A Researched Investigation on Best Practices for English Language Learners Essay

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an â€Å"at-risk† population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards. The focus of this investigation asks the question, â€Å"How can teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? † The investigation will then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The paper will then support this hypothesis, cross-referencing literature reviews which outline non-traditional models of instruction that have proven to be the most effective in instructing limited English learners. It will then finally look at some of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the adjusted models. Hypothesis The current modal that schools use to deal with ELL students is that of the â€Å"sorting paradigm. † This model normally â€Å"sorts† ELL students into low-quality education programs which do not challenge or inspire students. For this reason, many students will drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating other modules that differ from the current monolingual teacher/ traditional teaching scenarios, more success can be achieved by ELL students. Despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new language. Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature supporting the hypothesis in favor of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods. Review of Literature Studies show that most teachers are ill-equipped at dealing with the different levels of language acquisition. A recent study from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native languages, and English, at the same time. This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students. A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the student’s mother tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience. The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, peer-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the use of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms. (Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the confines of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. Many studies have shown that bilingual scenarios actually support the student both technically and culturally in their advancement (see, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful. Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson’s 1982 study of Hmong refugees in Thailand and Burtoff’s 1985 study of Haitian Creole speakers in New York City). Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. D’Annunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model). Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and allows for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a â€Å"meaning-making tool† for effective communication, instead of an end in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? Haynes & O’Loughlin (2002) introduce the concept of â€Å"scaffolding. † This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be related to the student’s own cultural background. Normally, this is not a technique provided within the classroom, and usually on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that â€Å"sheltering† is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual aids and play. Another effective technique is â€Å"reciprocal teaching. † Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning? The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL. Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL children are faced by what Olsen (2000) refers to as â€Å"language shock,† or a struggle to learn a language within a society that is not always open to the diversity of other cultures. ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to abandon their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the â€Å"slang† spoken by their peers in the hallways. ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotsky’s social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation. Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture. This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves. In the article, Turning Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is â€Å"an underlying language learning system that is inadequate for learning any language. † These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups. These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners: Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques. Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion: Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology. It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages. This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning. The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get â€Å"know-how† in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system. Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the student’s traditional culture. Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods. These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can assign a peer-buddy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc. , will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English. The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by collecting high interest, low-level books such as comic books or children’s books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference. July 2002 Haynes, Judie and O’Loughlin, Judith. â€Å"Meeting the Challenge. of Content Instruction. † HYPERLINK â€Å"http://www. everythingEsl. net† http://www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. â€Å"Remarks. † Conference Proceedings ESL Students in the CUNY. Classroom: Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education:. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS: A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

The Difference Between Globalization and Regionalism

Ironically, as society drifts towards globalization, regionalism also seems to take place in almost every corner of the globe. In fact, most countries in the world, on all continents, are members of regional trade agreements through either customs unions, free trade areas, or other preferential arrangements. Over 200 regional trade agreements (RTAs) exists and have been notified to the World Trade Organization (WTO) and over 150 of those agreements are in force. Most of these agreements have been concluded in the past ten years and cover mainly trades in goods or services, or a combination of both. To further complicate the issue of RTAs, many countries are members of several agreements; oftentimes these multiple agreements have differing rules. Europe seems to be taking the lead in regards to RTAs with sixty percent of the notified RTAs in force at the end of 2000 whereas developing countries only account for about fifteen percent of the total RTAs in 2000. The question that arises is whether the growth of regional groups helps or hinders the development of multilateral trading systems. Many countries are trying to balance between global and regional trade organizations. To understand the relative advantages of regional versus global organizations you must consider why international organizations are created. According to Yale University†s Bruce Russett, some organizations have single or multiple purposes, however, according to Russett, all international trade organizations have these purposes or functions. First, to secure peace among their members; second, to provide for external security vis-a-vis other states; third, to carry out a variety of economic-related tasks, such as development, managing or promoting interdependence; fourth, to address problems of environmental protection, and lastly, to secure human rights. These purposes or functions are normally carried out by a wide range of international organizations, including international non-governmental organizations (INGOs) and intergovernmental organizations (IGOs). Many scholars feel that the United Nations serves three distinct purposes, security against violence, economic security, and to promote human rights. It is the second purpose of the UN, economic security, which ties into regional and global economic organizations. The UNs economic security is, no doubt, a global and not a regional solution. It is the Bretton Woods institutions of the World Bank, International Monetary Fund (IMF), and the WTO along with the UN Development Program that the UN uses to rebuild economies and develop poor and underdeveloped countries. These institutions have been concerned with promoting economic interdependence, reducing poverty, and stimulating economic development. Because of these functions, these global institutions have underpinned economic interdependence and have become major advocates for the spread of free markets. The problem is that as the UN and these aforementioned organizations propagate free trade and globalization, many regions feel they are losing there autonomy and are looking towards more regional agreements, hence the move towards regionalism in the 1990s. There are two basic schools of thought in regards to the relationship between multilateral (globalization) and regional trading arrangements. According to Bhagwati and Panagariya, those who advocate the total reliance on the multilateral economic process express three main concerns against regional economics. These reasons are: First, regional agreements divert trade by creating preferential treatment for member countries vis-a-vis nonmembers, the term for this used by anti regionalism critics is preferential trade agreements (PTAs). Second, critics argue that countries may lose interest in the multilateral system when they engage actively in regional initiatives; they feel that regionalism will stall and even threaten global trading. Third, regional trading agreements may contribute to political and even military clashes among nations, this though is the extreme. Still and all, contemporary critics of regionalism do worry that extensive and regional ties may lead to conflicts that range beyond economics to broader areas of international relations. The champions of regionalism address and counter each one of the aforementioned issues. C. Fred Bergsten nicely sums up the points that counter the critics of regionalism. Bergsten lists these three opposite views on the issues presented by the critics of regionalism: First, regional arrangements promote freer trade and multilateralism in at least two areas, trade creation has generally exceeded trade diversion and regionalism contribute to both internal and international dynamics that enhance rather than reduce the prospects for global liberalization. Second, regionalism oftentimes has important demonstration effects; that is to say, that regional initiatives can accustom officials, governments, and nations to the liberalization process and increase the probability that they will subsequently move on to similar multilateral actions. Lastly, regionalism has had positive rather then negative political effects; the European Union (EU), because of economic interdependence, is unlikely to see any serious conflicts between the member states. As the last two paragraphs show, it is impossible to decisively resolve the regionalism versus multilateralism issue. Most analysis of free trade agreements (FTAs) conclude that trade creation has dominated trade diversion but that conclusion is not without foolproof results and the future cannot guarantee that regional arrangements will have similarly benign results. However, most economic scholars agree that regional and global liberalization have proceeded together and have tended to reinforce each other; the US would be a good example of this, the US has continued to provide global leadership for multilateral liberalization while simultaneously pursuing it†s regional initiatives. In the end, the evidence suggests that the interactions have been largely positive but this conclusion is based on judgmental rather then definitive results. The only irrefutable conclusion is that the interrelationship between regionalism and globalism depends on the management of the process by the key countries involved. If those countries seek constructive synergism between regionalism and globalism, then the historical record shows that that synergism can be achieved. If those countries wish to pursue either regionalism or globalism at the expense of the other, then the outcome could be different. What has evolved is a term called â€Å"open regionalism,† open regionalism represents an effort to resolve one of the central problems of global trade policies; how to achieve compatibility between the explosion of regional trading agreements erupting around the world and the global trading system as embodied in the WTO. The â€Å"open regionalism† concept seeks to assure that regional agreements will in practice be building blocks for further global liberalization rather then stumbling blocks that deter progress. â€Å"Open regionalism† has been adopted by the three largest economies in the world, the United States (US), Japan, and China, when those economies established an international trade organization, the Asia Pacific Economic Cooperation (APEC). According to Bergsten, APEC is the largest regional trade organization in the world and is potentially the most far-reaching trade agreement in history, therefore, APEC is a major factor in the world trading system and its embrace of â€Å"open regionalism† has propelled this concept into the global marketplace. The concept of â€Å"open regionalism† represents an effort to achieve the best of regionalism and globalism, the benefits of regional liberalization, of which even the critics acknowledge, without jeopardizing the continued vitality of the multilateral system. Proponents of open regionalism view it as a device through which regionalism can be employed to accelerate the progress towards global liberalization and rule making. Ross Garnaut gives five possible definitions of â€Å"open regionalism† and these can be implemented simultaneously as well as independently, the five definitions that Garnaut gives are: One, â€Å"open regionalism† has open membership in the regional arrangement. Any country that indicates a credible willingness to accept the rules of the institution would be invited to join. Second, the most favored nation (MFN) treatment concept would be utilized; trade liberalization would be extended unconditionally to all of the members† trading partners. Third, conditional MFNs would be instituted to counter the unconditional MFNs mentioned in the second definition. Outsiders would accept offers from regional trade organizations in order to avoid being discriminated against by countries that account for half the world†s economy. Fourth, regional organizations will continue reducing their barriers on a global basis while pursuing their regional goals. Continuing the practice of unilateral liberalization and multilateral negotiations in the WTO would do this; both approaches avoid creating a new discrimination and could be viewed as faithful renditions of â€Å"open regionalism. † Finally, trade facilitation through non-tariff and non-border reforms. Such initiatives would be narrowly focused, though still valuable in enhancing trade, such as customs harmonization and mutual recognition of product standards. Economic regionalism and globalism can co-exist, in fact, as can be seen with the US, a state can practice both and flourish. Most countries will accept the idea of â€Å"open regionalism† and will want to promote liberalization in both their region and globally, â€Å"open regionalism† allows those states to do this. These countries must indicate publicly both their regional liberalization program and their willingness to extend that liberalization to all members of global organizations, such as the WTO, on a reciprocal basis. Such a strategy is feasible, as noted earlier, over sixty percent of world trade already takes place within regional arrangements that have either achieved free trade, are getting close to that position, or have committed to do so. The advantage of overcoming current preferential discrimination offered to MFNs would be enticing enough to convince most countries to take the additional step of freeing trade with all partners rather then a selected few while still maintaining regional ties, this is exactly what â€Å"open regionalism† does.

A Long Way Down By Matthew Simpson Song Analysis

Nick Hornby is a modern British classic author, having won many awards, most of his books have climbed to the top of the bestsellers chart. Most of his books are fictional and tend to be written about unemployed characters or characters who are now quite far down the social ladder, for whatever reason. His books have done well enough for three films to be made out of them. ‘A Long Way Down' is about four characters who want to commit suicide, but meet and decide not to, instead opting to help each other. It was very successful because of its narrative and the characters which we like to read about in order to make ourselves feel better. People would also buy it because of his previous success. There are many reasons for its success, including the fact that it is about suicide. We are intrigued by this narrative because it is something we do not really know about. The theme of social wealth is also very important because it is something we are involved with on a day to day basis. Character introductions are very important because it sets the standard for the rest of the novel and also needs to hook the reader. ‘Emma' By Jane Austin is a good example as it hooks us by talking immediately about social wealth, â€Å"with very little to distress or vex her†, this intrigues us because we want to learn about her luxurious lifestyle. As I have previously discussed, Hornby is a bestselling author who has become a modern classic author. This reputation must have helped ‘A Long Way Down' to sell well, as it did become a bestseller. Exploration of character introductions All four characters start the narrative and the variety in social wealth of the characters adds to interest. By having these four contradicting characters, we are guaranteed conflict. Jess is a young, party-going loudmouth, but is without many friends, â€Å"and not have anywhere to go on New Year's Eve.† We as readers wonder what her life is like, but once we find out that she has a political father, and a comfortable home, we feel little sympathy for her. Jess likes to argue with and annoy the other characters, which can excite us, because we like to see characters fall out in order to make us feel better about ourselves. Maureen is the other female, who is extremely introverted with a disabled son. Her transformation from this character into a more relaxed, open and friendly character after hitting Jess' ex, shows us that even the most reclusive people can change and be happy, making us as readers happy as well. By adding a supposed rising American rock star, who has unfortunately fallen on hard times, we feel sorry that he was not able to achieve his ambitions. JJ's constant use of swear words livens up the story, â€Å"Oh OK, your band was fucked up†¦the only reason you were in this fuckin' country†, as we don't see it as being pretentious, or something that we can't read. The icing on the cake has to be the law-breaking child molester, â€Å"screwing a fifteen-year-old†, who rocketed into the public eye for things which he would rather have not been' being bombarded by the press with headlines such as â€Å"SLEAZEBAG!† We want to know how on earth he could possibly live with himself, and perhaps understand that he's not the murderous villain that we might typically stereotype him as. Although, for sure, we are not meant to like him all that much. Having these four different suicidal characters also means that we can see that suicidal people aren't necessarily as selfish as we might think they are, and that they are just normal people like you and me, except grossly stereotyped and with supposedly big problems. Each character interests us in a different way, and obviously one of the novels greatest pulls is its modern style, with frequent use of colloquialism and so on, as I have explained below. However, some other interesting factors are the fact that Jess doesn't use speech marks because she apparently doesn't understand how to use them. By varying the syntax like this, it makes the sentence structure less common and so more interesting to read, and perhaps a bit more of a challenge to read. Another key factor is how one character thinks of the other characters, for example Martin thinks that he is too cool to â€Å"hang around† with the other three, when he clearly isn't. This difference in attitudes towards each other that they don't all necessarily know about, has the effect of making the reader think they have an advantaged view on things and so want to find out how things change. Hornby releases information slowly in order to add intrigue. This is evident in the first chapter which Maureen â€Å"writes†, where she talks about a â€Å"He† and â€Å"His† without telling us who this is. We wonder if she is in a dysfunctional relationship, until we find out a few lines later that it is actually her son, and later still a sick child, which perhaps makes her seem selfish when she says, â€Å"but you can see that nothing goes in.† It is vastly important that Hornby uses a split narrative so hat we can see the central plot told or portrayed from several different angles, and see what effects it has on Martin's family or what he has left of it as a result, for example, â€Å"You know Martin left us? We didn't leave him?† It also gives us, as readers, variety so that if we get bored of one characters way of writing, we are safe in the knowledge that another character will be along in a minute that has a different outlook on things, and a different style of writing, inspiring us to keep reading. Moreover, if we had just one narrative then we wouldn't learn anything about suicide that would give us a â€Å"well-rounded† opinion if you like, it would also get terribly boring unless that character had split personalities, for example. Explore Hornby's writing style I think that Hornby's writing style is fabulous. The way we get the impression that he has written nothing, and that it was the work of these completely believable characters is astounding. As above, he frequently uses colloquialism, presumably to bring the novel down to earth and to make people believe that these could be real people. He uses very subtle language techniques such as brackets to make Maureen seem un-confident and Jess' lack of speech marks to indicate stupidity. Practically the whole book is written like a conversation and flows like one as well. Pretty much the whole book could be put on a stage without too much re-writing, and this, I suppose, helps to lift it out of the weighting of â€Å"a book† where complicated language and dull paragraphs are used into something that you could believe to be happening in you street. Exploration of themes and narratives We are interested in a group of people who want to kill themselves because it is not something we would normally think of doing, and neither is it something that we know about. The fact that suicide is so taboo in modern society makes the narrative of this book even more narrative, because it is somewhere where we can find out a little more about suicide, without all the opinions of other people etc. We are ultimately intrigued by this. Social wealth is extremely important in the novel, because if the characters had been successful people with lots of money, and lots of friends then we as reads would not be interested. When we pick up a book, most of us like to escape to another world, and find out about that world. Furthermore, we like to feel good about ourselves at the same time, so the characters have to be the complete opposite to the above so that we can compare it to our own lives and be happy that we are doing fairly well. A lot of people are obsessed with celebrity in today's society, so the fact that this is a key component for Martin in the novel is a big pull. Celebrity magazines usually focus on relationships, and rarely do we see celebrities with such vivid problems as Martin. We as readers want to see what this fame-torn star does with his life and also to observe his downfall. They want to know how someone with such a reputable job could get into such a bad state, which is something a lot of people like finding out about. We perhaps also feel sympathy for him because of the way he is treated by the media, which draws parallels with how real-life celebrities are treated and how we now think of them as a result of reading the novel. For those people who read ‘A Long Way Down' and are religious, a big part of the narrative for them must be Maureen's struggle with her religion's stance on what she so desperately wants to do and the pain she is suffering. People may wonder how on earth a Catholic could possible consider one of the biggest sins, as the obvious thing to say is that it is not an option for her, but she clearly thinks it is. Readers will want to find out, specifically in these days of high religious tension, how and if she manages to turn her back on her religion's beliefs. Suicide and religious guilt tie in very tightly with each other here. Some people may argue that the ending of the novel was a bit of an anti-climax, because they were expecting at least one of the four to commit suicide. However, I would argue that it wasn't, because we never really root for any of the characters to kill themselves, instead we want to see them resolve their problems. The fact that we get an ending where they talk about helping someone else who is in their situation, shows that they have learnt something and moved on, and this makes us happy. In Martin's last chapter, he seems to write a bit like an offender doing community service, as he tries to gain back his â€Å"self-respect.† This shows us that his arrogance from the start of the novel had perhaps started to die, until we read that he didn't like the child and blamed him for not getting his self-respect back quickly, â€Å"I blamed him, partly.† And again, perhaps the â€Å"partly† shows that he is starting to see the error of his ways. He also uses a circular narrative; the story beings with him stating, â€Å"Suicide was my Sydney†, and ends by saying, â€Å"self-respect is in, say, Sydney.† This shows us that he has moved on, but more so that he was back at the start, as were the others, and all the guilt and problems they had were very much still there. Throughout the book I never really cared for any of the characters and perhaps this is because I saw hope for them, there was always an alternate path; Maureen could have sent Matty to a care home, so I didn't think they needed caring for. I think that they were designed to intrigue and interest the reader, but were too vulgar or out of the ordinary to care for. I think that a reader would be more likely to care for a character if they were in a similar situation and so could empathize with them. In conclusion, I think that the social relevance of the novel outweighs that of the character introductions, because it is such a big issue in modern society, and this is where the initial spark of intrigue comes from, from us wanting to know so much about the topic of suicide. However, because the character introductions are so good, they are also responsible for hooking the reader and keeping them reading, perhaps more so than the social relevance. Had this book been released in the 1920s then the social relevance in relation to partying and suicide etc, would have perhaps of been less than it is now, and the introductions would have been such a contrast to writing of that time that they would not hook many people. So after reflection, it must be a combination of the two.

Was Reconstruction a Failure or Success Essay Example | Topics and Well Written Essays - 750 words

Was Reconstruction a Failure or Success - Essay Example Slavery may have temporarily ended but the much anticipated improvement of the lives of Negroes did not happen.   For example, the change that happened in most black nuclear families was mainly to seek their independence from white authority.   Slave quarters may have vanished but tenant farms replaced them which have very little improvement from its previous state.   Perhaps what made the failure â€Å"splendid† was because the period gave Black Americans an idea of what their future might be as free men and the possibility of reaping their own labors as free citizens and not as bondage towards plantations.   Despite little improvement in their economic conditions, the African Americans were given the right to vote by the Freeman’s Bureau.   Many of the Black American’s were also educated that gave them an idea of what a real freedom would be.   One converging account why the Reconstruction failed was also attributed to the assassination of President Abraham Lincoln whose great project – the Reconstruction remain unfinished.   The way his successor President Andrew Jackson handled the Reconstruction only highlighted that it was only Lincoln who was capable of handling the transition of Blacks into modern American society.   President Jackson was not able to compromise with the Republicans but instead created a political gridlock that disabled his ability to continue Lincoln’s Reconstructionist policy in the South.  ... President Jackson was not able to compromise with the Republicans but instead created a political gridlock that disabled his ability to continue Lincoln’s Reconstructionist policy in the South. The Republicans left on their own was also equally inadequate as it negated President Andrew’s intention to continue the Reconstruction policy of Lincoln and instead instituted its own brand of hatred politics towards the defeated Confederacy by instituting black supremacist government. Corruption and ineptness followed whereby the Freedmen did not know how to exercise responsibly the newly found political power entrusted upon them and instead squandered them away. Instead of ending segregation between races, the black Southerners contributed to the failure of Reconstruction by imposing their own brand of discriminatory policies whereby the whites retaliated and overthrow the â€Å"dominance† of the black government and restored the home rule or white supremacy (Fitzgerald , 2008). And so the old status quo was restored and this time, with more hatred among the Southerners (the white community) that it made them unalterably opposed to any idea of ending segregation, readmission or reintegration of blacks into American society. This served as the final nail on the coffin of Reconstruction which was doomed to fail with the death of Abraham Lincoln. There are several evidences why the Reconstruction failed. First, the Southerners reasserted â€Å"home rule† or reinstitution of white supremacist policy in the South and the emergence of Klu Klux Klan who were clod in white garments in imitation of the African American’s ghostly superstition. This

Strategic Business Environment Essay Example | Topics and Well Written Essays - 1500 words

Strategic Business Environment - Essay Example Although it cannot be argued that till date many of the businesses have been rallying around the concept of profit with some of the latest and evolving concepts like globalization, networking, etc., the commitment and implementation of the best practices in the different industries no doubt have given way to a more unrealistic approach towards running the businesses. It can also be observed that the fluctuating economies and large-scale downturns, etc. in turn adversely affecting the very sustainability of the human race on this globe has raised an alarm which is being taken seriously by all concerned. In fact there is an immediate need for implementing a more evolved strategic approach to business and consider the holistic environment for profitability. Though the present businesses do have a framework for conducting their businesses, incorporating other aspects to sustain and enhance their profitability to a higher extent needs to be looked at. Also, the trends and strategies that the businesses have adopted seem to be open ended and very much need to be improved for the benefit of the society. Bernstein expresses doubts of how responsible the concept of Corporate Social Responsibility (CSR) adopted by the businesses is as they need to be transparent, produce quality, and be ethical and socially responsible on the whole (2007). Further, there is a need for continuous improvement in the strategies in all the industry sectors to ensure sustainable practices are constantly innovated and implemented and also cautiously discarding the inefficient and unethical practices that might have crept in over a period of time, thus affecting the strategy framework.

Oil Market Essay Example | Topics and Well Written Essays - 1250 words

Oil Market - Essay Example This application, in intermediaries’ purchasing patterns, may also play a role in determining the prices of crude oil from exploration companies (Organization of the Petroleum Exporting Countries 5). Oil supply Global supply of oil has been another significant factor in the oil market. A review of growth rate in the produced volume by different regions identifies volatility in supply volume with a significantly lower growth rate in the year 2013. Supply growth rate in America increased from the year 2011 to the year 2012 but the rate, while positive, reduced in the year 2013. Growth rate in Europe, in the past three years has however been negative with a reducing rate, an indication that oil productivity in the region is declining. Even though at lower rates than those reported in non OPEC European countries, countries in Pacific Asia have similarly reported negative percentage growth rates in the past three years. Other oil producing regions such as other parts of Asia, †Å"Latin America,† â€Å"Middle East,† â€Å"Africa,† and FSU have however registered minimal changes in produced volumes with more negative percentages and the trend in the non-OPEC countries indicating a general reduction in oil supply in the past two years (Organization of the Petroleum Exporting Countries 34). A slight increment in supply volume has however been forecasted among non-OPEC oil producing regions. Oil supply from OECD countries has however been increasing while supply volumes from developing counties has registered a reducing trend between the years 2010 and 2012 by assumed an increasing trend in the year 2013. Supply volumes from former Russian States and other non-OPEC regions have also reported increasing... This paper describes oil prices, oil supply, demand, determinants of oil price, personal opinion. According to the paper trend in global oil prices has remained volatile over the past six months. Data from OPEC identifies three measures for oil prices over the period and the measures, though not equivalent over the time shows a consistent trend to support the hypothesis that prices in the oil market are relatively volatile. Global supply of oil has been another significant factor in the oil market. A review of growth rate in the produced volume by different regions identifies volatility in supply volume with a significantly lower growth rate in the year 2013. Demand is another significant factor to the oil market. The global demand has a predictable trend that can be used to forecast future levels of demand. Price mechanism is also significant to understanding the oil market through factors that determine the prices and the factors’ interaction to dictate the prices over time. Region of utility is one of the factors to oil prices and the level of industrialization determines price volatility by regions with demand shock as the key moderator. Oil prices in developing countries responds quickly and faster to demand shock as compared to prices in developed countries and this knowledge can be instrumental to oil distributers. The oil market is a competitive market that is majorly regulated by demand and supply forces. Data also indicates massive utility in OECD countries, especially in America, and significance of developing countries in determining global prices. Consistency in the market’s data trend means that it can be used to guide investment decision and a potential market is identifiable in America that has high demand for oil. Analysis of the market in developing countries is also necessary for predicting prices towards investment decisions.

Presentation paper Essay Example | Topics and Well Written Essays - 250 words

Presentation paper - Essay Example As technology has brought each country closer in the virtual sense, learning another dialect has evolved into an avenue non-native speakers take to improve their communication skills. Research has shown that many companies prefer hiring applicants who can speak in languages often encountered in their respective industries. As a result, non-native speakers as young as elementary students have been spending thousands of money to immerse themselves in language learning activities to enable them to enter top schools and eventually, gain worthwhile employment. Conversely, the drive for bilingual education has also met opposition from some groups. There are those who believe that in attempting to teach two languages simultaneously, the learner will only improve at a slower pace and might encounter confusion. (Duignan) On the other hand, there are other groups who think that introducing a new language may make the learner forget his native dialect and the culture that comes with it. Ultimately, learning another language will always be beneficial to the learner, especially when started at a young age, because it enhances the learner as a person. Despite the drawbacks other people suppose bilingual education brings, this way of learning appears to be necessary in order to advance in today’s modern

Human Resource Management Essay Example | Topics and Well Written Essays - 2500 words - 4

Human Resource Management - Essay Example Many companies do not have enough resources to invest in the recruitment process. As a matter of fact, for a company to attract the most suitable candidates they need to advertise as much as possible and the most cost effective and efficient way is that of web based recruitment. It is very important to communicate properly and have well written descriptions. To attract the potential candidates it is significant to have a well written description of the position which is neither too long nor too short. It should properly communicate all the important information. Introduction A process of attracting the most suitable candidates and making them apply for that particular job in a company or organization is known as recruitment. It is a process and a way to hire the right type of candidates for the right job. Recruitment is becoming a very critical and significant component of the human resource structure (Alvesson, 2010). It is highly significant to hire people who have more qualities a nd are more talented. For this a very fine and properly tuned up recruitment process is required. This is to ensure that the hired people are the most talented ones and are the best fit for the job. In order to measure the effectiveness of the recruitment process the organization needs to give importance to the feedback from internal customers, its employees and from the external customers. There are several methods of recruitment process. The two broad headings for the recruitment method are that of internal recruitment and external recruitment (Becker, 2007). Job advertisement, recruitment and employment agencies, internal bulletins and the recommendations personally, job centers of government and the new social media are the few most commonly used methods for recruitment. Job advertisement is the most widely used recruitment method. In this method the organization critically and carefully sought out the places it needs to advertise in. A typical job advertisement includes all the important information like job title, the location, description, compensation package and instructions to apply for the job (Thompson & Luthans, 1990). Organizations at times use the agencies like recruitment agencies and employment agencies to attract the most suitable candidates and hire them. The agencies help the organization in the screening of the resumes in the initial phase, the assessment of qualifications and their test, and also the reference checks. Personal recommendations and internal bulletin is also a method of recruitment (Sheridan, 2002). This is done by the organizations to alert the staff for the available positions. The organizations use this method to put up an incentive for the ones who are in search of advancement and also to seek the employee referrals. This method can be an effective one as the employees are already associated with the company and helps in saving the time and money of the company. Another method is job centers of government that usually ad vertise the job for the development of employees in an effort to serve the citizens in search of employment. The new and the latest way of recruitment is that of social media. This is the fastest and the most fruitful resource for recruitment these days. It helps the professionals connect all round the globe. This method is very efficient in attracting the maximum number of candidates in the shortest possible time (Wanous

Building Certification Coursework Example | Topics and Well Written Essays - 1000 words

Building Certification - Coursework Example The fact that this building is a type IIA construction means that the elements of the building have to be fire rated. Here is a summary of my findings and a conclusion later on the certification of this particular building.This load might vary with there being greater concentration at certain areas as compared to other areas. However, a balance is needed and can be created by having adequate means of Egress. Here is my finding on the occupant load of the building.The capacity of Egress components like the main door way capacity as well as the other entrances and exits capacities have to be standard. This particular building has several exits/entrances. The main entrance is 120 inches wide while the other two side entrances are 72 inches wide each. Occupant load of the whole floor = load of Multipurpose Room + offices + classrooms + shops + lab load capacityThese exits have to be balanced. The table below represents the standard occupant load factor.According to the standards set, the building has good egress as well as occupant load capacity. These are well distributed and the exits are sufficient to cater and allow for efficient evacuation of the building in case of an emergency.Though there is no automatic sprinkler system, the designs of the hallways as well as their capacity can handle a fire eventuality well. The load capacity of the building is balanced to the different rooms as well as the entrances. With the basic conditions met, there is no reason not to award the certificate. I therefore award a certificate.

Nuts and Bolts in Language Learning Essay Example | Topics and Well Written Essays - 1250 words

Nuts and Bolts in Language Learning - Essay Example From this discussion it is clear that the important part of teaching is students’ receptivity. Are all the students attentive to what is being taught? It is not possible to keep all the students engaged all the time. Nonetheless, if the content of the delivery or discussion generates curiosity, it is bound to keep the students riveted to the oration.As the study highlights  any experienced teacher of the English as a Second Language (ESL) will understand the importance of techniques, models or materials s/he has acquired in her/his arsenal by training, peer discussions, or personal observation. These are prized possessions and the reward for helping students successfully overcome the hazards in language learning.  Teaching of second language is altogether a different genre. One can teach the first language, science, mathematics, and social sciences since these basically involve concepts, illustrations and practical exercises, the common denominator being that the teacher a nd student share a common legacy of a known language. However, teaching second language requires different mettle where the teacher carries heavy responsibility in addressing not only a language but tradition and culture. For instance, an innocent word in one language may mean something grand or awful in the second language.  Textbooks, workbooks, and other study material are needed in ESL. Along with these, a dash of creativity goes a long way to make the students feel comfortable and capable of learning the language. Use of popular songs like Jack and Jill went up the hill, Twinkle twinkle little star, There is a hold in the bucket, dear Lisa, etc. is one effective way for ESL students to pick English words rapidly through rote actions. Ideally, to begin use a few four line rhymes to break the ice and set the ball rolling. Art and craft is another effective method of creatively teaching ESL. Interact with the students to select some 10-15 English proverbs and have each student write one of these artistically on thick paper sheets of different colors which could be pinned on notice boards or other prominent places as eye-catching posters. This technique could be gradually upgraded to picture reading where students are given pictures of gardens, small bridges serving as walk over between streamlets, etc. and encouraged to describe the scenery in say, 100 words. Teachers and study materials must

Accounting for Managerial Decision Making Research Paper

Accounting for Managerial Decision Making - Research Paper Example Traditionally, there are two things which are calculated while performing the cost volume profit analysis. These are calculating the contribution margin and contribution margin ratio. (Navaro, 2005) Contribution Margin = Sales – Variable costs Contribution Margin Ratio = Contribution / Sales The above calculations therefore focus on the overall fixed and variable costs of the firm while at the same time providing insight into how the costs vary with the output. However, when this technique was developed, firms were more labor intensive and had different manufacturing costs break up. The new firms have more constant costs which normally do not wary because most of the modern organizations are now capital intensive organizations with fixed labor costs. For example, a supervisor may be paid the same wages regardless of the fact that whether the machine works at its full capacity or not. As such many argue that the maximization of the contribution margin may no longer be relevant for the modern organizations. (Luther, and O’Donovan., 1998)... Further, since the capital intensive firms have higher fixed cost ratio in their total cost structure therefore capital intensive firms may not be able to clearly identity their breakeven point based on the CVP analysis as this may be misleading. In a capital intensive firm, more costs goes to the management and operations of the capital intensive equipment with little costs going towards the labor and other overheads. The excessive contribution by the manufacturing overheads therefore makes it irrelevant for the capital intensive firms to actually use the CVP analysis. 2) The traditional theory on corporate finance and accounting suggests that the major task of the managers is to ensure that their actions result into the generation of value for the shareholders. Thus the common objective of the firm or the business has been focused upon the profit maximization and the maximization of the shareholders’ value. Any business activity which does not result into the above two there fore may not be considered as the real objectives of the firm. The traditional accounting therefore seems to portray only the above basic aims of the firm i.e. capturing how value and profitability can be maximized and based on these principles different accounting estimates and procedures are made. The latest trends however suggest that the firm’s only objective cannot be limited to just the maximization of the profits or the shareholders’ value. Now firms also being viewed as larger part of the society with different other objectives too including sustainability of the environment as well as corporate social responsibility.( Islam, and Dellaportas,

Development Assistance Essay Example for Free

Development Assistance Essay The best way for international donors to quicken development in poor Asian countries is to maximize overseas developmental assistance. ODA should be provided both to governments directly and to international and local NGOs. † Development can be considered as one of the most omnipresent concepts today. This term had been a commonplace in governments and non-governmental organizations alike (Nault, 2008). Overseas developmental assistance also referred to as official overseas assistance (ODA), had been a vital part of world economies especially to those who belong to the third world. As early as 1960s, underdeveloped and developing countries have seen the importance of receiving grants in forms of ODA from more developed countries (Berlage and Stokke, 1992) It is now given that most of the countries, which are underdeveloped, or those who are still in the process of developing are indeed in great need of ODAs coming from their more developed counterparts. The lack of resources on the part of the poor countries makes them suffer the opportunity cost of not attending to other pressing issues in within their territories. This paper will present arguments in two fold. First, it will make a point on how international donors can quicken development in poor Asian countries by maximizing the amount it gives through ODAs. Second, it will argue on why is there a necessity to give funds directly to international and local NGOs rather than just giving it to the government; it having the sole discretion on the funds’ disbursement. Similar to the case in developed countries, rising and relentless budget deficits had become one of the major causes for concern in developing countries. Asian countries have been suffering from massive budget deficits for the past recent years (Gupta, 1992). Given that most of the developing and underdeveloped countries are suffering from budget deficit, there really is a need that ODAs should be intensified in order to address other social concerns that are being neglected by the governments due to lack of budget. These social concerns, which deals with welfare and other public issues are often taken for granted by governments despite their noble ideas because they lack resources in financing these programs. If resources will be provided through ODA, the local government will be better equipped of bringing service to their people. Aside from mere economic progress, development must also entail improvements with regard to life expectancy, education levels, literacy, and access to resources (Nault, 2008). With more funds, which are easily available to finance social programs of the government, people may easily reap the benefits of ODAs coming from developed countries. The funds coming from the ODA can be allocated to programs aimed at empowering the grassroots and improving the living conditions of the people. With regard to economic progress, there is also a great need for the funds, which are given by more developed countries. Given the lack of resources of underdeveloped countries, they have no enough assets to stimulate their respective economies. Nowadays, government-initiated economic policies are necessary to save the worsening condition of the global economy. The world economy is being threatened by massive recessions. Hence, there is a necessity for state intervention in stimulating the economy. ODAs can be used by the government to back up state-initiated economic programs aimed at ameliorating the country’s economy. ODAs may be used as capital by the government and also as investment so that it would yield to higher profits in the future. ODAs can also be used by the government in coming up with schemes that will help protect the economy from the global trend of economic downturns by implementing regulations, which will somehow put safety nets to the national economy. ODAs may be used in employment training and job creation in order to assure that the citizens of the country are equipped with appropriate knowledge, which they may use in finding employment. Having established the necessity of increasing the amount of ODAs being transferred by developed countries to their poorer and less fortunate counterparts of Asia, the argumentation will shift towards the necessity of diverting funds not only to state governments but to non-governmental organizations as well. First, the author of this paper acknowledges the vital role being played by the government with regard to managing ODAs. Much substance have been given earlier in this paper and it is beyond argumentation that state-government acceptance of ODAs is indeed necessary. However, a new concept is being realized and offered which relates to the offering of ODAs from developed nations directly to international and local NGOs in the country. Perhaps one of the reasons to such proposition is the lessening trust of developed nations to their underdeveloped counterparts in Asia when it comes with governance. Many Asian countries, especially those who are financially-burdened, are often described in the international arena as engaging in the process of corruption. Documented evidence is being studied to support such claim (Lindsey and Dick, 2002). Good governance within the public sphere is indeed crucial in creating an environment, which will help mobilize resources, both domestically and internationally as well (Organization for Economic Co-operation and Development, 2002). Grantors of ODAs take into consideration the political climate within the country, which will receive their grant. They give premium to those who are practicing good governance. However, most countries in Asia had been involved in cases related to corruption. Hence, they do not appear as flawless to those who are sending them their ODAs. On the other hand, NGOs send a message of altruism to the international community. These NGOs project an image that they are indeed concerned in bringing progress to the countries where they have offices in. They appear as the good guys, whose business is to promote the welfare of the oppressed. NGOs are also offering programs that are aimed at bringing progress and development to their host countries. Sometimes, such programs from the NGOs are not being offered by state-governments. Another point is the fact that since grantors of aids are losing trust to corrupt governments, they are finding alternative channels to send their ODAs to residents of the receiving countries. Most NGOs in the international levels have earned themselves of the reputation to help others due to their noble causes. In spite of the manner as to how developed countries will be sending in their grants, what matters most is the fact that these grants are indeed helpful in bring progress and development to underdeveloped countries. References Berlage L. and Stokke, O. (1992). Evaluating Development Assistance: Approaches and Method. London: Routledge Publishing. Gupta, K. L. (1992). Budget Deficits and Economic Activity in Asia. London, Routledge Publishing. Lindsey, T. and Dick, H. W. (2002). Corruption in Asia: rethinking the governance paradigm. Annandale: NSW Federation Press. Nault D. M. (2008). Development in Asia: Interdisciplinary, Post-Neoliberal, and Transnational Perspectives. Boca Raton: Brown Walker Press. Organization for Economic Co-operation and Development (2002). Official development assistance and private finance: attracting finance and investment to developing countries. Paris: OECD Publishing.

Working Practices for Child Protection

Working Practices for Child Protection Christine Stanescu Analyse the working practices that are needed to ensure that adults and children are protected Children are full of energy and curiosity about their environment. When they are excited about a new experience, or see something they want to do, children may not think about any possible risks or dangers. We need to be able to recognise the challenges to the safety and well-being of children and young people how we work with, and help to minimise the risks, without taking away from the excitement of their activities. Any setting should have clear polices and procedures about all aspects of Heath and safety. All rooms and equipment used by children and young people should have regular checks to ensure that everything is working well and is safe. Some of this checks are required by law, for example, for electrical equipment must be checked by a qualified electrician every year. Nursery managers should make sure that health and safety checks are carried out as required. In a case of an accident, failure to check equipment could have serious implications. Many items that are used every day have been tested for safety by the British Standards Institution. An item with a BSI means that has independently tested and confirmed that the product complies with the relevant standard and safe and reliable. Supervision is key way in which we can keep children safe. Everyone who is responsible for children must know where they are and what they are doing at all times. Sometimes, adults perceive that supervision is about preventing children from doing things, but it can also be viewed positively, often supervised children can be encouraged to do more interesting and challenging activities. At the start of a session, some settings can become very busy. Parents may be dropping their children off, sometimes with siblings, and adults in the setting may be stretched because they are keeping an eye on the children who are already there while at the same time greeting children and their parents who are arriving. To avoid children wandering out, or staff not knowing which children have arrived, it is essential that all settings must have a register. Up-to-date register is essential in case there is a fire and must importantly to ensure that staff child ration are correct. It is important that we look for ways of reminding parents not to keep doors open or to let out any children other than their own. This is itself may not be adequate and so many settings also have doorbells or buzzers that indicate when a door has been left open or is being held open. In the same way that we must create systems to help children on arrival, so we must think about childrens safety as they leave the setting. Many of the systems that are put in place for when children arrive should also be followed when children leave. It is essential that children are not released into the care of someone who is not their parent or carer unless prior notification, preferably written, has ben given by the childs parent. Physical activities is essential for children of all ages as it helps to strengthen many parts of the body including to heart, lungs, bones and muscle. Physical activity is also linked to childrens need for stimulation. What children eat and drink has a important effect on childrens health. Children should have a majority of their calorie and nutrient intake at meal times. To help adult plan meal, the Food Standards Agency has produced the eatwell plate. This can be useful when considering the composition of a healthy meal. Hand washing is an essential activity that children need to learn. It needs to become part of the physical care routine so that children automatically wash their hands after going to the toilet, before meals and after playing outdoors. The setting should have writing provision for: accident records head lice sickness medication administration consent for, and the recording of, medicine administration food hygiene sun safety Some children have ongoing medical conditions or infections that are controlled by medication and so parents may ask to be administrate medicines. As medicines are a potential hazard procedures should be put in place to ensure that correct dosages are given and they are kept out of reach of children when not being administered. For any complains that arise as a result of an incident, correct and full documentation is imperative for both children and staff alike. Explain the various Heath and safety requirements needed for children attending the setting at the various different stages of child development Health and safety in the nursery environment requires adaptation for each different age group of children that are catered for in the setting. In every nursery, there are, in most circumstances, different rooms allocated for the various age groups enrolled. For example: babies for 6 weeks to 12 months young toddler for 12months to 2 years older toddlers for 2 years to 3 years pre-school for 3 years up to 5 years. Health and safety for babies in the nursery setting is concerned with scrupulous hygiene and a safe and secure room with clean, comfortable cots which are conform to the British Safety Standards. The baby room differs others in the nursery, as is a environment where many nurseries endeavour to create a home experience for the baby. This is achieved by incorporating homely furniture, mobile and brightly coloured posters. The health and safety implication for babies are concerned with hygiene, particularly surrounding the preparation of formula milk, nappy changing and application of barrier cream. Care must be taken by staff when making up baby milk to follow the instruction for making, storing and use of the made up milk. Baby milk may be made up in advance providing it is immediately cooled under running water then stored under refrigeration and used within 24 hours. Baby milk which has been made up in advance may be warmed gently in a jug of warm water immediately before given it to the baby. Un-finished bottles of feed must be discharged. It is very important that all the equipments used to feed and to prepare feeds for babies, has been throughly cleaned and sterilised before use. Cleaning and sterilising equipment removes harmful bacteria that could grow in the feed and make the babies ill. Some mothers who are breast-feeding their babies will bring in express milk either frozen or fresh to be used in bottles. The Department of Health recommend the following guidelines for storage: up to 5 days in the main part of a fridge at 4 grade C or lower up to 2 weeks in the freezer compartment of a fridge up to 6 months in a domestic freezer at minus 18 grade C or lower. Breast milk that has been frozen can be defrosted in the fridge and can be served straight from the fridge rather than warmed. The Heath and safety requirements for toddlers and pre-schools children different from babies, primarily because they are much more mobile and therefore different types of health and safety requirements apply. Measures to maximise protection for toddlers and pre-schoolers should include: safety covers for plug sockets secured windows which prohibit toddlers attempting to climb through them shatterproof film should be fitted to windows and any glass structures within the nursery building that may pose a shattering hazard doors should contain filled safety guards to prevent children from trapping their fingers kitchen and office areas should have safety gates which remain locked to prevent access to dangerous areas equipment should be safety and securely stored to prevent toddlers accessing materials that may injure them equipment should be age-appropriate and safe for toddlers. Indoor rooms should be 18-21grade C to avoid children becoming too hot. In worm weather, this temperature may be difficult to maintain and so extra fluids must be offered and children may be encourage to take off layers of clothing. The need for fresh air is about children having opportunities to breathe more oxygenated air. Indoors this means ensuring that is adequate ventilation, which also helps prevent the spread of airborne infections. Being outdoors in the fresh air seems to help children sleep and eat better. It is also means that children have access to sunlight which can support their intake of vitamins D. It is important to take measures to protect childrens skin from direct sunlight in the summer months, in order to prevent later skin cancer, but being out in the sunshine in the winter months is good for children. Light it is important to their health because it is linked to hormone regulation and this in turn can affect the sleeping patterns as well as the mood. The healthy development of babies and childrens brains requires that they must have opportunities for stimulation. This means providing play and activities as well as opportunities for sustained interaction and conversation with adults. Evaluate the various different procedures required to cover good hygiene within the nursery setting The nursery setting will have a policy and detailed procedures for infection control based on the advice from the Health Protection Agency. Hand washing is now of the most important ways of controlling and spread of infections, especially that cause diarrhoea and vomiting, and respiratory disease. The recommended method is the use of liquid soap, warm water and paper towels. Always wash hands after using toilet, before eating it handling food and after handling animals. All cuts and abrasions need to be cover with waterproof dressings. Coughing and sneezing easily spread infections. Children and adults should be encourage to cover their mouth and nose with a tissue. They need to wash hands after using or disposing of tissues. Spitting should be discourage. Personal protection equipment. Disposable non-powdered vinyl or latex-free CE-marked gloves and disposable plastic aprons must be worn where there is a risk of splashing or contamination with blood/body fluids. Goggles should also be available for use if there is a risk of slashing to the face. Cleaning of the environment, including toys and equipment, should be frequent, thorough and follow national guidance. Head lice spread by moving from one head to another. If there is an outbreak of head lice in the setting, it is important to inform parents so that everyone can check their hear. This includes the adults. It is also advisable for hair to be tied up wherever possible to prevent the spread. In the case of a child with a development of a illness, they should be discharged from the nursery setting as soon as possible. While the child is waiting to go home they should be isolated from this peers to minimise the risk of infection to other children. For a good hygiene in the nursery, it is necessary to briefly touch upon immunisation schedules to ensure protection from childhood disease. In situation where a childs immunisation scheme is not up-to-date parents should be encourage to contact their GP surgery to organise the immunisation that need to be carried out. In many settings, parents provide nappies for their children. Like many areas of physical care, this will be liked to parents preferences. Nappies need to be changed promptly and regularly so that babies do not develop a rash. It is important to carefully follow the procedures in the setting for changing nappies to prevent cross-infection. Disposable gloves and aprons should be worn and then take off when finished. This is to avoid any traces of urine or stools being passed to babies via the hands or clothes. Dirty nappies must be immediately disposed. The area where the baby is changed need to be cleaned throughly so that it is ready for the next change. Nappies should be changed in an area which is separate from areas in which food is eaten and prepared. It is essential that food is prepared, stored and cooked hygienically as gastrointestinal infection can be particularly dangerous for children due to their immature immune system which are susceptible to viruses and bacteria. There are three principles involved in the prevention of food poisoning caused by bacteria: prevent the bacteria from coming into contact with food prevent bacteria already present on food from multiplying and spreading to other items elimination of bacteria on food Preventing the bacteria from coming into contact with food is an important first step. The kitchen area must be kept clean and anyone handling foods must have good personal hygiene. The first step that should be taken before touching any food is to wash the wands with hot water and soap. Some raw products, such us meat, poultry and fish, are likely to contain bacteria. To prevent these bacteria from coming into contact with other foods, it is essential to use separate chopping boards and knives and also to wash hands after touching them. Food brought into the nursery for childrens packed lunches should be stored appropriately at the correct temperature. Cooked food should be checked to ensure that they are the correct temperature before being given to children. Identify the contents of a first aid kit, and discuss the importance of staff training in paediatric first aid First aid is the immediate response to someone with an injury or illness. First aid can prevent the injury on effects of the illness worsening. Children have accidents and may suddenly become ill and need help. We dont need to work in a childrens setting for long before we can be in a situation requiring someone with first aid knowledge and skills. Everyone who works with children should have paediatric first aid qualification. First aid certificates need to be renewed every 3 years from the completion date of the previous qualification. It is nursery manager responsibility to keep records which are regularly reviewed to ensure that staff receive training when it is required. Ofsted has certain requirements of anyone working in an early years setting, as regards their first aid skills. The responsibility of a paediatric first aider are simple. They need to: assess any situation in which a child appears to be ill or injured to: ensure own safety, and protect from any danger prevent further injury to the child prevent injury to other children provide care to a child who has suddenly become ill or injured until either medical help or an ambulance arrives the childs parent or carer arrives prevent the condition of the child becoming worse, if possible provide reassurance to the injured or Ill child and other children who may be involved in the area pass on information about the event or circumstance to the professional help or parents. First aid equipment, including personal protection, such as gloves and aprons, is only useful if we can identify it and use it appropriately. Wherever these are children, these should always a well-equipment first aid kit, kept in place where anyone needing it will quickly find it. A first aid kit should always be taken on outings away from the setting. The first aid kit should contain: disposable vinyl or latex-free gloves to protect first aiders hands from blood and other fluids scissors for cutting dressing and possibly clothing sterile gauze pads for covering small bleeding wounds adhesive tape for securing gauze pads large combined dressings for covering large wounds stretch bandage for holding dressing in place on body or limbs crepe bandage for supporting sprains to leg or ankle triangular bandage or sling for supporting arm or shoulder injury safety pins for fastening stings eye dressing for covering eye to protect it after injury or foreign body entry plasters for covering small cuts or grazes plastic bags to disposing soiled waste notepad and pen to making notes about the incident list of items in the first aid kit for checking the contents. References assessment 3 3.1 Personal experience Open study college, Nursery management level 3, study guide, page 47-52 3.2 Personal experience Open study college, Nursery management level, study guide, page 53 54 3.3 Personal experience Food hygiene course Open study college, Nursery management level 3, study guide, page 56 60

UK Law on Voluntary Manslaughter

UK Law on Voluntary Manslaughter Jocelyn Ayres Diminished responsibility.This is one of the three special defences which exist for the defence of murder. It is contained in the Homicide Act of 1957 and is modified by the Coroners and Justice Act 2009. When the defence of diminished responsibility is pleaded successfully it can reduce a murder conviction to manslaughter. To use diminished responsibility the defendant must be able to demonstrate one of the following: An abnormality of mental functioning caused by a recognised medical condition. The question of whether the defendant is suffering from the abnormality of a mental functioning is decided by the jury after hearing medial evidence.   The jury dont have to follow the medical evidence. Some examples of what counts as an abnormality of the mind include Jealousy, Battered woman syndrome, pre-menstrual tension, Epilepsy and chronic depression. An example of this is R v Byrne. The appellant murdered a young girl staying in a hostel, and mutilated the body. He did so as he was suffering from irresistible impulses which he was unable to control. Abnormality of mind was wide enough to cover the minds activities including the ability to exercise will power. He was allowed the defence to reduce the charge to manslaughter. The abnormality must provide an explanation for defendants act or omission in being party to the killings.   This follows from the old law which required the abnormality to be caused by an arrested or retarded development of the mind or induced by injury or disease. Alcohol and drugs are not considered unless the abnormality is alcoholism or drug addiction. Something like binge drinking doesnt allow the defendant to use diminished responsibility. Case law for this could come from R v Wood. The appellant was an alcoholic who had been sleeping rough. He was friends with a group called the breakfast club and had been drinking heavily with them for the past two days before the attack. He was invited to spend the night at the deceaseds house. During the night, he woke up and found the deceased trying to perform oral sex on him, he attacked him with a meat cleaver and hammer killing him. The judge said that a mans act is involuntary if, and only if, it is it very difficult to do otherwis e. The appellant appealed this and the conviction for murder was quashed. Which substantially impaired his/her mental ability. The defendant must show that the abnormality of the mind must have substantially impaired their mental ability to either understand the nature of their conduct, form a rational judgement or to exercise self-control. This is something for the jury to decide after hearing the medical evidence. A case example for this diminished responsibility is R v Campbell. The appellant killed a female hitch hiker he had picked up when she refused his sexual advances. She wanted to go from Oxford from London. He pulled up at a remote spot and made a pass at her. She hit him in the eye and he punched her in the throat. She began gurgling and blood came from her mouth. Realising the force he must have hit her he panicked and strangled her. He killed her by hitting her with a hockey stick. The appellant had frontal lobe damage and epilepsy. He appealed for diminished responsibility with medical opinion that the effect of his epilepsy and lobe damage affected his judgement, control of emotions and impulses and forward planning. His conviction for murder was ended and he went to retrial. Provocation.Provocation is part of the special defences for murder, like diminished responsibility. The requirements for the defence of provocation are: There must be evidence of provocation. This requires there to be evidence that the person charged was provoked by things done or said. There is no requirement that the provocative act was deliberate or aimed at the victim. Even something like the constant crying of a child can be used as evidence. Without the evidence the judge cannot put the issue of provocation to the jury. The jury can consider actions that happen over a period. The defendant is allowed the defence if they induced the provocation. A case example for this is R v Johnson. The appellant was at a night club. A woman called him a white nigger. The appellant was white but had taken to adopting a west Indian accent. He took exception to the comment and made threats to her. A male friend of the woman intervened and poured a drink over the appellant. A fight happened and the appellant stabbed the man and he died. He argued that he was acting in self-defence. The judge directed the jury on self-defence, which they rejected, but did not direct them on provocation. He was convicted for murder which he appealed, and it was swapped for manslaughter because of the provocation. Loss of control. This requires the accused to be provoked into losing their self-control. The definition of provocation came from R v Duffy, and is some act, or series of acts which would cause in any reasonable person and causes in the accused, and sudden and temporary loss of self-control, rendering the accused so subject to passion as to make him or her for the moment not a master of his or her mind. If there is any evidence of planning this will demonstrate no sudden and temporary loss of control. The loss of control need not be complete to negate murderous intent. Case law relevant to this is R v Richens. At the age of 17 the appellant killed a man who had raped his girlfriend. The deceased had taunted him about the rape saying that his girlfriend wanted to have sex and that she had enjoyed it. At which point the appellant stabbed him. The defendant raised the defence of provocation at the trial and the judge directed the jury on loss of control, saying that it doesnt apply to l osing that kind of control, and that it is a complete loss of control, to the extent that you dont know what youre doing. He appealed against the jurys conviction of murder. The provocation must be such as to make a reasonable man do as the defendant did. This is a question for the jury who must balance the gravity of the provocative act against the actions expected of a reasonable man. This is problematic when courts try to interpret and apply the section and it gets appealed regularly. Originally it was objective and no account could be taken of characteristics of the defendant in assessing this. However, it was accepted that particular characteristics could be taken into account, and this lead to some uncertainty. The characteristics must be sufficiently permanent. Some case law for this part of provocation in R v Ahluwalia. The appellant poured petrol and caustic soda on her sleeping husband and then set him on fire. He died six days later from the injuries. The couple had an arranged marriage and the husband had been violent and abusive throughout the marriage, he was also having an affair. On the night of the killing he had threatened to hit her wi th an iron and told her he would beat her the next day if she didnt give him money. At the trial, she admitted to killing him, but used the defence of provocation. She was however, convicted of murder. She appealed this decision and raised diminished responsibility. Diminished Responsibility Case Mary and Peter Abnormality of the mind For Mary, the abnormality of the mind would be her post traumatic stress disorder, which is recognised as a medical condition. The jury would decide if he is suffering for this by looking at medical evidence. Explanation Marys PTSD would have be part of the explanation of why she acted in the way she did, and killed Peter. PTSD can be triggered by sights, sounds and feelings they experience, for example being shouted at by Peter. This trigger can cause an intense emotion and physical reaction, stabbing Peter with a bayonet. Impaired mental ability Mary would also have to show that her PTSD affected her own mental ability to form a rational judgement or to exercise her self-control. The Jury would then use medical evidence to decide if this is the case. Provocation Case Mary and Peter Evidence She would need to have evidence of Peter insulting her and telling her that he hated her to be able to use it as part of her defence. She would be able to argue that he provoked her into stabbing him. Loss of Control This could also form part of Marys defence. This is because she had been soldier, and was suffering from post-traumatic stress disorder. She could say that it affected her judgement her self-control of her emotions, and that is why she acted in the way that she did. Reasonable man defence The jury would need to decide if a reasonable person would act in the same way as Mary did in that situation. This is difficult to use because it is very objective, and based on the juries opinion. Provocation Case Sarah and Michael. Evidence Sarah would have been provoked by Michael smirking because about sexually abusing young boys. This could also be affected because she is a mother. She would need to have evidence of him doing this. Michaels actions would still be considered provocation, even though Sarah had initiated it by confronting him about the sexual abuse. Loss of Control Sarah could say that the fact that he smirked at the accusation of sexual abuse provoked her, and this caused her to lose her self-control. That would explain why she acted in the way she did. Reasonable man defence The jury would need to decide if a reasonable person would act in the same way as Sarah. This is difficult to use because it is very objective, and based on the juries opinion. Diminished Responsibility wouldnt apply to the case of Sarah and her Neighbour as there is no evidence that she had an abnormality of the mind. The fact that she   was drunk would not be able to be used as evidence, because this defence requires it to be a history of alcoholism.