Education and Skills Bill Essay

The Education and Skills Bill presents another obligation on youngsters in England to partake in instruction or preparing until the age of 18. The Bill follows the green paper Raising Expectations: remaining in instruction and preparing, which portrayed the apparent advantages to people, the economy and society of youngsters remaining in instruction or preparing for more. Obligation regarding bolster benefits at present completed by the Connections administration will be moved to neighborhood instruction specialists (LEAs). The Bill makes changes identifying with grown-up aptitudes. The Bill likewise accommodates the exchange of the administrative system for free schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are different arrangements corresponding to understudy conduct, outer capabilities, assessment of instructor preparing, and Schools Forums. Additionally a system power is accommodated the National Assembly for Wales to administer corresponding to the assessment of pre-16 instruction and preparing. The regional degree of the Bill changes as per the extent of the various arrangements. The Bill contains arrangements that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Ongoing Library Research Papers include: 07/72 07/73 The ‘Governance of Britain’ Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Bargain: revisions to the ‘Treaty on European Union’ 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords †advancements since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: alterations to the Treaty setting up the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are accessible as PDF records: †¢ to individuals from the overall population on the Parliamentary site, URL: http://www. parliament. uk †¢ inside Parliament to clients of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are accumulated to support Members of Parliament and their own staff. Creators are accessible to talk about the substance of these papers with Members and their staff however can't inform individuals concerning the overall population. We invite remarks on our papers; these ought to be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or messaged to PAPERS@parliament. uk ISSN 1368-8456 Summary The Education and Skills Bill was introduced in the House of Commons on 28 November 2007. Simultaneously Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were additionally distributed. The Bill, as introduced, is in five sections. A portion of the arrangements are connected to the Government’s strategies for transforming 14 to 19 instruction and improving the learning and aptitudes of youngsters and grown-ups. Different pieces of the Bill are on isolated issues especially identifying with the guideline and investigation of free schools and universities. Section 1 presents another obligation on youngsters in England to take an interest in instruction or preparing until the age of 18, and makes a legal system to help and authorize it with new obligations on neighborhood training specialists (LEAs ), instructive suppliers and managers. The raising of the cooperation age will be presented in two phases: to 17 by 2013 and to 18 by 2015. Arrangement is made for LEAs to uphold the interest obligation, if fundamental. They may give participation notification to youngsters who will not partake. New participation boards will be made to hear requests and to screen the implementation procedure. LEAs may likewise issue child rearing agreements or child rearing requests to guardians of youngsters who are neglecting to satisfy the obligation to take part. The recommendations follow the green paper Raising Expectations: remaining in instruction and preparing (March 2007), which depicted the apparent advantages to people and society of youngsters remaining in training and preparing for more. While there has been wide acknowledgment of the rule that youngsters will profit by taking an interest until they are 18, concern has been communicated about making it necessary. Section 2 makes arrangement for the exchange to LEAs of the data, guidance and bolster administrations for youngsters presently gave by the Connections administration. This follows recommendations in the Youth Matters green paper (July 2005). The financing for the Connections administration will be moved to LEAs in April 2008. It is expected that LEAs will keep on keeping up the Connections database to assist them with giving the correct help administrations to youngsters and advance the new obligation on youngsters to take an interest in instruction or preparing. Section 2 likewise puts an obligation on LEAs to orchestrate the evaluation of the instruction and preparing needs of an individual with an announcement of uncommon instructive needs (SEN) during their last year of tutoring. This assesses the adjustment in the Bill to raise the investment age. Different arrangements in Part 2 include: a prerequisite for auxiliary schools to introduce vocations data in a fair-minded path and to give professions exhortation that is to the greatest advantage of the youngster; an unequivocal obligation on the Learning and Skills Council (LSC) to give appropriate offices to apprenticeships for 16 to multi year olds, and to make sensible arrangement for apprenticeships for those matured 19 and more than; a necessity for LEAs to have respect to travel times in setting up their vehicle strategies for understudies of 6th structure age going to instructive foundations; and a prerequisite for LEAs to co-work with accomplices who are answerable for 14 to 19 instruction and preparing. Section 3 contains arrangements comparable to grown-up abilities. The issue of keeping up an adequately gifted workforce to meet the economy’s needs despite developing worldwide rivalry has gotten expanding noticeable, especially since the distribution of the Leitch Review of Skills in 2006. In its reaction to the survey, the Government set out a scope of objectives identifying with workforce abilities for 2020 and sketched out how it proposed to accomplish them. This Bill places obligations on the LSC to give a free privilege to preparing for all grown-ups in England matured more than 19 up to their first full Level 2 capability, with a comparable qualification up to Level 3 for those matured 19-25. Arrangement is likewise made to empower the sharing of information between important offices and the regressed organizations so as to aid the powerful appraisal and arrangement of instruction and preparing for those matured 19 and over. Section 4 makes a more extensive meaning of a free instructive foundation in England, which incorporates certain low maintenance instructive arrangement, to which the administrative system for autonomous schools in England will apply. That system, as of now contained in the Education Act 2002, is repeated in Chapter 1 of Part 4. The administrative system for ‘independent instructive institutions’ is changed with the goal that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the enrollment authority. The capacity of endorsing non-kept up unique schools is additionally moved from the Secretary of State to the Chief Inspector. 6th structure students in nonmaintained extraordinary schools are given an option to quit strict love. (Understudies in standard kept up schools as of now have this privilege under the Education and Inspections Act 2006. ) The Bill additionally looks to correct area 347 of the Education Act 1996 to expel in England the class of endorsed free school for the arrangement of a youngster with an announcement of SEN, and to evacuate the prerequisite for LEAs in England to look for agree to put students with articulations of SEN in non-affirmed autonomous schools. Different changes in Part 4 incorporate the presentation of another administration standard for free instructive establishments, and changes identifying with expenses for enlistment and investigation. Section 5 remembers incidental arrangements for connection to understudy conduct, the Qualifications and Curriculum Authority (QCA) and the endorsement of outside capabilities, the review of instructor preparing, and the constitution of Schools Forums. Likewise Part 5 makes a structure power for the National A ssembly for Wales to administer according to the assessment of pre-16 instruction and preparing. The Bill stretches out to England and Wales. Huge numbers of the arrangements apply to England as it were. Various new or extended forces are given on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five provisions that identify with sharing data stretch out to Scotland and trigger the Sewel Convention. Two provisos identifying with the dispatch of the QCA reach out to Northern Ireland. This exploration paper plots the key arrangements of the Bill, and gives foundation on them. It isn't planned to be an extensive record of the provisions. A nitty gritty statement by proviso account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the support age, Connections administration, uncommon instructive needs, post-16 vehicle, guideline and examination of free schools, understudy conduct and participation and Schools Forums Pau

Prescription Drugs Term Paper Example | Topics and Well Written Essays - 750 words

Doctor prescribed Drugs - Term Paper Example What is powering the ascent in doctor prescribed medications costs? Various elements are represented the ascent in physician recommended drugs costs, for example, 1. Ascend sought after: Much of the expansion in physician recommended drugs costs is credited to the rising interest, utilization and usage of doctor prescribed medications. Maturing populace, ascent of way of life and constant maladies, for example, diabetes, hypertension and sadness and strength ailments, for example, Alzheimer’s and so on have prompted high utilization of physician endorsed tranquilizes in U.S. Subsequently, prompting higher government spending on clinical medications. 2. Increment in medicate advancement costs: The normal expenses to build up another medication treatment expanded by over 60% from 2000 to 2005 thus prompting higher physician recommended tranquilize costs for inventive prescriptions (PhRMA, 2011). 3. Direct to Consumer Marketing and Advertising especially for more extravagant medi cations by pharmaceutical organizations has likewise determined the interest, deals and in general spending levels. 4. Cost Inflation: Retail doctor prescribed medications costs have expanded around 3.6% every year during 2000 and 2009, higher than the avg. swelling pace of 2.5% (Kaiser Foundation, 2010). It is assessed that physician endorsed sedate spending development would experience a more slow pace until 2017 when high use would quicken the interest for professionally prescribed medications (Keehan, et al., 2008). The unremitting ascent popular because of maturing populace and ascent of creative medications will resume to upsurge the doctor prescribed medication consumptions for present and future years. Medication advancement costs for creative medications will keep on rising, notwithstanding, because of various patent expiries and higher infiltration of generics prescriptions will adjust the general increment in such expenses. The costs of develop medications would fall late r on because of conventional passages and value audits by bureaucratic and state governments while costs of new creative drugs

Seeples Spotlight Kier Joy COLUMBIA UNIVERSITY - SIPA Admissions Blog

Seeples Spotlight Kier Joy COLUMBIA UNIVERSITY - SIPA Admissions Blog Everyone, we have a new work study joining us for the remainder of this fall semester. Please welcome Kier Joy! He is a first-year student at SIPA, studying economic and political development and international conflict resolution. He was raised a military brat, having lived all over the U.S. and in the UK. He graduated from the University of Georgia in 2017 with a dual bachelor degree in International Affairs and Political Science. During undergrad, Kier worked as the director of a state-level legislative research fellowship, applying his passion for policy and progressiveness to legislative issues. Also in undergrad, he studied abroad at the University College London and spent a summer in Washington D.C. as a Rangel Scholar. Kier is also a 2017 Charles B. Rangel International Affairs Fellowship recipient under the United States Department of State. Upon graduating from SIPA, Kier will join the Foreign Service as a Political Foreign Service Officer. What were you doing before you came to SIPA? Before SIPA, I was in undergrad at the University of Georgia. Though I was studying rigorously, I made sure to also gain as much professional experience as possible. After studying abroad in London the summer before my junior year, I was accepted into a state-level legislative research fellowship. In this position, I met with dozens of NGOs in Northeast Georgia to learn how to create, study, and advocate for progressive policy changes in the Georgia State Legislature. Through this opportunity, I worked as legislative aide under a state representative. After being in the fellowship for a year, I was promoted to director and had the chance to lead my own team in policy research. In November of my senior year, I was selected as a 2017 Charles B. Rangel International Affairs Fellow. As part of the Rangel Fellowship, I worked on Capitol Hill as a foreign policy fellow for the U.S. House of Representatives Committee on Foreign Affairs, Western Hemisphere Subcommittee. From there, I came to SIPA. What attracted you to SIPA and Columbia University? Two things really attracted me to SIPA and Columbia University: the large international student body and professor faculty. First, I wanted to attend a diverse grad school, not only in domestic populations but also international. As I am to join the Foreign Service after graduating, I wanted to be in a place where I was confronted by many different perspectives on global and regional issues to mimic the experiences I’ll have around the world as a diplomat. Second, Columbia University has some of the most renowned professors and practitioners in international affairs. To be able to learn from their research and experiences is such an invaluable honor that I couldn’t afford to miss out on. SIPA features lots of events for students to attend. Is there any interesting presentation that you have attended that you could comment upon? I attended a discussion on white nationalism in the past, present, and future. The discussion was lead by professors from schools all over campus â€" from SIPA to the School of Journalism to the Department of Sociology. It was incredibly interesting to hear from these scholars on where they believe this current uptick in white nationalism is coming from and where it is headed. Also, I’m glad that Columbia has opportunities to discuss current events with faculty. What advice do you have for current applicants? I think nailing a great statement of interest is incredibly important for the application. Given the concise nature of the essay, an applicant must be able to explain three things in very little words: their passion, their interest in Columbia, and why they believe a graduate degree from Columbia can aid them in their career. This can be very difficult. So I recommend starting the statement of interest very early. I started mine 4 months before the application deadline and had many professors and professionals review it. Then I also conducted a lot of research on SIPA, the MIA program, and the faculty so I could express what specifically in SIPA could aid me in my career. But overall, give yourself time to work on the statement. It’s incredibly important. Did you have a lot of quantitative experience when you applied to SIPA? Why or why not? How did you perform in those classes? I had taken 5 quantitative classes in undergrad before SIPA: political economy, microeconomics, macroeconomics, research design and quantitative analysis, and algebra. The only requirements for my undergrad degrees were algebra and macroeconomics. But through a summer program with the State Department, I took political economy. When I was looking into grad schools though and saw that they wanted a higher level of quantitative experience, I made sure to take microeconomics and research design and quantitative analysis. I performed well in all of the classes, though it did take quite a lot of work since I’m not math-minded whatsoever. What advice would you give a first-year student? Many of the core courses have recitation sessions you must attend. A recitation session is an additional “class” you must attend to discuss the topic of the week in the lecture core course. This can add an additional 2 hours per recitation course to your weekly school schedule. Because of this, it’s imperative that you can manage your time well. I suggest getting a planner and filling it out at the beginning of the semester of all the class times, tests, homework, and recitations. This has helped me to visualize how much time I have available to work (and play) outside of class.

The Ethics of Sport Hunting Essay - 2288 Words

Aldo Leopold pioneered â€Å"land ethics† in the first half of the 20th century. Inspired by Leopold, his fellow professor at the University of Wisconsin, Van Rensselaer Potter, coined the term â€Å"bioethics† in the second half of the 20th century (1970). Both terms have a powerful social and personal component. Both terms connote an integration of values and the environment. So, too, do â€Å"hunt ethics,† an integration of values and an action based upon biology and the ‘land.’ The hunter has affection and awe for all of nature’s creations, perhaps more so than any other human observer, for the hunter must read the most subtle signs of his quarry, its habitat and its behavior, to be successful. If successful, respect and regret are dominant†¦show more content†¦Written by Felix Salten in 1924 and animated by Walt Disney in 1942, it featured a â€Å"depraved male† murdering â€Å"doe-eyed innocence.† In fact, the trope projected nothing more than a sentimental and romantic anthropomorphism, crying out against man’s very nature and his products of a scientific materialism, one of which is the gun. Bambi was a falsification of man and his place in the rest of nature, never forgetting that man himself is part of nature. Yet it was a very lucrative perversion for Disney and a damming defamation of the honest hunter. In fact, such a hunter has a love affair with nature and his quarry. Such a hunter reawakens, even recreates his biological center - all five senses fully and sublimely engaged. Yet, one must acknowledge that the trophy, the score, and the adulation by fellow hunters and fellow travelers represent for many trophy hunters the primary, even the only reason to hunt; hence â€Å"to collect.† It must be asked, Can this residue, the trophy, satisfy a sport hunter’s innermost needs? The answer is, yes, of course, providing the trophy is a byproduct and not the prime reason for the hunt. Trophy quality should connote a challenging hunt where we stay in the field longer and hunt harder for a larger old male in his last year or two of life. In the end, however, every animal we killShow MoreRelatedThe Natural Environment And The Human Race1531 Words   |  7 Pagesconcern is the act of hunting. Hunting has been a staple in the evolution of the human race. The harvesting of animals has provided humans with many valuable resources necessary to survive. Alice Walker, Aldo Leopold, and many other professionals have studied, researched, and written about their views and findings on this matter. Once all of the information has been examined and digested, one can come to a conclusion that is held by hunters and conservationists alike. Hunting is in fact a human intrusionRead M oreThe Between Humans And Animals1461 Words   |  6 Pageslarge threat on the native wildlife in natural ecosystems (Why Sport Hunting Is Cruel and Unnecessary, n.d.). Overall, this â€Å"exotic† pastime is opposed by the majority in the United States, resulting in the derivation of anti-hunting organizations and even the â€Å"No Hunting† signs often posted in even our own backyards. The opinions are subject to change depending on the motives of the individual hunter and the different uses of the sport. The relationship between humans and animals has greatly evolvedRead MorePeople Have Hunted Throughout Human History1503 Words   |  7 PagesPeople have hunted throughout human history. Why do we hunt? To know what hunting is you must understand it. Hunting requires skill, accuracy and patience. Hunting is seeking, tracking, stalking, or calling a wild animal with the intention, or aim, of killing it. People often ask hunters why they hunt. Most say they hunt for three reasons: Food, to help balance wildlife, and to enjoy the challenge. People who lived thousands of years ago left clues about their lives. Some of these clues were picturesRead MoreHunting : The Truth About Hunting Essay1372 Words   |  6 PagesI m hunting wabbits: The truth about hunting? Many people think of the bahamas, or a five star hotel when a vacation is mentioned, however that is not true for all. For those who enjoy the outdoors and nature, a nice hunting trip speak more to them. Hunting has been seen in our culture for centuries as a way of reconnecting with nature, and in todays world with the lack of predators it is used to keep nature in balance, as well as keeping in touch with our ancestral traditions. Hunting is a partRead MoreThe Big Hunting Game By Ernest Hemingway And Theodore Roosevelt1372 Words   |  6 PagesThe Big Hunting Game Since ancient times, humans for the necessity of food, hunted wild animals, as they did not know how to organize a farm. They lived as nomads following the movement of their prey. Then the man began to breed animals, and this allowed him to have a fixed residence and hunting was no longer necessary, though not as much. Now, the hunt is no longer practiced for food, but for fun and sport, called Big Hunting. Captured and killed for trophies sport in Africa, the hunting of animalsRead MoreEssay on the most dangerous game826 Words   |  4 Pagesabout the morality of hunting: Humans are the cleverest creatures on earth, but does it give them a license to kill the other animals and even human beings weaker than themselves? I give below a short summary of the story to set the scene and then I will explore the ethics involved in hunting as a sport. quot;The Most Dangerous Gamequot; presents the story of a hunter, General Zaroff, who finds hunting human beings as the most dangerous and fascinating sport. He likes hunting humans because humanRead MoreWhy Hunting Should Be For Providing Food And Resources As Needed949 Words   |  4 Pagespersonal ways to look at hunting, such as a way to provide life or even a sport. There are also different tactics in hunting, such as high fence, low fence, endangered, poaching and etc. Ethically I believe the means of hunting should purposely be for providing food and resources as needed. More than 38 million Americans hunt and fish, as stated by nhfday.org. These statistics were in 2012 and records have concluded that the numbers have increased since then making hunting a higher demand. I believeRead MoreThe Most Dangerous Game821 Words   |  4 Pagesabout the morality of hunting: Humans are the cleverest creatures on earth, but does it give them a license to kill the other animals and even human beings weaker than themselves? I give below a short summary of the story to set the scene and then I will explore the ethics involved in hunting as a sport. The Most Dangerous Game presents the story of a hunter, General Zaroff, who finds hunting human beings as the most dangerous and fascinating sport. He likes hunting humans because humanRead MoreIt would seem relatively orthodox and banal to suggest that killing for fun is the type of action1000 Words   |  4 Pageskillers justify their irrational slaughtering and debauchery through erroneous arguments that are wholly vacuous. Nonetheless, killing anything for whatever joy or competition that could be rendered from doing so is savage. Overall, Recreational hunting should be abated or completely annulled or any form of interdiction should be put on it for its absurd and ignoble breach of moral principle, where it penetrates the lives of innocent animals for fun. One of and possibly the most cogent argumentsRead MoreTrophy Hunting : A Common Controversial Issue Among People1596 Words   |  7 Pages Hunting is a common controversial issue among people. Determining when killing an animal is necessary and ethical has mixed viewpoints. One type of hunting that generally creates feelings of animosity among people is trophy hunting. There are very few ethical theories and ideas that support trophy hunting. Trophy hunting is a form of hunting in which the hunter kills an animal with the main goal of taking a part or parts of that animal for a trophy. The majority of trophy hunting occurs in Africa

Essay Jane Austen - 2480 Words

Jane Austen 6. How does Mansfield Park interrogate the relationship of power and gender? Mansfield Park by Jane Austen is a classic realist text, which is almost exclusively focused on a small strip of society, namely the upper-middle class of rural England; the class to which she herself belonged. Throughout her novel, Austen portrays the disadvantaged position of woman, presenting the issues of gender stereotyping and marriage choice as the main problems they have to confront. â€Å"Gender came to be seen as a construct of society, designed to facilitate the smooth-running of society to the advantage of men†1, proving that men gained power throughout the socially constructed subordination of woman. Taking a†¦show more content†¦Fanny’s weak position is shown through the punctuation and structure of her sentences, as she often begins to protest, but then breaks off at a dash, unable to continue. This contrasts with the clarity of Sir Thomas’s speech, in which he conveys a tone of certainty and finality, whilst speaking with ease. He is confident, and sure of his thoughts; so sure in fact, that he tries to impose them on Fanny, and will use any kind of pressure or cruelty to force her to comply with his decision that she should marry. Sir Thomas trying to persuade Fanny to marry emphasises the fact that Austen’s novels operate around the framework of love, marriage and money. Many of the characters believe that there is no future development open to women of their class but marriage and the upbringing of children, making Fanny seem extremely unusual when she turns down Henry’s offer. This relates to the Marxist view that â€Å"dominant visible forms taken by modes of physical and social reproduction through history have been family and kinship structures†2, which utilises the gender positions of male power and female subservience. Austen uses words such as â€Å"career†, to reminds us that marriage was a woman’s livelihood, her â€Å"career† in the sense that it was her life’s work, and that she would grab any marriage that had good financial prospects. In the society and culture that Austen depicts, the male is regarded as the norm, as the central position from which the female isShow MoreRelatedThe Jane Austen789 Words   |  3 Pages Jane Austen was born in Hampshire, England on December 16, 1775. Her father was Reverend George Austen and her mother was Cassandra Leigh Austen. Jane was the youngest daughter of a large, close family. She had six brothers and one sister. She was especially close to her sister and brother, Cassandra and Henry. When Jane was eight, she and her sister were sent to Oxford and then Southampton. Because of an outbreak of typhus, a bacterial disease spread by lice or fleas, Jane nearly died. After thisRead MoreJane Austen And Jane Eyre1967 Words   |  8 Pagesand the Prejudice – Jane Austen Jane Eyre – Charlotte Bronte How is social class explored in both texts through the use of stylistic devices and how do the different perspectives help appeal to the audience? Introduction: Jane Austen and Charlotte Bronte explore social class in a number of different ways throughout their novels Pride and the Prejudice and Jane Eyre. They do this through the use of stylistic devices, which in turn appeals to their different audiences. Both Jane and Charlotte areRead More jane austen Essay1047 Words   |  5 Pages Jane Austen lived from 1775 until 1817, a span of four decades that saw significant changes in English social, political, and economic life. At the time her birth, England was embroiled in a bitter struggle with its American colonies, the loss of which, several years later, proved to be a tremendous blow to English political and military prestige. Under the rule of George III, Englands political climate became increasingly unstable with constant struggles between the King and Whig politicians.Read MorePersuasion by Jane Austen1472 Words   |  6 PagesJane Austen, considered one of the most famous Romantic writers during her time, was praised for her abilit y and skill to write a good characterization. Persuasion, one of the most famous novels by Austen, is a good example of writing in which depicts her use of characterization and use of ironic styles in social relationships between classes in a society. In Persuasion, Austen uses attractive plots, different types of conflicts, rich characterization, and unique style to portray the emotions andRead MoreDecorum, By Jane Austen900 Words   |  4 Pagesalso by voicing her opinion. Jane Austen presents a very clear violation in decorum which shows that even in the most respectable occasions, going against decorum is indeed permissible. In the novel, decorum is violated through physical appearance. In the early chapters of the book, the eldest sister of the Bennet family, Jane, had fallen sick and was left to stay at the estate of the Bingley family. Mrs. Bennet had perfectly plotted this scenario in hopes of Jane receiving more quality time withRead MoreFeminism, By Jane Austen1314 Words   |  6 PagesIn the novel, Emma, Austen presents a view of feminism that, at this point in time is quite outstanding for her to do. Men were the dominant gender and in England women remained submissive to the men at all times. Women had specific roles in the household and in society. When the girls are young, they are expected to obey their fathers until they are grown and passed off to a husband so they are financially supported at all times during their life. Emma is a story about the everyday life of EmmaRead MorePersuasion, By Jane Austen826 Words   |  4 PagesAshley Lopez Novel: Persuasion (1818) Author: Jane Austen (1775-1817) Central Characters: Anne Elliot, the sensible daughter of Sir Walter Elliot. She is the middle daughter and is often disregarded. Sir Walter Elliot, father of Elizabeth, Anne, and Mary ( Elliot Musgrove). He is your typical upper class superior and is very vain. He drives the family into debt. Captain Frederick Wentworth, the young gentlemen who Anne loves. Their love creates this story. Other Characters: Elizabeth Elliot, theRead MoreJane Austen Persuasion1664 Words   |  7 PagesMatthew Elmasri Sam Arkin Humanities Core 1A Monday December 7, 2009 Obliging Compliance and Private Rapture Jane Austen weaves the theme of travel throughout her novel, Persuasion, to solidify the value she places on sincerity of character in relation to social decorum. However, travel in this context is more broadly defined as any change or movement from one place to another. Changes of setting, social standing, or time, for instance, are all examples of travel that result in the reinforcementRead MorePersuasion, By Jane Austen1550 Words   |  7 Pages Kathleen Hayes October 2nd, 2014 Paper #1 Prompt #9 In Jane Austen’s Persuasion, it may appear to some readers that Austen writes from a conservative perspective that reinforces women’s submissive and inferior roles in society. Many of the female characters seem to perpetuate traditional and oppressive gender roles, and a central plot line for most of the female characters involves finding a man to marry as a means of attaining ultimate happiness. However, while there are many examples of Austen’sRead MoreEmma, By Jane Austen1327 Words   |  6 PagesIn Jane Austen’s â€Å"Emma,† conversations reveal the social concerns and the character of its participants. Each contributor has a unique and therefore biased perspective that informs how they appear in a conversation. The eponymous protagonist, Emma is oft seen making judgments whether in dialogue or through free indirect discourse, such that her own shortcomings and biases are elucidated. Emma willing enters into a disagreement with her step-brothe r, Mr. Knightley, on the elusive Frank Churchill.

Lyric Analysis Free Essays

Kayla Keeney English 131 Ms. Jones 20 Feb. 2013 â€Å"Not Ready To Make Nice† Rhetorical Analysis â€Å"Not Ready To Make Nice,† a song released in 2006 by the Dixie Chicks is a controversial song written after Natalie Maines commented that she was â€Å"ashamed the president of the United States is from Texas† (Tyrangie), in between songs at a concert in Britain in 2003. We will write a custom essay sample on Lyric Analysis or any similar topic only for you Order Now The comment resulted in The Dixie Chicks being dropped from playlists at many radio stations across the south (Tyrangie). This song is about how Maines is not willing to forgive all of the negative remarks and actions made towards the band, some which include death threats. One rhetorical tool used by the Dixie Chicks is pathos. The first verse, â€Å"Forgive sounds good/ Forget I’m not sure I could/ They say time heals everything/but I’m still waiting,†opens the song showing forgiveness, anger and sadness (Dixie Chicks). They are letting it be known that they would like to forgive all of the people that have hurt Natalie, and the rest of the band, due to her comment, but some of the actions taken towards them were so extreme that they are not sure that they could ever forget them. The next verse includes the lines â€Å"I’m through with doubt/There’s nothing left for me to figure out/ I’ve paid a price and I’ll keep paying† (Dixie Chicks). When this, and the lines â€Å"It turned my whole world around and I kind of like it† are sung, Maines is making it clear that she does not have any regret about her comment towards President Bush and she is done doubting herself because of it. She is letting it be known that she may have had to pay a price of the Dixie Chicks music no longer being on the radio, but she is no longer going to doubt herself or regret her comment because she is entitled to freedom of speech. This brings a bitter sweet emotion into play, because she realizes many other people probably feel the same way; she just voiced her opinion publicly and is not ashamed of it. Pathos is used in that verse when she is talking about the price they will keep paying. Music is their career and it got taken away by one band member’s comment. That verse brings heartbreak to not only the song, but the band members who are so passionate about their music and career choice, along with the listeners that loved the Dixie Chicks music. Joy and peace is brought into the song when â€Å"I made my bed and I sleep like a baby. With no regrets†¦ † is said. Natalie is saying she is content with what she said and all the trouble she got herself and her band into. She has no regrets. â€Å"It’s a sad, sad story when a mother will teach her daughter that she ought to hate a perfect stranger, and how in the world can the words that I said send somebody so over the edge that they’d write me a letter sayin’ that I better shut up and sing or my life will be over† (Dixie Chicks), brings a confused emotion. In the song when this verse is sung, it sounds like Natalie is going on a rant about how sad our world is today, and an angry tone of voice is used to really show her anger about the situation. She sounds scared, sad, and mad all at the same time. She is confused at society. All of the pathos used already throughout the song, bittersweet, heart break, joy, peace, and confused, is revisited again in the chorus, which states â€Å"I’m not ready to make nice/ I’m not ready to back down/ I’m still mad as hell and I don’t have time to go round and round and round/ It’s too late to make it right/ I probably wouldn’t if I could/ ‘cause I’m mad as hell can’t bring myself to do what it is you think I should† (Dixie Chicks). Ethos is also a rhetorical tool the Dixie Chicks used throughout the song. The Dixie Chicks have credibility writing and singing this song, because it goes a long with a life event of theirs. If another singer or band would have published â€Å"Not Ready To Make Nice,† it would not have had as much meaning or emotion, and it would not have been expressed as it was by Maines, unless they had a similar experience. After Maines was asked if she was sorry about her London comments, she said no and responded with â€Å"Sorry about what? Sorry about what? Sorry about not wanting to go to war? And not wanting people to die? â€Å"(Schorn) Many people felt the same way as Natalie Maines did, but did not voice their opinion in such a way as she did. She has every right to do so though. It is common for people to not like the idea of going to war. Americans have the right of freedom of speech, in other words, â€Å"the right to express any opinions without censorship or restraint. † Natalie Maines should be able to voice her opinion as she pleases, due to the first amendment, which brings logos into play. Maines Logos in â€Å"Not Ready To Make Nice† includes the comment itself, that was made and freedom of speech. Since the first amendment exists the Dixie Chicks should not have been punished like they were. Knowledge about the comment, and some background about the Dixie Chicks lives afterwards, is needed to make sense of the song and the meaning behind it. After finding out about the death threats made towards the band, and the banning of their songs on the radio, there is more of an understanding as to why there is so much pathos throughout. It is logical to think that the Dixie Chicks wrote this song as feedback towards country music listeners and southerners, to voice how they feel about the actions done towards them; it is their way of expressing their feelings publically a couple of years later. Through pathos, ethos, and logos, the Dixie Chicks are able to speak out publically to let the world know how Maines’ comment has affected them. Though Maines states she does not regret what she said, she makes it clear that her life has changed forever, along with the Emily and Martie’s, the other band members. This song is a way for Maines to stand behind her comment and to stand up to President Bush. Behind the words is passion. The Dixie Chicks are passionate about the meaning they are trying to get across to listeners. They want listeners to feel what this song means to them and they want us to feel their emotions that they have poured into writing this song. â€Å"Not Ready To Make Nice† is a way for them to show courage, by telling the world they are at peace with what was said back in 2003. Works Cited Chicks, Dixie. â€Å"Not Ready To Make Nice. † Cowboy Lyrics. cowboylyrics. com. Web. 19 Mar 2013. http://www. cowboylyrics. com/lyrics/dixie-chicks/not-ready-to-make-nice-16996. html. â€Å"freedom of speech. † Dictionary. com Unabridged. Random House, Inc. 19 Mar. 2013. Dictionary. com http://dictionary. reference. com/browse/freedom of speech. Schorn, Daniel . â€Å"Dixie Chicks: Not Ready to Make Nice. † http://www. cbsnews. com/8301-18560_162-1611424. html. CBS, 11 February 2009. How to cite Lyric Analysis, Papers

Socio-culture Essay Example

Socio-culture Essay In a world where evolution of change is a social norm, we must stay informed of new developments that will affect our attitudes about how we should live our lives. With the proliferation of new developments of how to live better from books, newspapers, magazines, and news stations, people must discern what developments are useful to their situation. Socio-culture factors influence our decisions and behaviors. It is also a factor of how healthy we live our lives which ultimately can determine how long we will live.Our demographic structure is an important factor on how long we will live. Demographics such as age, gender, income, and education, effects how we live, what we do, the resources available to us, and what motivates us. â€Å"Life expectancy changes as one gets older. By the time a child reaches their first year, their chances of living longer increase. By the time of late adulthood, ones chances of survival to a very old age are quite good.† (Rosenberg)Younger people are more apt to live a carefree lifestyle because their life expectancy rate is the highest among all age groups. Although they may be well informed on health issues the 18-24 year old age group has the highest rate of individuals without health insurance. They frequent more fast food restaurants, engage in irresponsible behaviors, reckless driving, recreational drugs, sports activities which all affect their short and long term health.By the time we become middle-aged adults we begin to become more health conscious and our lifestyles change accordingly. Exercise, healthy eating habits, including low-fat, non-fat, and no cholesterol products become a major concern. Although middle-aged people desire to live healthier lifestyles, they tend to be overwhelmed by distractions of everyday life like careers and family, which affects their behaviors. Time becomes an issue and exercise becomes a distant second to these distractions. Healthy eating is substituted by convenience of fast food restaurants.The way we live our lives in our youth affects our health in our older years. Exercise, healthy eating, drugs, smoking, and other behaviors all affect how healthy our lives will be in our nest years. Elderly individuals are concerned with maintaining healthy lifestyle which has been affected by their living habits in the years prior.Education plays a big role in life expectancy. It determines our income, our place of residence, and the market which we shop. This also â€Å"Life expectancy is higher in high-income countries than in all but a few low- and middle-income countries.†(Rosenberg)â€Å"In our research, my colleagues and I found that an Asian way of eating (predominantly fruits, vegetables, whole grains, legumes and soy products) and living (moderate exercise, stress management and strong communities) may stop and even reverse the progression of coronary heart disease as well as prostate cancer.†(Ornish) Increases our health conscious habits raise a s we become more educated on the long term effects of unhealthy eating. Educated people tend to be more aware of the trends as they read more, they are exposed to healthy living behaviors through resources they have available to them, and they also tend to have more money which affords. They tend to research and seek out new trends in healthy living. They are also taught about health, and healthy living lifestyles in college courses.â€Å"Race and ethnicity continue to be salient predictors of well-being in American society. On average, non-Hispanic whites and Asians experience advantages in health, education, and economic status relative to blacks, Hispanics, and American Indians.† (Economic) Although race shows a correlation between healthy living and life expectancy, due to an increase in education and healthy lifestyles, the gap of non-Hispanic Whites, Blacks, and Hispanics life expectancy is continuing to close.There is definitely a direct correlation between health and life expectancy. Our lifestyles determine whether we will have heart disease, cancer, how long we will live in a healthy mental state. These determinants of age, income, race, geographic location, and education are directly related to healthy lifestyles. They also show a correlation between one another. Income determines where we will live, while education determines how much income we will possess. Age can also represent our income and education level.â€Å"Socio-culture forces are influences in a society and its culture that result in changes in attitudes, beliefs, norms, customs, and lifestyles.† (Pride) These forces can correlate negatively or positively to a person’s healthy living and thus how long they will live in this world. As the world continues an upward trend of awareness of healthy living necessities, life expectancy rates continue to rise. In the United States women have a life expectancy of 80 years of age while men have a life expectancy of 74 years of age. This trend continues to increase as we learn and continue changes in our lifestyles.

The Proper Way To Make References In A Dissertation

The Proper Way To Make References In A Dissertation How To Make References In A Dissertation Right? When it comes to academic papers, every writer must understand the importance of references. It has many reasons to be so significant. Firstly, this is one of the main requirements for the academic writings and it serves as a final touch for the paper, showing it is completed. Secondly, this is a way you can maintain statements in the text and provide proofs for your arguments. The presence of references displays that you have done quality research and have a deep knowledge of the topic you have disclosed in the dissertation. Today we will take a closer look at â€Å"academic† or â€Å"scholar† references in academic writing and discover their peculiarities. What is academic reference? This is the type of references you add to your academic paper to direct your reader to the sources of the information you have used in the paper. It can be a citation, quotation or another way of â€Å"borrowing† thoughts from other experts. We have many options for providing references in the paper. In this article, we will take a closer look at three of them. However, they all have similar features and purposes and provide the same piece of basic info about the source of thoughts: the name of the author of the text you refer to; the name of the paper/article/book/etc.; the type of work (book, article, magazine etc.); the date of publication, edition (if you refer to the particular edition of the book, with specific features, you need to specify what copy you have used exactly as the information, used in the older versions may drastically differ from statements used in the latest copies or the structure may vary and create a confusion when reader will try to find the original source you refer to); the place of publication and the name of the publisher; extra details, if needed, to provide complete direction to the source of information that is used in your academic paper. Reasons you need to make references and when you should do so Excluding plagiarism The most significant reason to use citation is to exclude cases of plagiarism in your dissertation or any other paper. It is not forbidden to add to your work thoughts and statements of other influential experts in the field. But you can do so only with proper references for their work. This is the way you can support your own statements and give credits to the people who have inspired you in your own discoveries at the same time. Keep in mind, that references are required not only for direct quotations of someone’s words but also to other data and thoughts, even if you have paraphrased them. Some people plagiarize other works unintentionally. But still, they are under the danger to be accused of dishonest researching. We advise making references anytime you know or consider the thought in your work is the representation of some other one. Be cautious. Additional reasons Apart from the danger of being accused in plagiarism, you need to keep in mind a few more reasons to make a habit to provide references to the sources of information you use. They are important in evolving as a scholar and following policies of collective knowledge creation: provide readers with the opportunity to dig deeper and find out wider explanation of the things from your paper, which can be a thing if your work stimulates reader’s thinking. Moreover, thus us just a common scholar courtesy to display the way your thoughts were formatted clearly and understandable; providing references to the works of other scholars will show you have done deep research on the topic and display your insight into it. This may help you in convincing your readers and make your arguments sound stronger. With quotations of the reputable sources, your interpretations may become even more understandable. What system for references is better to choose? Usually, there are no many options. In most cases, you will have an opportunity to choose between parenthetical referencing and footnote referencing or their preferred parenthetical and numerical styles for Arts or Humanities subjects and for Sciences or Social Sciences respectively. As a rule, it is up to the university choice. In case you have an opportunity to choose, you need to study the â€Å"usage† passage and check the following aspects: What is the number of sources you are about to use in my work? To what extent will you use the sources: will you use a lot of data from them or just include a few thoughts from each of them to point out some trends in the field? What will you choose: paraphrasing or direct quotes? So in case, your educational institution will provide you with the freedom to choose the referring method, use this checklist to make the right choice considering specifications of your work. Ways to make effective and consistent references Systematism Working dissertation, it is obvious that you will have to use dozens or even hundreds of sources and will have to provide references to them as well. You will need to work on the bibliography section for sure to display the list of used sources. But during months or even years of work on the paper it is impossible to remember and recall all the book, articles and papers you base your research on. So it would be wise to develop a system for organizing all the materials, whether you just read them or quote. This approach will be helpful for writing the bibliography section and making in-text quotations as well. Helpful software for automatizing the process Academic writers usually have their own ways of organizing sources lists and notes for their work. They may use spreadsheets or make notes on paper. It is good to implement even these techniques. But when you work with numerous sources and for a long time, you may require additional assistance from special software for managing references. This is one of the most effective ways to store and retrieve sources. Many educational institutions provide commercial subscriptions for their workers for software like RefWorks and EndNote. But you also may use free packages of Zotero. There might be some restrictions compared to the paid versions, but still, it can serve a great deal. Usually, this type of software provides a similar list of features: the feature for organizing the database by dividing it into different folders according to the particular criteria, that is especially useful for large databases; a number of fields that collect info that is typically needed for the proper citation in the academic paper; at least one option for automated recording of the info (for instance, plugins for grabbing citation data from pages you use in your work; DOI searches for collecting citation info right from the internet; functions for importing text or XML files, or even complete databases); plugins for word processing to make in-text quotations in any footnote or parenthetical form; at least one tool for creating lists of references or bibliographies – in a text form extracted from the program or collecting data about sources from the word procession results. Using these helpers, you can save a great deal of time while you will have an easy way for cataloging, retrieving or annotating materials you use in your paper. The automated citation will help you to create the full bibliography list for your paper. But keep in mind that automated tools cannot guarantee 100% accuracy in their results. So it would be better to check the records of the program and complete them with missing data or to fix some inaccurate parts. Parenthetical references Usage This type of references is used most often in academic writing and it can be applied in various academic disciplines with minor differences considering discipline specifications. MLA and Chicago styles are usually used in disciplines of the Arts and Humanities field, particularly in the north part of USA. When it comes to Social Sciences, APA can be appropriate. But the Harvard system is the most universal option that is acceptable by most universities and disciplines globally. Parenthetical methods are usually applicable on an economic basis. With their help, the reader may quickly and without any special troubles or time-wasting find the source of the provided information in the section with all references (can be marked as â€Å"References† or â€Å"Bibliography† etc.) where all the papers you have cited are collected. Due to the fact that this style is based on economy approach, it has simplified requirements considering the author’s name. So you can specify it only if it is not clear from the context. But if your quotation looks like â€Å"Brown states that.† you can omit Brown’s name in the references a few phrases later. System based on author-date principle Most references of the parenthetical format are based on the â€Å"author-date† principle. They include the name of the author and then the year of publication. As it was stated above, you can omit the author’s name and specify only the year, in case the name is understandable from the context. Here’s an example: We can observe many complaints that we have â€Å"too many styles for references that may only waste our time we could spend on deeper research† (Brown 2018, p.8) or Brown claims that â€Å"There are too many styles for references that may only waste our time we could spend on deeper research† (2018, p.8) The year of publication is the second main information about the source you need to specify in your referencing (after the name). This allows easy tracking of the source of the thoughts of the piece of the text and finds it in the bibliography section. The author-date principle usually creates a unique marker for each source of information. But in can the scholar has written more than one academic work in one year without specifying other dating information, and you need to use and quote each of the sources in your dissertation, so you need to make each identifier unique like â€Å"2018a† and â€Å"2018b† etc. The way you make references may differ depending on the selected format, discipline etc. For instance, we will use APA when we are assigned to write a paper on any of the Social Sciences discipline. It does not have any strict rules for mentioning page numbers as usually in such works the sources of information are rather paraphrased then cited directly. In most cases, it is just a general reference for giving credit to the inspiration and the direction for the thoughts in the paper. In the APA system, you need to specify the author’s name and the date of publication. In case you need to mention the page number, add this information at the end of the quote in a separate parenthetical note. Brown (2018) claims that â€Å"There are too many styles for references that may only waste our time we could spend on deeper research† (p.8) The Harvard system This citation method required separate disclosing, despite the fact it belongs to the author-date group of referencing styles. There are high chances that your university uses the Harvard system as the main citation system, or at least for some disciplines. But it is also possible, that your university may understand this system differently comparing to other educational institutions. While Chicago and MLA styles serve as detailed identifiers that have many rules for academic writing, apart from the references, Harvard method only specifies the type of info you need to add to your reference, but it has much more formatting rules. Harvard formatting differs from institution to institution and publication that apply this style. So variations may be many, but we can define basic principles that remain the same: capitalize the name of the author; referring to the page numbers, use â€Å"p.† or just add the number; separate the name of the author and the publication data with a comma; use the formatting and elements of bibliography that is specified by the university. It may be confusing, but many universities do not take into consideration these specifications. If you go to any library in any university, you will see that its referencing guide will disclose the main set of rules of Harvard System, without including elements of its variations. This will help you to identify the unique requirements and spot the ones, added by your university or software. Keep in mind this information, especially if you use the special software to automate tracking and collecting bibliography data. If you will choose the Harvard system in its settings, the high chances that the result will not match the requirements of your university. So you will need to fix some settings manually to reach the needed format. Some referencing tools offer a few variants of the Harvard system, so you can try each of them to find the most suitable option for you and your university. But still, you may need to make a few corrections as well. MLA format and features of MLA approach is even more economical in using the information in references. The main thing here is that we do not have to use dates but organize sources according to the names of the authors with minimal punctuation as well. For instance, it can look like this: We often hear complaints that there are â€Å"too many styles for references that may only waste our time we could spend on deeper research† (Brown 8) In case the author has more than one work, connected to the discussed topic, you can add a reference to the particular book, but make it the shorter possible, like this: We often hear complaints that there are â€Å"too many styles for references that may only waste our time we could spend on deeper research† (Brown, Education’s 8) More examples Take into account that all the references we provide in the examples are fictional and made up by us to display the main principles. In text: We often hear complaints that there are â€Å"too many styles for references that may only waste our time we could spend on deeper research† (Brown 2018, 8) In the list of references: Brown, John. 2018. The Challenges of Modern Education: Requirements and Academic Writing. Parenthetical styles examples Chicago (author-date) MLA (Modern Language Association) Harvard APA (American Psychological Association) Footnote/endnote references and their usage Usage Method of footnote referencing is used mostly in papers in Arts and Humanities disciplines and more common in the UK and Commonwealth countries. It is suitable for direct quotes and references to the sources when it is required to provide instantly what source has been used and when you need to add some comments to the info you have used in the main text. This type of referencing usually includes page numbers if possible. The exceptions are the classical texts that may exist in various editions and in such cases it is more appropriate to refer to the particular chapter, scene, line etc. Footnoting is based on the assumption that the reader may decide to trace the source to study the context of the quote and get a deeper understanding of the thoughts in the paper. So we often can see this type of referencing in the books and articles and they usually contain bibliography references and other info about the source. Formatting and style specifications Usually, we can see the number in the superscript note (less often – parentheses) at the end of the sentence of the passage quoted or some other option to display that the text has noted. In most cases, footnotes can be found at the bottom of the page that contains the reference. It can also be an adjacent page in case there is too much text in the footer. The referencing section as a rule id separated from the main text with a horizontal line. Less often universities use the endnote approach when all the references are marked with a running number and then at the end of the paper, book etc. we have a special chapter with references and comments. The amount of details in the footnote reference usually depends on the presence or absence of the bibliography. If the is one, in a footnote we can just add the main info to track the original source in the bibliography section. It can be the name of the paper and its author’s name and the particular page where the quote is. Footnote is the unique style as it allows using bibliography as well with the sources of quotations. You also can add to the footnote any other source and information that is important for the deeper understanding of the paper your work on, whether you cited it or not. In some cases, footnote referencing does not imply the bibliography section at the end of the paper. This means that all the details about the source of information must be added to the footnote. At the same time, two the most popular styles Oxford and MHRA usually require that all possible bibliographic details were mentioned in the footnote as well as in the bibliography section in the alphabetic order. Sometimes MHRA allows omitting of the general bibliography, but often universities require creating it anyway. Considering this, the short note is allowed (containing the author’s name, title and the page of reference) to be added to the footnote after the source was mentioned and introduced before. Examples In text: Brown often complaints that â€Å"There are too many styles for references that may only waste our time we could spend on deeper research†. 1 In the footer: Brown, John. 2018. The Challenges of the Modern Education: Requirements and Academic Writing (Oxford: Scholars Press, 2018), p. 8. In the list of references: Brown, John. 2018. The Challenges of the Modern Education: Requirements and Academic Writing (Oxford: Scholars Press, 2018). Footnote style examples MHRA (Modern Humanities Research Association); Oxford; Chicago (footnote style). Numbered reference styles Usage Numbered referencing style is most common in scientific works. They are perfect for cases when there are too many sources of information and they are used brief or paraphrased and when you use more than 5 sources to prove one point or statement but without direct quotations (or without it at all). Numbered collection of the references in bibliographic records are the best options for cases when there are too many sources and even the shortest parenthetical approaches will lead to the often and long interruption of the main text. Format and features Every source you use in your work has its unique number in the bibliography depending on the appearance order in the text. The definite number is inserted in the main text in parentheses (not in a superscript way like in footnotes) and when in the further text you refer to this source, you use the same number for referencing to it. At the end of the paper, you will have to collect all the references in one list in the respective order. Numbered references are suitable for the texts where there are many numbers and terms and you may need many references or even hyperlinks to explain them. Examples In text: Scholars often complain that there are too many styles for references that may only waste our time we could spend on deeper research. (1-4) In the list of references: Brown, J. The Challenges of the Modern Education: Requirements and Academic Writing. Oxford: Scholars Press, 2018. Examples of numerical styles One of the most standardized styles of numerated referencing is Vancouver style. But more often you can hear mentioning only â€Å"numerated referencing† without specifying Vancouver style. As well as Harvard style, this method of making references may be altered depending on the university requirements, time of publication and other factors. But the unique Vancouver style of referencing will remain the same and you may use it as a starting point to organize a large number of references in your paper. Changes in referencing approaches – e-sources and DOI The DOI style, or A Digital Object Identifier, is standardized and currently a very common method for making references to the online sources. This is like the connection between an ISBN and a URL. It is a unique and stable identifier that marks the particular source in electronic format and allows looking for it in the database. URL features are in its functioning as the â€Å"address† to the source and make it possible to found it quickly. Most of the articles published today online use DOI method. The main info of the DOI is collected in the centralized database as metadata. This is a very convenient option for those, who use referencing software. All you need is to input the DOI of the article and the system will collect the required bibliographic data. But the most convenient feature is that the metadata is being regularly updated so the unique DOI will contain the relevant URL and other info about the article. Type http://dx.doi.org/ before any DOI identifier and it will find the most suitable place in the article for reference. If the source is open, it will direct to the page where the full article is available. In other cases, it will lead to the login page or any other page that will help you to get access to the original source. The referencing techniques are still in the process of incorporating DOI. However, recent editions of APA and MLA now contain guidelines for using DOI as the references and even make it possible to exclude some details about the source of your reference have DOI.

Supporting Children with Language Processing Delays

Supporting Children with Language Processing Delays Once children receive a diagnosis of a language delay or learning disability, they often discover that they have processing delays as well. What does â€Å"processing delay† mean? This term refers to the time it takes for the child to process information from text, from the oral information or to decipher vocabulary. They often have the language skills to comprehend, but require additional time to determine to mean. They tend to have language comprehension ability that is lower than other children have in their age group. Difficulties in processing language have an adverse effect on the student in the classroom, as the information coming to the child is often at a greater pace than the child is capable of processing. Children with language processing delays are at a greater disadvantage in the classroom setting. How Central Auditory Processing Disorders Differ from Language Processing Disorders The Speech Pathology website states that central auditory processing disorders refer to difficulties processing audible signals that are unrelated to hearing, sensitivity or intellectual impairments. â€Å"Specifically, CAPD refers to limitations in the ongoing transmission, analysis, organization, transformational, elaboration, storage, retrieval, and use of information contained inaudible signals,† the site states. Perceptual, cognitive, and linguistic functions all play a role in such delays. They may make it difficult for children to receive information or in particular, discriminate between the kinds of information they’ve heard. They find it difficult to process information on a continuous basis or to â€Å"filter, sort and combine information at appropriate perceptual and conceptual levels.† Remembering and retaining the information they’ve heard may also prove challenging for children with central auditory processing delays. They have to work to attach meaning to the series of acoustic signals they’re presented within both linguistic and non-linguistic contexts. (ASHA, 1990, pp. 13). Strategies to Help Children with Processing Delays Children with processing delays don’t have to suffer in the classroom. Here are 10 strategies to support the child with language processing delays: When presenting information, make sure you are engaging the child. Establish eye contact.Repeat directions and instructions and have the student repeat them for you.Use concrete materials to support learning concepts.Break your tasks into chunks, especially those requiring auditory attention.Allow additional time for the student to process and recall information.Provide repetition, examples, and encouragement regularly.Be sure children with processing delays understands that they can request clarification at any time; make sure the child is comfortable asking for help.Slow down when you speak and repeat instructions and directions often.Tap into the childs prior knowledge regularly to help the child make meaningful connections.Reduce pressure whenever possible and observe the child as much as possible to ensure that understanding is in check. Always, always be supportive. Fortunately, with early intervention and proper teaching strategies, many of the language processing deficits are reversible. Hopefully, the suggestions above will aid both teachers and parents in eliminating the struggles children with processing delays endure.

Bloggers as Professional Journalists and Writers Essay

Bloggers as Professional Journalists and Writers - Essay Example In this respect, they are like reporters and journalists probably without an undergraduate degree in the same field, because of which society does not provide them with the same rights as â€Å"professional journalists and writers†.However, bloggers are able to supply information to a larger amount of people in the world. There are many people who do not like watching the news or do not have the time to read newspapers. Nevertheless, they take time to surf the internet and read blogs regarding news topics and current affairs written by bloggers which have all the required information as well as a personal stance on the matter. Most students also prefer reading reports by bloggers because they are able to understand a opinion and use that very opinion for their reports or essays.Bloggers might not be a part of the public eye but that does not mean that they should not be given the same rights as journalists that have been evolving and changing the face of the print media. The f act of the matter remains on an opinion that a person is able to supply a piece of writing. There have been several authors and poets in the past who have written under a veil of anonymity because they do not want people to find out about themselves because of an insecurity crisis issue.It does not matter if a blogger does not want his name to be out in the open; what matters is that he has the guts to put forth his opinion and convince a large number of people that are reading his post. Many times, newspaper reports do not carry the name of the reporter, just the name of the publishing house or company. In this case, it does not mean that the article or information is not authentic; in fact what matters is how the people take the piece of writing.Thus, bloggers should be given the same rights and the nature of the internet does not have to come in the way of their reaching out to the general public.

Business Plan Research Paper Example | Topics and Well Written Essays - 2500 words - 1

Business Plan - Research Paper Example Goal setting is an integral part of a business plan. This helps to have a clear idea of the objectives of the company and assists to formulate its strategies in alignment with the goals set. Following are the goals which would be phased in this business plan. â€Å"The economic structure of an industry is not an accident. Its complexities are the result of long-term social trends and economic forces† (Ehmke, Fulton & Akridge, n.d). The industry analysis will determine the competitive rules and strategies which are required to be formulated by the business. Learning about the industry structure will offer essential insight into the business strategy. Michael Porter has identified five forces which are widely used to evaluate the industry structure. The five forces, together, determine the profit potential of an industry by putting an impact on the costs, prices and necessary investment for a business. Stronger forces are mostly associated with a more challenging environment. The industry analysis identifies and evaluates the significant structural factors for competitive success. In the following section, an industry has been carried out to understand the key factors in solar water heater industry. In the solar water heater industry, there are a large number of suppliers. The organization would establish its production houses in India, where the production cost would be quite low than that in Australia. In this industry, the bargaining power of the suppliers is quite low as the companies do not have to incur any switching cost while changing their suppliers. The concentration of the solar water heater industry is not quite intensive. As a result, suppliers cannot have much power over the manufacturers. The products are mainly made for the rural areas, where the concentration of the buyers is moderate to high.  Ã‚  

Phenomenological Perspective And Theoretical Framework Sociology Essay

Phenomenological Perspective And Theoretical Framework Sociology Essay The aim in this chapter is to offer the foundations on which I base my methodological approach and data analysis. In this section I will clarify theoretical issues which I have examined and informed my work. I outline a framework that highlights the interconnectedness of the macro and micro in explicating the actions and policies of local government in implementing the renewed race relations approach. In this regard, the chapter covers a range of important issues and introduces a number of theoretical concepts relating to race relations and equality. For work of this sort to have meaning it has to embody a rigorous conceptual analysis which underpin a critical theory approach. These definitions are located in a broader theory of oppression and intrinsic discrimination and inequality. Below are the concepts which have informed my approach, these concepts will allow me to examine and understand the complex situation. Phenomenological perspective To state that research doesnt happen in vacuum / isolation acknowledgement of historical and social influences will shape the research Objectivity/subjectivity Positionality Structuration theory Through social action that structures and agency are shaped. Rejects Parsons functionalism subjectivity And also hermeneutics approach on agency He argues his theory of structuration reveals how the micro (personal) is shaped by the macro (social systems) Read Positioning chapter in 1984 book. Social practices ordered across space and time refer to the actions of individuals and groups understood in their social, cultural and historical context. A key element of this theory, therefore, is the attempt to understand reality in terms of structure the significance of social divisions and other aspects of social organisation and agency the exercise of choice. While many forms of social theory address either structure or agency, structuration theory is characterised by a focus on structure and agency and the ways in which they are intertwined. In understanding the ability to participate in community matters what is needed then is an appreciation of both structure and agency. It is not a matter of either or, nor is it an underemphasising of the role of agency by concentrating on the social structures to the almost total exclusion of issues of choices, intentions, wishes, fears and aspirations, or an overemphasising of the role of agency, failing to recognise the power role of social structure in shaping, enabling and constraining the actions of individuals and groups. Our agency is rooted in the complexities of social systems but is not determined by them. Racism, discrimination and oppression are also imbedded in those social systems. Power Power is a central feature of the struggle to promote social justice and equality. It is envisaged power in this study will be played out in many ways. In a practical sense, it is the local government who holds the power both with policy and resources (staff, time, organisation, money), in this case the dominant party, to eliminate the inequalities faced by minority groups. Power analysis is useful in identifying resistance to change as this does not rely solely on the While in the workings of organisations power is transparent in the formal decision-making process, work by Hunter study of decision makers and places of net-working , Mills study of power elite, Bachrach and Baratzs power is,exercised by containing the scope of decision-making to relatively safe issues (p. 6). Steven Lukes (1974) three dimensional framework of power identify other ways in which power may operate. In this study I am informed by Lukess three dimensional framework of power as it illuminates the different dimensions where power operates. Lukes theory is built on earlier theories on power which he addresses in his book Radical View. Dahls one dimensional model of power is conceived of as intentional and active in the political arena by political actor groups, and power consists in defeating the opponents preferences. The focus is on decision-making behavior on issues where there is an observable conflict of subjective interests as revealed by policy preferences. Criticism of this view, is that power is not only reflected in concrete decisions. Individuals can limit decision-making to non-controversial issues by keeping certain topics off the agenda and argued that power should be analysed by two-dimensional model of power. According to Lukes, the two-dimensional view of power is limited in that it focuses only on observable conflicts, whether overt or covert. Lukes claims power can also by influencing, shaping, or determining his wants and preferences. Another second criticism is that this view is too committed to behaviorism, that is to the study of concrete decisions, whereas inaction can also be the outcome of socially structured and culturally patterned collective behavior. The third point on which this view is seen as inadequate is in its claim that non-decision-making power only exists where there are grievances which are denied entry into the political process in the form of issues. However, Lukes argues that power can be also exercised by preventing grievances by shaping perceptions and preferences in such a way as to secure the acceptance of the status quo since no alternative appears to exist, or because it is seen as natural and unchangeable. This he refers to as the insidious/invisible third dimension of power, through which the relatively powerless came to internalise and accept their own condition, and thus might not be awa re of nor act upon their interests in any observable way. Lukes third face of power was inspired by Gramscis ideas about hegemony and manufacture of consent as the means by which the willing compliance of workers is secured in capitalist societies. In practical terms, Gramscis insights about how power is constituted in the realm of ideas and knowledge expressed through consent rather than force. Lukes contrasts two meanings of hegemony: the first as an unconscious psychological process that is cultural and internalised, and the second a more conscious, wilful and coordinated strategy of domination. Hinson and Healey (2003, 4) further write that [Invisible power] is exercised in part through control of the institutions that shape and create meaning: religious institutions, the media, mass consumer culture, popular ideas about government, etc. Although the concept of power is used, it is itself is highly contested. What accounts for the highly contested nature of the concept of power? One explanation is that how we conceptualize power is shaped by the political and theoretical interests that we bring to the study of power  Lukes 2005, p63.   Some theorists define power as getting someone else to do what you want them to do (power-over) whereas others define it more broadly as an ability or a capacity to act (power-to). Many very important analyses of power in political science, sociology, and philosophy presuppose the former definition of power (power-over). As Steven Lukes notes, Dahls one-dimensional view of power, Bachrach and Baratzs two-dimensional view, and his own three-dimensional view are all variations of the same underlying conception of power, according to which A exercises power over B when A affects B in a manner contrary to Bs interests (1974, 30). Similarly, but from a very different theoretical background, Michel Foucaults highly influential analysis presupposes that power is a kind of power-over; and he puts it, if we speak of the structures or the mechanisms of power, it is only insofar as we suppose that certain persons exercise power over others (1983, 217). Feminists refer to this kind of relation as a specific kind of power-over relation, namely, one that is unjust and oppressive, they also refer to this kind of relation as oppression, patriarchy, subjection, and domination to those over whom power is exercised, this oppressive power will be discussed below. For the above section should I include Huner and Mills ways in which way power is used to manage people , manipulation and coercion see separate document how power works Global effects local While this is local community study, I am drawing upon the study of international developmental work by Gaventa and colleagues. Firstly, they contend that effects of globalisation have changed the spatial relations of power, therefore, power increasingly should be understood not only at the local, national or the global level, but also in their inter-relationships p4 (ESRC undated). The ripple effects of 9/11 in the US and the increase in Islamophobia, the renewed race relations can be seen in this context. Places where power is held Although in the past it was the local government who controlled and made the decisions in the city and neighbourhoods, governance is now characterised by multiple intersecting actors, arenas and networks. The decision making arenas in which power may be found have become increasingly more varied and porous. Especially with the increase in arms-length-companies, social enterprises (joint private and public projects). Therefore attention to the decision-making in such spaces require equal focus in the study of power and decision makers. Who says they have become more porous? Gaventa There are different approaches to understanding and analysing power, I will use the powercube approach offered by by Gaventa and team which is based on Lukes three faces dimensions of power three faces. The power cube is an analytical device, which can be used along with other approaches to reflect on and analyse how strategies for change in turn change power relations: The approach, developed over the years is largely based on studies of community groups based in southern hemisphere. The theoretical approach grew originally as a way of exploring how powerful actors control the agenda through and the ability of less powerful actors to build their awareness and action for change.   The powercube is a framework for analysing the  levels,  spaces  and  forms  of power, and their  interrelationship.   It is useful in exploring various aspects of power and how they interact with each other.   The  levels  dimension of the powercube refers to the differing layers of decision-making and authority held on a vertical scale, including the  local,national  and  global. The  spaces  dimension of the powercube refers to the potential arenas for participation and action, including what we call  closed,  invited  and  claimedspaces. The  forms  dimension refers to the ways in which power manifests itself, including its  visible,  hidden  and  invisible  forms. The powercube can build on and be used to further explore the  expression of power:   power over, power to, power with, and power within. In the study, where the dominant group have to bring about change for minority groups, expressions of power such as power-over by actors who are instructed to make changes. The power lens will also help to identify partnerships which help to generate power-with across wider range of actors/ groups. The empirical work should highlight power-within as minority communities self-determine within the community to work towards improving their lives. In this respect, the power lens will illuminate sources of claimed space by the mobilisation of networks and supporters within the neighbourhood. John Gaventa takes invisible power further. In the powercube, invisible power need not be limited to intentional acts of thought control by the powerful, but can also be seen as self-reproducing social processes in which the thinking and behaviour of the powerful and powerless alike are conditioned by pervasive norms. Invisible power in the powercube can therefore embrace both meanings of hegemony its structure and agency and points to the need for appropriate strategies for engaging with both forms of invisible or internalised power. This third face of power is likewise treated by VeneKlasen and Miller (2002) as a multidimensional barrier to effective citizen participation, requiring well-designed tactics for building self-awareness, self-esteem and power within to challenge dominant norms such as gender and racial discrimination. Their practical methods are grounded in experiences of womens organising and empowerment, and recognises the direct links between gendered norms in society and the fragile condition of womens power within. Invisible power in this sense bridges agency and structure. The use of power analysis is effective in uncovering/ identifying resistence and compliance to changes rather than relying solely on the formal decision-making process. Critical race theory Relationship to other movements Critical race theory builds on the insights of movements such as anti-racism and radical feminism to which it owes a large debt. CRT also draws from certain European philosophers and theorists such as Steven Lukes, Antonia Gramsci, as well as from the American radical tradition exemplified by such figures as Sojourner Truth, W.E.B. Du Bois. race equality policies are developed by white people/the oppressors themselves. CRT also shares a sympathetic understanding of group empowerment. Racism/Discrimination The term race is problematic The term race itself is problematic, a clear understanding of the term race is paramount in understanding what is racism and what impact this has on institutions and people. While the term race is used, Miles and Phizacklea (1982), have suggested that race should be dispensed with as an analytic category because the very use of the term reproduces and gives legitimacy to a distinction, existence of different human races, that has no scientific status or validity. Thus, an analytic category helps to perpetuate and legitimises the notion that race is a meaningful term (Miles and Phizacklea 1984). Although this may be the case at one level, to deny the significance of race this also obscures the ways in which it has real effects both in material and representational terms (look up this quote and amend) (Anthias 1990). While it is clear that races do not exist, in any objective scientific reality, it is clear that it does exist as a category /group which is reflected in political and popular discourse (Solomos). Race is a way of constructing differences (Anthias and Yuval-Davis, 1993, Cashmore and Troyna 1983, Gilroy, 1987). Race is a social category used in reference to divisions within a particular society. Cashmore and Troyna, suggest that race should be seen as a stigmatized identity forced on other people. Similarly, Modood (1988) proposes that race relates to mode of oppression, how a group is categorised and subordinated. Race theorists such as Bonnet 1993, Gilroy 1987, Brah 1996 and others understand the notion of races as a social construct. As Bhavani argues the development of race as a spurious scientific category is a consequence of imperialism and colonization. It is this scientificism which informed, (and still informs), prevailing ideologies of biological superiority and inferiority among human beings on the basis of race. Jackson and Penrose (1993) argue that race is so rooted in the way we think about the world that we tend to take the category for granted. It is through the apparent naturalness and immutability that racist ideology works. Although the terms race and racism are themselves contradictory, the terms are useful as a way of categorizing the systematic mistreatment experienced by people from black and minority ethnic communities and is used in this study. Donald and Rattansi (1992) suggest that instead of starting with the question as to whether race exists, it is more useful to ask how the category operates and how racial frames of reference are articulated and deployed, and with what consequences (p1). Race and ethnicity used interchangeably The terms race and ethnicity are often used interchangeably, the terms are generally distinguished in that race evokes a biological and genetic referent while ethnicity refers to cultural and religious difference and kinship (Gunaratnam).  The term ethnicity has been preferred in some quarters; however, ethnicity is also linked to liberal notions of multi-ethnic societies and multi-culturalism which have a tendency to obscure the force of racism with their celebrations of benign pluralism. Race theorists argue the markers and signifiers that racism uses need not be those of biology and physiognomy but can be those of language, territorial rights or culture (Anthias p24). P.262 Rolston ethnicity slowly became term used to discuss the internal conflict in Northern Ireland not its history, inequalities, structural policies or action. p.257 Rolston use of postmodernist language in policies, work etc. there is not any mention of historical legacies such as Thus the unequal relationship s, where the Irish and blacks were the oppressed by the British suppressers is ignored, in a way attempts are made to blank out the history . Racism works through oppression, and the form of oppression can be through discrimination, bias, prejudice and bigotry Bluemenfeld. Anti-racist theorists have drawn upon theories of oppression to examine how racism works, two key themes are prevalent. Firstly, there is the awareness is a system of oppression that not only stigmatises and affects the dominated group but also does psychic and ethical violence to the dominator group as well. The second theme is that racism functions not only through overt, conscious prejudice and discrimination but also through unconscious attitudes and behaviours of a society that presumes an unacknowledged but pervasive white cultural supremacy. The concept of unmarked and unacknowledged norms bolsters the power position of the dominant group. For instance, by group identities, the dominant group have positive value, while labelling the dominated groups as minorities. While in the UK, racism is popularly understood to be white people having power over black people, Rolston points to anti-Irish racism, which exists in the UK. Rolston argues there are similarities between black oppression and Irish national oppression. In both cases, the root cause of conflict and inequalities is not addressed but hidden behind a veil of multiculturalism which is articulate through the use of postmodernist language. Ethnicity, diversity, integration, tolerance, difference,cultural awareness is considered to be all that is needed. The study of racism has shown that it operates through systems of oppression. This often involves a dominant group who knowingly or unknowingly exploit and reap unfair advantage over members of subordinate or target groups (Johnson 2004). The dominant group also has economic, political or social, power over the subordinate group. (Essed and Goldberg 2002)suggests that racism is created through routine practices by people. They describe racism as both structure and process. It is structure because dominance and discrimination exists and is reproduced through the formulation and application of rules, laws, and regulations and through access to and the allocation of resources. As a process, it exists in the everyday practice where it is reproduced and reinforced, adapting continually to the ever-changing social, political and economic societal conditions. It becomes normal to the dominant group to see others as different and inferior particularly in relation to the colour of their skin (Bhavnani 2005). Everyday racism refers to forms of discrimination that manifest themselves in systematic, recurrent, familiar practices. Everyday racism is infused into familiar practices, it involves socialized attitudes and behaviour (Johnson 2004). Racism also serves to deny full participation in economic, social, political and cultural life by the essence that they posit (Anthias and Yuval-Davis 1992; (Gunaratnam 2003). However, there is not a unitary system of signification that can be labelled racist nor is there a unitary perpetrator or victim. This position requires addressing the ways in which the categories of difference and exclusion or the bias of class, gender and ethnicity incorporate processes of racialisation and are intertwined in producing racist discourses and outcomes Anthias (1992 (p3). Include different levels that racism can operate from SCIP (Pincus). There more ethnicity and culture matters the more its characteristics are represented as relatively fixed, inherent within a group, transmitted from generation to generation, not just by culture and education, but by biological inheritance (Gunaratnam 2003). Cultural difference has largely displaced the notion of biological difference, as a basis for excluding or inferiorising, both in discourse and practice (Anthias and Yuval-Davis 1992) and recently faith has been used as categorising difference (Cantle 2007). Anthias and Yuval-Davis (1992) argue that exclusionary practices that are formulated on the categorization of individuals into groups whereby ethnic or racial origin are the criteria of access or selection then they are endemically racist. They content that racism is not just about beliefs or statements, but about the ability to impose those beliefs or world-views as hegemonic, and as a basis for denial of rights or equality. Racism is thus embedded in power relations of diff erent types. Whilst it is known that racism is not only carried out by white people but also by black people, it should not be confused with the occasional mistreatment experienced by whites, with the systematic and institutionalized mistreatment experienced by people of colour (Anthias and Yuval-Davis 1992). The studies of oppressive behaviour, attitudes and structures have been studied by other oppressed categories such as feminists. Iris Young has oppression names a family of concepts and conditions, which can be divide into 5 categories: exploitation, marginalisation, powerlessness, cultural imperialism and violence (Young). Marxist explanations of racism is that class divide. In using the concept of race there is the danger of essentialising difference. There are difficulties and contradictions involved in working with the concept, as other concepts such as gender, class, sexuality, ableism also impact on how people live. Hall further argues that the interactive nature of racial or gender categories should be recognised as a complex process and a set of factors through which identity is formulated and contested. Constructions of race as of class, gender, sexuality, ethnicity interact, fuse with or displace each other in an on-going process of confrontation and negotiation (Hall, 1992). Culture Institutional racism While institutional discrimination had been recognised by anti-racist to exist, it was as significant marker in racism in that institutional racism was publicly exposed and put on the political agenda in the Macpherson Inquiry published in 1999. (Back et al 2002). For the purposes of the Inquiry the concept of institutional racism which was applied was The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people 6.34 Oppression can also be structural. Its causes are embedded in unquestioned norms, habits, and symbols in the assumptions underlying institutional rules and the collective consequences of following those rules. Some groups suffer as a consequence of often unconscious assumptions and reactions of well-meaning people in ordinary interactions, media and cultural stereotypes and structural features of bureaucratic hierarchies and market mechanisms in short, the normal processes of everyday life Young. Need to bring social structures and institutional contexts under evaluation as these are at least partly the cause of patterns of distribution of jobs or wealth. Young has noted three primary categories- decision-making structures and procedures, division of labour and culture (p22). Young argued that Justice should refer not only to distribution, but also to the institutional conditions necessary for the development and exercise of individual capacities and collective communication and cooperation (p37 Power to omit The decision makers have the power to keep and control the topic on the agenda for discussion. Thus by not addressing issues which are pertinent to minority groups the decision makers collaborate in the discrimination. Impact of racism on BME and WHITE communities The impact of racism in British society can be seen in the racialised and gendered forms of class exploitation either as homeworkers or in low-waged occupations on employers premises (Amrit Wilson). Race significantly affects black womens experiences of treatment in areas such as education, the health service and the labour market (Brah 1991). The influence how black people are represented in popular culture and the mass media (Modleski 1986) Points to include in definition of racism From the discussion above, the following points have been identified as appropriate to include in the working definition of the term racism which will be used in this study. Although the terms race and racism are themselves contradictory, the terms are useful as a way of categorizing the systematic mistreatment experienced by people from black and minority ethnic communities (BME). The systematic mistreatment experienced by people from BME communities is a result of institutionalized inequalities in the social structure. In denying people from BME communities, full participation in economic, political and social power, a self-perpetuating imbalance occurs. This imbalance consistently favours members of some ethnic and cultural groups at the expense of others. The consequences of this imbalance pervade all aspects of the social system and affect all facets of peoples lives. The systematic mistreatment of any group of people generates misinformation about them, which in turn becomes the explanation of or justification for continued mistreatment. Racism exists as a whole series of attitudes, assumptions, feelings and beliefs about people of colour and their cultures which are a mixture of misinformation, fear and ignorance. Participation and citizenship Participation of general population Big Society Although the concept of participation or community participation as it is often known, has been around since 1970s?, in the UK it has re-emerged with renewed vigour in the last decade. Participation and engagement are terms used intermittently today. While there are differences in the meaning of these terms there is also a lot of overlap. These terms are associated with the importance of involving wider groups of people in decisions, services and design, it is often thought services should be client-led, user-led for the service to be more effective. Concerns about a democratic deficit in the accountability of public services, and an increasing view that lay citizens, members of the public and service users have an important contribution to offer to the improvement of public-service provision, have given rise to a variety of new initiatives in local government, health and social care, and other fields (see, e.g., Barnes, Newman and Sullivan, 2007). Race perspective Participation from citizens rights to citizens responsibilities Participation allows people to be part of the democratic process, sense of belonging, and part of the decision making. However, the process of racial discrimination excludes black people from fully participating in society and being equal members in all the structures of the society. It is often the case, black peoples role is limited to being the clients service-users. Black people are excluded from participating to a greater extent. The multiculturalism policies did not address the deep rooted racism epidemic within the UK. It was merely about steel drums and samosas. As discussed earlier, racism excludes black people from fully participating in societies.