Indian Economy: Adopting New Approach Essay

After independence, India chartered a path of economic development based on mixed economy, building a new industrial structure around the public sector and a closely monitored, regulated and controlled system where government played the role of licenser in the process of building industry. There were few hiccups in between. In the late 70s Mrs. Indira Gandhi brought in small doses of liberalization. In the mid 80? s Rajiv Gandhi did likewise but the real change came in 1991 when economic crises were looming large on the horizon. India’s economy could be termed as a developing economy which is characterized by the coexistence, in greater or lesser degree, of utilized or unutilized manpower on the one hand and of unexploited and exploited natural resources on the other. A developing economy bears the common features of technological backwardness at low per capita income coupled by widespread poverty, heavy population pressure, low grade productivity, high unemployment, low level utilization of country’s natural resources, rigid social structure, predominance of old beliefs, lack of opportunity for capital formation, pre-dominance of agriculture and scanty participation in international trade etc. But all this is amidst a possibility of economic development, small pockets of high rates of economic growth and affluence. It is gain saying truth what the world economy has experienced that colonization directly lead to the exploitation of the colonized country by the colonial rulers. Colonization is also a factor for the underdevelopment of a country’s economy. India was a victim of the colonial feature of economic exploitation for more than hundred years. The British colonial exploitation in India can be broadly divided in three periods. They are (i) the period of merchandised capital, (ii) the period of industrial capital which leads to the drain of Indian wealth for the interest of British industry and (iii) the period of financial capital. During British period foreign capital flowed into India. However in real terms those capitals were not according to the proper needs of Indians and directly helped the capital growth of Britishers. The overall impact of British rule in Indian economy can be summed up as stagnation of per capita income ever a long period of time, high priority to the traditional method of agricultural activities, repeated famines and acute poverty of handicrafts and traditional village industries defective land holding and erroneous implemen tation of zamindari practices etc. The basic aim of British administration in India was to transform Indian subcontinent as a consumer market for British furnished goods, Technological up gradation and development of infrastructure as well as social infrastructure were negligible. During the independence Indian economy had almost all the features of an underdeveloped economy. In the last fifty years of self-rule, a lot of policy initiative has been taken up by the government of India to upgrade the economic base of the country. Still Indian economy is gripped by poverty, population explosion, backwardness both in agriculture and industry, low grade technological development, high unemployment and wide difference between the high and low income levels. Now in India incidence of poverty is coexisting with sophisticated nuclear technology. The policy measures taken within the last five decades metamorphosed Indian economy to break the stagnant per capita income to achieve self sufficiency in food grain production. Indian economy is a unique blend of public and private sector otherwise known as a mixed economy. It is also a dualistic economy both modern industry and traditional agricultural activities exist side by side. The mandatory economic rights which the Constitution promises are (i) equality of opportunity unemployment or appointment to any office irrespective of race, caste and sex, (ii) all the citizens of India shall have property or carry on any occupation, trade or business, (iii) right to acquire private property by the state with compensation paid under the procedure established by law, iv) ban on begging, child labour and trafficking of human beings. The federal economic structure of India includes the central government and the state government within a unitary system. Demarcations of responsibilities are divided between the central and state governments. However, the residuary power is vested with the central government. Besides finance commission, other economic commissions are set up by the central government time to time to look after the parity of resources distribution among the states. Annual budgets (both general and railway) and five year plans aye the backbone of India’s economic policy initiatives. Indian Economy since Independence-After India’s independence long spell of stagnation was broken with the introduction of economic planning. Since 1950s net national product at factor cost had arisen from Rs. 40,454 crore to 11,224 crores in 1999-2000. The growth of national income was 3. 8 percent. India’s per capita income has been running since 1950-51. India’s per capita income at current price was Rs. 160, 47. Apart from the growth in quantitative terms, there have been significant changes in India’s economic structure since independence. During the second plan priority was acceded to capital intensive manufacturing units. These industries now account for more than fifty percent of the industrialproduction. The transport system in India over the past four decades has grown both in terms of capacity and modernization. Then road network is one of the largest in the world as a result of spectacular development of roads under various lanes. The total road length comprising national high ways state high ways and other road accounted for 24. 66 lakhs km in 1996-97 progress of shipping, railways and civil aviation has equally been impressive. Though the country is presently facing an energy crisis but this sector has also gained much in termsof production. Similarly irrigation facilities in the country have increased raising irrigated area. Since independence significant reformation has taken place in the banking and financial sector ofIndia. The process of nationalization was initiated after independence. First the Reserve Bank was nationalized in 1949, thereafter in 1995 the Imperial Bank of India, a leading commercial bank of that time, was nationalized and renamed the State Bank of India. In 1969 fourteen big commercial banks were nationalized. This act of government undermined thecontrol of big capitalists on the finance capital. From the above argument we can conclude that the Indian economy is no longer caught in low levelequilibrium trap.

Information technology and society Essay

Technology has now become ubiquitous in our everyday lives. In fact, looking at the well-documented history of technology itself, we realize that most of technology in human history, when it has found for applicability society and the various other modern aspects of culture, would immediately transformed society that it is in technology, as the definition of applicability of science, was in the 1st Pl. meant to do so. However, no time in human history has observed the way modern technology has evolved today. Because of the computer and digital age, technology has now taken a form not only as an application of various scientific theories, but then evolution of itself. From computers, to microprocessors, and even today in the large integration of the various services and features that the Internet has introduced in everyday standards of society, the ubiquity of technology is not anymore noticed by individuals exactly because of the fact that it is not anymore considered as a detached reality the charter integrated into the way we live today (Selwyn, Gorard, Furlong, & Madden, 2003). In fact, this trend is so much a part of culture and society that scientists — from anthropologists, to behavioral scientists, psychologists and sociologists, and even to modern economists — have come up with a totally new research and disciplines attacking and understanding the various significant human consequences of integrating technology in our daily lives. Such disciplines and studies, then, has now resulted into a large body of research which we shall consider in this paper. Here, with the literature and references available, together with a comic strip that has been provided for us, we shall be analyzing how technology has affected a person’s morality, behavior, and character traits. In the comic strip that was provided, an adolescent, Jeremy, was asked by an adult — perhaps his father — if he could be able to speak to him. Upon hearing this, there were boxes and parts of the comic strip where in Jeremy frantically typed or updated the various details in his computer and cell phone — his laptop what we could safely assumed to be a MacBook because the design — before telling adults speaking in that he should make quick because being outside and not being connected in his realm of perpetual connectivity where he is most comfortable. Interpretation of the comics, taking into consideration that we need to discuss are the effects of modern technology to everyday life — is fairly straightforward. Today, connectivity has become ubiquitous and has even transcended to become the need for society. The character of Jeremy in the comic strip is not a character that we rarely see but is in fact a character we could associate with many individuals in today’s society even including ourselves. From cell phones, to the Internet, and some other and other derivatives of modern technology like gaming device portable computers, our need for connectivity has become exactly that — something which we could not live without (Hallnas & Redstrom, 2002). In fact, in many cartoons and comics, what is the norm is that various everyday details and conversations are exaggerated in order to bring a heavy point on the concept that the comic strip artist is trying to deliver. However, in this instance, it is actually much more closer to real world scenarios that in artistic exaggeration. In fact, following with the traditional styles of comics or commentary, where in a teenager is idealized to be the one who is reflecting a different cultural framework from the cultural framework of adults, the reality is the need for connectivity — and eventual effects of such technology to everyday human behavior — transcends a certain age group. Such integration of technology now belongs to individuals much younger than the age bracket that is represented by Jeremy as well as does much older than him. The adult in the comic strip indeed showed a surpassed its face upon the comment of Jeremy, but even individuals in his age group are observed by research should be as much integrated into the use of technology in everyday life as the age group of Jeremy himself. As we have earlier claimed, researchers in behavioral sciences have indicated that technology has in fact significantly affected human behavior. For example, recent studies, behavioral analysts have shown that individuals who are able to access various types of modern technology such as constant connectivity to the Internet, mobile computing, smartphones, and those classified under this category of technology have showed significantly lower rates of patience as compared to generations who did not have access to this kind of technology (Druin & Laboratory, 2002). However, the researchers had admitted that such studies need further validation and proof because there could be many other variables that could influence the quality of patience from one generation to the next and there is a danger of correlating technology with such changes without first considering the other variables and giving them specific weights. However, in preliminary investigations, the same research has identified even if technology was not the most significant factor, the statistics and correlation tables that resulted in the studies show that such modern technology does indeed have an effect. Other researchers had also indicated that technology affects human behavior on information. There is a specific field and research subject in behavioral psychology that tries to capture human traits with regard to their need for constantly fed information (Manning, 2001). Here, researchers had indicated that individuals who did not have access to modern connectivity, the Internet, and various other recent derivatives if information technology are more able to stand information asymmetry and rely on traditional experts and reference materials in order to get such information — if indeed the time comes that they do collect such information (E. J. Johnson, Moe, Fader, Bellman, & Lohse, 2004). Comparing these individuals with another sample group who have wide access to the Internet and connectivity, these researchers had discovered that the latter group of individuals, when asked the question that would eventually lead to those individuals making use of want to or another in order to facilitate search, immediately think and prefer having Internet access in order to retrieve such information rather than rely on opinions and information from experts, traditional knowledge libraries, and even academic institutions (Peterson & Merino, 2003). Search is a continuously popular market especially in the Internet era, and what evidence of this is the popularity and large profits that are derived by the search giant Google as an industry leader in today’s information technology market (Holscher & Strube, 2000). The ability of individuals to search the Internet to various devices such as mobile phones and laptop computers is a deviating behavior from the traditional means that experts have associated with human need for this information and knowledge. Another commentary on how technology has significantly changed the behavior of individuals in today’s modern society, perhaps one of the best examples is the use of twitter — a micro-blogging platform where he individuals may be able to perform social network interactions and publish real-time in the Internet what they are currently doing. In fact, Facebook and twitter, two popular social network sites, are considered to be the leaders in modern communication technology and is gaining foothold in the market share Internet time use of individuals (Preece, 2000). Here, behavioral research is also indicating that individuals today are more keen on being able to constantly update to a specified for a specified audience what they are currently doing and therefore also be able to follow other people — be it their friends or people they do not know but wish to follow — which only reflects theoretical behavioral characteristics of human beings which claim they need to be able to receive information about other individuals in a society (Ellison, Steinfield, & Lampe, 2007). In fact, in the recent presidential elections, and even today after Barack Obama had won the United States presidential election, the president is one of the top individuals who have the most number of followers — and she in turn constantly updates as twitter feed for individuals that follow his micro-blogging platform to know what he is doing, thinking, or considering as head of state of the most powerful country in the world. Yet another real and documented effect of the Internet and modern technology on today’s culture is its way affecting morality. Morality, defined, are various social norms that are claimed in society to have positive and beneficial effects especially with respect to individual and collective welfare. One of the most popular uses of the modern Internet and communication technology is its ability to publish opinions — in the forms of blogs, websites, or even social networks and commentary posts — without any real censorship except of course for some cases and countries like China (Chase & Mulvenon, 2002). It has often been claimed by moral philosophers that morality and conventional behavior is a faith by popular theories that are spread by social philosophers. In order to do this, usually, the main tools that are used are books and other documents. In modern times, such moral values have been facilitated and distribution with the help of the three main tools for mass communication — radio, print, and television. In all these fast scenarios and methods, the commonality is that individuals — and more recently organizations and corporations — are able to control the flow of information and are therefore also able to impose a moral structure and convention through their own perspectives (Yang, 2003). In the popularity of blogs and the Internet, however, information and conventional publishing has transcended from the controls of these individuals and organizations towards anyone who is able to access the Internet and has the ability to control such technology. In this age of the Internet, because of decreasing costs both of hardware and Internet access, that includes a significant large population. Therefore, as a result, and has been documented by research about the effects of Internet weblogs and social networks on perception and conventional welfare opinions, the Internet and technology has become a tool in order for such moral values to be shaped not anymore by the organizations we have indicated above but by the opinions of collective weblogs (T. J. Johnson & Kaye, 2004). However, as is the logical succession of the effects of weblogs to moral values, the next question in difficulty that were faced by the researchers is that weblogs, although a perfect avenue for the discussions and distribution of welfare discussions and morality, have the problem of large numbers. Although the numbers are fast-growing, as of the last estimate, if there are 500,000 active weblogs in the Internet today. However, a more surprising number is the estimated number of individuals who read those blogs which amounts to in around 50 million individuals. However, even among the difficulties that are faced by measuring moral standards and how the Internet and technology affects it, one avenue for research that has attracted attention is that political opinion and policy analysis by the lecture all body is getting more critical. Now, the electoral body has the ability to be informed from all perspectives from the political arena and public policy formulation. Before, the electoral were most significantly affected by advertising campaigns and television media. In research that has recently been made, during election times, the page hits of weblogs that focus on political opinion and policy formulation increase up to 12 times, with nonpartisan weblogs that just try to deliver the information in use as it is about public policy and candidate qualifications to be the most popular among readers according to analytics. Here, we see that the significant effects of how we shaped moral values and moral opinions have been deeply changed by the Internet and its ability for mass public information distribution without organizational or partisan influence — at least most of it. Recently, mass collaboration trends have also significantly affected the corrector respects of individuals. Today, the Internet is not anymore and having you for static information gathering but rather a place in order for individuals from across borders, nations, and even race and religion to be able to mass collaborate on projects and information. In fact, racism, one of the most powerful character traits that has stuck itself in human convention for over 500 years has been significantly changed by the Internet because interaction and social media — as well as mass collaboration — allows for individuals to understand different races without the lens of hypocrisy and discrimination. Racism, being a very powerful character trait of human history and contextual experience, is surprisingly weak as compared to the great durability of modern Internet technology and online collaboration for individuals to work with one another (Beckles, 2001). Although of course there are loopholes — such as the fact that one significant reason for the decrease in racism in collaboration is that individuals do not know the race of people they are working with — the Internet and technology is well on its way in order to, if not eliminate, then significantly lessen racial discrimination. Highlighted in indicated in this paper are just some of the significant changes that the Internet and modern technology has made to behavior, moral values, and character traits of human beings.

“Journey’s End” by R.C Sherriff Essay

Journey’s End is a play about British soldiers in World War One, and the effects the war has on them, both physically and mentally. The play explores many aspects of war life, including friendship, alcoholism, class boundaries and the lifestyle of the men in the trenches. This essay explores how the play shows the effects of war on those involved, looking at use of dialogue, lighting, props and other key dramatic devices. The essay will mainly focus on Act 3, Scene 2 of the play, but relevant quotes from other scenes in Journey’s End will also be used to help illustrate points. Stanhope, the Commander of the company, is a prime example of how the war effected many intelligent, able young men. The audience knows Stanhope is a good officer and is well respected from earlier dialogue in the play. For example, in Act 1 Scene 1, Osborne says, â€Å"He’s a long way the best company commander we’ve got†, and Hardy agrees. Stanhope is also a humorous man, and can get on very well with his fellow officers. For example, at the beginning of Act 3 Scene 2, he has all the men in stitches, relating tales of mischief with women. However, he appears to only be in a good mood when he has been drinking, which he does a lot. We know this because in the very first scene of Journey’s End, Hardy discusses Stanhope’s drinking habits with Osborne, saying, â€Å"I never did see a youngster put away the whisky he does†. One of the main effects of the war on Stanhope is his drinking. He drinks for â€Å"Dutch courage† on the battlefield, and in Act 1 he confesses this to Osborne, saying â€Å"If I went up those steps into the front line without being doped up with whisky I’d go mad with fright†. This quote tells the audience that Stanhope has come to depend upon drinking to help him cope, and certainly has some kind of alcohol problem. The excessive drinking also greatly affects his temper, and he has fierce mood swings throughout the play. An example of one of these mood changes is the contrast between his  jolly, merry demeanour at the beginning of Act 3 Scene 2, and the und iluted rage he expresses later on in the scene when he confronts Raleigh about his failure to attend dinner. These changes in his demeanour are shown by the changes in tone and volume of his voice throughout Act 3 Scene 2. At the start of his confrontation with Raleigh, he speaks in a fairly mild, controlled tone of voice. Silence is indicated by the stage directions to create tension, for example â€Å"there is silence except for the the rumble of the guns†, creates a distinct impression of awkwardness and fraught tension. The use of silence also contrasts strongly with the way Stanhope yells angrily at Raleigh later on in the scene. These sound devices both grab the audience’s attention, and show them just how enraged Stanhope is. Even the sight of Raleigh appears to anger Stanhope. This is because Stanhope was at school with him, and is engaged to his sister. Stanhope is paranoid that Raleigh will tell his sister about his drinking habit, and seeing a familiar face from the outside world has rattled him because he is so used to the routine of war. After Osborne, whom he was very close to, is killed during a raid, the men do not openly grieve, but try and act normally to keep their morale up, and have a dinner with cigars and champagne to celebrate the successful raid. Raleigh refuses to go to dinner, which greatly angers Stanhope. By the end of Act 3 Scene 2, Stanhope is absolutely livid with fury. The last line he shouts; â€Å"For God’s sake, get out!† is then followed by silence, which is a very effective device in grabbing the audience’s attention and creating a mood of fear and apprehension. Overall, Act 3 Scene 2 is most effective in showing an audience just how much of an impact th e war has had on Stanhope and his personality. Raleigh is another character who is greatly effected by war, but, unlike Stanhope who has been been in the trenches a long time, Raleigh is very inexperienced, which makes him appear extremely naive and vulnerable. Raleigh’s first reaction upon entering the trenches (Act 1) is that of surprise. He has been expecting more noise and excitement, and says to Osborne, â€Å"How frightfully quiet it is!† To begin with, Raleigh is very eager to go out and fight, but Osborne’s death  after the raid has a big effect on him. He cannot understand how the men can sit, eating fine food and drinking champagne ,when one of their closest companions has been killed. However, Raleigh does not realise that the reason why they are doing this is to try and help themselves to forget the tragedy that has occurred, and to boost morale amongst the men. Raleigh has misunderstood the situation, and only realises his error at the end of Act 3 Scene 2, when Stanhope shouts, â€Å"You think there’s no limit to what a man can bear?† Raleigh tries to apologise, but Stanhope is too incensed with rage to listen. By the end of that particular scene, even though Raleigh has only been at war for a week, he is already a changed person. His short battle experience has erased whatever distorted expectations he has had before, and he now knows about the harsh realities of life in the trenches. We know this because of his obvious change in mood and personality- by Act 3 Scene 2 he says a lot less than he has beforehand, and stage directions tell us at one point, â€Å"Raleigh speaks in a low, halting voice†. R.C Sherriff has chosen to alter his speech and tone of voice to show the audience clearly how the raid has affected Stanhope as a person. Osborne is a character who is very much aware of the realities of trench warfare, as the oldest and one of the most experienced officers in the Company. In Act 1 the stage directions describe Osborne as â€Å"hard as nails- physically and emotionally strong†. He is a father figure for the other officers, and is affectionately known as â€Å"Uncle†. Osborne is also a loyal and caring friend. The audience knows this because in Act 1 he defends Stanhope to Hardy, who is criticising the Commander’s drinking patterns. He also puts Stanhope to bed when he is drunk, which shows that he has a caring nature. He and Stanhope are extremely good friends- the war has brought them very close. Dialogue throughout the play shows that Osborne tends to use short sentences, such as â€Å"Oh?†, and â€Å"I see†. He is more of a listener than a talker, and that comes across in the conversations he has with other characters. It is quite possible that he has always been a quiet man, but the war could have caused  him to become even quieter and more withdrawn. In Act 3 Scene 1, before he goes out during the raid, Osborne gives Stanhope his watch and ring with a letter to give to his wife, â€Å"just in case† anything should happen to him. Stanhope reassures him, â€Å"You’re coming back, old man† , and the two men laugh as they go their separate ways. However, neither of them really know if Osborne will come back alive or not, and this fear and uncertainty is another effect the war has on the men and their lives. Throughout the play, lighting is used to set the mood and display to the audience as realistically as possible what it was like for the men living in the dugouts. There is little light for most of the play, just dim yellow candles. On the very first page of the play, lighting is described in some detail. Phrases such as, â€Å"A pale glimmer of moonlight†, and â€Å"the misty grey parapet† give the idea of a gloomy, shadowy atmosphere. The lack of light must have affected the men’s sense of time and place. In the play, Trotter keeps a calendar so he can tell what day it is, and how long it is until the raid. However, in Act 3 Scene 2, the stage directions say, â€Å"The dugout is lit quite festively with an unusual amount of candles†. At the beginning of this scene, the lighting reflects the bright, jolly mood of the men, and contrasts strongly with that of the previous scene. The sounds and props used in this scene are also very different to that of Act 3 Scene 1. The sound of laughter replaces the sound of heavy guns, which lightens the mood and relieves tension considerably. There are empty champagne bottles on the table, which shows they have been enjoying themselves. The food described in this scene (roast chicken), is very different to the food the men consume in earlier scenes. In Act One, when Osborne asks what flavour soup they are having, Mason replies, â€Å"It’s yellow soup sir†. Most of the officers came from upper/middle class public school backgrounds, so quite a big effect on them would be having to eat small portions of revolting, non- nutritious food. It would also be a major change for many of the men not having washing facilities, and having to survive in appalling living conditions. Many men would have suffered from acute boredom  when nothing was going on, so many (like Stanhope) reverted to drinking or smoking heavily just for something to do. The war affected all the men involved in so many different ways, but obviously the main effect was that so many of them lost their lives in battle. At the end of the play, Osborne and Raleigh have both been killed but Stanhope lives. The deaths of Raleigh and Osborne show that war is indiscriminate, and death can occur at anytime to anyone, regardless of age or experience. Raleigh is a young, inexperienced newcomer, and Osborne is an experienced senior officer, but they both die within a few days. Journeys End shows the effects of the war on the men involved very realistically, using dramatic devices such as sound, dialogue, props and lighting very effectively. It paints a clear picture in the reader’s mind of what it was like in the trenches, and how the men were affected by battle.

Best Workplace Practices that contribute to high performance Essay

Best Workplace Practices that contribute to high performance - Essay Example Data security therefore becomes very important aspect of running the business. Data security ensures all information related to the company and its services is constantly safeguarded from enemies and destructive forces, and every employee at every level is responsible for Data security at all times. Data security at our organization is ensured through a variety of ways such as training and orientation, policies and procedures, safety and security measures. One of the strongest and fool-proof measures followed is the Restricted Access Practice (RAP), which ensures data, either in the form of electronic or printed, is not transferred outside the company’s domain. For this, employees’ access to electronic data is limited to only official work domains; this means no employee can either send or receive information to or from any external sources, respectively. Employees are not allowed to carry any form of printed material outside the organization’s premises. This access is limited to only one department, which liaises with external entities, like the US Government bodies and external vendors, whenever required. Moreover, all electronic information, either in the form of applications, data, programs etc, created by the employees will be company’s property and for its use thereby protecting any form of breach. Any form of breach of this practice is dealt immediately with strict disciplinary action. The RAP has been extremely helpful in safeguarding company’s and its clients’ information thereby increasing its credibility and reliability. Moreover, this practice eliminates or mitigates any form of selfish intentions of employees from taking any undue advantage of the organization’s resources, information and data. Thereby, this practice also helps in orienting all employees towards the company’s goals. For the business, this practice has helped in earning credibility of its largest client, the US

XML-Based Project Assignment Example | Topics and Well Written Essays - 3000 words

XML-Based Project - Assignment Example Thereafter, using the transformation language XSLT, the information from within the XML document was to be extracted and presented differently depicting different scenarios. Oxygen XML Editor was used for the project. 3. Discussion A total of 7 webpages were taken from the Internet for the project. This section presents the reasons that motivated the various decisions that were taken during each stage of the project. 4. The Material Chosen The site is an informational site that lists down the companies falling in different application areas and where jobs can be hunted. The material chosen for the project were taken from the same site so there is a hierarchy in between the different web pages. Furthermore, the content on each page also follows a hierarchal structure that can be translated into relations. This would facilitate the markup language. The selected webpages covered the most commonly used elements of informational sites (i.e. headings, text, links, paragraphs, lists, etc.). This presented an opportunity of learning to encode the different elements into XML. Besides possessing a hierarchal structure of the selected pages, a repeating structure is also present in each page. This facilitates the marking up process. 5. The Document Analysis The first task was to analyze the documents and identify the manner and relation in which the data was presented in them. It was found that one page pre sented a list of companies categorized into their respective application areas. While the remaining 6 pages presented detail of 6 of these companies. So the relationship between the 7 documents was identified as shown in Figure 1. Figure 1 Tree Structure of Pages Within each of these pages, a pattern was found in the way the information was presented. Within the home page, there were categories, and list of companies in each category. Figure 2 Structure of Home Page In the remaining 6 pages, information regarding a company was presented under the related headings which exhibited a pattern. Some headings were common in all the 6 companies. Figure 3 Common Structure of About Pages Thus, the information from all the 7 pages was united and a tree structure was formed that represented the way portions of information were related to one another by the relationship of root, parent, child and siblings. Figure 4 Unified Tree Structure Once the document tree was identified, the document was m arked up accordingly into an XML file (guide.xml) where the leaves of the tree were presented as child elements with no children. Figure shows the tree structure of the XML formed. Figure 5 XML Tree Structure Once the skeleton XML was formed, the data was filled in. 6. Encoding Scheme The next task was to validate the XML against an encoding scheme. This is important as it defines the rulings for the structure of XML that all inputs must adhere to. Any entry made that is not in accordance to the scheme set, makes the XML invalid and it will not remain well-formed. Two options were present to validate the defined XML document against; XML DTD or XML Schema. Although both are standardized (so developers can understand them equally easily) and both the options deliver the same functionality yet there is a difference in their definition. DTD has the lowest definition of data as CDATA

Newley Engineering Limited Essay Example | Topics and Well Written Essays - 4250 words

Newley Engineering Limited - Essay Example Such continuity in turn necessitates a smooth uninterrupted supplier network to effect deliveries to the site and to the final customer. As much as there is the need to understand the nature of these tasks, it’s also necessary to identify and address issues that are central to the relocation process. For instance environmental issues would act as a compulsion on the management to avoid accidental and incidental costs arising out of process disturbance and breakdowns in operations. Engineering and machining processes inevitably carry with them an accidental risk of task duplication when shifting from one site to another. Cost management and accounting activities of the company would not adequately assess these cost variances arising from task duplication. In other words prioritizing each task in its own operational domain would require extra costs to be incurred against the backdrop of duplication of tasks. Next each individual task would require a particular accompanying management task to be performed. Therefore the whole process would involve a set of tasks just before the actual shifting, a set of tasks during the shifting process and finally a set of tasks just after the shifting. The relative significance of each set would in turn determine the relocation outcomes. The process of task management would be decisive in the final context because the outcomes are related to the final success or failure of the shifting process. While some tasks might have a better rate of success some others might not be so successful. However in the final analysis successful relocation is determined by a number of endogenous and exogenous variables that have to be predicted and managed within controllable limits. Relocation of a production process or a factory invites more problems associated with dislocation than it answers. It’s more so when the whole production process is sought to be relocated to a new site. However relocation of the Newley Engineering (Ltd.) Co.

OLS final exam Term Paper Example | Topics and Well Written Essays - 2250 words

OLS final exam - Term Paper Example In addition, these labor management relations of today are quite different from the ones used 50 years ago. Besides, there are also some important legislative issues and laws that govern these labor relations in the U.S (Lewin, Keefe & Kochan, 2012). Therefore, this paper will discuss and analyze some of the labor relations in the U.S in contemporary society as compared to those that were administered in 50 years ago (Kuang & Moser, 2011). Again, the paper will address some of the legislative issues and laws that govern labor relations in the U.S. Furthermore, the paper will discuss the causes of declining union membership in U.S and the reasons that have led to decline in union membership (Flanagan, 2005). Lastly, the paper will address contract negotiation process and give important facts about contract negotiation process (Summary of the Major Laws of the Department of Labor, 2012). Labor Relations To begin with, a comparison research about the current labor relations and the past labor relation show that, current labor relations are more organized and more beneficial to most people in the U.S. This is because today there are many provisions in the law and legislative structure on issues dealing with labor relations such as Wages and Hours labor management laws that provide standard limits for wages given to the employees and the set of standard limits of hours that an employee should work. In the past 50 years, these laws were not there; hence, the current labor relations are far much better than they used to be 50 years ago. In addition, there are labor relations laws such as the Employee Retirement Income Security Act that provides and advocates for retirement benefits to employees such as health care provisions. Besides, today, there are various procedures, policies, and provisions in the laws, that energize labor management in the country. Therefore, it is clear that labor management and relations are far much better today than 50 years ago (Max, 2013). Legislative issues and laws in United States Various legislative issues and laws in the U.S govern labor relation, and are applicable to all workers, employees, businesses, and even contractors. First, one important law is about wages and hours that outline the standard limits for wages and hours of working, which apply to both private and public employment relations. This law requires that employers should cover employees’ pay for those who work overtime and normal hours, and for overtime work, the payment should be one and a half of the normal regular rates of payment. Again, the law states that in the non-agricultural jobs, children under the age of 16 can only work on the less dangerous jobs while children can only work or are employed during school holidays, as the law does not allow school-going children under the age of 16 to be employed when they are supposed to be in school. In addition, the law provides standard conditions and procedures under which immigrants in t he U.S can work, and states that they can only work under some immigrant and nonimmigrant visa policies and programs (Summary of the Major Laws of the Department of Labor, 2012). Secondly, the Occupational Safety and Health Act provides work place and health regulations in the workplace by stating that employees in both private and

Exam Questions Essay Example | Topics and Well Written Essays - 1250 words

Exam Questions - Essay Example The free market system has been widely accepted both in national and global economies because countries and peoples the world over desire a better standard of living which is only gained through developing their local, regional and national economy. This can occur only by opening up trade markets to wider or global markets. The success of the free market system is evident when one examines the distinction between Europe and North America and Africa, for example. Developing countries are looking to free market societies as a guide to their economic future. Asia is a recent case in point as a group of economies which could not have grown without benefit of liberlised trade practices. Â  The policies of a free market system is envied, emulated and remains the ‘gold standard’ of national economic policy accepted by economists, businessmen, politicians and academics worldwide (Brace, 2001). Overwhelming evidence has demonstrated that free trade economic policies open markets to foreign investment and trade which is necessary to initiate and/or sustain economic development. No national economy has realized increased economic growth in the last half century without having an open market strategy or has any country gained considerable growth in the standard of living among its population. The reduction of trade restrictions along with the opening of monetary incentives to foreign investments over the last two decades has combined to stimulate economic development in eastern Asian countries. The average import levied in these countries of East Asia has dropped to 10 percent from 30 percent in this time period which proves a direct connection between open economies and prosperity.

Product Report Essay Example | Topics and Well Written Essays - 750 words

Product Report - Essay Example Apple has designed the latest model of an iPod with video capability. This makes it stand out for it does not only serve the purpose of listening to music but also watch videos. However, it would be better if this gadget contains a digital camera incorporated into it. This will make life even better, and people will not have to carry a digital camera. (Ireland et al, 2008) For this reason, am marketing a new design of an iPod by the name iPod Camera/ Video. This iPod has an added advantage for it contains a three in one service. Despite its nature, the price is very considerate which makes the gadget affordable. This is because from a range of $ 165 dollars a customer can obtain one depending on its disk space. Additionally, this product is very competitive in the market for it offers a twenty-four hour of music play back. Moreover, it has a huge storage capacity enabling individuals to store more than two thousand song, eight thousand images, and nine hours of video recording. (Irel and et al, 2008) To be able to buy iPod Camera/ Video a person has to visit the Apples customer care shops around the country. In these shops, the marketers will be able to sell the product and explain all the necessary information to customers. Such information will include how to use and maintain the iPod. Moreover, the sales and marketing agents in the Apple Company will be holding an outside market every weekend in the town center. The iPod Camera/ Video will be beneficial to all people irrespective of age and classes. However, it will be even more advantageous to the young people thus the sales and marketing agents will be going round in the institutions of learning to market the product. The iPod has three months guarantee, clear product description and a unique logo to help the customers distinguish the real iPod Camera/ Video from the counterfeits. This will enable the iPod to reach a hundred million marks in sales. This stems from referring back to other market analysis con ducted by the Apple Company that clearly manifests high rate of sales in other brands of iPod. Therefore, iPod Camera/ Video by being a new and modified product in the market will record even more market sales within a very short duration of time. However, this does not mean it will be the last brand of the iPod since the iPod family has been evolving since the first original launch in the year 2001. (Ireland et al, 2008) Lastly, the SWOT analysis of iPod Camera/ Video comprises of its brand perception, price, better quality control implementation, strong competition and major competitors among others. Brand perception clearly manifests the Apple Company as being very innovative when it comes to selling and manufacturing of their products. This makes it give a wider access to a series of brands that they continue to invent occasionally. Their brand stands out against all the other companies hence, it has registered in peoples mind that all their iPod brands are the best quality prod uct. (Ireland et al, 2008) Secondly, better quality control implementation reveals that Apple Inc. device quality control procedures to enable them to provide magical and revolutionary quality products to its consumers. However, the Apple Company that produces the iPod faces a huge competition in the current globe oligopoly from other companies such as Samsung, Nokia and dell among others. In addition, the political and financial crisis also adds to the apples challenges. This

The problem of homelessness Essay Example for Free

The problem of homelessness Essay Homelessness is the big problem in Unite State. It’s like a group that people are living in the street. People become homeless for many kinds of reason although sometimes not their willing to be. Not only in the United States, but also in other countries had the same problem. So, homelessness is international problems. Also, a country has a lot homeless, it will affect the children. Children are the hope of the country, if the children cannot grow up normally, the country cannot be better even decline. Due to some misconceptions of people make above of the effects came out, so many homeless can’t be gotten supports and helps by people and government. The misconception for the homeless effect deeply in U.S. This is the main point that people don’t care the homeless any more. By researching, there are the common misconceptions about the homeless. For example, almost all homeless people have major mental health problems. Obviously, the stereotype is not true. Because people have misconceptions about homeless people. People will keep away from homeless people that avoid being hurt. So, most homeless people can’t accept any health care and support. As a result, most homeless people impossible to be healed. By the way, when I met a homeless person who was talking to me, I would feel scary also. Because they look dirty, I was afraid that they would hurt me. In general, I’ll keep away from them. However, the homeless people are living street, that’s mean can’t live normally. They are dirty because they don’t have chance to clean themselves rather than lazy. I have once had these beliefs before I didn’t realize what the truth was. Sometimes the stereotypes are harmful for the homeless. For instance, many people suppose they are lazy. For various reasons, even the homeless cannot like a normal, much less to find a job. Otherwise, they maybe not were being the homeless. It’s back to before, so what are the rationales that lead to people becoming homeless? There are three main reasons that people become the homeless. First of all, the domestic violence affects a lot women and children. More than a half of the homeless women with children may have experienced for domestic violence becoming the  homeless. Second, people became homeless because of the bad economics. In United States and China, people lose their job and face the inflationary force; they can’t afford housing even life supplies lead to become homelessness. Third, ment al health problem force people to become homeless. For instance, they are addicted to drugs and alcohols. Dugs and alcohols can make people psychosis. They almost can’t take care of themselves even work. Because they don’t get help, without medication helping lead to become homeless. Above of three reasons are similar between United States and China that people become homeless. From the research, we know a lot women and children are affected by the domestic violence and more and more youth and young adults with child who are homeless have suffered violence in their homes. What the children may happen if their parent is homelessness? First, it effects on children’s physical health. Like, homeless children get sick easier than other children. Second, it effects on children’s mental health. For instance, they delays development slower than other children even malnutrition. Last, it will effect on children’s success in school. They may not graduate from school. However, there have some ways that school and teachers can help and support the homeless children. For example, free therapy, collaborative, and kind of supports. Compare the systems with China, some of children who are homeless living by stealing or some of them will lost and die. In China, a lot homeless would be cared by people before, but following year by year, people don’t care any longer even feel dislike. Most homeless are begging for money panhandlers, now the panhandlers are divided 2 types. One type is called true baggers, such as they are disable, children, elderly, blind, deaf. Another called professional baggers. They always work on the street using the ways that make people give money to them. For example, they’ll block you until you give them money. Due to the fake baggers appeared, people started to hate the homeless. However the true homeless are affected that people don’t care them anymore. In the U.S, the government, agencies and volunteers are as supporting for helping homeless people, but in China. Because of the professional baggers, people’s attitude become negative even the government, only volunteers will help the homeless. To conclude, homelessness issue still needs people’s and government’s help in all over the world. The homeless people, especially children, they really need to be helped and supported. Although our power are lack, collect more and more people and funds to help and support homeless people so that the homeless issue will be solved in the future. Let’s take action to organize some programs, throw the stereotypes away and do our best to help homeless people make the world better and better.

The importance of public policy

The importance of public policy INTRODUCTION Public policy refers to the action or inaction of the government on an issue(s) (Thomas 2001 cited in Buse et al 2005). It sets hierarchy by carrying out the choices of those with the command of authority in the public. This makes public policy change very complex as various individuals, organisations and even the state have conflicting interest and capacities. There is therefore the need for coherence of interest/capacities in an attempt to effect a change (Colebatch 2002). AIM: The aim of this paper is to explain the strategies that would be used to effect a change in public policy on road safety in Nigeria. Health Issue and Public Health Importance: Road Traffic Collision (RTC) is a major public health issue globally. It is defined as personal injury resulting from collision of a vehicle with another vehicle(s) or a pedestrian, occurring on the public highway or footways (Worcestershire County Council 2010). The Situation Globally: RTC accounts for over 1.2 million deaths with about 20 to 50 million non fatal injuries (a major cause of disability) occurring annually. It is the 9th leading cause of death globally and is estimated to rise to be the 5th leading cause of death by year 2030 (with about 2.4 million fatalities per year) out ranking public health issues like tuberculosis, HIV/AIDS (presently the 5th leading cause of death) and diarrhoea diseases (WHO 2008). This means that by the year 2030, RTC will be perceived as deadly as HIV/AIDS is today, if urgent action is not taken. The global losses due to road traffic injuries are estimated to cost about 518 billion USD, costing the government between 1 3 % of its gross national product (WHO 2009a). Nigeria: Nigeria is Africas most populous country, with an estimated population size of about 151,319,500 (World Bank 2010). It is one of the 10 countries with the highest Road traffic death rates in the world (WHO 2009a). RTA is the commonest cause of death from unintentional injuries/ public violence in the country (Nigeria Watch 2007). Usoro (2010) stated that there are about 30,000 accidents with about 35,000 casualties occurring yearly. About 90 persons are killed or injured daily and about 4 persons dies or get injured every hour from RTA. He argues that the figures are underestimated because of poor reporting and poor recording of road accidents in the country. Low socio economic groups have been found to be at higher risk of road traffic injuries (Thomas et al 2004) and they are less likely to have the capacity to bear the direct or indirect cost related to RTA. They are faced with more poverty burden as they lose their bread winner; lose earnings while caring for the injured or disabled, the cost for funeral and prolonged health care (DFID 2003). RTC has its greatest impact among the young and is the third leading cause of death between ages 5 45years (WHO 2009) with a reduction in the Countrys productive force, further worsening the economic situation, thus affecting the country achieving its MDGS 1 AND 4. The major causes of RTC in Nigeria are; high speed, alcohol, bad roads, poor vehicle conditions etc (Usoro 2010). Although there is limited literature to show the different percentages of the causes of RTC in Nigeria, high speed is most implicated in low income countries (WHO 2009). Studies have shown that a 5% increase in average speed can result in approximately 20% increase in fatal crashes (Transport Research centre 2006) and with a 1mph reduction in average speed there is a reduction in accident injuries by 5% (Finch et al 1994). The introduction of speed cameras in the Isle of Wight, UK resulted in an 83% reduction of speed on the island (Environment and Transport select Committee 2004). Reducing speed has also been shown to have positive effects on health outcomes e.g. reducing respiratory problems associated with health outcomes (Transport Research Centre 2006). There is therefore urgent need for action to prevent this future pandemic. PROPOSED CHANGE (POLICY CONTENT): Introduction of speed cameras and enforcement of speed limits on Nigerian roads. Enforcement of speed limits via mobile cameras has been shown to be the single most effective strategy for reducing fatality from RTC (Chisom and Naci 2008). It is thus most rational among other rational strategies but has to muddle its way through the policy process. Hence the nature of change follows the mixed scanning model. For better understanding of the complex multifaceted nature of policy making, the proposed policy change is seen as passing through a process taking place in a particular context influenced by the participants/actors (the policy analysis triangle) (Buse et al 2005). THE POLICY PROCESS: The policy process can be broken down into series of stages called the ‘stages heuristic (Sabatier and Jenkins-smith cited in Buse et al. 2005).It provides a theoretical framework for understanding the times and places where tactical approaches can be applied to influence policy change (Buse et al 2005). Before going on with the policy process, it will be worthwhile understanding the countrys policy context as this will assist in shaping the process. THE NIGERIAN POLICY CONTEXT: The proposed health policy change can be affected by the following contextual factors (Leichter 1979): Situational factors: This includes the increasing wide spread public awareness and burden caused by RTA in the country as stated above. Cultural factors: There are about 250 ethnic groups (Hausa, Igbo, Yoruba been the major ethnic groups) in Nigeria. The major religions are Christianity, Islamism, traditional beliefs. These major religious and ethnic groups are the most politically influential and most populous in the country (CIA 2009). Most people believe that road accident is spiritual and is caused by evil spirits (Sarma 2007). Hence the religious leaders, traditional/ethnic group leaders will play an important role in convincing their followers and improving ownership for community support and policy implementation success. International factors: Road safety issues have increased in momentum on the global agenda (termed the decade of action) with an ambitious target to reduce road fatalities by year 2020. It is supported by international bodies such as WHO, WB, DFID, FIA foundation and other UN organisation (Commission for global road safety 2009). These bodies will thus have an impact on the formulation of policies, funding, dialogue, planning, and advocacy guidelines for any country embarking on a road safety policy initiative. Structural Factors: (a) Political system: Nigeria is a democratic federation with levels of authority expressed at the federal, state and local government areas. There are 36 states and the federal capital territory, 774 LGAs further divided into 9555 wards (the lowest political unit in the country). There are 3 arms of government, the Executive arm, Judiciary and the Legislature at the federal and state levels. The legislative arm comprises of the upper house (the senate) and the lower house (the House of Representatives) elected from the state senatorial districts and the constituencies respectively. Each state has an elected governor, the house of assembly, an executive council with powers to make laws. Each local government area has an elected executive chairman and an elected legislative council of members from electoral wards. The state government has substantial autonomy and control over the allocation and utilization of their resources (WHO 2009b). The Federal Road Safety Commission: This is the lead agency that regulates, enforces and coordinates all road safety management activities at both the national, state and LGA level through their special marshals (Volunteer arm) and regular marshals (Uniformed). They play a major role in determining and enforcing speed limits for various types of roads and vehicles (FRSC 2010). They receive assistance from the police, civil defence corps, NGOS etc. (b) Civil societies, NGOs form e.g. RAPSON, APRI, SAVAN, and interest groups are key actors in public policy making and can participate at the committee stages of how a bill becomes a law. (c)Socio economic situation: Nigeria is classified as a low income group country with a gross national income per capital of $930 (WHO 2009a).This can affect getting the road safety policy on the agenda among many other competing health issues. To the ease the policy issue from the agenda setting to implementation and evaluation, a stakeholder analysis is very important. STAKEHOLDER ANALYSIS: It helps to key Actors; assess their interest, power, alliance, position and importance in relation to the policy. It will help to identify and act to prevent misunderstanding and opposition to the policy (Schmeer 2000). AGENDA SETTING: This step involves getting the issue onto the policy agenda from among other issues that can potentially be of interest to policy makers (Buse et al 2005). Kingdon (1984) proposed that policies get on the agenda through 3 independent streams (problem, politics and policy stream) which converge at a point called the policy window. This is the point a policy change is most likely to occur. Mobilising the Media: McCombs and Shaw (1972) first developed the agenda setting theory, showing a strong correlation between media agenda and the public agenda on US presidential campaigns in 1968, 1972 and 1976. The media, been successful in telling the public what to think about (University of Twente 2004), will be mobilised to influence the publics opinion and consequently the government through TV and radio programmes/ News, News papers and articles from professional bodies with emphasis on the magnitude and possible solution to reducing the mortality from road traffic accidents. Restriction can also be made to misleading adverts which will encourage speed. Personal experience of RTC (direct or indirect) could be a more powerful teacher than the media (University of Twente 2004) but both will complement each other in improving the public agenda and subsequently the policy agenda. POLICY FORMULATION AND ADOPTION: This involves the steps taken after the issue is placed on the agenda up till when it is implemented. This part of the process strongly lies in the domain of the legislators which determines how a bill becomes law and is implemented as shown below: Formulation Strategies: To keep the issue on the agenda through this stage, there is need for: Continuous campaigns and Advocacy: Grassroots lobbying (mobilizing the public to contact legislators or other policy makers about the problem) and Direct Lobbying (Phone calls, writing of letters, face to face interactions), Mass Support by attending committee meetings, Informing international stakeholders that the issue is on the agenda, Bargaining for supporters from the legislators to improve Alliance. POLICY IMPLEMENTATION: This involves the process by which a policy is turned into practice (Buse et al 2005). The bottom -up approach (Lipsky 1980) will be a very good approach for the implementation such that there is flow of information from the implementers to the policy makers. However, attempt will be made to include the top-down approach in order to minimise deviation from the intended policy outcome. The implementation process would require time and resources and should be a gradual process. It would be worthwhile having a pilot project in an area identified by researchers to have a high mortality from RTA before implementation at a National level. Initial rapid needs assessment: The road safety system would be assessed to find out what is needed. The team should include; the police, road safety commission, researchers, health economist, NGOs, the NURTW, Volunteers, medical teams, Health policy analyst, the media, ministry of transport, support from developmental partners, community/religious leaders and involving the government at all levels. The assessment will provide scientific, managerial and technological functions of the policy from planning to evaluation. On identification of the specific needs, the implementation work plan will be drawn. Community/religious leaders will play a key role in advocating within their communities/religious groups in convincing their followers that RTC can be prevented and is not spiritual. Implementation schedule: Legislation to specify speed limits applicable to different types of roads. Identifying strategic check points which should be areas identified to have a relatively high RTC resulting from high speed. Random positioning of the team to monitor vehicle speed with the mobile speed cameras Fines to be paid by violators will be fixed and revenue generated be used for maintain and purchase of speed cameras. License suspension of violators who violates the law over a specific number of times as will be stated. The use of publicity to inform the public on the new law, its benefits and penalties. EVALUATION AND FEEDBACK: Buse et al (2005 p) defines evaluation as research designed specifically to assess the operation and or impact of a programme or policy in order to determine whether the programme or policy is worth pursuing further The engineering model suggests that ideally there should be a direct relationship between research findings and policy decisions but however this is completely not applicable as there tends to be gaps between the two communities. Advocacy coalition is needed to reduce this gap and should include improving the knowledge of policy makers by providing a range of different research reports via the media, conferences and seminars, ensuring that major policies have evaluations built into their budgets and implementation plans and establish intermediate institutions to review research and determine its policy implications e.g. NICE in England and Wales (Buse et al 2005). The evaluation process will involve the use of the formative evaluation (qualitative-observations, semi-structured interviews, focus groups, progress reports) at the early stage to provide advice to policy makers. It may then be used to modify and develop the program. It will also involve the use of a summative evaluation (quantitative- morbidity and mortality rates) which measures outcome and the extent to which the programme has met its objectives. Evaluation of the performance: Speed limit enforcement will also be done at the micro, meso and macro levels. The micro level will include accessing performance of the teams at the district levels, the effectiveness of the enforcement protocols used, the level of corruption and any implementation gaps. The meso level will include accessing performance at the organisation level which will include the time taken to attend to offenders when referred to the road safety centres, and their role assisting and supervising the team at the district level. The macro level: this involves accessing financing of the programme and its function at the national or international level. CONCLUSION: The policy process is a cyclical process occurring in the environment of a changing political context. There is thus the need for continuous advocacy coalition networking, monitoring and evaluation at all times. However, other causes of RTC such as bad roads, drinking and driving which are not fully implemented in the country should not be neglected as future plans should be made to further reduce the burden of RTC to the barest minimum. The implementation of the mobile speed cameras and speed limit enforcement will help reduce RTC mortalities and disabilities, improve research and also quality of life thereby unlocking growth and freeing resources for use on other health concerns with the view of achieving the MDGs. References: Aeron-Thomas, A., Jacobs, G.D., Sexton, B. 2004. The involvement and impact of road crashes on the poor : Bangladesh and India case studies [Online]. Available at: www.grsproadsafety.org//The%20Poor_final%20final%20report.pdf. [Accessed: 9 March 2010]. Buse, K., Mays, N. and Walt, G. 2005. Making health policy. Maidenhead: Open University Press. Central Intelligence Agency (CIA). 2009. The world fact book- Nigeria [Online]. Available at: http://www.cia.gov/library/publication/the -world-factbook/print/ni.html. [Accessed: 23 February 2010]. Commission for global road safety. 2009. A decade for action for road safety: a brief planning document [Online]. Available at: www.makeroadssafe.org/publications//doa_booklet_v2.pdf. [Accessed: 24 February 2010]. Department for International Development. 2003. Guildlines for estimating the cost of road traffic crashes in developing countries [online]. Available at: www.transport-links.org/transport_links/filearea//1_807_R%207780.PDF. [Accessed: 9 May 2010]. Devon and Cornwall Police. 2009. Road collision unit: definition of road traffic collision [Online]. Available at: http://www.devon-cornwall.police.uk/Traffic/CollisionUnit/Pages/default.aspx. [Accessed: 22 March 2010]. Donabedian A. 1978.The quality of medical care. Science(200), p.856-164. Federal Road safety corps. 2010. Vision, mission and statement [Online]. Available at http://www.frsc.gov.ng/vision.php. [Accessed: 22 March 2010]. Finch, D. J., Kompfer, P., Lockwood, C. R, et al. (1994). Speed, speed limits and accidents, TRL Project Report 58, TRL, Crowthorne. Jagaba, A. 2009. How a bill becomes law: an example of ICPC act [Online]. Available at: www.snsn.com.ng//50-how-a-bill-becomes-lawan-example-of-icpc-act-. [Accessed: 11 March 2010]. Lipsky, M. 1980. Street level bureaucracy: dilemmas of the individual in public services. New York: Russell Sage Foundation. McCombs, M., and Shaw, D. 1972. The agenda-setting function of the mass media. Public Opinion Quarterly (36), p 176-185. Nigeria Watch. 2007. First annual report on public violence 2006-2007. France: Institut de recherche pour le dà ©veloppement). Oxford University Press. 2010. English language teaching: bill [Online]. Available at: http://www.oup.com/oald-bin/web_getald7index1a.pl. [Accessed: 10 March 2010]. Policy and Nutrition. 2010. Obesity [Online]. Available at: http://courses.washington.edu/nutr531/lectures/Policy07.ppt. [Accessed: 10 March 2010]. Rosaler, M. 2005. Measles. New York: The Rosen Publishing Group. Sarma, A.B. 2007. Beliefs and Character: Theology and Ethics of Road Safety in Nigeria [Online]. Available at: www.tcnn.org/index_files/sarma.html. [Accessed: 11 March 2010]. Savan demographic map www.savan.org/diary_big.html. Schmeer, K. 2000. Stakeholder analysis guidelines: section 2 of policy toolkit for strengthening health reform. Partners for Health reform. Washington DC World Health Organisation. 2008. The global burden of disease: 2004 update [Online]. Available at: www.who.int//global_burden_disease/GBD_report_2004update_full.pdf. [Accessed: 8 March 2010]. World Health Organisation. 2009. Global report on road safety: time for action [Online]. Available at: http://whqlibdoc.who.int/publications/2009/9789241563840_eng.pdf. [Accessed: 7 march 2010]. World Health Organization. 2009. WHO country cooperation strategy 2008-2013, Nigeria [Online]. Available at: www.afro.who.int//3340-country-cooperation-strategy-nigeria-2008-2013.html. [Accessed: 12 February 2010]. World Bank. 2010. World development indicators: population, Nigeria [Online]. Available at: www.google.com/publicdata. [Accessed: 10 March 2010]. Zaal, D. 1994. Traffic Law enforcement: a review of the literature [Online]. Available at: http://www.monash.edu.au †º MUARC †º Reports and brochures. [Accessed: 11 March 2010].

The Age Of Enlightenment In 18th Century History Essay

The Age Of Enlightenment In 18th Century History Essay In the dictionary the Enlightenment is defined as a philosophical movement of the 18th century, characterized by belief in the power of human reason and by innovations in political, religious, and educational doctrine. The Enlightenment was enabled by the Scientific Revolution, which had begun as early as 1500. This intellectual, philosophical, cultural, and social movement spread through England, France, Germany, and other parts of Europe during the 1700s. I will discuss the Enlightenment and describe the impact it had on societies of the 18th century. Schmidt in his article describe what Enlightenment was by Kants definition, which is a mans tutelage which is the inability to make use of ones understanding without the direction or help from another. He describes how someone by depending on others to make choices for them.  [1]  Its main focus was on the welfare of mankind. The changes that came during the age of Enlightenment would provide not only a rational way of looking at society but freeing people from ignorance, superstition, and tyranny and make the world a safer and better place by providing liberty mentally and physically to those people. The utility of Enlightenment goes on to banish errors, truth drives out falsehood as light drives away darkness.  [2]  Based on thinkers that eagerly seek reason vainly supposed that a perfect society could be constructed by the use of common sense and tolerance. Religion was a main factor that stood in the way of societies becoming enlightenment during the 18th century. Because of religious superstitions and fanaticism it hindered peoples ability to rationalize in events that occur in everyday life. Schmidt points out that the goal of Enlightenment was to free the public from those fears, which robbed people of their happiness that was the goal of human association.  [3]  Support for religious toleration was difficult since the Catholic Church had a big stake on European societies. Clearly religious enlightenment had not become a groundswell from below by the 1780s.  [4]  For many centuries before the enlightenment scientist were persecuted and unjustly punished for coming up with theories and logical arguments about certain things. For example enlighten thinker Galileo  [5]  for challenging the church for his scientific discovery of how the universe works, was persecuted by the church and other establishments for coming up with theories that went against their beliefs. Other thinkers like Voltaire  [6]  devoted a great deal of his time attacking the fundamentals of Christianity including its scriptures and was joined by a band of rebellious thinkers known as the philosophe.  [7]  These thinkers gave path to a new way of thinking and in time brought ideas and changes to their societies. Monarchs themselves became enlighten and no longer held the beliefs of ruling by divine right but to the improvements of their realms and subjects by reasoning. The church was very instrumental in societies and before the age of enlightenment it did everything in their power to combat scholars, humanist, scientist etc. As societies began to become enlighten, a new religious view called Deism  [8]  emerged. Many inventions were created and policies brought forth by monarchs were aimed on trying to separate church and state to create a society of religious freedom. Human virtue and happiness were best achieved by t his newly established freedom from unnecessary restraints imposed by church and also the state. This period was mark by progression. One of the defining characteristics of modernity is the belief that things can change and should change, which the enlightenment has been seen as this era.  [9]  Changes occurred and Enlighten Absolutism emerged. Some Monarchs that were enlightened during the 18th century were Frederick II of Prussia, Catherine the Great of Russia, and Joseph the II, Holy Roman Emperor of Austria. Even though their foreign policy didnt change much as each ruler tried to expand their powers and acquire new territories by going to war, they made certain internal changes in their realm that expanded intellectual freedom and liberty. Their concern was now centered on rationalizing and advocating reform. Government was now protecting individual rights, and when the government violated peoples natural rights, it violated the social contract. An example was the French Declaration of the rights of man and the citizen, which showed what kind of freedoms French people w ere entitled to. These improvements made the average persons voice be heard and people started to feel these changes throughout their lives. The focus was now on both faith in nature and belief in progression, because it led to the betterment of human condition. This also resulted in economic expansion because many rulers embrace free trade and markets which improved their lives as well as their subjects. This gave rise to the Bourgeoisie  [10]  , who became prominent during the 18th century who voiced their opinions on the elite, like the nobility. Within a couple of generations saw improvements in education, criminal justice, taxation, religious freedom, and prosperity.  [11]  The common people were now able to feel like their voice was heard in their society. With these laws and freedoms granted people were able to get better jobs, belong to any religion of their choosing, and think for themselves and not be forced to believe or do things that they felt wasnt part of who they were. This age was a step further in progression in the field of science. Nature was starting to be seen differently. Diderot  [12]  gave the concept of nature the qualities of dynamism and individuality, or self-generating temporal process that submitted concepts of both Leibnizian and the Newtonian world systems in his thinking.  [13]  This thinking of appreciation of external nature was a step forward in knowledge of the surroundings of societies and the results of things that occur in nature. This period emphasized the importance of science like biology in society. How everything was connected to each other and discoveries were made that gave people the ability to look at things from another perspective. This is relevant to the enlightenment for the fact that people were viewing the world differently and discoveries and creation of something like the encyclopedia, and the teachings of science only led to the improvement of society, because technology started advancing and inven tions were made to make peoples life much easier. And science and the influence of reason led to new innovations in political thought. Then philosophers started to write topics that relate to government, politics, and rights. Montesquieu presenting the concept of separating of branches and Thomas Hobbes, John Locke who had different theories and ideas about what type of government there should be. Locke was not just a philosopher but a major ideologue.  [14]  Locke played a major role in the social contract theory, which tries to explain the ways in which people form states to maintain social order. These kinds of concepts and views gave people the chance to voice their opinion of how their government should rule their countries. It was a tough period because people had different opinion whether they wanted a limited government and absolute monarchy etc. These concepts would change society dramatically because with different government comes different laws and norms. This would have an impact on everyones lives. This and other factors led to wars like the French revolution.  [15]  People wanted change and th at is exactly what happened. Monarchy like the one in France collapsed. People started organizing and trying to protect their fellow citizens and themselves to keep their inalienable rights. Society in France underwent a massive transformation as feudal, aristocracy, and religious privileges changed because of liberal political groups that started masses on streets. This would mark the end of the enlightenment by historians but it lead to many changes to society in all fronts. Things like romanticism played a role in the ending of Enlightenment because people would reject scientific rationalization of nature and focus more on things of less value like art, music, and literature. Countries like America were started during the 18th century because of enlightenment ideals that colonist had when they fought England for their independence as well. That was a big victory for Enlightenment thinkers because this new nation would represent a lot of what the Enlightenment was based on. In the period of the Enlightenment there were many changes that brought changes to society in many forms. There came many good things from that time and bad. People started to use reason and logic for running their government, changing society for the betterment of its people, and innovations in science which led to many discoveries. These ideas, works, and principles of the Enlightenment would continue to affect Europe and the rest of the Western world for decades and even centuries to come. The thirty years wars  [16]  was also a cause of the enlightenment for its destructive wars that led many writers to criticize the government for regarding ideas of nationalism and warfare. Many things played a role during the Enlightenment but the impact and effect it had echoed around the world.

Pope Pius XIIs Neutrality Essay -- Catholic Church, Holocaust, Hitler

Is it possible for a Pope to be infallible? When one looks at events, such as the Holocaust, the answer of this question becomes twofold. Were Pope Pius XII’s actions an attempt to save the Catholic Church from persecutions or a lack of understanding of Hitler’s ethnic cleansing? Nearly six million Jews were slaughtered during the Holocaust. When the world became aware of the mass murders that were taking place in Europe, World War II became a moral obligation rather than a fight for power. The Allied powers invaded Germany to save Jews and force the Nazis out of power in Germany. Many Nazi resistance groups, including Catholic groups, aided in the hiding of Jews in Europe. Surprisingly, the Vatican did not assist these resistance groups. Pope Pius XII neglected to help Jewish Holocaust victims and cowardly ignored the moral issue in order to remain neutral, avoid conflict in the war, and evade the persecution of more Catholics. **NEED A WAY TO INTRODUCE THIS PARAGRAPH In 1930, Pope Pius XI appointed Cardinal Eugenio Pacelli, later Pope Pius XII, as Secretary of State of the Holy See. Pacelli assisted Pius XI in writing encyclicals, dealing with diplomatic matters and handling international affairs (Sanchez 16). In fact, Pius XI selected Cardinal Pacelli to agree to the Reich Concordat of 1933 on his behalf. The Reich Concordat of 1933 was an agreement signed by Cardinal Pacelli and Herr Franz von Papen, the Vice-Chancellor of the German Reich. This agreement allowed the Pope to impose laws on the German clergy and ensure the freedom of German Catholic dioceses, schools, religious Orders, congregations and parishes (Concordat). The German Reich agreed to these terms so long as the papacy encouraged the demolition of t... ...iation against Catholics in the occupied countries. Pope Pius XII’s distrust and fear of the Jews also played role in his silence (Cornwell 296). He believed that adversity followed the Jews and as such, he wanted to distance himself from them. When war began Pope Pius XII did not believe all the reports he was hearing about Nazi Germany. Often times, he considered such reports war propaganda by the allies (Cornwell 296). The silence of the Pope was deafening. If Pope Pius XII had readily shared his knowledge regarding the deportations of Jews and death camps with the rest of the world immediately upon learning this information, it is extremely possible that many lives would have been saved. This silent reaction of the papacy began the controversy of the moral obligations of Pope Pius XII and the omissions of any reactions to the atrocities taking place.

Theistic Evolution :: essays research papers

I do not wish to change anyone’s beliefs about Creation or Evolution, but wrote this in defense for people who tell me I am wrong unless I believe exactly what they do. This paper is short, incomplete, and is not in-depth. I am willing to provide more information, and hear arguments from your side of the story if you find this paper unacceptable. It is my opinion that the theories of Biblical Creationism and Evolution do not contradict each other. I believe that God gave this world a complete set of laws which are constant, unchanging, not limited to the moral laws given to us, and were as present in the beginning as they are today. I do not think that the idea of evolution takes away from the glory of God, but rather emphasizes it. I do not think it is an attempt to "explain" away the miracle God has done, for he has given us this observation in plain sight. Before giving the reasons for my belief, an assumption must be made that the Bible is meant to be interpreted instead of taken literally. Aside from the fact that there are already two different stories of creation found in the Bible (Gen 1 and Gen 2); I will support the idea of interpretation with two short examples which should be sufficient: Jesus said, "I am the vine, you are the branches" to His disciples (John 15:5). This is not to be taken literally. PSA 145:9 The LORD is good to all: and his tender mercies are over all his works. JER 13:14 And I will dash them one against another, even the fathers and the sons together, saith the LORD: I will not pity, nor spare, nor have mercy, but destroy them. My faith accepts no contradictions; so again, this is an example of how the Bible was meant to be interpreted. According to the Bible, the Earth is flat. How can Young Earth Creationists accept this? They don’t. Why they selectively choose to believe certain parts of the Bible and not others is beyond me. Bishop Ussher calculated 6,000 years old, and the Flood at 2348 BC by using references from the Bible. Because there are so many written historical references of civilization before 6,000 years, Creationists conveniently extend the age of the Earth to 10,000 years. Which is it? By calculating dates from the Bible, is the Earth 6,000 years old or not?

Curriculum For Excellence Impact On Teacher Professionalism Education Essay

The being of a relationship between course of study policy and instructor professionalism would look to be an established premise. This is apparent in claims that course of study reform is frequently regarded as a menace to teacher professionalism ( Al-Hinei 2003 ; Apple 2009 ; Locke et Al. 2005 ) . Most notably, it is frequently claimed that the degree of prescription in the English National Curriculum, with the associated demand to run into the prescribed results, reflects a decrease of instructor liberty in favor of answerability ( Walsh 2006 ) . It would look, at this degree so, possible to reason that a decrease in cardinal prescription equates to an addition in teacher liberty which in bend equates to an sweetening of instructor professionalism. To an extent this would look to be an purpose of recent course of study reform in Scotland in the signifier of the Curriculum for Excellence ( CfE ) . The first page of the first ‘Building the Curriculum ‘ papers that claims that ‘teachers will hold greater range and infinite for professional determinations about what and how they should learn ‘ ( Scots Executive 2006:1 ) . However, such a straightforward relationship between course of study policy and instructor professionalism would, pulling on Evans ( 2008 ) , be an over-simplification. Evans suggests that professionalism can non be understood entirely, through analyzing instructors ‘ ‘remit and duties ‘ ( p.23 ) , and instead we must see instructors themselves understand their professional duties. To an extent this would look to be recognised in Scotland ‘s course of study reform, in for illustration claims that the reform requires a ‘culture alteration ‘ ( Scots Government 2009a:5 ) and the accent on the demand for professional development ( Scots Executive 2006:2 ) . This suggests acknowledgment that a alteration of instructors ‘ remit and duties entirely will non impact upon professionalism. In visible radiation of the perceived association between CfE and teacher professionalism – both as stand foring being and necessitating a alteration – it becomes pertinent to see the nature of the professional opinions that greater teacher liberty over the content of the course of study entails, and hence the construct of professionalism it would look to connote. This requires a consideration of the peculiar issues that are associated with the choice of course of study content, and an scrutiny of different constructs of instructor professionalism. Course of study First hence, we must see what is meant by â€Å" course of study † . As a term it would look to be notoriously difficult to specify, with a battalion of potentially conflicting definitions ( Dillon 2009 ) . By and large it can be suggested that ‘curriculum ‘ does non mention to a list, or patterned advance, of points to be taught. The course of study addresses non merely what is taught, but why and how instruction and larning takes topographic point. As such, curricula reflect and advance beliefs about the purposes and nature of instruction ( Flinders & A ; Thornton 2009:8 ) . They reflect different epistemic and pedagogical beliefs – beliefs about the nature of cognition and acquisition and learning – in, for illustration, their administration of ‘knowledge ‘ ( Carr 1988 ) , for illustration those that emphasise the separation of cognition into topics and those that favour integrating of capable countries. However it should possibly be no ted that Carr ( 1988 ) argues that the epistemic and pedagogical bases of much course of study policy is non wholly coherent. It should besides be noted that the current treatment is centred around the construct of ‘explicit ‘ course of study ( REF-moore? ) , – course of study as a statement of the planned or expected acquisition within a school context. Other constructs regard course of study to embrace all the experiences which impact upon a scholar ‘s development ( REF-Dillon? ) . However, notwithstanding the scope of attacks to understanding and making course of study, course of study design needfully entails a choice of what is to be taught. Different course of study theoretical accounts may differ in both when and by whom this procedure of choice takes topographic point. In a to a great extent normative, centralised, curriculum much of the choice is being made by policy shapers. At the other extreme, in a strongly child-centred course of study, choice is mostly made by the kid based upon their involvements. ( BACK THIS UP ) . If we consider the CfE itself, it is apparent that it can non be considered to be puting the determination of what to learn entirely in the custodies of instructors. Priestley ( 2010:23 ) suggests that it reflects a tendency in course of study development in general, in which there is an effort to pull on both ‘top-down and bottom-up attacks to curriculum be aftering ‘ . A procedure of choice has already occurred at the nat ional degree in footings of the signifiers of cognition and accomplishments that are to be developed. Even within this ‘clear model of national outlooks ‘ ( Scots Executive 2006:1 ) , instructors do non hold exclusive duty for course of study content choice. In the pledge, ‘all kids and immature people should see personalisation and pick†¦ ‘ ( Scots Government 2008:17 ) , there is an outlook that students will, to a certain extent, besides be doing determinations about course of study content. Further, there is a strong accent upon collegiality, with instructors working together on course of study development ( Scots Government 2009 ) . However it clearly does take to put more duty for pick in the custodies of the instructor, and in making so is potentially impacting the nature of instructor professionalism. Professionalism In order to analyze this claim more closely it is necessary to see the significance of ‘professionalism ‘ itself. As with ‘curriculum ‘ , it would look that ‘professionalism ‘ is a hard term to specify with many different positions as to what it truly means ( Al-Hinei 2003:41 ; Evans 2008 ) . By and large nevertheless, the term ‘profession ‘ may be regarded as bespeaking a distinguishable ‘class or class of business ‘ consisting of occupations such as physician or attorney, and sometimes teacher ( Carr 2000:22 ) , to which a certain position may be attached. This should be regarded as distinct from the mundane usage of ‘professional ‘ as distinguished from ‘amateur ‘ which focuses on whether or non an person is paid ( REF-Carr? ) . The intent of sing some businesss as ‘professions ‘ differs harmonizing to different positions. Some respect it as a socially constructed construct, proposing it is a agency of continuing power and position with a certain group of people ( Locke et al. 2005:558 ) . Carr ( ? ? : ? ? ) suggests it refers to those businesss that are required to keep civil society ( wellness, justness and instruction ) . Others suggest that there are certain specifying features which mark out an business as carry throughing the standard for ‘profession ‘ ( Locke et al 2005:558 ; Christie 2003:845 ) . Whilst this diverseness of positions exists, there does look to be a general sense that those businesss that are classed as professions involve a degree of liberty to do determinations, a distinguishable cognition base or expertness, and some signifier of attention or service to society ( Carr 2000 ; Christie 2003 ; Goodson 2003 ; Locke et Al. 2005 ) . Professionalism itself may be possibly regarded as the manner in which we describe a profession in footings of its features in relation to these constructs ( Goodson 2003:126 ) . In kernel professionalism is concerned with sing the degree of liberty afforded to persons by an business and the nature of the professional cognition or expertness involved. In this manner, the averment referred to earlier, that the English National Curriculum is considered as a procedure of de-professionalisation, may be regarded as a belief that the degree of prescription involved is cut downing teacher liberty and altering the nature of the expertness required to make the occupation. As such, the distinguishable features of learning are more narrowly defined. Carr ( 2000:15 ) refers to such a decreased liberty and cognition base as ‘restricted professionalism ‘ . It is suggested that instruction is alone amongst the professions in footings of its balance between liberty and answerability ( Carr? ? ) . As Locke et Al ( 2005: 564 ) point out, there is a ‘tension ‘ between professional liberty and answerability. This alone answerability is related to the relationship between instruction and society. Education, or instead schooling, is basically concerned with ‘the sort of society we want to be ‘ ( White 2004:2 ) and is frequently related to the economic wellness of a state ( REF†¦ . ) . This is apparent in the claim that the ‘Curriculum for Excellence can play a important function ‘ in accomplishing the Scots Governments purpose ‘to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier ‘ ( Scots Government 2008:3 ) . It is from this impression of schooling as helping, and potentially formative, society as a whole that it is suggested that schools and instructors are accountable in ways that other professions are non ( Carr 2000:44 ) . It is further suggested that instructors are besides more accountable to parents and must accept the legitimacy of the positions of ‘non-professionals ‘ in a manner that attorneies or physicians do non ( Carr 2003:64 ) . It may be as a consequence of this answerability to the province and parents that the dominant construct of instructor professionalism, in policy at least, has become that of the ‘competent instructor ‘ with a focal point on meeting prescribed criterions. ( Goodson 2003:127 ; Menter et al 2010:21 ) . Sing teacher professionalism in footings of criterions is argued to potentially take to a state of affairs in which the professional cognition base of instruction is strictly related to practical accomplishments, such as effectual communicating and the ability to pull off behavior ( Goodson 2003:130 ) . It is besides argued that such a position of instructor professionalism can take to ‘unreflective application of regulations ‘ ( Hegarty 2000:456 ) , instead than size uping and oppugning policy and course of study. It would look sensible to tie in a normative course of study with such a construct of instructor professionalism, as so Menter et Al. ( 2010:22 ) do. This would nevertheless, seem an deficient history of instructor professionalism to run into the demands of a course of study which gives teacher greater liberty of what to learn. Therefore, through concentrating on the particular issues which arise in relation to curriculum content choice, attending will be paid to theoretical accounts of professionalism which could possibly be regarded as more appropriate. Two thoughts will be addressed in relation to content choice. The first: the deductions of sing content choice as a pedagogical accomplishment ( REF†¦ ? ? ) with instructors pulling on, for illustration, cognition of kid development. The 2nd considers the deductions of sing course of study as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , indicating to content choice as holding ethical deductions. Curriculum Content Selection Sing content choice as a pedagogical accomplishment would possibly reflect White ‘s ( 2004a:20 ) averment that instructors ‘ ‘expertise ‘ prevarications in ‘deciding what specific purposes and what student experiences best suit the peculiar kids ‘ . In this instance, instructors professional cognition may be regarded as wider than that of practical accomplishments, instead it involves pulling on pedagogical, capable specific cognition and cognition of kid development, to choose and order the content that makes up the course of study ( REF ) . The instructor is using their professional cognition in order to do professional opinions as to the content which will travel an person to the following phase of development. Clearly this points to the demand for some signifier of course of study purposes. As White ( 2004:6 ) points out, we can non sanely make up one's mind what to learn without mention to an purpose, an indicant as to what the following phase of development really is. Using such an apprehension to the CfE, we can see that the overall curricular purposes are set out in footings of the ‘four capacities ‘ – statements as to the type of individual the course of study seeks to develop ( Learning and Teaching Scotland 2010 ) . At a more elaborate degree, the ‘experiences and results†¦ describe the outlooks for larning and patterned advance for each of the eight course of study countries ‘ ( Learning and Teaching Scotland 2010 ) . The instructor, so, would look to hold autonomy in taking what they teach in order to accomplish the expected acquisition. The demand to do professional opinions of this nature would look to indicate to a construct of a more enhanced professionalism than a more normative course of study, and may indicate to such theoretical accounts as the ‘reflective instructor ‘ ( Moore 2004:4 ) . Such a theoretical account of professionalism is regarded as comprehending learning as affecting more than practical accomplishments. Rather the instructor reflects upon their schoolroom pattern, measuring their instruction, possibly pulling on their theoretical apprehension with a position to bettering and developing their instruction ( Moore 2004 ) . It could besides associate to the construct of ‘the asking instructor ‘ ( Menter et al. 2010:23 ) , in which instructors are regarded as research workers, pulling on observations in the schoolroom to inform their professional determinations in their planning. It is suggested that such a construct of the instructor is ‘very apposite in the context o f the Curriculum for Excellence ‘ ( Menter et al. 2010:23 ) , which seeks to give instructors greater liberty in course of study development. These theoretical accounts would surely look to widen the construct of instructor professionalism beyond that of the sensed technicism of the ‘competent ‘ instructor. As such they may supply suited theoretical accounts for instructors who are involved in the choice of course of study content, puting an accent on instructors ‘ pedagogical expertness. However, if we turn to the 2nd construct, an apprehension of course of study content as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , understanding instructor professionalism in footings of pedagogical expertness may get down to look inadequate. Culture, in its broadest sense, may be regarded ‘as a whole manner of life ‘ , embracing all facets of society including the cognition, accomplishments and activities, such as athletics and ‘recreation ‘ , of that society ( Entwistle 1977:111 ) . However, if we regard instruction as being, in some manner, involved with ‘betterment ‘ ( Entwistle 1977:111 ) , schooling can non be concerned with all those things that make up a civilization. Rather, Entwistle ( 1977:111 ) , suggests that in schooling we select those facets of civilization which are regarded to be contributing to the ‘improvement of the person or group ‘ . This once more points to a consideration of the purposes of instruction: it is merely through an consciousness of what is regarded as ‘betterment ‘ , and hence, what we are taking to accomplish through instruction, that choice of content can sanely be carried out ( White 2004:6 ) . Related to this, cultural choice clearly besides implies a procedure of rating, separating between those things which we regard as ‘desirable or unwanted ‘ facets of civilization ( Entwistle 1977:110 ) . Therefore concerns about the choice of civilization which makes up the content of a course of study can possibly be regarded as originating both in relation to the purposes of the course of study and in the ratings of the comparative desirableness, or worth, of different cultural elements. Concerns that rise in relation to the purposes of the course of study are possibly best exemplified by the unfavorable judgments of a course of study whose purpose is, for illustration to increase employability accomplishments. Those who regard cognition acquisition as holding value in its ain right would see an instrumental attack to content choice as an poverty of instruction, restricting entree to many signifiers of civilization which may non hold direct instrumental value ( pulling on Carr et Al. 2006:17 ) . In this manner so, we can see that the choice of content is in some manner impacted upon by our beliefs about the intent of instruction, and as such sing choice of content as proficient accomplishment may be deficient. However, it is possibly in relation to the rating as to the comparative worth of facets of civilization that the most complex issues originate. It is in sing the relationship between cognition and power that cultural choice becomes debatable. This becomes apparent when we draw on Bourdieu ‘s ( 1986:106 ) construct of ‘cultural capital ‘ . Bourdieu ( 1986:106 ) suggests that different signifiers of ‘culture ‘ are invested with value which can be drawn on for pecuniary addition, or an addition in societal position. If we consider this in footings of ‘knowledge ‘ as a signifier of civilization, so acquisition of certain signifiers of cognition by an person can be utilised in bring forthing income and increasing societal position. For illustration, geting specific biological and medical cognition can enable one to derive both the income and position conferred upon a physician. However, it is non merely the acquisition of the cognition per Se. whi ch is valuable, but instead gaining institutional acknowledgment – in the signifier of an academic making – of possessing a peculiar signifier of civilization ( Bourdieu 1986:110 ) . In this sense, certain signifiers of cognition, certain signifiers of civilization, have greater value by virtuousness of being ‘institutionalised ‘ in the signifier of a making ( Bourdieu 1986:109 ) . This would propose hence, that schools are involved in both the transportation of signifiers of civilization which enable an person to derive economic capital or societal position, but besides in some manner specify what signifiers of civilization are of value. Such an averment is supported by Giroux ‘s ( 1980:228 ) statement that the civilization that is selected to organize the course of study becomes ‘legitimised ‘ by the really fact of its inclusion in the course of study. This construct can farther be seen in claims that the ‘traditional ‘ academic course of study is an elitist choice of civilization, giving value to signifiers of cognition associated with the in-between category ( REF! ) . It is the comparative value that become associated with different signifiers of cognition and different accomplishments that signifiers portion of what is termed ‘hidden course of study ‘ ( Ref ) . This is a mention to the values and thoughts that a school may non explicitly plan to learn, but which however are transmitted to students ( REF ) . It is suggested hence that the exclusion of an facet of civilization from the course of study communicates to pupils a belief about the comparative worth of this facet of civilization ( REF..exemplify? ) Moore ( 2004 ) provides an interesting illustration of this claim of elitism in cultural choice. Moore focuses on portraitures in movie of instructors who are regarded as ‘saviours and non-conformists ‘ ( Moore 2004:58 ) , such as ‘Ms Johnson ‘ in the movie Dangerous Minds. He argues that whilst the attack they take to instruction may be extraordinary, the content of that instruction is non. Moore ( 2004 ) contends that the cultural choice made by these instructors, of what he regards to be representative of in-between category values, ‘may be read as lending to and corroborating societal and cultural prejudices ‘ ( p.58 ) It is in this sense that Young ( 2006:734 ) argues that ‘social involvements are ever involved in course of study design ‘ , those with the power to choose what is included in the course of study have, to an extent, the power to legalize certain signifiers of cognition and certain patterns. It is suggested that through this procedure of advancing and legalizing in-between category civilization ( here we have the impression that a society consists of many ‘cultures ‘ ( ref ) ) , schools are implicated in intrenching inequalities of societal category ( REF ) . Such a claim requires closer consideration in order to understand the agencies by which cultural choice may be regarded to be implicated in affairs of societal justness. One manner in which it is suggested that this is the instance is that persons from a in-between category background have greater entree and exposure to the signifiers of cognition that are regarded as valuable by schools ( Reay 2006 ) . In this manner, Reay ( 2006 ) suggests, kids from in-between category backgrounds are at an advantage, able to pull on the cultural capital they already possess in order to execute good at schools, deriving institutionalized acknowledgment through academic makings, and therefore addition position in society. This would look to foreground a tenseness for those involved in choosing the content of a course of study. On the one manus, it is suggested that if schools do non supply the ‘high position cultural capital that academic and economic success requires ‘ so kids from working category backgrounds are potentially deprived of the ability to raise their societal position ( Anyon 2006:44 ) . However in making so, they are possibly complicit in reproducing prejudice as to what is regarded as legitimate and valuable cognition. It should be pointed out that this debatable history of cognition and cultural choice does non propose that ‘knowledge ‘ is incorrect or should non organize the footing of a course of study ( Young 2006 ) . Rather it suggests the demand to see the exact nature of the content we are taking to include, and significantly exclude, from the course of study. It suggests the demand for contemplation on our grounds for content choice, necessitating an consciousness of our ain prejudices we bring to the procedure ( Chan 2009: ? ? ) . From these observations, in which the choice of course of study content is regarded as holding societal deductions and is implicated in the transmittal of values, an apprehension of instructor professionalism which emphasises practical accomplishments or even pedagogical cognition possibly begins to look inadequate. Therefore the balance of this essay will see the impression that instruction is inherently ethical in its nature, and that teacher professionalism should therefore Centre upon the moral features of the profession ( Goodson 2003 ; Campbell 2003 ; Carr 2006 ) Carr ( 2006:172 ) argues that whilst all businesss are in some manner concerned with ethical issues, these by and large play a ‘regulative ‘ function – they indicate criterions for good pattern. However he suggests that this is non the instance with instruction, instead he suggests that ethical considerations are ‘constitutive ‘ of learning. This is possibly more clear in Campbell ‘s ( 2007:604 ) averment that: ‘It is far more ambitious to extricate the moralss of learning from the really procedure, pattern and content of teachingaˆÂ ¦ ‘ ( CHECK CONTEXT ) It would look that what is meant by this is that the determinations and actions taken by a instructor have ‘moral ‘ significance ( pulling on Campbell 2003:1 ) . By its really nature instruction is involved in organizing kids ‘s values and apprehension of the universe and as such is involved in conveying construct as to what is ‘right ‘ and ‘wrong ‘ ( REF ) . Further, as discussed earlier the determinations made potentially impact upon an persons accomplishment in schooling and therefore perchance impact their future chances. Following from this construct that issues of moralss are inbuilt into instruction, Campbell ( 2008:605 ) argues that ‘ethical codifications ‘ are deficient to turn to the issues faced by instructors. Rather she suggests that instructors requires an understanding by instructors of the complex moral issues they must turn to ( Campbell 2008:605 ) . It would look that within the Scots context there is acknowledgment of this. The ‘Standards for Initial Teacher Education ‘ in Scotland, which ‘specify what is required of a pupil instructor ‘ ( Christie 2003:847 ) , includes mention to ‘professional values and personal committedness ‘ ( Christie 2003:848 ) . There is a danger, Carr ( ? ? ? ) suggests, in bordering values as a competency or criterion, in that it would look to propose that the other facets of learning are ‘value-neutral ‘ . In this manner, the ethical nature of learning possibly can non be reduced to a competence or criterion. Rather Carr ( 2006:178 ) suggests that it is about instructors ‘taking moral issues and inquiries earnestly ‘ . It should be noted that this does non propose that instructors do non presently take moral and ethical considerations earnestly, Campbell ( 2003:2 ) argues that many instructors are cognizant of the moral deductions of their actions. However, Locke et Al. ( 2005:570 ) do suggest that when instructors are capable to high degrees of answerability it can take instructors ‘doing things right ‘ instead than ‘doing the right thing ‘ . Potentially, hence, the CfE ‘s focal point on greater liberty could supply greater flexibleness for instructors to do the determinations they regard to be ethically sound. At the same clip, by increasing instructors ‘ range for taking what to learn the ethical nature of learning possibly comes even more to the bow. It would look so, that in taking to give instructors greater liberty over the content of the course of study, the CfE both can be viewed as potentially heightening instructors ‘ professionalism as understood in footings of degrees of liberty. However, it besides seems to necessitate a consideration of the professional cognition base on which professionalism is based. The importance of pedagogical expertness and development is clearly of import and highlighted as so ( e.g. Scots Government 2009:4 ) . Yet, sing the complexness, and potentially value loaded nature of the cultural choice involved in choosing course of study content it would look of import to underscore the ethical nature of instructor professionalism. In kernel so, the greater liberty afforded to instructors to choose the content of the course of study by the CfE would surely look, as Menter et Al ( 2010:23 ) suggest, to indicate to a theoretical account of teacher professionalism in which instructors both reflect upon and develop their pattern. However in visible radiation of the basically ethical issues involved in content choice, it would look just to propose that instructors ‘ contemplations and determinations should pull non merely on theoretical and practical cognition, but must besides see the ethical grounds for taking to include, or non to include content in their instruction.