Quality Engineering And Management Systems Education Essay

SamplingA is that portion ofA statisticalA pattern concerned with the choice of an indifferent orA randomA subset of single observations within a population of persons intended to give some cognition about theA populationA of concern, particularly for the intents of doing anticipations based onA statistical illation. Sampling is an of import facet ofA informations collection.AL The three chief advantages of trying are that the cost is lower, informations aggregation is faster, and since the information set is smaller it is possible to guarantee homogeneousness and to better the truth and quality of the informations. EachA observationA mensurate one or more belongingss ( such as weight, location, colour ) of discernible organic structures distinguished as independent objects or persons. InA study sampling, study weights can be applied to the informations to set for theA sample design. Results fromA chance theoryA andA statistical theoryA are employed to steer pattern. Stipulating aA trying frame, aA setA of points or events possible to mensurate Stipulating aA trying methodA for choosing points or events from the frame Successful statistical pattern is based on focussed job definition. In trying, this includes specifying theA populationA from which our sample is drawn. A population can be defined as including all people or points with the characteristic one want to understand. Because there is really seldom adequate clip or money to garner information from everyone or everything in a population, the end becomes happening a representative sample ( or subset ) of that population. Although the population of involvement frequently consists of physical objects, sometimes we need to try over clip, infinite, or some combination of these dimensions. For case, an probe of supermarket staffing could analyze check-out procedure line length at assorted times, or a survey on endangered penguins might take to understand their use of assorted runing evidences over clip. For the clip dimension, the focal point may be on periods or distinct occasions.Sampling frameIn the most straightforward instance, such as the sentencing of a batch of stuff from production ( credence sampling by tonss ) , it is possible to place and mensurate every individual point in the population and to include any one of them in our sample. However, in the more general instance this is non possible. There is no manner to place all rats in the set of all rats. Not all frames explicitly list population elements. For illustration, a street map can be used as a frame for a door-to-door study ; although i t does n't demo single houses, we can choose streets from the map and so see all houses on those streets. The sampling frame must be representative of the population and this is a inquiry outside the range of statistical theory demanding the judgement of experts in the peculiar capable affair being studied. All the above frames omit some people who will vote at the following election and incorporate some people who will non ; some frames will incorporate multiple records for the same individual. Peoples non in the frame have no chance of being sampled. Statistical theory Tells us about the uncertainnesss in generalizing from a sample to the frame. In generalizing from frame to population, its function is motivational and implicative. A frame may besides supply extra ‘auxiliary information ‘ about its elements ; when this information is related to variables or groups of involvement, it may be used to better study design.Probability and non chance tryingAA chance samplingA strategy is one in which every unit in the population has a opportunity ( greater than zero ) of being selected in the sample, and this chance can be accurately determined. The combination of these traits makes it possible to bring forth indifferent estimations of population sums, by burdening sampled units harmonizing to their chance of choice. Probability trying includes: Simple Random Sampling, Systematic Sampling, and Stratified Sampling, Probability Proportional to Size Sampling, and Cluster or Multistage Sampling. These assorted ways of chance trying have two things in common: Every component has a known nonzero chance of being sampled and Involves random choice at some point. Nonprobability samplingA is any trying method where some elements of the population haveA noA opportunity of choice, or where the chance of choice ca n't be accurately determined. It involves the choice of elements based on premises sing the population of involvement, which forms the standard for choice. Hence, because the choice of elements is nonrandom, nonprobability sampling does non let the appraisal of trying mistakes. These conditions place bounds on how much information a sample can supply about the population. Information about the relationship between sample and population is limited, doing it hard to generalize from the sample to the population. Nonprobability Sampling includes: A Accidental Sampling, A Quota SamplingA andA Purposive Sampling. In add-on, nonresponse effects may turnA anyA chance design into a nonprobability design if the features of nonresponse are non good understood, since nonresponse efficaciously modifies each component ‘s chance of being sampled.Sampling methodsWithin any of the types of frame identified above, a assortment of trying methods can be employed, separately or in combination. Factors normally act uponing the pick between these designs include: Nature and quality of the frame Handiness of subsidiary information about units on the frame Accuracy demands, and the demand to mensurate truth Whether detailed analysis of the sample is expected Cost/operational concernsSimple random tryingIn aA simple random sampleA ( ‘SRS ‘ ) of a given size, all such subsets of the frame are given an equal chance. Each component of the frame therefore has an equal chance of choice: the frame is non subdivided or partitioned. Furthermore, any givenA pairA of elements has the same opportunity of choice as any other such brace ( and likewise for three-base hits, and so on ) . This minimises prejudice and simplifies analysis of consequences. In peculiar, the discrepancy between single consequences within the sample is a good index of discrepancy in the overall population, which makes it comparatively easy to gauge the truth of consequences. However, SRS can be vulnerable to trying mistake because the entropy of the choice may ensue in a sample that does n't reflect the make-up of the population. For case, a simple random sample of 10 people from a given state willA on averageA produce five work forces and five adult females, but any given test is likely to overrepresent one sex and underrepresent the other.A SRS may besides be cumbrous and boring when trying from an remarkably big mark population. In some instances, research workers are interested in research inquiries specific to subgroups of the population. For illustration, research workers might be interested in analyzing whether cognitive ability as a forecaster of occupation public presentation is every bit applicable across racial groups. SRS can non suit the demands of research workers in this state of affairs because it does non supply subsamples of the population.Systematic samplingSystematic samplingA relies on set uping the mark population harmonizing to some telling strategy and so choosing elements at regular intervals through that ordered list. Systematic trying involves a random start and so returns with the choice of everyA kth component from so onwards. In this instance, A k= ( population size/sample size ) . It is of import that the starting point is non automatically the first in the list, but is alternatively indiscr iminately chosen from within the first to theA kth component in the list. Equally long as the get downing point isA randomized, systematic sampling is a type ofA chance trying. It is easy to implement and theA stratificationA induced can do it efficient, A ifA the variable by which the list is ordered is correlated with the variable of involvement. However, systematic sampling is particularly vulnerable to cyclicities in the list. If cyclicity is present and the period is a multiple or factor of the interval used, the sample is particularly likely to beA unrepresentative of the overall population, doing the strategy less accurate than simple random sampling. Another drawback of systematic sampling is that even in scenarios where it is more accurate than SRS, its theoretical belongingss make it hard toA quantifyA that truth. Systematic sampling is an EPS method, because all elements have the same chance of choice.Stratified samplingWhere the population embraces a figure of distinguishable classs, the frame can be organized by these classs into separate â€Å" strata. † Each stratum is so sampled as an independent sub-population, out of which single elements can be indiscriminately selected. There are several possible benefits to stratified sampling. First, spliting the population into distinguishable, independent strata can enable research workers to pull illations about specific subgroups that may be lost in a more generalised random sample. Second, using a graded sampling method can take to more efficient statistical estimations ( provided that strata are selected based upon relevancy to the standard in inquiry, alternatively of handiness of the samples ) . Even if a graded sampling attack does non take to increased statistical efficiency, such a maneuver will non ensue in less efficiency than would simple random sampling, provided that each stratum is relative to the group ‘s size in the population. Third, it is sometimes the instance that informations are more readily available for single, preexistent strata within a population than for the overall population ; in such instances, utilizing a graded sampling attack may be more convenient than aggregating informations across groups ( though this may potentially be at odds with the antecedently noted importance of using criterion-relevant strata ) . Finally, since each stratum is treated as an independent population, different trying attacks can be applied to different strata, potentially enabling research workers to utilize the attack best suited ( or most cost-efficient ) for each identified subgroup within the population.A graded sampling attack is most effectual when three conditions are metVariability within strata are minimized Variability between strata are maximized The variables upon which the population is stratified are strongly correlated with the coveted dependant variable.Advantages over other trying methodsFocuss on of import subpopulations and ignores irrelevant 1s. Allows usage of different trying techniques for different subpopulations. Improves the accuracy/efficiency of appraisal. Licenses greater reconciliation of statistical power of trials of differences between strata by trying equal Numberss from strata changing widely in size.DisadvantagesRequires choice of relevant stratification variables which can be hard. Is non utile when there are no homogenous subgroups. Can be expensive to implement.Probability proportional to size samplingIn some instances the sample interior decorator has entree to an â€Å" subsidiary variable † or â€Å" size step † , believed to be correlated to the variable of involvement, for each component in the population. This information can be used to better truth in sample design. One option is to utilize the subsidiary variable as a footing for stratification, as discussed above. Another option is probability-proportional-to-size ( ‘PPS ‘ ) sampling, in which the choice chance for each component is set to be relative to its size step, up to a upper limit of 1. In a simple PPS design, these choice chances can so be used as the footing forA Poisson sampling. However, this has the drawbacks of variable sample size, and different parts of the population may still be over- or under-represented due to opportunity fluctuation in choices. To turn to this job, PPS may be combined with a systematic attack. The PPS attack can better truth for a given sample size by concentrating sample on big elements that have the greatest impact on population estimations. PPS sampling is normally used for studies of concerns, where component size varies greatly and subsidiary information is frequently available – for case, a study trying to mensurate the figure of guest-nights spent in hotels might utilize each hotel ‘s figure of suites as an subsidiary variable. In some instances, an older measuring of the variable of involvement can be used as an subsidiary variable when trying to bring forth more current estimations.Bunch tryingSometimes it is cheaper to ‘cluster ‘ the sample in some manner e.g. by choosing respondents from certain countries merely, or certain time-periods merely. ( About all samples are in some sense ‘clustered ‘ in clip – although this is seldom taken into history in the analysis. ) Cluster samplingA is an illustration of ‘two-stage trying ‘ or ‘multistage trying ‘ : in the first phase a sample of countries is chosen ; in the 2nd phase a sample of respondentsA withinA those countries is selected. This can cut down travel and other administrative costs. It besides means that one does non necessitate aA trying frameA naming all elements in the mark population. Alternatively, bunchs can be chosen from a cluster-level frame, with an element-level frame created merely for the selected bunchs. Cluster trying by and large increases the variableness of sample estimations above that of simple random sampling, depending on how the bunchs differ between themselves, as compared with the within-cluster fluctuation. However, some of the disadvantages of bunch trying are the trust of sample estimation preciseness on the existent bunchs chosen. If bunchs chosen are biased in a certain manner, illations drawn about population parametric quantities from these sample estimations will be far off from being accurate.Matched random tryingA method of delegating participants to groups in which brace of participants are foremost matched on some characteristic and so separately assigned indiscriminately to groups. The process for matched random sampling can be briefed with the following contexts, Two samples in which the members are clearly paired, or are matched explicitly by the research worker. For illustration, IQ measurings or braces of indistinguishable twins. Those samples in which the same property, or variable, is measured twice on each topic, under different fortunes. Normally called perennial steps. Examples include the times of a group of jocks for 1500m before and after a hebdomad of particular preparation ; the milk outputs of cattles before and after being fed a peculiar diet.Quota tryingInA quota sampling, the population is foremost segmented intoA reciprocally exclusiveA sub-groups, merely as inA stratified trying. Then judgement is used to choose the topics or units from each section based on a specified proportion. For illustration, an interviewer may be told to try 200 females and 300 males between the age of 45 and 60. It is this 2nd measure which makes the technique one of non-probability sampling. In quota trying the choice of the sample is non-random. For illustration interviewers might be tempted to interview those who look most helpful. The job is that these samples may be biased because non everyone gets a opportunity of choice. This random component is its greatest failing and quota versus chance has been a affair of contention for many old agesConvenience samplingConvenience samplingA is a type of nonprobability trying which involves the sample being drawn from that portion of the population which is close to manus. That is, a sample population selected because it is readily available and convenient. The research worker utilizing such a sample can non scientifically do generalisations about the entire population from this sample because it would non be representative plenty. For illustration, if the interviewer was to carry on such a study at a shopping centre early in the forenoon on a giv en twenty-four hours, the people that he/she could interview would be limited to those given there at that given clip, which would non stand for the positions of other members of society in such an country, if the study was to be conducted at different times of twenty-four hours and several times per hebdomad. This type of trying is most utile for pilot proving. Several of import considerations for research workers utilizing convenience samples include: Are there controls within the research design or experiment which can function to decrease the impact of a non-random, convenience sample whereby guaranting the consequences will be more representative of the population? Is at that place good ground to believe that a peculiar convenience sample would or should react or act otherwise than a random sample from the same population? Is the inquiry being asked by the research 1 that can adequately be answered utilizing a convenience sample?Panel samplingPanel samplingA is the method of first choosing a group of participants through a random trying method and so inquiring that group for the same information once more several times over a period of clip. Therefore, each participant is given the same study or interview at two or more clip points ; each period of informations aggregation is called a â€Å" moving ridge † . This trying methodological analysis is frequently chosen for big graduated table or nation-wide surveies in order to estimate alterations in the population with respect to any figure of variables from chronic unwellness to occupation emphasis to weekly nutrient outgos. Panel sampling can besides be used to inform research workers about within-person wellness alterations due to age or aid explicate alterations in uninterrupted dependent variables such as bridal interaction. There have been se veral proposed methods of analysing panel sample informations, including MANOVA, growing curves, and structural equation patterning with lagged effects.Replacement of selected unitsSampling strategies may beA without replacementA orA with replacing. For illustration, if we catch fish, mensurate them, and instantly return them to the H2O before go oning with the sample, this is a WR design, because we might stop up catching and mensurating the same fish more than one time. However, if we do non return the fish to the H2O ( e.g. if we eat the fish ) , this becomes a WOR design.FormulasWhere the frame and population are indistinguishable, statistical theory outputs exact recommendations onA sample size. However, where it is non straightforward to specify a frame representative of the population, it is more of import to understand theA cause systemA of which the population are results and to guarantee that all beginnings of fluctuation are embraced in the frame. Large Numberss of observ ations are of no value if major beginnings of fluctuation are neglected in the survey. In other words, it is taking a sample group that matches the study class and is easy to study. Research Information Technology, Learning, and Performance JournalA that provides an account of Cochran ‘s expression. A treatment and illustration of sample size expressions, including the expression for seting the sample size for smaller populations, is included. A tabular array is provided that can be used to choose the sample size for a research job based on three alpha degrees and a set mistake rate.Stairss for utilizing sample size tabular arraiesContend the consequence size of involvement, I ± , and I? . Check sample size tabular array Choose the tabular array matching to the selected I ± Locate the row matching to the coveted power Locate the column matching to the estimated consequence size The intersection of the column and row is the minimal sample size required.Sampling and informations aggregationGood informations aggregation involves: Following the defined sampling procedure Keeping the information in clip order Noting remarks and other contextual events Recording non-responses Most sampling books and documents written by non-statisticians focused merely in the informations aggregation facet, which is merely a little though of import portion of the sampling procedure.Mistakes in researchThere are ever mistakes in a research. By trying, the entire mistakes can be classified into trying mistakes and non-sampling mistakes.Sampling mistakeSampling mistakes are caused by trying design. It includes: ( 1 ) A Selection mistake: Incorrect choice chances are used. ( 2 ) A Estimation mistake: Biased parametric quantity estimation because of the elements in these samples.Non-sampling mistakeNon-sampling mistakes are caused by the errors in informations processing. It includes: ( 1 ) A Overcoverage: Inclusion of informations from exterior of the population. ( 2 ) A Undercoverage: Sampling frame does non include elements in the population. ( 3 ) A Measurement mistake: The respondents misunderstand the inquiry. ( 4 ) A Processing mistake: Mistakes in informations cryptography. In many state of affairss the sample fraction may be varied by stratum and informations will hold to be weighted to right stand for the population. Thus for illustration, a simple random sample of persons in the United Kingdom might include some in distant Scots islands who would be extraordinarily expensive to try. A cheaper method would be to utilize a graded sample with urban and rural strata. The rural sample could be under-represented in the sample, but weighted up suitably in the analysis to counterbalance. More by and large, informations should normally be weighted if the sample design does non give each person an equal opportunity of being selected. For case, when families have equal choice chances but one individual is interviewed from within each family, this gives people from big families a smaller opportunity of being interviewed. This can be accounted for utilizing study weights. Similarly, families with more than one telephone line have a greater opportunity of being selected in a random figure dialing sample, and weights can set for this.

Field research is Primary research Essay

I will write short, concise notes. A mix of both types of recording is needed, given the type of primary data wanted at the end of the questioning.  On our fieldtrip we will go to a small area called Ballyhackamore as it is very close to our school and has a very wide range of shops. There are also a lot of people that shop here every week. These people are of a very varied age range and also an even proportion of males and females. We have decided to use field and desk research.  Field research is Primary research.  This means that we go out and collect the information ourselves, so we do not have to sift through many pages of useless information, trying to find out one small piece of information that we could use.  However we will also use desk research. This is where we look at information other people have gathered and use it to our advantage. This includes looking through newspapers, surfing the Internet or going to a library and examining records or books and the Companies Office if they are a limited company. This is going to be used to find out what businesses are in the area and what sort of profit they are making per annum. Market Research – Market research is the process of gaining information about customers, competitors and market trends through collecting primary and secondary data. I will use market research to find the answer to my questionnaire i.e. what sort of business the local people in the Ballyhackamore area thought was missing and what they would like to see in the area. This is Primary research. It is also called Field Research. This will be our Questionnaire. There is also Secondary Research. This involves looking at status from different years about topics and drawing conclusions from it. I could look at maps of Ballyhackamore to make sure I don’t create a business where it is not needed, or indeed duplicate a similar business, unless I feel the demand is there for a second one.  Bank – I am using the bank for the purpose of collecting information about anything financial, from loans to pay for property, mortgage on property and starting the best bank account to suit my circumstances. They will act like a Financial Advisor. I will check Interest Rates and get the best deal. Estate Agents – The estate agents job will be to show me the best available premises to start my business. I will look around many different estate agents until I can find the property and price that suits my business. I will also keep checking in the local press.  Internet – the Internet will be used to show me available properties in the area but also to find out about the competition from rival companies in the area. It will also be used as advertising once the business has been set up. I could use E-Mail to send people information on the business. This may be unsuccessful because people will probably think it is Junk Mail and delete it. Therefore I will not depend on this as my only source of advertising. Newspaper – this will be used while searching for the property but also as advertising after the business has been opened. It will also be used to advertise jobs in the business.  Invest NI -I will talk to Invest NI (the new name for LEDU) about the possibility of both capital and revenue to help until the initial set up phase of my business. Also in the medium to long term I will hope to keep my relationship with Invest NI and be eligible for future grants. Shell Livewire – Shell Livewire is another company, the same as Invest NI that helps businesses to begin and grow. They give grants to entrepreneurs to help them in their quest for a successful business.  After completing all my questionnaires I will now put all my information into a database. I am using a database because I can perform searches on the information I have gathered to try and find exactly what I need to know. I can find different age groups, different sexes and even if the people are married or not. I will be using the database a lot until I discover which business I am going to open. I will then analyse my database and from that, hopefully find out what the public want in the area.    On a search of properties in East Belfast I found there were no available properties in Ballyhackamore that would suit setting up a business. However I did find a lot of buildings in East Belfast that could be possible sites for setting up a business.  I found a sound property on Castlereagh Street.  I also found a property on the Cregagh Road. It is in a good location because this is near Ballyhackamore, however it is an upstairs premises so this could limit the type of people who could visit my business e.g. people in wheelchairs. New legislation coming in the next few years regarding access for the disabled means that an upstairs coffee shop without a lift to the first floor would not be viable.  I have also found a suitable building in Kings Square. This is very close to Ballyhackamore and has a small shopping community itself. This would be a brilliant place for a coffee shop or trendy coffee bar. However on further examination of the area I discovered a coffee shop above a light shop in the Square, but again, access to the first floor could be a problem in the future.

Relationship with His Father Essay

My Father Thought It: Armitage’s Childhood and Relationship with His Father BY nour300 The poet narrates a true experience with his own father from when he was a teenager. In the final stanza the poet looks back, aged twenty nine’. The poet marks the time shift by shifting from past into present tense. This poem is a nostalgic look back at a defining moment from Armitage’s childhood, his relationship with his father and how he feels about it now. From the first words of the title, ‘My father’ shows that Armitage’s memory of his childhood, like the poem is dominated, looked over, by his father. The effect is intensified by the fact that the words ‘my father’ are repeated in the first line. As a teenager, the poet’s father is an authority figure. Armitage calls him father’ which is formal and seems distant, commanding respect. However, his father uses colloquial language ‘lost your head’ ‘easily led’. These proverbial phrases are judgemental and don’t show real communication, which adds to the sense of distance. However, his son can almost read his father’s thoughts, which suggests a kind of closeness: ‘my father thought it bloody queer’. loody queer’ can’t be the way the poet would describe himself, as it seems too harsh and violent. It seems to fit with the colloquial, Judgemental phrases that his father uses. The poet is close enough to his father to be able to ‘become’ him – for these lines in the poem. ‘queer’ is used to condemn something that d oesn’t conform. The whole poem is about rebellion. The first stanza has a regular rhyme scheme with aabbb; however in the second stanza, the rhyme scheme starts to break down and seems irregular. This echoes the breakdown in authority or control as the poet rebels. In the final stanza, a kind of balance or compromise is reached, the first and last lines rhyme together (1 2, 15), but the middle two are free, or unrhymed (13,14). The words ‘slept’ and Wept’ are rhymed, with Wept’ in a prominent position at the end of the stanza, which is also emphasised by the alliteration with wounds. Normally women weep, which contrasts with the manly rite of passage involving pain and a wound. I t’s as it the body is weeping tor the tact he’s injured it, the loss ot childhood and is a strange contrast to the violent, distant relationship.

Ethics Issues in Elderly Care Essay Example | Topics and Well Written Essays - 3000 words

Ethics Issues in Elderly Care - Essay Example A common dilemma is the evaluation of an old person's capability of decision making, both about management of his affairs, or regarding approval to treatment, or contribution in study. Because cognitive capability is not always indistinguishable with competency, meaningful tools have recently been developed in which the stress is on the precise situation to be examined. The changed interactions among the elderly patient and his or her environment may bring about ethical dilemmas in the behavioral patterns as the result of the pressure of sickness and care giving. Dependence due to physical, emotional, or mental disability in the aged infirm person is often provoked by earlier and coexisting dysfunction. This has effect also on the family who may be responsible for his supervision, and also troubled with the old person's care, and there is often an insistent need for strengthening of the social help needed for this condition. Likewise, the weakness of elderly persons may present delicate ethical issues in the determination of their ability to agree to join forces in clinical research in old age. This paper discusses some of these dilemmas in the management of disability and in the practice of clinical research in old people. These units revolve round the psychology of "I", the subjective insight of identity, and the "Me", the objective perception of the person by others. The question of personhood and what constitutes a "person" must also be addressed if infirmity and illness become dominant features of old age. In a debate defining personhood, it was noticed that the theory of psychological continuity and connectedness would be liable to understand the frenzied person as having a different individuality, because this condition is fundamentally one of disengagement. The sign of the loss of personality is often uttered by the relations: "This is not the father/mother that I have always known". In this situation, his dementia causes him almost to lose his unique sovereignty. According to Hughes, conversely, it is important to see the person as one who is "acting and interacting in a cultural historical context in which he is embedded" This vision of the person as a "situated embedded agent" could therefor e involve that even if he suffers from dementia he is not involuntarily detached from his historical ancestry and, until or unless he reaches a vegetative phase of total ignorance of his environment, he should be considered as keeping hold of some measure of self-sufficiency. AUTONOMY Autonomy is a person's capability and chance to make decisions involving his/her own desires. In a self-governing culture, many sovereign people are self-directed, but not all people with autonomy are unavoidably autonomous. A wheelchair bound person for example, can hold the power to order someone to carry out his requirements, and present communication equipment

Project about Computer Managed Instruction (CMI) Essay

Project about Computer Managed Instruction (CMI) - Essay Example Since the advent of sophisticated technological means, the educators have been trying to modify the instructional process with the help of technology. According to Baker (1978, p. 3), early 1960’s brought with it â€Å"new curricula, instructional models, and approaches to individualization† of instruction but the drawback with these instructional schemes was their poor management. An ideal classroom environment is so dynamic in which each student presents his own understanding and is comfortable with his own set of instructional materials. Thus, the teacher needs to organize instructional schemes in such a way that all students with their unique calibers are equally attended to. Before CMI, teachers would process instruction manually but that process was inefficient when it came to collecting and summarizing instructional data for management purposes. This was when the need was felt to construct a reliable, fast and user friendly system which would process and manage m odified instruction. Thus, a shift was made toward computer-based data processing or more specifically CMI, which a lot of educators considered â€Å"as a reasonable model for the support of the management functions associated with the individualization of instruction† (Baker). CMI is one of the two types of computer based instructions; Computer Assisted Instruction (CAI) is the other. CMI is an instructional scheme that makes use of the computer for obtaining learning resources and objectives, and to assess student performance, thus enabling the instructor to manage instruction in a more efficient way without having to get involved in the teaching process directly. In other words, there is no human interference. To be more precise, it helps the instructor in making effective instructional decisions by providing him with â€Å"diagnostic and prescriptive

The History of State Terrorism Article Example | Topics and Well Written Essays - 1000 words

The History of State Terrorism - Article Example Through a historical perspective of terrorism, a student of the evolution of terrorism recognizes the various essential aspects that make contemporary terrorism of today different from traditional terrorism of the past. Whereas the nature and means of terrorism have changed over the past centuries in history, the results and effect of terrorism remain unchanged through different ages. When the history of state terrorism is explored in detail, one is reminded of the saying 'The more things change - the more things remain the same'. It is common that the terrorist party tends to appeal strongly to emotion when the state machinery is essentially rational. Similarly, the terrorist movement instills its politics with a powerful moral tone and a weak-versus-strong strategy reliant for the most part on its psychological impact on the adversary, where the state machinery operates on the basis of 'realist' policies and an understanding of the balance of power. "Today's terrorism is what speci alists call group or bottom-up-terrorism, but top-down (state) terrorism has been far more prevalent throughout history. It enjoyed its heyday in the twentieth century with the advent of totalitarianism. In terms of victims, top-down terrorism has taken a vastly higher toll than its bottom-up counterpart." (Chaliand and Blin, 2007, p 6). Therefore, top-down or state terrorism has been a reality through various periods in the history of terrorism, though it is most treacherous and malicious in the twenty-first century. Although there have been several significant attempts to counter the threats of this terrorist tendency, including the Global War on Terrorism, the state of affairs with regard to state terrorism has not changed greatly. That is to say, historical evaluation of state terrorism confirms the concept of the saying - 'The more things change - the more things remain the same'. Whereas terrorism has a long history of its development and state terrorism has been in place for quite long centuries, not many talked about 'state terrorism' until very recently. That is to say, state terrorism was not given great importance until in recent times and a profound understanding of state terrorism is essential to realize the concept of the saying - 'The more things change - the more things remain the same'.  Ã‚  

Advertisement Essay Example | Topics and Well Written Essays - 250 words

Advertisement - Essay Example Nevertheless, the brilliant thing about advertising is that it works on a subconscious level, this means that one may think the advertisement has had no effect on them but the message conveyed through the advertisement instills in the brain without notice. Examples of this type of advertising include the coca cola advert of someone drinking coca cola in the middle of the desert, which induces the connection between coca cola and thirst in one’s mind. Moreover, people are generally attracted to new things, as the common saying says, â€Å"the new is always better than the old†. Customers in many ways follow this saying in that anyone who sees a new brand or version advertised; they are keen to try it. For example, even if one is happy with their current brand of toothpaste and they come across a new version of it that promotes their whiter teeth, one will be keen to try it even if it is just to disprove

Does the international community have the responsibility to protect Essay

Does the international community have the responsibility to protect - Essay Example In 2005, world leaders at the UN Summit backed the Responsibility to Protect principle, which ascertains the mandate of the states to protect their populations against war crimes, ethnic cleansing, crimes against humanity, and genocide. In most parts of Africa, a lot has to be done before the principle is put into practice as indicated by the Sudan Darfur’s humanitarian disaster. The International Commission on Intervention and State Sovereignty first presented the doctrine of the Responsibility to Protect (R2P) in 2001 to the international community. This came out of the desire to alleviate preventable tragedies like those in Rwanda and Bosnia, which made headlines in the world during the 1990s. With the R2P doctrine, the international community has started to conceptualize and recognize its mandate to intervene in circumstances where the states are unwilling or incapable of protecting civilians, and stop or prevent massive human rights abuses in their borders. R2P has offere d a basis for discussions concerning the creation of African security architecture. Core to R2P is the requirement by the third parties to have the ability for effective and timely intervention in crises. (Besada 2010, p xviii). Case Study on Two African States in The 1990s Burundi Introduction After ten years of civil war and several years of post-independence fighting, Burundi is making progress in post-conflict peace building and recovery. The circumstances in Burundi did not get to full-scale genocide, and this is mainly attributed in part, â€Å"to early and long-term involvement on the part of regional and international actors including UN, African state governments, and NGOs† (Human Rights Center 2007, p89). The international and regional responses to the Burundi crisis are a clear indication of how R2P has been used before to alleviate, and respond to major ethnic violence and reconstruct societies in its outcome (Human Rights Center 2007, p89). Background to the Conf lict Burundi has a long and a sophisticated history concerning its violent conflict. The most recent cycle of violence happened in 1993 when Melchior Ndadaye was murdered by Tutsi-dominated army leading to open warfare between the military and the Hutu rebels. Melchior Ndadaye was the leader of FRODEBU (Hutu Front pour la Democratie au Burundi) and the first president to be elected democratically in Burundi. The resulting ethno-political violence claimed the lives of approximately 300,000 Burundians (civilians were the majority) and displaced millions. Several African leaders including Nelson Mandela (former South African President), Julius Nyerere (former Tanzanian President), and Jacob Nzuma (the current South African President) have sought a lasting solution to the conflict. The efforts to end to the conflict began in 2000 Arusha Agreement, which was signed by the government, the National Assembly, and17 Burundian political leaders. However, the main rebel groups, PALIPEHUTU-FNL (Parti pour la Liberation du Peuple Hutu – Forces Nationales de Liberation), and CNDD-FDD (Conseil National pour la Defense de la Democraite – Forces pour la Defense de la Democraite) did not sign the agreement. The agreement also failed to offer ceasefire agreements, which were consequently negotiated between the

Blended Learning Implementation in Universities Essay

Blended Learning Implementation in Universities - Essay Example Unfortunately, not all universities have a clear view on how blended learning can be implemented. The goal of this paper is to highlight the most important points and offer a strategic framework for the development and implementation of blended learning strategies in higher education. The paper includes the definition and discussion of blended learning, the main criteria of effectiveness in blended learning environments, possible ways to implement blended learning in the classroom, and a common framework for higher education institutions seeking to implement the blended learning approach. Blended learning: models and implementation Regardless of the goals and objectives of blended learning in universities, the process of implementing blended learning models in higher education mandates the development of strong and complex program implementation frameworks. The overall process of developing and implementing blended learning programs includes the following elements: institutional, ped agogical, technological, design, evaluation and management, support and ethics (Singh 2003). This is actually a unique and extremely useful implementation framework that was proposed by Singh (2003). ... ecide whether it possesses technical and personnel capabilities required, to guarantee that all learners have equal access to blended learning instruments. At this stage of implementation, universities need to perform a detailed needs analysis, to understand what learners need and how blended learning can satisfy their needs. This is the planning stage of the implementation process in blended learning, which must include both strategic and operational aspects (Garrison & Kanuka 2004). In strategic terms, universities must necessarily evaluate the needs, objectives and goals of blended learning, its potential benefits, costs and the availability of resources (Garrison & Kanuka 2004). Operational planning has to be considered, in order to operationalize the goals and objective of blended learning and turn them into an action plan (Garrison & Kanuka 2004). For example, universities may develop advertising strategies to engage learners in blended contexts or attend to the needs of managi ng technologies effectively. Then follow the pedagogical and technological considerations. Universities that seek to implement blended learning approaches must decide upon the content to be included in the blend, the learning objectives to be met, and the learner needs (Singh 2003). In other words, here education professionals link the needs of learners to the learning objectives and the instruments to be used, to help learners meet these learning objectives. For example, if learners are expected to develop a new product or marketing model, then product simulation can become an essential component of the blend (Singh 2003). Once these delivery methods are identified, universities can proceed to decide upon the types of technologies to be used in blended learning. Here, technical

Exam 1 Coursework Example | Topics and Well Written Essays - 500 words

Exam 1 - Coursework Example If the Japanese firm expects the U.S. dollar to ____ against the yen, it would likely wish to hedge. It could hedge by ____ dollars forward. 13. Saller Co. has a subsidiary in Mexico. The expected cash flows in pesos to be received in the future from this subsidiary have not changed since last month, but the valuation of Saller Co. has declined since last month. What couldve caused this decline in value? 14. Jensen Co. wants to establish a new subsidiary in Mexico that will sell computers to Mexican customers and remit earnings back to the U.S. parent. The value of this project will be favorably affected if the value of the peso ____ while it establishes the new subsidiary and ____ when the subsidiary starts operations. 15. J&L Co. is a U.S.-based MNC that frequently exports computers to Italy. J&L typically invoices these goods in euros and is concerned that the euro will depreciate in the near future. Which of the following is not an appropriate technique under these circumstances? 17. Assume that Live Co. has expected cash flows of $200,000 from domestic operations, SF200, 000 from Swiss operations, and 150,000 euros from Italian operations at the end of the year. The Swiss francs value and euros value are expected to be $.83 and $1.29 respectively, at the end this year. What are the expected dollar cash flows of Live

Thanks to My Hardworking Father Essay Example for Free

Thanks to My Hardworking Father Essay Jose Quiles Prof. J. Robinson Eng 100-F80 August 06, 2009 Thanks to My Hardworking Father It is very fortunate for a kid to have his father around. In the last thirty years, having both parents in the household was rare. Most of my friends I grew up with only had their mother around. To all the mothers that were strong enough to raise a boy to be a man, I commend you. However, I was very fortunate to have both parents in my household. I would like to thank my father for showing me what a hardworking man truly is, for teaching me how to be responsible, and teaching me why it’s better to work hard for my money than take the easy route like selling drugs. First of all, I thank my father for showing me what a hardworking man truly is. He always had a job, sometimes two, but they never took any quality time away from spending with me. My father always made me remember that any man can help make a baby, but a real man helps raise the baby. My father was always there to help raise me. I remember when I told him that he was going to be a grandfather, he reminded me that anyone could make a baby, raising one was a different story. When my mother got a raise at her job and had to work more hours, my father took a different job so he could spend more time at home with me. Most men would rather work and have the mother at home to raise the kids. My father was different; he wanted everyone to be happy. My mother was happy working at her job. I was happy to be around my father more, and he was happy that he could raise me to be a responsible man. Next, I thank my father for teaching me how to be a responsible hardworking man. My father always taught me that a man is a person that takes care of his responsibilities. He always showed me that having fun with my friends was pleasant and okay as long as I had taken care of my homework and chores. Once I got to that age where I could clean up behind myself, he made sure I did just that. My father also made sure to teach me that being responsible comes with benefits. For instance, if my chores were done on time without my parents telling me to do them, they always had a surprise for me. It was never anything outrageous but it was definitely a good motivator. My father never tried to spoil me, but there was always a lesson to be learned in everything he did for me. If he gave me something for doing what I was supposed to do, he would tell me that God’s reward for me being responsible is even greater. My father continually stressed to me that when you work hard for the money, there is always a greater reward at the end. Finally, I thank my father for teaching me that a real man works hard for his money. My father always said if a person takes the easy route to get money, that person won’t appreciate anything. I didn’t understand what my father meant by that until I got older. Seeing people sell drugs to get money, I noticed that those people didn’t care how the money was spent. I would see those people buying clothes, which were ridiculously expensive; like five or six hundred dollar shirts. These guys had no clue about how to work hard for their money, so they didn’t care how fast it was spent. Then I saw a hard working man who cherished every dime he worked for. In the end, what my father was trying to teach me was that there are benefits for those that work hard, and none for those that don’t. In conclusion, I thank my father for being there to teach me how to be a hardworking man, the importance of being responsible, and how nothing comes easily. He taught me that when a person works hard for a living, they reap the benefits of that hard work. My father is my super hero; I wish every child could have been as fortunate as I was to have their father around.

Developmental Delays and Trauma Essay Example for Free

Developmental Delays and Trauma Essay Developmental delays is when your child does not reach their developmental milestones at the projected times. It is an ongoing major or minor delay in the course of development. Developmental delays can have many different causes. There are many types of Developmental delays in children; they include problems with language or speech, vision, movement (motor skills), social, emotional and cognitive skills (van der Kolk, 1995). Developmental delays are easily distinguished if you pay close attention to the development and milestone periods contained by children; for example if you notice a child having a low attention span, they can’t stay still, they’re highly active and energetic all the time, that’s perhaps due to attention-deficit hyperactivity disorder, known as ADHD. There are so many different things that can cause developmental delays and children aren’t always born with developmental delays. Although, developmental delays can be genetic or born with, there are times when trauma at different ages can cause developmental delays such as a child being abused and suffering brain trauma, concussion, which could cause memory lost. Or there could be an accident and a child or adult undergo serious injuries to the spine, eyes, etc. Spinal injuries can be of damage to you motor skills. Spinal injuries or brain injuries if serious can lead to you basically having to start over as if you were a baby learning to walk, read, jump, or talk. The Shaken baby syndrome also can be a trauma that can cause brain injuries. There are numerous of things that have major components to play in developmental delays. Trauma definitely plays a one of those major parts in developmental delays. There are a number of Trauma’s that can cause development delays. It doesn’t always have to be abuse or accidents. Trauma can be caused by divorce, neglect, bullying, sports injuries, or even bad relationship breaks up. These types of trauma are called psychological trauma. Psychological  traumas effects are mostly emotional and it isn’t always permanent. Psychological trauma causes anger, irritability; mood swings, guilt, hopeless, anxiety, withdrawing, and disconnected to name a few. For divorce, Feldman says (2011) ch ildren and adults may experience depression, and disturbances and phobias and these things last from 6 months up until 2 years. Feldman states children whose parents are divorcing blames themselves for the breakup. He also states, evidence shows that twice as many children of divorced parents enter psychological counseling (Feldman, 2011). Children under the age 18 suffer 40% more anxiety as a result of divorce (van der Kolk, 1995). About 10-15 percent of students are bullied one time or the other (Feldman, 2011) and almost 85% of girls and 80% of boys are being bullied (Feldman, 2011). Those who are bullied lack social skills, cry easy (Feldman, 2011), and they experience depression, stress, anger, etc. Prayer and meditation help brain activity. Mediation to the mind is like an aerobic exercise to the body. Studies have also shown that meditation promotes mindfulness, decreased stress, insomnia, illnesses, depression, anxiety and panic. Spiritual connection brings comfort and healing to trauma. Researchers are learning the parts of the brain that are responsible for the spiritual thoughts, prayer and meditation. In one of our presentations his week, Dr. Jeanne Brooks stated that we have a spir itual part in our brain (2014). There are good and bad parts to everyone, I believe the good part is the spiritual part in everyone. For example, we’ve all seen cartoons in which there was a devil on one shoulder and an angel on the other. The shoulder with the angel is the part of us, the part of our brain or conscious that’s spiritual. References Brooks, Jeanne Dr. â€Å"Divorce and Stress† video presentation. LUO (2014) Feldman, R.S. (2014). Development across the Life Span (7th edition) Namka,, L. (2001). Children who are traumatized by bullying. alk, Trust and Feel Therapeutics., p. 18. Van Der Kolk, an der Kolk, B. (1995). developmental trauma disorder : Towards a rational diagnosis for children with complex trauma histories.

Contribution of Women to the Economy in the Middle Ages

Contribution of Women to the Economy in the Middle Ages Introduction This dissertation will focus on the contribution of women to the economy in the Middle Ages. It will explore how and to what extent women contributed to the economy of Medieval England, asking the question of ‘Is the role of women in the medieval economy undervalued by history?. As part of this it will explore to what extent women are adequately reflected in the contemporary sources, and if they are not adequately reflected, aim to explain the reasons for this. It is also interesting to see if the contributions made by women vary depending on their social status and whether they reside in the urban or the rural environment. It is important to explore and aim to discover whether the contribution women made to the economy changed over time, whether it is to an increased contribution or a decreased one due to certain events or social changes. Clearly the role of men in society in the middle ages will be of great significance due to their large influence on the lives of women. In order to fully understand and appreciate the contribution which women made to the economy in the Middle Ages it is important to look at how they worked alone, but also how women were recognised and treated alongside men, especially those who were engaged in a similar occupation. The role of women alongside their husband is also of great importance. Historians such as Christopher Brooke have often argued that women cannot be studied without also studying the men of the period. It is also advantageous to compare a womans work in the town to the work which women in the countryside were engaged in. Perhaps an aspect within this which could be explored is whether or not the work which women participated in changed over time, particularly after the Black Death. To look at all of the above, individual places will be looked at, for example the city of London and the town of Wakefield, but also individual people, especially those who appear in the court rolls on numerous occasions. It is d ifficult however to look at working class women in much detail as their lives were not as well documented as a woman of a higher social class and status. Also, the majority of sources used have been written by and for men. Typically, when looking at the middle ages, the work of women can be overlooked as it is often assumed that they simply worked in the home. Although this is not strictly true, it is important to look at the work which women undertook in the home and whether or not and to what extent this work impacted on any other work which they might have been undertaking. It is sometimes difficult to assess the work which women did as very few women in the middle ages were literate, and therefore when they do appear in records it is nearly always from a male perspective, in records written for males. This creates a certain difficulty in truly understanding what women participated in, as it is often assumed that they simply worked in the house and there are no sources which concentrate purely on work undertaken in the household. Along with this, men often appeared in place of women in court rolls. This was often due to the fact that a man would pay the fine for a woman who had done wrong, for examp le brewing outside of the assize given by the manor. However, there are also a large number of instances where women do appear alongside men at court. It is important to recognise here however that women could often be found undertaking jobs inside their homes, for example textile work. This will also be considered. Chapter one of this dissertation will mainly focus on women and the household. It will look in detail at the role which women played in the household. It will explore their role as both a wife and a mother but also their eventual role as a widow. Sources are scarce for this aspect of life in the Middle Ages but ones which do provide a useful insight include court rolls where women asked permission to marry. A main issue here is the amount of sources which are available to utilise for this aspect of a womans life. With few sources available it is understandably difficult to distinguish whether these women recorded in the sources are typical of society or anomalies. Chapter two will look at womens work in the home. As part of this the textile industry will be looked at, as well as the roles of women in domestic service and agricultural activity and markets. Within this there are various primary sources which can be utilised. These include court rolls, coroners rolls and weavers ordinances. There are of course various limitations to each of the sources. Perhaps the main one to consider here is that sources were generally written by males and for males. As well as this there are limited mentions of women in domestic service, although they are not as limited as the sources on women in the home in general. Chapter three evaluates womens work outside of the home. It looks at the occupation of brewing and uses sources such as coroners rolls and court rolls to look at the extent to which women could be found in this profession. It also explores prostitution as a lesser thought of economic contribution. Together it seeks to discover the contribution of women to the medieval economy whilst asking whether or not the women are adequately reflected in the sources, and whether as a result of this, these women have been undervalued by history. Women And The Household It is arguable how much of a womans life was spent in the household looking after the family unit. It is typically thought that a large amount of a womans time was spent in the home and although this is supported to an extent by the majority of sources, there are also a significant number which dispute it. A large number of historians, such as Christopher Dyer, Jennifer Ward and Joanne Bennett have looked at the everyday lives of women and various conclusions have been drawn from their studies. It is important to look at the conclusions of both historians who argue that women spent the majority of their time in the home, and those who argue that women, like men, were able to hold an occupation, as well as working for the family. As well as this, some historians have argued that there was a difference in the way in which women contributed to the household depending on their social class. All of these factors are important when looking at the work women did, as any work undertaken in t heir household would have had an impact on the amount of paid work which they were able to undertake. It is worth noting that if a woman did not undertake paid work and worked only in the household, it is not likely to have been recorded and so makes it difficult to find information on these women. The role of a woman as both a wife and mother in the household is an important one. Women were initially regarded as the property of men and this is reflected by a large number of women asking for permission to marry at the manor courts. An example of this is the court roll of 27 February 1360 from the manor of Walsham le Willows where Agnes Jay ‘pays 4s fine for leave to marry Robert Lene. Being married meant that a woman had a greater right to security and property than she would have had as a single woman as she sometimes gained joint tenancy with her husband. This joint tenancy over their house and belongings can be seen in court rolls, for example in the court of 16 August 1369. At this court ‘William de Preston†¦and Alice his wife†¦sold to William Kent†¦certain utensils in a house which he held from them. The fact that Alice and William together agreed to sell items in a house which they jointly owned shows that Alice had rights to property, which she may not have had if she were single. However, these rights changed once more when a woman was widowed. Every woman who had been married to a freeman of the city became a freewoman of the city on his death. Whilst this is a good thing for women, it carried the condition that she only retained this status as long as she stayed single. Whilst living with their husband women were expected to learn about his work in order for them to cover whilst their husband was away but also so that they could continue his business on his death. There are numerous cases in sources of women taking over the business of their husbands and in some instances continuing to train any apprentices their husband may have had. This can be used to show that women were not as restricted as they are often assumed to be. Widows seem to appear much more frequently in sources than married or single women. This is most likely to be due to the fact that they do no have a male to answer for them or to represent them. Males are frequently seen in documents and it is often argued that they took fines on behalf of their wives. This is mainly because a man was commonly seen as in charge of his wife and the family and therefore he was held responsible for anything which they did. Also, widows are commonly seen in court rolls seeking money or property owed to them, something which their husband would previously have done. This can be illustrated with the case of Alice de Perers of the city of London who sued Richard de Kent for 200 marks which she had lent him and not been returned. We can assume that Alice was a widow as she was representing herself in the court and was not presented as a ‘wife of someone else. However, whilst it is commonly thought that men were in control of their household, there are some who argue that they were in fact not in control at all. Historians such as Ward argue that the household was a place which women ruled. She argues that the running of the household and the care of the family within it took up a large amount of a womans time and that as well as this a woman should also be able to help her husband with his job. Historians such as Dyer however, argue that while a woman in the aristocracy would have been the effective head of household, the household itself was predominantly masculine. This can be illustrated by the amount of males employed within the upper class household, for example servants and officers. In comparison there were relatively few female employees. Dyer observes that a peasant woman was expected to manage her household, but that she could also choose to have her own employment as long as it was secondary to any household chores she was expe cted to complete. It can be construed that though men were perceived to be the head of the household it was in fact the women who were responsible for everything within it. It is important to realise that being a wife and a mother was often just part of the work which women were expected to undertake. In some cases they were also able to hold their own employment, as well as helping their husbands with their businesses. Therefore we can see that women could hold jobs both inside and outside of the home, both of which are important when looking at the contribution of women to the economy and whether or not their role has been undervalued by history. Work In The Home i. Textiles J. Ward has argued that when women were not engaged in work in the home they were able to hold occupations for which they were paid. She argues that whilst a woman was free to do this, not all did and the majority of those that were employed worked in industries similar to work which they would have been doing in the home. An industry which employed a large number of women was the textile industry. Women were able to spin, weave and embroider from their own home if they chose to, which enabled them to continue with their household duties. Also, the majority of women were unable to be engaged in any occupation significantly different to their duties in the home as they only received a very basic education, as well as having to fully utilise the skills which they had been taught by their mothers. There were of course exceptions to the above and they will be considered in turn. The textile industry was one which is evident in both the town and the countryside, though more predominantly in the countryside and smaller towns after the thirteenth century. Textile work was more notable in homes in the countryside but it was not unusual for a woman to move to the town and take her work with her. This is significant as historians such as Dyer have suggested that it was much harder to come across skilled textile work in the towns unless the woman in question was skilled and had the money required for all the necessary equipment. An interesting point to make here is that whilst men were limited to being able to participate in one industry, women could participate in two or three if she chose. It is therefore not uncommon to find women working as spinners and weavers for example. Ward continues her argument by suggesting that women were engaged in the textile trade purely to provide clothes for her family. This can be supported with Anthony Fitzherberts The Boke of Husbandry. Written in 1523 Fitzherbert outlines basic tasks expected of a wife in her home, but also within her work in and around the home. He outlines in great detail the importance of the textile industry and how a husband should have sheep of his own but ‘let his wife have part of the wool to make her husband and herself some clothes. This illustrates the argument that women were engaged in the textile industry purely to provide clothes for their families. However, other sources provide a different perspective. Women were referred to by their trade in court rolls if they were the head of the household, for example ‘Joan Spinster, ‘Agnes, servant of†¦. For them to be referred to as spinners as opposed to ‘his wife or ‘wife of, it can be assumed that they were engaging in a significantly larger amount of textile work than simply that required for their family. This of course would not have been the case for all women. Whilst textiles remained a main occupation of women until the late eighteenth century, it did have periods of decline within both the thirteenth century and the late mid to late fifteenth century. The decline in the market for textiles is illustrated by Weavers ordinances. Weavers ordinances show a declining market, as well as employment opportunities, as they were designed to go together with local monopolies on particular cloth. In some towns the monopoly stretched as far as to limiting each employer to one apprentice each. In the weavers ordinance of Shrewsbury from 1448 it describes how ‘no woman shall occupy the craft of weaving after the death of her husband except for one quarter of the year. This illustrates a distinct decline in the occupation, but can also be used to show that women were not as free to participate in an occupation as they maybe once seemed. It can also be used to suggest that widows were not as free as maybe once thought. As well as this it supports t he suggestion that women found it hard to move their craft from the countryside to the town unless they had significant amounts of money and they were highly skilled. It is possible that this was a minor cause in the decline in the textiles industry in the thirteenth century when cloth making originally took place for home and for export in larger towns but moved to taking place mainly in the countryside or smaller towns, with a distinct decline in exports. Despite this decline it has been estimated that in towns such as Babergh Hundred in Suffolk up to nineteen percent of the population was still employed within textiles, and this is not including the women who were part time spinners, who would have added a considerable amount to this. This illustrates how women were continuing to engage in textile work throughout the period. As mentioned previously, women were expected to fully understand the business of their husband so that they may take over in his absence or on his death. This is illustrated in the textile industry in the case of the will of John Walton, a weaver from York. He states that he leaves to ‘Margaret my wife my best woollen loom with those things to pertain it. This shows how women were able to take over the business from their husbands if necessary and therefore displays their capabilities. Wills such as these can also be used to show how women gained from their husbands only if they remained single. Women were able to retain freewoman status if their husband had been a freeman of the city, but only if they stayed single. The will of John Nonhouse, also from York, shows this to an extent. He states that ‘Isabel my wife has the said two looms with all he tools pertaining to them whilst sole. These two wills together show how women had the ability to continue work on their own a fter the death of their husband. They can however also be used to show how society had not fully accepted the majority of women who were working on their own. The absence of women from craft guilds can also be used to show the exclusion of women working on their own. The guild ordinances of York show us how ‘No woman of the said craft shall occupy the said craft after her husbands death longer than a whole year. This again illustrates the limitation of women on their own as opposed to those women who were married. It has often been argued by historians that it was the husband who gave the woman their social status and this supports the argument that single women were limited to crafts they could participate in. These factors together show how women were employed in the textiles industry throughout the Middle Ages. However, they also to an extent show how women were often employed and working as a result of their husband as while they may gain the equipment used in textiles after his death, they very rarely retained their position in the craft guild. This in turn made selling their products more difficult. Also, women participated in a larger amount of textile work than perhaps thought, although the sources to support this are fewer in number and within them it is difficult to find the women of the lower classes. ii. Agricultural Activity And Markets Throughout the Middle Ages farming was an important part of everyday life. The main priority when farming was not to produce for sale but to produce and provide for their own family, selling any excess they may have made. Women in the countryside and small sized towns were expected to help out on the land when they had completed their tasks in the home and the majority can be seen as capable of the agricultural tasks required of them. Farm work however did not produce a large amount of money as the majority of it was undertaken part time and the first objective was to feed the family. It is significant to note the way in which women contributed to agricultural work both before the Black Death and after it. This is due to the fact that the Black Death caused a great amount of changes to take place and this therefore impacted on women and their contribution. In the period before the Black Death it was common for members of peasant households to be called upon by the lord of the manor to carry out some agricultural work for him. Most peasants would carry out this work as they did receive payment for it, albeit a small one, but on some occasions it would not get done. This could be due to extensive amounts of work needing doing on their own land or in some case just choosing not to do it. Those individuals who did not work for the lord as required were called to court and fined. This can be seen in the manor of Walsham le Willows where ‘Christina Lene and Isabelle Spileman each amerced 3d. because they were summoned to winnow the lords corn†¦and did not come. This is significant as both of these being fined were women. Again it is possible to suggest that these women are either widows or are acting as head of their household while their husband is away. In either case it is a possibility that they did not winnow the lords corn a s they had too much work to complete in their own households or on their own land. A source which is of great importance when it comes to agricultural work is Walter of Henleys The Husbandry. Walter of Henley was an agricultural writer who wrote more than thirty sources on how to carry out agricultural procedures correctly. It also outlined what was expected of each person on the land. However, only ten of these sources give his name as the author and they have therefore caused much discussion amongst historians. The Husbandry was a highly read source. We know this due to the amount of copies of it which had been made, but also because of the amount of copies which have survived until today. Although it is thought that it was written around the 1250s it has caused much discussion amongst historians as to its original date. Despite this it remains a useful source for looking at agriculture in the Middle Ages. One part Walter of Henleys The Husbandry outlines the role of the dairymaid on the land. Women were mainly responsible for the poultry and the dairy of the land and so it can be argued that The Husbandry outlined their role in full as it would have the role of a man on the land. It states how ‘the dairymaid ought to look after all the small stock which are kept on the manor such as†¦geese†¦hens†¦chickens and eggs. It is arguable here that women were responsible for the livestock as the nurturing role required was similar to that they would have deployed in the home. These women who had been responsible for the dairy and poultry on the land were also often responsible for taking it to and selling it at the local market. Women of the manor could often be found selling cheese and poultry amongst other fresh produce. It is because of these trips to the local markets that we can see some of these women in coroners rolls. An example here is of Margaret Derbye of Bury, recorded in the Coroners rolls of Sussex in 1524. Margaret is recorded as ‘hurrying to Petworth market on horse and being thrown off of her horse. In the impact of landing on the groun d she injured her neck and died immediately. This case of a woman dying on her way to market shows how women were directly involved in the selling process. It also illustrates a womans contribution to not only maintaining the land but also making a profit from it. A further source of importance when looking at agriculture is Anthony Fitzherberts The Boke of Husbandry. As mentioned in chapter two, The Boke of Husbandry outlines basic expectations of a wife inside and outside of the home, amongst other things. Fitzherbert outlines how ‘it is a wifes occupation to winnow all kinds of grain, to make maltto make hay†¦ reap corn†¦and to go or ride to the market. This directly supports the point above where women can be seen in coroners rolls due to accidents on trips to local markets to sell their goods. The majority of the time it would be women from the countryside taking their goods into local towns to sell; however there would have been exceptions to this. This illustration of women from rural areas taking produce into the urban areas shows the difference between the rural and the urban. There were occasions where women can be seen to have been acting illegally when it came to markets and the buying and selling of goods. Agnes, wife to William Sandelere of Louth is an example of one of these women. She was called to the peace sessions of 1375 in Lincolnshire for being ‘a common forestaller of both salt and fresh fish at Louth. This can be used to argue that women would do things outside of their legal allowances to ensure that they made an extra income to support their family. Women can be seen in court rolls on numerous occasions both before and after the Black Death. In the manor of Ingoldmells women were often called to court for agricultural issues. One of these occasions is where Alan Polber complained that Agnes, the wife of Thomas Herward had stolen his crops. This illustrates that women were participating in agricultural work on the land, and can also be used to illustrate the notion that women did more agricultural work during the harvest. Another example here is of Beatrice Herward. She brings the issue to court that Alan Polber had beaten her and ‘struck her beasts. In this case Beatrice is found to be making a false claim. This not only shows that she was involved in agricultural work, but can also be used to suggest that she was a widow as she was the one to initiate the claim into the courts. The Black Death was a significant event in the middle ages, particularly for agriculture. From the time it first hit in 1347 until it eventually died out in 1351 the lives of both upper classes and lower classes were affected greatly. Perhaps a rather explicit change was the effect it had on the labour force in England. The Black Death caused more deaths in England than any previous famines had done. This meant that women could demand higher payment for goods and services as they were able to carry out more work, due to a lower number of people in the workforce. Before Black Death there had been a vast amount of people wanting work but this changed dramatically afterwards. Women were quick to fill in gaps in the workforce, carrying out a wide range of jobs. Goldberg refers to these women as a ‘reserve army. These women were able to demand a higher rate of pay than they had done previously due to the lack of labour. It is important to note however that women were the first to lo se out when the demand for labour returned to normal. It can therefore be seen that women were involved to quite a large extent in work on the land and in selling goods at local markets. Contemporary sources such as Walter of Henleys The Husbandry and Anthony Fitzherberts The Boke of Husbandry outline what was expected from a wife in regards to her work on the land. Court rolls help us to understand to an extent what women were doing in order to gain more of an income for her family. When looking at farming it appears that women added a great deal to this, especially during and in the short period after the Black Death. However, it is important not to forget that these women may have been small in number and also that as soon as labour supplies returned to their normal levels women were once again left out. iii. Domestic Service Throughout the Middle Ages a large section of urban society was made up of male and female servants. This number was significantly lower in rural areas due to the lower class status of the majority of the people who lived there. It is arguable that such a large proportion of women were engaged in domestic service because it was something which was almost identical to the work which they would have been doing in the home. Examples of female servants can be seen throughout the Middle Ages, along with the comparison of female servants to male servants. It is important to look at male as well as female servants here as they not only impacted on a womans home life but they also affected which jobs the women were able to be employed in. If there were a significant number of male servants it is arguable that not such a large number of female servants would be required. As well as this there were areas where male servants could be found employed and female servants not, for example elite hou seholds. This will be discussed later. Firstly, it is key to note that references made to female servants are not common. Ward has gone as far as to argue that it was more likely that a large number of women were slaves as opposed to servants. However, women servants can still be found in sources, even if it is to a lesser extent than their male counterparts. Arguably, female servants were less likely to be found in elite households than men. This could perhaps be pinned on the idea that male servants entered elite households to be apprenticed to a particular trade or skill, whereas women rarely entered for apprenticeships. This links back to the idea of women learning their key skills from their mothers in the home. A key point to make here is that women who were employed as servants were not always treated well. Although they were often given food and lodgings in return for their work, they still often received wages lower than male servants did. There were many cases of people being brought to court for mistreating their servants. John Catour of Reading, Berkshire went to court to complain against the way his daughter was being treated in her apprenticeship to Elis Mympe of London. It has been suggested that the apprenticeships of young girls to a trade or to be a servant were often periods of time much longer than necessary. This gives the impression that they may have been exploited as it can be argued that rather than spending all of the years learning the trade, they were in fact simply providing their master with cheap labour. A further example of servants being exploited can be seen when Margaret la Garnystere ‘brought action of trespass against Agnes, widow of Thomas Bagge†¦f or detaining their servant who was lent on March 23 to embroider until 13 April. In both of the above cases the courts reported that the females had been recovered. However, it is likely that a large proportion of these women would have been exploited for a considerable amount of time as the time of their apprenticeship may have been considered normal. It is however important to note that not all female servants would have been treated badly. There are numerous cases where servants were left goods in the wills of their masters. The three women serving Ellen Holgrate by her death in 1403 each received a cow as a thank you for helping her with her illness. This shows that whilst there were women who were being mistreated, there were also those who were valued in their occupation. It is also key to remember that whilst these women were working within a household they were gaining valuable skills which they could take back and utilise in their own homes. This is important when you consider that some servants were young, single women, but some servants were married women who lived apart from their families during service but eventually returned home. Therefore, whilst there were women engaged in domestic service it is difficult to tell exactly how many there were. There is evidence to suggest that women, both single and married, worked in the homes of others in order to gain an extra income for their family. There is also evidence to suggest that these women may have sometimes been mistreated, although this was not always the case and again, there is no suggestion as to how many women would have received poor treatment. All in all women did provide a good service as domestic servants, but it is important to remember that males also provided this service and women were consequently excluded from some aspects of it. Womens Work Outside Of The Home As we have seen previously, women could be found contributing to the economy in various ways from inside their homes. Women could often be found engaging in textile related activities as well as helping their husbands with any land they may have and selling produce at local markets. Women were expected to help their husbands in the running of their business so that they may take over in their absence or on their death. As well as this work women could also be seen participating in further occupations outside of household work and expectations. i. Brewing Brewing was an occupation which women could often be seen in. This was due to the fact that they could run their household as expected, but also take on a new type of work. At one stage women brewed the majority of the ale on sale in England. It is arguable that women were able to participate in brewing as ale was part of the staple diet in the Middle Ages and much of it was needed to sustain the population. Any ale a woman brewed was first provided to her family, and any surplus may have been sold after this. Surplus had to be sold soon after it was brewed as it took only a short period of time for ale to turn sour. It is because of the need for ale for everyday consumption that women who were brewing it were widespread across

Color on the Set of Shakespeare’s Henry V Essay -- Henry V

Color on the Set of Shakespeare’s Henry V   Ã‚  Ã‚  Ã‚   Differences in color, especially sharp differences, emphasize the differences in moods between two parties; darker colors connote seriousness, while light colors connote frivolity. For a play of such stark contrasts as Henry V, color design like this heightens the divide. By darkening the set and costumes of the English, adding occasional bright swathes of red in a flag or a curtain, while presenting the French in a variety of pastels, accented with gold, the art directors of this performance were able to distance the two nations in their solemnity towards the act of war.   Ã‚  Ã‚  Ã‚   The costume of the English, a mishmash of modern and renaissance styles, whether the padded flak armor style of the English, or the jackets-and-kilts style of the assisting Scottish, ranges from black to dark olive to a dingy gray; all in the same dim shade. Heavily contrasting this almost utter blackness are the silver accents: swords and necklaces, medals and rings. But even these give the whole of the English army a monochromatic scheme; if it weren’t for the faces and hands, one might start to see the play as a film shot in black and white (even more suggested with the occasional short films—all black and white—projected upon the backdrop). This darkness parallels the English army’s bleak view of the war: the French have insulted and withheld territory from Henry, and they far outnumber the English at the Battle of Agincourt. All this changes when the Earl of Cambridge, Lord Scroop, and Sir Thomas Gray are arrested for treason. When Ex eter rips their shoulder badges off, the bright red circle in the patch’s center is as clear as the sun. The color red, being the third most recognizable shade to the h... ...ndred, a large number of former squires that commanded units. The French costume enhanced their position toward the war, and was additionally boosted by the English contrast.   Ã‚  Ã‚  Ã‚   Color can play such an important role in theatre, and when it is used to show such a contrast, especially in a play of such preexisting contrasts as Henry V, it instills a new life in the two sides, while also revitalizing the conflict and drawing a clear line between the French and English. It is the same divide we see before and after the Great War, or before and after Vietnam. The view of war has changed in the modern eye, and the dark English costumes show this jaded view of war, with the French sharing the same frivolous view as the prewar 1900s, or the 1950s. And, even as these views are demonstrated in the text, the colors of the focus these perceptions in the mind of the viewer.

Christianity & Intelligence Essay examples -- Sociology Sociological R

Christianity & Intelligence Reed College has been widely regarded as a campus with a pro-atheist sentiment and an anti-religious outlook of the world. T-shirts that display the seal of the college advertise atheism as a concept of paramount importance. The aim of this psychological study was to determine whether students of Reed College implicitly associated Christianity with unintelligence and atheism with intelligence. Numerous Implicit Association Tests (IAT’s) have been used to determine whether or not people have underlying biases toward particular racial or social groups. Based on the speed of responses when associated with one ethnic group or another, one is able to determine just what sort of hidden biases may exist in the mind of the subject. Especially intriguing in this case is the idea that Christians may be construed as less intelligent than atheists on Reed’s campus. How does this construal, if present, affect diversity at Reed and the acceptance of various social and religious grou ps? Is there a certain degree to which individuals who cherish religious beliefs are ignored due to their association with Christianity? The goal of this study is to make a determination as to whether there is an association with intelligence and belief in a Christian God. This study will determine whether this association, if existent, is explicit or implicit, or both. Using an IAT, we will present various words associated with atheism and Christianity in addition to words associated with intelligence and stupidity. My hypothesis is that there will be a certain degree of underlying bias that views Christians as less intelligent individuals than atheists. The participants for this study were twelve students in the Intro Psycholog... ...ill feel less welcome here. Thus, religious and intellectual diversity are curbed due to various implicit and explicit associations. It is somewhat comforting to know that the research was limited in the fact that only a small sample size could be taken. Perhaps if an entire sample of the campus could have been measured, we would be able to find the direct implications of the research. As it happens, it would be very interesting to discuss and explore other modes that may limit diversity at Reed. Is there an implicit association with Republicans and non-intelligence? Do Reedies value the opinions of people from different social and ethnic groups less through implicit or even explicit associations? And does this carry a direct influence on those interested in matriculating at the college? These questions would be interesting to explore in future tests of association.

World War II: Pearl Harbor & The Pacific War Essay -- history, world w

Chaos and continual disorder encompassed the people across the globe in the years prior to the declaration of war between the Axis and Allied powers in 1939. The Great Depression that had struck soon after the First World War left much of the world unemployed and desperate for relief. Nationalism swept through Germany in response to the terms of the Versailles Treaty that ended World War I. China and Japan had been at war since Japanese troops invaded Manchuria in 1931. Germany, Italy, and Japan began multiple invasions and occupations of nearby countries. When they received no meaningful consequences for their aggressive actions, they felt emboldened and World War II began. In the midst of war and the growing totalitarian aggression, the United States passed several Neutrality Acts in an attempt to avoid involvement in another global war. Efforts to stay isolated from global conflict would lead to growing tensions between the main powers resulting in a rather inclusive war. After a vicious attack on their own home front staged by the Japanese, the United States catapulted into World War II. Over the course of the next six years the United States engage in continuous battles with Germany, Japan, and Italy on various fronts in Europe and the Pacific which necessitated a larger fighting force. Men like Raymond Barron Chavez courageously served as a naval serviceman during the war. Through his accounts on the Pearl Harbor attack and battles in the Pacific, we learn the first hand details of World War II. World War II reveals that leaving particular issues unresolved in terms of war will most likely lead to another one. The seeds of World War II in Europe began to sprout due to the Treaty of Versailles that ended World War I. A... ...ieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/110309756?accountid=6579 Bay, M. (Director). (2001). Pearl Harbor [Motion picture]. United States: Touchstone Home Video ;. Balsam, M. (Director). (20061970). Tora! Tora! Tora! [Motion picture]. United States: Twentieth Century Fox Home Entertainment. Calvocoressi, P., & Wint, G. (1999). The Penguin history of the Second World War. London: Penguin. Griffith, S. B. (1963). The battle for Guadalcanal ([1st ed.). Philadelphia: Lippincott. Leckie, R. (1995). Okinawa: the last battle of World War II. New York: Viking. Prange, G. W., Goldstein, D. M., & Dillon, K. V. (1988). December 7, 1941: the day the Japanese attacked Pearl Harbor. New York: McGraw-Hill. Smith, R. A., & Meehl, G. A. (2002). Pacific legacy: image and memory from World War II in the Pacific. New York: Abbeville Press.

Learning for Life Essay

Introduction I work at Hindley HMP YOI, Europe’s largest juvenile estate, which caters for male 15 – 18 year olds. Its catchment area embraces prisoners from England and Wales, inclusive of the home counties. This results in a diverse population with a mixture of cultural and social backgrounds and range of life experiences. The course I teach is Social Life Skills to the academic standards of Adult entry level three and Adult level one. The education department within Hindley is committed to providing a learning environment where the physical, mental and emotional well-being of the learners is intrinsic to everything we do. The provision of the Social and Life Skills curriculum meets the outcomes in a number of ways through units such as Healthy Living, Healthy Eating/Food and Nutrition, Food Preparation/Hygiene and Introduction to Drug and Alcohol awareness. In particular, these units promote positive sexual health and relationship choices through education about STI’s, responsibilities in a relationship as well as challenging the increased risk of sexual activity under the influence of intoxicating substances. These units also highlight the physical and emotional risks of using both legal and illegal substances and encourage positive lifestyle choices. This paper intends to examine how the subject offers an experiential and learning forum designed to enhance academic learning, increase knowledge, build strategies and provide learning for life. However does the environment in which I teach can ultimately affect the end result? Experiential Learning Activities based around subjects such as ‘Healthy Lifestyles’ , ‘Drug and Alcohol Awareness’ and ‘Sexual Health awareness’ strengthen the practical  elements of the course and learners gain essential life skills that are an integral aspect of the overall aims. This encourages young people to think about the reasons for which they engage in risky behaviour and allows exploration of alternative ways of gaining, for example, confidence and excitement. Throughout the course I try to promote self-esteem of the learners and highlight that substance misuse is not the answer to their problems. The negative psychological effects on a person’s mental health are also discussed and learners are encouraged to think about this both short and long term. The course also addresses the physical effects that substance misuse can have on a person, encouraging awareness of the damage that can occur so that they can make positive choices to avoid drugs or alcohol in the future. This increases the young person’s awareness of consequences of risky behaviour and promotes positive choices in relation to avoiding harmful substances. â€Å"As many as 90% of prisoners have a diagnosable mental illness, substance abuse problem or, often both. Among young offenders and juveniles that figure is even higher, ninety five per cent† (Department of Health and Prison Service, 2001) The course also covers the importance of maintaining personal fitness in promoting good health and how this can be achieved. It also makes learners consider the basis of healthy eating and how to create healthy balanced meals. The skills and knowledge gained through the course should empower the learners with the ability to make positive lifestyle choices which they can then use in their everyday life upon release. An opportunity to have this learning experience is essential to them moving forward into further opportunities and avoiding distraction that could hinder their eventual progress. The design and development of the ‘Life Skills’ curriculum within Hindley HMP does not escape the influence of a social and political agenda. It is not education for purely academic motives or for expanding the educational perspectives of the learner. The course has a firm learning towards establishing society’s norms and expectations and avoiding anti-social and anti-establishment practices. The term ‘rehabilitation’ assumes that things have already gone wrong and requires intervention. The most dedicated teacher employing sound and universally recognised theoretical perspectives can become embroiled in the pursuit of good and productive citizenship. To assist and help our learner group requires the recognition that they are, in the main, troubled young people who are in danger. Amongst a range of issues, a lack of, or failure to engage in the educational process has been a contributing factor and in the main, they have missed out on inspirational teaching in their formative years. In addition, they may have not have experienced the influence of ‘significant other’ motivation and support within an education setting. â€Å"We all have a wealth of talent, skills, knowledge and unique personal qualities. In some of us, these gifts may be as yet untapped, unrecognised, hidden or ignored. † (Magrill, Sanderson and Short, 2005) A great deal of the information delivered on the courses within my subject are essential knowledge for all young people and can been seen as fundamental within the range of sub cultures in a juvenile prison setting. The course assessment criteria can evaluate that the student has studied to a specified degree through portfolio completion, an observable demonstration that learning has taken place. It is only through the delivery, encompassing an extensive range of discussion, sharing of experiences and remedial review that can provide insight into internalisation and understanding. The most difficult aspect to assess is the extent to which increased knowledge and awareness will lead to any significant changes in immediate or future behaviour. Experience indicates that to attempt to preach adherence to society’s norms or adoption of moralistic viewpoints may risk immediate rejection. Barriers Although many institutes of learning are subject to the influences from a range of issues including environmental, social, cultural and in some cases the extremes of deprivation, all these factors and more are compounded within the prison system. In addition, our service can be far greater influenced, restricted and inhibited by political conditions and learner inhibitions. The utilisation of an extensive range of planning, delivery and evaluation theory does not always ensure that learning takes place. In many cases, our service users are placing a much greater emphasis at the lower end of the Maslovian scale with physical and safety needs at a higher level of necessity than investing in the rehabilitation process of which education is a component. â€Å"What is necessary to change a person is to change his awareness of himself. † Abraham Maslow When a young person enters the prison system they enter an environment that imposes significant influences on their day to day lives. Aside from the regime that inflicts rigid routines and restriction, they are also subject to the overt and covert sub-cultural expectations and alliances required to conform within that distinctive community. Many of the young people have extensive experience of operation outside society’s norms in an environment where adherence to the group and its values is paramount. Therefore, the educational system tends not to be an ideal forum of a captive audience, keen to utilise their time to enhance knowledge they may view as irrelevant to their present of future lives. In order to be an effective teacher within such an environment requires a range of skills and abilities. The knowledge and understanding of teaching theory is a necessary component to enhance delivery and promote learning. It is vital also to fully embrace the principles of non-discriminatory and non-judgemental practice. In addition, the tutor needs to be aware of their own value system and ensure they do not taint their teaching. The individually developed process to connections and engagement can inhibit or enhance the bond of trust that increases the possibility of a credible acceptance of hypothesis and factual information yet with all components in place, there are no guarantees that learning will be viewed as necessary of valid. An example of this is a learner who achieved high standards in the ‘Healthy Lifestyles’ module. He fully understood the concepts of diet, exercise and safe sex practices. He put many of the theories he had learned into practice including an extensive exercise regime. However, when asked whether he would continue with his healthier approach he replied, â€Å"I doubt it. When I get out I will probably be back on the drugs and sleeping rough if I’m on the run! † He would return to the same environment as before prison with the same peer group. The influences would be far stronger and for him, the reality of his situation. Conclusion Many other issues that individually may not be unique can combine and contrive to create serious barriers to the learning process. In addition to the aforementioned factors, language barriers, cultural issues, regional and even postcode and gang affiliations all bring contrasting and sometimes conflicting agenda’s to the classroom. Due to operational issues, the instances of session or course interruptions can be greater than is the norm in most other forms of learning. The range of subject specific experience and knowledge can often match or even exceed the subject matter. In the case of drug awareness, a number of the learners have been heavily involved in the drug scene for a number of years. They have first -hand experience encompassing the range from heavy recreational use, through addiction and even sophisticated drug preparation and dealing. As a result of these and many other mitigating factors one could question the validity of presenting the course to the identified group within identified environment. On the contrary, I feel that these very barriers make it essential necessity to present the facts, issues, consequences and alternatives. This will enable the learners to make considered and educated choices in their present and future functioning. The teacher works within a prison environment needs to recognise the difficulties involved in attempting to provide a programme of life skills education without having the opportunity of observing of their topics of choice have or will have any long effect or trigger a real change in long term behaviour. It is vital that the educator remains confident that their contribution to the overall rehabilitation process is enhancing the prospects of the students to achieve their potential. In conclusion, Social Life Skills is not any exact science with predictable outcomes based on formulae or pre-determined rules of order. It’s effect and influence cannot be easily gauged nor can success be readily evaluated. Learning for life it certainly is with a hope that some if not all the students will utilise the learning to promote positive personal benefits. Bibliography * Inspiration: Your Ultimate Calling – Wayne W. Dyer p130 * Changing the Outlook – A Strategy for Developing and Modernising Mental Health Services in Prisons – p3 * Developing access to Skills for Life for offender learners with learning difficulties or disabilities – p27.