Fun Home Essay Topics That You Should Find Exciting

Fun Home Essay Topics That You Should Find ExcitingYou can use your fun home essay topics to help you become more creative in your writing. You will be writing about a variety of things that you are passionate about, or at least that you are familiar with, and the more you write about the things that you are passionate about, the more the words flow naturally from your pen, and the more real life experiences and hobbies will come out from your mind.You may think about writing a story or a movie script. What you should do is take the inspiration from your love of something that you know a lot about, such as games, sports, movies, or music. It could be a hobby, or even a passion, that you will be able to incorporate into your story. This will allow you to tap into your creative side and lets you show your more personal side as well.You may also decide to write a love letter. You can begin by thinking about the things that you love about each other and then write them down. In this way, the words are already written, so it will be easier for you to relate what you have written, and make it a lot more fun.Another good idea is to combine two or three topics, and then find a story that will fit all of the topics that you have written down. Writing a story that goes along with your topic is going to be easier than writing the whole thing, and then realizing that you do not know where to start when it comes to the story.You will want to do some research before you write, though, and it will be a good idea to read everything that you have written, so that you will have an idea of what you should be including and what you should be leaving out of your story. If you do not research the topics first, you may have trouble with the story when you are done with it.Keep in mind that fun home essay topics should be able to show off your unique personality and skills, and help you express what you feel is your passion for something. If you have never written a story before, it m ay be a good idea to practice your story first before you write your home essay topic. Just do not rush your story, but take your time, and you will be surprised at how good it looks.Once you have had some good ideas for topics, you will be able to use them as inspiration for your stories, no matter what they are. Your creative and personal side will shine through the stories you create, and this is something that you should be proud of.When you are trying to come up with fun home essay topics, try and think about things that you are passionate about. There are many things that you may want to explore, and once you get going, you will find that your stories will flow easily. Don't worry if you can't think of a great topic when you first start, just keep going and keep writing, and you will eventually find the perfect topic.

Plural Nouns Examples

Plural Nouns Examples Plural Nouns A noun is a word that names a person, place, thing, or idea. There are common nouns (refer to general people, places, things, or ideas). There are also proper nouns (refer to specific people, places, things, or ideas). A plural noun refers to more than one person, place, thing, or idea. Examples of Plural Nouns: Boy = boys Cat = cats Book = books For the majority of nouns in the English language, you form the plural by adding an "s" to the end of the word. There are exceptions to this rule. For some nouns, you must add an "es" and for some nouns, the ending is "ies." Finally, there are some nouns that are irregular, and the plural is either the same as the singular form or a different word entirely. Rules for Forming Plurals 1. When a noun ends in "s," "x," "ch," or "sh," and sometimes "o," you form the plural by adding "es" a. Boxes b. Churches c. Bushes d. Glasses e. Heroes 2. When a noun ends in a consonant + y, the y changes to i and you add es. a. Candies b. Cities c. Ladies 3. Some nouns that end with f or fe also have a change-the f becomes a v and then you add es. a. Loaves b. Knives 4. Some nouns are irregular and their plurals are formed with a completely different word or formed with the same exact word. a. Child=children b. Man = men c. Tooth = teeth d. Fish = fish e. Salt = salt f. Sheep = sheep Examples of Plural Nouns in Sentences 1. The little boy caught five fish in the pond behind his grandfather's house. 2. The barn cats enjoyed hunting for the mice hiding in the hay. 3. The children played on the playground for hours. 4. Can you help me move these boxes to the front room? 5. There are four knives on the table, and we will have thirteen people here for dinner.

Chinese Coolie Labor Coursework - 550 Words

Chinese Coolie Labor (Coursework Sample) Content: NameProfessorTitleDate []Chinese Coolie LaborInformation about Chinese workers in America have posed continuous debate that was detached from the actual situation of the workers in early 20thc America. Due to segregation and immigration of strict laws, the Chinese opted not to serve as alternate sources of labour any more. Following the Chinese coming into America in 1850s, they engaged in mining in California, manufacturing of enterprises, and merchandising. The vast employment of the Chinese in the construction of Central Pacific Railroad in 1865 played a paramount role in the transition from the independent mining of gold, to toilsome labor (Tam 125-126). However, following the railwayà ¢Ã¢â€š ¬s completion, labourers from China witnessed great opposition from California workers. There was great persistence in anti-Chinese agitation, which in turn interfered with the Chineseà ¢Ã¢â€š ¬ employment. The persistence was induced by the endorsement of the governmentà ¢Ã¢â€š ¬s tacit to Sinophobia, following the enactment of the Act of Chinese Exclusion in 1822. The railway road construction in America therefore crystallized Chinese image as workers who could be exploited (Tam 125-126).Exploitation of the Chinese workers also resulted to them being racially segregated in their working areas in America. Moreover, competition for job between the Chinese and white workers extensively reduced by 1890. The exploitation and mob violence compelled several Chinese labourers to relocate to Chinatown in order to engage themselves in other jobs such as restaurant business and laundry. In 1892, the Act of Chinese Exclusion was extended, which resulted to the permanent exclusion of the Chinese from immigration to USA. The immigrants from China did not pose much threat to the American workers, who did not have any desire for the jobs performed by residents of China. However, both the Chinese immigration supporters and exclusionists continuously wrote about w hat Chinese citizens had supposedly engaged in, and not Chinese lives during the earliest decades in the 20th C. The arguments of the Chinese writers therefore seek to affirm the low working state of the Chinese workers in America (Tam 125-126).A periodical article review that was published in 1900-1924 illustrates that Chinese labourers were usually described as inferior and undesirable. Anti-Chinese writers, as well as other sympathetic contributors, contributed negatively or positively to the representations of the Chinese workmen. Miller, for example, a Chinese writer, wrote towards the defence of the Chinese, though he was not much effective. Miller refuted the affirmation that Chinese workers were filthy, due to his daily observation of their bathing habits. However, he wrote about the uprogressiveness of the culture of China, and further claimed that their Chinese detested change. Moreover, Miller he low-rated the Chinese labourers when, in his writings, affirmed that Chines e would rather work at quarter the actual price (Tam 125-126). Secondly, an essay in an eclectic weekly periodical ( The Living Age), posed a warning to the readers ever since Kearney Dennis spearheaded the launching of an attack against the Chinese immigrants, San Francisco culminated to a city of trade-union. But as several sympathetic writers did, the writer did not appreciate Chinese workers. He still branded them coolies, preserving all the pre-requisites of slavery. Furthermore, the contributor of The Livingstone Age advocated for the opinion of union supporters. He claimed that Chinese labourers led a different existence and relocated to their country after hoarding enough money. Different writers therefore opposed or rather, contributed positively towards the exploitation of Chinese workers in America (Tam 125-126).In conclusion, Chinese workers ...

Irish Banking in a digital age - Free Essay Example

Sample details Pages: 7 Words: 2097 Downloads: 6 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? Index Introduction Case Study Information Systems used by NTUC Income before Migrating Business Processes used by NTUC Income before Migrating Problems Associated with the Old Systems New Digital System capabilities How did the new system resolve the problems How did the new digital system provide a basis for the orange strategy Could Orange have been available with the Old systems Three Important Lessons for Irish Retail Banking Conclusion Introduction Banking in a digital age is a huge subject and I have gone into some detail to analyse the case study and to answer the questions outlined. However I want to initially highlight the diagrams below, the first diagram shows the percentage of customers that consult the internet and is self-explanatory, however it does highlight how important the internet is to banks to create revenue and to ensure their viability on into the future. The second diagram however is somewhat of a parallel to this in that it shows that younger customers are inclined to bank with larger well known banks regardless. An interesting argument could be given for both sides. Case Study Don’t waste time! Our writers will create an original "Irish Banking in a digital age" essay for you Create order Information systems used by NTUC Income before migrating were: Old fashioned HP 3000 mainframe system Decades old Cobol programs Batch processing systems, Agents tried to submit the documents using notebooks Business Processes Used by NTUC Income before migrating to new digital systems were: Entirely paper based Customers met with broker/agent to complete proposal form Form is submitted by courier to Office service department Form is logged and sorted Form is then sent to underwriters. Accepted proposals then sent to computer Services Department be printed and distributed. All original documents then sent to storage unit for logging and filing In a lot of cases departments had to pass physical documents among each other Problems Associated with the Old Systems Very cumbersome and time consuming process After proposal form completed by customer it could take 2 to 3 days for the form to be couriered to underwriters Form then sent to computer services department to be printed and distributed. Sent to storage unit to be logged and stored which could take over two to three days Document retrieval slow and cumbersome taking up to two days to locate, then the form had to be shipped by courier. Refiling would take 2 days. Documents had to be physically passed to each other High volume of staff involved in clerical roles, from start to finish the policy will have been handled by up to 13 staff Entirely paper based system Existing computer system very unreliable with regular breakdowns Breakdowns meant loss of man hours re-inputting lost data Existing system had to be backed up daily however if system crashed during the day staff had to choose whether to save daily reconciliation or whether to do a full back up If daily back up not completed previous days data would be lost No Real time data, systems did not allow data inputter to see if customer is existing or new. Loss in revenue and sales due to lack of real time data. Existing system had 3 major hardware failures which mean loss of 6 days. Regular breakdowns No up to date information for departments or internal digital mailing system. 2.1 New digital system capabilities New Java based EBao Lifesystem All branches equipped with scanners and new monitors New PC RAM of 128MB New hardware and software for application servers Disk storage systems Data transmitted immediately All Documents scanned and stored on digital devices Data stored on two or more servers all connected by two or more connection lines. Faster cable Wireless capability Fiber-optic Backbone 2.2 How did the new system resolve the problems? Reduced timeframe for induction of policy Efficient scanning and processing systems. Real time data, enabling cross sales and cross referencing for existing customers Reduction in time to react to market trends and changes. Easier to design and launch new products to keep ahead of market trends Good backup systems, data saved on two or more servers ensuring no loss of data New disaster recovery site that no longer required restoration of the previous dayà ¢Ã¢â€š ¬Ã¢â€ž ¢s data Improved customer service as new system gave a single view of each customer showing all real time data allowing cross selling and reduced turnaround times Up to 50 percent saving on time and costs 3.1 How did the new digital system provide a basis for the orange strategy? Orange was stuck in a paper based timewarp. This meant that all time and energy was put into manual applications which did not leave time for them to focus on a more customer friendly and customer focused organization. The new system meant that there was a huge reduction in the need for large volumes of clerical staff and these staff could be utilized to provide a better customer service and also provide a better profit for the business by utilizing the customer information to enable cross sales. It also enabled time for the marketing strategy to be overhauled as up to date data was now at hand. This data provided a customer profile facilitating the sale of more relevant products by providing some Golden Nuggets of information. As the systems could provide some analytical and operational CRM data. It also enabled the business to be able to react quickly to any new market trends as the new digital systems were able to take on and launch new products quickly and in fact enabled them to set up a brand new concept in the insurance business, the launch of the Orange motorcycles fleet. This fleet was very distinctive and easily spotted on the high street which in itself was a major marketing tool but they not only serviced their own customers who had accidents but also non customers which in turn meant that these people would go to Orange the next time they needed a quote for insurance and also created a Feel Good moment. It enabled them to launch Orange Eye which was a smartphone application. This provided an in car camera which helped combat motor insurance fraud which ensured that costs for the company would be kept down and in turn allowed for reduced insurance policies. 3.2 Could Orange have been available with the Old Systems? Orange would most definitely not have been possible with the old system. They were not able to provide an efficient, straightforward, transparent system or product due to the major constraints of the old systems. 4. Three important Lessons for Irish Retail Banking 1. Banks have to embrace the Digital Age to Increase profit. Banks have to embrace and utilize al l systems available and even create new systems in order to increase revenue and in turn increase profit. According the statistics provided by The Second UPC Report on Irelands Digital future the projected value of the Irish internet economy in 2020 will be E21.1 BN, Projected on line Consumer Spending will be E12.7 BN as opposed to figures provided for 2014 when online consumer spending was E5.9 BN. Therefore this market has to be tapped to ensure the viability of the bank into the future. While initially consumers were reluctant to take on some of these new online systems such as online banking one would wonder what their reaction would be if it were to be taken away from them overnight. As can be seen from table below sourced from PWC the percentage of users of online services has increased tenfold and banks have to embrace this change and utilize it to their advantage. Gen Y = born 1980, Gen X = born 1965 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 1979, Baby boomers = 1946 à ¢Ã¢â€š ¬Ã ¢â‚¬Å" 1964, Matures born prior to 1946 2. Digital systems improve services. The new orange system allowed for funds and also staff to be freed up to create a much better customer experience. One way of doing this was to send out the Orange Fleet which proved a huge success. This model has been in some way reproduced with banks now beginning to think outside the box, by providing some time/space shifting services such as Mobile Mortgage Managers who will visit you out of bank hours and in turn the new systems that allow you to bank on line 24 hours a day online in the comfort of your own home. Bank of Ireland are currently trying to promote an internal scoring card system that they call NPS to ensure that we continue to provide an excellent customer service and allowing all opportunities to be utilized and all cross sales achieved to ensure a good profit and also a good service to the customer. As outlined in our lectures 50 percent of time and effort is invested in trying to get new customers in the first place and 50 percent to hold onto them. It costs six times more to get a new customer therefore a high retention of existing customers ensures an increased profit. Accenture created a Consumer research of over 13000 in 33 countries and they found that 61% if customers globally switched providers due to a bad experience and 85% switch providers because they feel that companies donà ¢Ã¢â€š ¬Ã¢â€ž ¢t make it easy to do business with. It is no secret that the general publicà ¢Ã¢â€š ¬Ã¢â€ž ¢s perception of the Banks in light of the recent recession and bailout by the government has not been advantageous and therefore it is in our best interest to improve our systems and also do things a bit differently and this NPS scorecard is in some way helping this. Also the public would not have great trust in the Banks and again the à ¢Ã¢â€š ¬Ã…“simple honest and different approachà ¢Ã¢â€š ¬Ã‚  adapted by Orange could be adapted in a more robust pla tform by the Banks. 3. Correct systems have to be in place in order for customers to adapt and embrace the change. Bank of Irelands digital systems were sometimes seen as cumbersome by both staff and by customers alike. There were some major issues with Banking on line for business customers as it was difficult to get set up and in a lot of cases it wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t compatible with certain computer systems. There is also the publicà ¢Ã¢â€š ¬Ã¢â€ž ¢s perception of the risk concerned with digital technology and some customers do not trust the systems and still prefer to go in to the Bank and make their transactions or apply for their loans with a human. I showed a family member how to pay a bill on line. This was their first attempt at using this system and they were very impressed with how easy the process was, however as the payee was an Ulster Bank customer the transaction took a couple of days to go through. This caused my relation a huge worry (they are in their 60à ¢Ã¢â€š ¬Ã¢â€ž ¢s) as she would have preferred to have had physical evidence such as a receipt for the transaction and they could not relax until the funds were acknowledged as received. This however is not such a worry for younger generations as they have more trust in the digital systems. The security issues need to be addressed and maintained and also the banks need to keep ahead of the fraudsters. As long as this continues to happen I can see a continued rise in the use of digital banking systems. Conclusion As outlined on the Bain Brief article à ¢Ã¢â€š ¬Ã…“Many banks have been too quick to capitalize on digital technologies as a way to strip costs out of their operations. Steering their technology-enable customers to websites, mobile apps and ATMs, they are shuttering full-service branches and replacing them with automated kiosks. But while the savings from taking a self-service approach can be enticing, the longer term costs of abandoning customers to their own h igh-tech devices are unacceptably high.à ¢Ã¢â€š ¬Ã‚  The Digital Challenge to Retail banks Oct 17,2012 by Dirk Vater, Youngsuh Cho and Peter Sidebottom. This article was written in 2012 and since then Bank of Ireland has come to realize this and are trying to keep their physical branch footprint in place in as much as possible in order to have a face behind the bank. Other major banks in Ireland have been reducing their branch footprint in order to reduce costs. We will have to wait and see in the future what the best approach to this will have been and as always hindsight is sometimes a great thing. Referencing Accenture Study, Global Consumer Pulse Research (2014) Bain Banking Study (2012) FIS Primary Consumer Research (Aug 2011) Laudon, Laudon,(2014) Management Information Systems Second UPC Report on Irelands Digital Future (2014) Stapleton, (2015) Banking in a Digital Age Webinars Putnam, (2011) Attracting and Retaining Gen Y and Gen X Vater, You ngsuh and Sidebottom (2012) Bain Brief The Digital Challenge to Retail Banks Villers, (2015) PWC Banking will mean digital banking in 2015

English Educational

Sample details Pages: 15 Words: 4457 Downloads: 5 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Social class and how it affects children aged 7 years and below within the English educational system This report considers recent research evidence related to inclusive education, and equality of opportunity, in relation to social class and how it affects children aged 7 years and below within the English educational system. A definition of inclusive education relevant to early educational practice will be offered. A literature review will be undertaken, that will principally examine the size of the social class differences amongst young children, and will go on to consider a case study of inclusive practice that was implemented at one English primary school. Don’t waste time! Our writers will create an original "English Educational | Education Dissertations" essay for you Create order Recommendations for future research are made. Introduction Since the publication of the Plowden Report in 1967, it has been apparent that social class has a profound effect on the educational achievement of primary school children. In the past two decades, there have been a number of specific legislative changes that have altered the shape of primary school education. With the Education Reform Act(1988), schools have been required to undertake standardised testing of7 year old children in English, Mathematics and Science subjects. Furthermore, schools have been required to publish controversial league tables of performance, alongside national averages, in their school prospectus publications. There have been several policies introduced to reduce the effects of deprivation on young children including Sure Start, and a planned widening of availability of nursery education all in the name of inclusive education (Barnes, Belsky,Broomfield, Dave et al, 2004, p 46-9). Indeed, Geertz (2001) has argued that New Labour policy makers strive to make all families like middle-class families, or at least the ideal-typical middle class family of much educational research (p 7). However, there is surprisingly little empirical research evidence available on inclusive education, or equality of opportunity in early educational settings, with most studies focussing on secondary school children. This is also regrettable since Sammons and Sees (1998) have clearly shown that at the age of seven, prior attainment accounts for 26-43% of variance in national assessment results (p 389 407). Therefore, early teaching support of children with special educational needs, or affected by poverty or difficult personal circumstances would appear to be of immense importance to prevent children who start school behind their peers from falling further behind as their school careers progress. This report will critically assess available empirical studies related to the education of children aged 7 years and below within the United Kingdom. Furthermore, it will examine theoretical and philosophical perspectives on early inclusive education, and make recommendations for further research. Method The search strategy employed for the literature review involved searching electronic bibliographical databases for relevant research and policy papers related to the topic of inclusive education, and equality of opportunity, and social class issues with English school pupils aged 7 and under. No date restrictions were imposed on the searches, although most papers that were located and subsequently considered in this literature review were published in the 1990s and2000s. The electronic bibliographical databases that were searched were ERIC, the British Education Index and Psych Lit. Abstracts for each paper were inspected on an individual basis to assess their relevance to the literature review. Research papers within the terms of the literature review were then obtained from various library sources. However, it was felt that much of the research on early inclusive education would be found in the grey literature. Therefore, the Education Line database of conference proceedings, provided by Leeds University, was also searched for relevant papers. Finally, a search of the websites of highly regarded academic educational research centres, and government official statistics, was undertaken and further relevant research reports were obtained this way. Literature Review Although inclusive education has been the buzz word of the education sector for many years, there is a lack of clarity in its definition. It broadly includes reference to a schools receptivity to accommodate the needs of all its pupils, and be more responsive to pupil diversity(Fiorina, Rouse, Black-Hawkins and Jull (2004), p 118). Furthermore, Fiorina et al (2004) have argued that inclusion and achieving high standards are not necessarily mutually exclusive goals, with some schools achieving both (p 115). Stephen and Cope (2003) have further elaborated on the interpretation of inclusive education, drawing distinction between the individual model where the deprived pupil is seen as the problem (p 274) to be moulded into the school system, towards a social model of inclusive education. The social model acknowledges that there may be individual characteristics of the child that need to be considered, but also consider the possible institutional and operational barriers that hinder childrens entry and integration into infant schools. In their study, children from middleclass homes were supported by parents when they started infant schoolboy practising numeracy and literacy at home, and through more proactive involvement in school activities (p 273). Gallannaugh and Dyson (2003) have conducted a study of 25 practitioners working in three English LEAs to assess what inclusive education development was possible in schools, and make sense of school responses to the inclusion agenda. Some teachers reported confusion over what inclusive education was, since many official sources of information focussed on inclusion of children with special educational needs only(p 1). However, most teachers saw inclusive education as provision for all children who were at risk of underachieving within the educational system, a version of inclusive education that is compatible with New Labours social inclusion agenda ensuring that all members of society participate in the opportunities and activities of mainstream society (Blanket, 1999). A definition of inclusive education that attracted consensus amongst the teachers was a set of broad values which we understood to be inclusive, and which we articulated as a commitment to equality, and increasing participation of all children (rather than one or other marginalised groups) in common education (p 2). In synthesising research papers on social class related to early education, it is apparent that the term social class has been interpreted in different ways by different authors. Sammons (1995) has highlighted that some researchers have attempted to identify and separate the effects of different combinations of disadvantaging factors, noting that whilst not additive there is evidence of cumulative disadvantage (i.e. experiencing one factor such as low social class or low income on its own is less closely associated with low attainment than experiencing both these factors) (p 467). Furthermore, Sparks (1999) has classified the different interpretations as including children from low income households, parental unemployment, paternal/ maternal occupation and inappropriate housing environment (p 10). She has examined research studies that look at each of these aspects, but only a few studies specifically examine the age range of 0 to 7 years. Pupils coming from a low income household, as indicated by eligibility for free school meals, appears to have marked effect on educational achievement at the age of 7 years and above (p 14). Furthermore, West, Pennell, West and Travers (1999) have shown that receipt of income support benefit by the household accounted for 66% of variance in educational achievement at a local authority level (p 10). Sparks (1999) has stated that non-school factors are a more important source of variation in educational achievement than differences in the quality of education that students receive (p 9).However, there is a broad consensus that schools can counteract some of the effects of social deprivation through inclusive educational practice. Indeed, empirical evidence suggests that schools have an independent effect of between 8% and 15%, and school effects are greater within the primary school sector (Reynolds, Sammons, Stoll, Barber et al, 1996 (p 140)). In the UK, research evidence on the effects of pre-school education are mixed (Sparks, 1999, p 12). However, research studies have indicated that when children receiving nursery education are compared to those receiving no nursery education, pre-school experience has a positive impact on achievement in national assessment tests at the age of seven (Sammons and Sees, 1998, p 400).However, poor families may not have access to quality services in areas where demand for nursery services is high. Middle class families, however, may have the advantage in that they can turn to the private sector provision where necessary. Smaller studies have shown an association between social class and early pupil attainment. However, stronger evidence is supplied by McCullum (1993) who compared aggregated Key Stage One results for local education authorities in England, against measures of social class obtained from the 1991 Social Census. This study clearly showed that social class, as evidenced through the number of social class 1 and 2individuals in the local population, showed a statistically significant and positive relationship with the Local Education Authoritys Key Stage One test scores, across all LEAs sampled (p 95). Furthermore, Thomas (1995) has also shown how free school meal entitlement, and special educational needs, were strongly correlated with performance at Key Stage One (p 280). More recently, Sammons (1995) has studied 2000primary school children longitudinally at 50 ethnically diverse inner-city schools over a 9 year period. The children were monitored from the ages of 7 to 10 years. For the purpose of this report the results will be reported for the youngest of the cohort. The main purpose of the study was to assess primary schools effectiveness at developing cognitive and non-cognitive educational outcomes amongst children. Detailed records were kept on every childs background characteristics such as ethnicity, socio-economic status and gender. For the purpose of the study, social class was measured as fathers occupation, and eligibility for free school meals. There were statistically significant differences in absolute attainment at ages 7, and above (p 479), with the biggest effect being in reading rather than mathematics performance. At 7 years, receiving free school meals accounted for just over 7% of variance in reading test performance, while having father working in an semi or unskilled profession accounted for 14.5%of variance, and having a father who was unemployed accounted for8.35%. However, for mathematics test performance, free school meals accounted for just 1.3% of variance, and having a father in a semi/unskilled profession accounted for 4.22% of variance while having father who was unemployed at the time of the study accounted for 2.57%of variance (p 471). This study was based on pupils attending primary schools in the decade of the 1980s, and prior to the onset of the National Curriculum. It is the only longitudinal study of its kind that has been published using a British school population. With high statistical power afforded through the sample size, it is possible tube confident in the results. However, research studies are required that adopt a similar design but that are carried out now that the National Curriculum is an established format of educational provision within primary schools. Studies are also required that examine more dimensions of social class than the outdated paternal occupation, and free school meals eligibility. In 1998, the Qualifications and Curriculum Authority introduced a National Framework for Baseline Assessment for all pupils at the start of their school careers. The baseline assessment is a structured series of questions designed to assess pupils English ability, in terms of oral, reading and writing ability. In addition, early mathematical understanding is measured through a series of questions that require teachers to judge the ability of the child. Strand (1999) has studied the results of baseline testing of over 11,000 four year old children prior to their entry to primary school reception class. The data cover the period of 1993 to 1997, and are based at Wandsworth Local Education Authority in London. The results indicate that there are significant variations in baseline test score achievement based around a range of background factors such as age of child, gender, ethnicity and economic status. Measures of interest to the present literature review are length of preschool education by the pupil and entitlement to free school meals, which is the surrogate measure of social class used for baseline testing. Measures of attainment collected by the study were the LARR (Linguistic Awareness in Reading Readiness) test of emergent literacy and the teacher checklist described above. The results show statistically significant, strong correlations between school entrants on baseline measures and their subsequent overall Key Stage 1 achievement, in the region of 0.6 or above. Furthermore, the test battery are highly predictive of both English and Mathematics achievement in Key Stage 1 assessments in the individual subjects, with correlations in the region of 0.55 for mathematics, 0.55 for reading, and 0.49 for writing. The combination of the LARR objective measure of literacy, and the teacher checklist, together make the best overall indicator of later achievement for the children, compared to either test in isolation. Amount of preschool education received by children also significantly predicted Key Stage One achievement in all subjects. Furthermore, children in receipt of eligibility for free school meals were noted to score, on average, over five whole points less than their peers on baseline tests. Their mean scores were 29.7 (SD 11.4) compared to 34.9 (SD 12.2) for non-entitled children (p 20). In a further study, Strand (1997) tracked the educational progress of1669 Wands worth school children who had completed baseline assessments during 1992 and 1993. He considered the important of school effects, which is importance to social class considerations in the sense that schools are located in specific catchment areas that can be defined according the level of deprivation in the local community. The same assessment materials were used for this study as in Strand (1999). The pattern of achievement described for children eligible for free school meals at school entry was one where they started below other peers, in terms of baseline testing, and gradually fell further behind as time went by; as reflected in their Key Stage One performance (p 479). Composite measure of school effects of child performance at Key Stage One was taken to comprise of seven factors including gender ratio of school population, proportion of pupils with eligibility for free school meals and percentage of bilingual school pupils. Strand (1997)found that where there was a high rate of free school meal eligibility, this was one of the statistically significant factors, along with gender ratio and proportion of ESL pupils in school composite effects. These compositional effects are significant even after each individual pupils baseline scores, sex, FSM entitlement and ESL background have been taken into account (Strand, 1997, p 479). This means that school performance as a whole, as well as individual pupil progress, would appear to be associated with the proportion of free school meal claimants in the school population. Indeed, It can be hypothesised that schools with a low proportion of socially disadvantaged pupils may have some benefits associated with their context: they may receive greater help from parents, have fewer disciplinary problems or an atmosphere more conducive to learning (p 485). Buchanan-Barrow and Barratt (1998) have considered how young children understand school, and how this is affected by socio-economic factors, along with gender and birth-order. They suggest, The school constitutes, in microcosm, a multifaceted and multi-layered society with an extensive and complex systemin order to operate successfully in this system, the young pupil needs to acquire an understanding of the connections between such important system-concepts as rules, roles, power and community (p 250). A total of 112 children were included in the study from the age of 5 and upwards, at two primary schools in London. The first school had a free school meal ratio of 3% and was therefore broadly classified as a middle class school. The second school had a much higher free school meal ratio of 49% and the intake population was largely working class. Parents and teachers completed questionnaires, and the children were interviewed about their understanding of the power structure in the school, and their attitudes towards their school. In general, young children had the most positive attitudes towards school of all children studied. Furthermore, there were no differences in the attitudes towards school by socio-economic class, but there was a significant correlation between child and parental views on the school. The importance of the head-teacher in the power structure was evident in the responses of all children, butane understanding of the purpose of the class teachers was patchy until the middle primary years. The researchers closely examined the responses of the children at both schools for social class effects on comprehension and understanding of the school. At the middle-class school, the responses of the children followed general age trend patterns where childrens knowledge and understanding increased with years. However, for the working-class school, the pattern of responses were more complicated. Children were much less likely to discuss the role of parents, and children in the organisation and function of school compared to children at the other school. This suggests that children are not feeling included in school, with a strong sense of membership that children often report at the middle class school (p263). Examination of parental responses to the questionnaire revealed broadly similar responses between schools, but working class parents reported feeling more welcome at the school than middle class parents. As Buchanan-Barrow and Barratt (1998) have suggested, Since middleclass parents are likely to be readier to take issue, more assured of their ability to achieve their aims and better equipped to make their feelings known, it might be expected that the staff might be more wary of their interventions and less warm in their welcome. On the other hand, working class parents, without the same sense of empowerment, maybe seen as less threatening (p 263). This is an important study in that it reveals age-trends in childrens understanding of school, and their place within the power structure and function of the school. According to Piaget cognitive theory, age-related differences in understanding are to be expected, as a combination of increased cognitive abilities with age. However, constructivism alone does not explain the individual differences in responses. The age related findings in the childrens responses may not be due to developmental changes in cognitive ability alone. In particular, social-interactional factors may have an important contribution to childrens understanding of the school, with parents, teachers and childrens interactions about the school being mediated by the age of the pupil. A social representation perspective would emphasise the individual differences in responses according to social class, gender and so forth (Elmer and Hana, 1993). However, this study showed that the acquisition of social knowledge and social understanding was more individual, than collective (p 265). Gallannaugh and Dyson (2003) have provided a useful detailed case study of how inclusive education can work at improving primary schoolchildrens educational achievements. They collected data from one primary school (Broad mead) in an urban area, primarily serving families of the local council housing estate where the eligibility for free school meals was above national averages. The school decided to address the specific issue of underachievement in writing ability during Key Stage assessments. The school had identified a group of middle ability school pupils who were failing to meet national expectations. School staff did not feel that poor teaching maybe the cause of the problem, and many teachers cited specific and concerted efforts by teachers to improve writing standards using a range of teaching strategies. However, the schools response to the problem was to problematize some of its existing practices. To some extent, this appeared to be a result of the realisation that customary practice simply did not work in the sense that despite all efforts to hone teaching skills, the school had apparently reached a ceiling in attainment (p 3). The school had moved towards a more experimental approach in the curriculum, and included new teaching strategies to help pupil learning such as thinking skills techniques. However, the actual underlying purpose of introducing a specific intervention was unclear, with more emphasis on anxiety about school performance compared to national standards, as opposed to inclusion for all. Nevertheless, it represented a departure from standard practice. Over the course of the project, the experience of implementing new approaches and of their impact on childrens learning led teachers to rethink their ideas about educational/ personal outcomes that are important to children. The original aim had been to improve achievement standards in writing, but the intervention had also appeared to impact on child self-esteem, learning in other subject areas, and educational confidence. The teachers reported that they valued these additional attainments in their own right amongst their pupils. Teachers had identified that the children had very limited learning techniques and strategies, and had therefore decided to focus on teaching children how to learn, in parallel to the curriculum subjects. When the research team interviewed teachers about why they felt their pupils had struggled in writing skills, it was generally felt that the critical barrier to raising all aspects of literacy was due to the fact that children entered school with very limited language skills that affected their access to most subjects. The head teacher felt that catch up once they started school was insufficient to counter the effects of poor literacy environment at home, and lack of family communication about education at home. This lack of preparation for school was complicated by local cultural factors such as socialisation of boys from working class households into the role of the northern lad who was expected to behave stereotypically, and not necessarily express an interest in education. In summary, some children came to school from families where education was not valued, with limited experiences, and(particularly in primary schools) limited language skills (p 5). Gallannaugh and Dyson (2003) provide two competing perspectives on the work at Broad mead primary school. In one sense, teachers were willing to implement new teaching strategies as they had internalised the demands of the national curriculum and school assessment system, but also the characteristics of working class children that make them deficit (p 7). This could be regarded as anti-inclusive practice since it aimed to socialise working class children into middle class ideals. However, an alternative perspective on the work at Broadmeadis that the school resisted the pressure and constraints of current educational policy, and found time to try out alternative learning strategies, which children self-reported as beneficial. Furthermore, teachers deficit view of the working class children was increasingly challenged as they were equipped with new skills to allow them to demonstrate their true abilities. Conclusion Recent Government policy has moved towards emphasising inclusive education, particularly in the early years. However, there is a danger that policy will remain mere rhetoric unless there is evidence based research to provide teachers with practical skills to provide equality of opportunity for their pupils. Research studies have consistently shown that working class children are regarded as the problem that must be adapted to the middle class educational environment of the infant school classroom. However, a social model of inclusive education that acknowledges individual difficulties in adaptation, as well as institutional barriers to learning maybe a more constructive approach. Teachers working within English schools are constrained in the classroom by their need to meet national curriculum requirements, and achieve required standards from their pupils. Conversely, teachers recognise that some children enter infant school poorly prepared forth demands of formal education through their home backgrounds, and require additional support. Implementation of special strategies to enhance the language, communication and thinking skills of children, such as at Broad mead school, maybe one solution. However, children of lower social class backgrounds may require long term intervention if inclusive education is truly inclusive throughout their school careers. This literature review has revealed the lack of research studies to support teachers implementation of effective strategies to promote learning amongst young children from deprived backgrounds. To date, research studies have concentrated on identifying the size of the discrepancy in performance between school pupils. The next step is to develop longitudinal, vigorous research programmes within English infant schools to inform evidence-based teaching practice. Furthermore, there is a need to explore the concept of social class, and how it affects young children, in more detail, and to understand how it interacts with other risk factors such as English as a second language. Sparks (1999) has shown that factors, such as social class, are associated with educational attainment, amongst young children. However, it is less clear about what aspects of social class are causal, and not merely correlated (p 10), and there is a need to investigate the specific aspects of social class that maybe associated/causing educational difficulties for children. References Barnes J, Balky J, Broomfield K, Sana D, Frost M, Melhuish E and the National Evaluation of the Sure Start Research Team (2005)Disadvantaged but different: variation among deprived communities in relation to child and family well-being. Journal of Child Psychology and Psychiatry 46.9, pp. 952 962. Blanket D (1999) Excellence for the many, not just the few. CBI Presidential Address 19 July 1999 (DFEE, London). Buchanan-Burrow E and Barratt M (1998) Individual Differences in Childrens Understanding of the School. Social Development 7.2, pp250-268. Elmer N and Hana J (1993) Studying social representations in children: just old wine in new bottles? In G Break well and D Canter (ends)Empirical Approaches to Social Representatives (Oxford University Press, Oxford). Fiorina L, Rouse M, Black-Hawkins K and Jull S (2004) What can national data sets tell us about inclusion and pupil achievement. British Journal of Special Education 31.3, pp. 115 -121. Gallannaugh F and Dyson A (2003) Schools understanding of inclusion: issues in inclusion and social class. (British Educational Research Association Annual Conference, Edinburgh). Geertz S (2001) Cloning the Blairs. Journal of Educational Policy 16.4, pp. 365-378. McCollum I (1993) Testing Seven Year Olds performance and context. Population Advice Note, pp. 93-101 (London Research Centre, London) Reynolds D, Sammons P, Stoll P, Barber M and Hillman J (1996) School effectiveness and school improvement in the United Kingdom. School Effectiveness and School Improvement 7, pp. 133 158. Sammons P (1995) Gender, ethnic and socio-economic differences in attainment and progress: a longitudinal analysis of student achievement over 9 years. British Educational Research Journal 21.4, pp. 465-485. Sammons P and Sees R (1998) Measuring pupil progress at key stage one: using baseline assessment to investigate value added. School Leadership and Management 18.3, pp. 389 407. Sparks J (1999) Schools, Education and Social Exclusion. (Cen tre for Analysis of Social Exclusion, LSE, London). Stephen C and Cope P (2003) An Inclusive Perspective on Transition to Primary School. European Educational Research Journal 2.2, pp. 262 -275. Strand S (1997) Pupil Progress during Key Stage 1: A Value Added Analysis of School Effects. British Educational Research Journal 23.4,pp 471 487. Strand S (1999) Baseline assessment results at age 4: associations with pupil background factors. Journal of Research in Reading 22.1, pp. 14-26. The Plowden Report (1967) Children and their Primary Schools. (HMSO: London) Thomas S (1995) Considering primary school effectiveness: an analysis of 1992 Key Stage 1 results. The Curriculum Journal 6, pp. 279 295. West A, Pennell H, West A and Travers T (1999) The financing of school based education. (Centre for Educational Research, London).

Consent Is Thought to Be Morally Transformative of...

2. Consent is thought to be morally transformative of peoples conduct toward each other. Where sex is concerned, it is all but universally regarded as necessary to make sexual conduct legitimate. But the question is then, is consent also sufficient? Discuss both yes and no answers to this question, using Soble, Wertheimer, West and/or Primoratz. Finally, which seems the best supported answer? TAKE OUT HEADINGS AND ADD A COVER PAGE I will begin this paper in support of the liberal theory recognized on sexual morality being upheld that whatever is consented to will be permissible, thus what is not consented will be impermissible. I also support that the consenting participants should be competent and well informed without coercion†¦show more content†¦Primoratz counter argues that consent is the touchstone of morally permissible sex nonetheless acknowledges that it is invaluable when discussing ideals of human sexuality. He also argues that in regards to consent that it can be ‘morally decisive over a wide range of action’ and that it is not justified to treat sex special. Consent is to Primoratz ‘indeed enough’ in sexual acts but is critical of the claim that consent to sex is at best necessary, but not sufficent. He generalizes sexual consent on the same level of all moral responsibilities with gives reason to the idea of consent ca n be implemented to cover all moral issues. This generalization of consent being a criterion of all moral responsibilties is unrealistic in a discussion of sexual morality. Morality criterion requires multiple factors beyond an individual consent on the account of such consentual activities as recreational drug use and voluntary euthanasia as it would eliminate opportunity for moral discourse. In spite of that the idea of consent has many levels of specification which could morally be concerning of well-being and autonomy under adequate strong understanding of consent under a collection of area-specified understanding of consent Primoratz insubstaintial anaylsis of consent being the ‘difference between murder and voluntary euthanasia† is considerably distant of the idea of consent. However consent does differentiate the two subjects it

The Adventures Of Huckleberry Finn By Mark Twain - 1508 Words

Many authors use satire to poke fun at certain issues to expose and call awareness to it. One author that has a history of using satire in his novels and other literary works to indulge the reader deeper into the meaning of his writing is Mark Twain. By using satire, he humorously draws attention to some issues faced in American culture and other places around the world. A perfect example of his use of satire is his novel Adventures of Huckleberry Finn. Twain’s widely read novel Adventures of Huckleberry Finn uses satire as a tool to expose a few key issues faced in America, which are organized religion, violence in American culture, human ignorance and gullibility. In 1861, Mark Twain visited Salt Lake City, the Mormon capital of the†¦show more content†¦Ã¢â‚¬Å"They laid him on the floor, and put one large Bible under his head, and opened another one and spread it on his breast† (Amare, Manning 207). This scene from Adventures of Huckleberry Finn reproduces a m emory from Twain’s childhood. About how there is one major difference from Twain’s real life account based off of two men name Owsley and Smarr, and his fictional account including Sherburn and Boggs. â€Å"As judge, Twain’s father collected twenty-eight depositions; the verbal exchange between Boggs and Sherburn resembles Smarr and Owsley’s. However, Leo Marx notes that: The Bible placed on Bogg’s breast is one of the few details for which no basis can be found in the twenty-eight depositions†¦Ã¢â‚¬ (Amare, Manning 207). Twain was also known for satirizing politician’s names. Lilburn W. Boggs was the governor of Missouri in 1838, when he gave an extermination order to kill all the Mormons in the winter if they did not leave Missouri. Four years later, Boggs was shot but survived. â€Å"The symbolism of the Bibles laid on the dying Boggs becomes clear: Mormons were persecuted as a threat to Orthodox Christianity, which Governor Boggs â€Å"defended,† and he was himself â€Å"martyred† for that orthodoxy (for which Twain himself had little respect)† (Amare, Manning 208). The bible being placed on Bogg’s chest when he dies has a deeper meaning than just the surface layer. This satirizes