Essay about The Great Depression in America - 1866 Words

The 1920’s in America The 1920’s was a very prosperous period for many Americans. Food production increased 64 percent, worker productivity increased by 40 percent, electricity sales doubled, fuel consumption more than doubled, and pay was increased for many industrial workers (Davidson, 2008). With the soaring economy and new items hitting the shelves all the time, American consumers were living the high life. Even if you wanted something and did not have the money you could simply get it on credit and pay for it later. After all, the economy was showing signs of immense economic prosperity with productivity at an all time high what could go wrong. Construction soared with the building of new skyscrapers, suburbs, and road construction.†¦show more content†¦Ã¢â‚¬Å"In 1928 and 1929 the Federal Reserve System raised interest rates in an effort to slow the market speculation† which led to a reduction of spending (Mitchener, 2011). The share prices began to drop rapidly which left many people uneasy about their stocks and on October 29, 1929 nervous shareholders sold 16,410,030 shares causing the stock market crashed. The estimated loss of around forty billion dollars left the United States in a state of panic. Millions of Americans had invested both small and lager sums of money into stock. The fortunes of the wealthy were destroyed and the savings of the average American were lost. America’s prosperity of the 1920’s had come to an abrupt halt. Millions had lost so much money that banks began to fail taking people’s savings with them, forcing factories to close, and bankruptcies swept the nation. â€Å"By 1932, U.S. manufacturing output had fallen to 54 percent of its 1929 level, and unemployment had risen to between 12 and 15 million workers† (Nelson). The Great Depression was now gripping the nation. President Hoover’s Efforts At first President Hoover was optimistic about the stock market and the unstable economy telling people not to fear. â€Å"He called business leaders, industrialists, and labor leaders together for conferences†¦in an effort to keep wages stable and to avoid strikes† (Walch, 2011). In 1930 he signed the Smoot-Hawley bill to raise tariffs on farm andShow MoreRelatedThe Great Depression Of America920 Words   |  4 PagesThe Great Depression A major event in American history that has shaped society today is the great depression that began in 1929 and ended in 1939. The official day the stock market crashed was a a day known as â€Å"black Tuesday†. At the time, the American government was not prepared nor did they have policies in place that made them well prepared for such an event to take place. This unfortunate event threw Americans into a an economic crisis unlike any event experienced before in history and leftRead MoreThe Great Depression Of America1727 Words   |  7 PagesThe Great Depression in America is often believed to have ended when the Japanese attacked Pearl Harbour and the US entered WWII in December 1941. However, while an exact end date is a matter of debate, it’s obvious the end of the Great Depression correlates somewhat with the beginning of the war, leading many to believe WWII must have ended the Great Depression and triggered the economic recovery of the United States. Many histo rians believe that the government and military spending restimulatedRead MoreThe Great Depression Of America980 Words   |  4 PagesAmerica has been around for many years and during those years people of America have experienced horrible times and fantastic times. There were the world wars, and there were the roaring twenties when America was the fastest growing. After the roaring twenties the American economy took a turn for the worse. After such a prosperous decade, when America went into the depression people were not ready for such a drastic change. Many people didn’t understand how it occurred, but now we have a better understandingRead MoreAmerica in the Great Depression1370 Words   |  5 Pagesdecade, from 1929 to 1940, America’s economy failed to operate at a level that allowed most Americans to attain economic success. A worldwide depression struck countries with market economies at the end of the 1920s. Although the Great Depression was relatively mild in some countries, it was severe in others, especially in the United States. The Great Depression left the American economy in ruins with problems that would take decades to fix. Government involvement increased in an effort to reconstructRead MoreThe Great Depression Of America3487 Words   |  14 Pages The Great Depression If one asks most Americans their opinion about when our nations’ economy crashed the most severely, they would most likely say the period between October 1929, until 1930 when the United States went through the great depression. The great depression was a time where people lost nearly everything, from houses and farms, to families and children. People were starving and left out in the cold. The worst part about this was that once people lost their belongings, they were goneRead MoreThe Great Depression of America514 Words   |  2 Pagesmill in Gary several other factories and companies started to travel to Gary for products because it became a business that lasted for decades. There was great memories in the 1920s with the great depression that had eventually changed in the 1930s. There were a crash of the stock market that was drawn in 1929 with the Great Depression of America. The American had no choice but to share unemployment and poverty. Then there was a decrease in the agriculture market which had a distress effect on theRead MoreThe Great Depression Changed America845 Words   |  4 PagesEssay The Great Depression changed our whole society but not in a bad way. The drop of the stock market gave buyers two choices; work harder to earn their money back or give up. After families lost most of their money they gave up and couldn’t provide for themselves. The Great Depression has majorly affected our current world. The Great Depression had shown how big companies affected America, how much the Executive branches power had grown and how the bank could not always be trusted. The Great DepressionRead MoreThe Great Depression Trademarks America1544 Words   |  7 Pages The Great Depression trademarks America at its all-time historical down point. In FDR’s Folly, Powell spotlights the presidency of Franklin Delano Roosevelt, astronomical levels of unemployment, as well as the New Deal program developed to combat the Great Depression. Powell, who was born and educated in London, earned a master’s degree in history and he clearly demonstrates his views to the reader. In his words, FDR’s presidency did not aid the economic state but drove it further back as well asRead MoreThe Great Depression And Its Effects On America2001 Words   |  9 PagesThe Great Depression was an incredibly dull time in the historical backdrop of the United States, impacting all the financial assets of the American lifestyle. The Great Depression shattered the financial status of the United States. President Roosevelt has been known for sparing the U.S out of the financial turmoil it found itself in from the Great Depression. The causative components of t he Great Depression are still up for debate by many students of history and economics. For some individualsRead More The Great Depression in America Essay2388 Words   |  10 Pages nbsp;nbsp;nbsp;nbsp;nbsp;The Great Depression was a huge economic downfall in North America and involved many other industrialized countries of the world. The Depression began in 1929 and lasted for about ten years. Millions of people lost their jobs along with many businesses going bankrupt. The common misconception of the Great Depression is people think that the stock market crash was the main cause for it. There were many causes for the Depression; unequal distribution of money during the

Why Is Leadership Style Important - 1177 Words

Why is Leadership Style Important? By John Cronkite Ed.D. www.dirigoconsulting.com A Few Reminders from Last Month: One of the most significant strengths of an effective leader is the ability to create a positive work climate. In an outstanding organizational climate, people are energized to do their best work, free of unnecessary distractions. Climates that energize workers to produce their very best can improve results by as much as 30 percent. What’s New This Month: Up to 70 percent of an employee’s perception of organizational climate can be traced directly to the actions of you as the organization’s leader. More than anyone else, you as the boss create the conditions that determine people’s ability to work well. Research by David†¦show more content†¦Four of the styles when used consistently over time had a positive impact on climate and results. The other two styles were only effective when used in the short term to address specific performance or business issues. If they were used on a regular basis there was a negative i mpact on the workplace climate. Styles with a Positive Impact on Climate: In this newsletter, I’ll address two leadership styles that have a positive impact on climate. In the July newsletter, I’ll address additional styles. Visionary: This style was found to have the most positive impact on climate. Leaders who used this style consistently drove up each of the aspects of climate (refer to the Change Ability Challenge issues number four and five, So I Can’t Do This Alone and Getting the Best From Your People, for a description of the specific climate factors). o Primary objective: Mobilizing people toward a long term direction and vision What does it look like when the leader is using this style? Articulating where the group is going but not how it will get there Keeping others engaged through dialogue about their perspective Taking time to help people see how their work fits into the big picture Monitoring performance toward the established goals to reach the v ision Providing feedback to people toShow MoreRelatedWhy Is Leadership Style Important1170 Words   |  5 PagesWhy is Leadership Style Important? By John Cronkite Ed.D. www.dirigoconsulting.com A Few Reminders from Last Month: One of the most significant strengths of an effective leader is the ability to create a positive work climate. In an outstanding organizational climate, people are energized to do their best work, free of unnecessary distractions. Climates that energize workers to produce their very best can improve results by as much as 30 percent. What’s New This Month: Up to 70 percent of an employee’sRead MoreM3.10 Introduction to Leadership and M3.36 Leading a Team Effectively966 Words   |  4 Pagesalthough it is only one assessment criterion, if that standard were replicated uniformly across the whole assessment, it would be likely to produce marks in the 40s, 50s or 70s above). Level 3 FLM: optional assessment: M3.10 INTRODUCTION TO LEADERSHIP AND M3.36 LEADING A TEAM EFFECTIVELY Criteria Descriptors Connect the team with vision and strategy †¢ Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation or project Read MoreEssay about Leadership Recommendation832 Words   |  4 PagesIndividual Leadership Recommendation LDR/535 Individual Leadership Recommendation Kudler Fine Foods is preparing to implement a new software system. The system will increase the efficiency of the organization as well as change the human resources procedures. This system will be a change for the employees of Kudler Fine Foods and it is important to have a smooth transition from the current HRIS system to the new software system. The employees of Kudler Fine Foods will be expected to learnRead MoreTransformational Leadership in Healthcare Essay833 Words   |  4 Pagesâ€Æ' Why now? Why are we focusing on transformational leadership? Healthcare costs are continuing to rise. Some of the critical problems and active debates prevalent in many hospital organizations include the rapidly intensifying healthcare costs, funding and reimbursement cutbacks, and concern regarding the overall quality and safety of health care. â€Å"Healthcare systems have come under pressure to improve performance and manage productivity† (Botting, 2011). To be successful in the 21st centuryRead MoreThe Transformation Leadership Style And An Important Business Woman Who Has Proved1510 Words   |  7 PagesLeadership is the action of leading a group of people or an organization into success. Leadership cane be defined in many ways. To be a successful leader there are many traits and responsibilities that one must have. An important responsibility of leadership is to receive and utilize all important resources, take advantage of assistance and it encourages support fr om others who have already taken your path. Many are unsure of how to be a great leader and look to the wrong individual for those skillsRead MoreCore Elements Of Strategic Leadership Essay1379 Words   |  6 Pages2 The core elements of strategic leadership The above provides the basis for understanding strategic leadership, as it helps to forge the basis components of what the style is about. In order to go deeper into the workings of the framework, you need to examine the different components of it. In this section, we’ll first explore the essential components of the leadership style, before outlining the key steps a strategic leader needs to take for the framework to work efficiently and effectively. Read MoreLeadership Theories And Leadership Style920 Words   |  4 PagesLeadership theories and Leadership Style In workplace condition, there are numerous dynamics which may affects a manager’s leadership style. The most significant features which will affect the choice of leadership styles or leadership behavior in a workplace condition need to identify. The most important factor which affects the manager’s leadership style is ‘Task’. The task is the real purpose of the team as well as the goals of the team. A manager’s upmost duty is to be certain that all team membersRead MoreLeadership Style And Emotional Intelligence1734 Words   |  7 PagesLeadership Style and Emotional Intelligence Many organizations and groups are established each day, but only a few realize their dreams. Although many factors are responsible for the differences in success and failure of organizations, leadership is a prime factor. Leaders play a significant role in determining the success or failure of an organization. Management studies have attempted to understand leadership including defining the skills that a leader requires to become successful. EmotionalRead MoreLeadership Styles With Personal Leadership Style973 Words   |  4 PagesLeadership Leadership is a vital part of the business environment because it entails of giving direction to member in order to accomplish a common goal. Leadership styles are important aspects of an organization because certain techniques are more effective in different situations. When leadership is effective, then the outcomes are positive and desired goals are attained. This paper will explore the different leadership styles with reference to my own personal leadership style. It will give reasonsRead MoreIt Is Said That Many Companies Are over Managed and Under Led. Define Leadership and Explain What the Path-Goal Theory of Leadership Is. Identify the Four Leadership Styles of Path-Goal Theory and Explain When They Are Most Appropriately Used.1312 Words   |  6 Pagesover-controlled and over- managed. They tend to have higher free will and thinking, work and etc. Leaders will have different leadership styles to manage and lead their employees which are identified by the path–goal theory of leadership. This is why the attitude and the behavior of a leader will influence his/her subordinates on achieving their goals and objectives. Leadership is mostly defined as a process of leading or influencing a group of people or an organization to achieve their goals. According

As You Like It Act Two Scene 1 Free Essays

Q. Comment on Act 2, Scene 1. Ans: this passage is an extract from Shakespeare play â€Å"as you like it† and this scene takes place in the Forest of Arden. We will write a custom essay sample on As You Like It Act Two Scene 1 or any similar topic only for you Order Now The scene begins with the entrance of the exiled duke and lord Amiens who are dressed foresters. The change in clothing immediately signals to the audience a change in environment and is also a direct contrast to the previous act in which everyone is dressed as courtiers. The duke begins to talk about pastoral life which is a major theme in the play. He describes the advantages of forest life to be far greater then court life and the audience gets the feeling that life is far more easy going and relaxed in the country as opposed to the busy, eventful life they led in the court. The duke says ‘hath not old custom made this life more sweet. ’ But despite the romanticized nature of the duke’s description of forest life, it also has realistic references such as the ‘winter wind’ and the ‘poisonous toad’. This passage also gives an insight into the duke’s character. The duke is able to look at the benefits of forest life after having lived in court and having been so unjustly exiled from it. This shows great patience, wisdom, and resilience on his part. His sensitivity towards those around him is highlighted when he says it distresses him that they hunt venison it its own land. The first lord then goes on to introduce Jacques despite his absence on stage. He recalls Jacques’s exaggerated and dramatic response to the dying deer and how he begins to moralize the abandonment of the deer by its herd. This over-dramatic nature of pastoral life is used as comic relief to balance out the drama that took place in court life, and to an extent its innocence which is shown by the fact that the great tragedies taking place in the forest is dying venison. This in turn highlights the more evil and tragic nature of court life where you have scheming and murderous brothers. On a larger scale, this scene also presents a contrast between the two brother duke Frederick, and duke senior. In act 1 duke Frederick is shown as a self-involved, paranoid, and power-obsessed character who lacks the generosity, forgiveness, and wisdom that his elder brother, duke senior possess. This scene in general provides an insight into duke senior’s character and presents a contrast between pastoral and court life while providing the audience with a break from the courts vices. How to cite As You Like It Act Two Scene 1, Essay examples

Communication Unit free essay sample

To build relationships – by smiling, waving or simply saying hello when building a relationship with a new child, new member of staff or new parents settling into our setting. †¢Maintaining relationships – by simply saying hello or goodbye to people and children in our setting is maintaining a relationship which involves a lot of our language and communication use. To gain and share information – which helps us in the way we work. Information we gain and share not only comes from the children but from the parents, families, colleagues and other professionals. †¢To gain reassurance and acknowledgement – by giving children praise, physical reassurance, making eye contact or showing interest in what activity they are doing as well as providing colleagues with reassurance and acknowledgment in sharing new ideas and information. To express needs and feelings – this includes colleagues, parents and children as we need to be able to express our n eeds and feelings in order for needs to be met and for the effective running of the setting. †¢To share ideas and thoughts – this includes colleagues, parents and children such as creative ideas and thoughts. (A. C 2) It is important to establish good relationships with children, parent, colleagues and other professionals to ensure the effective running of our setting which allows for us to plan and meet their individual needs. Those with good communication skills such as body language, facial expressions and ways in which others listen and talk to you, will have strong relationships with parents, colleagues, children and other professionals. Some ways that communication affects relationships are: †¢Sharing and gaining information – as we need to be able to share and gain information to help the effective running of the setting which may include information on how the child is feeling, what interests them, any information to do with their health and welfare such as any allergies, or conditions i. . asthma, learning needs i. e. referrals to speech and language therapist. †¢Settling in – as children would feel uncomfortable settling in until they are comfortable with us which means that finding ways to communicate with the child is important to start building a relationship with them which will help settle them. It is not only the child who may find it hard but their parents also so it is important to find ways to communicate with the parents to build a relationship where they have total confidence and trust in us to care for their child. Supporting children’s play and learning – this depends on the quality of the relationship between adult and child as children play and learn more effectively when they are relaxed and comfortable with those around them. They will also benefit from playing and learning activities with adults through good communication which can allow adults to help them learn new vocabulary, develop different concepts and express ideas. †¢As children get older they will move between different setting s s uch as from day nursery to nursery school which means they will be around different carers during a day. This can be made easier if all adults involved share a good relationship which allows them to communicate easily. †¢Effective teams – as we often work with other professionals it is important for us to work well together and build strong professional relationships as the quality of relationships with other professionals can be enhanced or threatened depending on how we speak to them, react to their ideas or suggestions and the tone in which we speak to them. It is important to have a good relationship as if the relationship has broken down then the quality of service for children and their families is likely to be less effective. Outcome 2: Be able to meet the communication and language needs, wishes and preferences of individuals (A. C 1) This will be seen in observation. (A. C 2) There are a number of factors that early years workers need to consider in promoting effective communication with others as it is essential to consider different communication methods which are the right communication style, although most of our communication is based on face to face interactions there are certain factors we need to consider when using this communication style such as: Environment which is important to think about the location as in a busy and loud environment it is hard to communicate and have a conversation such as for parents and young people we may choose a quiet place whereas with toddlers and young children we need to provide a welcoming and friendly place. Proximity, orientation and posture which helps us to be sensitive towards other peoples needs such as children who we may have a strong positive relationship with may feel better having us close to them but with children who we do not know this might scare or push them away which also requires us o be observe when communicating. Also how to position your body when communicating as to not be so direct when standing right in front of a child or adult as this makes it uneasy to break eye contact which could make the encounter uncomfortable where standing at a slight angle allows it to be less direct and at ease to break off eye contact, although it is not only how you position your body but o n posture also whether standing or sitting as you do not want to seem bored by maybe being slouched down. It is important to think about what signals we give out. Listening skills which is also known as active listening which requires not only listening but observing body language, gestures, facial expressions and other signals that are being sent out by the child or adult. By giving your full attention to the other person is not just listening to what they are saying but on how they say it which is important when encouraging young children’s speech and dealing with parents. Time it is important to not rush communication as children and adults need time to think of how to respond and what they would like to communicate in conversation. A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. Outcome 3: Be able to overcome barriers to communication (A. C 1) Communication is based on sharing and is important to remember when promoting effective communication is that not everyone shares the same views and experiences such as childhoods, culture, family background or linguistic knowledge. Therefore we can not be sure that our own personal styles of communication will be effective. A number of factors that can affect people’s communication are: Culture and family background affects the way in which people communicate as in some cultures eye contact is interpreted differently and is not essential in the way they communicate as well as family background as each family is different and share their own ways of communicating together such as children who hear bad language at home and repeat it not realising or a child who hears more than one language at home. Some children may come from a loud and confident family whereas another may come from a shy and timid family which affects the way they communicate in childhood and in adulthood. Personality can affect the way in which children and adults communicate as early on we can see children who are more daring and outgoing yet they may not have developed language. Identifying and observing a person’s personality is important to communication as a child or adult may seem not interested or bored where it is actually they do not like to speak in groups or to people they do not know. Literacy which involves reading and writing as some may have developed these to a higher level whereas others may find them difficult for different reasons such as learning difficulties or language barriers. ICT knowledge which involves sending and receiving emails, having internet phone conversations or accessing and uploading photos or video clips. Although some people may share them same difficulties they may have with literacy and may or may not prefer this type. Confidence and self-esteem are the main factors in the kinds and styles in which people communicate which could lead on from previous experiences they have encountered such as a child was made fun of because they said or spelt a word wrong so in later life they avoid spelling and writing, where a child who listens may become a confident adult who will share their opinions and views. A. C 2) Some potential barriers to effective communication are: Information the sender may want to send but have language difficulties and is unable to express themselves in spoken or written forms. They may also not understand others needs. ( Encoding as the sender may send out an inappropriate method of communication such as a written formal le tter rather than a verbal conversation. The sender could also may have difficulty in choosing appropriate words or use an inappropriate tone of voice. The sender may write illegibly or have language difficulties and are unable to express themselves. ( Transfer such as emails may not be received, post may go missing, background noise may interfere, verbal or written messages sent through children may not come across fully, voice mail may not be listened to by recipient or verbal messages sent by an adult may not come across fully. ( Reception as people suffer from hearing difficulties they may not realise that the communication was meant for them or a person with a visual impairment may not be able to see facial expressions. Gestures or written messages clearly. ( Decoding the recipient may not understand or hear the message correctly because of language difficulties, may not have the time or experience to fully understand the intended message, their past experiences influence how they receive and interpret messages, the relationship between sender and recipient may influence communication whether the sender is someone the recipient does not know or the recipient may be distracted and not listen fully to the message. ( Feedback may not be seen which means the sender may not realise that there are difficulties in their method of communication, they may not show any facial expressions or may interpret the recipient reaction wrong. ( Response may not be sent back and the message has not been received or fully understood or the sender may respond negatively as method of communication is misunderstood or unclear. (A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. (A. C 5) There will be a time when extra support may be needed to share effective communication with a child or adult and to meet their needs which include: Speech and Language Services which we may need the support of such as speech and language therapists who help us find was of communicating with children and young people. They would also provide us with support, guidance and suggestions of resources we can use to help aid us in communicating with children and young people such as the picture exchange communication system (PECS) or provide training in visual systems like makaton. Speech and language therapists work closely with infants, children and adults who have various levels of speech, language and communication problems. They would also work with people who have swallowing difficulties. They would assess the clients needs before developing individual treatment programmes which would enable the client to improve as much as possible involving families, carers and teachers. Speech and language therapists usually work as part of a multidisciplinary team with other health professionals such as doctors, occupational therapists, psychologists and physiotherapists and may also liaise with professionals in education and social services. Speech and language therapists job responsibilities include: †¢ identifying children’s development †¢ Identifying their speech and communication difficulties/disorders †¢ Assess and treat swallowing and communication difficulties caused by congenital problems like cleft palate or acquired disorders from a stroke or injury †¢ Devise, implement and revise treatment programmes †¢ Monitor and evaluating clients progress Advocacy Services as part of the united nations convention on the rights of the child we are obliged to share information with children and young people on matters that are important to them. The child would then be assigned an advocate who’s job role is to put forward the child’s best interests and to relay to others the feelings and needs of the child or young person. Advocates are particularly essential for children and young people who are in local authority care or for children and young people with communication difficulties. One type of childrens advocate represents or gives voice to an individual or group whose concerns and interests are not being heard. A child advocate will try to prevent children from being harmed and may try to obtain justice for those who have already been injured in some way. A child advocate may also seek to ensure that children have access to positive influences or services which will benefit their lives such as education, child care and proper parenting. Another form of child advocacy happens at the policy level and aims at changing the policies of governments or even trans national policies. These advocates do lobbying, policy research, file lawsuits and engage in other types of policy change techniques. Outcome 4: Be able to apply principles and practices relating to confidentiality (A. C 1) Confidentiality is data protection and is about respecting people‘s right to privacy and keeping information safe which they have provided and not share with other people or pass on personal information about the families and children you are working with, except when it is in a child’s best interest to do so e. g. here are concerns about a child’s welfare as they are showing signs of abuse so I would approach my boss or manager about it but not discuss it with anyone else unless it concerns them or if a parent has asked for the contact details of another child’s family where I could not give that information as I do not have consent to give it out nor do I have access to such information. Otherwise as a main rule it is essential to consider all gained inf ormation as confidential. Most settings have a confidentiality policy to help ensure that this applied which all employees MUST read and apply to their work. Congeniality is very important when working with children and young people that there is a legislation that covers all the stored information. That legislation is Data Protection Act 1998. The Data Protection Act 1998 covers both electronic records and paper based records. It strictly regulates the keeping of records, passing of information and the storing of data. The act was created to protect people’s confidential and personal information from being shared without consent. Any work settings that collect and store information about children, young people and their families must register with the Data Protection Commission and anyone who has access to any of the information must follow the acts principles. All information stored must also be up to date and access secured. (A. C 2) This will be seen in observation. (A. C 3) When working in early years settings parent and children have a right to confidentiality although there may be some times when the need to maintain confidentiality will be breached if disclosing concerns such as if there are concerns about a child’s welfare e. g. abuse. Where abuse of a child or young person is suspected all settings should have a designated person/s to deal with child protection issues. If you have concerns that a child is being abused it is our job to disclose this information to the designated person of the setting unless you think by disclosing the information will put the child/young person in further danger which can be very hard to work out so having colleagues to discuss this will help you come to a quick and more accurate conclusion. This can become very difficult if you feel that there is a child or young person abuse issue and the designated person thinks that there isn’t. I think if you have a doubt then it is better to be safe than sorry and maybe monitor the child gathering more information but if the child is in significant danger then report it to the safeguarding board immediately. Parents will have had a copy of the child protection policy which states that information regarding every child will be disclosed if it is deemed that any child is in significant harm or danger which gives us the right to report any kind of abuse to the safeguarding board without the parents, carers or guardians permission. However it is important to follow the right steps whilst reporting a case of abuse or a suspected case, we need to gather the correct information such as if a child or young person discloses information to you do not promise to keep a secret because we will have to disclose the information given and this will make the child think that they cannot trust that person anymore as they trusted you in the first place to disclose the information. Also a main feature of sexual abuse is that the abuser asks the child to keep this a secret between them. Breaching confidentiality is very serious and most settings have a procedure in which you should follow in the case that breaching confidentiality arises. Information should be passed quickly and directly to the person in charge of dealing with such concerns although confidentiality is still upheld so that other staff, parents, etc do not know anything about the concerns UNLESS they do need to know.

The Truman Doctrine

Historical background The outcome of the World War II (WWII) led to emergence of two supers power; The United States and Union of Soviet Socialist Republic (USSR). This meant that the two had assumed greater responsibility in world affairs.Advertising We will write a custom essay sample on The Truman Doctrine specifically for you for only $16.05 $11/page Learn More They both embarked on setting up foundations that would establish them as the new masters of the new world, albeit with different approaches which were largely shaped by their traditional ideologies dating centuries ago. Because of fundamental differences in their ideologies; capitalism and communism, and having defeated a common enemy and therefore no common goal of union, divisions ensued. The Soviet Union quickly and aggressively moved to establish its influence in Europe. It succeeded in Eastern and Central Europe and Far East Asia setting up communism governments in Bulgaria, Romania, Lao s, Thailand, Vietnam and Northern Korea. It further sought to maintain and expand its territorial control over Poland in disregard to the Yalta Accord which granted it control over Eastern Poland and left the North and West to the Polish government ironically going against one of the goals of the just concluded war; to stop territorial violations. In the Middle East, the Soviet Union was reluctant to withdraw from Northern Iran as earlier agreed with Western Powers perhaps due to the huge oil resources in the region. In repositioning itself as the main power in Eastern Europe, it started seeking direct route to the Black sea; a passage that would have been beneficial in the event of an outbreak of war with the West. This required that it presses Turkey to grant it access to Bosporus and Dardanelles Strait, something which was unlikely Turkey would accept. Soviet expansion tendencies even grew evident in the Far East where it continued its hold on Manchuria (the most highly industria lized portion of China) despite the surrender of Japan. The Soviet Union also adopted a confrontational stance against the United States, at one point Stalin, the Soviet Leader, perhaps aware of United States sentiments about their expansions remarking that â€Å"conflict with the capitalist West was inevitable† (Watson, Gleek and Grillo 49). The Union had also shown great disinterest in diplomatic efforts by United States to maintain friendly ties in recent post-war treaties and accords.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Prior to the World War II the US had â€Å"practiced a policy of isolationism† whereby, it did not actively participate in political affairs outside its boundaries (Watson et al.42). Even after the end of the World War II it did not start to aggressively sell it ideologies to friendly nations. However, it soon became impossible to ignore the growing expansi on of the Soviet bloc. Pressure starting mounting for it to act. In 1946 the media reported that a Soviet ring was working in the United States passing secrete information on nuclear programs to Kremlin. This created and elevated anti-soviet sentiments in the public. The Republicans also became critical of the ruling democrats policies towards the Soviets which they considered ‘soft ’and ineffective (Watson et al. 46). In 1946, The United States sprang to action, withdrawing recognition of the communist Bulgarian government, openly supporting Iran on independence and strengthening ties with Turkey thus setting the stage for confrontation with the Soviet Union (Watson et al, 46). However, what would set off the containment of soviet expansion, and its eventual collapse would follow later. Britain, under Winston Churchill also bore the brutality and ruinous effects of the WWII. At the end of war, it lost all of its vast colonial empire and harvested a dire financial crisi s at home. This made it halt it financial obligations abroad. In the final days before its departure it formally requested the United States to take over the responsibility of Greece whom it had all along supported. At this time, the Greek government was facing a financial crisis and an insurgency from communist groups in the north of the country. It was agreed that the Greek government had to be kept in power. It was feared its fall could have set a bad precedent and negatively impact on adoption of capitalism in the region (Watson et al. 48). In addition, strategic Turkey had also to be economically supported to weaken Soviet infiltration and maintain order in its neighbors (Fried n.pag). Another important development in the build up to the containment policy was a situation-analysis telegram sent from the American ambassador to Moscow, George. F. Keenan. In his telegram Keenan made a strong case for the containment of the growing spread of soviet influence over Europe. These deve lopments presented an opportunity to formally launch a policy offensive against the Soviet Union and on March 12, 1947 President Harry S. Truman, in an address to a joint session of congress, requested for approval of economic aid to Greece and Turkey.Advertising We will write a custom essay sample on The Truman Doctrine specifically for you for only $16.05 $11/page Learn More The speech marked the beginning of the policy of soviet containment. This policy came to be known as the Truman Doctrine and would significantly shape the United States foreign policy for many decades to come. Significance and Impact In his speech, Truman stated that: â€Å"I believe that it must be the policy of the United States to support free people who are resisting attempted subjugation by armed minorities or by outside pressure† (Hollitz 176). This statement has been cited by many as the best indication of the policy which was later adopted and implemented, the polic y of soviet containment. In an apparent reference to Soviet Union, he stated that: â€Å"The†¦ United States has made frequent protests against coercion and intimidation, in violation of the Yalta agreement in Poland, Romania and Bulgaria. I†¦also state that in a number of countries, there have been similar developments† (Hollitz 176). Truman also proposed that the policy be effected through help urging that â€Å"†¦ our help should be primarily through economic and financial aid which is essential to economic stability and political processes† (Hollitz 176). In this respect he requested congress appropriate $400 million for military and economic aid to Turkey and Greece. This was later approved. By acceding to Britain’s request, the US had formally assumed greater role and responsibility in these regions (Pulis 68). It also signified the start and was the basis of United States policy on ‘cold war’ which was characterized by large sc ale espionage activities between the two superpowers that continued late into the 20th century. The Truman Doctrine had many lasting effects. It ushered an era of active involvement of United States in overseas affairs. It led the United States to actively pursue what it considered as vital interests abroad. The policy also completely polarized the world into east and west.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The West (United States and Western European nations) practiced and championed democratic system and capitalism. The East (Soviet Unions and its satellite nations) was governed on communism and socialism principles. Legacy The Truman Doctrine has been hailed by many as a success for United States and its allies. Its proponents claim it succeeded in containing the spread of communism to Western Europe (Watson et al). They hold that the economic aid revamped the economies of these nations leading to peace and stability that is still enjoyed to date and that this was achieved without direct military intervention. This has been attributed to massive economic aid under The Marshall Plan, which some believe was â€Å"simply an extension of the Truman Doctrine† (Pozuelo-Monfort 221). They also point out that the policy also contributed to the eventual disintegration and fall of other only other superpower, USSR (Fried). The doctrine, to a large extend, also entrenched United States involvement in world affairs and buried centuries of policies of isolationism.It also significantly contributed to the US emerging as only superpower after the 1989 collapse of the Soviet Union and as the â€Å"leader of the free world† (Pulis 69). David Fried, assistant secretary of state for European and Eurasian Affairs on the 60th anniversary of the Truman Doctrine wrote that it â€Å"cemented the promotion of democracy [and] in terms of human freedom and dignity, †¦ represents perhaps the most successful foreign policy initiative undertaken by the United States† Critism Opponents of the doctrine have claimed that it did not leave up to its promises of freeing the oppressed from totalitarian regimes. They cite cases where the United States supported anticommunist but openly tyrannical regimes in Philippines, Indonesia, Iran Nicaragua, Iran and Iraq (Briley n.pag). They also claim that the doctrine â€Å"set the precedence of using troubled nations as pawns in a gigantic context of will with the Soviet Union† (Pulis, 69). Others have termed it as simply a calculated move to â€Å"dictate the domestic politics of foreign nations† (Watson et.al 49). It has also been alleged that the anti-communism goal of the doctrine led to the ‘Cold War’ and wars in Korea and Vietnam that only served to create and â€Å"elevate global resentment towards the United States† (Briley n.pag). Conclusion The implementation of Truman Doctrine policy certainly was without blemish. However, its overall outcome has years later, proved more beneficial to the world. Today much of the world enjoys peace and stability thanks to simple but strong statements outlined by a bold leader more than half century ago. It should serve as a good example that the potential effects of a presidential doctrine of a powerful nation should never be taken lightly. It may greatly influence foreign policies for many years to come. Work Cited Briley, Ron. â€Å"Mixed Legacy of the Truman Doctrine†. Milestonedocuments.com. Schlager Group, 29 Mar.2010.Web.23 Apr.2011. Fried, Daniel.†Enduring Legacy†. NYtimes.com.New York Times Company, 12 Mar.2007. Web. Hollitz, John. Contending Voices: Since1865 (vol 2).3rd ed. Stamford: Cengage Learning, 2010.Print. Pozuelo-Monfort, Jaime. New Architecture of Capitalism.Hoboken: John Wiley and Sons. 2010. Print. Pulis, Fred. Impact and Legacy Years. 1941, 1947, 1968.Bloomington: Traford Publishing, 2007.Print. Watson, P Robert, Charles Gleek and Micheal Grillo. Presidential Doctrines: National Security from Woodrow Wilson to George W.Bush. New York: Nova Publisher, 2003. Web. This essay on The Truman Doctrine was written and submitted by user Joslyn Carver to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. The truman doctrine

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Origins Of Alternative Education In India Education Essay

Origins Of Alternative Education In India Education Essay According to one of the view, education has been derived from the Latin word educare which means to bring up or to raise. According to this view, education is process of imparting to an individual certain information and knowledge which was considered by the society. Education implies the modification of the behaviour of the individual by imposing standards of society upon him. Thus, this derivation gives the concept of teacher-centred rather than child-centred education. There is another group of thinkers who believes that the term education has been derived from the Latin word educere which means to lead out or to draw out. Education therefore, means to lead out or draw out the best in man. It is the process of drawing out from within rather than imposing from without. In the Indian Context the Education means The Indian Synonyms of Education are the words Shiksha and vidya. Shiksha is derived from the Sanskrit verbal root Shas which means to discipline to control to instruct or to teach. Similarly Vidya is also derived from Sanskrit verbal root vid which means to know. Hence the disciplining the mind and acquisition of knowledge have always been the dominant theme in Indian approaches to understanding the education. Experimental learning The experimental education is an organic and constantly evolving approach to learning .According to them they believe that anyone can do it. The ideas advocated can be replicated almost anywhere, and can be used, as some are doing, in mainstream (government and private) schools. This type of pedagogy helps in Enhancement in Education. It explores the ways in which children can discover their own talents and interest, at their own talents and interest, at their own places, in their own ways, assisted by teachers, parents, and friends and others-learning in and from their neighbours, their village, their community and the environment in which they live. It tells that how education can be successful in terms of childs own need for knowledge. This kind of education therefore relies heavily on experiential learning which compiles of innovative approaches, method, and idea of learning, aim to be child centred). The relevant and liberating education should include:- Being child-focussed- the child is the centre. The child dictates the pace and interests. Allowing learning in multiple ways. Enhancing the senses through learning. Not being exclusive, there is a (government-prescribed) examination for school completion, nor it should exclusive in the terms of class, gender, caste or religion. Meeting a childs life -enriching needs in compliance with child rights, imparting spiritual values, knowledge of moral, social norms and duties and finally, it should try out to meet life-development needs of functional training of innate talents, and vocational education. The importance of education being child-centred, starting from what the child knows and is interested in, and at the pace preferred by the child. Now Approach to primary education has been formally accepted not only by the one country but also by the whole world including the developed and under developing countries as a human right for almost half a century. Yet, today even we enter into the era of 21st Century; there is only about three-quarters of children of school-going children are able to attend a primary school. In a developing countries large number drop-out of children took place before reaching Class V and there are many others who are never able to reach schools. Although the country like India in which the government had placed a high priority on education in policy statements, every time fails because of proper implementation is lacking in the policy. Thus an India stand with 30 per cent of the worlds illiterates has female literacy rates much lower than in sub-Saharan Africa [PROBE 1999]. The worlds largest number of children who are out-of-school is reached the mark which is close to 59 million are in India, ou t of which 60 percent are girls (Human Development Report 2000, UN).37 percent of the children from India are unable to reach Class V [Haq and Haq 1998]. And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the state shall try to provide, within a tenure of ten years from the commencement of the Constitution, for free and compulsory education for all children until they reach the age of 14. Although after this decision the number of primary schools has increased 2.82 times since 1951 and enrolments have improved, the responsibility of the government for creating a satisfactory infrastructure has in practice not been matched by corresponding out-lays which continue to remain woefully inadequate at around 3 per cent of the GDP. The vast number of maze of literature on primary education in India has identified various reasons for its abysmal state; why children drop out and why they remain un enrolled or not going in the school. In th is space several studies have been done which indicated that the poor quality of schooling is responsible for low retention [Colclough 1993; Bhatty Kiran 1998; PROBE 1999; Banerji 2000; Dreze and Gazdar 1996]. However, most of these studies look at the problem of education within the confines of the classroom. They tend to ignore or underplay the fact that besides poor quality, demotivated or un interested teachers and inadequate infrastructure, there are larger other structural constraints which impede access of children to schools. There are several literature written on primary education in India also reveals that access and retention remain problem areas in this sphere. Origins of Alternative Education in India History Overview The present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the next century; it almost completely supplanted earlier educational institutions. There had, earlier, been a wide network of small village schools- pathsahlas, gurukuls and madarasas. There was a concept of One Village-One School and was become the norm in various parts of the country, up to the earlier nineteenth century. A large number of such learning schools-reportedly100, 000 was just in Bihar and Bengal. They played important social role and were, in fact watering holes of culture of traditional communities. (Dharampal, 2000).Students from various castes studied in these schools, although there was no such discrimination on the basis of castes, creed and colour. It was open for all but there must have been disproportionately representation in the school, the boys outnumbered girls. Most of the girls learnt a range of skills within their homes; from parents, relatives, and pr ivate tutors- including Arts, crafts, practical skills, agriculture, health and languages. Harking back to the tradition of monasteries and ashrams, schools interspersed training in practical life skills with academic education. As the time goes on within the overall context of decline of local economies, these went into decline and decay under colonial rule. Intentionally the policy was employed by the government to wipe out this community based schooling, and replace it with an alien model. In 1931, Gandhi alleged that today India is more illiterate than it was 50 or a 100 years ago (M.K.Gandhi 1931, Dharampal 2000). He also added that British administrators had à ¢Ã¢â€š ¬Ã‚ ¦.scratched the soil and begun to look at the root, and left the root like that and beautiful tree perished. Indigenous education was replaced by an alien and rootless, deliberately set up, as it was explained by Lord Macaulay (1835), to form a class who interprets between us and the millions we govern. Despite the transfer of power in 1947, Indian schools continued in the same mould. Some changes were introduced: the government expanded its reach and network of schools in both rural and urban areas and local vernacular languages were accepted as medium of instruction in these schools. Today we have vast network and number of government in our country and growing number of private run institutions. Yet, the basic format remained the unchanged, a large number of school today based on derivative and mechanistic model. They are designed to produce individuals who fit into modern society and its (Consumerist and competitive) Values, and are easy to govern since they learn to be highly disciplined within hierarchical, centrally administered institutions. Schooling thus, tends to reinforce social inequalities-Class, caste and gender. Affluent Children go to privately run schools, while poor attend schools run by the state because for poor access to private school has become the dream. Despite of Vital differences in facilities and funding, all these schools share a similar ethos. The ascent is on absorbing information rather on original thinking and imagination. The set up is centralised and bureaucratic, teachers distanced from students mostly merely doing a job, while school act as a delivery points for a set curriculum and content. Schools generate failures in large scale-contributing to crises of confidence at national level. Early Pioneers Alternative or the experimental learning to the educational system began to emerge as early as the late nineteenth and the early twentieth centurys. Some of these efforts really mark a significant change and their efforts are still visible. Social reformers began exploring alternative education by the late of nineteenth century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the idea of education as a force for social regeneration, and set up schools/institutions toward this end. Vivekananda and Dayanand Saraswati combined religious revitalisation with social service/ political work, through the Rama krishna Mission and Arya Samaj Schools respectively. Syed Ahmed Khan set up the Aligarh Muslim University (originally, Mohammadan Anglo Oriental College), with the goals of imparting modern education without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with overcoming the social inequalit ies. They mainly work with the dalit children and girl schooling in Maharashtra. There were some Significant educationists emerges in half of the twentieth century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these stalwarts had created the number of viable models of alternative learning, as a considered response to the ills of mainstream education. Some of the ideas were in alliance with the struggles for national Independence and the revitalisation of Indian society. The alternatives emphasised commitments, and reciprocal links between school and the society. Rabindranath Tagore pointed out several limitations of school set up by colonial authorities, in his writings Shikhar Her Fer (1893) and Shikhar Bahan (1915). As a child, Tagore had refused to attend School; he later wrote, What tortured me in my school days was the fact that the school has not the completeness of the world. It was a special arrangement for giving lessonsà ¢Ã¢â€š ¬Ã‚ ¦But children are in love wit h life, and it is their first love. All its colour and movement attract their eager attention. And are quite sure of our wisdom in stifling this love? We rob the child of his earth to teach him geography, of language to teach him grammarà ¢Ã¢â€š ¬Ã‚ ¦Child-Nature protest against such calamity with all its power of suffering, subdued at last into silence by punishment. (Tagore, in Chakravarty1961,pg 218; in Prasad2005, pg81). Tagore set up his own alternative to the prevailing educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a centre for excellence in art and aesthetics, creative activities and awareness of local as well as world cultures. Gandhis view resembles Tagores in the emphasis on contextually relevant education, mother tongue as the medium of instruction, and opposition to examination-oriented bookish reaching. He translated his vision into practice through a series of school, starting in Phoenix Farm and Tolstoy Farm in South Africa and continuing into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which students devoting few hours daily to academic pursuits, and the rest of the day to the performance of Bread Labour that includes craft work, agriculture, cooking, cleaning and related tasks. His approach to education aimed at strengthening village life and communities. As early as 1917, When Gandhi began five small schools for peasants children in Champaran, then he said, The idea is to get hold of as many children as possible and give them an all round education, a good knowledge of hindi or urdu and through that medium, knowled ge of arithmetic, rudiments of history and geography, simple scientific principles and some industrial training. No cut and dried syllabus has yet been prepared because according to him I am going on a unbeaten track. I look upon you present system with horror and distrust. Instead of developing the moral and mental faculties of the little children it dwarfs them. Stage crafts, arts, sports and celebration of festivals from all religion were important parts of Nai taleem. In Nai Taleem there were no textbooks as such, but students were constantly encouraged to use library and can get the knowledge of diverse field. In the library education is not only the motive but exposure to different field or subjects are also required. Educationist Gijubhai Badheka emphasised on childrens need for an atmosphere nurturing independence and self-reliance. He gave this idea an institutional basis by establishing Bal Mandir in Gujarat in 1920, and in his writings, he identified the different facets of idea. Gijubhais Divaswapna (1990) is the fictitious story of a teacher who rejects the orthodox culture of education. This classic piece of writing by him yields rich insights into effective teaching, as it describes experiments in education undertaken by an inspires teacher in a ordinary village school. Gijubhai explains and clearly showed that how to teach history, geography, language and other subjects through stories and rhymes, in a way that appealed to children. He believed in arousing the childs curiosity in a thousand and one things ranging from insects to stars, rather than routine textbook teaching. Gijubhau wrote a number of books and booklets for parents, teachers, general readers and captivating stories and ve rses for children. J. Krishnamurti too thought of education in connection with the whole of life. It is not something isolated, leading to alienation. He looks closely at the process of learning in relation to human life. In the biography of Krishnamurti, pupul jayakar quotes him speaking of that period in his life some 75 years later.The boy had always said, I will do whatever you want. There was an element of subservience, obedience. The boy was vague, uncertain, and unclear; he didnt seem to care what was happening. He was like a vessel, with a large hole in it, whatever was put in, went through, nothing remained.( J. Krishnamurti: a biography. Arkana,1996). He noted that the teachers have a responsibility to ensure thatà ¢Ã¢â€š ¬Ã‚ ¦when child leaves the school, he is well established in goodness both outwardly and inwardly. Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decades, the KFI (Krishnamurti Foun dation of India) has kept alive its commitment to meaningful education, expanding its network of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhais and Gandhis schools, KFI has shown that alternative education can be made accessible to those from underprivileged backgrounds as well. Learning goals are individualised for each child, and teaching aids are carefully designed using cards, books, puppets, stories and local material. A visit to any of this school of Krishnamurti bring to his thought: Education is not just to pass examination, take a degree and a job, get married and settle down, but also to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the shape of hills, and to feel with them, to be really, directly in touch with them. Mainstreaming Alternatives Innovation of Alternatives Schools can spread to mainstream Education? Though it might seem fragmented and confusing, the landscape of alternative schooling is certainly fertile! From the range of schools discussed earlier, it is clear that there are people scattered across the different parts of the country, dreaming of a different kind of education, and many who are actually living out their dreams. Most of the experiments are small but fundamentally replicable. They reached out their target population in a meaningful ways to diverse children, from the different economic backgrounds and from diverse social settings. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the sprinkling in other places including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is instructive to remember that sometimes, there is no hard and fast line dividing the mainstream from the alternative. Even hardcore mainstream schools gradually adopt some elements of alternative learning in their pedagogy to teach the children. Lots of primary and nursery schools across the country have for instance have adopted the some elements of Montessori and play way methods, through which children enjoy the learning and grab the technique more quickly and efficiently. Widespread questioning has propelled even the government to usher in some improvements. Thus, non formal education campaigns links education to social awareness. The Bihar Education Project ( in partnership with UNICEF) has opened Charwaha Vidyalayas (for children grazing animals) and Angana paathshalas (courtyard schools for girls in remote areas). The Central governments Education Guarantee Scheme, and Alternative and Innovative Education Scheme employ flexible strategies for out of school children, incl uding bridge courses, back to school camps and residential camps for accelerated learning. In some of these, learning outcomes have proved to be of quite a high standard (Education for All 2005). Premier teacher training institutions such as the District Institutes for education and training (DIET) have incorporated a few creative, child centred pedagogies. The NCERT has devised a new, state of art curricular framework for school education. Yes all this is still a far cry from the realisation from the full blown alternatives. It is really sad to know that mainstream education still dominates the lives of the vast majority of Indian children. It mainly depends upon its philosophical foundation which rest on large scale, centralised, examination oriented teaching, with flexible daily schedules and rigid syllabi. In India they are many such examples which can be illustrated to a number of groups who were engaged in putting in their best efforts to bring about significant change in the field of education. They believe in their own work it does not matter to them that their effort was not in the large scale or that it was not visible to all people in the country. They think that if they or their work even influence the few young minds, they set us thinking about the enormous possibilities that would open up if the if local or national government support this changes. The government policy to set up a National Institute of Op en Schooling (NIOS) was found to be the most popular and significant step toward improvement in the field of education. Such a step opens the door to informal and individualised pace of learning, which was welcomed by most of the alternative schools. Indeed it was the first time when alternative learning was coming on their path of main stream professional education. With this government initiative to open NIOS has made possible the following: The opening of school for slow learners Inclusive education for the differently able along with normal children. Delinking of the methodology of a learning programme from the stringent requirements of the Board Examination. Addressing the different pace of learning. Giving a point of entry to the mainstream from an alternative paradigm. In Pedagogy of Hope, Freire writes, I do not understand human existence, and the struggle needed to improve it, apart from hope and dream'(Freire 1996). Keeping the hope alive is not easy. To even identify and explore existing alternatives-however they may be possibility of being imperfect and incomplete but still it is an exercise in hope. So today it is very necessary need to reach and stay close to mainsprings of alternative educational thinking-which nestles within the visions of wider transformative socio-political changes. These alternatives will continue to develop, expand and widen. We are required to shed the notion that There is No Alternative and instead, work toward bringing and actively increasingly cohesive, meaningful alternatives to the society. Why such Education is needed? According to Martha C. Nussbaum, she explains in one of her article that Public education is crucial ingredients for the health of democracy. Recently there are many initiatives has been taken around the world in the field of education, however they are mainly narrow down their focus on science and technology, neglecting the important subject such as arts and humanities. They also focus on the internalization of information, rather than on the formation of the students critical and imaginative capacities. The author demonstrated the live example which she has experienced in Bihar with the one of the Patna centred Non government organisation named Adithi. When they reached a place near to Nepalese border, they found very meagre facilities. Teaching is done mostly outside the classroom on the ground, or under the shade of barn. Students were suffering from basic facilities such as paper and only few slates were available that has to be passed hand to hand. However it was creative educa tion. Next she visited the girl literacy program, house in a shed next door. The daily schedule of girls were little busy as in the morning they went for herding of the goat, So there classes began around 4p.m. about 15 girls in total comes to this single classrooms age 6-15 years for three hours of after work learning. There are no desks, no chairs, no blackboard are available, and there is only few slates and bit of chalks but these problem does not stop girls from coming to the class and the passion of the teacher is also one of the major factor of this binding. The teacher is themselves among the poor rural women assisted by the Adithi program. . Proudly the girls brought in the goats that they had been able to buy from the savings account they have jointly established in their group. Mathematics is taught in part by focusing on such practical issues. Author thinks that there are many things to learn from given examples but few of them can be: first, the close linkage between education and critical thinking about ones social environment; second, the emphasis on the arts as central aspects of the educational experience; third, the intense passion and investment of the teachers, their delight in the progress and also the individuality of their students. Now the author elaborates model of education for democratic citizenship. According to her there are three types of capacities are essential to the cultivation of democratic citizenship in the todays world (Nussbaum, 1997). The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical examination of oneself and ones traditions, for living what we may follow Socrates; we may call the examined life. This capacity can only be obtain if we train one self, Training this capacity requires developing the capacity to reason logically, to test what one what he or she reads or says for consistency of reasoning, correctness of fact, and accuracy of judgment. Testing of this sort frequently creates new challenges to tradition, as Socrates knew well when he defended himself against the charge of corrupting the young But he defended his activity on the grounds that democracy needs citizens. Critical thinking is particularly crucial for good citize nship in a society that needs and required to come to grips with the presence of people who differ by ethnicity, caste, and religion. Then after she describes the second part of the her proposal Citizens who cultivate their capacity for effective democratic citizenship need, further, an ability to see themselves as not simply citizens of some local region or group, but also, and above all, as human beings bound to all other human beings by ties of recognition and concern. It is very essential that they have to understand both the differences that make understanding difficult between groups and nations and the shared human needs and interests that make understanding essential, if common problems are to be solved. This means learning quite a lot both about nations other than ones own and about the different groups that are part of ones own nation.This task includes showing students how and why different groups interpret evidence differently and construct different narratives. Even the best textbook will not succeed at this complex task unless it is presented together with a pedagogy that fosters critical thinking, the critical scrutiny of conflicting source materials, and active learning (learning by doing) about the difficulties of constructing a historical narrative. This brings me to the third part of my proposal. As the story of the dowry play in Bihar indicates, citizens cannot think well on the basis of factual knowledge alone. The third ability of the citizen, closely related to the first two, can be called the narrative imagination. This means the ability to think what it might be like to be in the shoes of a person different from oneself, to be an intelligent reader of that persons story, and to understand the emotions and wishes and desires that someone so placed might have. As Tagore wrote, we may become powerful by knowledge, but we attain fullness by sympathy à ¢Ã¢â€š ¬Ã‚ ¦ But we find that this education of sympathy is not only systematically igno red in schools, but it is severely repressed (Tagore, 1961, p. 219). Finally, the arts are great sources of joy and this joy carries over into the rest of a childs education. Amita Sens book about Tagore as choreographer, aptly entitled Joy in All Work, shows how all the regular education in Santiniketan, which enabled these students to perform very well in standard examinations, was infused with delight because of the way in which it was combined with dance and song. Children do not like to sit still all day; but they also do not know automatically how to express emotion with their bodies in dance. Tagores expressive, but also disciplined, dance regime was an essential source of creativity, thought, and freedom for all pupils, but particularly for women, whose bodies had been taught to be shame-ridden and inexpressive (Amita Sen, 1999). Story of a Bird A very beautiful story has been demonstrated by the author about the education that if there is no proper guidance is given to teacher towards the children, then it led to the severe damage to childs mind. According to her there is no more wonderful depiction of what is wrong with an education based on mere technical mastery and rote learning than Tagores sad story The Parrots Training. A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His pundits convinced him that the bird must go to school. The first thing that had to be done was to give the bird a suitable edifice for his schooling: so they build a magnificent golden cage. The next thing was to get good textbooks. The pundits said, Textbooks can never be too many for our purpose. Scribes worked day and night to produce the requisite manuscripts. Then, teachers were employed. Somehow or other they got quite a lot of money for themselves and built themselves good houses. When the Raja visited the school, the teachers showed him the methods used to instruct the parrot. The method was so stupendous that the bird looked ridiculously unimportant in comparison. The Raja was satisfied that there was no flaw in the arrangements. As for any complaint from the bird itself, that simply could not be expected. Its throat was so completely choked with the leaves fro m the books that it could neither whistle nor whisper. The lessons continued. One day, the bird died. Nobody had the least idea how long ago this had happened. The Rajas nephews, who had been in charge of the education ministry, reported to the Raja: Sire, the birds education has been completed. Does it hop? he Raja enquired. Never! said the nephews. Does it fly? No. Bring me the bird, said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its body with his finger. Only its inner stuffing of book-leaves rustled. Outside the window, the murmur of the spring breeze amongst the newly budded Asoka leaves made the April morning wistful. (Tagore, 1994) This wonderful story hardly needs commentary. Its crucial point is that educationists tend to enjoy talking about themselves and their own activity, and to focus too little on the small tender children whose eagerness and curiosity should be the core of the educational endeavour. Tago re thought that children were usually more alive than adults, because they were less weighted down by habit. The task of education was to avoid killing off that curiosity, and then to build outward from it, in a spirit of respect for the childs freedom and individuality rather than one of hierarchical imposition of information. I do not agree with absolutely everything in Tagores educational ideal. For example, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary role in giving pupils command over their own relationship to history and political argument. That is one reason why good textbooks are important, something that Tagore would have disputed. But about the large point I am utterly in agreement: education must begin with the mind of the child, and it must have the goal of increasing that minds freedom in its social environment, rather than killing it off.

Freedom is the Cost of Stability in Brave New World Essay -- Brave New

     Ã‚  Ã‚  Ã‚   David Grayson once said that "Commandment Number One of any truly civilized society is this: Let people be different". Difference, or individuality, however, may not be possible under a dictatorial government. Aldous Huxley's satirical novel Brave New World shows that a government-controlled society often places restraints upon its citizens, which results in a loss of social and mental freedom. These methods of limiting human behavior are carried out by the conditioning of the citizens, the categorical division of society, and the censorship of art and religion. Conditioning the citizens to like what they have and reject what they do not have is an authoritative government's ideal way of maximizing efficiency. The citizens will consume what they are told to, there will be no brawls or disagreements and the state will retain high profits from the earnings. People can be conditioned chemically and physically prior to birth and psychologically afterwards. The novel, Brave New World, takes place in the future, 632 A. F. (After Ford), where biological engineering reaches new heights. Babies are no longer born viviparously, they are now decanted in bottles passed through a 2136 metre assembly line. Pre-natal conditioning of embryos is an effective way of limiting human behaviour. Chemical additives can be used to control the population not only in Huxley's future society, but also in the real world today. This method of control can easily be exercised within a government-controlled society to limit population growth and to control the flaws in future citizens. In today's world, there are chemical drugs, which can help a pregnant mother conceive more easily or undergo an abortion. In the new world, since there is no need... ...rolled society appears to be a Utopia, where everyone is happy and lives in harmony, but the price paid is comparable to the superficial happiness that the citizens receive. Without the freedom of choice, the citizens do not actually realize the joy when a task is accomplished. Without having to work for a goal, the people do not appreciate the pleasure once the goal is achieved and do not actually understand the true meaning of happiness. The price for Utopia, in a word, is freedom.    Works Cited and Consulted Bedford, Sybill. Alodus Huxley. New York: Harper and Row, 1974. Berton, Pierre. The Great Depression. Toronto: McClelland and Stewart, 1990. Huxley, Aldous. Brave New World. London: Flamingo, 1994. Rae, John. Henry Ford. Englewood Cliffs: Prentice-Hall, 1969. Woodcock, George. Dawn and the Darkest Hour. London: Faber and Faber, 1972.

Book pseudo-philosophical

The book of job is indeed a difficult book (particularly because it is structured like a poem, which i think made it all the more boring. ) But going beyond that, it has some interesting pseudo-philosophical discussions going on. Job is a brave man, given the circumstances and the general assumptions about the nature of the universe at the time (a universe where god occasionally makes his presence known through a whirlwind or some such device).Job is good and brave, but I think there is an inherent assumptions in his arguments that make them fail (in my book): the assumption of the validity of the rationale behind the rules under which God seems to operate. Since Sin is also, ultimately, God's invention, I think an appropriate response to such a condition as Job's would have been â€Å"Why are You playing around with us? † When Job finally acknowledges God's justice, Job gets his good life back! (Someone was just being childish and just wanted some appreciation, after all. )I don't believe that there is a direct correlation between good actions and†¦ divinely bestowed awards. A bit of work and a bit of luck are what it takes to get a good life. As for Genesis chapters 1-11, I cannot take these as an authentic record of historical events. While reading, I kept getting a feeling, in the back of my mind, that there is something inherently wrong in the rationale and explanations of the behaviors of the characters (God included). The story presented in Genesis has the makings of a myth, and is in the same level as that of other creationist stories of other beliefs.As Darwin says, the concept of God is quite beyond the scope of my abilities. Genesis 1-11 is an â€Å"explanation† of the origins of the world, which I believe must be a lot more complex than the chapters relate (at least on the surface). It also â€Å"explains† the origins good and evil in modern mankind. Boring also. Primarily because the story has been recounted countless time s, and, understandably, the sentences are structured as dissimilarly as possible from everyday speech, while still retaining grammatical correctness. But it is still nice to understand ancient (and modern) cultural and religious mentality.

Comparison of Louise Woodward Coverage Essay Example

Comparison of Louise Woodward Coverage Essay Example Comparison of Louise Woodward Coverage Essay Comparison of Louise Woodward Coverage Essay I am writing an essay about the case of the British nanny Louise Woodward who was accused of killing Mathew Eappen the son of Deborah and Sunil Eappen who live in New York. I am working from the tabloid newspapers the Sun and the Mail I am also working from the Broadsheet newspaper the Guardian.In the tabloid articles the large dramatic headline is in capital letters and takes up a quarter of the article and uses slang such as brit apposed to the word British terminology and alliteration such as nannys nights of neglect that grabs the attention of the reader because it is so big and bold. The picture of the mother Mrs Eappen is an emotional picture as it looks as if she is trying to explain something to the court. The caption under the picture is kind and pleasant because it says how emotional she is and it uses her first name and that makes you feel close to her.The picture of Louise Woodward is much different to the picture of Mrs Eappen because it is much darker and less attractive it looks as if Louise is scared and alone and the caption underneath the picture says accused which is the complete opposite of the caption underneath the picture of Mrs Eappen as it is much more harsh and cold, it doesnt let you think about what she must be feeling just that she is accused of murder. Instead of calling her by her first name the caption just says Woodward which is much more formal and distances you from her. Both of the sub headings are short and sharp.The sub-heading is much smaller in size of font and in the number of words. The sub heading is under lined which shows an amount of importance, the sub-heading is there to give you the main point about the article. In the tabloid paper the sub-heading reads Mums fear over Louise which is biased against Louise as it makes her look as if she should be feared. The actual article story is a much smaller font but even that is split up into different fonts, the first paragraph is in small font but set in bold type but the following text is normal apart from the quotations which are in italics.The Sun article is shared into readable chunks to make it easier on the reader each segment is separated by a dramatic word such as shake that is in large bold lettering and is underlined. In the Mail the article is split up by quotations of Mrs Eappen. Both the Sun and the Mail use sensational language such as partied, accused, massive and distraught thus creating anger and hate towards Louise Woodward in the readers mind, this makes you believe that Louise is guilty before you know all the facts. The Sun and Mail both also use emotive language such as Mattie almost making you think about Mathew Eappen as if he was the boy next door.The Guardian, which is a Broadsheet paper, has a headline that is much smaller than the headline of the tabloid papers, which means it only takes up roughly one seventh of the paper compared to the quarter page headline of the tabloid papers, which is quite a significant difference. The headline is much more formal, it uses neither slag nor alliteration to try and get the attention of the reader. Unlike the tabloids there is no sub-heading. The opening paragraph is detached from the rest of the article and it is all in a different bold font apart from the name David Usborne which is not in bold.It is also all in Standard English and detailed. The following lettering is in a simple font and standard size. The article is split into four well-presented long readable columns; the paragraphs are also all very lengthy. Unlike the tabloid papers the article is not split up by any words, phrases or quotations that makes it very heavy on the readers eye because there is so much to read in one go. There is only one picture and that is of Louise Woodward with a caption below that is in a full sentence, which is unbiased it is just a simple fact about Louise in the court.The Guardian only uses Standard English and many medical terms when talking about Mathew Eappen to give much more details about the case. In my opinion I believe that the tabloids are much more biased than the broadsheet papers in their articles they tend to pick sides. The guardian is much more equal and gives hard and detailed facts about each person and their story, they are much more compassionate. I would pick the tabloid paper just because I read papers just for the different gossip but if I was to read a paper for the details about a certain subject I would without doubt choose a Broadsheet.