Fundamental Assumptions of Psychoanalytic Theory Essay

Fundamental Assumptions of Psychoanalytic Theory - Essay Example Basic Instincts According to Freud’s psychoanalytic theory (Lauretis, 2008), the two basic instincts that drive all behavior are sex and aggression. He believed that people are mostly ignorant towards these motivating forces in themselves (Lauretis, 2008). For example, a boy who was mistreated by a bully, adapted his manners by following his behavior. By copying the aggressor, the boy alters himself from the individual who is threatened to the individual who is threatening others. For Freud, the basis of all human action is â€Å"psychic energy† (Humberto, 1969). Freud believed that this energy is a restricted resource because â€Å"directing this energy into one activity prevented it from being used in another† (Loker, 2006). Therefore, a person who uses lots of energy venting anger on his or her spouse will have slight or no energy to spare for the wants of his or her kids. The two basic instincts that stimulate or boost psychic energy, Freud called ‘libi do’ and the ‘death instinct’ or the ‘drive to aggression’. In his initial work, Freud believed that the two basic instincts or drives were self-continuation (or continued existence) and species-continuation. The need to save the species was mentioned in the sex drive. Although, later on he combined these two views - continuation of self and of species - into ‘libido’ as the single source including both types of drive. Unconscious Motivation Unconscious motivation plays a major role in Sigmund Freud's psychoanalytic theory. In accordance with this theory, most human behavior is the outcome of needs, wishes, and recollections that have been suppressed into an unconscious condition, however, it still control actions. Freud thought that the human psyche is made of a small, conscious part that is accessible for direct observation and a much bigger subconscious part that has an even more vital part in shaping behavior (Horney, 2000). The mind is similar to an iceberg and only a small portion is exposed to conscious understanding, whereas the bigger, deeper bases for human actions lie under the surface. Example of unconscious motivation is when someone is incapable to stay in a continuing relationship and always gets a basis to end his associations. He may claim that there is a normal reason for ending a relation, although his behavior may actually be the result of an â€Å"unconscious need for affection and belongingness, and an overpowering fear of rejection. In his heart, he wishes and wants to be in a caring bond; however, he finds reasons to end the relationship to avoid being rejected† (MacIntyre, 2004). The view of unconscious motivation was included into Freud’s psychoanalytic theory only after testing it technically as well as medically. He insistently stated that unconscious procedures, which direct human behavior, could be identified by special methods developed by psychoanalysts (Molino, 2004). P sychic Determinism Everything that takes place in someone’s mind and everything someone does has a particular, exclusive reason namely psychic determinism. Psychoanalysis has no space for wonders, upsets or independence. All apparent inconsistencies of psyche as well as behavior can be determined; nothing is unintentional, for example, it is not accidental when a person fails to remember someone’

How Does Managed Care Affect Health Care Organizations Relationship Essay

How Does Managed Care Affect Health Care Organizations Relationship With Buyers, Sellers, Their Community In General, And the Government - Essay Example This essay declares that managed care plans are government provided health plans based on insurance. They engage in contracts with health care providers or professionals and medical institutions to provide a contracted service to the community. They are the main elements in the network of health care service provision under the federal and state governments system. The managed care plan has a system of rules to determine the amount of insurance money that each enrollee in the plan is entitled. When the service has been rendered by the physician as per agreement, he sends the bill to the insurance company which in turn has the right either to accept it on its face value or to ask for a revised bill. This is where the medical billing and coding companies come to play a role. Next health advocacy groups, i.e. groups of concerned citizens, play a pivotal role by advocating not only the least costly health care but also timely access to it. This paper makes a conclusion that the government’s involvement is seen in the connection between the acceptance and appointment of these insurance companies into the national health care plan, Medicare and Medicaid. While these links are obviously clearer, the relationship between the MHO and the patient is determined by the rules of the insurance plan. The former pays what the latter is entitled to under the plan, though there is no hard and fast rule to prevent a patient from seeking more expensive care outside the plan.

Effects of Stigma on Schizophrenia Patients

Effects of Stigma on Schizophrenia Patients Stigma and empathy subjected to schizophrenic patients with different levels of symptoms The stigma of mental instability is entrenched as an issue in the society, especially when it refers to schizophrenia, which stands out amongst the most very derided mental issue, not just on the grounds of the conceivably unending and incapacitating course of the ailment but likewise because of an assortment of negative generalizations connected with its analysis. Stigmatization refers to a socially constructed label which includes issues of awareness (obliviousness or misleading information), demeanor (bias), and conduct (discrimination). Populace reviews demonstrate that in spite of expanded attention to the characteristics of schizophrenia and despite the numerous deliberations to lessening stigma, criticizing mentality are still pervasive among the overall population, understudies, specialists, and even administration clients themselves whereby issue conditions are ranged including beliefs of violent and chaotic conduct, and a powerlessness to maintain business or take up respon sibilities. Being perceived as a matter of extraordinary significance, stigma, may slant persons in the overall population to look for social separation from those with schizophrenia. The harmful results of stigma may be significantly more extreme than the troubles emerging from the symptoms of the sickness itself. Moreover, stigma is linked to symptom severity which is the seriousness of deductive changes in physical, psychological, and social performance. Ertugrul and UlugËËÅ"(2004) carried out research which concluded among 60schizophrenia patients, that victims of stigmatization had undergone more severe symptoms and were significantly more disabled than the patients who were not stigmatized. Studies utilizing different strategies propose that stigma may be interfaced to more serious psychopathological symptoms and more awful psychosocial working. Rabkin’s research in 1974, informs that open state of mind towards individuals named rationally sick are influenced by qualities of the treatment circumstance, for example, e. g. site, system or recurrence. More incessant contacts with the mental health awareness framework and more meddlesome routines for treatment typically evoke more negative societal disposition. Henceforth, more elevated amounts of demonization were noted in patien ts right now under doctors supervision and in the individuals who had more past hospitalizations (particularly those with more successive automatic affirmations). Patients with more serious medication reactions were likely to face more stigmatization. Besides, patients with a prior disease onset and those with a more drawn out span of disease may be naturally anticipated that will have been more presented to social dismissal. To enhance mentality towards this criticized schizophrenia group, stereotype-conflicting data and intergroup contact are not enough. This is the place empathy appears to merit more consideration than it has gotten currently. Inducing empathy for a part of a trashed gathering prompts more positive sentiments and consideration toward the gathering. As an issue demonstrated in books, films and documentaries, it is generally simple to impel empathy for a part of a slandered gathering requiring little to no effort and satisfactory circumstance. One can be led to feel empathy for the group simply by sitting comfortably at home. Compassion actuating encounters can be controlled to guarantee that they are certain much more promptly than can live, face-to-face, immediate contact. Empathy might straightforwardly address the focal feeling and assessment parts of the disposition as opposed to depending on surmising from information. empathy has been found to expand esteeming the welfare of the i ndividual for whom compassion is felt and, moreover, this esteeming has been found to persevere through much after the need and resultant empathic sentiments are gone (Batson, Turk, Shaw, Klein, 1995). Moreover, this expanded esteeming sums up to the gathering of which the individual is a part, it may prompt more uplifting disposition. A study by Batson et al. (1991), aimed to investigate how empathy might improve attitudes towards a stigmatized group. However, it had limitations as empathy was restricted to a certain individual and not to the stigmatized group as a whole and within the stigmatized group were found many subgroups such as homosexuals, women, drug addicts, children. Feeling empathy for the children might only be beneficial to that particular subgroup but not to the group as a whole. Moreover, victim responsibility comes into play where the member of the stigmatized group is responsible for his own condition. One may likewise create an opposing reaction to separation from the defamed gathering bringing about diminished empathic emotions and even disparagement or faulting the victimized person. Furthermore, Dinos et al. (2004) reveal that 1 among 3 patients having schizophrenia suffer from anxiety disorder as a result of being stigmatized. Evidence has also proven that schizophrenia stigma leads to a h igher possibility of alcohol and drug intake. Original work by Goffman (1963) and Scheff (1966) slandering process that may take after from being recognized as having a dysfunctional behavior, and various exploration studies have endeavored to exhibit the unfavorable impacts of maladjustment marking. Nunnally (1961), investigated sample of the population by self-reports asking their point of view on mental illness. Cohen and Struening (1962); Taylor and Dear (1981); Yankelovich (1990); Beldon and Russonello (1996) carried a more precise research presenting particular articulations about emotional instability also asked respondents where they remained regarding those announcements. These studies uncovered strikingly negative state of mind to emotional sickness. However, recent studies such as the Parade Magazine survey (1993) demonstrated more positive attitudes where schizophrenic patients were being cared for (Whatley, Philips, Neff and Husaini, Purvis et al., Riskind and Wahl). An germeyer, Matschinger and Corrigans research (2004) has shown that, with developing commonality, the propensity towards considering the ill individual to be unsafe and eccentric was diminishing, and individuals had less fear and social separation was wanted less as often as possible. Different studies by Anagnostopoulos Hantzi (2011), Couture Penn (2003), Phelan Link (2004) have likewise exhibited positive connections between past contact and inspirational demeanor, less fancied social separation and a lessening in stereotypes. This research is being carried out to test the hypotheses formulated. Therefore, taking the previous findings into consideration, it is noticeable that empathy is directly linked to stigma. The expected results are that:as empathy increases, stigma decreases and when stigma levels are high, schizophrenic patients are subjected to a very low level of empathy. Furthermore, a second hypothesis formulated is that as symptoms of the disease become more severe, more stigma is attached to the ill individual as compared to an individual with mild symptoms, which is subjected to much less stigma. The importance of this research is to reduce stigma among schizophrenic patients for them to be more effectively cured, without their treatment being hindered by stereotypes of the society. Reference List: Wahl, O. F. (1999). Mental Health Consumers Experience of Stigma. Schizophrenia Bulletin, Vol. 25, No. 3. Retrieved from  http://schizophreniabulletin. oxfordjournals. org. ezproxy. mdx. ac. uk/content/25/3/467. full. pdf+html Zelst, C. (2009). Stigmatization as an Environmental Risk in Schizophrenia: A User Perspective. Schizophrenia Bulletin, Vol. 35, No. 2, pp. 293–296. Retrieved from http://www. ncbi. nlm. nih. gov/pmc/articles/PMC2659317/?tool=pmcentrez Sibitz, I., Unger, A., Woppmann, A., Zidek, T., Amering, M. (2011). Stigma Resistance in Patients With Schizophrenia. Schizophrenia Bulletin, Vol. 37, No. 2, pp. 316–323. Retrieved from http://schizophreniabulletin. oxfordjournals. org/content/37/2/316. full. pdf+html Karidi, M. V., Stefanis, C. N., Theleritis, C., Tzedaki, M., Rabavilas, A. D., Stefanis, N. C. (2010). Perceived social stigma, self-concept, and self-stigmatization of patient  with schizophrenia. Comprehensive Psychiatry, 51, 19-30. Retrieved from http://www. sciencedirect. com. ezproxy. mdx. ac. uk/science/article/pii/S0010440X09000029 Benov, E. et al. (2013). Stigma of Schizophrenia: Assessing Attitudes among European University Students. Journal of european psychology students, 40-48. Retrieved from http://jeps. efpsa. org/article/view/jeps. bj Switaj, P., Wcià ³rka, J., Smolarska-S witaj, J., Grygiel, P. (2009) Extent and predictors of stigma experienced by patients with schizophrenia. European Psychiatry, 24, 513–520. Retrieved from  http://www. sciencedirect. com. ezproxy. mdx. ac. uk/science/article/pii/S0924933809001230 Thornicroft, G., Brohan, E., Diana, R., Sartorius, N., Leese, M. (2009). Global pattern of experienced and anticipated discrimination against people with schizophrenia: a cross-sectional survey. Health Service and Population Research Department, Institute of Psychiatry, King’s College London, UK. Retrieved from http://www. serpsy. org/actua_09/Lancet_2009_global-pattern-experience. pdf Lysaker, P. H., Davis, L. W., Warman, D. M., Strasburger, A., Beattie, N. (2007). Stigma, social function and symptoms in schizophrenia and  schizoaffective disorder: Associations across 6 months. Psychiatry Research, 149, 89–95. Retrieved from http://www. sciencedirect. com. ezproxy. mdx. ac. uk/science/article/pii/S0165178106000795 Ando, S., Clement, S., Barley, E. A., Thornicroft, G. (2011). The simulation of hallucinations to reduce the stigma of schizophrenia:A systematic review. Schizophrenia Research, 133, 8–16. Retrieved from http://rt5vx6na7p. search. serialssolutions. com/?ctx_ver=Z39. 88-2004ctx_enc=info%3Aofi%2Fenc%3AUTF-8rfr_id=info:sid/summon. serialssolutions. comrft_val_fmt=info:ofi/fmt:kev:mtx:journalrft. genre=articlerft. atitle=The+simulation+of+hallucinations+to+reduce+the+stigma+of+schizophrenia%3A+A+systematic+reviewrft. jtitle=Schizophrenia+Researchrft. au=Ando%2C+Shuntarorft. au=Clement%2C+Sarahrft. au=Barley%2C+Elizabeth+Alexandrarft. au=Thornicroft%2C+Grahamrft. date=2011-12-01rft. pub=Elsevier+B. Vrft. issn=0920-9964rft. eissn=1573-2509rft. volume=133rft. issue=1-3rft. spage=8rft. externalDBID=n%2Farft. externalDocID=273483289paramdict=en-US Hill, K., Startup, M. (2013). The relationship between internalized stigma, negative symptoms and social functioning in schizophrenia: The mediating role of self-efficacy. 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The Role of Women in Mary Shelleys Frankenstein Essay -- Frankenstein

The Role of Women in Mary Shelley's Frankenstein Whether an author is conscious of the fact or not, a fictional work cannot avoid reflecting the political, social, economic, and religious background of the author. Therefore, regardless of Frankenstein's categorization being that of science fiction, Mary Shelley reveals her own fears and thoughts, and, as a result, reveals a great deal about the time and place in which she wrote. She mentions specific geographical locations throughout Europe, she raises ethical questions concerning the synthesis of life, and she writes in the context of popular contemporary philosophy and the importance of environment vs. experiences. Most importantly to this essay, however, is the manner in which Shelley reflects the characteristics of the Romantic period in which it was written and its attitudes toward women. In an article that discusses female authors during this time period, we find that Romanticism was a male-dominated movement. The same article states that this dominance prevented female authors from being given the same consideration as males (Behrendt 147). Moreover, women who crossed this "culturally-imposed boundary" were routinely charged with "unnaturalness" or "monstrosity" (Ibid.). This is clearly portrayed through the author herself, particularly in the introduction of the novel where her introduction is full of apologies for her work. Despite the self-proclaimed pressure to become a writer in the expectation of continuation of her parents' writing, the story is wrought with marks of difficulties of having been taken less than seriously. One place where it is particularly evident is in the preface of the book, although parts were writte... ...ely, in the representation of Shelley herself in the monster. Works Cited and Consulted: Behrendt, Stephen C. "New Romanticisms for Old: Displacing Our Expectations and Our Models." Midwest Quarterly. Winter 2000: 145-159. Kelly, G. "Unbecoming a Heroine." Nineteenth Century Literature. September 1990: 220-242. Lowe-Evans, Mary. Frankenstein: Mary Shelly's Wedding Guest. New York: Twayne Publishers, 1993. Oates, Joyce Carol. "Frankenstein: Creation as Catastrophe." Mary Shelly's Frankenstein. Ed. Harold Bloom. New York: Chelsea House Publishers, 1987. Seymour, Miranda. Mary Shelley. Savannah, Georgia: Grove/Atlantic Publishers, August 2001. Shelley, Mary Wollstonecraft. Frankenstein. Edited by Johann Smith. Boston: St. Martin's Press, 1992. Tropp, Martin. Mary Shelly's Monster. Boston: Houghton Mifflin, 1976.

Historical Development Of The ECCE Sector In Ireland Essay

As part of this assignment I will write about the historical developments of the Early Childhood Care and Education (ECCE) sector in Ireland, History of ECCE provision in Ireland Pre-school education did not really exist in Ireland apart from a few exceptions until the 1980s and 1990s. This was largely due to the fact that until quite recently the majority of Irish women did not work outside the home. Even if they did the childcare was usually provided by family members or childminders located in the community known to the family. Irish policy discouraged women from working outside the home. The ‘marriage bar’ meant that women working in the public service had to leave their jobs as soon as they go married and become stay at home mothers and wives. This ban was lifted in 1957 for primary school teachers, but it was 1973 before the ban was lifted for other women in the public service. Until resent years in Ireland, very few mothers worked outside the home. Therefore , there was little focus on pre-school education in Ireland until the late 1980s and 1990s Most of the progress in the area of pre-school education in Ireland has come from the privet rather than public sector. Outside the state –funded primary school system, investment in pre-school provision was traditionally targeted to support children in need of specific interventions, including educational disadvantage and children with special needs. The ECEC needs of babies, young children and their families were met instead by a broad range of community, voluntary and private enterprise. ECCE service provision was unregulated until 1997. When the Child Care (Pre-School) Regulations 2006 came into effect, no stipulation was made regarding qualifications necessary to deliver such service, especially those provided by community and  voluntary sector relied heavily on volunteer staff. Even in the private sector, salaries were low and conditions of employment poor. Opportunities for employment in state-funded services were very limited excluding primary teachers in infant classes and similarly characterised by low status and low wage. Working in childcare was not generally viewed as a desirable choice. One important initiative came from the public sector in 1969, with the opening of a state –run pre-school in Ruthland Street Dublin. The Department of Education worked with Van Leer Foundation – an organisation that promotes the early education of children living in  economically disadvantaged areas. Together they set up the pre-school in Ruthland Street as a template for other such pre-schools around the country. These pre-schools were known as Early Start pre-schools. A total of 40 pre-schools opened nationally – all of which are still open today. The aim of these pre-schools is to combat the effects of economic and social disadvantage on educational achievement. This is archived by giving children a good start to their education. In 1992 Ireland ratified the United Nations Convention on the Rights of the Child. This helped to bring public consciousness the rights of children. And in 2000, the Department of Health and Children published the National Children’s Strategy. This set out ten-years plan for improvement of children’s lives in Ireland . The strategy document stated that its vision was for: An Ireland where children are respected young citizens with valued contribution to make and a voice of their own , where all children are cherished and supported by family and the wider society; where they enjoy a fulfilling childhood and realise their potential. (DoHC 2000 10 ). One of the goals of the National Children’s Strategy is that children will receive quality  supports and services to promote all aspects of their development (DoHC 2000:30) The strategy aims to fulfil this by providing quality childcare services and family – friendly employment measures. National Forum on Early Childhood Education (1998) The National Forum on Early Childhood Education was established in 1998 by then Minister for Education and Science, Micheal Martin. The forum brought together organisations and individuals with an interest in early childhood education , and in this way it created a ‘think thank’ from which a number of very worthwhile initiatives came one being the White Paper  on Early Childhood Education , Ready to Learn (DES 1999 ). National Voluntary Childcare Collaborative (1999) The National Voluntary Childcare Collaborative (NVCC) was first established in 1999 which today comprises of seven national non – government agencies dedicated to the promotion of ECEC in Ireland. While the organisations involved are non-governmental, the NVCC can receive government funding. The seven organisations involved in the NVCC are Barnardos Childminding Ireland Children in Hospital Ireland Forbairt Naionrai Teo Early Childhood Ireland Irish Steiner Kindergarten Association. St Nicholas Montessori Society of Ireland White Paper on Early Childhood Education, Ready to Learn (1999) The purpose of this White Paper was to set out government policy on all issues relating to early childhood education. Quality of provision was the key theme of the White Paper. It recognised that while there was much quality provision in the ECCE sector, there was also a need to standardise provision. These findings led directly to the Child Care Pre- School Regulations (DoHC 2006) Siolta (CECDE 2006) and Aister (NCCA2009). All three of these initiatives are concerned with standardisation and quality of provision. Centre for Early Childhood Development and Education (2002) The Centre for Early Childhood Development and Education (CECDE) was established by Dublin Institute of Technology and St Patricks College, Drumcondra . It was launched by the Minister for Education and Science in 2002. CECDE aimed to achieve the goals set out in Ready to Learn (1999) . The organisation was disbanded in 2008, when it was seen by government to have achieved everything it was set up to do. Among other things, CECDE produced Irelands first quality framework entitled Siolta . The National Quality Framework for Early Childhood Education (2006). Child Care (Pre-School) Regulations 2006 Child Care (Pre-School Services) (no2) Regulations 2006 was produced by the Department of Health and Children. This document set out pre-school regulations and put statutory basis ECEC services provision in Ireland. The regulations clearly list all the requirements that must be met by organisations or individuals providing ECCE services to children aged 0-6. The regulations cover such issues as first aid, management, staff –child ratios, behaviour management, fire safety measures, premises and facilities, heating, ventilation, lighting, facilities for rest and play. Fulfilment of the requirement of these regulations undoubtedly put much work and expense on ECEC providers , particularly those providing services from premises that were not purpose built. However many people believe these regulations have done more than any other initiative for the improvement of ECEC services for children. This is because they are on a statutory footing and they enforced by HSE inspectors. Siolta The Department of Education and skills published Siolta The National Quality Framework for Early Childhood Education in 2006. The Siolta framework was developed by CECDE in a  process that took over three years and involved 50 different organisations representing childcare workers , teachers , parents , policymakers and researchers. Siolta aims to define , assess and support the improvement of quality across all aspects of practice in ECEC settings that cater for children aged 0-6. Settings covered by Siolta include full- and part-time day care, childminding services and sessional services e. g. Montessori classrooms and infant classes in primary schools. The inclusion of infant classes in primary schools represented a new departure for ECEC in Ireland. Up until the publication of Siolta (and Aistear in 2009) , pre-school and primary school children were treated very differently. It is now understood that children aged 0-6 require a developmental-based (as opposed to subject based) curriculum regardless of whether the child is in pre-school or primary school. Since December 2008 after CECDE was disbanded, the Early Years Education Policy Unit in the Department of Education and Skills has been responsible for the implementation of Siolta. Aistear (2009) Up until recent years, the curriculum followed by pre-school settings was largely undirected and unregulated. This has inevitably resulted in variation in the quality of the curriculum provided by settings. In 1999, the NCCA published the Primary School Curriculum, which did direct and regulate the curriculum followed in infant class. However, in 2004 the OECD conducted its Thematic Review of Early Childhood Education and Care Policy in Ireland. This review found that education provided in infant classes in primary schools in Ireland was too directive and formal (OECD 2004:58). In 2009, the NCCA published Aistear: The Early Childhood Curriculum Framework. The ultimate aim of Aistear is the development of the whole child. This is in contrast with the  previous Primary School Curriculum, which was more subject based. Infant classes in primary schools must now follow the Aistear curriculum. This is a huge departure for ECEC in Ireland. For years, Scandinavian countries have been using curriculum similar to Aistear and it is now understood that introducing children to formal, direct education at too young an age is counterproductive and can suppress children’s natural enthusiasm and curiosity for learning. American educator John Holt (1923-85) devoted much of his time researching this topic. It is important to note that Aistear is inspected in primary school settings only. It is not  inspected in pre-school settings , which may have reduced its impact. Free Pre-School Year Programme In 2010, the Department of Children and Youth Affairs introduced the Free Pre-School Year in Early Childhood Care and Education Programme. Before this, it was only children in disadvantaged areas who could avail of free or subsided pre-school education. The Free Pre- School Year Programme recognises that all children benefit from quality pre-school education. The programme recognises that because pre-school education in Ireland usually comes from private providers, it is expensive and therefore not available to all children, e.g. parents not working outside the home. Under the programme, pre-school providers are paid per child enrolled . The provider must meet certain criteria before entering the scheme, e. g. staff qualifications. This has had the effect of incentivising providers to meet criteria, which in turn has increased the quality of provision. ECEC Services Currently Available in Ireland The types of ECEC services currently available in Ireland can be organised under these headings : Sessional services, which provide ECEC services for a set period of time during the day e. g. 9am 1pm. Full –time services which provide ECEC services throughout the day Part-time services which provide ECEC services for a total of more than 3. 5 hours and less than 5 hours a day . It may include a sessional pre-school service for pre-school children not attending the part-time day care services. Up to 80% of services in Ireland, whether sessional or full time, are owned and operated by the private sector. All registered services regardless of who operates or funds them must comply with the Child Care Pre-School Regulations 2006 and they must follow the Siolta and Aister frameworks. Sessional Services Playgroups  Playgroups operate in a range of settings and are usually open approximately three hours per day. Children usually attend playgroups from the age of two-and-a-half until they go to primary school. Some playgroups are privately owned. Community playgroups are primarily funded by government and run by community members. Many community playgroups are staffed by individuals on government employment schemes like Community Employment Scheme (CE). These staff members are encouraged to undertake further education and training. Montessori Schools Usually, Montessori pre-schools are privately owned and they operate for approximately  three hours per day. Some Montessori schools run two sessions’ morning and afternoon, with children attending one session per day. Montessori pre-schools are run according to the principles and educational methods of Maria Montessori. While Montessori pre-schools in Ireland do follow the Aistear framework, they also learn via the Montessori curriculum and practical materials. Naionrai Naionrai are pre-schools run through the medium of the Irish language. They are supported by an organisation called Forbairt Naionrai Teoranta and there are almost 200 of them nationwide. Naionrai also follow the Aistear framework, of which there is an Irish language version. Children between the ages of 3-5 attend for approximately three hours. Early Start The Early Start Programme is a one –year preventative interaction scheme offered in selected pre-schools in designated disadvantaged areas. The objective of the pre-school programme which is managed by the Department of Education and Skills is to tackle educational disadvantaged by targeting children who are at risk of not reaching their potential within the school system. The Early Start Pre-School Programme was introduced in 1994 in eight pilot  schools in disadvantaged areas. It expanded the following year to 40 schools and now caters for over 1,650 children in Ireland. Most Schools are located in the Dublin area, with 26 schools there. There are six in Cork, three in Limerick. There is one in each Galway, Waterford, Bray, Dundalk and Drogheda. Early Start implements the Aistear framework in effort to enhance the overall development of young children and to prevent school failure by trying to counteract the effects of social disadvantages. Pre-schools for Traveller Children Up to recently funding was provided for a number of pre-schools that catered for specifically Traveller children who might not otherwise have been able to avail of a pre-school year. However, since the introduction of the Free Pre-School Year Programme in 2010, all children can avail of one year’s free pre-school, so there is no longer separated provision for Traveller children. Pre-Schools for Children with Special Needs Local Health Officers and/or voluntary bodies provide services for young children with severe or profound disabilities. Services are provided in specialised centres around the country and are generally run by clinical director and staffed by nurses with an intellectual  disability qualification, ECEC trained teachers and often therapists. While pre-school children in Ireland do not have a specific right to education, they are entitled to certain health services that are related to education. The Health Service Executive (HSE) is responsible for providing psychological services and speech and language therapy services for pre-school children with disabilities who are assessed as needing these services. Assessments of children under 5 are carried out under the ‘assessment of need ‘provisions of the Disability Act 2005. The Visiting Teachers Service of the Department of Education and Skills (DES) provides a service to young children with visual and /or hearing impairment, from the age of 2. There are a small number of pre-school class units for children with autistic spectrum disorder. These unites are sometimes attached to primary schools. There are also a number of ABA schools in Ireland. These schools cater for children with autism by using a specific method of teaching called Applied Behavioural Analysis. Parent and Toddler Groups These are informal groups where babies and toddlers go with their parents to meet other  babies, toddlers and parents. They are aimed at providing play and socialisation opportunities for children and normally take place in settings such as community centres or parents homes. Parent and Toddler groups are supported by Early Childhood Ireland. Full-Time Services Creches, Day Care Centres and Nurseries These terms are used to describe services offering full-time care and education for babies and children. Services are usually provided for children aged 6 months to school going age. Childcare regulations state that the adult-baby ratio must not exceed 1:3 this ratio increases to  1:5 for babies over 12 months. Because of this many settings will not accept children less than 12 months. Many facilities also offer afterschool care and/or homework clubs for primary school children. This means that creches, day care centres and nurseries now cater for children aged 6 months to 12 years. While most full-time services are privately owned and funded by parental fees, a small number are government funded, i. e. community creches. Some large employers and also many of the larger colleges and universities provide creche facilities at subsidised rates for their staff and students. These usually operate a long day (8am-6pm) to facilitate working parents. Some city creches open as early as 6am. Family Day Care/ Childminding This is the most common form of ECEC service in Ireland. According to Childminding Ireland (2012) approximately 70% of children in out of home settings are cared for in this way. It is estimated that there 37,900 childminders working in Ireland today. (National Childcare Strategy 2006) Childminders who care for three or fewer children are exempt from the Childcare (Pre-School). Regulations 2006 however they are encouraged to register  voluntarily with their local Childminder Advisory Officer (CMO) , whose name and contact details are available through the local City/ County Childcare Committee (CCC) Under the Childcare Act 1991 , childminders caring for more than three pre-school children are required to register with the HSE . However many not do so. All childminders whether registered or not are encouraged to follow the National Guidelines for Childminders, which were published by the Minister for Children in 2006 and updated in 2008. Recent government initiatives had tried to regulate their services. These initiatives have tried to  regulate this area by offering a number of different incentives to childminders who register their services. These incentives include training by CCCs; financial support like childminding development grant 1000 euro and capital grants 75,000, and tax exemptions childminders can earn up to 15,000 per year tax free. If childminders register, they are included on the CCC list of registered providers. This can be a useful way of advertising childminding services, since many new parents look to the list of registered providers when investigating childcare options. Occupations within the Childcare Sector Nursery nurses. These practitioners provide care for children in day or residential nurseries, children’s homes, maternity unites and similar establishments. Related job titles include creche assistant and nursery nurse. Playgroup leaders These practitioners deliver and facilitate play opportunities for children in a age range of formal and informal settings, including play groups, play schemes, free play locations and after-school activities. Related job titles include play leader and playgroup assistant. Educational /Special Needs Assistants These practitioners assist teachers or relieve them of a variety of non-teaching duties. Job titles include classroom helper, education care officer, non-teaching assistant , school helper and special needs assistant. Childcare manager/supervisor These practitioners ensure that the care and education of the children is being maintained at all times. They take care of any issues that arise and they are in direct contact with parents. They are responsible for the day-to-day running of the childcare facility. This role requires childcare qualifications well experienced in the area. The role also requires excellent interpersonal and organisation skills and the ability to manage a team of employees. Montessori teacher These practitioners ensure efficient day-to-day running of a Montessori education setting. They follow Montessori guidelines regarding the education of young children. They present different exercises to children using the Montessori materials and they practise observation on a regular basis. Other childcare and related occupations There are many other childcare practitioners who perform a variety of domestic activities in the day-to-day care of children. They supervise and participate in children’s play, educational and other activities. Related job titles include childminder, nanny and au pair  City/County Childcare Committees (CCC’s) There are 33 City/County Childcare Committees that were established in 2001 to encourage and facilitate the development of childcare locally. They provide information and advice on setting up your own business in the childcare sector, training courses for people interested in working in the childcare sector and useful information for parents about local childcare facilities. In Budget 2006, the Irish government announced the establishment of the National Childcare Investment Programme 2006-2010 (NCIP), which succeeded the previous earlier Equal  Opportunities Childcare Programme. City/County Childcare Committees are open to members of public who wish to apply for grant assistance and support information under the National Childcare Investment Programme. Public Health Nurse The public Health Nurse is employed by the HSE. Their role is to serve the community with a range of healthcare services; they are also registered general nurses. They are based within the community and will cover certain local areas. They may visit schools. They may visit the elderly people who require help to dress a wound. They also visit newborn babies and their  mothers within six-week period of them being discharged from hospital. Public Health Nurses engage in regular contact with GPs, hospitals and other healthcare providers about a patient in their care. This will ensure that other healthcare providers have up to date knowledge so they can ensure best practice. Special Need’s Assistants Special Needs Assistants (SNA’s) are employed to facilitate learners with a disability related to education. SNA’s may work in a special or mainstream school either on a part or full-time basic. They take on a non-teaching role and are always under the supervision of the class  teacher. An SNA may help a child to get on and off buses. They may also help with feeding and toileting. SNA’s are required to have an appropriate qualification to work as a special needs assistant. Primary Teachers Primary teachers are qualified are qualified to teach the primary school curriculum to children aged 4-12. Primary school teachers have a number of important roles. They ensure the social and academic development of the children in their care. They plan and deliver lessons within the primary school curriculum and they have regular interaction with parents and guardians. Educational Psychologists. The role of educational psychologist is to assess the needs of children and young people who have problems relating to behaviour, learning and/or social /emotional development. This may be done by observing and/or interviewing the child. The appropriate methods of helping the child will be established e. g. different therapies, counselling or learning support programmes. Educational psychologists work in many different settings, within schools, the HSE, private practices and third –level institutions. Family Support Workers The Family Support Worker Service offers practical and emotional support to families if it is  required. The aim of this service is to ensure where possible that children remain with their families. This service also offers home-based support to families for a certain number of hours per week. The support service includes parenting skills, information on diet, nutrition and healthcare, budgeting and family finance, and confidence and personal development. If the family support worker has concerns regarding the family, they will report this information to a social worker. Social Workers The Social Worker in childcare services can work in four main areas: child protection, child  placement, child and adolescent psychiatry, and family support. Social workers often work with families and individuals that require support with a number of problems such as emotional, social, psychiatric and behavioural. They may also work with individuals and their families on a regular basis regarding issues such as child abuse and domestic violence. Childcare Organisations and Non-governmental Agencies Barnardos Barnardos children’s charity delivers a variety of services and work in close proximity with children and their families depending on their specific needs. The aim is to promote family learning and development and, therefore, to enhance the families overall wellbeing. Barnardos strives to give children positive childhood experiences. If a child’s learning and development, and his or her emotional wellbeing is successfully and measurably improved through our work. Then the child’s ability to benefit from life opportunities and manage life challenges will be improved and therefore, the path of his or her life will be changed for the better. Barnardos aims to improve government laws, policies and procedure across all areas that affect children’s lives. They do this to ensure that the knowledge and experience they gain through working with children and their families in areas such as education and health is heard at government level. They also engage in regular political meetings with government and opposition parties and relevant policy makers. There are a number of ways in which people can learn about the work of Barnardos. Internet, posters, media interviews and articles. Barnardos offers services across three stages of child development : Children aged 0-5 (‘best start’) Children aged 6-12 ‘(best chance’) Children and young people aged 13-18 (‘best choice’). Barnardos may work with a child’s family in order for the child to experience a happy family life with good relationships with parents and siblings. This work include: Providing group sessions with parents and children to practise skills such as listening and problem solving skills. Providing help and advice to parents in different areas like challenging behaviour. Engaging with children of different ages on reverent and often sensitive issues e. g. a family affected by alcohol misuse Providing a guardian ad litem: a person who is qualified and experienced in working with  children that are involved in family law proceedings. This service gives children involved an independent voice in court. This person can speak on behalf of the child and explain what their particular wishes are. The guardian ad litem works in conjunction with the child’s family at all times. Providing an origin tracing service, this is especially for people who spent some or all of their childhood growing up in an Irish industrial school. This confidential service provides them with the necessary assistance in finding information relating to their relatives. Staffs who deliver this service are highly trained. Providing a confidential post adoption service for adults such as a helpline or e-mail service for birth family and adoptive family members. A mediation service is available for people who were adopted and have come in contact with birth relatives and want to begin correspondence. There are training and support meetings for parents who have adopted children from various countries outside of Ireland. The service may also be useful for adoptive parents to discuss any questions they may have about their adult adoptive child seeking birth relatives. Barnardos provide a range of parenting programmes and talks. These are designed for parents  of children of every age 0-18. These programmes can offer support to parents in managing their child’s needs and understanding their child. Topics will be selected to address the needs of parents and their child’s stage of development. Teen parent programmes are another important part of the work Barnardos do. In these programmes, Barnardos works in careful collaboration with teenage parents both male and female, together with their children to assist them with advice on financial /educational support. Services Provided to the Community Barnardos works with children in disadvantaged areas. They provide many services,  including the following. Early Years/Tus Maith Service These are programmes suitable for children aged 0-5. The main principle is to support children and to manage transition into primary school. This programme works using the HeighScope approach, where children have direct experiences based on their own interests and ideas, along with a programme called REDI programme (research –based, developmentally informed) Friendship group Barnardos realise the importance of children having friends particularly friends of their own age . Therefore; they offer a friendship group which facilitates children in learning the  necessary skills to establish genuine and meaningful relationships. These friendship groups are typically suited for children aged 6-9 . Each group is made up of six children and two staff who meet every week for two hours over the period of a week. Vetting service Barnardos provides a vetting service that assists in the processing of Garda vetting applications for a number of groups/organisations that are not directly registered with the Garda Vetting Unit. This is at the request of and in collaboration with the Department of Children and Youth Affairs (DCYA) Wizard of Words. Barnardos provides a service known as Wizard of Words (WoW). The programme is a paired literacy improvement programme. It is suitable for children in first and second class in primary school. The programme is delivers one-to-one tuition with older volunteers during school time and on the school premises. The trained volunteers who are typically 55 and over meet with children who have been nominated by the teacher, three times a week during school hours. The volunteers provide reading supports in the implementing of the programme, monitors progress and ensures that the programme is run effectively. WoW is  currently hosted in eight schools in Dublin and Limerick. Training and consultancy Barnardos offers training to childcare professionals, parents and all people that work in the childcare area. The training given is within the important context of Siolta , the National Quality Framework . Bereavement counselling Barnardos has bereavement counselling service for children and young people who have lost someone close to them. They try and help them through the grieving process and give them the opportunity to talk. Counsellors are based in Cork and Dublin, but work with children from across the country. Childminding Ireland Childminding Ireland aims to promote quality childminding as a benefit form of non-parental care for children of all ages, from infancy to school –age. Childminding Ireland explains that childminders are dedicated to offering constant care in small, home like settings in which children are most comfortable. Childminding Ireland, as the National Association, is committed to promoting the development of quality in family –based care for children by providing a range of services for childminders, promoting Siolta quality standards, development of local childminding networks (www. childmindingireland.ie). Childminding Ireland has a number of objectives in relation to childcare. They aim to : Promote high-quality ECEC standards for children and ensure that all their development needs are met Support and advise childminders and parents in the area of ECEC Maintain a code of standards for family-based care for children Encourage the recognition of childminding as a positive care facility for young children. Childminding Ireland strives to ensure that their knowledge is heard at government level; they have direct contact with the Minister for Children and the officials who design policies that are direct.

Persuasive Techniques: John Edwards

Persuasive Techniques The art of persuasion is a feature that can oftentimes, work to one’s advantage. In order to be persuasive, one must use persuasive techniques to convince a reader or listener to one’s viewpoint. Old sermons, such as Jonathan Edwards, â€Å"Sinners in the Hands of An Angry God†, are written to drive home a message or to bring the sinful back to the church. Beth Chapman’s modern speech, â€Å"Stand Up for America Rally Speech†, is proposed to convince Americans to support the troops who are laying down their lives for our freedom.The two authors use the persuasive techniques of repetition, appeal to emotion, through charged words and the appeal to reason, through common sense, in order to influence their listeners and persuade their audience that their viewpoints are correct. In â€Å"Sinners in the Hands of An Angry God† Edwards uses the persuasion technique of repetition. Edwards uses â€Å"†¦The wrath of god†¦Ã¢â‚¬  (110) many times which make the people feel uneasy and scared of their sinful ways.He implies that God is furious with them and has them on the edge of hell. Beth Chapman also uses repetition with â€Å"†¦human shields†¦Ã¢â‚¬  (1). She feels that our troops go to war to fight for our country and celebrities are mentioning that they want to become â€Å"human shields† when they don’t do nothing. She is frustrated that all the â€Å"human shields† are the cops, military and other public authority while celebrities are mentioning that they want to help but they don’t really do anything.Repetition is used to enforce the message and or get to the main point or idea to an issue. A technique that is found in both â€Å"Sinners in the Hands of An Angry God† by Jonathan Edwards and Beth Chapman’s â€Å"Stand Up for America Rally Speech† is emotional appeal. Jonathan Edwards describes â€Å"And now you have an extraordina ry opportunity†¦Ã¢â‚¬  (111) by stating that the people still have a chance to be able to save his or her self and go to heaven.He uses it to make the people in the church uncomfortable and feel guilty about their sinful ways. He stresses that they still have an opportunity to enter into heaven. Beth Chapman uses emotional appeal with this quote â€Å"†¦Fact that this country has been forced into war- innocent people have lost their lives†¦Ã¢â‚¬  (1). Beth Chapman uses this quote to approach the people that soldiers do all the scary, hard work and celebrities mention that they want to serve as human shields.Another persuasive technique that both Jonathan Edwards and Beth Chapman use is analogy. Edwards says â€Å"And your destruction will come like a whirlwind†¦Ã¢â‚¬  (109). He compares your destruction with whirlwinds because whirlwinds are like tornadoes which cause destruction and damage. Beth Chapman also states â€Å"when the USS Cole was bombed, there were no movie stars guarding the ship- where were the human shields then†¦Ã¢â‚¬  (1) Her anger towards the movie stars is that they weren’t their serving as human shields.Analogy is a technique where both Edwards and Chapman who often uses figure of speech for desired emphasis. Jonathan Edwards and Beth Chapman all employ a variety of persuasive techniques in their sermons and speeches. Their goal is to try and convince their listeners to agree with their viewpoint. Whether it is to scare churchgoers into rededicating themselves to God, as in Edward’s sermon, or to stand up for what you are fighting for the messages all produce intense emotional responses from the readers.

Bioterrorism essays

Bioterrorism essays Disease has long been the deadliest enemy of mankind, says George Bush, ...we have fought the causes and consequences of disease throughout history and must continue to do so with every available means (qtd. in Defending against bioterrorism n. pg.). In light of the recent anthrax attacks, bioterrorism is a clear and present danger to the national security of the United States. While vaccine stockpiles, radiation treatment, and research seem to be the more appealing solutions to this atrocity, the public education and awareness to report possible biological outbreaks is a basic and less expensive area in which could be one of the most effective and long term solutions which is very much overlooked. While each solution has its advantages, the cooperation of the Bush Administration, and the Center for Disease Control and Prevention (CDC) with other organizations, would ensure that each solution would not be overlooked and that each would be carried out effectively. One of the most known solutions, vaccine stockpiling, is actually not as good as it seems because it is expensive and the only time it would actually see use is if an attack occurred. If a widespread outbreak were to occur, the neccesary amount of vaccines would not be available. Vaccines are definently necessary, but wasting money stockpiling them is not. The money invested could be put to better use as there are clearly other effective solutions. While proven to be extremely effective, the radiation treatment in post offices is limited to the mail system only. It would be unlikely that another biological attack would occur via mail after the recent anthrax scare following Septmeber 11th. The devices used in post offices shoot high energy beams of radiation through the letters. (Irradiation n. pag.). Irradiation kills anthrax by shattering it's DNA and other cellular components (n.pag.). The process for ...

20 Rules About Subject-Verb Agreement

20 Rules About Subject-Verb Agreement 20 Rules About Subject-Verb Agreement 20 Rules About Subject-Verb Agreement By Mark Nichol Is, or are? Go, or goes? Whether a verb is singular or plural depends on any one of a complicated set of factors. Here is a roster of rules for subject-verb agreement (or â€Å"Here are some rules . . .†): 1. Use verbs that agree with a subject, not with a noun that is part of a modifying phrase or clause between verb and subject: â€Å"The pot of eggs is boiling on the stove.† 2. Use singular or plural verbs that agree with the subject, not with the complement of the subject: â€Å"My favorite type of movie is comedies,† but â€Å"Comedies are my favorite type of movie.† 3. Use singular verbs with singular indefinite pronouns each, the â€Å"-bodies,† â€Å"-ones,† and â€Å"-things† (anybody, everyone, nothing), and the like: â€Å"Neither is correct.† (And, just as in rule number 1, the presence of a modifier is irrelevant: â€Å"Neither of them is correct.†) 4. Use plural verbs with plural indefinite pronouns: â€Å"Many outcomes are possible.† 5. Use singular verbs with uncountable nouns that follow an indefinite pronoun: â€Å"All the paint is dried up.† 6. Use plural verbs with countable nouns that follow an indefinite pronoun: â€Å"All the nails are spilled on the floor.† 7. Use plural verbs with compound subjects that include and: â€Å"The dog and the cat are outside.† 8. Use plural verbs or singular verbs, depending on the form of the noun nearest the verb, with compound subjects that include nor or or: â€Å"Either the dog or the cats are responsible for the mess.† (â€Å"Either the cats or the dog is responsible for the mess† is also technically correct but is awkward.) 9. Use singular verbs with inverted subjects that include singular nouns: â€Å"Why is my hat outside in the rain?† 10. Use plural verbs with inverted subjects (those beginning with the expletive there rather than the actual subject) that include plural nouns: â€Å"There are several hats outside in the rain.† 11. Use singular or plural verbs with collective nouns depending on meaning: â€Å"His staff is assembled,† but â€Å"Staff are asked to go to the conference room immediately.† (In the first sentence, the emphasis is on the body of employees; in the second sentence, the focus is on compliance by each individual in the body of employees.) 12. Use singular verbs for designations of entities, such as nations or organizations, or compositions, such as books or films: â€Å"The United Nations is headquartered in New York.† 13. Use singular verbs for subjects plural in form but singular in meaning: â€Å"Physics is my favorite subject.† 14. Use singular or plural verbs for subjects plural in form but plural or singular in meaning depending on the context: â€Å"The economics of the situation are complicated,† but â€Å"Economics is a complicated topic.† 15. Use plural verbs for subjects plural in form and meaning: â€Å"The tweezers are in the cupboard.† 16. Use plural verbs in constructions of the form â€Å"one of those (blank) who . . .†: â€Å"I am one of those eccentrics who do not tweet.† 17. Use singular verbs in constructions of the form â€Å"the only one of those (blank) who . . .†: â€Å"I am the only one of my friends who does not tweet.† 18. Use singular verbs in constructions of the form â€Å"the number of (blank) . . .†: â€Å"The number of people here boggles the mind.† 19. Use plural verbs in constructions of the form â€Å"a number of (blank) . . .†: â€Å"A number of people here disagree.† 20. Use singular verbs in construction of the forms â€Å"every (blank) . . .† and â€Å"many a (blank) . . .†: â€Å"Every good boy does fine†; â€Å"Many a true word is spoken in jest.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Social vs. Societal35 Synonyms for Rain and Snow

Amazon.com

Amazon’s model is not suited for their perpetual growth in coming years. Amazon must consider investing some of its substantial cash reserves to diversify its portfolio of businesses to help protect them against the ever-changing technological and consumer patterns by creating new avenues for revenue growth. Amazon posted a small but unexpected loss in the second quarter of 2013, as it continues to spend heavily on fulfillment centers and digital content. Amazon.com lost $7 million, 2 cents a share, after earning $7 million, 2 cents a share, a year earlier. Amazon can roll out an online payments option that lets shoppers make purchases on websites by logging in with their regular Amazon accounts. Their very own service such as PayPal. By doing this they will benefit their company the most because in the past customers had to separately enter their account details for each purchase made at one of Amazons third-party retailers. Now, Amazon could enable companies to make millions of Amazon customers their customers by inviting online shoppers with Amazon credentials to access their account information safely and securely with a single login. This alternative will also enable Amazon to have a better control on their customer base. The only drawback of this alternative is that Amazon will encounter competition from services such as PayPal.

Description of Child Activities Assignment Example | Topics and Well Written Essays - 1000 words - 3

Description of Child Activities - Assignment Example During the ‘Grocery Store’ activity, he comes up to me, waves his hand and says, â€Å"Hi†. I immediately respond with a â€Å"Hi,† and say, â€Å"Finn, would you like to be a shopper for your grocery, or manage the cash register today?† He replies, â€Å"Yes, I want to be a shopper,† and goes on to be actively involved in the activity from beginning till end. Finn’s involvement was a treat to watch! While shopping at the ‘Grocery Store,’ Leyanna drops her shopping basket on the floor. She repeatedly exclaims, â€Å"Oh no, it’s broken!† Hearing this, I ask her â€Å"What happened, Leyanna?† She replies, â€Å"I dropped my basket and it’s broken.† I ask her, â€Å"Do you need my help, Leyanna?† She says, â€Å"Yes!† I notice that the handle is not broken, merely detached. I prompt her gently with questions: â€Å"Would you show me where it is broken?† â€Å"Let’s fix it together.† â€Å"I wonder whether there is a hole for us to put the handles into?† She indicates the hole and exclaims, â€Å"Here, I found it!† Leyanna inserts the handles in place and resumes her shopping! It is a treat to see Dawson, who is usually content to be a silent observer of classroom happenings, enthusiastically take on the role of the cashier and shopper at the ‘Grocery Store.’ Following up on this interest, I encourage Dawson to interchange the roles of shopper and cashier in the subsequent ‘Revisit the Grocery Store’ Activity: which he does with great exuberance! I move the â€Å"Aluminum Climbing-Monkey Bar† from its usual position to the left in order to provide access to the Pulling Rope. I first see that the area under the equipment, and the corner of the stairway, are covered with sufficient soft mats to ensure the children’s safety.

Reading Visual Arguments Assignment Example | Topics and Well Written Essays - 500 words

Reading Visual Arguments - Assignment Example mentative essays contain a lot of thoughts, evidence, and opinions that cannot simply be summed up in the confines of a picture or other visual design. Even though the author is convinced that were are quickly relying more on images than we do the printed word, he seems to be unaware of the meaning that can be taken away if images replace words in an argument. A picture may be worth a thousand words, but in the case of an argumentative essay, these are the words that do not matter, and will not help the arguer properly make their point. Argumentative essays set out to make and prove a point or opinion through the use of evidence other supporting arguments, as well as a counterargument so that the reader may understand what the argument consists of. If visual materials were to replace even a small portion of writing, the reader will end up missing out on a vital point, crucial evidence, or the closing thoughts and statements. As aforementioned, images have the possibility of increasing the purpose or the points of written text, though when it comes to argumentative essays, the text should be what outshines the images. Only so much can be explained by an image, and when it comes to an argumentative essay, very few things can actually be conveyed, such as the concluding idea, a graphic of one of the points, or a chart showing how many people agree or disagree with a certain position. When an image is put in place of text, the reader only sees what is within the picture. They will be unaware of the little details and the finer points behind those images unless the writer explains them - using text. The words in an argumentative essay are what really and thoroughly explain every aspect of the argument, helping the reader to understand and avoid confusion as they try to grasp what the argument is

Compression Bandaging in Treatment of Venous Leg Ulcer Essay

Compression Bandaging in Treatment of Venous Leg Ulcer - Essay Example The paper tells that persistent and long duration ulcers that do not heal within six weeks are known as chronic ulcers. Most common causes of leg ulcers include venous disease or arterial disease or both. 81% of leg ulcers are due to venous diseases, as surveyed by Health department of Ireland. Venous ulcerations occur due to the venous hypertension. Normally when the leg is moved, calf muscles compress these veins which encourage the flow of blood along the vein. The valves ensure that the blood moves from capillaries towards heart. Thrombosis and varicosity injure the valves present in the veins of legs. These valves are supposed to stop the back flow or reflux of blood. If damaged, then blood can flow in any direction and can cause hypertension in veins. As a result capillaries loose there shape and become distorted. Afterwards, an inflammatory cascade occurs which vary, in both time and its severity, among different individuals. Swelling, a fluid discharging wound and damage to t he skin with a uniformly distributed background of hyper pigmentation, dispersed purpuric macules, erythema, scaling, excoriations may also be present as an indicator of the severity of the condition. The common sites of ulceration are legs and other areas surrounding ankle. To heal long duration chronic leg ulcers various approaches have been embarked on after extensive research studies. Most of the patients have multiple co morbidities, which complicate there potential to heal. As well as patients have to visit doctors on regular basis for frequent change of dressings and for follow up on wound’s condition which increase financial burden. Recurrences are common in the case of venous leg ulcers and can become chronic very easily.(Tavernelli, Reifs&Larsent, 2010) Review: â€Å"SYSTEMIC REVIEW OF COMPRESSION TREATMENT FOR VENOUS LEG ULCERS† by Flectcher A., Cullum N., Sheldon T A.(1997). Introduction: The study is conducted to improve the outcomes of venous leg ulcer pa tients. The research article is fairly original as it is published in a peer reviewed journal (British Medical Journal). Academic journals acts as quality control and ensure that the subject is not only accurate and is properly presented and hence ensures its originality.(Bauer&Brazer, 2010). In this paper, systemic investigation is conducted using data sets from original researches (Primary sources). This work is frequently cited by other authors. The study is conducted by Professor Trevor A. Sheldon and his fellow researcher Alison Fletcher associated with NHS centre for Review and Dissemination, University of York, York. In the introduction, authors describe VLU (Venous leg ulcer) as the chronic condition which can easily recur. The main aim clearly states that the effectiveness of compression bandage as a healing agent for VLU will be determined along with its cost effectiveness. The paper describes compression bandaging as the first line treatment for venous leg ulcers when any arterial disease is absent to complicate the condition. However, determination of the most effective treatment for curing VLU is still under observation by the researchers and medical health practitioners. Therefore, NHS health technology assessment programme commissioned a systemic review to determine the extent of effectiveness of compression bandaging. Methodology The study was designed by selecting relevant data from specialized data basis including Medline, CINHAL, and EMBASE as well as manual search. Search was complemented by scrutiny of the citations, contact with various authors and original manufacturers. All the data was included, disregarding the publication date, status or language. However, complete data is not given in the paper and is referenced to Cochrane Library database. Using fixed effect (peto) method which weights each study and the relationship of dependent variable against its outcomes are

Obama Essay Example | Topics and Well Written Essays - 500 words

Obama - Essay Example In the US state of Ohio, there was great resonance between President Barack Obama’s arguments and those of the voters regarding the economic woes that America has experienced in the recent years as a result of the Bush government (â€Å"Fox News Exit†). On the national level, President Barack Obama’s campaign played a very important role opposing the supposed war on women by Romney. This gained President Barack Obama heavy support of the female voters whereas Mitt Romney gained no more than a point from the 2008 performance of John McCain. In addition to that, President Barack Obama also approved of the gay marriages in America understanding the fact that gays are growing in population in America. This gained him the support of the gay community as well and has contributed to his presidency for the second time. I personally think that President Barack Obama won the re-election fundamentally because he is black by ethnicity. The blacks in America have grown in population over the years and they see President Barack Obama as their own representative in such a prestigious institution as the government. Equality of races in America has been a growing concern since the end of slavery, but since then, the blacks’ rights have been subjugated at different levels, though not as overtly and openly as they were in the time of slavery. A vast majority of the black Americans voted for President Barack Obama because they did not want to lose their representation in the most powerful seat in America. The white Americans, on the other hand, were not quite as conscious about being represented in the government as the black Americans were because the former have always been more than sufficiently represented everywhere in America. So the white Americans primarily based their decision of voting betwee n President Barack Obama and Mitt Romney on the basis of their evaluation of their individualistic strengths and weaknesses. Understandably, some white Americans did find

Abortion Essay Example | Topics and Well Written Essays - 1000 words - 1

Abortion - Essay Example This enzyme deficiency prevents the metabolization of phenylalanine. According to medical and health ethical considerations, every child born with PKU should be placed on a special low phenylalanine diet for a period not less than five years of their life. This is thought to have happened to Martha. It was ethical to consider this when Martha was young and developing. The ideal situation Martha was placed in was to ensure that life is protected at all costs. As such, it is important for Martha to consider abortion for the sake of her life since failure to abort is likely to put the lives of both the child and her in jeopardy. The diet is a necessity in order to reduce or prevent occurrence of sever retardation. Nonetheless, the diet is actually burdensome. This is when considered that Martha is in some state of difficulty with her relationship and marriage with the father of the child. Martha has done no problem of being engaged with this situation. However, she should take caution o f Dr. R‘s emphasis and advice since she is about to care for more than one life. Martha is not exposed to limited foods. She is supposed to consider and stick to the use of the medical food, which is of bad taste and yet protects her from ill health. Considering pregnancy in such a case is another tedious thing since it has been proved that she is in a more difficult situation now that she is pregnant. Dr. R’s advice of considering abortion is deeply directed at reducing any possible thwart of life if she continuous carrying the pregnancy to birth. Yes, she is considerate of the fact that her ethics from religion does not allow her to abort. Nonetheless, avoiding aborting in such a scenario is poised at risking the lives of two people, more importantly her life with that of the fetus (DeGrazia and Jeffrey 45-56). Martha is at a point of making a crucial decision considering the fact that it is like she is fighting a fight of life and death. According to her doctor, abor tion will solve the issue of the present life, as stated by the medical ethics at hand. The fetus is yet to be given an opportunity to grow and live, though this will be negatively affecting on the possibilities of living in Martha’s point of contention. Thus, if Martha is poised to consider abortion, she will have managed to successfully limit any occurrence of life-neglect since it is well foreseeable that she is likely to risk and kill her life together with that of the child. Her continued carriage of the fetus is like an approach of difficulty pertaining life and death, something that should not be given a chance in any medical ground poised with medical and health ethics. Furthermore, Martha is up to the fact that she has been inconstant in her diet. She has failed in remunerating the proceeds of her health discipline. As such, she should consider abortion owing to the fact that if she continues to carry the fetus; she will be up for a tedious end. If Martha J is resolv ed to carry her fetus to term, Dr R will be in a huge responsibility of trying to balance between the lives of two people, who survive the ordeal of living a short and exposed life. It is the responsibility of Dr R to oversee and ensure that Martha has fully adhered to the precepts of t the diet at hand. If he fails to do so then he will be acting contrary to the ordeals of medical ethics, which requires him to do so. First, Dr R is endowed with the responsibility of ensuring that Martha has stepped up to the challenge of her ruthless medication as she had experienced during childhood. At the moment, it is not a big deal for her to metabolize phenylalanine. Nonetheless, now that she is expected to carry her pregnancy to term, she should maintain the same low-level phenylalanine diet through out the course of

Consumer Behaviour Essay Example | Topics and Well Written Essays - 3000 words - 5

Consumer Behaviour - Essay Example the report is limited to the discussion and analysis of psychological and consumer environment factors and their impact of consumer purchasing decision of Red Bull energy drink. The case study of Richey & Michaels (2001) has been used to study the various marketing activities and strategies of Red Bull. In consideration to the consumer behaviour models and theories, the marketing practices of Red Bull have been discussed. In the first section, the consumer decision process has been discussed. In the second section, the impact of psychological core factors on consumer decision process has been studied and in the last section, the impact of consumer environment factor on consumer decision process has been discussed. As shown by Schiffman & Kanuk in the model of Consumer Decision Making, the three steps are very important in decision making process. These steps shape the psychological core factors of consumers, which directly influence the decision of the consumer; therefore, the three steps are very important for the companies to influence the consumer behaviour. A consumer recognises a need when he faces a problem. For example, the need for a drink may arise when an athlete has exhausted after playing a game, a spectator in the audience is lacking energy to fully participate in the concert, a truck driver is staying at the rest area on highway after long driving, a working person is back home from office, a student is lacking energy to keep a pace in studies etc. Out of the two states of consumers for problem recognition including actual state or desired state, the need for a drink will be the desired state of the consumer. After recognising the need, the repurchase research beings, if the consumer perceives that purchasing or consuming a particular product can satisfy his need. In most of the decision making process, the consumer recalls his past experiences however, when the consumer does not have any prior experience, he may need to conduct an extensive

Abortion Essay Example | Topics and Well Written Essays - 1000 words - 1

Abortion - Essay Example This enzyme deficiency prevents the metabolization of phenylalanine. According to medical and health ethical considerations, every child born with PKU should be placed on a special low phenylalanine diet for a period not less than five years of their life. This is thought to have happened to Martha. It was ethical to consider this when Martha was young and developing. The ideal situation Martha was placed in was to ensure that life is protected at all costs. As such, it is important for Martha to consider abortion for the sake of her life since failure to abort is likely to put the lives of both the child and her in jeopardy. The diet is a necessity in order to reduce or prevent occurrence of sever retardation. Nonetheless, the diet is actually burdensome. This is when considered that Martha is in some state of difficulty with her relationship and marriage with the father of the child. Martha has done no problem of being engaged with this situation. However, she should take caution o f Dr. R‘s emphasis and advice since she is about to care for more than one life. Martha is not exposed to limited foods. She is supposed to consider and stick to the use of the medical food, which is of bad taste and yet protects her from ill health. Considering pregnancy in such a case is another tedious thing since it has been proved that she is in a more difficult situation now that she is pregnant. Dr. R’s advice of considering abortion is deeply directed at reducing any possible thwart of life if she continuous carrying the pregnancy to birth. Yes, she is considerate of the fact that her ethics from religion does not allow her to abort. Nonetheless, avoiding aborting in such a scenario is poised at risking the lives of two people, more importantly her life with that of the fetus (DeGrazia and Jeffrey 45-56). Martha is at a point of making a crucial decision considering the fact that it is like she is fighting a fight of life and death. According to her doctor, abor tion will solve the issue of the present life, as stated by the medical ethics at hand. The fetus is yet to be given an opportunity to grow and live, though this will be negatively affecting on the possibilities of living in Martha’s point of contention. Thus, if Martha is poised to consider abortion, she will have managed to successfully limit any occurrence of life-neglect since it is well foreseeable that she is likely to risk and kill her life together with that of the child. Her continued carriage of the fetus is like an approach of difficulty pertaining life and death, something that should not be given a chance in any medical ground poised with medical and health ethics. Furthermore, Martha is up to the fact that she has been inconstant in her diet. She has failed in remunerating the proceeds of her health discipline. As such, she should consider abortion owing to the fact that if she continues to carry the fetus; she will be up for a tedious end. If Martha J is resolv ed to carry her fetus to term, Dr R will be in a huge responsibility of trying to balance between the lives of two people, who survive the ordeal of living a short and exposed life. It is the responsibility of Dr R to oversee and ensure that Martha has fully adhered to the precepts of t the diet at hand. If he fails to do so then he will be acting contrary to the ordeals of medical ethics, which requires him to do so. First, Dr R is endowed with the responsibility of ensuring that Martha has stepped up to the challenge of her ruthless medication as she had experienced during childhood. At the moment, it is not a big deal for her to metabolize phenylalanine. Nonetheless, now that she is expected to carry her pregnancy to term, she should maintain the same low-level phenylalanine diet through out the course of

Press Kit Format - How to Make a Proper Press Kit for Events Essay Example for Free

Press Kit Format How to Make a Proper Press Kit for Events Essay The materials that make up a press kit are usually assembled in a standard two-pocket folder. Choose folders that have slots for your business cards, and in a color that complements your companys printed literature. Press kit materials typically used include the following information pieces: Insert, on the right side of the folder, from front to back: †¢ Business Card Place a copy of the contact persons business card in the slot inside the folder, usually on the right inside flap. †¢ Press Release Announce your big news! A press release contains information in printed form, is written like a newspaper story and is issued to media representatives and reporters. †¢ Article Reprints Samples of past press coverage your company or the person in the news release has received can help sell the newsworthiness of your story. †¢ Copies of Speeches or Presentations given in association with your company or business can also make an impression. Insert, on the left side of the folder, from front to back: †¢ Photographs typically a 5x7 black and white glossy photo of your product or a person mentioned in your press release †¢ Company Profile and Fact Sheets A concise summary of your companys history, initiatives and goals, including a description of your products and services. If you are introducing a new product or service, include a separate fact sheet highlighting its features and benefits. †¢ Testimonials and Case Studies Positive statements or success stories about your business and its products and services from satisfied customers and clients can illustrate your companys significance. †¢ Biographies Profiles of yourself and key employees provide details about the people behind the business. †¢ Statistical Data Charts, graphs and line art can help illustrate your story. Some companies include a comparison chart of their products and services compared to their closest competitors. †¢ Brochures, Catalogues, Newsletters or other Business Literatur e Smaller brochures may be placed in front of other materials.

The Reasons And Solutions Of Developing Gap

The Reasons And Solutions Of Developing Gap Now with the open world market, many people increase confidence that the developing gap between developing and developed countries. However the opposite reality shows that after World War Two, this developing gap has been increasingly widened. According to a British expert, if developing countries income remains at the level of 5% of developed countries, then the absolute gap in income needs 40 years to be eliminated. (Robert Hunter Wade, 2004) So what are the reasons for the widening developing gap? Developed countries selfishly believe that developing countries should be responsible for such consequence by themselves, and they also find many evidences to blame developing countries, but of course they are just tricks rather than truths. This paper will analyze these tricks one by one and then find real reasons for the developing gap. The first one is about international trade. China is often blamed as using productions with the lowest costs and prices to trade in international market. Yes China does, and many developing countries also do as China does, but before we blame them without consideration, we should think about the reason why most developing countries go such a way, or say whether there is a rule inside the phenomena. Theories from Macroeconomy prove that economy development needs to take comparative advantages. So to developing countries, low-cost industries, such as manufactory, should be developed at first. Actually those successful countries or areas which got high speed of increase in economy, such as Japan, Korea, Singapore, Hong Kong, and Taiwan, were all developing manufactory at first. But why developing countries cannot get such success at current time? The reason is simple: rules are more controlled by developed countries. The most obvious trap is the increasing pricing gap between low and hi gh levels of products. Among so many victims of the pricing gap, India is a typical one. From 1960s to 1990s, main types of export goods of India were handwork production, clothing, simple machinery, leather, cotton yarn, tea-leaf, while the main types of import goods were petrochemicals and high-technological machinery. (Global Forum Official Website, 2005) Thus India suffered adverse balance trade deficit for 30 years, and even now India still doesnt have a full industrial system. China also has suffered the negative influence from the developing method of exporting simple productions although rarely has suffered adverse balance trade deficit. So we can see that actually developing countries are victims of this bad globe economic institution made by developed countries. However now developed countries blame the victims first and they believe that developing countries deserve to suffer poverty because they use this method to develop their international trade. What a ridiculous char ge! The second reason of the developing gap, of course is come from developed countries, is about the global warming. With the growth of this issue, who should be responsible for this issue also becomes an issue. Depending on their perfect relation or say international influence ability and rich sources on medias, developed countries owe the cause of global issue to developing countries, especially China and India, and believe that the environmental problems influencing development in developing countries should be responded by developing countries themselves. First some western experts write some articles to blame developing countries. In the article titled Population Growth and Global Warming, the author John Bongaarts gave such a theory to owe this to developing countries: because of the increase in population size and income per capita in developing countries, their energy consumption would exceed developed countries, and they would also increase the deforestation, which would be the new main reason of global warming. At the end of this article, the author owed responsibility to those MDCs, of course implying China and India. So what about the truth? According to report from World Bank, the carbon emission per person of China was 4.1 ton in 2009, which is one-fifth of U.S, and one-half on Britains (Economy Reference, 2009). Western experts blame that its no use to compare by the standard of carbon emission per person because Chinas total emission is the highest in the world, but actually they are tricking people again. Economy serves for everyone, and development includes the improvement of peoples lives, so carbon emission per person matters not only the total emission but also the healthy development, especially peoples lives. Now even peoples daily energy consumption in developed countries is much higher than in developing countries, even drying cloths needs machine, no need to say energy consumption for industries. So following developed countries suggestio n, the most of world population needs to bear low life level to let very few people in developed countries to enjoy the high energy consumption, in the long run. How virulent goal developed countries want to achieve can be seen. Developed countries also owe developing gap to the problems inside developing countries inside management, such as corruption and low efficiency. Yes, such problems do matters the developing gap the most. But developed countries play the same trick, called a thief calls Stop thief' in China, again at this point: even these actually should be responded by developed countries. According to experts Daron Acemoglu, Simon Johnson, and James A. Robinsons research, three truths responsible for the gap between former colonies and colonizers, and even different colonies, should be noticed: first, there are different types of institutions for different colonies, one is called Neo-Europes, which means the settlers tried to replicate European institutions on there, and the most successful former colony, United Stated appeared, now this former biggest benefited becomes the biggest ruler of the world, and another type of colony institution is called extractives states, of which main purpose was ju st to transfer as much of the resources of the colony to the colonizer, and thus colonies under this institution were of course victims, and those LDCs in current time all suffered such a institution before; second, the reason for such difference between colonies is that some colonies were comfortable for settlers to stay, such as U.S., and some were not, such as those LDCs; third, the colonial state and institutions persisted even after independence, so managing problems in some former colonies are still with the current LDCs now. (Daron Acemoglu, Simon Johnson, and James A. Robinson, 2001) So how cheeky it is that some people say that developing countries should be responsible for their poverty by themselves because of their own inside problems. One thing need to be noticed is that while there are some justice experts in developed countries now are discovering these cruel truths, some Chinese now are helping developed countries to spread their ridicules explains about such problems. China also suffered invasion from outside and the negative influences from such invasion, so Chinese can never accept being cheated again by this kind of explains. If such dangerous trend develops, China will really pay new prices because this real inside problem, so just blaming developed countries becomes not useless, and the first solution is to eliminate such betrayers. Then we should summarize more experience about global competition, for example how to negotiate about prices of minerals. But we believe that things will turn to be better in the future.

Examine The Social Conditions :: essays research papers

The decision to colonise New South Wales in the late 18th century was influence by a number of social and political situations, which developed throughout Britain in the 18th century. The British society was dramatically changing due to the Industrial Revolution, soaring birth rates and higher age of death. The dramatic rise in the birth rate led to a lot of people being unable to find work and in desperation turning to crime. In 1776, Britain lost America as a colony and also a place to send their convicts. British jails were in desperate ruin and ran in appalling condition. They were also overflowing and Britain needed to find a way to accommodate all the prisoners. The Industrial Revolution took place primarily between 1750 – 1850. It was a time of dramatic change in Britain. Due to the increase in national wealth, generated by economic growth the gap between rich and poor was becoming wider. ‘Many wealthy people took the convenient view that this social order had been ordained by God and should not be interfered with.’ People before the Industrial Revolution manufactured goods in their own home, which was gradually phased out by factories. This meant for some a job in a factory under very harsh conditions and for others it meant unemployment, which led to idleness and also poverty. During the Industrial Revolution the general health of people increased. Nothing compared to what we are today but a big change for the British. One thing that helped improve their health was the manufacture of cotton. People started to wear clothes made of cotton. The cotton was lightweight and could be washed unlike the heavy woollen clothes, which were unable to be washed, and were usually full of vermin. The population during this period was increasing dramatically. From 1700 – 1740 the population stayed at around 5.5 million but by 1750 it had soared to 6.5 million. The rising birth rate and an increase in the age of death were very important factors to the 18th century Britain. The lowering of the death rate meant more young people were surviving to have children of their own. The rise in the birth rate contributed largely to the overwhelming crime rate. Britain now had an influx of young people facing unemployment – something in such a large scale, that Britain had never faced before. Crime was often a form of desperation and many of the young faced crime or starvation.

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When the Europeans discovered the New World, endless conflicts and issues were placed against the Indians who originally resided there. Their lands in America were taken away little by little by the settlers who were hungry for more territory. Their cultures were drastically changed and ruined because of the invading settlers who kept coming from different parts of the world. The first encounter between the Indians and Europeans was during the expedition led by the Spanish explorer, Hernando de Soto. He captured a majority of them and used them as slaves. The natives were abused and harassed because they were depicted as savages. On account of this harassment, the Europeans also brought deadly diseases that spread through the natives’ villages, decreasing Indian population. Proclamation of 1763 The French and Indian War also called the Seven Years’ War concluded with the Treaty of Paris in 1763. The British victory led to the loss of land of not only the French but to the Native Americans as well. Conflicts arose between the British and the Native Americans over the fight...

There is Need to Review Our Education System

Liting Wang Professor Feindert ENGWR 48007 April 2018 Critique of â€Å"There is Need to Review Our Education System† T he article â€Å"There is Need to Review Our Education System: Africa News Service. (Apr. 1, 2009)Africa News Service. News Provided by Comtex. Byline: Rhoda Kalema† looks at some pressing issues that the education system in Uganda is currently facing. She is a well-known woman. According to Wikipedia, â€Å"she was honored in 1996 by Uganda's Forum for Women in Democracy as a transformative leader. On March 13, 2018, she received the Sudreau Global Justice Lifetime Achievement Award from the Pepperdine University School of Law and the Ugandan Judiciary.† There have been no proper mechanisms to foresee high-quality education is offered in the country. She explains that, the experience of educational people feels afraid for what was happing to the education world. They worry about the future get lost on what will happen to the education. If people do not have good education, they will not have a bright future. As a result, the country will fall backward and weak. It will affect the country's improvement. She suggests that, the educational administrator should start to look at this situation. In addition, both learners and teachers face challenges that make it impossible for the education system to be ranked anywhere in the world. The government is aware of these challenges but offers no solution. Through critique, the key issues facing the primary, secondary, and vocational education in Uganda are examined. The opinion that is currently viable to revive this whole situation is an overall reviewing of the education system from the tradition one to a modern one that will suit the needs of the students and benefit them to fight in equal terms with the rest of the students, if not in the world but Africa. The Ugandan government should take an example of the neighbouring Kenya, which has had several amendments in their system, and currently they have embarked on a new system of 2-6-6-3. This will make sure that the current students do not undergo the kind of suffering experienced by their fore front-runners. Everyone in the country and even those that have been lucky to secure jobs outside the country never experienced a balanced education about 25-30 years ago, and it is for this reason that they are in pain over what is happening in the education system. What is bothering them is Uganda's future is doomed to be at a loose end, if drastic measures are not put into place. Many stakeholders have reflected on several aspects that they have observed which will bring doom to the Ugandan education sector unless a review is done instantaneously and aggressively. One of the most intriguing factors with the education system is one that dates back more than four decades ago when fresh graduate teachers had the aspiration of literally igniting the classrooms. Shortly when they dive into the adventure towards greatness, these graduates understand that the procedure has been pre-decided and what is required of them is to stick within classroom limits of the syllabus. The objective here is to cover the syllabus, and any idea of presenting new substance is disapproved. There is no space for learning for information's purpose, an instructor in class is to educate and how well one educates is obvious through students' execution in exams. Those who have different thoughts of possibly to energize the students, and familiarize them with new ideas and thoughts, influence them to think, and long to know more, are left to swallow their skills and watch as the students follow the old road of the low-quality education. Guardians and parents expect more from schools. They have high expectations that school will change their kids. Occasionally, they even observe the instructor as a wonderful professional of sorts, after all an educator could influence a child to learn. A typical presumption is that tutoring will shape the children and the instructor will be the one individual to guarantee this happens. In any case, things are not as basic and practical as they appear, and teachers face challenges explaining to parents that with this old education system, they should not expect much from their children. What the government has failed to understand is that Education is a public entity, which has a good aim of providing quality training with a specific end goal to reduce variations (instruction as an equalizer). Framework change should address parts of value and correspondence and additionally the more extensive quality objective. The change procedure must be incorporated, problematic, and transformative for there to be substantial outcomes for all students. An intricate procedure must be acknowledged through community-oriented associations amongst government and other key players, for example, guardians, current society, and the private area. Sometimes individuals expect too much from old system framework models to deliver present 21st-century skilled students. Uganda like the rest of Africa has a considerably young populace that forms an important part of the human resource. The youth forms the vital group that is thought to take Africa to the next African Rebellion urged by education and training. Based on the problems that the Ugandan education system is facing, the following are some of the ways that can help redeem the learners from surging into the problematic conditions just like their predecessors. Education syllabus The current education syllabus needs through amending to suite Universal Primary Education (UPE) and Universal Secondary Education (USE). This will enable students to gain more skills based on their talents rather than based on theories. Practical's need to be more encouraged in schools as different learners have different learning abilities. Promotion of students With a review of education systems, students can be graded based on their talents rather than their class performance. Even with the recommendation of automatically promoting students to the next grade, there can be incentives, which will see students grouped based on their talents. Vocational/technical courses The revised curriculum needs to focus on the vocational and technical teaching, to provide young skills together with the academic learning. Teaching the young people skills means that they will never be lost children. This calls for the movement to come up with improved and more accessible vocational colleges, which are modern and which go hand in hand with the rest of the world to ensure students rank well outside Africa and the rest of the world when they go job seeking. In addition to that, parents should be taught to encourage their children not to follow the old model of only seeing them worth if they take white color jobs. In conclusion, anything that contributes to meeting the huge needs of the education systems in Africa is a positive thing. Such programs or projects are driven by people who want to serve the general good of the country in the area that, as a reminder, is the top priority of all priorities. The impression that one's gets is that there is a desire to be involved in proposing the beginnings of a solution, a standard foundation for teaching that will integrate specific local features and at the same time train future citizens of an interconnected and culturally very mixed world. A change of school learning system will reflect this concept, and it is an interesting one. The important thing is that there are on-going discussion and dialogue, and adjustments constantly being made to ensure the consistency at country level and then ideally, at the level of each regional African community, of an educational offering that necessarily has to be diversified. This is also one of the recommendations from the summary of the debate that we must have high-level, national education authorities, which must be separate and independent from the governments. They should also be tasked with the responsibility of managing the fundamental choices affecting education systems in the long term, to set a course that is not changed every time there is a change in government. Work Citedâ€Å"There is Need to Review Our Education System.† Africa News Service, 1 Apr. 2009. Opposing Viewpoints In Context, http://link.galegroup.com/apps/doc/A196876335/OVIC?u=sacr73031&sid=OVIC&xid=d3a28488. Accessed 3 Apr. 2018.