but in the past, when approached and asked for am expert opinion, the answer was you can look it up in the internet and find out further information. This barrier is significant as Wedell (2008:131) rightly states Consultation with the schools SENCo may be required, and this may extend to the involvement of support services from outside school, as indicated in the successive stages of the Special Educational Needs Code of Practice all in effort to make sure the students actively belongs and participates in mainstream school settings. This is currently non existent within the organisation. Furthermore, learning support classes are timetabled for children with SEN, but these take form more as a homework club rather than a structured learning support session. Teachers have no influence in what get taught in these classes resulting in the possibility of pupils doing something that not necessarily links with what is being taught in mainstream class. The students find themselves in an inclusive mainstream sett ing in curriculum subjects and in a segregated setting with regards to learning support. This may result in confusion and frustration, especially with pupils who are said to benefit from being provided with a clear structure to each day lesson and task. With regards to medication, throughout the 4 year career in teaching, there have been a number of students diagnosed with ADHD. However, up until today, there is no awareness or knowledge whether they were on medication or not. Overall, within the organisation it is clear that it is unrealistic to expect teachers and other members to be able to properly fulfil requirements such as differentiating the curriculum for all children, including those with SEN, without receiving the appropriate support and training to enable them to do so. In some cases as mentioned above, the teacher may require a detailed knowledge of child development psychology to equip them to do so to the greatest effect and of equal importance, to understand why the pupil acts and behaves the way they do. 5.2 Autistic Spectrum Disorders According to Jordan (2008:1) education can be, and perhaps should be, an effective treatment for autistic spectrum disorders (ASD) in the sense that, there is so much that individuals with ASD have to learn that is just intuitively grasped by the non-autistic, learning may best be enhanced through high-quality teaching. But education is more than just another treatment. It is the way that citizens are taught the values, understanding, knowledge and skills that will enable their full participation in their community in a way that welcomes full their values and contributions they make. The first battles for those with ASD were fought for the same purpose as the battles for any special educational need: the right to be included at all. As with SEN there was recognition that degree of autism can occur across the full ability range. ASD inclusion has been based on the entitlement view of education as the only way of becoming a full member of society. The bases of most programmes for inclusion for pupils with ASD were not inclusion at all, but form of integration (Jordan and Powell, 1994). As previous research demonstrates (Ainscoq, 1999) the issue with regards to ASD pupils has been that the content and the teaching approaches of the National Curriculum in mainstream schools were not changed to accommodate children with ASD It was assumed that the content was of equal relevance to all children, requiring modification and breaking down curriculum content into smaller steps (which is often effective for some children with learning difficulties) is not appropriate for ch ildren with ASD, where the development and learning patterns are different. There is even problem with the main purpose of mainstream education, which in terms of inclusion, is surely to gain from co-operative and collaboration with typical peers. Yet many of the supports to enable inclusion of children with ASD serve to make the child more isolated from peers, and support assistance are seldom given training (or a role) in enabling such children to have positive contact with their peers (Jordan, 2008), thus being more an organisational constraint rather than a pupils. Jordan (2008) also state that is a child is different, or has special needs, extra resources are provided to enable the child to have access to other children, even though the success of those resources in bringing that about has never been tested. So is inclusion possible for pupils with ASD? In order to include ASD students there needs to be a flexible education system. Teachers must know about learning and teaching and about the diversity that exists in teaching. If educators teach in a way that attains diversity, then more children with different SEN will be able to manage in mainstream settings becoming full members of the group. This will also benefit disruptive students and those with ADHD, dyslexia and so on. Once again the statement made by OFSTED (2004) that effective inclusion was frustrated by rigid timetabling and inflexible staffing is relevant. Rigid class grouping is associated with high pupil-teacher rations, which clearly make it difficult to give personal attention to individual pupils. In addition, successful learning opportunities in inclusive settings will require radical school reform, changing the existing system and rethinking the entire curriculum of the school to meet the needs of all children (Mittler 1994), what Norwich and Lewis (2005) explain as the curriculum dilemma. In addition, and similar to ADHD, the current approach to assessment needs to be addressed if inclusion is to prosper as the House of Commons Report for Children, Schools and Families (2008:3) reports that: we find that the use of national test results for the purpose of school accountability has resulted in some schools emphasizing the maximization of test results at the expense of a more rounded educational for their pupils Inevitably, one must be aware that there will be some individuals with ASD whose autism is so severe that they will need specialist support, but that does not need to be in a segregated setting if inclusion is desired. Resources based are the best model (Hesmonghalgh and Breakley, 2001), where the child with ASD belongs to his peer group teacher but has support staff with expertise and a haven in which to recover when needed (Jordan, 2008). This is a perfect example on how a child with SENs may have their needs met in a mainstream provision (following point 1 of the SEN Code of Practice) and is not segregated. Pupils with severe ASD will need special support and it is here where there is a role for specialist schools. Special schools should be seen as centres of excellence, pioneering new ways of working with ASD and dealing with the most extre

Thomas Jefferson :: essays research papers

President Thomas Jefferson 1801 - 1809 Thomas Jefferson came into presidency with the intentions of limiting the size and power of the central government. His success and failures in accomplishing this goal were many. Thomas Jefferson was America’s third president in reign from 1801 – 1809, once tying in the presidential race with Aaron Burr, where the decision was made by the House of Representatives to choose Jefferson whom they thought was less dangerous than Burr. As president he was the first to be inaugurated in Washington which was a city he had helped to plan. President Jefferson's inauguration was probably the start of the changes in government. It has been said that his particular taking of office had lead to the simplest speech stating that "essential principals" would guide his administration and would support all states with "equal and exact justice to all". And the actual changes of administration were the most peaceful of all, nothing like those previously. Jefferson’s accomplishments were most greatly seen by the ability to simplify the Republican government in the new capital by cutting back the unnecessary branches and less useful positions while replacing Federalists with Republicans. And by the year 1808, Republicans held almost all the government offices. At the same time Jefferson fought to keep the size of the government from continuously growing. President Jefferson work diligently with congress to change the Alien Acts to have a more relaxed naturalization for only requiring five years of residency achieve United States citizenship, instead of the previous fourteen years. While president Jefferson achieved credit for making the Federal governments priorities foreign affairs, and leaving local matters for the state and local governments to tend with. Jefferson’s beliefs in local self government created differences between himself and Alexander Hamilton which created the Federalists (Hamilton followers) and the Democrat Republican’s (Jefferson followers). President Jefferson was instrumental in the Louisiana Purchase, which secured an area extending from Canada to the Gulf and the Mississippi to the Rockies, for fifteen million dollars. This purchase also led to the planning and organization of the Lewis and Clark expedition. However, the argument over whether or not Florida was included in the Louisiana Purchase caused many sarcastic attacks on Thomas Jefferson from members of congress. Although, shortly before leaving office President Jefferson was forced to yield on certain acts that he had implemented, such as the Non-importation Act of 1806 and the Embargo Act of 1807.

Lord of the flies :: essays research papers

Lord of the Flies from a Psychology Viewpoint In the book, â€Å"Lord of the Flies† by William Golding, there were many things that happened that relate well to what we have been doing in Psychology 181. There were several times when I found myself relating what we learned in class to the situation that the group of boys in the book found themselves in. The knowledge that I have learned has helped me understand and try to figure out why some of the characters acted the way they did. I found the whole thing very interesting. In this report I will demonstrate what I have found to be some of the most interesting points of psychology that were incorporated in â€Å"Lord of the Flies†. This will prove to be a difficult, but inspiring task. The first thing I noticed was we stereotype people as soon as we meet them. Another, interesting psychological finding that was in the book was that the boys had to fill the basic need. This relates to Maslow’s hierarchy of human needs. Finally, in doing this report I get to incorporate another interesting point of psychology. That is that I am doing a report from secondary source in perspective of the boys on the island. That is with the assumption that the book is a true story that happened to this group of kids. Stereotyping played a big part in the book. From the first setting, well the first page, there was stereotyping going on. This played a big part in the book as it does in our everyday lives. The story line of the book is that there is a plane full of young boys flying over an ocean. When the plane goes down hitting an island and some of the boys make it, none of the adults do. This leaves the boy on an island to survive while they wait to be rescued. In the opening act of the book the stereotyping begins. There is a kid (Ralph) who is walking on the island when he meets up with another kid (Johnny better known as Piggy). Piggy makes an assumption about Ralph before they hardly meet. Piggy puts trust in Ralph by telling him a nickname that he had in school and hated. Piggy did all these things before he knew Ralph based on a stereotype than he could trust Ralph.

Post wAR DEFINING moMENTS ESSAY mEDICARE :: essays research papers fc

Post War Defining Moments Essay -Medicare At the beginning of the 20th century healthcare was a necessity in Canada, but it was not easy to afford. When Medicare was introduced, Canadians were thrilled to know that their tax dollars were going to benefit them in the future. The introduction of Medicare made it easier for Canadians to afford healthcare. Medicare helped define Canada as an equal country, with equal rights, services and respect for every Canadian citizen. Medicare helped less wealthy Canadians afford proper healthcare. Canadian citizens who had suffered from illness because they could not afford healthcare, were able to get proper treatment. The hospitals of Canada were no longer compared by their patients’ wealth, but by their amount of service and commitment. Many doctors tried to stop the Medicare act, but the government and citizens outvoted them and the act was passed. The doctors were then forced to treat patients in order of illness and not by the amount of money they had. Medicare’s powerf ul impact on Canadian society was recognized globally and put into effect in other nations all around the world. Equality then became a definition which every Canadian citizen understood.   Ã‚  Ã‚  Ã‚  Ã‚  After the Second World War, illness was amongst many Canadians, and many of them did not have any chances of recovering because they could not afford healthcare. Medicare made it possible for those who did not have much money, to receive treatment for their illnesses. Tuberculosis was the most crucial disease which was spreading after the war. This bacterial infection was sometimes called the â€Å"white plague† and many Canadians were haunted by it. Residents of Saskatchewan formed together the Saskatchewan Anti-Tuberculosis Commission to try and stop the spread of it, and make plans for controlling it in the future. When Tommy Douglas, a Baptist Minister who turned into a politician, was elected to the leadership of the recently formed national Democratic Party of Saskatchewan, many other governments had began to see the brilliance in his ideas and they began to embrace them. He began to uncover many different health plans which had boundaries to the amou nt of healthcare patients were going to receive. â€Å"Most of these plans, in order to stay solvent have to eliminate great many groups of people. Because of age, because of chronic conditions, because of genital illness, past medical history and so on. And these precisely are the people who need some kind of protection.

Work has been a driving force for all of the people living in the society today

Work has been a driving force for all of the people living in the society today. They devote most of their lives working, and they justify this act as something that they have to do in order to live. Some people associate working with earning money, but doesn’t end with only that. There are a lot more reasons why people work, and it can be rooted to the people’s needs, not the money, but the things that could be derived from what you earn. Meaningful work is a work with a purpose, not of monetary compensation, but with a deeper reason, either for the fulfillment of a person’s interest or for the welfare of other people (Samuel, 2007). Some consider working as something they need to do; something that could earn them what they need in order to fulfill their wishes. But for me, the concept of work is a lot different than how others perceive it. For me, work is the realization of my efforts in my younger years. I am studying so that I can be able to work with my field of expertise; thus I’ll be able to exercise my talents to the fullest. If I will be able to do what I think I can do best, then I’m sure all my efforts will be rewarded by a good payment, and when I am earning a good deal of money, then I could live a life that is free of financial problems. Well, it depends on the people’s perceptions; their view on something could be a manifestation of their perspective in life (Young, 2007). I am a person who takes things positively. For me, working is not a burden that we have to carry all throughout our lives. It is true that if a person doesn’t work, he will eventually suffer, especially if he is living on his own, and is not blesses with a wealthy family. But working shouldn’t hinder you from enjoying your life. I think of work as a way to practice the things that I can do best, and it doesn’t limit you to a single work alone. You can do various things, as long as you put your heart into it. It is only a matter of thinking that classifies work as a burden. Reasons why people work Working is also a way to express what you feel to your loved ones. Working for the sake of another person is a manifestation of love. When you work, you are able to afford things that are essential for their happiness. Working also entails responsibility. You hold yourself responsible in providing the basic needs of a person whom you dedicate your work to; your loved ones and family members. You seek to provide the basic necessities in life, like food, shelter and clothing through working and earning money to buy these things (â€Å"Why Do People Work?† 2004). Working also entails social responsibility. I treat work as an obligation to the society. You are wasting your talents if you don’t work, and it means you are a waste of the society. Working also brings out the abilities of a person, and with those abilities, the society is able to produce quality outputs; art masterpieces like paintings and sculptures are the work of brilliant minds of the past, and they have worked their way in order to produce it. Working doesn’t only mean being able to produce an output. You need to put your heart into it, so that the output you create is really a product of hard work. Meaningful working entails a sense of responsibility from the person itself, and that they should treat every opportunity to work as an opportunity to show the people his talents; he should treat everything he does as a masterpiece and give all his effort into it. The product of a meaningful work is a meaningful output. References: â€Å"Why Do People Work?†Ã‚   2004.   Why do people work? April 12 2007. . Samuel, Alexandra. â€Å"Meaningful Work†.   2007. April 12 2007. . Young, Susan. â€Å"Meaningful Work†.   2007. April 12 2007. .