Behaviorally Disordered or Socially Maladjusted

Write a brief explanation of factors to be taken into consideration when assessing and determining whether a student is behaviorally disordered or socially maladjusted. When we are assessing a child to determine if a behaviorally disordered or socially maladjusted we must notice problems such as the child staying on task or trying to focus. A child might also be getting low grades when we know they are capable to complete their work.Children that are behaviorally disordered or socially maladjusted can have problems including attention deficit problems, problems with certain teachers, emotional disturbance, depression, anxiety, and environmental factors from the child’s home. Observation is used to try to understand and be aware of factors that might be influencing a child’s behavior. We must do observations of a specific situation, various settings, and different times of day. The observer has target behaviors that they record throughout the observation.Four of the most common recordings are anecdotal recording, even recording, latency recording, and duration recording. By doing observations we should be able to provide the behaviors we are frequently seeing, information that might relate to services a child might be needing, information that can help form intervention plans and goals, and an understanding of the child’s abilities in certain areas. Interviews help us gather information effectively. We can have a structured or unstructured interview to help us gain insight and understand the child and additional concerns.We must understand what behaviors need to be watched and when we do the assessment for the child’s suspected disability. We must be aware of a child’s comfort level when doing assessment because if a child is displaying a high level of discomfort it might be a sign of more serious problems. Testing environment must be taken into consideration because it can have a large impact on the results of the testing when determining the true needs of the child. We can look at reaction time, the nature of responses give, the child’s verbal interaction ith the examiner, and organizational approach during testing, adaptability, and the child’s attitude. These must all be looked at and observed when assessing for this type of disability. When assessing a child’s behavior we must have knowledge of the degree the child believes their behaviors make a difference in their life, the tolerance for frustration that the child has, the activity level of the child, self-view of the child, emotional response of the child, and the conflict experienced by the child. Psychological testing is used in assessment of behavior and is administered by the school psychologist.There are many tests we can use to determine if behavior is a disability for the child. Behavior Intervention Plans must be developed when dealing with a child’s inappropriate behaviors. This is intended to reduce the need f or extreme discipline measures. These types of plans are intended to help control and suppress the behaviors that are inappropriate for a child. We must fully understand the psychological makeup of a child that might be behaviorally disordered or socially maladjusted to help recommend the correct placement and services that the child might need .

Public Education in the Old South: 1790-1860 Essay

One of the most characteristic elements of the Enlightenment was the pervading missionary zeal for reform. Whereas Reformation zeal had gone into religious fervor, the enthusiasm of the Enlightenment was directed at reform of all kinds of institutions and was organized into campaigns for the aid of the weak, the poor, the persecuted, and the unfortunate. Fed by the liberalism that came from England in the late seventeenth and early eighteenth centuries, the propaganda for popular enlightenment found its climax in France in the middle and late eighteenth century and became the ideological forerunner of the French Revolution. Appealing not only to the growing intellectual and middle classes, the reformers also worked hard for the alleviation of the conditions of the masses of the people. A great increase in the agencies of public information took the form of new books, pamphlets, newspapers, journals, encyclopedias, debates, scientific academies, libraries, and museums. The fight for civil liberties, for religious and political freedom, and for popular education, the appeal to the natural rights of man as against privilege and tradition laid the basis for our western heritage of humanitarian democracy. Look more:  satire in the importance of being earnest essay In this struggle public education as we know it had its birth. Education in South Superficially at least, higher education flourished in the antebellum South. There were some half-dozen state universities and numerous private colleges. In 1850, the South had 120 colleges and universities, as compared with 111 in the North. Taking into account the considerable number of southern youths who went to such northern institutions of higher learning as Yale and Princeton, the South could point with pride to the number of its collegetrained youth. But southern colleges were smaller and more meagerly supported than those of the North, and the educational standards were of a lower order. The University of Virginia, founded in 1825, was a center of classical learning and was free of sectarian controls, but most of the colleges and universities were controlled by one or another of the religious denominations. The South had a considerable number of private academies for the sons of the well-to-do, and public high schools were increasing in number prior to 1860. There were state-supported common schools in some states, though only North Carolina and Kentucky had good public school systems. But reluctance to face taxation and a general feeling that it was the duty of the individual to see to the education of his own children were barriers to the development of public education. There were rural areas where the poorer classes had practically no educational opportunity. A large part of the white population of the South was illiterate, and a considerable number of the planters never learned to read and write. The system of Public Education was considered capable, and only capable, of regenerating this nation, and of establishing practical virtue and republican equality, it is one which provides for all children at all times; receiving them at the earliest age their parents choose to entrust them to the national care, feeding, clothing, and educating them, until the age of majority. Propositions of John Howland John Howland proposed to the General Assembly of the State of Rhode Island on the last Monday in February, A. D. 1799. In his Petition he proposed that all the children so adopted should receive the same food; should be dressed in the same simple clothing; should experience the same kind treatment; should be taught (until their professional education commences) the same branches; in a word, that nothing savoring of inequality, nothing reminding them of the pride of riches or the contempt of poverty, should be suffered to enter these republican safeguards of a young nation of equals. Howland further proposed that the destitute widow’s child or the orphan boy should share the public care equally with the heir to a princely estate; so that all may become, not in word but in deed and in feeling, free and equal. Thus may the spirit of democracy, that spirit which Jefferson labored for half a century to plant in our soil, become universal among us; thus may luxury, may pride, may ignorance, be banished. Howland also proposed that the food should be of the simplest kind, both for the sake of economy and of temperance. A Spartan simplicity of regimen is becoming a republic, and is best suited to preserve the health and strength unimpaired, even to old age. The propriety of excluding all distilled or fermented liquors of every description; perhaps, also, foreign luxuries, such as tea and coffee, might be beneficially dispensed with. These, including wine and spirits, cost the nation at present about fourteen millions of dollars annually. Are they worth so much? Thus might the pest of our land, intemperance, be destroyed-not discouraged, not lessened, not partially cured–but destroyed: this modern Circe that degrades the human race below the beast of the field, that offers her poison cup at every corner of our streets and at every turn of our highways, that sacrifices her tens of thousands of victims yearly in these states, that loads our country with a tax more than sufficient to pay twice over for the virtuous training of all her children-might thus be deposed from the foul sway she exercises over freemen, too proud to yield to a foreign enemy, but not too proud to bow beneath the iron rod of a domestic curse. Is there any other method of tearing up this monstrous evil, the scandal of our republic, root and branch? About other details he said that the dress should be some plain, convenient, economical uniform. The silliest of all vanities (and one of the most expensive) is the vanity of dress. Children trained to the age of twenty-one without being exposed to it, could not, in after life, be taught such a folly. The food and clothing might be chiefly raised and manufactured by the pupils themselves, in the exercise of their several occupations. They would thus acquire a taste for articles produced in their own country, in preference to foreign superfluities. Under such a system, the poorest parents could afford to pay a moderate tax for each child. They could better afford it than they can now to support their children in ignorance and misery, provided the tax were less than the lowest rate at which a child can now be maintained at home. For a day school, thousands of parents can afford to pay nothing. In his historical presentation he further proposed that under such a system, the pupils of the state schools would obtain the various offices of public trust, those of representatives, &c. in preference of any others. If so, public opinion would soon induce the most rich and the most prejudiced, to send their children thither; however little they might at first relish the idea of giving them equal advantages only with those of the poorest class. Greater real advantages they could not give them, if the public schools are conducted as they ought to be. Public Education in Pennsylvania In the two decades before the Civil War public awareness was shaped by the zeal of devoted crusaders: Horace Mann and Henry Barnard in the East, Calvin H. Wiley in the South, and Caleb Mills in the west. Through their educational journals, reports as educators, or appeals to legislatures, they drew attention to needed reforms. The Lyceum movement, founded by Josiah Holbrook in 1831 made the advancement of education, especially the common schools, its principal business. To its lecture platforms came Edward Everett, Henry Ward Beecher, Wendell Phillips, and Abraham Lincoln. Teachers’ institutes, like that of Onondaga County. A Delaware journalist and school teacher, Robert Coram felt that society, through the establishment of public schools, should teach everyone how to make a living. Each was to be taught the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics, and husbandry. He favored apprenticeship regulations binding youth out to the trades or professions. Literary discussions were a regular feature at his schoolhouse. The necessity of a reformation in the country schools, is too obvious to be insisted on; and the first step to such reformation, will be, by turning private schools into public ones. The schools should be public, for several reasons-1st. Because, as has been before said, every citizen has an equal right to subsistence, and ought to have an equal opportunity of acquiring knowledge. Because public schools are easiest maintained, as the burthen falls upon all the citizens. The man who is too squeamish or lazy to get married, contributes to the support of public schools, as well as the man who is burthened with a large family. But private schools are supported only by heads of families, & by those only while they are interested; for as soon as the children are grown up, their support is withdrawn; which makes the employment so precarious, that men of ability and merit will not submit to the trifling salaries allowed in most country schools, and which, by their partial support, cannot afford a better. Public schools then established in every county of the United States, at least as many as were necessary for the present population; and let those schools be supported by a general tax. Let the objects of those schools be to teach the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics and husbandry-and let every scholar be admitted gratis, and kept in a state of subordination, without respect to persons. Public Schools in Virginia The first step toward the establishment of a public school system in Virginia was made in 1810, when a bill was passed by the legislature providing for the creation of the Literary Fund. The act ordered that â€Å"all escheats, confiscations, fines, penalties and forfeitures, and all rights accruing to the State as derelict, shall be set aside for the encouragement of learning. † Tyler’s father was governor of the commonwealth at this time, and it was probably in response to his recommendation that this law had been enacted. An act was passed the next year by which the Literary Fund was set apart for the purpose of â€Å"providing schools for the poor in any county of the State. † The fund had grown continually from the beginning, and on Tyler’s accession had reached an amount little less than $1,400,000. The annual income from this fund was about $70,000, more than two-thirds of which ($45,000) was used for the education of indigent children. In this way 9,779 children were given a little schooling as a public charity. The governor indicated great dissatisfaction with this plan of public instruction. He maintained that only a small number of the youth were reached by it and that it was of little benefit to them because of the irregularity and uncertainty of the system. In some instances a school would be open for a few months, and in others a year. But it often happened that after the children had made a good start in the primary branches, the school would be discontinued and the pupils would be returned to their parents to forget what they had already learned. He might also have added that the aid given indigent children caused them to be looked down upon as paupers by their fellow pupils. It is quite likely that in many instances the intellectual gain under such a system was offset by a spiritual loss resulting from the development of a sense of inferiority in the beneficiaries of these charity schools . Moreover, this method of instruction was more expensive than it should have been. By drawing a comparison between the educational system of New York and that of Virginia he showed that the people of the former commonwealth were getting a great deal more for their money than were those of the latter. Virginia needed a public school system (the message went on to state) not for poor children alone, as was then the case, but for all classes. And it was particularly desirable that the children of the great middle class should be given the means of education . As a remedy for these unsatisfactory conditions he proposed that the counties be divided into school districts and in each a permanent school be established, under the management of trustees elected by the people. This school should be directed by a competent instructor. Attendance should be absolutely free or else the tuition charge should be low enough to afford all the children an opportunity for an education. This was a well-meant gesture in favor of a public school system, but it proved to be an empty one. There was one fatal defect in the plan it did not carry an adequate system for financing the scheme. The governor recommended that expenditures from the Literary Fund be suspended until the accumulations had increased to the point at which the interest would be sufficient to finance the schools. Just what should be done during this period of waiting he did not suggest. Schooling for the poor during the interim would either have to be suspended or provided for out of county levies. A public school system worthy the name could not have been established in Virginia at that time without supplementing the income derived from the Literary Fund by a substantial revenue raised by taxation. Tyler did not have the boldness to recommend such a plan. At one time it looked as if the governor’s scheme of public education, with certain modifications, would be put into effect promptly. Resolutions favorable to the idea were adopted and a bill embodying the principles laid down in them was reported to the House of Delegates. This bill, however, was laid on the table, and no further action on it was taken during this session of the legislature (or at least no mention of it can be found in the Journal). Apparently, nothing was later done to carry out the governor’s suggestions. A good deal of space in the governor’s message was devoted to internal improvements. He made specific recommendations as to improvements in the means of communication by the construction of roads, and locks and dams on the James River and other streams, with a view to connecting the east more closely with the west. He pointed out that a considerable portion of the State lying west of the Alleghany Mountains, though rich in soil, was in certain regions almost in a state of nature. The citizens there could not reach the capital without going out of the State and using transportation facilities furnished by other States. It was not a matter of surprise, therefore, that the tide of emigration had passed around this area and gone farther west. Two roads should be opened up from the western borders of the State to the Valley region. There was also considerable ill feeling between the eastern and western sections of the commonwealth, and this sectionalism could be destroyed by the proper means of communication. Another reason given for the State’s speeding up its improvements in land and water transportation was that in so doing it would take away the excuse of the Federal government for expending money on internal improvements in the States. In this way a great political menace would be averted. For, as he considered, â€Å"more danger is to be apprehended to the State authorities by the exertion of the assumed power over roads and canals by the general government than from almost any other source. It holds out the tender of the strongest bribe which can be offered to a people inhabiting a country yet in its infancy, and which invites the exertions of man to its improvement in almost every direction. † Let the State meet these demands and accustom the people to look to the State instead of the United States government for these improvements. Tyler’s administration must have been generally regarded as successful, as no one appeared against him when he came up for re-election December 10, 1827. He received all the votes cast but two, which were scattered. One of the last of Tyler’s recommendations (made on February 1, 1827) was in regard to the journals of the legislature. These records had been carelessly looked after, and the proceedings of three important sessions had been lost. Some of the journals were in manuscript and others were out of print. He suggested the reprinting of those that were out of print and of placing complete sets in the public offices and among the chief literary institutions. So far as the social and ceremonial functions of the office were concerned, Tyler performed them admirably. He was especially well fitted by education, training, and culture to play the rble of social leader. George Wythe Munford, who, by virtue of his position as clerk of the House of Delegates, was in close touch with official life in Richmond, considered Governor Tyler exceptionally happy in the performance of his duties at the executive mansion. Rise of Public Education Legislative provision for a state-wide system of public education made its appearance in Pennsylvania, in 1834. This act, largely permissive in nature, did not come about without a long and arduous struggle against considerable opposition. Indeed, its future was in doubt until the Assembly passed the law of 1836, which afforded a permanent basis for a system of universal education in Pennsylvania. It was not until 1849, however, that legislation was enacted requiring each of the State’s school districts to establish public schools. Upon the foundation of common schools, the public high school arose. For the greater part of the nineteenth century it was the academy rather than the public high school from which the colleges recruited the bulk of their students. In fact, the proponents of the academy after 1850 argued that preparation for college was the legitimate function of the academy alone. As the high schools increased in number, and the academies suffered a corresponding decline, the colleges sought a closer rapprochement with the public school system. According to an editorial in the Pennsylvania School Journal, one of the objects in establishing the College Association of Pennsylvania, in 1887, was in substance, to promote the common interests of the Colleges by securing harmonious action and cooperation in all matters pertaining to the general welfare of these institutions, and also to labor for closer identification with the public school system of the State. This latter question was brought to the front, at the second session of the meeting by a rather aggressive paper read by President Magill, of Swarthmore. Before the meeting finally adjourned, ample evidence had been given of a sincere desire to co-operate with the public school agencies of the State in effecting a proper and, if possible, an organic bond of union between the Common Schools and Colleges. Indifference and Opposition to Public Schools Before the Civil War, the development of public schools languished throughout the South. Here, the experiences of Virginia and Tennessee are probably representative. While Thomas Jefferson had unsuccessfully sought the establishment in Virginia of a tax-supported system of universal common-school education as early as 1779, both state and local support for schools was meager during the ante-bellum years. Public schools were considered primarily as schools for paupers, for the support of which men of property were not disposed to tax themselves. Nonetheless, the smaller farms, less sharp social distinctions, and dearth of good private schools in the western counties of Virginia (including modern west Virginia) made public education a vital sectional issue, culminating in the provision for increased financial support for Virginia’s common schools in the constitution of 1851. Even so, during the 1850’s public education in Virginia continued to suffer from mismanagement of the state’s school funds and their diversion to other uses. The state of Tennessee entered the Union too early for its schools to benefit significantly from public land policy. By 1806, when provision was at last made by interstate compact for reserving onesixteenth of all future land grants in Tennessee for the use of schools, little unclaimed land of much agricultural value remained. Subsequent sales of the residual public lands to provide a fund significantly labelled â€Å"for the education of the poor† yielded very little revenue. By acts of 1830 and 1838 the legislature sought to supplement the state school fund from non-tax sources, but the fund showed little growth. It was not until 1854 that Governor Andrew Johnson of East Tennessee pushed through the act in which Tennessee imposed her first state taxes and authorized the first county taxes for the support of education. This legislation represented a narrow victory of the yeomanry of East Tennessee over the wealthier planters of the rest of the state. The resulting public schools were still not able to hold their own with the private and denominational schools favored by persons of means. During the Reconstruction years immediately following the Civil War, both Virginia and Tennessee enacted some much-needed educational reforms which partially survived the later return of the ex-Confederates to political power. In 1869, a carpet-bag constitutional convention in Virginia adopted a new state constitution which provided for the establishment of free schools throughout the state. Under this constitution, the Virginia assembly created in 1870 the first plan of general public education in the state’s history and provided for state property taxation and authorized local taxation for school purposes. During the next decade, despite formidable political and financial obstacles, Virginia’s public schools made considerable progress but no more than held their own from 1882 until the constitution of 1902 awakened a renewed interest in improving the state’s public-school systems. Meanwhile, educational policy in Tennessee had taken a similar course. In 1867 the radical legislature of Tennessee (which was dominated by East Tennesseans of Union loyalties) enacted the most progressive educational measure in state history, providing a sound financial basis of property and poll taxes for public-school support. With the return of the ex-Confederate Democrats to power in 1869 this act was repealed, and a new act abolishing all supervisory school offices and abandoning all property taxes for schools made all responsibilities for common schools both local and voluntary. The new constitution of 1870 repaired part of this damage and, with the tide for tax-supported, free schools running too strongly to be curbed, the Democratic legislature of 1873 substantially re-enacted the school law of 1867, which still remains the parent act for the state’s modern public-school system. The cause of public education after the Civil War was not without prominent supporters. That Virginia aristocrat and great American, Robert E. Lee, declared that â€Å"the thorough education of all classes of people is the most efficacious means for promoting the prosperity of the South. † Walter Hines Page wrote in 1896 that â€Å"a public-school system generously supported by public sentiment, and generally maintained by both state and local taxation, is the only effective means to develop the forgotten man and the forgotten woman. † Nor was the Negro excluded by some, such as Clarence H. Poe, who declared in 1910 that â€Å"we must . . . frame a scheme of education and training that will keep [the Negro] from dragging down the whole level of life, that will make him more efficient, a prosperity-maker. . . . we must either have the Negro trained, or we must not have him at all. Untrained he is a burden on us all. . . . Our economic law knows no colour line. † Yet a great Southern educator, Edwin Mims, had to note sadly in 1926 that â€Å"the Southern States still have a great mass of uneducated people, sensitive, passionate, prejudiced, and another mass of the half-educated who have very little intellectual curiosity or independence of judgment. † If some of the South’s intellectual leaders agreed with such indictments of the products of regional education, in doing so they turned their fury on the public schools. Woodward, for example, has shown how the Redeemers-who took over the leadership in state and local government with the restoration of self-rule to the South-took â€Å"retrenchment† as their watchword and frankly constituted themselves as the champions of the property owner. In the process, public education, which bore the stigma of carpet-bag sponsorship and raised the unpleasant image of the ubiquitous â€Å"horse-faced Yankee schoolma’ams† of the bitter Reconstruction years, was first to suffer. Governor Holliday of Virginia considered public schools â€Å"a luxury . . . to be paid for like any other luxury, by the people who wish their benefits. † Successful Launch of Public School System in South In the Deep South the illiteracy of the people and the neglect of education were perhaps more distressing than in the Upper South. A Committee on Education of the Louisiana legislature reported, March 22, 1831, that there were approximately nine thousand white children in the state between the ages of ten and fifteen years but that â€Å"not one third of that number received any instruction whatever. † Georgia was the one of the earliest states to found a state university and had academies for the well-to-do, but it woefully neglected the education of the masses. Not until 1877 did the state finally establish free public schools. Liberal laws permitting counties to tax property for school purposes, which had been enacted in the late 1830’s, were repealed in 1840. Governor George W. Crawford declared in 1845 that not half of the counties applied for their proportion of the state funds for free schooling. 8 As late as 1859 Gabriel DuVal, Superintendent of Education of the State of Alabama, reported to the governor that nearly one half of the children of the state were not attending any school and were growing up in ignorance . The census of 1850 seemed to indicate that the Southern States were even retrograding in literacy. The returns from Virginia, for example, showed the presence of seventy-seven thousand and five adult white illiterates as compared with fifty-eight thousand, seven hundred and eighty-seven in the previous census. This increase could probably be explained in part by the more careful and accurate enumeration of the census takers of 1850. According to their report the Southern States had an illiteracy ratio among the native white population over twenty years of age of 20. 30 per cent, the Middle States 3 per cent, and New England . 42 per cent. Superintendent De Bow pointed out that so excellent was the New England school system that only one person over twenty years of age in four hundred of the native white population could not read and write, as compared with one in twelve for the slaveholding states, and one in forty for the free states as a whole. Many reasons have been advanced to explain this widespread illiteracy of the South. The aristocratic attitude, inherited from England, that it was not necessary to educate the masses, changed slowly in sections of the older South like Virginia and South Carolina. Certainly the isolation characteristic of Southern life with its scattered homes and indescribably bad roads did much to hinder the diffusion of education. Fully as important as these factors was the reluctance of the people to tax themselves. Governor Swain in his message to the legislature of North Carolina in 1835 said that the legislature was in the habit of imposing taxes on the people amounting to less than one hundred thousand dollars annually. Of this sum, half was spent in rewarding the legislators for their services, while the remainder was employed in paying the administrative officers of the state government. The individualism of the Southern people was also a hindrance to the establishment of a comprehensive system of public education. It was regarded as the duty of the individual and not of the state to see that his children were educated. When Governor Gilmer of Georgia wrote letters to the most distinguished men of his state for their opinions on public education, he stated his own position in the words: â€Å"The policy of making appropriations by the Government to effect objects which are within the means of individuals has always appeared to me to be extremely questionable. † Joseph Henry Lumpkin, later to become Chief Justice of the Supreme Court of Georgia, replied that he opposed scattering the state educational funds of twenty thousand dollars for common schools, but that they should be used in developing the university. The most promising youths from each county should be sent to the university; and â€Å"soon every foreigner will be dislodged from our academies. â€Å" The mental attitude of the various classes of Southern society toward education was admirably analyzed by Joseph Caldwell, President of the University of North Carolina, in a series of Letters on Popular Education published in 1832. He pointed out that so invincible was the aversion of North Carolinians to taxation, even to provide for the education of poor children, that any proposal to establish a public school system supported solely by taxation would be doomed to failure. He also described the position of many of the illiterate or semi-illiterate as proud of their ignorance of â€Å"book learning. † From another angle, he portrayed the attitude of the rural communities toward â€Å"book learning† by showing their contemptuous disparagement of the profession of teaching school. With bitter satire he described the unfit type of men who had been recruited by the profession in North Carolina: â€Å"Is a man constitutionally and habitually indolent, a burden upon all from whom he can extract a support? Then there is a way of shaking him off, let us make him a schoolmaster. To teach a school is in the opinion of many little else than sitting still and doing nothing. Has any man wasted all his property, or ended in debt by indiscretion and misconduct? The business of school keeping stands wide-open for his reception and here he sinks to the bottom, for want of capacity to support himself. † Apathy toward education on the part of the lower classes was undoubtedly due to physical illness and to a false sense of pride. Travelers in the ante-bellum South often referred to the sallow, unhealthy appearance of the â€Å"poor whites† and to their addiction to eating clay. These â€Å"clayeaters,† â€Å"sand-hillers,† and â€Å"crackers† were in many cases the victims of hookworm, which sapped their energy and deprived them of ambition. In the lowland regions and in river valleys malaria and the ague wrought great havoc in the health of the poorer classes, who remained in their habitations throughout the year. Furthermore, many destitute farmers were deterred from sending their children to such public schools as were provided because of their repugnance to make the required declaration of poverty. The mountain whites who looked upon all outsiders as â€Å"furriners,† preferred to remain in ignorance and to cling to their more primitive ways of life The educational needs of the upper classes were fairly well met by the private academies and old field schools. A group of neighbors would form a board of trustees for the proposed school and apply to the legislature for an act of incorporation. They would then build a log or frame schoolhouse and hire a teacher, frequently a Northerner who had recently graduated from college. Some of these academies attained a wide and well-deserved reputation for training eminent men From a selfish point of view, the upper classes, who could send their sons to exclusive Northern schools, or at least to private academies and old field schools in the South, had little incentive to support a movement to educate the common people by voting taxes for that end. From 1840 to 1860, however, the Southern States were slowly awakening to the need of free public schools. One of the most eloquent and influential voices for popular education during these years was that of Henry A. Wise, Congressman from the Accomac district of Virginia. In 1844, shortly after his retirement from Congress to become Minister to Brazil, he delivered an earnest speech to his constituents advising them to tax themselves to educate every child at public cost. He showed that more than one fourth of the adult whites in Accomac district (consisting of twelve counties) could not read and write, and that the number o

Research Methods (new research methods and paradigms) Essay

Research Methods (new research methods and paradigms) - Essay Example econometrics), laboratory experiments and several numerical methods (e.g. mathematical modelling) (Myers, 1997). Quantitative stance offers a variety of tools including standardized questionnaires and survey, experiments, etc (Wainer and Braun, 1998). The concepts of reliability and validity have traditionally been considered the cornerstones of quantitative approach. On the other hand, poor applicability to examination of poorly quantifiable issues is a serious shortcoming of quantitative methods and techniques. This effect is known as 'decontextualization' of study results: models built on the basis of quantitative results fail to cover certain essential variables that come into play in the real world context (Patton, 2002). By contrast, qualitative methodology seeks to explore phenomena in the "real world setting [where] the researcher does not attempt to manipulate the phenomenon of interest" (Patton, 2002: 39). Qualitative stance can be defined as follows: "any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification" (Strauss and Corbin, 1990: 17). Qualitative research reveals findings observed in the real world context where the phenomena being studied unfold naturally (Patton, 2002). As a result, qualitative perspective incorporates a different set of validation criteria than quantitative stance does (Kirk and Miller, 1986). For example, the replicability criterion can not be used to evaluate validity and legitimacy of a qualitative study. Instead, credibility, transferability and precision play very important role in determining validity of qualitative findings (Hoepfl, 1997). Some researchers argue that the concept of validity as it is defined within the quantitative paradigm is also not applicable to qualitative research (Creswell and Miller, 2000). Instead, they tend to develop their own concepts of validity or adopt other assessment criteria that depend upon each particular case. The examples of such criteria are quality, trustworthiness, rigor and some others (Dingwall et al, 1998). The distinctions between quantitative and qualitative research methodologies are determined by the underlying philosophical principles. The choice of epistemology, which guides the research, is admittedly the most important of these principles (Hirschheim, 1992). Epistemology Over the last years many experts have expressed concerns regarding the use of positivist paradigm and methods associated with it in the area of business and organisational research. The underlying assumption of positivist perspective, which is existence of an objective world that can be measured and quantified through the use of traditional scientific methods of inquiry - has been vigorously attacked. A number of organisational theorists started to claim that the positivist approach "strips contexts from meanings in the process of developing quantified measures of phenomena" (Guba and Lincoln, 1994: 106). Other concerns about the applicability of quantitative methodologies to in-dept examination of complex social phenomena include taking the collected data out of the real-world setting, poor representativeness and generalisation of data, exclusion of discovery from the realm of scientific inquiry, etc The positivist perspe

Assignment 2 Example | Topics and Well Written Essays - 500 words - 8

2 - Assignment Example Freytags pyramid remains to be effectively applied in the modern literary and film studies. The aim of the current work is to analyze the film â€Å"Our time is up† from the position of its plot structure. Thus, the definitions and the main functions of exposition, inciting event, rising action, climax, falling action and resolution will be given and exemplified by the scenes from the film accordingly. Exposition is defined as â€Å"the background material that the reader or viewer needs to understand the rest of the plot. The reader meets the main characters, learns key pieces of information† (Burns, 2014), and â€Å"tells the reader WHEN & WHERE a story takes place† (Tiffany, 2010). Exposition of the film â€Å"Our time is up† shows usual routine of Dr. Sterns life. He wakes up at 7:00, chooses suit, makes coffee at 7:15, picks the daily newspaper â€Å"National Psychiatrist†, reads it while drinking coffee and starts his sessions with patients. The following scenes of the film depict these sessions. The interviews are connected with doctors ordinary impassiveness phrases such as â€Å"Well, say more about that†, â€Å"Interesting. Why do you think that is?†, â€Å"How does it make you feel?†, â€Å"This seems to cause you a great deal of distress†, â€Å"That must be difficult for you†, which indicate that doctor is not deeply involved or interested in his patients problems. The question â€Å"Why do you think that is?† is heard twice, though in reference to different clients. The exposition part of the film finalizes with the following dialogue: Inciting moment (inciting event, inciting incident) was deemed by Freytag as a part of exposition. It is defined as an event which performs the â€Å"key conflict†, which sets the story in motion (Burns, 2014). Dr. Stern receives a call from Dr. Williams, who tells him the results of CT scanning: there are only six weeks remain for him to live. The inciting event is enforced with the

Tribute Money by Masaccio Essay Example | Topics and Well Written Essays - 500 words

Tribute Money by Masaccio - Essay Example Matthew, kneeling in the far left, deliberately replies strangers. The tax collectors confront the group of holy men. Masaccio’s purpose was to create a realistic painting that contained natural aspects of the environment as well as the human composition. He focuses on directing the viewer’s eyes to the vanishing point of the painting, the head of Christ. Masaccio used atmospheric perspective, making all the mountains in the background hazy and Peter to be paler than the figures in the foreground. This technique created a depth within the painting to render Realism. It is difficult to see the cuts of the mountains in the background but the folds of the robesin the foreground are easily distinguishable. Masaccio, unlike earlier artists like Giotto, did not use a flat, neutral light from an unidentifiable source. He used light from a specific location outside the painting to create a chiaroscuro effect, the representation of form through light and color without outlines. There is no light source visible within the picture but if the viewer notices the shadows of the figures, they are al l cast away from the chapel. This makes the viewer believe the figures were lit by the light through the chapel window. Masaccio proves this belief by creating the front two columns brighter than the rest of the chapel. Furthermore, the tax collector on the far right and the chapel wall is extremely dark. In general, all figures and objects become gradually dimmer as the viewer looks to the right. Masaccio uses the composition of his figures to create a three-dimensional world to depict reality. Masaccio’s figures in the foreground are large, solid figures that dominate the natural setting before the lake and mountains. In contrast, he uses soft hand gestures and facial expressions rather than swift actions to show movements within the painting. This emphasizes

Forgetting Jerusalem from the Bible to Faulkner Essay

Forgetting Jerusalem from the Bible to Faulkner - Essay Example He then imprecates God to remember what the Babylonians did to Jerusalem. How they tore down the city to its foundations, and treated it as something worthless. Having his beloved nation torn down as something worthless, the Psalmist curses the daughters of Babylon. He desires revenge, seeking that what they had done to the children of Zion, too, will be done unto them - having their infants snatched and dashed against the rocks! Psalm 137 is basically a song of anger, as well as of a desire for revenge for all the wrongdoing that has been implicated to him and his people. He is singing to God, reminding Him of his faithfulness, and seeking justice for him and his nation. The harsh, cursing prayer song of the Psalmist to God against the Babylonians in Psalm 137 shows that in these kinds of prayers, cursing the enemy or offender, is due to the believers feeling of distress. In 1 Samuel 24-26, it is shown how David, a model of patience, who on more than one occasion refused to avenge himself on his persecutor Saul. David spares Saul. As any other man, David had weaknesses, and one of these was being too lenient. He was compassionate with such offenders as Shimei, who cursed him (in 2 Samuel 16), and his son Absalom, who rebelled against him (2 Samuel 18-19). David didn't seek out personal vengeance upon his enemies and offenders, but in his prayers, he could hardly pray for compassion upon them. In his prayers, he could not bring himself to sincerely pray to God that Saul should win or that God's promise to him which included the promise of the Savior should be overthrown by Saul or Absalom. He very much opposed their schemes with prayer. Psalm 137 is a very reflective work by the original writer with overtones that reach into the lives of all of us today. Until such time as the knowledge of Yahweh fills the earth as it was written by Jeremiah, we are waiting by the "river of Babylon" with our captors, struggling to make sense of the things that are before us in our daily lives. Just as it is stated in Jeremiah 31:33-34, "But this is the covenant that I will make the house of Israel after those days, says Yahweh, I will put My law in their inward parts, and in their heart will I write it; and I will be their God, and they shall be My people; and they shall teach no more every man his neighbor, and every man his brother, saying: 'Know Yahweh; 'for they shall all know Me, from the least of them unto the greatest of them, says Yahweh; for I will

Health IT to improve the quality and safety of medication management Essay

Health IT to improve the quality and safety of medication management - Essay Example The purpose of this study is to explore the type of health IT that has been integrated in health centers to improve the quality of health care offered to the patients. It is also aimed at investigating the impacts of IT on medication prescription. The study will cover two case studies, one in the USA and the other in Australia. Admittedly, good health is vital requirement for every living being. From the medical point of view, human health is considered as a key area that deserves a lot of care and attention. Seriousness should be a driving force for all doctors and other medical practitioners. Bad health poses deathly risks to people; many fatal cases have come to be due to access to poor health facilities. Studies have shown that over the last fewer decades before the incorporation of computing and other modern technologies, many errors have been occurring in the field of medicine. A compelling example is the data got from the US and Australia. Information technology is among other things that have led to tremendous transition in medicine. Information technology has transformed the world greatly leading to better life assurance to patients. All health related issue need the integration of IT in order to mitigate some errors that are currently evident in the field of medicine. The integration of IT in health related issue should be handled with great care or seriousness that is deserved. If integrated as expected, IT can effectively help to save the lives of many. This study will demonstrate important things that need to be done to see to it that improvement has been achieved in safety and quality of treatment using IT. This chapter consists of five sections that are the background of the study, research questions, significant of the study, limitation of the study and its scope. Background of the study The usage of health IT has emerged with the increasing advancement in technology. Health IT refers to the use or practice of information and communication techn ology in health centers to provide health care to patients and the population. Health IT encompasses many activities such as results reporting, health documentation, order communication and care planning, among others. There are quite a number of platforms that can be used in health IT applications. Some of these platforms include cellular phones, touch screen kiosks, personal digital assistants (PDDAs) and desktop computer applications. There are different types of Health IT applications but the widely used include personal health records (PHR), Electronic heath records (EHR) Electronic medical records (EMR), computer provider order entry, telemedicine, alerts and reminders in clinics, computerized systems of clinical decision support, electronic exchange of health information and consumer health informatics applications. The used of health IT has been designed to the delivery of health care services to patients and t

Comparing and contrasting the modernisation efforts of Essay

Comparing and contrasting the modernisation efforts of nineteenthcentury China and Japan - Essay Example The Japanese reform-minded Samurai, analyzed the situation and decided that the best way to beat the Western powers at their own game was to adapt to Western systems. This was done by launching a reform movement under the guise of restoring the emperor to power. In the process, they eliminated the power of the shogun, who was the military ruler of the Tokugawa period. This effort, carried out in 1868, is referred to as the "Meiji Restoration", since the emperor's reign name at the time was Meiji. At around the same time, china was suffering a political crisis in the form of the Taiping Rebellion (1850-1864) which was directed against the Manchu Dynasty. Though China's imperial system had flourished under the same dynasty in the 1700's, the Qinq dynasty of the Manchu's came to be regarded as 'foreign'. Another rebellion (1898-1900), known as the 'Boxer Rebellion', which was also initially an anti-Qing uprising, was played on by the Qing Dowager Empress to her advantage by re-directing the people's anger towards the Westerners. So, unlike the Japanese, the Chinese did not have the advantage of dynastic authority to serve as a focal point for national mobilization against the West.

Guidance and Support to Meet Learning Needs Term Paper

Guidance and Support to Meet Learning Needs - Term Paper Example The difficulties that such students experience in learning is normally not associated with mental disability. The students possess a certain degree of intelligence, but their brain may fail to register information in the desired manner, thereby making it difficult for them to grasp information fast especially in learning institutions. Nevertheless, they are capable of studying and succeeding in academics. There are many characteristics that are exhibited by students with learning disability. These can be helpful to the teachers while trying to identify the students with special needs. The students occasionally fail to pay attention for a long period and are easily diverted by external occurrences beyond the classroom. They are normally forgetful and have problems of time consciousness. It is therefore difficult for them to make a proper time plan. The problem can also be exhibited in their inability to write legible handwritings and their reduced capacity to read. They usually omit some words while reading as well as pronouncing some letters incorrectly. This may be attributed to their inadequate coordination of the eyes and the hands. Understanding and adhering to instructions is usually difficult with a poor reasoning capacity, and therefore they fail to make sensible objectives. Such students are irritable and always require to be recognized, while on the other hand, they are quite disorganized and constantly mess up with procedures. There are various types of learning needs. Many are not known because they do not exhibit notable physical characteristics. The most common learning need is dyslexia. It is a problem that is associated with difficulties in understanding. Writing problems occur in some learners, reducing their capacity to spell and write words correctly. It hampers the student’s ability to write a coherent composition or piece of academic writing. This problem is known as dysgraphia.  

David Fincher's Seven Film Analysis Essay Example | Topics and Well Written Essays - 3000 words

David Fincher's Seven Film Analysis - Essay Example The essay will initially explain how Seven can be regarded as what Hardy (97, 301) describes as a ‘neo-noir’ film, whilst also fitting into the New-brutality film category, in order to present a chronological narrative structure. It will then go on to discuss aspects of narrative which bridge these two categories and examine the narrative structure the film follows. Finally, it will focus on the neo-noir protagonist and demonstrate how characterization in the film draws heavily from this genre. There is a close and very important relationship between narrative, characterization, and mise-en-scene in any film. As Bordwell & Thompson (02, 75) explain ‘we should strive to make our interpretations precise by seeing how each films thematic meanings are suggested by the films total system. In a film, both explicit and implicit meanings depend closely on the relations between narrative and style’. It is, therefore, only when the film is taken as a whole that its fu ll array of meanings emerges. Gilles Deleuze argues that the classic Hollywood film is hallmarked by ‘action-images’. These action-images are, as he explains ‘the relation between [milieux and modes of behavior] and all the varieties of this relation. It is this model which produced the universal triumph of the American cinema.’ (Deleuze, 86, 141) In Deleuze’s definition of a standard Hollywood film, the character is acted upon by the milieu or the circumstances in which he finds himself. He is presented with a situation to which he reacts in order to modify the milieu or his relationship to it. He must, therefore, find what Deleuze (86,141) describes as a ‘new way of being’ or alternatively adopt his current way of being to meet the demands of the situation with which he is presented.  

Federative Treaty of 1992 and constitution of 1993 Essay Example for Free

Federative Treaty of 1992 and constitution of 1993 Essay Federalism is a political system in which the Government is organized into two structures, one at the central level, and the other at the state or territorial level. Both forms of Government have certain powers and obligations towards the people. They also have to maintain relationships with each other. The Russian Federation or ‘Russia’ was formed in 1991, from USSR. It is a Republic belonging to the USSR, and by itself was a federation, previously. The President is the Head of State, and several parties are present in the political system. The Prime Minister, who heads the Government, is appointed by the President. Russia adopted a new constitution in December, 1993. The transition period from communism to a federal form of government was not comfortable for the Russian people and the economy. The country’s economy had gone through a severe crisis, and the people suffered from poverty, at that time. However, the economy has improved by the year 1999. There are about 86 federal units in the Russian Federation. These include 21 republics (which are given greater autonomy), 48 provinces, 7 territories, 7 autonomous districts and 1 autonomous province. Moscow and St. Petersburg are 2 federal cities. The Federation Treaty was signed in 1993. It was not included in the Constitution. However, the constitution identified the Federation Treaty.

Analysis of Optical Imaging Technologies

Analysis of Optical Imaging Technologies PAI is a relatively new imaging modality which displays optical absorption contrast with a high resolution at depths of up to a few centimetres. Tissue is illuminated using short laser pulses and ultrasound waves are generated within the tissue upon optical absorption. An image is formed of the optical absorption contrast based on the arrival times and amplitudes of the acoustic waves (Wang 2009, Lai and Young 1982, Sigrist and Kneubuhl 1978, Jaeger 2007). It began in the late 19th century, when Alexander Graham Bell discovered the extraordinary effect of sound being generated because of absorption of intermittent sunlight (Bell 1880, 1880a). It was not until the 1970s and 1980s that research in this field took off, with the advent of modern pulsed lasers and materials and electronics for acoustic detection and recording. Pulsed laser light, indeed, is used in the majority of PAl techniques in order to illuminate the sample of interest. The succession of phenomena that occur after light exposure is shown in the following list (Wang 2009, Xu and Wang 2006): Light absorption: the molecules that absorb light, start vibrating and this continues until the illumination ceases. Temperature rise: the vibration locally increases the temperature for the period of illumination, after which the temperature decays. Thermoelastic expansion: because of the thermoelastic effect, the heated area tends to expand, with a local increase in pressure for the period of illumination if this happens to quickly for expansion to occur. Acoustic emission: the transient pressure variation propagates away from the transiently heated region. The initial studies were based upon gas-phase analysis, in which gases, depending upon their physical properties would absorb specific wavelengths of pulsed laser radiation, generating acoustic signals recorded by a microphone (Tam 1986, Meyer and Sigrist 1990). It wasn’t until the mid-1990s that biomedical applications of photoacoustics were reported (Kruger 1995, Esenaliev 1997, Hoelen 1998) and from that point, until now, the field has witnessed unprecedented growth to a stage where imaging systems are commercially available. The generation of PA signal can be understood by dividing the phenomenon into two domains: ‘Optical’ and ‘acoustics’ (Kruizinga 2010). In the optical domain, the pulse of light incident on the body surface above the site of interest, penetrates and travels diffusely through the different layers and encounters regions where it is absorbed, causing the generation of heat, which results in volumetric expansion. If this heat is deposited in a short enough time using a nano- or femtosecond laser pulse, then there is no time for dissipation of heat into the surrounding medium nor dissipation of the stress due to the heat-induced increase in pressure, and a transient disequilibrium arises, because of the difference in pressure inside and outside the region of heat deposition. This results in the generation of acoustic emissions, which propagate to be detected at the body surface via the acoustic domain. In the next few sections, these two sub-domains (optical and a coustic) will be explained, followed by a brief outline of the possible imaging applications of PAI. 2.1.1  Optical domain In medical imaging, the wavelength range of 650 nm to 1300 nm is often referred to as the `tissue optical window, wherein the tissue components, primarily haemoglobin, water and melanin absorb minimal light, allowing greater penetration of the photons than at other wavelengths. The two processes that dominate in light interacting with tissue are `scattering and `absorption. The strength of these interactions heavily depend on the wavelength of the light used and the components of the interacting tissue. Before looking into the optical domain, it is necessary to define some common optical parameters and quantities, as listed in Table 2.1. Table 2.1. Definitions of some common optical parameters and quantities With these parameters, it is possible to define the extinction coefficient , as in Equation 1.1[JCB1]. Its reciprocal would be the mean free path between any absorption or scattering events. . (1.1)[JCB2] In order to take into account the anisotropy of light scattering, while evaluating the scattering property of a tissue (as it contains a combination of organelles and cells, ranging in size from nm to ÃŽ ¼m), another scattering coefficient is defined (Cheong et al. 1990). It is called the reduced (or transport) scattering coefficient and it is equal to: , (1.2) where g is the anisotropy factor, which is around 0.9 for tissue in the Vis-to-NIR [JCB3]wavelength range. The approximation of light transport through tissue is given by the diffusion theory. Here the attenuation (a) of light is approximated per unit length d with the use of Beers law , and the effective attenuation coefficient  µeff [JCB4]is given by (Cheong et al. 1990, Oraevsky et al. 1997): , (1.3) Unlike the all-optical imaging modalities, the resolution of PAI does not suffer heavily from the scattering of photons. In fact, scattering within the tissue lead to a more homogenous distribution of photons, which can be useful for effective PA wave generation. The limiting factor that PAI shares with other optical techniques is the low penetration depth of light in tissue. Nevertheless PAI only requires the delivery of light in one direction, and ultrasonic scattering is two to three orders of magnitude weaker than optical scattering in tissue. Therefore PAI allows for high spatial resolution much deeper within tissue than all-optical imaging, and can image to much greater depths than most of the other optical imaging techniques. 2.1.2  Acoustic domain The imaging principle of PAI does not rely on the reflection of an acoustic wave, as in ultrasound imaging, but rather on the detection of an acoustic wave generated from absorption of light. The generation of PA [JCB5]waves occurs only when the incident laser pulse [JCB6]length satisfies the stress confinement condition (Xu and Wang 2006, Jacques 1993). The stress confinement criterion is satisfied when the laser pulse length is shorter than the time ( ) for the stress waves to dissipate from the region of optical absorption: ,(1.4) where, is a representative linear dimension, such as the diameter of the absorbing region or the depth of penetration of the laser beam into the absorbing region, and is the speed of sound in tissue. In general, a pulse width of 3-10 ns is used in PAI. Pulse lengths greater than tens of nanoseconds do not produce a situation that satisfies the stress confinement criterion and generates either a very week or no PA signal. Pulses much shorter than a few nanoseconds lead to the generation of weaker PA signals from tissue. The generated acoustic signals propagate radially from the source, and the amplitude of the PA wave indicates the extent of local optical absorption, while the spatial origin of the acoustic waves, which indicates the location of the absorber, can be determined by the wave shape at the body surface, as given by the time taken for each part of the wave to reach the transducer surface, after laser irradiation. The initial PA pressure generation caused due to thermoelastic expansion can be rewritten as (Oraevsky and Karabutov 2003, Gusev and Karabutov 1993) ,(1.5) where ÃŽ ² is the thermal expansion coefficient, Cp is the specific heat at constant pressure, c is the speed of sound in the absorbing object, F is the light fluence and is the optical absorption coefficient. is referred to as the Grà ¼neisen coefficient ( and H (= is the local energy deposition density. With this equation, it is possible to estimate the intrinsic sensitivity of PAl techniques, which expresses how much the pressure signal amplitude would increase, if the fluence of the laser radiation is increased by a given amount. The acoustic wave that is generated upon light absorption obeys the following wave equation (ignoring thermal diffusion and kinematic viscosity) (Tam 1986, Sigrist 1986, Diebold et al. 1991, Gusev and Karabutov 1993). (1.6) The left side of equation represents the normal wave equation where v[JCB7] is the speed of sound in the medium of propagation, P pressure and t time. The right side describes the PA source, where ÃŽ ² is the thermal expansion coefficient, Cp is the specific heat at constant pressure and H is the amount of heat generated following light absorption. H can be represented as the product of optical absorption coefficient ÃŽ ¼a and the light fluence F (. The PA wave equation (1.6) formalized above can be considered as the key formula used for the construction of PA images, whereby, a linear relation between optical absorption and the measured acoustic amplitude is assumed. [JCB1] Just like figures and talbes, all equations should be referred to in the text. Otherwise, why is the equation there? [JCB2] This is how to centre an equation. Dont use any tabs. Right justify the line, and put spaces between the equation and the equation number until the equation is centred by eye. Why have you used a really tiny font for the equation number? I recommend that you dont do this. Also, even the equations themselves in this thesis are very small. It is boarderline acceptable. Slightly larger would be better. Of course do not make the in-line equations bigger. Finally, rules of grammar also apply to equations. If the finish a sentence or represent a sentence on their own, they should be followed by a full stop. If the are followed by the continuation of a sentence then appropriate punctuation should be used. For example, when they are followed by where variable is given by symbol, then the equation should end in a comma and the word where should begin with a small w. You will find this to be copied from all the good journals and books. [JCB3] Do not use abbreviations that you have not defined. [JCB4] Be careful to make sure that all symbols are correctly italicised and subscripted as appropriate. I wont be able to correct many of these if there are more of these problems. [JCB5] Needs defining. First use is at the beginning of section 1.2.1. [JCB6] Time does not have a width. [JCB7] Do not mix symbols. You said above that c is the speed of sound.

Three Worlds Of Welfare Capital Politics Essay

Three Worlds Of Welfare Capital Politics Essay The three worlds of welfare capitalism  written by Esping- Andersen in 1990 set the bar for welfare typologizing and has sparked a volatile and ongoing debate ever since. Most of the literature for those studying and analysing social policy is now based around mending or re forming the welfare capitalist in to something which acknowledges more factors which shape welfare provision and bring the original txt in to a modern or argument/ issue specific context. Issues such as gender, the role of the family and an expansion of the original categories of Welfare state have been the focus of much of Europes modern day social policy research and the defining factor in all of this research is that Esping-Andersen is almost always used as the starting point . This is the case despite the comment that typologizing is the lowest form of intellectual endeavour (Baldwin, 1996, p29). No matter how intellectually miniscule it may be reported to be the process of typologizing is an essential and b asic tool for carrying out and analysing strengths and weakness in welfare states and approaches to welfare and despite all the critiques and revisions it must be argued that if Andersens work is still being used as a basis of modern day research then it must have a fairly large amount of academic credibility left.   In the work of Esping-Andersen a typology was created by critically analysing 18 welfare states in relation to three main themes. These themes of: Decommodification; the extent to which welfare is reliant upon market forces, social stratification; the role of welfare states in maintaining society and equality within that society and the private-public mix which includes the role of the family and the voluntary sector, even though Andersen largely missed those out in his overall conclusions leading to significant criticisms being raised about his overall conclusions. How these states operate and how decomodified they are were the main criterion which lead to these welfare states being compartmentalised in to three welfare regime types; Liberal, Conservative and Social Democratic.(Esping-Andersen; 1990) Conservative welfare states are distinguished by their emphasis on the maintenance of status and the insurance based nature of welfare provision. Conservative welfare programmes, in which benefits are often earnings-related, are administered through the employer and what one puts in is what they get out. There is little or no redistribution of benefits or wealth within conservative welfare states. The role of the family is also emphasised and expected to some extent and a male breadwinner model is enshrined by the welfare system. France and Germany are strong examples of the Conservative model however according to Andersen so are the southern Mediterranean states which he analyzed. (Esping-Andersen; 1990) In Liberal countries, welfare is strictly controlled with entitlement criteria, and recipients are usually means-tested. Welfare is distributed on a sliding scale to those who need it most however Welfare provision is often very low meaning that often the effects of the welfare provided are negligible. The Social Democratic regime is the smallest of all 3 regimes. Welfare provision in social democratic countries is universal and relies on citizenship as its only real criteria for distribution. Social democratic countries try to promote full employment and the employed workforce is highly unionised. They also attempt to redistribute wealth throughout the population and there is much less of a stigma attached to this and much more of a willingness to contribute than in other welfare regimes. There are therefore a range of substantive critiques which can be used to critically assess the welfare capital and its modern day relevance; however an important starting point would be its relationship with gender. The gender-blind (Bambra, 2004, p201) concept of Decommodification and, the seeming unawareness of the role of women in the provision of welfare is startling. The welfare capital has been accused of being a; misleading comparison of aggregate welfare state expenditure (Bambra, 2004, p201). Not taking gender in to account has caused scholars and researchers to focus on this specific issue very acutely to point out how different the classifications of states could look with this factor included. This factor affects the Sothern European states to a disproportionate degree and many researchers and scholars have therefore pointed out how different the welfare categories would be if gender was accounted for. However there are more issues than simply gender issues which could l ead to the separation of the Sothern states from the conservative category and this must be addressed separately to which welfare states, and welfare state regimes, facilitate female autonomy and economic independence from the family. We must also asses the shift from the male worker model to the Adult worker model as well as the role of women in the home and look at how this has affected state policy and welfare provision. Many states now encourage women to enter the workplace and welfare is increasingly becoming about the individual rather than the family. This is certainly the case in some conservative countries but much less so in the southern welfare states of Europe. If Andersen had taken this factor in to account then once again we could likely have seen a very different set of results produced. The range of countries used to construct Esping-Andersens typology has met with criticism. Esping-Andersen only examined 18 OECD countries. This lead to countries such as Greece and Germany being grouped in the same category. Considering the economic differences and differences in terms of social structure this seems to be an unrealistic conclusion. It has therefore been suggested that given the unique characteristics of many of the southern European nations mainly; Portugal, Greece, Italy and Spain there is sufficient scope to create a fourth southern European welfare category. In the Journal of European Social Policy Arts and Gelissen state it seems logical to see the South European countries as a separate cluster (ArtsGelissen,2002,p145) . Southern welfare states are viewed as being extreamly basic in their welfare provision with strong emphasis on the family and fragmented care. They do however seem to have significant expenditure in some areas and more underdeveloped and limited expenditure in others. Pensions tend to be generous in southern European welfare states and this may be a feature of reliance on the family and a strong ethic of family protection and reliance on elderly people to provide services such as child care which are not provided by the state. There are also strong criticisms of the liberal states and the huge differences in both expenditure between liberal countries in total and on specific areas. Liberal nations in Esping-Andersens research tend to be groped as English speaking nations however the English speaking nations listed have huge ideological differences and state approaches to welfare funding and entitlement. A number of policy areas within nations also contravene the natural policy stances which are set out in the social categories too. For example the Universal UK NHS is not something which one would expect to see in a liberal model and it is not consistent with the criteria for the liberal welfare category and yet such policy variations have to be put aside in favour of an overall picture. Andersens has also been heavily criticised for his use and analysis of data and how this data has been presented and how easily manipulated it can be. Attention has been placed particularly upon decommodification indexes and the use of means to produce the final categories.  This method has a noticeable impact on the classification of certain countries, eg. the UK which, if a different cut-off point was used, may not have fallen within the Liberal regime. This is highlighted in the work of Bambra where she; Highlights an overlooked error in Esping-Andersens original calculations that led to the incorrect positioning of three borderline countries (Japan, the UK and Ireland) and resulted in the empirically erroneous composition of the Three Worlds of Welfare (Bambra,2006). Bambra Uses different methods to show how current data and the original data used by Esping-Andersen can be changed to produce very different catogories of welfare to great effect and she highlights the glairing errors as well in Esping-Andersens original calculations. (Banbra,2006). Therefore in conclusion it is clear that Arts and Glitsen are almost certainly correct when they state that Real welfare states are hardly ever pure types and are usually hybrid cases (Arts and Glitsen, 2002). It is also however clear that there is a basic role for the three worlds of welfare capitalism and that as a piece of work Esping-Andersen set the groundwork for the next 20 years of research and study in to European welfare spending and the grouping of European welfare states. Typologizing although a very inexact science in most cases is never the less extremely useful and we should not take that fact for granted. Nor should we take for granted the significant research that Esping-Andersen has subsequently inspired and the significant impact that his work has had on thinking within social policy.

Ortho Tri-Cyclen and Acne Essay -- Medicine Medical Birth Control Pape

Ortho Tri-Cyclen and Acne What does Ortho Tri-Cyclen do for the treatment of acne and how does it work? In 1960, the medical world of the United States was revolutionized by the introduction of The Pill. For the past forty years, The Pill has been the most popular form of reversible birth control. But beside the stellar contraceptive effectiveness rate ranging from 97-99.9% (when taken as directed), many other non-contraceptive benefits exist in conjunction with this method of birth control. Studies have proven that a women’s incidence of ovarian and endometrial cancers, benign cysts of the ovaries and breasts, and pelvic inflammatory disease, all decrease with pill use. Heavy bleeding and severe cramps are also minimized (www.fda.gov/bbs/topics/CONSUMER/CON00027.html). Recent claims state that birth control may also effectively treat some types of acne. Though, back in 1966, The Rocky Mountain Medical Journal published an article illustrating the effectiveness of estrogen-progestin combination in the treatment of stubborn acne, and maintaining that the cyclic admin istration of oral contraception is a useful measure for many women. It was not until January 2, 1997 that marked another big step in the world of the birth control pill when, for the first time, an oral contraceptive was approved for marketing by the United States Food and Drug Administration (FDA) as an effective treatment for acne. Ortho Tri-Cyclen, originally introduced in 1992 by the Ortho-McNeil Pharmaceutical Corporation, is the first low dose birth control pill approved for a noncontraceptive indication. (www.pslgroup.com/dg/fa6a/htm.) Ortho Tri-Cyclen is the only birth control pill that has been clinically proven for the treatment of mo... ... acne vulgaris. Journal of American Acad Dermatology, 37(5Pt1), 746-54 Olson WH, Lippman JS, Robisch DM, (1998). The duration of response to norgestimate and ethinyl estradiol in the treatment of acne vulgaris. Internal Journal of Fertil Womens Med, 43(6), 286-90 Redmond GP, (1998). Effectiveness of oral contraceptives in the treatment of acne, Contraception, 58(3 Suppl), 29S-33S Redmond GP, Olson WH, Lippman JS, Kafrissen ME, Jones TM, Jorizzo JL, (1997). Norgestimate and ethinyl estradiol in the treatment of acne vulgaris: a radomized, placebo controlled trial. Obstetrics and Gynecology, 89(4), 615-22 Van Hoff MH, Hirasing RA, Kaptein MB, Koppenaal C, Voorhorst FJ, Schoemaker J, (1998). The use of oral contraceptives by adolescents for contraception, menstrual cycle problems or acne. Acta Obstetrics and Gynecol Scand, 77(9), 898-904

Interesting Facts :: essays research papers

Interesting Facts Got this from one of my daily joke emails. Thought it was interesting enough to share : 111,111,111 x 111,111,111 = 12,345,678,987,654,321 If a statue in the park of a person on a horse has both front legs in the air, the person died as a result of wounds received in battle; if the horse has all four legs on the ground, the person died of natural causes. No word in the English language rhymes with month, orange, silver, and purple. Clans of long ago that wanted to get rid of their unwanted people without killing them use to burn their houses down - hence the expression "to get fired." Canada is an Indian word meaning "Big Village". There are two credit cards for every person in the United States. Only two people signed the Declaration of Independence on July 4th, John Hancock and Charles Thomson. Most of the rest signed on August 2, but the last signature wasn't added until 5 years later. "I am." is the shortest complete sentence in the English language. The term "the whole 9 yards" came from WWII fighter pilots in the South Pacific. When arming their airplanes on the ground, the .50 caliber machine gun ammo belts measured exactly 27 feet, before being loaded into the fuselage. If the pilots fired all their ammo at a target, it got "the whole 9 yards." The most common name in the world is Mohammed. The word "samba" means "to rub navels together." The international telephone dialing code for Antarctica is 672. The glue on Israeli postage stamps is certified kosher. Mel Blanc (the voice of Bugs Bunny) was allergic to carrots. Until 1965, driving was done on the left-hand side on roads in Sweden. The conversion to right-hand was done on a weekday at 5pm. All traffic stopped as people switched sides. This time and day were chosen to prevent accidents where drivers would have gotten up in the morning and been too sleepy to realize that *this* was the day of the changeover. The very first bomb dropped by the Allies on Berlin during World War II killed the only elephant in the Berlin Zoo. Dr. Seuss pronounced "Seuss" such that it rhymed with "rejoice." In Casablanca, Humphrey Bogart never said "Play it again, Sam." Sherlock Holmes never said "Elementary, my dear Watson." More people are killed annually by donkeys than die in air crashes. The term, "It's all fun and games until someone loses an eye" is from Ancient Rome.

How to Run a Good Meeting :: essays research papers

How to Run a Good Meeting Most people don’t like meetings. They say they are boring, go on too long, and don’t get anything done. And often that’s the truth. So to have a good meeting, you need to make it interesting, keep it on track, and make sure something gets done. Here are eight steps toward making your next meeting a success. 1. Make sure you need to have a meeting. Meetings are needed when a group of people must be involved in an action or a decision. Don’t schedule a meeting just because it’s time to have one. 2. Set a goal for the meeting. Be very clear about why you’re having the meeting, and what needs to get done or be decided. Break that task into steps, or divide the discussion into sections—that’s the agenda for your meeting. At the start of the meeting say, this is our goal, and if we can get this done, the meeting will be a success. At the end of the meeting remind them that you achieved your goal. This lets everyone leave feeling successful, and they’ll be glad to come to your next meeting. 3. Put decisions to the group. The participants own the meeting. Let them set the agenda before the meeting, or at least add to it when you begin. If decisions need to be made about the process (whether to end a discussion that’s going too long, for example) then ask that question to the group. 4. Stay on schedule. Remember that every minute a person spends in your meeting, they could be doing other things. They’re with you because they’ve decided your meeting is important, so treat them like their time is important. Start on time and end on time! 5. Pay attention to what’s important. Set a certain amount of time for each item on the agenda, based on how important it is. If the group starts spending a lot of time on details, ask them â€Å"Is this what we want to spend our time talking about?† A lot of details can be worked out by individuals or committees—meetings are for the decisions that need to involve the whole group. 6. Keep the meeting on track. Your agenda is the tool you use to make sure you’re on time and on the right topic. When side issues come up, help the group get back on track. If the issue sounds important, check with the group.

Legal Process on BC Essay

COMM 393 PRACTICE QUESTION Mike, owner of Amazing Mike’s Marketing Services Company, has come to see you. He has been sued in the Small Claims Court of British Columbia by an employee he terminated when he decided to â€Å"modernize† his company by eliminating any employees who were not under age 25, blond, and Christian. He thought doing this would improve his own business image. Grace, the terminated employee, has brought a claim, asking for wages and damages in the amount of $75,000, bringing her claim under the Charter of Rights and Freedoms. Review with Mike any legal issues he may use to defend the claim brought by Grace. ISSUE 1: (what is the LEGAL issue the judge will have to decide?) LAW: (use your textbook, cases we have studied in class, statutes, and class notes as sources of law) APPLICATION: (apply the law to the facts. Make arguments for the plaintiff AND defendant) CONCLUSION: (this is the answer to the Issue) ISSUE 2: LAW: APPLICATION: CONCLUSION: Review with Mike any legal issues he may use to defend the claim brought by Grace. 1.Can Grace bring her action against Mike in Small Claims Court? The law is that an action can only be commence in Small Claims Court in B.C. where there is a civil action and the remedy sought is damages of less than or equal to $25,000. Although Grace has commenced her action in Small Claims for $75,000, Mike would argue that since Grace is suing for $75,000 she must  commence the action against him in the Supreme Court of B.C. and not in Small Claims Court. Grace will not be able to bring this case in Small Claims Court. 2.Can Grace base her claim on the Charter of Rights and Freedoms? Section 15 of the Charter states that every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, color, religion, sex, age or mental or physical disability. Grace will argue that she is being discriminated against under this section. However, the Charter of Rights and Freedoms applies only to Government and Government action or decision making. It prevents the government from creating laws or taking action that would be contrary to the rights guaranteed in the Charter. The Charter does not apply in interpersonal relationships. In this case because the action by Grace involves an interpersonal relationship between an employer and an employee, the Charter would not apply. She would have to base her arguments on the appropriate section(s) of the Human Rights Code. It seems that Mike’s defences under these two grounds would be successful. He may be able to stall the action brought by Grace but perhaps not eliminate it. She will have to begin her action in B.C. Supreme Court for breach of the Human Rights Code (not the Charter of Rights and Freedoms)

Books Vs Technology Essay

The battle between books and the digital age: will technology diminish the significance of a printed book? Although many books can be found on a Kindle, I-pad, or computer, the printed book is traditional and one simply can’t stray from tradition. It’s easy to get lost in a world where advancements are flourishing everywhere, but a world without books, is a world without knowledge. Printed books are still vital in a rapidly evolving technology dependent world. â€Å"Books have been around for seven centuries. They are portable, accessible collections of knowledge and insight into human-thinking† (Donatich 1). Remember when you were a  child, and would be so happy when you found a hard cover of your favorite book? Also, there’s nothing more sentimental than seeing a parent and child read a book together. Paper books are meticulously put together and take many months just to complete one copy. It’s a person’s thoughts, idea’s, facts, and memories all put together for anyone to enjoy. Although most everything can be found on the Internet, even thinking about getting rid of the paper book would be preposterous. â€Å"A bookless world in which people learn to read and research by virtue of snippets and tags and annotations and wiki-research will be  a world of people who not only won’t be able to read books but won’t be able to write them. And the record of human experience, several thousand years evolved, will be irrevocably changed† (Donatich 7). Books are slowly diminishing, and technology is flourishing. Instead of flipping through a book to find information, most people type it into Google. If technology ends up taking over, knowledge will surely decrease. A book will have one meaning for something, while if you search online, tons of information will be displayed. If everything becomes easily found by a click of a button, it takes away the significance of  searching through a book and expanding ones knowledge. By reading a book, you collect more information because you won’t have to search for it again. If it weren’t for copy and paste and search engines, would you really know that information? Chances are no. In a rapid, technology-advancing world, the importance of printed books is still vital in today’s society. Technology shouldn’t diminish the printed book, only help enhance its significance. Works Cited Donatich, John. â€Å"Books Still Matter in a Digital Age† Journal of Scholarly Publishing. Vol. 40, No. 4. Pg. 329-342. University of Toronto Press, July 2009. 21 Aug 2014.

Negative outcomes of French Revolution Essay

Total collapse of the economy, finances, and capital. Hyperinflation devastated the economy, and country had to default on obligations and debt. Improvements happened after Napoleon’s reforms and by widespread confiscation of wealth from Europe (for example by asking Austria to pay for a war reparations). Anarchy and mob violence, counter-revolution, and civil war caused death to hundreds of thousands citizens. Entire regions were depopulated by burn land tactics, and cities like Lyon destroyed. It was the biggest outbreak of violence in Europe between 30Y War and WWI. The extreme measures during the crisis brought a legislation that ended democracy and created first modern totalitarian system under Terror. Constitution was suspended indefinitely, and state implemented widespread judicial murders of its critics and the opponents. Intellectual potential of the state was decimated at the guillotine or by exile.  One point, almost entire French academy was tried for treason in May/June 1794. Revolution was negatively taken by rest of Europe, which was dragged for 25 years into coalition wars with France.

64th Republic Day of India

Introduction 64th Republic Day of India – January 26, 2013 Republic Day, celebrated on January 26th every year, is one of India’s most important national events. It was on January 26th, 1950 that the constitution of India came into force and India became a truly Sovereign, Democratic and Republic state. On this day India finally enjoyed the freedom of spirit, rule of law and fundamental principle of governance. The patriotic fervor of the Indian people on this day brings the whole country together even in her embedded diversity. Republic Day is a people’s day in a variety of ways:It’s when regional identity takes a backseat and what matters most is the universal appeal of unity and brotherhood projected by all Indians. The Indian constitution basically stands for the aspirations which ‘the common man of India’ cherishes. Republic Day is a day of the citizen of the country when he is entitled to be ‘all supreme'. Republic Day is celebrate d most majestically in the capital, New Delhi, where symbols of the great nation's military might and cultural wealth are displayed in what is the world's most impressive parade. All Government buildings are illuminated lending the city the atmosphere of a fairyland.This day is celebrated with much zeal and pride all across the nation. Republic Day Significance India gained independence on August 15, 1947. But till January 26, 1950, it did not have the proper law of the land for ruling the country. On 26th January, 1950 the constitution of India came into force and India became a nation state with sovereignty and republic sense. Our constitution was formed by the Indian Constituent Assembly. The Indian Constituent Assembly met on December 9, 1946. The Assembly appointed a number of committees to report on the various aspects of the proposed constitution.The Constituent Assembly had appointed Dr. B. R. Ambedkar as the Chairman to draft the Constitution. The committee finalized the dr aft with 395 Articles and eight Schedules and was adopted by the Constituent Assembly on November 26, 1949. The Indian Republic officially came into being on January 26, 1950. January 26 was not some random date picked out of the calendar. It was on this date in 1927, that the Indian National Congress, then fighting its non-violent war for freedom, voted for complete independence as against ‘Dominion Status'.It was the date when members of the Indian National Congress took the pledge to work towards a ‘Sovereign Democratic Republic' of India. The Indian Constitution, the longest in the world, now consist of 397 articles and 12 schedules which provides for a single citizenship for the whole of India. It gives the right to vote to all the citizens of 18 years and above, unless they are disqualified. Fundamental rights are guaranteed to the citizens, equality of religion and so on. The Supreme Court, consisting of the Chief Justice of India and other judges, are the guardia n of the Constitution.It stands at the apex of a single integrated judicial system for the whole country. This is where the fundamental rights of the citizens are protected. 26 January 1950 It was on 26 January, 1950 that the constitution of India came into force and India became a Sovereign Democratic Republic. It was on the same day that Dr. Rajendra Prasad took oath as the first President of India. Read here the first speech delivered by Dr. Rajendra Prasad as the President of India on 26th January, 1950. â€Å"It is a great day for our country. India has had a long and chequered history; parts of it were cloudy and parts bright and sunlit.At no period, even during the most glorious eras of which we have record, was this whole country brought under one Constitution and one rule. We have mention of many Republics in our books and our historians have been able to make out a more or less connected and co-ordinated piece out of the incidents and the places which are mentioned in the se records. But these Republics were small and tiny and their shape and size was perhaps the same as that of the Greek Republics of that period. We have mention of Kings and Princes, some of whom are described as ‘Chakravarty', that is, a monarch whose suzerainty was acknowledged by other Princes.During the British period, while acknowledging the suzerainty of Britain, the Indian Princes continued to carry on the administration of their territories in their own way. It is for the first time today that we have inaugurated a Constitution which extends to the whole of this country and we see the birth of a federal republic having States which have no sovereignty of their own and which are really members and parts of one federation and one administration. His Excellency the Ambassador of the Netherlands has been pleased to refer to the relations and connections of this country with other countries both Eastern and Western.That relationship, so far as this country is concerned, has always been one of friendliness. Our ancestors carried the message of our teachers far and wide and established cultural ties which have withstood the ravages of time and still subsist while Empires have crumbled and fallen to pieces. Our ties subsist because they were not of iron and steel or even of gold but of the silken cords of the human spirit, India has had to face, on many occasions, assaults and invasions by foreigners and she has very often succumbed. But, there is not a single instance of a military invasion or aggressive war by this country against any other.It is therefore in the fitness of things and a culmination of our own cultural traditions that we have been able to win our freedom without bloodshed and in a very peaceful manner. The Father of our Nation, Mahatma Gandhi, was not a freak of nature but the physical embodiment and consummation of the progress of that spirit of non-violence which has been our great heritage. We have been able under his matchless leade rship, not only to regain our lost freedom but also to establish and strengthen the bonds of friendship with those — and our thanks are due to them for it — against whose policy we have fought and won.Our Constitution is a democratic instrument seeking to ensure to the individual citizens the freedoms which are so invaluable. India has never prescribed or prosecuted opinion and faith and our philosophy has room as much for a devotee of a personal god, as for an agnostic or an atheist. We shall, therefore, be only implementing in practice under our Constitution what we have inherited from our traditions, namely, freedom of opinion and expression.Under the new set-up, which we are inaugurating today, we hope to live up to the teachings of our Master and help in our own humble way in the establishment of peace in the world. Our attitude towards all countries is one of utmost friendliness. We have no designs against any one, no ambition to dominate others. Our hope is that others also will have no designs against us. We have had bitter experience of aggression by other countries in the past and can only express the hope that it may not be necessary for us to take any measures even in self-defence.I know the world today is passing through a most uncertain and anxious period. Two world wars within one generation, with all their devastation and aftermath of suffering and sorrow, have not been able to convince it that a war can never bring about the end of wars. It is, therefore, necessary to seek the end of wars in positive acts of goodness towards all and the world must learn to utilize all its resources for productive and beneficial purposes and not for destruction.We do venture to think that this country may have a past to play in establishing this goodwill and atmosphere of confidence and co-operation. We have inherited no old enmities. Our republic enters the world stage, therefore, free from pride and prejudice, humbly believing and striving that in international as well as internal affairs our statesmen may be guided by the teachings of the Father of our Nation — tolerance, understanding non-violence and resistance to aggression.It is in such a country and at such a time that it has pleased the representatives of our people to call me to this high office. You can easily understand my nervousness which arises not only from the tremendousness of the task with which our newly won freedom is confronted but also from a consciousness that I succeed in this sphere of activity, though not in office, one who has played such a conspicuous part not only during the period of strife and struggle but also during the period of constructive activity and active administration.You know Sri Chakravarty Rajagopalachari and have experience of his incisive intellect, great learning, practical wisdom and sweetness of manners. It has been my privilege to have been associated with him for more than 30 years and although we might have had occ asional differences of opinion on some vital matters but never have our personal relations suffered by setback and I feel sure that I shall continue to enjoy the benefit of his protective advice in whatever crises I may have to face.My nervousness and anxiety are to no small extent countered by a consciousness that I shall be the recipient of fullest confidence from our Prime Minister, Deputy Prime Minister, the Members of the Cabinet and the Legislature and from the people at large. I shall Endeavour my best to earn and deserve that confidence. Let me also hope that this country will be able to win the confidence of other nations and secure such assistance as it may require in times of need. I have great pleasure in responding to the toast which has been proposed. † Republic Day CelebrationsDate: January 26 (Every Year) Venue: India Gate Highlights: President's Speech, Parade and Caravans (Jhakiyan) of different states This is one of the most colorful and prestigious national festivals and the presence of dignitaries like the President of India, the Prime Minister of India, Union Ministers and foreign delegates also add to the dignity of the celebration. Celebration of Republic Day is different than Independence Day. The difference in significance marks the variation in the pattern of celebration of these two national days. It is a people’s day.On Independence Day, the past is recalled whereas, on Republic Day, the pledge is renewed. Independence Day has rhetoric built in the celebration; Republic Day is without speeches. Republic Day is celebrated all over the country at all the administrative units like the capital cities, district headquarters, sub divisions, talukas, and panchayats. The major ceremonies are held at Delhi and the state capitals. The celebration mood lasts for one week. It consists of the ground preparations, rehearsals, the main display which spills over to the ‘Beating of Retreat’ on January 29.The day has acquir ed the status of a social celebration in which people participate whole-heartedly. The celebration mosaic is studded with activities. Though the Republic Day Parade is the main ceremony, various activities are held from early morning when prabhat pheris (morning rounds) followed by a homage to Mahatma Gandhi – the Father of Nation. The parade is succeeded by sports events in the afternoon. ‘At Home’ functions at the Raj Bhavan, at the District Magistrate’s and at the SDM’s are followed by illumination of public buildings at the provincial capitals and administrative headquarters.The celebrations are universal, total and participatory in which children also take part in a big way. Variations in culture are displayed through colourful attires and folk dances. The parades held on the day traditionally predominates a touch of modernity reflected in the display of might, technology and capabilities of growth in various sectors. The parades symbolizes the might; the tableaux reflects the cultural motifs. Rules for Flag Hoisting in India â€Å"A flag is a necessity for all nations. Millions have died for it. It is no doubt a kind of idolatry which would be a sin to destroy.For, a flag represents an Ideal The unfurling of the Union Jack evokes in the English breast sentiments whose strength it is difficult to measure. The Stars and Stripes mean a world to the Americans. The Star and the Crescent will call forth the best bravery in Islam. † â€Å"It will be necessary for us Indians Muslims, Christians Jews, Parsis, and all others to whom India is their home-to recognize a common flag to live and to die for. † ~ Mahatma Gandhi The Indian Flag is a national symbol and it is respected by every citizen of India. There are certain points to remember while hoisting the Indian Flag. The Indian Flag should be hoisted with the saffron colour on the top. * There should be no flag or emblem either above the National Flag or on its r ight. * If there are multiple flags to be hoisted, they must be placed to the left of the Indian Flag. * During the hoisting of the National Flag, all present must stand to give respect and honour its glory. * The flag cannot be intentionally allowed to touch the ground or the floor or trail in water. It cannot be draped over the hood, top, and sides or back of vehicles, trains, boats or aircraft. * The flag cannot be used for communal gains, drapery, or clothes. The National Flag should be flown from sunrise to sunset, irrespective of the weather. It must be taken out before sunset. Republic Day Parade The main celebrations of Republic Day are held in the form of a colourful parade near India Gate in Delhi. The parade showcasing India's military might and cultural diversity covers a 8 km route, starting from the Rashtrapati Bhavan through the picturesque Rajpath down to India Gate before winding up at the historic Red Fort in Old Delhi. The events of the day begin with the Prime Mi nister laying a wreath at the Amar Jawan Jyoti – India Gate.He then drives up to the central enclosure and awaits the arrival of the President and a Chief Guest of the occasion who is normally a Head of other Country. On his arrival the Hon’ble President meets the dignitaries present and unfurls the National Flag. Following this the National Anthem is played with a 21-gun salute to the National Flag. After this a brief investiture ceremony takes place during which the President presents India's top gallantry awards, the Param Veer Chakra, the Veer Chakra and the Maha Veer Chakra to the outstanding soldiers from the defense services.After this, four helicopters from the armed forces fly past the parade area showering rose petals on the audience. Each chopper carries a flag – the first being the Indian flag and the other three the flags of the Army, the Navy, and the Indian Air Force. The march past begins immediately after the fly past. The President, as Commande r-in-Chief of the Armed Forces, takes the salute of the mechanised, mounted and marching contingents of the Army, Air Force, Navy, Paramilitary forces, Police and the National Cadet Corps.After the march past comes the cultural extravaganza consisting of floats presented by the various states and performances by school children. After the floats, the bravery awards winning children from all over the country enter on elephants. A spectacular fly-past by Air Force and Naval aircraft rounds off this not-to-be missed experience. The parade is followed by a pageant of spectacular displays from the different states of the country. These moving exhibits depict scenes of activities of people in those states and the music and songs of that particular state accompany each display.Each display brings out the diversity and richness of the culture of India and the whole show lends a festive air to the occasion. No other country in the world can parade so many ethnically different people in splen did uniforms as India's Armed Forces. But they are all united in their proven loyalty to the Government elected by the people and in their proud traditions and legendary gallantry. Republic Day Chief Guests Since 1950, India has been inviting head of state or government of another country as the state guest of honor for Republic Day celebrations and parade in New Delhi.Selecting the Chief guests for the Republic Day has more than mere ceremonial reasons. The choice of chief guest every year is dictated by a number of reasons such as strategic and diplomatic, business interest and international geo-politics. Recently India has been inviting dignitaries from South East Asia with the latest being Thailand's first women Prime Minister, Yingluck Shinawatra. Sultan of Oman Qaboos bin Said Al Said will be the chief guest for Republic Day Celebrations 2013 Here is the list of Chief Guests invited as the Guest of Honor for the Republic Day ceremony held in Delhi. 950 President Sukarno from I ndonesia 1954 King Jigme Dorji Wangchuck of Bhutan 1955 Governor General Malik Ghulam Muhammad of Pakistan 1958 Marshall Ye Jianying of People’s Republic of China 1960 President Kliment Voroshilov of Soviet Union 1961 Queen Elizabeth II from United Kingdom 1963 King Norodom Sihanouk of Cambodia 1965 Food and Agriculture Minister Rana Abdul Hamid of Pakistan 1968 Prime Minister Alexei Kosygin of Soviet Union President Josip Broz Tito of Yugoslavia 1969 Prime Minister of Bulgaria Todor Zhivkov of Bulgaria 1971 President Julius Nyerere of Tanzania 972 Prime Minister Seewoosagur Ramgoolam of Mauritius 1973 President Mobutu Sese Seko of Zaire 1974 President Josip Broz Tito of Yugoslavia 1975 President Kenneth Kaunda of Zambia 1976 Prime Minister Jacques Chirac of France 1977 First Secretary Edward Gierek of Poland 1978 President Patrick Hillery of Ireland 1979 Prime Minister Malcolm Fraser of Australia 1980 President Valery Giscard d’Estaing of France 1981 President Jose Lo pez Portillo of Mexico 1982 King Juan Carlos I of Spain 1983 President Shehu Shagari of Nigeria 1984 King Jigme Singye Wangchuck of Bhutan 985 President Raul Alfonsin of Argentina 1986 Prime Minister Andreas Papandreou of Greece 1987 President Alan Garcia of Peru 1988 President Junius Jayewardene of Sri Lanka 1989 General Secretary Nguyen Van Linh of Vietnam 1990 Prime Minister Anerood Jugnauth of Mauritius 1991 President Maumoon Abdul Gayoom of Maldives 1992 President Mario Soares of Portugal 1993 Prime Minister John Major of United Kingdom 1994 Prime Minister Goh Chok Tong of Singapore 1995 President Nelson Mandela of South Africa 1996 President Dr. Fernando Henrique Cardoso of Brazil 997 Prime Minister Basdeo Panday of Trinidad and Tobago 1998 President Jacques Chirac of France 1999 King Birendra Bir Bikram Shah Dev of Nepal 2000 President Olusegun Obasanjo of Nigeria 2001 President Abdelaziz Bouteflika of Algeria 2002 President Cassam Uteem of Mauritius 2003 President Mohammed K hatami of Iran 2004 President Luiz Inacio Lula da Silva of Brazil 2005 King Jigme Singye Wangchuck of Bhutan 2006 King Abdullah bin Abdulaziz al-Saud of Saudi Arabia 2007 President Vladimir Putin of Russia 2008 President Nicolas Sarkozy of France 009 President Nursultan Nazarbayev of Kazakhstan 2010 President Lee Myung Bak of Republic of Korea 2011 P resident Susilo Bambang Yudhoyono of Indonesia 2012 Prime Minister Yingluck Shinawatra of Thailand 2013 Sultan of Oman Qaboos bin Said Al Said Republic Day Awards The national awards for bravery or the National Bravery Awards was started in 1957 by the Indian Council for Child Welfare (ICCW) to recognize and honor children who have performed outstanding deeds of bravery and selfless sacrifice. Every year the ICCW confers these awards to children below 16 years of age.The awards are announced on November 14 (Children's Day) and the Prime Minister presents the awards on the eve of Republic Day. The awardees receive a medal, certificate an d cash as a token of their indispensable courage. These children also take part in the Republic Day Parade atop an elephant. In addition to this, some of them are also granted financial assistance to complete their schooling and professional courses such as medical and engineering (under the Indira Gandhi scholarship scheme). Assistance is also provided to some till they complete their graduation.The Central and State government departments, Panchayats, Zila Parishads, State and Union Territory councils for Child Welfare and also the school authorities have the responsibility of acknowledging the applications for the bravery award. The selection is made by a committee constituted by the ICCW, comprising of representatives from the Secretariats of the President and the Vice-President, various ministries, as well as the Central Social Welfare Board, police, All India Radio, Doordarshan and leading NGOs such as the National Bal Bhavan, SOS, Children's Villages of India, R K Mission and experienced ICCW members.In 1978, the Indian Council for Child Welfare instituted two bravery awards for children under the age of 16, the Sanjay Chopra Award and the Geeta Chopra Award, given each year along with the National Bravery Award. Bravery Awards 2013 The list of Bravery Award winners for the year 2013 was announced by the ICCW on January 18th, 2013. The award is to be conferred to 22 brave children from all parts of the country, the youngest recipient being 7-year-old Koroungamba Kuman from Manipur.The coveted ‘Bharat Award' will be awarded to Tarang Atulbhai Mistry from Gujarat and 11-year-old Gajendra Ram from Chhattisgarh is being felicitated with ‘Sanjay Chopra' award. NameAwardState Renu Geeta Chopra AwardDelhi Gajendra Ram Sanjay Chopra AwardChhattisgarh Tarang Atulbhai MistryBharat AwardGujarat Vijay Kumar SainikBapu Gaidhani AwardUttar Pradesh Akanksha GauteBapu Gaidhani AwardChhattisgarh Hali Raghunath BarafBapu Gaidhani AwardMaharashtra RamdintharaN ational Bravery AwardsMizoram Devansh TiwariNational Bravery AwardsChhattisgarh Mukesh NishadNational Bravery AwardsChhattisgarhLalrinhluaNational Bravery AwardsMizoram E. SuganthanNational Bravery AwardsTamil Nadu Ramith. K,National Bravery AwardsKerala Mebin CyriacNational Bravery AwardsKerala Vishnu M. V. National Bravery AwardsKerala Koroungamba KumanNational Bravery AwardsManipur Sameep Anil PanditNational Bravery AwardsMaharashtra Viswendra LohknaNational Bravery AwardsUttar Pradesh Satendra LohkanaNational Bravery AwardsUttar Pradesh Pawan Kumar KanaujiyaNational Bravery AwardsUttar Pradesh Stripleaseman MylliemNational Bravery AwardsMeghalaya Sapna Kumari MeenaNational Bravery AwardsRajasthan Suhail K. M.National Bravery AwardsKarnataka Gallantry Awards Soldiers, who have performed outstanding deeds of bravery and selfless sacrifice, are awarded the bravery medals, Param Vir Chakra, Vir Chakra and Maha Vir Chakra. Each defense service in India have there own set of gallantry awards that are awarded to the soldiers who have shown courage and valor. Beating Retreat After three days of Republic Day parade, a moving ceremony known as â€Å"Beating Retreat† is held at the Vijay Chowk in New Delhi. This ceremony revives an ancient war custom according to which troops used to stop fighting at sunset.Bugles announcing the sunset would sound in the battlefield. As soon as soldiers heard these bugles they would stand still in the battlefield and war would be stopped for the day. This ceremony held on the 29th of January every year, marks the formal end of the Republic Day celebrations. The ceremony opens with a parade by selected contingents of the armed forces set to scintillating performances by the various armed forces bands. The parade climaxes with all the bands playing in unison. As the bands fall silent, a lone trumpeter picks up the moving tune ‘Siki a mole'.After this performance the hymn ‘Abide with me' is played by the Massed Bands. This hymn, said to be Mahatma Gandhi's favourite, is a permanent feature of the ceremony. At exactly 6 pm, the buglers sound the retreat and the National Flag is lowered to the National Anthem bringing the Republic Day celebrations to a formal end. One by one, the camels and the riders who stand stone-like throughout against the backdrop of the sky, move away from the background. Just after this comes the most visually appealing part of the show. With the click of a button, a thousand bulbs light up the Rashtrapati Bhavan and adjoining buildings.Surely a fitting end to the annual celebrations of the Indian republic! National Anthem of India The National Anthem of India is ‘Jana Gana Mana' which was written and composed by Nobel laureate Rabindranath Tagore. It was first sung at the Calcutta Session of the Indian National Congress on December 27, 1911. It was officially adopted by the Constituent Assembly as the National Anthem of India on January 24, 1950. THE NATIONAL ANTHEM OF INDIA Jana gana mana adhinayaka jaya he Bharata bhagya vidhata Punjaba Sind Gujarata Maratha Dravida Utkala Banga Vindhya Himachala Yamuna Ganga Ucchala jaladhi tarangaTava subha name jage Tava subha asisa mage Gahe tava jaya gatha Jana gana mangala dayaka jaya he Bharata bhagya vidhata Jaya he jaya he jaya he Jaya jaya jaya jaya he! Translation into English Thou art the ruler of the minds of all people, Dispenser of India's destiny. Thy name rouses the hearts of Punjab, Sind, Gujarat and Maratha, Of the Dravida and Orissa and Bengal; It echoes in the hills of the Vindhyas and Himalayas, mingles in the music of Jamuna and Ganges and is chanted by the waves of the Indian Sea. They pray for thy blessings and sing thy praise. The saving of all people waits in thy hand,Thou dispenser of India's destiny. Victory, victory, victory, Victory to thee. Preamble to the Constitution of India Just as every book we read comes with a preface, which gives us a brief outline and the central them e of that book, so is the case with the preamble of Indian Constitution. The Preamble being the preface of the constitution lays down the basic makeup of the Constitution. The Indian Preamble highlights the type of society and government it wishes India and Indians to have. For this, it has tried to incorporate the objectives of the Constitution in a nutshell.The Preamble of the constitution has used the noblest words which symbolize the highest principles and values of human creativity and experience. World over, the Preamble of the Indian Constitution is regarded highly for its originality in wholeness of approach in dealing with so many subjects. The Indian preamble wishes India to be a country where there should be no high class and low class of citizens; an India in which all communities will co-exist in perfect harmony. Interestingly, the Indian Constitution is the longest of all the constitutions by any other nation.PREAMBLE WE, THE PEOPLE OF INDIA, are having solemnly resolv ed to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity and to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.