Reflective Practice Essay

1. Understand how to reflect on practice in adult social care 1.1 Reflective practice is the ability to constantly monitor one’s own performance in a given role and make adjustments where necessary. For me as carer, reflective practice is particularly important because no two cases will ever be the same and it is vitally important to remain reactive and reflective at all times. Reflective practice has been demonstrated to have significant benefits when it comes to the delivery of person centred care, and can help me to ensure that I am able to accurately assess the needs of each resident as an individual rather than as a case number to be merely care for. With reflective practice widely regarded as one of the most important elements of modern care work, it is essential that all care workers become familiar with reflective practice methods. 1.2 Reflective practise is important because it helps me develop and imrpove my practise by thinking about what am I doing. It is about thinking hings over. It can help me to understand feelings and the wider issues involved. By reflecting on events it can allow me to make sense of something that has happened or been said and and possibly see the meaning and reason behind someone else’s actions or words. By reflecting on our own actions we are able to see areas where we could improve, change strategies or actions. It is great tool to aid our learning. This is explained by ,,Kolb’s learning theory’’. David Kolb proposed a 4-stage experiental learning cycle that applies to all learners. He sugested that immediate or concrete experiences provide a basis for observation and reflection. 1.3 It is my responsibility to ensure my knowledge and skills ate up to date. It is important to regulary attend training. Legislations and procedures are constanly changing and it is important to maintain my knowledge and keep it current. The GSCC code of practise states that carers should: – Be accountable for quality of their work and take responsibility for maintaining and improving their knowledge and skills – Undertake relevant  training to maintain and improve their knowledge and skills + contribute to the learning and development of others. – Seek assistance from employer o appropriate authority if there is any doubt about how to proceed in work matter. 1.4 Beliefs systems can be method for understanding, organising and making sense of the world around us. By exploring our own peronal values and beliefs we are able to understand our own individual perspectives of life and world around us. As a care assistant I need to be careful not to impose my own values upon the service user. I can easily fail to recognise service user’s rights to their own standards and beliefs because I held too rigidly to my own beliefs. There may be many differences between my values and standards and service user’s such as: – Having a bath only once a week – Different sexual preferences – Wearing thick, winter clothes in summer – Refusing medication†¦ Im responsible for providing an equal, not discriminatory and inclusive service to all service users no matter what how different are their values from mines. 2. Understand the importance of feedback in improving own practice 2.1 Constructive feedback should include both positive feedback and opportunities for development. Giving both positive and negative feedback enables others to fully understand the impact of what it is they are doing, so that they can continue the effective and correct the ineffective. Feedback is intended to improve an individual’s contribution and develop better staff morale. When feedback is given constructively, people will often respond positively. After all, most people are keen to improve. However, because feedback can be seen as criticism, they sometimes react by: – trying to defend themselves – choosing not to hear what is said – selective reception – doubting the motives of the person giving feedback – denying the validity of the feedback – rationalising why they behaved the way they did – making excuses for their behaviour Because of this, careful consideration needs to be given to how feedback is delivered, making it positive and helpful. 2.2 Feedback is important because: – sets up target and the person knows what to improve on – gets the person motivated and focused – help identify weaknesses and strengths – express and stress what is important to the organisation and the job and hence what the person concerned should prioritise – builds moral and relationship between examiner and worker (depending on how the feedback is given and what sort of work culture there is), in turn, this builds on the credibility of the feedback – induces competition and challenge – a form of motivation – encourages a learning environment, as oppose to a win-lose performance environment – encourages initiatives and ‘risk’/taking chances  confident. I asked her everything I wasn’t sure about and explained to her my feelings. Supervision and feedback is very useful and help me to improve my practise. Informal: should be given to me by my service users, colleagues of family members. It can be just a little comment about my-self, about work I am doing. I always need to be ready to listen. Who can give me better feedback on my work if not my service users? If I’m not sure if I’m doing my job properly, I can always ask my customers. I can prepare a box and tell them to write comments on my work. Then I should read it carefully and apply it in my work. 3. Understand how a personal development plan can contribute to own learning and development 3.1 A personal development plan is a tool that helps one to organise their life activities in terms of certain objectives. It can constitute of personal or professional goals or both e.g. goals on career, relationships, education and health. It is advantageous as one can transform their goals into an achievement. Components may include: – Objectives: What do I want to be able to do or do better? – Actions: What methods will I use to achieve my learning objectives? – Success criteria: How will I recognise success? How will I review and measure my improvement? – Achievement date: When do I expect to achieve my objectives? – Implementation: How will I practise and apply what I learn? 3.2 Everyone should have their own personal development plan. This should be an up to date record showing trainings attended and any training and development needs identified. These needs should have been identified by my-self, my manager or assessor. During my I work I can find out that I need more training in administration of medication, my manger can feel that I need some more training in moving and handling due new equipment need to be used in my workplace. Also my assessor can realise during y supervision that my health and safety training needs to be up dated. This is all kind of support for me in planning and reviewing my development plan. I can also learn from observing more experienced colleagues, working and discussing  issues as a team, reading books/newspaper or searching for support on internet. 3.3 Others may include: – The individual: my service users have the most important role in my personal development because they are the ones I am doing it for. To provide the best care and support for them. Their reactions on my work, satisfaction/ not satisfaction will show me where the gaps are or what my strengths are. – Carers /colleagues: Because my work is mostly teamwork my colleagues play an important role in my personal development plan. Working in team improves my communication skills, common sense†¦ If I find out that I am a role model for one of my colleagues I should know I do my job well. – Supervisor/ line manager: my manger is here to support me with all my needs, doubts and questions. By observing me she can find areas in my work which needs developing so she can provide training for me. – NVQ assessor: comes to observe me and helps me with my work. By observing and working with me she can find gaps in my knowledge and advise me where to find information to develop my skills. 3.4 Benefits of PDP to professional life – Clearer ideas about the kind of life and work I want. – Greater confidence in the choices I make. – Greater confidence in the skills, qualities and attributes I bring to the career of my choice. – Being in a better position to compete for jobs. – Being better able to discuss my skills, personal qualities and competences with employers. – Better problem-solving and planning skills. – Developing the positive attitudes and approaches associated with successful professional life. Many employers now expect employees to understand their own performance – and to know how to adapt to meet times of increased workload, stressful situations or conditions of change. Employees are expected to respond well to change. Whilst some employers offer training, it is more typical for employers to expect graduates to arrive ready to manage both their own performance and the performance of other people. Time devoted to understanding what influences your own performance can be very well spent. It is also important to be aware of how your behaviour affects other people. Employees are often expected to show personal commitment to their continuous professional development (CPD), actively seeking out information, training and events that will keep their skills and knowledge up-to-date. Knowing how to learn, and how you learn best, will be invaluable in the work place. Benefits of PDP to personal life – A better understanding of myself – Being in a better position to make appropriate choices to meet my aspirations. – Greater awareness of my needs and how to meet these. – Greater awareness of the unique contribution I can make. – Developing a positive, forward-looking approach.

A Personal Strength Essay

Being able to recognize our own strengths and weaknesses can help us become better individuals in anything we choose to do, whether it is our positive abilities and skills that can help achieve our goals or negative personal areas that need improvement. Knowing yourself and what you can do, can help you recognize and overcome your weaknesses. My greatest strength is my ability to be a well-organized individual. I tend to write down what I have to do on paper and prioritize what is most important to least important. Doing so helps me organize and accomplish my work and meet deadlines that are important. In this process, I am also able to foresee potential mistakes and clarify them upfront. This approach has not only helped me meet deadlines but has also provided me with the confidence that all loose ends are tied off. One personal strength I have is, I am a very positive amicable person. I try to focus on the bright side of things in all situations, I like giving people compliments an d encouraging them to do well. I love meeting new people every day, and getting involved with new people. Whether it be work or school related. I enjoy speaking, listening, and giving input to my peers and family members. I want them to be aware that they can count on me to participate as a team member in anything we do together. Good people skills are very important in a group setting because of the interaction you must have with one another to communicate effectively. I love socializing and making new friends. Also I am a great leader, I love stepping up and setting an example. Being social and positive has contributed to my leadership ability, making it a great combination for someone in a leadership role. Having leadership qualities is a great thing to have and can really change Society for the better. It can make people want to follow the example you set, just as long as that example is a positive good one!

Writer's choice Essay Example | Topics and Well Written Essays - 250 words - 31

Writer's choice - Essay Example l, they do that faster for some customers since they have the resources at hand, on the other hand if they do not have the materials that match the customers preference and urgency, they postpone the order until the time when they get the relevant materials that match the customers need, that is when they will accomplish the order. This matches to an up close of what the customer needs, they work on the difference between their service and whatever the customer exactly needs to make sure that the variation is minimal as per the customer and further forecasting the demand and make a level for it in the period it produces it. MRP system plays a major role in predicting what might lead to a significant difference from diverse seasons at give times. As a result, this forecasting capability may lead to a change in the inventory activities at that specific time. By the company realizing the fundamental components that its activities may require, it will subsidize the purchasing bill hence become more focused and specific to the materials needed in its operations. Given that they have prior information on the required materials, the company will not have to buy the unuseful materials which are thereof useless to the operation despite them being in the warehouse, thus, leading to a big waste of time and money. Work standardization and quality practices promote easy work implementation by the workers. Notably, if the work system process is indicated adequately and controlled well, the workers will have knowledge of what to do. This leads to them working it out in a smooth way giving out the best results

Saudi anti cybercrime law Essay Example | Topics and Well Written Essays - 1500 words

Saudi anti cybercrime law - Essay Example which is equipped with a system to process, store, transmit, receive or browse data and perform specific functions according to programs and commands. Article 3: Any person who commits one of the following cyber crimes shall be subject to imprisonment, for a period not exceeding one year and a fine not exceeding five hundred thousand riyals or to either punishment: Article 4: Any person who commits one of the following cyber crimes shall be subject to imprisonment, for a period not exceeding three years and a fine not exceeding two million riyals, or to either punishment: Article 5: Any person who commits one of the following cyber crimes shall be subject to imprisonment, for a period not exceeding four years and a fine not exceeding three million riyals or to either punishment: Article 6: Any person who commits one of the following cyber crimes shall be subject to imprisonment, for a period not exceeding five years and a fine not exceeding three million riyals or to either punishment: Article 7: Any person who commits one of the following cyber crimes shall be subject to imprisonment, for a period not exceeding ten years, and a fine not exceeding five million riyals or to either punishment: 1. The construction or publicizing of a web site on the information network or on a computer for terrorist organizations to facilitate communication with leaders or members of such organizations, finance them, promote their ideologies, and publicize methods of making incendiary devices or explosives, or any other means used in terrorist activities. 2. Unlawful access to a web site or an information system directly, or through the information network or any computer with the intention of obtaining data jeopardizing the internal or external security of the State or its national economy. Article 9: Any person who incites, assists or collaborates with others to commit any of the crimes stipulated in this law shall be subject to a punishment, not exceeding the maximum

Critiques or responds to general issues in business ethics Term Paper

Critiques or responds to general issues in business ethics - Term Paper Example There are a number of ethical issues which surround the advertising concerns. This is because advertising allows the masses to choose for their own selves the different products and services that are offered by the organizations. Now it is up to these organizations how well they enact measures and campaigns to sell their products and services to the end customers. It would be incorrect to state that all advertising is unethical, yet there are more chances that advertising will fox the people rather than being forthright in its dealings. This is because in the competitive world of today, it is important for the brands to make their cut, and this can only be done if there are whole-hearted efforts put in by the organizations to coin strategies and campaigns which will bring about the advertising for such products and services. The ethical debates are significant to understand because these will present forward the strengths that exist within the advertising circles and the grey areas w hich need to be plugged in essence. However, for the sake of discussion here, there is a fine line between the morally correct domains and the inadvertently wrong ideologies that are being propagated by the organizations as they aim to sell their respective goods across the board, either to the masses or to a selected audience. What remains most essential here is to gain an insight as to how this advertising is coming about – either in an ethical format or the complete lack thereof. This paper shall study the basis of business ethics within the realms of advertising and how certain target groups are more susceptible to advertising than others. The ethical issues that surround advertising include the fact that there are certain target audiences which are not apt and in line with the advertising that is being propagated today. This means that these people will take the opposite view which is not sent towards them, or is misunderstood on some occasions. What remains to be unders tood is how these people shall be targeted if the same methodology is not proving successful. The answer to this question lies in the dictum that advertising should be such that will cater to a select target audience while not relying on the other(s). This is true in the case of cigarette advertising where the smokers are properly advertised the message of the cigarette manufacturing company while the aspiring ones do not fall within the same limits of advertising (Phillips, 1997). Such issues also fall under the aegis of advertising which is done for the sake of the children. If they get the message wrongly, their impressionable minds get a message which is not intended for them in the first place. Thus what is required here is a vision to set things right and that too within the corrective realms of being ethical all the way. If these aspects are not adhered to, then there would be significant issues in the wake of properly reaching out to the relevant target groups, and there wou ld be a lot of wastage within the advertising quarters. The ethical dilemmas in advertising arise when one set of audience is geared to receive the benefits of advertising while the other does not get into the details at all. These could be possible within the same society as well, which is all the more understandable considering there are many factions, groups and segments within a target audience spanning a country or a region for that matter. The ethical dilemmas within the advertising realms is simply getting to the people without even letting the other group know what kind of advertising the former is getting. This is a contrasting instance but then again, proper planning and foresight need to be in line with achieving the results that one can think of the advertising circles in this day and age. The manner in which these ethical dilemmas in advertising are resolved is something that makes it all the more significant. If these ethical problems are not understood properly by the

Hemophilia A Essay Example | Topics and Well Written Essays - 1750 words

Hemophilia A - Essay Example Some emergency cases require urgent medical attention to prevent death. This paper will discuss in detail the causes of the disease, its prevalence, symptoms and diagnosis as well as management and treatment of the disease. Introduction Hemophilia is a bleeding disorder that is hereditary where the blood clotting process takes place in an abnormal way and it is very rare. People affected by hemophilia may bleed for a longer period especially after an accident. Individuals suffering from this disorder may bleed internally especially in joints such as elbows, ankles and the knees. Almost 9 persons out of 10 suffer from Hemophilia A, which is a rare condition and the main type of hemophilia, where the blood clotting process occurs abnormally (Schoenstadt, 1). Factor VIII is essential in the blood clotting process. Hemophilia A may occur due to insufficient factor VIII. If the levels of factor VIII are 6 % to 50% below the normal percentage, bleeding may occur primarily. However, with le vels below 1 percent, impulsive bleeding can occur. Most bleeding occurs into the joints of the arms and legs, causing crippling joint damage. In addition, atrophy occurs due to frequent bleeding into the muscles (Lockwood, 1). Lack of factor VIII may leads to various problems. Because bleeders will not close, there is a higher possibility of bleeding out (Hemophilia.com, 1). Causes and Prevalence of Hemophilia A Defect in one of the genes that determine how the body conducts various blood-clotting factors may result to hemophilia A. This gene, known as F8 is present in the X chromosome. One type of the blood-clotting factor is factor 8, which, normally made by the F8 gene. Mutation of the F8 gene hinders clots from forming in case of an accident, which may lead to too much bleeding and in mot cases it may be difficult to control (Schoenstadt, 2). Women have two X chromosomes. In cases where a factor 8 gene does not function, the gene on the other chromosome can perform the task gen erating enough factors 8. On the other hand, males have only one X-chromosome. If the factor VIII gene on that chromosome is imperfect, they will end up having hemophilia A. Therefore, most people suffering from hemophilia A are males (1). A woman who has imperfect factor 8 gene becomes a carrier. This means that her children may inherit the imperfect gene. In a woman who has the defective gene, any of her male children will have a 50% possibility of having hemophilia A, while any of her female children will have a 50% probability of being carriers (Dugdale et al, 2). In the United States, about 18,000 individuals suffer from hemophilia A and almost 400 babies each year inherit this disorder from their mothers. Even though hemophilia occurs in males only, there is a lower probability that this disorder may affect women. Almost nine individuals out of 10 affected with hemophilia suffer from type A disorder. The people suffering from hemophilia A have a problem with clotting factors. These clotting factors aids in the blood-clotting process, thus their absence leads to hemophilia A (Schoenstadt, 1). Prevalence of hemophilia A varies among different nations. For instance, in the early 1970s, the reported hemophilia A occurrence for the United Kingdom was about 10 per 100 000 males compared to the occurrence

Marketing and business operations Essay Example | Topics and Well Written Essays - 500 words

Marketing and business operations - Essay Example It will offer the best prepared coffee on train as passengers enjoy while they await arrival to their various destinations. We will be of great help to our customers by providing them with a relief after a great day of work through great ambience, friendly to use services, convenient locations and providing constant high quality of coffee. Costa cafà © will invest back their profits to maximize customer satisfaction and also providing steady returns to share holders. The Costa cafà © will operate in almost all the trains leaving and coming into town. They will be placed in a reachable distance from where passengers are sited on the train. The project has the sum of $140,000 as a start up funds. It will be designed to attract visually the customers and designed for efficient, fast and smooth operations. There will be employee training to ensure that there are good services techniques to the customers. The project has long term strategies to ensure that they build a solid base and maintain customer loyalty. The Coffee machines will be place at the rare end of each compartment in the train where there is plenty of space. The machine will be designed to fit and occupy a smaller portion of the train. Engineers will be hired to draw up the structure and find the necessary equipment to have the machine operational. There will be on train managers for the cafà ©; they will be responsible for quality in the train. They will also provide assistance to the customers where need be. After some rounds of the train on the way there will be workers who will be responsible for the maintenance of these machines, it will be done on a regular basis. According to (Ahire, 1997), quality and management has developed into an established definition and conceptual foundation. The same way Costa Cafà © is aiming at improving the quality of services rendered to the clients. Increasingly, most of the organizations are recognizing the need for quality

Discussion Board 5 - International Relations Essay

Discussion Board 5 - International Relations - Essay Example Keohane argues that the USA is still a hegemon despite its troubled economy because it has what he calls ‘soft power’ – the power to legislate and the power to persuade (Keohane, R. O., & Nye, J. S., 2001) Although the Bush administration has severely damaged the image of the USA as a credible hegemon, there is little doubt about the status of the USA as a hegemon in 2011. Keohane, R. O., & Nye, J. S., (2001). Power and Interdependence, 3rd Ed. New York: Addison–Wesley. 2. What is Comparative Advantage? Given the case studies of Japan, the United States, and Costa Rica, in which products do you feel they have the comparative advantage? Comparative Advantage is a concept developed by David Ricardo during the early 19th century, which refers to trading exchanges between entities, where each entity benefits most if it produces those products where the comparative cost are lowest. In the case of Japan and the United states had a comparative advantage in food pr oducts, aircraft, chemicals and in optical and digital instruments. Japan in turn has a comparative advantage in the high technology area (although for items with low entry capital).

Men and Masculinity Essay Example | Topics and Well Written Essays - 1750 words

Men and Masculinity - Essay Example The essay "Men and Masculinity" will analyze the perception developed and expressed in association with masculinity. In the first stage of the paper, there will be the discussion on the power and gains in social heights with respect to a positive perception of masculinity. The application of masculinity should not always be considered as a vice but in consideration of its relevance in the society. There is also the evaluation of the responsibilities that are associated with pronounced masculinity. In the analysis of masculinity, the paper will connect the implication of masculinity in the younger generation and how it manifests itself later in life. To express this manifestation, it will analyze a character in the movie Iron Man hence explaining why mature masculinity is a process rather than an event. The relevance in the relation between men and masculinity should be evaluated in the context of gender balance. In understanding, the concept of masculinity in men there should be the definition of its cause and effects. First, the body of a man is biologically built to be more muscular than the body of a woman, which gives the reason for the creation of the concept of masculinity. According to Blow (2012) evaluation and argues in his study, boys who cannot measure up to prescriptions that are dominant in masculinity are likely to be punished by his peers in quest of stripping him his mantle of masculinity. This well explains the existence of masculinity at the early age of a male child. The physical distinction gives way to labeling men as masculine. The audio podcast of Brett (2010), The Art of Manliness argues that good qualities are considered the advantages of the present masculinity attribution to men and the poor qualities are the disadvantages. Hence providing additional ideas on the concept of masculinity in terms of its implications on men. Furthermore, the audio podcast claims that the qualities of men can later on be incorporated to influence the society and other people. The idea of men being masculine alone does not bring any problem in the concept of masculinity but the result of this idea, which leads to stereotyping of men. The stereotyping of men as masculine in physical appearance and behavioral conduct later becomes an expectation of the society. The media give an image to men as muscular, emotionally and mentally tough, hard drinker, and other characteristics associated with strength and power (McCarry, 2007). As a result, the public has accepted this representation to the standard of masculinity. Another res earch done by Caroline (2009) connects the relevance of masculinity in relation to gender, economic, social, and political development of the society. She further argues that masculinity cannot be neglected in terms of

The Coffee Company Report Essay Example | Topics and Well Written Essays - 4000 words

The Coffee Company Report - Essay Example Out of the 5 running stores, two are not able to generate any profit and the managers believe that this is because of the locations of the stores. One of the partners suggested consulting a marketing research firm however, the other partners think of it as a costly endeavor. The concept of using GIS technology for combining the business information with the demographic data for assessing the proper location for the stores is also being considered by the business partners. However, balancing the financial issues with the strategic planning problem is a complex process for the firm which urged the partners to cancel the bespoke software development and other IT projects of The Coffee Company.  Ã‚   Based on the given case, the partners of The Coffee Company have selected two options for generating their profit earning process. The first option is to focus on the relocation of the two stores that are not operating in a profitable manner and the second option is to improve the customer service process of the concerned stores for increasing the volume of customer footfalls. In the words of Reid and Hinkley (2006), the location of a business house has a major influence on the operational and strategic decision-making process of a firm. Newby (2009) specified that factors such as consumer convenience, the presence of target consumers, market competition, transpiration for procurement of resources, demography and cultural background can the help the business in assessing the contribution of a location for business sustainability.  Changing the location of the stores for The Coffee Company has to be conducted based on proper information that would allow them to make quick decisions and implement them.  

Literacy Planning Essay Example for Free

Literacy Planning Essay Introduction The purpose of this report was to collect and collate information from a teacher in relation to how reading is taught in a classroom structure. This was based on how the teacher taught reading, what they taught and in particular why these aspects of reading were taught. Through the interview and questions I asked of the teacher, it has come quite clear that reading that is taught to students is embedded in everything we do, but overall teaching children to learn to read is fundamental in a practical sense and also for enjoyment. This document provides: An overview on the targeted teaching group What beliefs in relation to teaching literacy Who selects the curriculum content What instructional procedures are used How grouping strategies are used What and why assessment tools are used The classroom environment 1. Overview on targeted teaching group. The following documentation and conclusion were questions asked of a Year 2 teacher situated within the Early Years team consisted of 23 students within a school (CDPS) in the Southern suburbs of Adelaide, South Australia. This teacher had been teaching mainly in the Early Years for 6 years and has come to CDPS as a new contract teacher. CDPS is a Category 2 school set in a low social economic setting. This school has 252 students attending at present, 155 of these are main stream with the remaining 97 students attending the Disability Unit that is incorporated within the school. There is a high ratio of Multicultural students as well as Aboriginal students needing extra support with their education due to English being their second language. This school also has a high focus on Literacy through an Intervention Team that is made up of teachers that specialise in different areas such as a Reading Support Teacher Years Reception to 2, a Literacy Intervention Teacher Years 3 -7, Aboriginal Education Teacher (AET) and a English as a Language and Dialect Teacher (EALD) and Negotiated Education Plan Teacher (NEP). Also at CDPS there is speech support for students through Undergraduate Speech Pathologists, as the school supports a Flinders University Speech Pathology program. This program support is across both sites of the school by Third and Fourth year Undergraduate students that work with the guidance of the class teachers and University Speech Pathologist on different elements of literacy to further develop student’s phonological awareness and knowledge. 2. Beliefs in relation to teaching literacy Through the question put forward to the 2/3 teacher, ‘What are your beliefs and philosophies in literacy in relations to students learning to read and you teaching reading’, the teacher explained that they believed that literacy was embedded in everything that we do. This could be from the simplest tasks of looking at a milk carton to looking at a traffic light going red. With this cultural awareness, we as adults have the understanding and prior knowledge that encases these objects in our ever day life. As explained by Harris, Turbill, Fitzsimmons and McKenzie (pg17, 2006), ‘Literacy is the ability to read and use written information and to write appropriately in a range of context. It is also used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society. ’ For students to understand and have knowledge of such objects and items they must be exposed socially and culturally. For teachers who provide context for learning can enable students to develop control over their written language, so they can network successfully in a literate culture. Also based on the teachers belief, teaching children to learn to read is and can be fundamental, in a practical sense and needs to be also for enjoyment. As the main feature of language is listening, speaking, reading and writing, it is explained by Makin, Diaz McLachlan (2007) beginning readers and writers usually require explicit teaching about such language knowledge as the alphabetic principal, print conventions, spelling and reading strategies. As explicit instruction in reading is essential for most children, through surrounding them with language and literature is vital but not the whole picture. This could be done by exploring how language works, playing with language, and learning about genre structure. Through an immense amount of discussions surrounding these concepts, it can provide a child with a rich foundation from which they can continue to build their knowledge and apply these new skills. From a whole school perspective at CDPS, various programmes and philosophies are to be followed. These programmes and philosophies have been put in place for teachers to unite as a community for learners. For example, Accelerated Literacy, the scaffolds of Stephen Graham; David Hornsby’s Guided reading; Anne Bayetto’s Spell, Record, Respond; strategies from â€Å"Reading Comprehension: taking the learning deeper†, and the Oxford word list. CDPS also has an English Genre Map and a Spelling genre Map in which they are expected to follow to encourage learning that can be continually built upon and can also avoid learning gaps. 3. Selection of Curriculum Content CDPS curriculum content is decided upon as a whole school through both English and Spelling genre maps. The English genre map indicates that teachers will use: The explicit teaching pedagogies of Accelerated literacy, The scaffolds of Stephen Graham, David Hornsby’s Guided Reading, Anne Bayetto’s Spelling, Record, Respond, and  Strategies from â€Å"Reading Comprehension: Taking the Learning Deeper† research project. These are the foundations for the implementation for the teaching of reading, writing, comprehension, visual literacy, spelling, grammar and punctuation. This map specifies the text types that will be taught during each term and through the order of these text types, it ensures that each focus expands a student’s repertoire and prepares them for the next text type. As explained by Harris, Turbill, Fitzsimmons and McKenzie (2006) when encountering texts, readers not only consider the kind of text they have at hand, but what the text is about. For example, students that are studying factual recounts before they move into biography or autobiography will study literary description before they move into narrative and factual description before they move into information report writing. CDPS’s spelling continuum is underpinned by pedagogy as outlined in Anne Bayetto’s Spell, Record, and Respond. As explained by Bayetto (2011), Listening, speaking, reading, writing, and spelling are intertwined and nourish each other. To communicate through writing, students must apply both oral language skills, for example,  knowledge of syntax and semantics, and reading skills, for example, sounds of letters in words. In addition students must be able to think about and organise a topic, spell words, and legibly produce letters. CDPS spelling programmes are based on spelling lessons each day. Every student receives a differentiated spelling programme based on spelling needs determined by Oxford Wordlist assessments, Monster Spelling assessments, or words taken from independent writing and theme words. Also at CDPS they use a flow lists of words not fixed lists of words. This means that each student’s words stays on a student’s list until they can spell, read and put the words into an understandable context. This is observed through each student only given three words at a time based on the approach of less words and more learning activities. These activities allow children to complete the activities with their spelling words through multiple intelligent activities, giving all children the opportunity to work in their preferred learning style and creating the understanding and knowledge of the words that they are learning. A phonics programme has also been strongly recommended and supported by the school-based Speech Pathologist from Flinders University and has proven to be highly effective in improving reading amongst Junior Primary classes. This is achieved by teachers following the implementation of the phonics programme and through this programme teachers are continually bringing back a focus of literacy to apply this knowledge whilst reading together as a whole class or as independent readers. As explained by Dymock (2007), teachers play an important role in assisting students to develop a good understanding of text structure awareness. Through teachers using good instructional guidance, it can be the most powerful means of promoting the development of proficient reading comprehension and developing reading problems. 4. Instructional Procedure, Grouping and Differentiation Strategies At CDPS, students practice through explicit team orientation in the classroom and draw on various cooperative learning strategies. These can be seen by the teacher as supportive ways for group work, ability levelling, shared learning, and to create a fully collaborative approach to each student’s learning. Through these practices it can also enable the teacher to become facilitators rather than indoctrinators. As explained by the teacher, students share reading as a whole class. This enables the teacher to introduce a new text, giving students time to discuss as a whole group about the text and their ideas enabling the teacher to further identify where students needs for further clarification of the new text. Guided reading groups are differentiated to provide an explicit teaching and learning session. This gives students a targeted focus specifically to the level of what the group is working at. Through guided reading it allows the students to focus on reading and comprehension strategies. Also peer reading session are set up with Year 7 students to support the students with their reading. These sessions give the students time to observe strategies that other students use and time for them to discuss the different strategies that they use whilst reading. Levelled readers are also sent home with students for the practice of independent reading and a vocabulary wall is displayed with specific text that the students have discovered through Accelerated Literacy lessons. These lessons are through explicit teaching ways of talking, viewing, thinking, reading, writing and spelling. As outlined by Cooper, Roth, Speece, Schatschneider,(2002) children progress through a period of emergent literacy during which they develop the rudimentary skills, knowledge, and attitudes that prepare them for the acquisition of conventional literacy. There is also a word wall displayed for the students to look at and to encourage them to write and read independently. Also throughout the week students have times for silent reading and may chose a book of their choice to read giving them further time for independent reading session. Within the early years at CDPS, shared reading and writing is an effective literacy teaching strategy. This can be seen by the teachers through the holding of student’s attention as they are involved in the joint production of the text or whilst at the same time allowing the teacher to model the different aspects of the reading and writing processes. As outlined by Lane, Pullen, Paige, Eisele, and Jordan (2002), reading is a foundation skill for school learning and life learning the ability to read is critical for success in modern society. Learning to read is one of the most important events in a child’s school career. At CDPS, teachers attend fortnightly meetings at Professional Learning Committee’s (PLC’s). In these committees, teachers discuss what aspects of the curriculum they are teaching and share ideas and resources to support the genres and philosophies they are to follow within the school’s curriculum structure. As explained by the teacher differentiation at the present is made quite easy through Cooperative learning systems. At the moment, table groups are based on behaviours and cohesion. As the students have settled, it has become possible to group student’s base on their ability and to pair up high and low functioning students. 6. Assessment Tools At CDPS assessment tools are whole-school based and has been written into the school’s curriculum genre mapping. These assessments include: Running Records; Oxford Word Lists in both Writing and Reading; Screen for Phonological Awareness test (SPA); Language Concepts; Text Orientation and Name Writing. As stated by Harris, Turbill, Fitzsimmons and McKenzie (2006), assessment and evaluation is a vital part of the teaching and learning cycle that forms the basis for a range of decisions that impact within the learning culture. Once this data is collected it is then analysed by the Intervention Team and student’s needs are planned for. All students data is kept on computerised spread sheets and hard copies are also placed into student’s portfolio folders, which stay with the student for the time they are at the school. These portfolio folders are forwarded onto the next class teacher at the end of each year to assist the teacher with planning appropriately for individual students. Student learning and understanding is also assessed both in the midst of lessons verbally as well as after by using a rubric. As explained by the teacher, though these types of assessments, it can give the best feedback to the students on what they need to work on and what their strengths are. As explained by Campbell Green (2006) teachers that primarily assess and monitor the literacy development of their students in a professional manner can reflect the complexities of their literacy. Assessments should also be used to help students take ownership and control over their learning. This gives students the empowerment that is necessary to establish their own purpose for reading and learning. 6. Classroom Resources and Learning Environment Resources are planned during Professional Learning Committee’s (PLC’s) in  conjunction with a team of teachers at a similar teaching level, for example Junior Primary, whereby the aim of these meetings is to discuss planning, share resources and where alignment amongst teaching is made. Generally as a rule, all of the resources that are made by the teachers stay with the teachers, unless they are specifically made resources to target a particular curriculum area. Then these items would be catalogued through the library system for anyone to borrow and use. If a teacher is making their own resources they would generally display these for children to use at specific times of teaching. For example, if students are learning the Alphabet teachers would have picture cards made up for student to look at, order and read. They would also have the Alphabet displays throughout the classroom for visual aids and reminders of what it looks like. As outlined by Harris, Turbill, Fitzsimmons and McKenzie (2006), resources are what learners are immersed in and the source of most of the demonstrations of how language is used and structured. Also as explained by the teacher books for a classroom library would be selected by all students of the class. This was done as a theme based approach at the beginning of the term. For example books that would be about bears had to be found and they all had to find 2 books each. These books then were brought back to the classroom and placed in the library corner on the shelving at student’s height. The teacher also explained that the positioning of word walls and text posters within the classroom were placed at student’s eye height so students could look at, see and read. The reading corner or quiet area that was created was an area where students could go and look at books without the constant interruptions of other students at their desks. There was also a common ruling in this area that voices where to be kept at a whisper. This enabled students to either read for enjoyment or just to browse and relax. 8. Evaluation With all of this in mind I believe literacy is more than an individual act of mean making and language used, it is a social act as well. When students read or write, they bring not only their own personal experiences, but also the experiences of the various social groups in which they hold membership too. As students learn to read or write, they often cannot focus on everything they have to do at the same time. For example, a certain text that they are reading they can read but not comprehend. I believe that the programmes and genre mapping that teacher’s use at CDPS supports Literacy and Phonological awareness amongst their students. It provides and exposes the students to structured Literacy lessons that would be most effective to their reading and writing learning. The support from the teaching staff at CDPS is of high standards and the Speech Pathology program running from the school is one of high standards. It has the best interests of student across both sites. Appendix  The following questions were for a teacher that was asked of them during a one to one interview in relation to how does a teacher teach reading. 1. Beliefs in relation to teaching literacy: What are your beliefs and philosophies in literacy in relations to students learning to read and you teaching reading? 2. Selection of Curriculum Content: How do you as a teacher decide what content of the curriculum you teach within literacy? What areas are you focusing on with your students at present and why? 3. Instructional Procedures: As a teacher what strategies do you choose to teach your students to read and why? What areas of literacy do you currently focus on and how are these displayed with/for your students? 4. Grouping Strategies: How do you as a teacher decided on literacy groups for your students and what diversity strategies do you employ with your students during these times? 5. Assessment Tools: How do you decide on what assessment strategies you use, what methods you use or would be used to assess your students for literacy learning? How do you keep students records once assessments are finished? 6. Classroom Environment: What is the theory behind setting up your classroom literacy resources for your students as displayed? Diagram of the classroom References Bayetto. A. , (2011), Spell, Record, Respond. Moving from assessment to instruction. South Melbourne, Vic. : Oxford University Press Campbell, R. Green, D. (Eds. ) (2006). Literacies and learners: Current perspectives. Frenchs Forest, NSW: Pearson Education Australia. Cooper, D. H. , Roth, F. P. , Speece, D. L. , Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399-416. Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61(2), pp. 161–167. Harris, P. , Turbill, J. , Fitzsimmons, P. , McKenzie, B. (2006). Reading in the primary years (2nd ed. ). South Melbourne, Vic. : Cengage Learning Australia. Lane, H. B. , Pullen, P. C. , Eisele, M. R. , Jordan, L. (2002). Preventing reading failure: Phonological awareness assessment and instruction. Preventing School Failure, 46(3), 101. Makin, L. , Diaz, C. McLachlan, C. (Ed. ). (2007). Literacies in childhood: changing views, challenging practice. Marrickville, NSW: Elsevier Australia.

The associated energy change involved Essay Example for Free

The associated energy change involved Essay For example, by combusting an alcohol with seven carbon atoms in the same apparatus, it would produce 1500 kJ per mole. We can also use the graph to devise a formula so that we can easily calculate the energy released in an alcohol with, say a thousand carbon atoms. The formula for any straight line is y = mx + c [m is the gradient and c is the y-axis intercept]. Therefore the formula would be y = x + 0 [where y is the energy released and x is the number of carbon atoms in the alcohol]. The above will only calculate approximate values as the formula was devised form the graph which can cause inaccuracies. For example, an alcohol with 15 carbon atoms would produce the following amount of energy with this apparatus: y = x = 15 =3214. 29 kJ/mol to 2 d. p. Hence, using the same method, we can devise a formula with the predicted accurate values. It would be: y = 1217x + 910 The above is accurate and will calculate exactly the amount of energy produced. For example, an alcohol with 15 carbon atoms will produce exactly this amount of energy. The two formulas are able to support my explanation that energy transfer is not 100 per cent efficient and that a lot of energy is always lost. GCSE Chemistry Coursework Investigation into energy changes in the combustion of alcohols Evaluation The procedure of the experiment did not allow us to obtain highly accurate results because a lot of energy was still lost to the environment, though a draft excluder was used, heat was lost through the top of the apparatus. Hence this explains why our actual results are smaller than the predicted ones because energy is lost and so not all of it is taken into account. The procedures qualitative errors were a major problem, hence the large difference between the two results, though they show the same trend. The results are fairly accurate to what was actually measured, they differ with the predicted results due to the main qualitative error which was heat loss. Otherwise they are fairly accurate results to what was actually transferred to the water and the can. Also we did not calculate the heat transferred to the can accurately because we assumed its temperature rise was also 20i C, which is the same as the water. This is wrong because heat is not all transferred to the water and instead to the environment, and hence the temperature of the can is actually higher than 20i C, and also explains why the actual results were smaller than the predicted. We were only measuring temperature with a thermometer to the nearest degree, this is highly inaccurate because any small error made in these measurements are magnified because we are manipulating the results to get what we want, i. e. the energy transferred. Therefore this reduced the accuracy of the results. The anomalous results that were below the line of best fit showed that the energy released was too small, this was because of extra heat loss than expected and was caused by us blowing onto the can or water to cool it and also not fully closing the draught excluder. The anomalous results that were above the line of best fit show that the energy released was too high and was due to uneven stirring of the water and so some areas of the water were hotter than the others. It was also due to the fact that the tip of the flame was too near to the bottom of the can, i. e.height x is too small, and so it was an unfair test and less heat was lost than expected. The procedure was highly inaccurate due to the apparatus used, which caused too much heat to be lost. The apparatus was not in sealed conditions and so a lot of heat was lost to the air around it, between the flame and the can causing convection currents. If the flame was too near the bottom of the can it would mean less heat loss but also incomplete combustion and so the energy transferred would be different than expected and the carbon that forms on the bottom of the can causes inefficient heat transfer. If the flame was too far form the can then there would be a lot of heat loss and so affecting the accuracy of the results. The draught excluder proved to be of limited use as heat rises and so heat was not kept in from above where most heat energy is lost. The measurements were also not accurate enough as the results would have to manipulated. It is for these reasons that the procedure is not suitable enough to enable us to produce highly accurate results of which would be very similar to the predicted. But we must appreciate the fact that there is never a 100 per cent energy conversion and that energy is always lost. An improve procedure, would involve the use of a thermocouple to replace this calorimeter. The thermocouple reduces heat loss greatly as it is able to create a sealed environment and so nearly all the energy released in the combustion of the alcohol is accounted for. The water is also circulated and so is heated evenly. But the calorimeter could be improved by heating the water by a larger temperature, such as 60i C. This means that the inaccuracy of the thermometer would be spread over a larger temperature and so the error factor is smaller. We could also use a digital thermometer instead which measure to 2 decimal places which would be efficient and accurate. We could also heat a larger amount of water for the same reason. The entire apparatus could be put into a sealed environment such as a large jar with vent holes at the bottom and a small hole the top for stirring the water. The oxygen needed for the reaction would be sucked into the jar through the holes at the bottom and so the heat produce would be trapped in the environment and could be measured. A more detailed trend with the results could be obtained by continuing the experiment with alcohols that had larger molecules, i. e. more carbon atoms. Also the experiment would be repeated more than twice to allow us to identify and eliminate the results even further. The evidence is reliable in showing the sort of trend that would be produced. The anomalous results were also very small and still show the trend clearly and so the results are accurate. The difference in the actual result and the predicted results can also be fully accounted for. The actual results are also more realistic in terms of energy transfer as it takes into account the energy loss. The obtained evidence is sufficient to support a firm conclusion that as the molecular size of the alcohol increases so does the amount of energy released. This is because the results show this trend very clearly and are similar to the predicted results. The anomalies are also not far from the line of best fit and so support the trend making them reliable. Even though the actual results differ from those that were predicted, it can be explained by the fact that energy is lost to the environment. Further work for this investigation would include testing to see the rate at which energy is produced; how long it takes for each alcohol to heat the water by a certain amount. My prediction would be that the alcohols with the larger molecules would take less time because they have more bonds and so more energy is released in a certain amount of time, and so it would heat the water faster. Additional evidence for the conclusion could also be obtained by continuing the experiment with more alcohols with more carbons and so allowing us to gain a more detailed trend in the relationship. Also by replacing the calorimeter with a thermocouple would allow us to see a more accurate trend and find other factors apart from heat loss that may cause anomalous results. Steven John 11c Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Role Of Media In Peace Building

Role Of Media In Peace Building History has shown that the media can incite people toward violence. Hitler used the media to create an entire worldview of hatred for Jews, homosexuals, and other minority groups. Rwandas radio RTLM urged listeners to pick up machetes and take to the streets to kill what they called the cockroaches. Broadcasters in the Balkans polarized local communities to the point where violence became an acceptable tool for addressing grievances. The medias impact on the escalation of conflict is more widely recognized than the medias impact on peace-building. Yet it is not uncommon to hear experts pronounce that the medias impact on peace-building must be significant given its powerful impact on conflict. However, this simple relationship must not be taken for granted and should be critically examined in order to most effectively use the media for conflict prevention and peace-building (Wolfsfeld, 2004, p.15) In the last six decades, the influence of the media in the global arena has increasingly been recognized, especially its power to either exacerbate or contain potential conflicts. Indeed it is worth noting that among the defendants during the Nuremburg trials which were constituted by the allied forces following the defeat of the Germany and her allies immediately after the second world war was one Julius Streicher who although never held any official position within the Nazi party hierarchy, was considered to be among the top individuals who bore the greatest responsibility for the holocaust that killed more than six million Jews (Source). For close to twenty five years, Streicher had educated the Germany people in hatred and incited them to the persecution and the extermination of the Jewish race. The propaganda which Streicher carried for close to twenty five years was chiefly done through the medium of his newspaper as the editor of the Der Stuemer and later several other provinc ial journals (Source). As early as the 17th century, Edmund Burke had coined the term the fourth estate, to demonstrate the growing power of the media in periods when power and influence was concentrated in hands of only three classes of society (Source). Although it is still debatable as who was the first to use the word, Burke is said to have remarked that there were estates in Parliament, but in the reporters gallery yonder, there sat the fourth estate more important than four than they all. He was making reference to the traditional three estates of Parliament: The Lords spiritual, the Lords temporal and the Commons (Source). In the last 50 years the media influence has grown exponentially with the advance of technology, first there was the telegraph, then the radio, the newspaper, magazines, television and now the internet. Many people are today fully dependent on the information and communication to keep moving in the right direction and their daily activities like work, entertainment, healthcare, education, personal relationships, traveling are greatly controlled by what they read, hear and see. New communications technologies such as mobile/video phones and laptop computers are allowing journalists to gather and disseminate information with ease from many parts of the world. The digitization of the news industry, which has led to a compression of time and space, means we see news images of demonstrations, riots or coups within minutes of these occurring in the streets. These images not only inform global audiences, but may instigate further campaigns of violence at home. Commercial realities of news gathering have also affected the reporting of conflicts. The higher cost of news gathering in remote regions, coupled with the geopolitical and economic priorities of the West, mean that conflicts occurring at close proximity to the metropolitan centers receive coverage at the expense of those occurring further away in less developed regions of the world. A study of conflict reporting in the worlds major news outlets in 2000 shows that the Israel Palestine conflict was by far the most covered five times greater than the next most covered conflict (Hawkins, 2002) . Virgil Hawkins, the researcher who conducted the study, notes: By contrast, conflict in Africa, which has been, in the post-Cold-War world, is responsible for up to 90 percent of the worlds total war dead suffered an almost complete media blackout. Coverage of the massive war in the Democratic Republic of the Congo (DRC), which caused in excess of one million deaths in the year 2000, was almost insignificant (p. 231). With the international news agenda controlled by the worlds major media giants, it has become crucial to develop and strengthen media at the local level to maintain diversity of opinion. As media in many developing nations, such as Kenya, move away from state control towards private enterprise, it is essential for local media to find their own voice and professional codes. A well developed media system with professionally trained journalists usually benefits both global and local audiences and provides a vital link to the outside world during conflict situations. The media is a double-edged sword. It can be a frightful weapon of violence when it propagates messages of intolerance or disinformation that manipulate public sentiment; but there is another aspect to the media, à ¢Ã¢â€š ¬Ã‚ ¦it can be an instrument of conflict resolution, when the information it presents is reliable, respects human rights, and represents diverse views. It is the kind of media that enables a society to mak e well-informed choices, which is the precursor of democratic governance. It is a media that reduces conflict and fosters human security (Source). Today, in every part of the world reliable, accurate and objective media, whether be it mainstream, alternative or traditional/non-conventional, can both help to prevent and resolve conflict through the automatic functions of responsibly disseminating information, furthering awareness and knowledge, promoting participatory and transparent governance, and addressing perceived grievances. In the same vein, inadvertently or overtly propagandistic media may equally fuel tensions and exacerbate conflicts, which in extreme cases like in Rwanda may directly result in genocide (source). 1.1 Background of the Study To argue that media does make a difference means rejecting the view that media are no more than mirrors of something else -consumer choices; elite interests, or reality itself (as in the positivist assertions by some journalists that they simply report the way it is). It is a commonplace to suggest that media provide their audiences with a map of the social and political world beyond their own immediate experience. From this observation about contemporary complex society, flow other notions of media power: agenda setting (media capacity to focus public attention on some events and issues, and away from others); the spiral of silence (the withering of issues and perspectives ignored by media); priming (media ability to influence citizens criteria of political evaluation); cultivation (the gradual adoption of beliefs about the social world that correspond to televisions selective picture of the world), framing, and the ideological effect (the production of meaning in the service of dom ination) (Hackett Carroll, 2006, p.30-31). A less frequently considered but equally pertinent dimension of media influence is their relationship with anti-war movements. Within reasonably democratic states, and in the absence of elite discord, such movements may be the most important buffer within civil society against war. The movement/media relationship is asymmetrical: movements need media (to mobilize support, validate their political existence, and attract new supporters) far more than vice versa (Gamson Wolfsfeld 1993). Media play contradictory but important roles at every stage of their trajectory; their emergence, organizational self-maintenance, and success; when political and foreign policy elites are united around a war policy, dominant media are likely to trivialize or demonize anti-war dissent (Gitlin 1980; Hackett 1991). In the context specifically of war, some scholars see an intensification of media agenda-setting with the advent of real-time, 24-hour, globally distributed television news -most iconically Ber nard Shaws and Peter Arnetts reporting for Cable News Network (CNN) from Baghdad during the 1991 Gulf War. The so-called CNN effect allegedly highlights political uncertainty and incompetence, accelerates the pace at which politicians must respond to crises, and creates expectations and emotions that may force governments, against their initial inclinations, to intervene (or disengage) in conflict situations. The American humanitarian intervention in Somalia is often cited as an example (Spencer, 2005, p.24-38). According to Arnold (2005), the mass media contributed immensely to the propagation of US foreign policy agenda, couching imperial military actions in terms of humanitarian interventions undertaken to promote global freedom and democracy. This gave the US foreign policy the media attention cycle as there was competition among worldwide television and radio networks such as BBC, CNN, FOX TV and Channel 4 as who gets the right information first. This therefore, created huge demand for Western media even in non-western countries. In Africa, several efforts have been made to use the mass media to promote peace. For example, Radio for Peace-Building Africa (RFPA) is a program founded in 2003 by the international non-profit organization Search for Common Ground. The following are the countries in which RFPA is operated: Burundi, Central African Republic, Kenya, Liberia, Niger, Nigeria, Senegal, Sierra Leone, Tanzania, Togo, and Uganda. Working on the assumption that radio is the most accessible form of mass communication in Africa, RFPA trains journalists in peace-building, conflict resolution, and acting on commonalities. As stated in their achievements, 2010, RFPA has more than 3,000 members representing 100 countries, across Sub-Saharan Africa and beyond. They have carried out over 90 workshops and trained local radio station personnel (Radio for Peace-Building Africa, 2011). If the media have played an important role in breeding violence, it seems reasonable to examine the prospects of the reverse perspective-positive media contributions to ending violence and peace building in Kenya as a whole. Furthermore, if the media are usually found to support forces that lead to violent conflict, it can also be said that the media have the power to influence the activities that promote peace in the society. While media have been prominent contributors to every post-Cold War conflict (Prince and Thompson, 2002, Allen and Seaton, 1999), their role in post conflict peace-building and social development has not been apparent. Elsewhere however, recently there have been enough proves to accept the idea regarding the use of role that the media have played in peace-building. For instance, in Bosnia, Burundi, Cambodia, Croatia, Israel/Palestine, Macedonia, and Rwanda there are documented positive accomplishment of initiated projects of post-conflict recovery through the r ole of the media (McGoldrick, 2006). Also, over the past seven years, RFPA promoted peace in its areas of operation through levels of collaboration that it established between the government, media (TV stations and news papers) and civil society, increased the ability of radio stations to identify the underlying causes of war and conflict, increased the publics access to policy information, and used media to foster communication between policy makers and the civil society within that state, among other achievement (Radio for PeaceBuilding Africa: Achievements, 2012). 1.2 Problem Statement Literature on conflict and peace-building reveals a dismal focus on the role of the media in peace processes. Existing theory only tends to portray the media as essential in reporting and generating discourses on conflicts (Wolfsfeld, 2004; Watson, 2006; Bratic, 2006). Scholars of the post-election phenomenon in Kenya quickly conclude that, the crisis was a deeply rooted political and ethnic problem. Yet, the role of the media in the conflict, as well as its ability to mediate peace is not adequately tackled. In the East African region, Kenyan media like that in Rwanda has been scrutinized at the level of international law as a perpetrator of political violence. The post-2007 crisis serves as a good case to exemplify the process from conflict to peace-building. First, it illustrates the double role of the media as a constructive and destructive agent, and provides a link between media freedom and human rights. Secondly, this research explores challenges of media freedom within fragile democracies, where politics, poverty and ethnic differences can influence the media agenda. While the use of hate speech in the media is not discounted, this project will not focus on the subject as a whole, but draw examples to examine arguments. This thesis does not discuss ethnicity as a theory, but rather uses the term ethnic violence, a theme applied to describe political and ethnic tensions in Kenya (Hagg Kagwanja, 2007). The concept of ethnic violence has also been characterised as an element of civil or degenerate wars by several authors in recent years (Hanssen, 2000; Shaw, 2003; Kaldor, 2006). In recent times the effect of the mass media in shaping and forming the view of people especially the radio due to its accessibility, affordability and availability as compared to TV and computers (social networks e.g. Face book, Twitter, and YouTube) has contributed immensely to the development of a country. In the area of sport the mass media is promoting all kinds of sports especially football through constant publicity. As an emerging buoyant economic industry, the various media houses have established front desk for sports. Besides, they also have sports journalist who monitor, research and analyze sports related issues in the world, Africa and Kenya in particular. This has brought sports to the limelight of the media and given it a place in the media cycle. Inferring to the above and many achievements and contributions of the mass media in Kenya, it can be concluded that the mass media actually do assist in social improvements and building the ideals of the society. By systematically monitoring the performance of state institutions and reporting progress activities of the government, by guiding and dispensing of socialization, and by entertaining its audiences through interesting programmes. Against this background, many media houses have capacity building programmes to enhance public participation through phoning-in sessions. These programmes are also inspired by the need to improve and deepen governance and democracy. Notwithstanding, none or little concern has been given to programmes that are geared towards peace-building. It is for this reason that the researcher seeks to find out the role of the mass media in peace-building in Kenya. 1.3 Objectives of the Study The general objective of this research will be to explore the role the media has played in peace building among selected media houses in Kenya. The specific objectives of the research will be: To examine the activities of the media in peace-building. To find out whether the media has been successfully used to promote peace in Kenya. To assess the effects of the media on peace-building. To establish the measures that government, stakeholders and media houses have put in place towards peace-building. To make recommendations towards the use of the media in promoting and enhancing peace-building in Kenya. 1.4 Research Questions The following questions will serve as research questions to guide this research. What are the activities of the media in peace-building? How has the media been successfully used to promote peace in Kenya?. What are the effects of the media on peace-building? What measures has the government, stakeholders and media houses put in place towards peace-building? 1.5 Rationale for the Study The media is a double-edged sword. It can be a frightful weapon of violence when it propagates messages of intolerance or disinformation that manipulate public sentiment. But there is another aspect to the media. It can be an instrument of conflict resolution, when the information it presents is reliable, respects human rights, and represents diverse views. It is the kind of media that enables a society to make well-informed choices, which is the precursor of democratic governance. It is a media that reduces conflict and fosters human security. Today, in every part of the world, reliable, accurate and objective media, whether mainstream, alternative or non-conventional, can both help to prevent and resolve conflict through the automatic functions of responsibly disseminating information, furthering awareness and knowledge, promoting participatory and transparent governance, and addressing perceived grievances. In the same vein, inadvertently or overtly propagandistic media may equall y fuel tensions and exacerbate conflicts. This study aims at establishing the role of media in peace-building in Kenya. 1.6 Assumptions of the Study This study will be guided by the following assumptions: The media houses in Kenya have adopted acceptable practices in relation to peace-building reporting in their operations. The target audience from the population that will be selected will give a fair representation of the whole population under study. 1.7 Limitation of the Study Unexpected negative response from respondents due to the fact that they will be unwilling to give out sensitive organizational information. This will be delimited through counter-checking on secondary literature as well as desk-reviews. 1.8 Definition of Key Terms Capacity Building Capacity development is the process whereby individuals, groups, and organisations enhance their abilities to mobilize and use resources in order to achieve their objectives on a sustainable basis. Efforts to strengthen abilities of individuals, groups, and organisations can comprise a combination of (i) human skills development; (ii) changes in organisations and networks; and (iii) changes in governance/institutional context (ADB, 2004). Capacity building is a complex notion it involves individual and organisational learning which builds social capital and trust, develops knowledge, skills and attitudes and when successful creates an organisational culture which enables organisations to set objectives, achieve results, solve problems and create adaptive procedures which enable it to survive in the long term Ethnic violence In this study the term ethnic violence will be defined as a theme applied to describe political and ethnic tensions in Kenya (Hagg Kagwanja, 2007). Media The media refers to several mediums or channels used in an organized fashion to communicate information to groups of people, as a service to the public (Howard, 2002). In regard to this thesis, media is mainstream or independent (press, radio, television) in general. Peace Journalism According to Lynch and McGoldrick (2005) peace journalism is when editors and reporters make choices of what stories to report, and how to report them which create opportunities for society at large to consider and to value non-violent responses to conflict. Peace Journalism entails: Uses the insights of conflict analysis and transformation to update the concepts of balance, fairness and accuracy in reporting Provides a new route map tracing the connections between journalists, their sources, the stories they cover and the consequences of their journalism the ethics of journalistic intervention Builds an awareness of non-violence and creativity into the practical job of everyday editing and reporting (Lynch and McGoldrick 2005 p. 5). Peace Building The Carnegie Endowments Commission on the Prevention of Deadly Conflict (1997) defined peace-building as structural prevention which consists of the strategies to address the root causes of deadly conflict. Likewise, the Joint Utstein study of peace-building concludes that peace-building attempts to encourage the development of the structural conditions, attitudes, and modes of political behavior that may permit peaceful, stable and ultimately prosperous social and economic development. It states that there are four main headings related to peace-building: to provide security, to establish the socioeconomic foundations of long-term peace, to establish the political framework of long-term peace, and to generate reconciliation, a healing of the wounds of war and justice (Smith, 2003). These terms will be adopted in this study based but not limited to the above definitions. CHAPTER TWO: LITERATURE REVIEW 2.1 The Kenyan Media: An Overview Kenya has a plural, sophisticated and robust mass media and communication sector that serve the various competing political, social, economic, cultural and technological needs of diverse interest groups. The sector has grown rapidly in the past 15 years because of a combination of factors including political and economic liberalization; and Kenyas strategic location as a regional and international economic and communication hub. Before 1992, the media scene was small, urban based and less independent owing to repressive media laws and regulation. Today, the media especially radio and television, reaches all urban centers and almost all rural communities. The broadcasting sub-sector is diverse, dynamic and competitive with substantial reach. There are about 14 TV and 113 radio stations in Kenya (Steadman Group, 2008). Radio is the number one source of information reaching almost 90 percent of the entire population followed by television reaching about 40 percent and newspapers (30 per cent). There are about 7.5 million radio sets (1.9 million in urban and 5.6 in rural areas) and 3.2 million TV sets in Kenya (1.4 million in urban and 1.8 in rural areas) in the country. There are about 16.7 radio listeners across the country with 12.4 million in rural and 4.4 million in towns (Steadman Group, 2008). Interesting developments in the broadcasting sector include the proliferation of FM stations broadcasting in over 21 ethnic languages out of 42 (CCK, 2008). The FM stations broadcasting in ethnic languages command about 30 percent of the market share today. Unfortunately, low professionalism characterizes most of these FM stations because they employ untrained and less experienced journalists. Satellite broadcasting is also thriving particularly among the upper and middle class in urban areas (Howard, 2008). Although the print media has a history of relative independence, it remains an urban phenomenon in Kenya. Kenya has 5 daily newspapers and over 10 weekly newspapers. The dominant newspapers are the Standard with a daily circulation of 80,000 -110,000; and Nation newspapers with a circulation of 100,000 120,000 (Mbeke Mshindi, 2008). The new media is also catching up in Kenya which boasts of 17.6 million mobile phone owners and 3.2 million internet users. There are over 1000 act ive blogs in Kenya. Safaricom, Kenyas number one mobile operator commands 70 percent of the market share and has over 16 million subscribers. Kenya Broadcasting Corporation (KBC), the oldest and only public broadcaster, has the largest network of TV and radio stations across the country. KBC radio service, broadcasting in over 21 ethnic languages, is the only network in Kenya with the capacity to reach all audiences across the country. It also operates KBC TV. Royal Media Services, owned by media magnate S.K. Macharia, is the second largest media house in Kenya. It operates Citizen TV which has a national reach and several radio stations broadcasting in ethnic languages including Kikuyu (Inooro), Luo (Ramogi), Kamba (Musyi), Luhya (Mulembe) among others The Nation Media Group (NMG) is the largest media network in Kenya with interests in newspapers, magazines, TV and radio. It operates the Daily Nation, Sunday Nation, the Business Daily, the East African newspapers as well as the Tourist Guide, the Business Directory among other magazines (BBC Media Monitoring, 2007). NMG runs the NTV and QTV as well as Easy FM and QFM radi o stations both with a national reach. NMG is listed on the Nairobi Securities Exchange (NSE) with the Aga Khan as the key shareholder. The Standard Group (SG) owns the KTN Network, Kenyas first private TV station (1989) and the East African Standard Newspapers, the oldest newspapers having started in 1902. The SG is listed on the NSE with Baraza Limited, a company closely associated with the former President Daniel arap Moi and his close aide Joshua Kulei as the key shareholders. The people media group owns the People Daily several ethnic radio stations. It is associated with the Kenyatta family having bought it from Kenneth Matiba and the radio component from Rose Kimotho. Patrick Quarcco owns Kiss FM and several other FM station together Kiss TV and the Nairobi Star, a daily newspaper. Industrialist Chris Kirubi owns Capital Broadcasting Corporation (CBC) that runs CBC TV and Capital FM. Other media include STV formerly owned by professional journalist Hilary Ngweno. Kenya also has a strong faith-based broadcasting media including Hope FM, Radio Waumini owned by the Catholic Church; and Family TV and radio FM owne d by Leo Slingerland. A number of international news agencies and organizations operate from Nairobi, Kenya. These include the BBC, VOA, Duetsche Welle, Radio France, Radio China, Al Jazeera and CNN. While the press covers mainly politics and economic issues, the broadcasting stations in Kenya are characterized by heavy music and light entertainment programming lazed with interactive talk shows on politics and current affairs. Kenyans have continuously voted the media as the most trusted and influential institution even as they continue to express their reservations over other government institutions like the legislature and the executive. According to BBC, the Kenyan media is one of the most respected, thriving, sophisticated and innovative in Africa. Compared to other African countries, Kenya has in the recent past enjoyed a robust economic growth which in turn has supported one of the most dynamic advertising markets on the continent and a population which consumes news and information voraciously. In turn, this market has supported an explosion in media over recent years. This is a relatively recent phenomenon. While an independent media tradition in Kenya is a long one, it was only in 1992 that the media bloomed to become the thriving industry it is today. Until then, the suppression of media freedom by the then KANU government, a stagnant economy and the continued monopolization of the airwaves by the governments Voice of Kenya (now Kenya Broadcasting Corporation), meant that independent media outlets were few and confined mostly to elites. Over a period of 15 years, this increasingly assertive and self-confident media has played a substantial role in mediating relationships between citizens and state, in shaping the democratic dispensation in the country, and has transformed utterly how some of the most marginalized in society access information on issues that shape their lives. Kenyan citizens have become increasingly reliant on the media for such information, investing in it with greater credibility than almost any other source of information. For most of this period, the media has been seen nationally and internationally as a principal indicator of the democratic vitality of Kenya. Media has been at the forefront of moves to transform Kenya from one party state to multiparty democracy; it has gained a reputation for exposing corruption and acting as a vigorous forum for public debate; it is seen as a guardian of the public interest against an overbearing state power. 2.2 The Activities of the Media in Peace-Building While large scale or world war has been avoided, continual civil conflicts have not been avoided i.e., the conflicts in Ivory Coast, Liberia, Sierra Leone, Congo, Somalia. At the same time, peaceful resolution of conflicts that have major potential for civil conflicts: the transitions in South Africa, in Central and Eastern Africa have been witnessed. Therefore, peaceful resolution of national-civil conflicts is in a great part a communication process. That is; a concept of communication that channels civil conflict away from open war in to what is called cultural negotiation (White, 1990, p.22-23). The media can provide information directly to citizens regarding major events of importance for decision -making so that citizens can take action and influence the structure of decision-making. What is expected is a narrative reconstruction of events which reveals the source of the problem, the persons who are responsible and why, and what emerge finally as the solution. The media are the forum for the expression of public opinion and enable the public and public officials to chart the general public opinion regarding the state of public affairs. The mirroring of public opinion enables the public to know what people are expecting and whether representative governments are serving the public or not. A totalitarian state is one in which civil society is totally absorbed by the state, a state without a public opinion. Boutros Boutros-Gali (1992) gave clarity and coherence to the concept of peace building when he defined it as Action to identify and support structures which will tend to strengthen and solidify peace in order to avoid relapse into conflict and, rebuilding institutions and infrastructures of nations torn by civil war and strife (and tackling the deepest causes of) economic despair, social injustice and oppression. Inscribed in Willshers comment about his role as a journalist is an assumption about media influence which has also come to be known as the CNN effect -so called after the first Gulf War when the UN Secretary General Boutros Boutros-Ghali said: We say we have 16 members in the Security Council: the 15 members plus CNN (Boutros Ghali, 1995). The proposition is that todays global media have grown so mighty as to be able to raise issues to the political agenda by their own efforts; issues which would otherwise hold little or no interest for the powers-that-be. In summary, the influence of the media on society has attracted international agencies closely involved in peace-building since the early 1990s (Ross, 2002). The media can contribute to peace, by engaging in credible reporting, representing balanced opinions in its editorial content, and opening up communication channels among parties in a conflict. It can also identify and articulate without bias the underlying interests of warring factions. By doing so, the media is capable of disseminating information that builds on the confidence of stakeholders in a conflict. 2.2.1 The CNN Effect The Harvard University Joan Shorenstein Center for Press, Politics and Public Policy has been instrumental in examining media effects. Steven Livingston, a leading CNN Effect researcher and associate professor of communication and international affairs at The George Washington University, along with his colleagues at Harvard, identified three conceptual variations surrounding the CNN Effect: the notion that media serves as an agenda-setting agency, that the media serves as an impediment in some cases and that the media facilitates a more accelerated public policy process (1997). The CNN Effect by definition is the

Alzheimers Disease and Downs Syndrome Essay -- Downs Syndrome Triso

Alzheimer and Down's Syndrome Down?s Syndrome, Trisomy 21, or Mongolism is one of the most common causes of mental retardation. The majority of Down?s Syndrome patients have a moderate retardation although it can range from mild to severe. Trisomy 21 occurs in about 1 in 800 live births. This incidence increases markedly as the age of the mother increases over 35. The prevalence in children born to young mothers is 1 in 1000, while it increases to almost 1 in 40 in children born to mothers over 40. Most individuals with Down?s Syndrome have characteristic features such as upward slanted eyes, broad flattened face, short neck, and a prominent tongue. Muscle coordination is often impaired in these individuals, resulting in uncoordinated posture and balance. Congenital heart disease is found in forty percent of these individuals, along with a near twenty fold increase in the risk of kidney malformation, thyroid abnormalities, diabetes, leukemia. Neurological retardation and impaired immune systems render these indiv iduals more susceptible to infection and disease. In the early l900s, Downs Syndrome patients rarely lived to reach the age of twenty, as they only had a life expectancy of about 10 years. With the advances of modern health care, most individuals, excluding those with irreparable heart damage, live to reach adulthood. Although it is still shorter than normal adults, their life expectancy has increased to about fifty-five. The disorder was initially described as Mongolism by British physician John Langdon Down. Many theories for the etiology of this condition surfaced, including racial regression, endocrine gland dysfunction, and uterine exhaustion. It was not until the 1930s that Adrian Bleyer hypothesized tha... ...e of ALZ-50 reactive neurons and the formation of senile plaques. Journal of the Neurological Sciences, 1992, 109: 593-598. Raghavan, R. Detection of Lewy Bodies in Trisomy 21. Can. J. Neurol. Sci., 1993, 20:48-51. Goodison. Neuronal and Glial Gene Expression in Neocortex of Down?s Syndrome and Alzheimer Disease. Journal of Neurol. and Exp. Neurol., 1993, 52 (3) 192-198. Hyman, B. T. Down Syndrome and Alzheimer disease. Prog. Clin. Biol. Res., 1992, 379: 123-42. Silverman W. Alzheimer neuropathology in mentally retarded. Acta Neuropathol. Berl., 1993, 85(3):260-6. Beyreuther, K. Regulation and expression of the Alzheimer?s Beta amyloid protein in Down?s Syndrome. Ann. N.Y. Acad. Sci., 1993, 695: 91-102. Murata, T. In vivo proton magnetic resonance spectroscopy study on premature aging in Down?s Syndrome. Biol. Psychiatry, 1993, 34(5): 290-7.

Symbols in A Separate Peace, by John Knowles Essay -- essays research

The theme â€Å"rite of passage† was used in the novel A Separate Peace, by John Knowles. This moving from innocence to adulthood was contained within three sets of interconnected symbols: summer and winter, the Devon and Naguamsett Rivers, and peace and war. These symbols served as a backdrop upon which the novel was developed. The loss if Gene Forrester’s innocence was examined through these motifs. The summer and winter sessions symbolized Gene’s loss of innocence. During the summer sessions, the boys of Devon were carefree and showed no respect for the rules, while the teachers put no effort into enforcing the rules. â€Å"This was the way the masters tended to treat us that summer,† (Knowles 23). Together, Gene and Finny formed the Super Suicide Society of the Summer Session. The Super Suicide Society of the Summer Session represented the freedom and naivetà © of the summer. Unlike the summer, the winter session was defined by rules and discipline; the teachers now enforced the rules unlike the summer. The fight that occurred between Gene and Quackenbush set the tone for the winter session. â€Å"I had never been in it before; it seemed inappropriate that my baptism had taken place in the first day of the winter session and that I had been thrown into it, in the middle of a fight,† (Knowles 86). Gene’s transformation began with the summer and wint er sessions. Equally important to Gene’s metamorphosis were the Devon and Naguamsett Rivers. Devon School sat in between these two r...

Parkinson’s Disease Essays -- Health, Diseases

Parkinson’s disease (PD) is one of the most common neurodegenerative disorders and is classified as a movement disorder with the presence of the motor symptoms bradykinesia, tremor and rigidity. The literature on the management of PD motor symptoms focuses extensively on the medical treatment and outlines the vast advancements that drug therapy has seen over the past 40 years. There are beneficial outcomes of medicinal therapy on the treatment of motor symptoms; however, extensive research also finds there is a wearing off effect as well as potential for motor and nonmotor side effects. As the pharmacological research continues their search for the ideal medical treatment model, awareness of the psychosocial symptoms and the potential burden on caregivers has also achieved much attention in the last few decades. The increasing interest in the psychosocial characteristics of the disease appears to stem from the evolving scientific knowledge of the disease and its lack of a cure. Compounding the sequelae of PD, nonmotor challenges are sometimes unrelated to the common progression of PD and dopamine deficiency. Clinical diagnosis of PD is often confounded by the psychosocial realm of the patients daily functioning and the impact it has on the care and treatment of patients. This paper summarizes the literature of PD from a psychosocial perspective. The first chapter reviews the intrinsic psychosocial symptoms of PD and how they may or may not be influenced by dopamine neurotransmitters. The second chapter examines the side effects of three commonly prescribed medications used to treat PD. The last chapter focuses on implications the disease has on the caregiver’s own personal well-being. Introduction: Parkinson’s Dise... ... cognitive, dementia, levodopa, MAO-B inhibitors, dopamine agonist + side/adverse effects and caregiver/burden/distress. All searches were limited to English language and the years 2000 - 2010. I also referred to reference lists found in articles deemed relevant to the research project. A few reviews were outside the limits of the year restriction but were included as they added to the scope of this paper. The abstracts were reviewed and deemed to be relevant for the inclusion in this literature search based on its focus and relevancy to the topics outlined in this paper. My initial search yielded over 1000 hits from the various literature databases for this paper, of which 61 were included in this review. Those that were excluded were duplicate hits found in the various databases or had a focus on an unrelated subject matter after a review of the abstract.

Education and Martin Luther King

Education is a fundamental way of life. A means to learn something new, the intention is to mentally, physically, and emotionally benefit the person by putting them in a better place than they were previously in before. This is an example of what my dad said â€Å"If could, if I had the power to change something. It would be education, the fundamental base in everyone’s life. † Education is something that leads us to reach our goals and to be successful in life. So primary, we need education to be successful. Education includes moral values, and much more.But nowadays the meaning of education is misunderstood by people. Without education nothing is Achieve. Education is very important in every human life. Some people are not to be educated but they intense is too reached their goals, in my view education means which lead us to our destiny. If you think about Education, it gives us a basic knowledge about our surroundings. It is the first step that helps begin our journe y to reach success. We can reach success without education but we have to work hard or try till we reach our goal or success.Education is not only the way for us to reach our success, but it's just a step to reach knowledge. Education is must for every person on today's life education has become a basic need of every one's life it is a key to success. Education is the key to all we need in life without education and knowledge no one can be successful. Education is necessary for success. Martin Luther King Jr, wrote that‘’ Education should equip them with the proper instruments of exploitation so they can forever trample over the masses’’, meaning that education will give us the things necessary to overcome all obstacles in our life.The need for Education encourages us to be successful. Educations are what leads a human to being successful, and make an improvement in life. Malcolm X provides an argument which states that education is important no matter whe re it is received. Education helps us to understand ourselves better also it helps us to learn about our strengths and weaknesses. Omar Bradley wrote that â€Å"education makes people easy to lead but difficult to drive, easy to govern, but impossible to enslave.’’How can it that someone can be taught something and they grasp the whole concept of it, they understand it fully and still they don’t use it in their life as if the things they were taught meant nothing to them† A fundamental desire of parents is for their children to have a better education. Every parent dreams for their children to be successful in life and that all starts with education, our parents know the true meaning of work, they don’t want us to go through the struggles they went through to be where they are now.They instruct us to do the best in school from pre-k to college because they know it will help us in the long run. They inspire us to do better not only for our futures b ut also our kid’s future. Education gives us a lot of opportunities, not only for us but people around me and our futures children. Education is something that we need in life, something that we need to do so we can become successful in life, education gives us opportunities like jobs, and it gives us a better life. Without education our world would not continue to expand and evolve. Education and Martin Luther King Education is a fundamental way of life. A means to learn something new, the intention is to mentally, physically, and emotionally benefit the person by putting them in a better place than they were previously in before. This is an example of what my dad said â€Å"If could, if I had the power to change something. It would be education, the fundamental base in everyone’s life. † Education is something that leads us to reach our goals and to be successful in life. So primary, we need education to be successful. Education includes moral values, and much more.But nowadays the meaning of education is misunderstood by people. Without education nothing is Achieve. Education is very important in every human life. Some people are not to be educated but they intense is too reached their goals, in my view education means which lead us to our destiny. If you think about Education, it gives us a basic knowledge about our surroundings. It is the first step that helps begin our journe y to reach success. We can reach success without education but we have to work hard or try till we reach our goal or success.Education is not only the way for us to reach our success, but it's just a step to reach knowledge. Education is must for every person on today's life education has become a basic need of every one's life it is a key to success. Education is the key to all we need in life without education and knowledge no one can be successful. Education is necessary for success. Martin Luther King Jr, wrote that‘’ Education should equip them with the proper instruments of exploitation so they can forever trample over the masses’’, meaning that education will give us the things necessary to overcome all obstacles in our life.The need for Education encourages us to be successful. Educations are what leads a human to being successful, and make an improvement in life. Malcolm X provides an argument which states that education is important no matter whe re it is received. Education helps us to understand ourselves better also it helps us to learn about our strengths and weaknesses. Omar Bradley wrote that â€Å"education makes people easy to lead but difficult to drive, easy to govern, but impossible to enslave.’’How can it that someone can be taught something and they grasp the whole concept of it, they understand it fully and still they don’t use it in their life as if the things they were taught meant nothing to them† A fundamental desire of parents is for their children to have a better education. Every parent dreams for their children to be successful in life and that all starts with education, our parents know the true meaning of work, they don’t want us to go through the struggles they went through to be where they are now.They instruct us to do the best in school from pre-k to college because they know it will help us in the long run. They inspire us to do better not only for our futures b ut also our kid’s future. Education gives us a lot of opportunities, not only for us but people around me and our futures children. Education is something that we need in life, something that we need to do so we can become successful in life, education gives us opportunities like jobs, and it gives us a better life. Without education our world would not continue to expand and evolve.