9/11 Security Easures Essay

1.What impact did the events of 9/11 have on your sense of security/vulnerability? The events of September 11th brought a harsh reality to light. I remember sitting home thinking this wasn’t real and when I finally did catch on and see this was really happening I was overcome with fear. I wasn’t sure if we as a nation were safe or what would happen next. I kept saying to myself â€Å"How they can say they are here to protect us and this happens?† 2. Do you agree or disagree with the U.S. response to the attacks? I partially agree partially with the United States’ response to the attacks in terms of security measures and then the other part of me just shakes my head and wonder what it is the people in charge are thinking. I feel that with such high powered branches of government and security that the events of 9/11 should have never taken place. I appreciate the higher security to an extent at the airport but then it shouldn’t have taken such a tragic event for them have such high security measures in place then on the other side of the scope it’s inconvenient for everyone else involved to have to adjust to new procedures when the government dropped the ball. Going to war wasn’t the answer at all to punish someone for taking lives we go takes lives of their nation by risking the lives of more people from ours†¦I’m extremely confused with this practice. See more: Strategic Management Process Essay †¢Which aspects of the U.S. response do you feel have been most successful and effective? None of them, even with more security efforts in place it has only made a bigger issue arise in the process some are harassed more than others because of nationality I have been with Arabian and Egyptian friends at the airport and have had to wait longer with them as they were drilled about what part of the U.S they were going to questions about the birthplaces of their parents and even their own birthplaces. Is this what we have reduced ourselves down to? †¢Which aspects of the U.S. response do you feel have been least effective or even counter-productive? War period †¢Do you feel safer now than they did after 9/11? Why or why not? I still feel the same no one is safe not here in the U.S and not those outside our country the response to the 9/11 attacks goes against everything being an American is about. †¢What areas of vulnerability do you think have not been addressed that should be? The vulnerability of our people to depend on each other and the government to support us, provide us with a sense of security/protection, and to give us a voice to be heard to say what actions are taken in such tragic events. †¢Do you agree or disagree with the term â€Å"War on Terrorism?† Do you think the â€Å"war† will ever be â€Å"won†, and all terrorist threats completely eliminated? If you disagree on the term, what would you suggest as an alternative? I strongly disagree with the term â€Å"war on Terrorism†! This war will never end there will always be someone somewhere who doesn’t agree with the practices of another individual, group, or country. This comes from â€Å"societies† teachings of making one group more superior than the other until that cycle alone is broken there will be a new breed of â€Å"terrorists/terrorism† everyday. †¢Do they feel civil liberties, including privacy rights, have been curtailed significantly in the wake of the U.S. response? If so, in what way? Is some curtailment of some civil liberties for some individuals a necessary step, even if not ideal? Doyou agree with the government’s justifications for wiretapping, etc? All in all I actually believe that some civil liberties have in fact been curtailed, however, no matter how you try to turn it you can’t have me say that its’ right. Everyone is entitled to his/her privacy no matter who they are and what they have done before in life. I don’t feel anything justifies the reasoning behind the government wanting to use wiretapping or video surveillance to pry into the personal lives of any individual I understand that this helps to stop these so called terrorists but then again it’s a way for the government to bully people by taking their private feelings and using them against them. †¢Do you agree with holding captured suspects indefinitely, without charge? Or do you think suspects should enjoy due process and be tried in civilian courts? I think everyone should be given the right to due process and how can you hold someone indefinitely without charging them of something in my mind that would be kidnapping/false imprisonment and that’s preposterous! †¢What are your thoughts on secret prisons, extraordinary rendition, and the Enemy Combatants at Guantanamo Bay? Secret prisons†¦somewhere I can take someone and do anything imaginable to them and they either not return or comeback badly beaten yet have no proof of where they were when this happened which means no evidence and possibly they don’t even see the person who does the harm to them. Where is the fairness/justice in this the government justifies their inhumane treatment of others with the word â€Å"terrorism†, yet isn’t the government guilty of doing the same thing that we imprison â€Å"serial killers, rapists, etc.† for? The government at first said that no torture went on at Guantanamo Bay that the detainees were only being held for questioning then one person came out and admitted that Mohammed was being tortured there and we expect protection from a government that constantly lies to us. †¢Do you agree with the rationale behind the invasion of either Afghanistan or Iraq or both? There really is no rationale behind it unless you are trying to say that since they came and used our planes to destroy our buildings and kill our people that we have every right to go over to their territory and shoot, bomb, and kill their people. Yea sure that’s very rational indeed let’s go do the same thing they did to us â€Å"that will make it better† †¢Are citizens of other countries at all justified in their negative view of America’s stand in the World? Yes they are America is at war with itself and that only makes the other countries wonder how we could be in power of anything. China has had several problems with dynasty leaders but they rose up as a people to overcome that. America has problems and they branch of into several groups screaming for the spotlight without any real answers to the problems here everyone wants to be right where in other places it’s about simply getting better than what they are currently dealing with a chance for growth. Something America has forgotten about.

How Personal Educational Experiences Influence Teaching Education Essay

Teaching is an extraordinary calling that requires love, regard and dedication and good instructors would ever desire to convey large alterations in kids ‘s lives. So as pedagogues we need to be equipped with subject, accomplishments, and develop new thoughts and techniques and germinate with altering political orientations to heighten kids ‘s acquisition who would invariably necessitate motive and support. Teachers seeking life-long acquisition must admit and follow alteration to better pattern ( Vossler, Waitere-Ang, & A ; Adams, 2005 ) . As we go through life, it is indispensable that we learn who we are, and have the ability to recognize and turn from our ain personal strengths and failings. Knowing what we are good at and what we are weak in is the lone manner we can genuinely turn as persons. This cognition helps us to carry through the ends we set for ourselves in life. Pulling on a scope of literature below are my contemplations which province my emerging doctrine of instruction and acquisition supported by artifacts from my instruction experiences along with the spreads in my instruction pattern and my action program on how I would turn to these spreads. Metaphor To me kids are alone, competent and confident scholars like crewmans who explore the sea which can be compared to a multi-literate and bi-cultural environment that provides eternal chances. The instructor ‘s function in my metaphor is like a usher who works in partnership with parents to follow the kids ‘s involvements. I strongly believe the relationships between the kid, instructor and parent is a cardinal factor which brings out the potency, creativeness and thought of kid. The instructor as a usher celebrates the diverseness of larning kids conveying from their universes as travelers due to assorted temperaments. As a usher the instructor creates wealth of fantastic larning chances or high spots natural chances that arise. As a scholar, a instructor engages in enquires created by kids with kids – in both functions teacher will see kids ‘s enquires as valuable, inspire advanced ideas, provoke admiration and act as a compassionate being. Both the instructor ‘s and the kid ‘s function is based on the construct of Ako where they teach every bit good as learn together. The relationship between the instructor and the scholar is based on trust and the function of the instructor is to construct positive, respectful and antiphonal relationship with the kids and their households and work collaboratively and take multiple positions into position. The instructor as a usher observes, aids, suggests and when things are traveling good melt into the corners of the schoolroom since the scholars as crewmans know their finish. As a usher the instructor provides right degree of challenges for kids to research but at the same clip takes attention of their safety facets. The kids ‘s functions as crewmans involve taking the lead and research the universe through all their senses. In my metaphor kids are active scholars who look frontward for larning experiences which value their involvement and utilize their linguistic communication and concluding for assorted intents. Children are empowered to portion their involvement and civilization with others and recognize themselves as competent and confident scholars. The instructors should move as positive function theoretical accounts and do certain the outlook of kids ‘s journey is meaningful, exciting and reliable. The pupils will see themselves reflected on this journey and come up with inquiries on this journey and both instructors and pupils will hold the power to assist them happen the replies. How my personal educational experiences influenced my metaphor As a pupil I was influenced by the talks of my wise mans and through content cognition and researches I became cognizant of how critical it is for instructors to supply a stimulating and safe environment where kids ‘s involvement can be followed and sustained. I understood how societal constructivist theories underpin much of early childhood teaching method and the importance of developing the multi-literacy accomplishments of kids for which as pedagogues we need to reconsider a methodological analysis and context for kids ‘s acquisition. My Lectors imparted me with the importance of supplying rich art programmes to enrich the optimum acquisition chances. As a instructor from my perspective ocular images are powerful signifier of communicating since we live in multiple communities. So during my TE I set up aesthetically delighting environment by traping up pictures stand foring the diverse civilizations of my schoolroom which stimulated the kids to research and detect the work of their equals and this encouraged societal interaction among kids. Teachers should expose kids to multiple chances and back up them in their preferable activities ( Young-Loveridge, Peters & A ; Carr, 1997 ) I was able to back up kids ‘s literacy acquisition by placing their personal penchants. During both my Teaching Experiences I communicated with parents personally and besides through letters bespeaking them to place their kids ‘s front-runner narratives and vocals and convey it to category for sharing it with others which involved parent engagement. I besides made certain I was wholly cognizant of the intrinsic inside informations of my civilization before turn toing the cultural literacy demands of my scholars which I feel is really important. I learnt to correctly pronounce Karakia from Maori kids and their parents which reflects the construct of Ako in my metaphor. During my first Teaching Experience a yearling James showed great involvement in reading his front-runner book which had the image of Mama and his babe sloth. I encouraged and reinforced his involvement by rereading his favorite book whenever he wanted me to and engaged self-generated conversations with him to construct positive relationships. I understood James had demonstrated strong assurance in me and trusted that I would read his book whenever he needed. I besides did a research about why he was so affiliated to this book by speaking with my Associated Teacher and his parent and found out this was due to the reaching of his new babe brother. I found kids are fond of making their ain readings based from their experiences. All these experiences had an overall impact on my metaphor of instruction. Doctrine What does it take to be a good instructor? I believe the undermentioned qualities shape up a good instructor. A good instructor has to be passionate about his occupation. The instructors should see all kids as confident, competent scholars in multi-literate and bi-cultural environments and observe the diverseness of larning kids conveying from their universes. A instructor needs to hold positive, respectful, antiphonal relationships and interactions with their scholars and households and happen out the multiple positions. Good instructors would be caring, empathic and connect at personal degree with the kids and show echt involvement in their universe. â€Å" Good instructors are universally identified by pupils as those who care † ( Day, 2009, p.5 ) . Teachers should value the impression of partnership and work hand in glove and collaboratively with parents and co-workers to heighten and enrich kids ‘s involvement and critical thought. â€Å" Teachers need to set up positive relationships based on courtesy, common trust and unfastened communicating with parents/families and ne ed to work hand in glove, portion expertness and cognition with co-workers † ( Groundwater-Smith, Ewing & A ; Le Cornu, 2007, p. 334 ) . Good Teachs should function pattern good behavior, show heat, enthusiasm and be more resilient. Teachers have an consciousness of the societal and cultural experiences of their scholars and make concrete larning experiences by supplying a stimulating environment to do kids ‘s acquisition explicit. Teachers should efficaciously measure, assess kids ‘s acquisition, supply utile feedbacks and highlight the positive side of the scholars and portion it with parents. More importantly instructors need to listen to their scholars and admit them at all times to promote and actuate them. â€Å" Teachers can do seeable the kids ‘s acquisition procedures and their ain instruction patterns as they interact and listen to kids † ( Taguchi, 2006, p. 262 ) . Good instructors will hold high outlooks for their scholars and will take an inclusive attack and critically reflect on their acquisition. â€Å" Having high outlooks of scholars and holding a well informed program of ac tion is besides of import † ( Ball, Russell & A ; Smales, 2005, p. 290 ) . What sort of environments enhance pupil acquisition? I believe we should supply a nurturing and stimulating environment for the kids to hold a sense of belonging and heighten their anterior acquisition to do connexions and ease societal interactions with equals. The environment should authorise them by supplying chances to research for holistic development. As pedagogues I believe the environment should value kids ‘s thoughts and parts and back up their temperaments. The resources should back up kids ‘s demands and acquisition. The kids should be seen as active scholars and equal chances should be provided for all pupils. â€Å" Teachers will necessitate to develop inclusive attacks and a schoolroom environment where all kids are valued as persons in which there are high outlooks for all † ( Smith, 2008, p. 50 ) . Overall the environment should ease activities based on kids ‘s involvement and instructors should see the societal facets which promote kids ‘s acquisition to develop a love of acquisition and attending to do them womb-to-tomb scholars. â€Å" It is critical when believing about the acquisition environments instructors must besides see the societal facets that contribute to the acquisition procedure † ( Perry, 2004, p. 101 ) . What portion should household and whanau drama in pupils ‘ acquisition? Parents should work in partnership with instructors in measuring the course of study and supply concrete feedbacks and portion their aspirations, outlooks and positions for their kids. Parents should supply information about their kid ‘s involvements, experiences and anterior cognition and take portion in the appraisal. â€Å" Families should be a portion of the appraisal and rating of the course of study every bit good as of kids ‘s acquisition and development † ( Ministry of Education, 1996, p.30 ) . Parents should promote and actuate their kid ‘s temperaments by widening it in place scenes and have responsive relationships and interactions with instructors to further their kids ‘s acquisition. From my perspective parents should promote their kid to portion their linguistic communication, civilization and involvement in school. â€Å" The cognition and expertness of the kids and whanau is recognised and they are encouraged to lend these † ( Tho rnton, 2010, p. 5 ) What does bi-culturalism mean to you as instructor? To me as a instructor bi-culturalism is to value Maori linguistic communication, civilization and cognition in order to supply equal chances for Maori kids to accomplish success and for these instructors should hold mutual interactions and dealingss with their scholars and whanau. Bi-culturalism is to recognize both the spouses of pact of Waitangi every bit and admit Maoris as Tangata whenua and handle them with regard. Teachers should admit and encompass Maori cognition, linguistic communication, civilization and values in their pattern by guaranting equal chances to Maori kids. They should understand Maori ways of instruction, power sharing and seek Maori parts and have mutual relationships with Maori kids and whanau. The Kaupapa Maori attack requires that pedagogues non stand back as aloof but involve themselves enthusiastically in the procedure and the jubilation of acquisition and success ( Rameka, 2007, p. 135 ) . My ain values and beliefs To me my values and beliefs are profoundly held strong beliefs which guide my behaviors and determinations and I see them as constituents of a life of unity. I accumulated my values and beliefs from childhood based on instructions and observations of my household, instructors and other influential people. To esteem, recognise and appreciate other civilizations along with mutual interactions and relationships with other people are some of the values I ingrained from the people of my land. I believe my hereditary land gave our household an individuality which gave me a sense of belonging. Similarly I believe that my scholars should associate to their topographic point in order to construct effectual relationships and to cognize who they are. Dewey says that the kid is isolated if its involvement is non connected with his topographic point ( Smith, 2002 ) . I besides believe that each scholar has an innate capacity to larn. How my values and beliefs have been affirmed During my Teaching Practice through my mutual interactions I was able to derive the assurance of kids, households and co-workers and this helped me in holding positive relationships with them and by confidently utilizing Te reo I was able to link myself with the Maori kids and their households through which they felt valued. I was able to supply concrete acquisition experiences for my scholars utilizing Place Based Education which stressed the importance of their topographic point and I believe they were empowered and gained a sense of belonging. Topographic point Based Education challenges all pedagogues to believe about how the geographic expedition of topographic points can go portion of how course of study is organised and conceived ( Gruenewald, 2003, p. 8 ) . So from my practical instruction experiences my ain values and beliefs were affirmed. How one of my values and beliefs has been challenged Having studied in India where the acquisition environment was teacher directed and fixed course of study was followed, as scholars we believed that we need to follow our instructors in contrast to the New Zealand early childhood course of study where we follow kids ‘s involvement. Initially it was rather disputing to accomplish the balance between kid initiated and teacher initiated activities. How they have changed Now I personally believe being a instructor I belong to the scholars ‘ environment. So during my Teaching Experiences when I followed the kids ‘s involvement I was able to enrich and widen kids ‘s every twenty-four hours larning experiences. As Bishop & A ; Glynn ( 1999, p. 132 ) urge our instruction should be child- or learner-centred, wherein pupils should larn to believe for themselves and go independent scholars. I practically found one scheme will non work for everybody and as a instructor by using multiple schemes I was able to run into the single demands of each scholars and was able to ease acquisition experiences where kids were able to do more of ego find. This I believe helped in supplying kids with optimum larning experiences. By understanding each and every kid in my Centre I was able to link good with them and back up them in making their ain readings based from their experiences. This helped me in accomplishing a balance between kid initiated and teac her initiated activities. III ARTEFACTS Below are my artifacts which support my emerging doctrine of instruction and acquisition in action. FIRST ARTEFACT My first artifact is feedbacks from parents in the signifier of electronic mail and missive. daksha chettiar to me Oct 14 Hi Meera,AHow are you and your household?AMeera is good organized and really efficient instructor. Under her counsel I could happen outA Noels hidden endowment. He started reacting to others, to narratives and imagined thoughts.AOne twenty-four hours he bought a missive the thoughts expressed by Noel and missive written by Meera I was shocked to read the love and fondness he had for his household. This was possible merely because of Meera, because of her particular attending towards him.AShe takes a particular involvement in cognizing the kid and recognizing his involvement in an activity.AIts because of her attempts Noel gained assurance with the rites, modus operandis and regular events at kindergarten.AMeera is loving, caring and really sort to all the kidsAATHANKS, Daksha. The above artifact of feedbacks reveals how imperative it is for instructors to hold positive relationships and interactions with their scholars and how they impact their acquisition. I have chosen these feedbacks as my artifacts since they clearly support my doctrine of lovingness, respectful and antiphonal relationships that are reliable within the larning community. â€Å" Warm, supportive relationships between grownups and kids are of import in advancing acquisition † ( Arthur, Beecher, Dockett, Farmer, & A ; Death, 2005, p. 270 ) . It is apparent that I was able to back up my scholars cognitively and emotionally in different contexts by understanding them and their positions. By supplying them assorted chances I believe I was able to construct up the kids ‘s self-pride, their rational and societal competences. The electronic mail was sent by the female parent of a kid, Noel, a pupil in the Kindergarten where I had my Teaching Experience where the female parent had expressed her feelings about how I had helped in conveying out her boy ‘s endowments and his fondness for their household. I was able to understand through her email the trust and assurance which Noel and her household had imposed in me which was due to our positive relationship. I was elated and at the same clip this made me understand how critical it is for instructors to derive the assurance of households. Though English was his 2nd linguistic communication Noel was really acute in showing his thoughts in different ways and loved to pass on a batch. I understood his positions, involvements and interacted a batch with him which built Noel ‘s trust in me and we connected good. Besides through my interactions with Noel ‘s parents I was able to cognize his fond regard with household members. One twenty-four hours when Noel ‘s male parent left to Auckland he told me that he wished his pa was at that place to take him for shopping. So I suggested him to compose a missive to his parents and this I believe excited Noel and as he expressed his ideas I wrote a missive for him which explicitly described his love for his household. And on having this missive from Noel his parents were overwhelmed by their boy ‘s fondness which is apparent from the above electronic mail. I supported and acknowledged Noel and gave feedbacks on several occasions to pass on and stand for his thoughts through which I believe Noel was able to research himself which boosted his ego assurance and regard. A missive from Nicholas ‘s parents in response to my larning narrative Nicholas felt sad about traveling to Kindy. When it was clip to go forth place and caput off to Kindy he would state he did n't desire to travel and get down to shout†¦ .. He came place from Kindy and told us about the shadow game†¦ †¦ At the weekend we went to Te dad and looked at our shadows under different limelights. Nick told us once more about the shadow game at Kindy. We talked about how he would travel to Kindy the following twenty-four hours and alternatively of his usual â€Å" I do n't wish Kindy, he gave us a large smiling! We noticed a large difference in Nick ‘s assurance and willingness to come to Kindy. Meera helped Nick to come out of his shell. We are thankful for the learning narrative so that we could see what was behind his displacement in attitude. This missive highlights how I supported and helped the kid Nicholas to get the better of the challenges he faced during the passage through my antiphonal relationship with him and household. This missive clearly shows the instructor ‘s demand to be sensitive to the scholar ‘s demands and run into them efficaciously which is one of my emerging doctrines in learning. Te Whariki ( 1996 ) states that â€Å" kids trust their emotional demands will be responded to † ( Ministry of Education, p. 50 ) . During my Teaching Experience I noticed Nicholas shouting a batch and seldom commixture with other kids. I found he was unsettled and was non able to link himself with the Kindergarten since he was happening it hard to organize relationships. So holding understood Nicholas I decided to pay particular attending and support him for a successful passage. By recognizing his involvement in shadows I encouraged him to play shadow games with me through which easy he was able to org anize friendly relationship with his equals. Through the shadow drama I co-constructed Nicholas to exhibit his leading qualities by playing with the shadows of his favorite ace heroes. When his parents learnt about the alteration in Nicholas through my learning narrative and interactions with me, they felt really happy and thanked me. When the other instructors appreciated me I felt elated and I realised how of import it is to back up kids ‘s involvement during hard times. Close secure relationship provide an chance for kids to larn, play and research ( Watson, 2001 ) . Second ARTEFACT ( exposure ) The feedback on the above exposure on my bi-cultural undertaking work by Visiting Lecturer reads as follows.. Excellent group work on your bi-cultural undertaking. The completed work was exciting to look at and at the same clip really much â€Å" owned † by the kids. Well done. You are really positive, unfastened and enthusiastic in learning in a bi-cultural manner. stands as an grounds to back up my bi-cultural pattern during my teaching experience at Lyall Bay Kindergarten where I incorporated Place Based Education. I chose the above exposure as my artifacts because they clearly make it seeable how I supported Maori kids along with other kids by supplying culturally appropriate acquisition environment and authorising kids to be active scholars. Research shows that instructors with positive focal point are committed they create appropriate cultural ways of acquisition and do alterations in the accomplishment of Maori kids ( Erb, 2010, p. 4 ) . The above artifact besides supports my emerging doctrine on bi-culturalism where I feel kids should be given equal chances to research and portion their civilization, linguistic communication and values and have a voice in determination devising. One of my doctrines is as pedagogues we should understand Maori ways of learning through which Maori kids and their families/whanau feel included and valued. Children achieve better when there is a close relationship in footings of linguistic communication and civilization between place and school ( Ministry of Education, 2004, Book 3, p. 3 ) . I besides believe that instructors ‘ cognition about Maori civilization and their linguistic communication will hold a strong, positive impact on the Maori kids. This was seeable when I interacted a batch with the Maori kids and their Whanau to understand their aspirations and positions. When instructors have face to confront relationships and interactions with Maori kids it will hold a important impact on their educational accomplishment ( Penetito, 2008, p. 15 ) . The artifacts besides reveal how I was influenced by the Place Based Education which I was inspired from my academic acquisition. When I went to Lyall Bay Kindergarten for my Teaching Experience through my interactions with instructors, parents and kids I found the Kupe narrative had an of import function to play in linking them to the environment and I learnt about its history by sing the local Maori community which gave me an penetration about the significance of the topographic point and its civilization. So I decided to make a undertaking utilizing the local narrative ‘the fable of Kupe ‘ to beef up kids ‘s connexion with their topographic point. As Dubel and Sobel ( 2008 ) conclude there is better result when you know your ain topographic point foremost which contributes to better larning temperaments. I foremost read the Kupe narrative to kids and used a batch of Te reo words and encouraged the kids to state the narrative in their ain words. The following twenty-four hours I made a chart with keywords of Kupe narrative along with the map of Aotearoa, showed and explained to the kids and invited them to lend their drawings. I besides brought an Atlas and showed them where geographically Aotearoa was located. This stimulated the kids to show great involvement in pulling images. The kids worked collaboratively and drew images for the narrative by sharing thoughts by revisiting the narrative. â€Å" Children can pattern utilizing sense doing procedures they bring to the relationship and portion these with others as of right † ( Bishop, 2003, p. 226 ) . The kids worked with great engagement and subsequently enacted the drama of the narrative by looking at their ain drawings from the char and practised the constructs of Tuakana/Tena. Tuakana/tena is an of import moral force of wh anaungatanga and hence Tuakana to her or his tena is acceptable and in fact is encouraged from an early age ( Royal-Tangaere, A, 1997, p. 50 ) . I facilitated them with cultural resources and invited parents and co-workers to go the audiences and this triggered a batch of interaction between me and the kids. This attack encouraged the holistic manner of kids cognizing their individuality and topographic point and their well being was nurtured and they were empowered as scholars. The kids shared the thoughts about the narrative of Kupe with their household and friends. â€Å" Within a socio-cultural position kids ‘s development and acquisition is a map of their engagement within their households, communities and institutional scenes ( McLachlan, 2008, p. 110 ) . And besides during this undertaking I learnt from kids and parents the right manner of stating karakia and some of their customary pattern which reflects the construct of Ako. â€Å" In the Maori universe it is an acceptable pattern for the scholar to switch functions and go the instructor and for the instructor to go the scholar † ( Royal Tangaere, A, 1997, p. 50 ) . IV GAP Identification and analysis How am I traveling – two countries of strength I believe that my caring respectful and antiphonal relationships along with interactions with kids, household and co-workers as one of my strength. This was apparent during my Teaching Experience when I took attention of my scholars and was sensitive to their demands. By listening to my scholars I was able to demo that I respect their respect involvement, values and cognition. I frequently supported and acknowledged kids. From many cases I understood that when kids trust a instructor and cognize that their voice really matters it strengthens in constructing up positive relationships. This was apparent when my scholars invariably shared their positions and sought my aid when needed and one small miss introduced me to her female parent as her friend and I felt elated. This incident made me gain that kids see instructors in assorted functions. I consider relationship edifice is of import and I genuinely enjoyed meeting parents and acquiring to cognize them and I feel it was priceless fo r me as a instructor. I besides took pleasance in seeking the suggestions, accomplishments and positions of other instructors which helped me in constructing positive relationships with my co-workers. Through my interactions I was able to inquire many unfastened ended inquiries which I believe enhanced kids ‘s cognitive thought and through my warm interactions. I was able to supply emotional support to kids in times of demand. I believe this strength of mine is apparent from my feedback given by my visiting Lecturers, Associate Teacher, parents, kids and PDM. When I see the freshness in my kids ‘s faces when they learn something new it gives me a sense of accomplishment. Strength II I consider myself as a brooding individual and this trait is besides apparent as a instructor where I often looked back on my instruction experiences so that I could understand my ain pattern and do alterations and accommodate myself to accommodate the changing demands of my scholars. This is apparent from my PDM and Visiting Lecturer ‘s study. Reflecting on my public presentation as a instructor I believe is one signifier of feedback. Keeping a diary and composing down my twenty-four hours today experiences as a instructor helped me to reflect and larn from experience and by rereading the diary I found that overtime I have developed and need to develop schemes to cover with peculiar learning jobs. I feel it is besides a manner of continually disputing my current behavior and guaranting that my instruction is developed and enhanced. I besides reflect to inform my believing about a specific activity to measure any developments and its affiliated appraisals which could help in my instruction pattern. During my TE being reflective has helped me to recognize the influence of my co-workers around me which aided me to back up my scholars in their acquisition. This was apparent when I sought frequent and constructive feedbacks from parents and co-workers and used it my personal and professional development. I realise that my co-workers can state me more about my instruction than I can detect by myself. This has helped me to work more towards in heightening kids ‘s acquisition and be cognizant of diverse positions. Two countries of challenge and further development When I tend to make things with enthusiasm sometimes I may lose detecting the cues of other kids while I am engaged with a peculiar kid. So I need to regularly scan the wider environment to detect safety issues and look into for kids ‘s cues and do some personal research. At times when kids have struggles I find it difficult to manage the state of affairs due to my soft nature. For farther development I need to detect how my co-workers cover with struggles and larn more schemes of positive counsel accomplishments. Where am i traveling Gaps and the possible grounds Though I believe instructors enthusiasm has positive effects on the scholars ‘ accomplishment, at times due to my over indulgence I may non detect larning chances for larger group. I feel the ground for this spread is I ever seek to make my best and sometimes I get profoundly engrossed with a peculiar kid or an activity. The end for this spread would be to further a existent sensitiveness in what is go oning farther off but still around me and acquire changeless support and petition for constructive feedbacks from co-workers and make some personal research and learn schemes of clip direction and positioning people. I need to understand the assorted state of affairss and grounds for kids ‘s struggles in order to manage them. I need to be more effectual in the manner I handle kids ‘s struggles because merely so I will be able to back up and steer kids how to manage struggles. My end for this spread would be to develop repertory of effectual schemes of positive counsel accomplishments to learn kids accepted options, to see the grounds and put in practical footings. And besides I would exert effectual responses by get downing from low intercession to high intercession depending on the state of affairs. ACTION Plan My action program for bridging the spread of over enthusiasm would be to reign my over enthusiasm, step back, observe and utilize my strength of refection to place under what fortunes I involve profoundly. The specific actions would be to make some personal research on how I can accomplish a balance of my enthusiasm. In order to be more effectual I plan to work on larning specific learning techniques like placement, grouping and scheduling which I believe would assist to better my instruction pattern. As a first measure I would utilize the technique of positioning people and would do myself available near a acquisition experience where I can easy scan the environment on a regular footing to guarantee kids ‘s safety ( McNaughton & A ; Williams, 2009, p. 143 ) . This I believe would assist me to detect kids ‘s cues and notice larning chances of a larger group. As the following measure I would acquire suggestions from my co-workers and state them and kids about what I say an d do in order to widen their acquisition. I understand it is really of import for instructors to pull off their clip because as a instructor you need to assign your clip for assorted undertakings. So I would utilize the technique of Scheduling to strike a balance to pass clip with all scholars. For this I would organize and be after clip by taking into consideration the different demands of the kids. I will allocate my clip every bit between my scholars. I shall utilize the technique of grouping to cognize my instruction and acquisition ends for my kids and its influences on how I group kids ( McNaughton & A ; Williams, 2009, p. 108 ) . I would besides observe the grouping schemes of the Centre and discuss with my co-workers about the pros and cons of grouping ( McNaughton & A ; Williams, 2009, p. 113 ) . I will measure my advancement by acquiring changeless feedback from my co-workers about my instruction pattern and by entering the different ways in which I place myself in relation to kids and observe how long I stayed in each topographic point and see how I ensured safe supervising and notice peculiar acquisition experiences. I would besides look back at my appraisals in the signifier of remarks and feedbacks, categorize them together along with my larning narratives and utilize it like a research to consolidate information of what I did with the kids and what alterations I could do in the hereafter. For accomplishing this action program I would put a clip frame of two months to larn one scheme. So by the terminal of the twelvemonth of my hereafter pattern I believe I could larn all the coveted schemes in deepness and set into pattern boulder clay I evolve to make it in flawlessness. My action program to cover with kids ‘s struggles would be to detect in deepness the manner my co-workers handle conflict state of affairss and develop positive counsel accomplishments. Besides I would be after alternate schemes I could utilize in peculiar struggle state of affairss for illustration inquiring the kids to utilize their words and assisting them to read another individual ‘s feelings and if this does non work shall seek to happen out why it did n't work. Initially I would construct my consciousness of happening out my kids ‘s purpose in order to assist them do clear their ain apprehension of the struggles. I would co-construct and steer kids to work out their struggles and allow kids to work out things themselves. â€Å" Teachers who use counsel provide leading so that kids can interact successfully within the sensible boundaries of the schoolroom community † ( Gartrell, 1995, p. 27 ) . To get down with I would get down covering from low interce ssion struggles and so travel to high intercession depending on the state of affairs. During times of high intercession degrees of struggles as a get downing instructor I would seek the changeless support of my co-workers and at times request them to be with me to detect how I handle struggles and acquire their feedbacks on what I could make in a different manner during those state of affairss. My specific actions would be to avoid kids ‘s struggles by happening out the causes which lead to the state of affairs and on my portion I would make positive environment and do simple physical alterations by supplying ample stuffs which are easy accessible to kids. I would inquire kids ‘s sentiment of what points they like while puting up the environment. I shall besides promote parents to portion their thoughts about how they deal with struggle state of affairss at place. During struggles I would explicate to kids that it ‘s merely their behavior which is incorrect and acknowledge their feelings. I shall inquire the kids to explicate what they would make otherwise and have the kid agree on a feasible thought, assist them to seek it out and eventually look into how the thought works by appreciating the attempt made by the kids. I would measure my advancement by self-monitoring invariably, by oppugning my actions during struggles and I would besides detect if the kids are with me or am I losing control of them during struggles. And I believe the value attached to self-monitoring is, it is immediate, changeless and meaningful. I shall measure my advancement by seeking my co-workers ‘ positions on how I handle the state of affairs. This feedback would be by a individual who has professional expertness in the same field and I believe would be honest whether positive or negative since it does non affect their personal interest. Decision Through taking the personal stock list of my strengths and challenges in my instruction pattern I have determined what I need to make non merely to better understand where I am as a instructor but besides how to better my hereafter learning pattern and back up my scholars. In future I would modify my learning schemes as I move into a new context as a instructor and add it in my portfolio. By reenforcing my strength and get the better ofing my challenges I believe I will be more successful in my professional life.

Effects of Technology on our Daily Life Essay Example | Topics and Well Written Essays - 500 words

Effects of Technology on our Daily Life - Essay Example Computers are used in education and made it easier for students to carry out information about any topic easily. The use of computer and internet has made it easier for businesses and to gather data and information. People are now also free to transfer useful information to each other using this advancement of technology. Hospitals, railway stations, schools, colleges, airports, businesses are all kind of depended on computers these days. Their drawbacks associated with computers include the time that students and young generation waste playing games, chatting, listening to music and net surfing. In addition, the continuously changing software has made it impossible for older employees to continue working with the new technological advancements at their workplaces. This factor has led to an increase in unemployment. However, there is a technique available to solve this issue which involves the participation of employees in training programs but it would lead to higher costs for the b usinesses. The security issues that are linked to the data stored in computers are also counted as a drawback of computers. Cell phones are one of the fastest ways of communication today. They have brought a great change in the communication means. People are now able to communicate with each other from any part of the world.

Clinical Immunology Essay Example | Topics and Well Written Essays - 500 words

Clinical Immunology - Essay Example On the other hand clinical immunology is the branch which is more important in applied medicine because it deals with those diseases which come into being due to malfunctioning of the immune system. Malfunctioning can be due to dysfunctional immune system or due to any abnormal malignant growth in the cells of immune system. The value of immunological mechanism in pathogenesis and transmission of disease is reflected in the context of prophylactic immunization or the therapeutic manipulation of immune response. These intellectual and practical considerations have created a pathway to establishment of new discipline called clinical immunology (Denman, 1981 pg.277). The diseases which cause malfunctioning of the immune system fall into two subtypes which are the autoimmune diseases and the immunodeficiency diseases. Autoimmune diseases are the ones in which our defensive immune system starts attacking are own body. Best known examples of autoimmune diseases are myasthenia gravis, Hashimoto’s thyroiditis and rheumatoid arthritis. Immunodeficiency diseases occur when the system cannot give proper response after foreign insult. Chronic granulomatous diseases are common immunodeficiency diseases. The most common and lethal immunodeficiency disorder is AIDS. Human immunodeficiency virus affects the body of the affected individual and starts competing with the normal cells of the body (Stern, 1981 pg.206). Another modern intervention the field of clinical immunology is dealing with is transplant rejection. Clinical immunologists work day in and day out to prevent transplant rejections which may occur if the host’s body rejects the tissu e that is being transplanted (Murphy, Porett and Turka, 2011 pg.39). Our immune system is our very own army. Its two arms, acquired and inate provide us with protection against internal and external insults. These insults can be lethal. With

EQUITY AND TRUST Critically examine the contribution made by the trust Essay

EQUITY AND TRUST Critically examine the contribution made by the trust to the following area of law Unauthorised profits made by a fiduciary - Essay Example This is a right in property that is held in a fiduciary relationship by one party for the benefit of another. The person or the organization who/that holds the title to the trust property is trustee and the person who receives benefits is the beneficiary. The creation of trusts is generally a conjunction with a will and other elements of estate planning. There is a frame work for the validity and limitations of a trust. There is a code that governs the affairs of the estates of deceased owners and intestate properties. This even determines the place, the intestate properties have to go thus enabling the importance of trusts and making the limitations as guidelines. 2 The concept of trust is widely used in charity purposes. According to Charity Act 2006 in UK, the charity organization is the one that is established for charitable purposes or the one which falls to be subject to the control of the high court in the exercise of jurisdiction with respect to charities. 3 According to public benefit test of the charities act 2006The concept of trust involves public benefit also. The charitable organisations need to be delivering public benefits. This should be according to the guidance of charity commission for England and persuaded by them. The public benefit nature of the trusts may result in the unauthorised benefits or profits for the fiduciary. 4 4. Fiduciary Duty Fiduciary duty contains obligations regarding loyalty and faithfulness. The execution of duties regarding loyalty and faithfulness may result in accruing unauthorised profits for fiduciary. As there is a chance of making unauthorised profit from the property, the fiduciary should be in a position to avoid potential conflict. To avoid unauthorised profits, the fiduciary duty should restrain unconscious abuse of legal power and position. This is due to the fact that the profits accrued by fiduciary by exploiting the legal power and position will erode the benefits of the beneficiaries. This concept makes a rule of public policy necessary that can be strictly applied against trustees to encourage good behaviour in them. According to James LJ in the case Parker v Mc Kenna in 1874 the strict enforcement of exemplary fiduciary propriety is required for the safety of mankind. 4.1 Commercial Use of Property: The commercial use of property by a fiduciary can be seen in large organisations and public companies. The companies that do business and mobilise capital from public come under fiduciary for the funds gathered from the public. The governance issue will be entwined in the commercial fiduciary. As the virtues regarding social welfare are minimised there is a chance of unauthorised profits for the commercial fiduciary in the absence of transparency and strict guidelines about the usage of property. Some experts opine that the shareholder supervision and control is necessary for good governance by a fiduciary. As there is a widespread view that there the execution of the work by a fiduciary cannot be judged by just shareholder value, the voting of the shareholder in company's general meetings is made compulsory for institutional investors. This makes the beneficiaries (shareholders) as the owners of

Therapeutic use of Telehealth Essay Example | Topics and Well Written Essays - 500 words

Therapeutic use of Telehealth - Essay Example According to the paper findings in modern day medical and scientific discovery, telehealth is a revolutionary practice that most western countries are now adopting as a major credible contribution to healthcare. Telehealth is a complex undertaking and intensive knowledge-based. The users must be competently taught to analyze the callers’ needs to prescribe accurate care, advice on self-care or propose an appropriate referral. All prescriptions decided by doctors and telenurses are entirely based on verbal communications, thus requires refined listening and communication skills.As the research discusses  the most prevalent challenge that tele-nurses face is that all their transactions are virtual and no physical encounter with their patients. The fear and anxiety experienced during this process in fear of making wrong decisions is enormous about the care expected.  Integrated telehealth care use in hospital-affiliated home health care settings for the aged with chronic illn ess and comorbid depression, can achieve reversal of disease symptoms. In a scenario of congestive heart failure, chronic obstructive pulmonary disease and comorbid depression is common. For those who are old homebound and medically frail interventions can be instituted by installing a Telecare nurse whose primary task is to carry out a routine tele-monitoring of symptoms. Psychoeducation and controlled usual home-based care expertise is given by the telenurse.

Journal Essay Example | Topics and Well Written Essays - 500 words - 29

Journal - Essay Example This bare feeling is enhanced by short, austere sentences which contrast the more extravagant role of a movie star. The syntax of this passage highlights the fact that despite of her being tough and practical, she still faces challenging circumstances, especially given that she feels betrayed by her husband due to the affair. The parallel structure and repetition which all begin with â€Å"She† stresses her despair, loneliness, pain and suffering as the two people she considers important to her life are not there for her. By placing â€Å"Try to smile proudly† in its own paragraph, Moore emphasizes the importance of her to rise above her present predicament and focus on the opportunity she has, and this establishes her as the primary focus of the story, as the paragraph marks the transition from her description of the babysitting jobs so as to compare it with being a child psychologists. â€Å"Why write? Where does writing come from? These are questions to ask you. They are like: Where does dust come from? Or Why is there war? Or: If there’s a God, then why is my brother now a cripple?† (1019). The purpose of these rhetorical questions is not to obtain a response, but to assert the implicitly. They serve the subtle means of insinuating the notion of why the author wants the readers to be writers, and which might be challenged by the readers when asserted directly. â€Å"†¦it will be about monomania and the fish-eat-fish world of life insurance in Rochester, New York. The first line will be â€Å"Call me Fishmeal† and it will feature a menopausal suburban husband named Richard, who because he is so depressed all the times is called â€Å"Mopey Dick† by his witty wife†¦Lets go out and get a big beer†(1019). This passage underscores Moore’s sense of humor and it accentuates some chilling, private revelations that give rise

World War One marked the beginning of the end of the British Empire Essay

World War One marked the beginning of the end of the British Empire. Is it so - Essay Example But Britain had been bled white by the Great War in which the mother country, its colonies and dominions sustained a combined 1.2 million deaths. The British Empire had committed its full weight to the defeat of Germany and the other Central Powers – the cost was its physical and moral supremacy as an imperial power and its practical control over an enormously over-extended collection of overseas possessions. Absolute naval supremacy and a willingness to wage countless â€Å"little wars† around the world enabled Great Britain to build and maintain the largest empire the world has ever known. So long as the British were able to follow this â€Å"blueprint of empire,† it was possible for them to continue doing business as usual. All-out war in 1914 proved to be a fatal scenario for imperial aspirations. It is worthwhile to note that the British Empire reached its zenith only 21 years before the end of World War I. At that time, Queen Victoria ruled over approximate ly 372 million human beings occupying 11 million square miles (â€Å"Imperialism to Post-Colonialism,† 2010). The Royal Navy was the envy of the world, able to respond to flash points in any part of this vast area in a matter of weeks. The Boer War had shaken the notion of British invincibility but, comparatively speaking, did little material damage on a worldwide scale. It is one of the Name 2 most breathtaking facts of modern world history that World War I did so much to hasten the end of a world empire that just two decades before had appeared unassailable. Aftermath and empire Achieving victory over Imperial Germany forced Great Britain into the modern technological age. The British Army had pioneered the tank and a number of other technical innovations in what Niall Ferguson termed â€Å"a huge feat of military modernization† (2002). As has often been the case in British history, need drove advancement but failed to have a lasting impact on the security of the emp ire. â€Å"The stark reality was that, despite the victory and the territory it had brought, the First World War had left the Empire more vulnerable than ever before† (Ibid). The British failed abjectly to apply the lessons learned during the Great War to the need for more efficient management of its colonies. This tendency to fall back on traditional, even outmoded tactics would cost the British much in the years after the war. â€Å"Time and again, in the inter-war period, this was a pattern that would repeat itself†¦a sharp military response, followed by a collapse of British self-confidence, hand-wringing, second thoughts, a messy concession, another concession† (Ferguson, 2002). Ferguson uses Ireland as a prime example. The British had suffered some 1,400 casualties in Ireland by 1921, a toll that the British government and people were no longer willing to tolerate in the interest of empire. British forces in Ireland found themselves overwhelmed because Lloyd George’s government had failed to adopt the advice of Winston Churchill, who called for the utilization of tanks and armoured cars (Ibid). Put simply, the British were content Name 3 to manage circumstances â€Å"on the cheap,† a convenience that cost them dearly in Ireland and would do so repeatedly in subsequent years. Perhaps the most telling sign that Great Britain’s imperial facade was cracking was the loss of its historic edge in naval power. Weapons technology had taken a turn against the Royal Navy during the war. U-boat

Small and Medium Enterprises Essay Example | Topics and Well Written Essays - 3000 words

Small and Medium Enterprises - Essay Example The economic downturn brought about financial difficulties in SMEs and at the same time, lenders could not guarantee access to additional funds. Some of the SMEs were forced to shut due to financial difficulties and bankruptcy. The level of investments in SMEs also declined due to lack of funds for investments (Stokes and Wilson, 2010). One of the factors that limited the ability of SMEs to access credit during the recession was the tight credit controls. The government efforts to control the level of money supply lead to high interest rates. Banks had to raise their lending rates and tighten their credit policies to comply with government regulations. Consequently, the SMEs that could not meet these new credit terms could not access funds from banks to finance their operations. SMEs were more vulnerable to the negative effects of the recession of business operations compared to large firms. This is because SMEs lack resource and market manpower to withstand sudden environmental chan ges. The changes in the global economic environment brought about by the 2008 recession had severe effects on SMEs especially on the young and new business (Stokes and Wilson, 2010). The 2008 recession forced organisations to lay off many employees to survive. The level of production reduced and layoffs were used as a way of reducing the cost of production. SMEs were not spared from this move and they too had to lay off a significant number of their employees. This means that they would later incur additional labour costs of recruiting and training new employees after the economic recovery. The performance of SMEs in terms of output production and revenues was severely affected during the recession. The effects on performance were more severe in high risk SMEs relative to low risk SMEs. High risk organisations tend to have high debt to assets ratios. These organisations were forced to take drastic measures of laying off their employees and reducing the dividends paid to shareholders (Stokes and Wilson, 2010; Richard 2011). The profitability of SMEs reduced during the recession and the level of competition increased as well. The demand for products was low and thus, firms intensified their marketing activities to attract customers. However, the effectiveness of the marketing strategies was limited by the reducing purchasing power of the consumers during the recession. The SMEs across Europe faced excessive regulations administration, lack of skilled human resources and high costs of productions (Richard 2011). Question 2: Reasons why small firms dominate some market structures There are many theories that explain why small firms dominate certain market structure. The technical efficiency theory argues that the existence of small firms in a certain market will depend on economies of scale. Industries with large economies of scale compared to the market size tend to have many small firms and a few large firms that control the market. However, the number of small firms in such markets may increase if the concentration ratios and the economies of decline. The size of a market or its geographical distance has an effect on its composition. A large geographical distance will results in high transportation costs for large firms. Such a market will also have diseconomies of scale. Consequently, there will be more small firms than large firms in the market.  

`The Next Los..` by Robert Gottlieb, Mark Vallianatos, Regina M. Free

`The Next Los..` by Robert Gottlieb, Mark Vallianatos, Regina M. Freer, and Peter Dreier Essay Housing and community development advocates in Los Angeles adopted a different approach in the late 1990s. They joined a broad-based coalition in the difficult process of hammering out a multi-issue progressive agenda, and then they worked together to pursue not just housing goals but an array of policy recommendations related to parks and open space, transportation, labor and race relations, and other concerns not typically tackled by people focused on affordable housing. And their approach appeared to work: L.A. subsequently created the nation’s largest municipal affordable housing trust fund and redrew its zoning ordinance to allow multifamily apartments above retail space on the broad boulevards crisscrossing the city. Robert Gottlieb, Mark Vallianatos, Regina M. Freer and Peter Dreier chart the growth and impact of this coalition in their enlightening recent book, The Next Los Angeles: The Struggle for a Livable City. The authors, scholar-activists from Occidental College’s Urban and Environmental Policy Institute, were at the center of the largely successful attempt to bring together a disparate array of activists and organizations in a new civic left. At its most lively, this book provides an intelligent insider’s account of the construction of Progressive Los Angeles Network, or PLAN, and the emergence of a powerful labor-Latino bloc that provides progressive L.A. with much of its heart and soul. But the book offers readers more, including details of a grassroots-driven progressive agenda and a revealing social and political history. This history, including the collapse of the old civic elite, the failure of top-down agenda setting during the 1990s and the collapse of heavy industry, set the stage for a progressive revival in the late 1990s. The authors identify several key actors in this drama, notably Jackie Goldberg, a former city council member and current state legislator, who worked tirelessly to pull together â€Å"various (and sometimes conflicting) strands of the progressive community.† But central to the narrative and to the birth of a muscular progressive movement was the overlapping emergence of a newly militant and Latino-led countywide labor movement with the early achievements of a new generation of Latino political leaders. Aided by longtime Los Angeles political journalist Harold Meyerson (a contributor to one chapter), the authors tell this story well, highlighting the growing importance of service unions to the local labor movement; the bold leadership of Miguel Contreras, head of the county labor federation until his death earlier this year; and the entry of left-wing activists, including former labor organizers Gil Cedillo and Antonio Villaraigosa, into electoral politics. The authors don’t shy away from discussing problems and challenges tied to the centrality of the labor-Latino alliance. They discuss, for example, the chasm between older African American leaders (such as Rep. Maxine Waters) and the new progressive movement, and the continuing battles between nationalists and progressives for leadership in the Latino community. But they are optimistic that alliance-oriented progressive politics can triumph over racial or ethnic nationalism in black and Latino politics. Unfortunately, the authors wrote before this year’s mayoral election provided the municipal left with a new set of challenges and opportunities. In a reversal of the 2001 outcome, Villaraigosa defeated James Hahn, a mainstream Democrat, in a runoff election. Villaraigosa, a long-time champion of the disadvantaged, won in part by building bridges to elements of the black leadership and parts of the white community that had opposed him before. The organized progressive coalition, however, split with the county federation of labor and some activists backing Hahn this time around. The incumbent, a mediocre mayor at best, had delivered on key promises to the union movement, and Contreras and his allies returned the favor. They could not, however, deliver the votes, as large numbers of unionists stuck by Villaraigosa. How effectively the progressive alliance regroups will likely have a major impact on what Villaraigosa is able to accomplish as mayor, and it would be useful to be able to consider the authors’ perspective on these recent developments. Instead, Villaraigosa’s original high-profile bid for mayor provides a centerpiece to the book. The 2001 election drew attention to the growing capacity of Los Angeles’s municipal left. Running with the support of the county federation of labor (Contreras engineered the endorsement by the narrowest of margins); the big janitors, healthcare workers and hotel employees unions; and an array of community organizations, the former speaker of the state Assembly helped shift the city’s policy debate to the left and in favor of previously marginalized populations. After Villaraigosa’s defeat, the city’s progressive movement focused on pursuit of its agenda, moving the city to create the trust fund to finance affordable housing development and to tie approval for major development projects – for example, Phase II of the Staples Center project – to concessions on community benefits such as affordable housing, living-wage jobs, parks and other public amenities. They also joined with the mayor and several of his union supporters in leading the campaign against San Fernando Valley and Hollywood secession. Ironically, these very successes would provide the reason for labor and some other members of the coalition to back Hahn in 2005. L.A.’s progressives continued to work together in the wake of defeat because of a networking effort spearheaded by the authors’ Urban and Environmental Policy Institute, a role they downplay here. Acting as a secretariat, the institute helped pull together PLAN, a coalition of labor unions, community groups, environmentalists, clergy, academics and others to meet the challenge of drafting a collective vision for the city’s future. Reflecting on history, the authors write: â€Å"The growth of these movements created a critical mass of activism and support for a new progressive politics in Los Angeles. Missing, however, were the links between the different movements necessary to develop a broader, integrated perspective regarding the policy changes needed to make the region more livable and democratic.† PLAN largely succeeded in crafting a detailed agenda that addresses a range of housing, environmental, transportation and land use, labor, political and economic development issues, and in building a sense of commonality that had been missing in the progressive circles of Los Angeles. PLAN’s institutional future is uncertain, but its impact can still be felt. Last year, for example, many of the groups that were involved in creating PLAN’s agenda worked together to defeat a ballot measure in the overwhelmingly black and Latino L.A. County city of Inglewood that would have exempted a Wal-Mart anchored retail development from established planning and regulatory processes. The Inglewood campaign showed maturing of the progressive coalition in the aftermath of the 2001 election. Most important, it demonstrated the ability of African-American and Latino leaders and activists to bond together on an issue of common concern despite tensions in the recent past. Campaigns such as this suggest that a common agenda and shared vision will, in the end, prove more important to LA’s progressives than short-term electoral differences. Despite the current challenges, Los Angeles offers a strategy for building and institutionalizing a civic left, one that housing advocates and other progressives can learn from, and The Next Los Angeles provides a good starting point for any serious student of forward-looking municipal politics. Los Angeless history is a story of conflicting visions. Most historians, journalists, and filmmakers have focused on L.A. as a bastion of corporate greed, business boosterism, political corruption, cheap labor, exploited immigrants, and unregulated sprawl. The Next Los Angeles tells a different story: that of the reformers and radicals who have struggled for alternative visions of social and economic justice. The authors chronicle efforts of progressive social movements that worked throughout the twentieth century to create a more livable, just, and democratic Los Angeles. These movementswhat the authors call Progressive L.A.have produced a new kind of labor movement, community-oriented environmentalism, and multi-ethnic coalition politics. This book shows how reformers have fought to transform a city characterized by huge economic disparities, concrete-encased rivers, and an endless landscape of subdivisions, freeways, and malls into a progressive model for regions around the country. The Next Los Angeles includes a decade-by-decade historical snapshot of the citys progressive social movements and an in-depth exploration of key trends that are remaking L.A. at the beginning of the twenty-first century. It examines L.A.s changing political landscape, including grassroots initiatives to construct a new agenda for social transformation. At once a history, a policy analysis, and a road map for a progressive future, this book provides an exciting portrayal of a city on the cutting edge of many of the social, economic, and environmental changes sweeping across America. At its most lively, this book provides an intelligent insiders account of the construction of Progressive Los Angeles Network, or PLAN, and the emergence of a powerful labor-Latino bloc that provides progressive L.A. with much of its heart and soul. But the book offers readers more, including details of a grassroots-driving progressive agenda and a revealing social and political history. . . .The authors dont shy away from discussing problems and challenges . . . .A good starting point for any serious student of forward-looking municipal politics.James Goodno, San Francisco Chronicle   Far and away the best single book for understanding the politics of Los Angeles. In light of that citys statewide influence, it is also a must read for those interested in the future of state politics. The books inspiring accounts of grassroots victories is perfect for getting activists in an upbeat mindset for the start of a new year. And that is something we all need.Randy Shaw, Beyondchron.org With this rich account of its community and labor struggles, the city of angelsand apocalypsebecomes the city of hope.Barbara Ehrenreich, author of Nickel and Dimed: On (Not) Getting By in America   This wonderful book, with its evocations of LAs alternative histories, and its bold templates for social and environmental justice, is proof that the American Left is alive and well, especially in Southern California.Mike Davis, author of Dead Cities   A rare book combining history, analysis, strategy and a platform and it may well be carried out in this decade.Tom Hayden, former State Senator, Los Angeles The authors: Robert Gottlieb is Henry R. Luce Professor of Urban and Environmental Policy and Director of the Urban and Environmental Policy Institute at Occidental College. Mark Vallianatos is Research Coordinator at the Urban and Environmental Policy Institute at Occidental College. Regina M. Freer is Associate Professor of Politics at Occidental College. Peter Dreier is E. P. Clapp Distinguished Professor of Politics and Director of the Urban and Environmental Policy Program at Occidental College. With this rich account of its community and labor struggles, the city of angelsand apocalypsebecomes the city of hope.Barbara Ehrenreich, author of Nickel and Dimed This wonderful book is proof that the American Left is alive and well, especially in Southern California.Mike Davis, author of Dead Cities An intelligent insiders account of the construction of the Progressive Los Angeles Network, or PLAN, and the emergence of a powerful labor-Latino bloc that provides progressive L.A. with much of its heart and soul. A good starting point for any serious student of forward-looking municipal politics.James Goodno, San Francisco Chronicle Far and away the best single book for understanding the politics of Los Angeles.Randy Shaw, Beyondchron.org While most historians, journalists, and filmmakers have focused on Los Angeles as a bastion of corporate greed, business boosterism, political corruption, cheap labor, exploited immigrants, and unregulated sprawl, The Next Los Angeles tells a different story: that of the reformers and radicals who have struggled for alternative visions of social and economic justice. In a new preface, the authors reflect on the gathering momentum of L.A.s progressive movement, including the 2005 landslide victory of Antonio Villaraigosa as mayor. Robert Gottlieb is Henry R. Luce Professor of Urban and Environmental Policy and Director of the Urban and Environmental Policy Institute at Occidental College. Mark Vallianatos is Research Coordinator at the Urban and Environmental Policy Institute at Occidental College. Regina M. Freer is Associate Professor of Politics at Occidental College. Peter Dreier is E. P. Clapp Distinguished Professor of Politics and Director of the Urban and Environmental Policy Program at Occidental College. Works Cited. `The Next Los Angeles` by Robert Gottlieb, Mark Vallianatos, Regina M. Freer, and Peter Dreier

Analysing Rationality And Objectivity

Analysing Rationality And Objectivity Central to critical thinking and education espoused by Israel Scheffler are the concepts of rationality, objectivity, and pragmatic realism. Schefflers conception of rationality is normative; he views rationality as a mode of thought and action which all strive for (Sheffler, 1973) as opposed to a conception of rationality as descriptive which would suppose that rationality is a daily manifestation in our lives. Another interpretation that Scheffler provides to rationality is that it underscores both the ends of actions as well as the values embedded within them (Scheffler, 1973). Scheffler recognizes that rationality is sometimes categorized and separated into the theoretical and practical domains: theoretical rationality deals with beliefs whereas practical rationality emphasizes on actions. Scheffler favors a hybrid concept of rationality wherein both theoretical and practical aspects are considered. In Reason and Teaching, Scheffler defined rationality as the ability to participate in critical and open evaluation of rules and principles in any area of life and the free and critical quest for reasons (Scheffler, 1973, p. 62). The fundamental characteristics of reason then are consistency and experience; these constitute rationality in the judgment of specific issues (Scheffler, 1973). The requirement of formal consistency purports that our evaluation and elaboration cannot be considered rational if there are no operative principles or criteria to guide us in forming judgment. However, these rules and principles are not implanted in the mind but are products of the evolution of human knowledge. Scheffler (1973) explained: The fundamental point is that rationality cannot be taken simply as an abstract and general ideal. It is embodied in multiple evolving traditions, in which the basic condition holds that issues are resolved by reference to reasons, themselves defined by principles purporting to be impartial and universal. (p. 79) Scheffler views that rationality should be considered a fundamental aim in education. As a broad concept, rationality has the tendency to bridge the different fields of education rather than pull them apart (Siegel, 1996, p. 649). Rationality and all the ideas attached to it are pivotal to discussion, consideration, reflection, and deliberation. Scheffler provides the example of a dancer. Dance incorporates rationality as the student performs; dance is not merely emoting and simply flailing of arms and legs. It requires thinking, questioning, and talking by way of gestures. Objectivity Schefflers conception of rationality is tied to objectivity which is defined as the process where judgments are put to the test of independence and impartial criteria (Scheffler, 1967, p. 1, 3). Neiman and Siegel (1993) elucidate on the connection of rationality and objectivity in the Schefflerian context: If my belief that p is rational, then that belief is based upon relevant evidence which is impartially and objectively weighed and assessed. Objectivity, in the sense specified, is thus a necessary condition for science and for rational deliberation and belief more generally. But rationality is equally required for objective judgment, since such judgment requires that claims and assertions be evaluated independently, on the basis of relevant evidence, and that the judgment reached be determined by the strength of that evidence. (p. 61) Responding to the claims of the positivist school that beliefs are ultimately subjective, Scheffler argued the issue of objectivity as a way by which we can examine our belief systems and choose from other competing paradigms which is best, based on good reasons (Scheffler, 1982). Scheffler cautions against the excesses of the Cartesian method where truth is held as miserly caution where the scientist gathers the facts and guards the hoard (Scheffler, 2009, p. 131). Theoretical imagination is considered a distraction and an obstacle to pure objective science. According to Scheffler, so long as people have access to methods and opportunities to deliberate, they manifest to varying degrees, their level of objectivity. To him, objectivity concerns the manner of justification; it requires only the responsible commitment to fair canons of control over ones theoretical claims (Scheffler, 1982, p. 67). In response to demands of certainty and uniformity in scientific inquiry, Scheffler (2009 ) provides this critique: This doctrine is, in fact, the death of theory. Theory is not reducible to mere fact gathering, and theoretical creation is beyond the reach of any mechanical routine. Science controls theory by credibility, logic, and simplicity; it does not provide rules for the creation of theoretical ideas. Scientific objectivity demands allegiance to fair controls over theory, but fair controls cannot substitute for ideas. (p. 131). Moreover, a crucial element of Schefflers conception of objectivity is the absence of certainty, a reflection to his commitment on the epistemological doctrine of fallibility (Scheffler, 1982). Accordingly, the criteria made for justification are also fallible (Siegel, 1982). The norms and criteria should be universal if only to media conflicts between belief systems of particular groups or cultures. However universal we would want these norms to be, we cannot prove the validity of how these criteria serve as justification for objectivity. Hence, justification should not be misconstrued as truth (Siegel, 1982). In the context of education, the inevitable facts of human fallibility and cumulative nature of scientific knowledge preclude absolute certainty. Scientific principles or scientific doctrines should not be considered as absolutes; rather, education must be organized in such a manner which leaves some room for the possibility of intelligible debate over the comparative merits o f rival paradigms (Scheffler, 1982, p. 130). In this regard, educational content should not be presented as eternal truths but rather as the best truths that we have come up with for the time being. Scheffler conceptualizes rationality and objectivity in relation to a reality that exists independently. This reality partially evaluates which assertions are based on good reasons. In his response to Nelson Goodman, Scheffler makes an inference on truth as a human construction: Surely we made the words by which we describe stars; that these words are discourse dependent is trivially [trueà ¢Ã¢â€š ¬Ã‚ ¦.It] doesnt imply that stars are themselves discourse dependent. (p. 200) Schefflers interpretation of rationality and objectivity figures into what he considers a minimal version of realism. He approaches the entire concept of reality as an educational aim with suspicion. In lieu of reality, Scheffler argues that educators need to emphasize the constrained nature of our inquiry. In the context of educational practice, educators must acknowledge that there are theories more credible over others; our deliberation and evaluation on what these theories are should be depend on reasoned judgment and sound criteria (Scheffler, 1973). Realism presupposes an ideal of expanding our conception of reality. In this case, teachers must encourage and help children keep in touch with reality and provide them with skills in order to manage within it and learn from it. Hence, realism also emphasizes how the development of critical abilities is indispensable in the evaluation and improvement of systems of description to make them more attuned to reality. Scheffler does not subscribe to radical constructivism which proposes that students should be left alone to construe their own knowledge or belief systems without guidance. Without such guidance, students are left with inappropriate or inadequate conceptual tools to learn and manage within reality. Like many supporters of the realist school, Scheffler believes that people who know and understand independent reality will have a greater probability of living a more rewarding life and making more reasonable choices. Accepting the plurality of theoretical and practical domains is one that must be embraced, based on good reason and evidence. Opposite radical constructivism is reductionism which narrows, delimits, and relativizes human understanding so that educational practice is tailor-made to fit into oversimplified conceptual constructs and absolute ideas of right and wrong answers. The idea of scientific and technical human being is one example. To Scheffler, the ideal educator uses Objectivity without certainty, relativity but not subjectivism, truth consistent with pluralism these are the pragmatic emphases I admire (Scheffler, 2009, p. 3). Schefflers views on rationality and objectivity emphasize the importance of reason and observation in our pursuit of understanding and truth. However, these pursuits do not preclude the use of non-cognitive emotions or morality. Based on Schefflers pragmatic realist point of view, the non-cognitive aspects of our belief systems do not automatically make them succumb to reason. In fact, in Schefflers (2009) view: The ideal theorist, loyal to the demands of rational character and the institutions of scientific objectivity, is not therefore passionless and prim. Theoretical inventiveness requires not caution but boldness, verve, speculative daring. Imagination is no hindrance but the very life of theory, without which there is no science. (p. 131) In summary, Scheffler assets that a degree of objectivity is required to pursue rationality. Rationalitys function is to help us weigh, assess, and evaluate our beliefs and actions based on good reasons and evidence. Objectivity ensures that our deliberations or judgments are impartial and not biased.

Self-Analysis Essay -- Essays Papers

Self-Analysis Before taking this course my writing styles and habits were very different. I was the typical procrastinator because I would wait until the night before a paper was due to start it. This did not allow me enough time to properly proofread everything, which resulted in getting points deducted for simple grammatical errors that could have been avoided if I would have had the time to proofread. My writing styles have many strengths and weaknesses and I have been able to improve my writing because of them. I have learned from my strengths and weaknesses how to become a better writer. In my writing, I have many strengths, some that which I have developed through this course and some that I already had. Before this class, I was able to pick out good content for my papers and concentrate on including the most important material. Also before this course I was able to develop paragraphs well. I was able to have good structure and format within my paragraphs. I was also able to think of the best order for them to go in so that the paper would flow well. However aft...

My Personal Philosophy of Education Essay examples -- Philosophy of Te

Philosophy of Education For me, the decision to become a teacher is more of a way of life than a career. I have always loved school, practicing at being school marm from a young age, and voraciously devouring every shred of education offered me in my career as a student. If it were possible, I would be a student for the rest of my life. And then I still would not have learned enough. As a teacher, I hope to instill this appetite for knowledge in secondary students. They are, after all, the future leaders of the world, and what better place to expand the minds of the generations to come than here in Appalachia where education programs, especially the sciences, which I plan to teach, are poorly funded and children’s dreams often fall by the wayside under the weight of everyday life. I don’t want to control the way my students think, but to encourage them to think in ways different than the traditional, to challenge their horizons. As I stated above, I don’t believe that children are being challenged enough. I believe that students rise to meet the reasonable expectations set before them. If a teacher sets the bar a little higher than average and maintains faith in his or her students, then the children will rise to the task and feel better about themselves in the end. One of the most common complaints from students is boredom. Through the philosophies and theories I champion, I hope to combat this attitude. My philosophy is completely idealistic, with elements of pragmatism apparent. I also embrace the theories of experimentalism and progressivism. Teachers should be role models in both the classroom and the community. As an idealist, I truly believe that every single student make... ...orms are going to come and go, and are often necessary, but if teachers become instrumental in their construction, then reforms will be created that will benefit all involved without hampering the ability of teachers to educate their students. Teaching is a noble profession and a journey of lifelong learning. As an educator I will continue to further my own education while doing the same for my students. Biology especially is an ever-changing field, and that is part of the excitement of teaching it to children. There are new and different things discovered every day: things that are wonderful, things that are painful, and things that have a deep impact on the future. This is similar to students: some are truly delightful to work with, others can be a struggle, but ultimately they are all important as people and as the next generation of Americans.

Organizational Behavior Terminology and Concepts Essay -- essays resea

Organizational Behavior Organizations have been described as groups of people who work interdependently toward some purpose. This definition clearly indicates that organizations are not buildings or pieces of machinery. Organizations are, indeed, people who interact to accomplish shared objectives. The study of organizational behavior (OB) and its affiliated subjects helps us understand what people think, feel and do in organizational settings. For managers and, realistically, all employees, this knowledge helps predict, understand and control organizational events. There are not two identical organizations. When you look for a job you look for a place that is comfortable to you. Organization behavior is the way we study the people of organizations. All depends on your choice of a small business or a business in the Fortune 500. The way the organization runs itself is something that you have to â€Å"fit in.† This essay is going to guide you through the many different termino logies and concepts. Organization learning is defined as, â€Å"the process of acquiring knowledge and utilizing information to adapt successfully to changing circumstances† (Schermerhorn 5). This course that we are taking is just one example of organization learning. There are people out there that study organization learning of the businesses out there. This is where you get your comparisons of different organizations. This course has made me look different at the organization that I work for. The world today i...

Number of People Killed Was the Most Significant Aspect of World War I Essay

The number of people killed was the most significant aspect of World War I. To what extent do you agree? It’s 1914 and Gavrilo Princip has just shot the heir to the Austrian throne and his wife. As he fired the bullet, little did he know that he was about to start one of the bloodiest and most tragic wars the world had ever seen. World War I was, for most people, the most horrific event of their lives. There were over 35 million casualties, a war second only to World War II. No other war had changed the map of Europe so dramatically. Four empires disappeared: the German, Austrian-Hungarian, Ottoman, and Russian. Four dynasties all fell after the war: the Hohenzollerns, the Habsburgs, the Romanovs, and the Ottomans. Belgium and Serbia were badly damaged, as was France. Germany and Russia were similarly affected. Some may argue that the number of people killed was the most devastating and tragic aspect of the First World War, that the soldiers were a ‘lost generationâ€⠄¢. Others argue, however, that other aspects come into play. Economic crashes, for example, crippled many countries, almost destroying Germany. Significance can be judged in different ways. It can be judged by the number of people affected at the time, or later on in the form of remembrance. It can also be judged by the duration of the effect or the severity. Occasionally, unexpectedness is taken into account. Of the 60 million European soldiers who were mobilised from 1914 to 1918, 8 million were killed, 7 million were permanently disabled, and 15 million were seriously injured. Over 11 million civilians died from a result of direct military action (i.e. military deaths and bombing) with a further 6 million dead due to famine, disease and accidents. Overall, 1.75% of the world’s population were killed in the war. The people at home were hammered by telegrams of deaths and occasionally, were bombed. Wilfred Owen, a famous poet, wrote in ‘Anthem for Doomed Youth’, ‘and each slow dusk a drawing-down of blinds’, which denoted that every day someone in the neighbourhood would die. The deaths were also devastating in the fact that for the next 20 years, some women would not be able to get married because of the lack of men. Germany lost 15.1% of its male population; Austria–Hungary lost 17.1%, and France 10.5%. Economic crashes did alarming damage to some countries that played a heavy part in the war and most that lost it. France, which was where most of the war was fought, was in ruins and it took billions of dollars for the government to rebuild the country. All of the Central Powers were heavily affected by reparations caused by numerous treaties, the most notable being: The Treaty of Versailles, The Treaty of St. Germain, The Treaty of Neuilly, The Treaty of Tri anon and The Treaty of Sà ¨vres. Germany had to pay the Allies approximately  £6.6 billion – an enormous sum of money, which, if the terms of the treaty had not been changed by the Young Plan in 1929, would have taken the German government until 1984 to pay. Germany also had problems with starvation, unemployment and general unrest which took a lot of money to fix. Austria also suffered huge economic problems and would have also faced reparations if it weren’t for the fact that it went bankrupt before they could be set. Bulgaria did well compared to Germany, Austria and Hungary. However, it still had to pay  £100 million in reparations. Bulgaria had played a small part in the war and was treated less harshly compared to other major powers. Hungary was also due to pay reparations but its economy was so weak that it never did. The destruction of empires and creation of countries had a resounding effect on some major powers. For example, Germany’s overseas empire was taken away as it had been one of the causes of bad relations between Britain and Germany. Former colonies were taken by the League of Nations, which effectively meant that Britain and France controlled them. Parts of Germany were given to France, Poland and Denmark, and Lithuania, Latvia, Estonia and Saarland were all created from parts of Germany. Austria and Hungary also lost important land. Formerly controlled by Austrian forces, the states of Bohemia and Moravia were merged to create the new state of Czechoslovakia; Bosnia, Herzegovina and Croatia became Yugoslavia, which also contained the former kingdom of Serbia. Previously Hungary -controlled, Transylvania became part of Romania, whilst Slovakia and Ruthenia went to Czechoslovakia, and Slovenia and Croatia became the northern part of Yugoslavia. Bulgaria lost lands to Greece, Romania and Yugoslavia and its access to the Mediterranean. The number of people killed was clearly significant because it affected millions of people and their families. It is remembered in most countries that were involved in the war in the form of Remembrance Day. However, whenever you go into a war, deaths are to be expected. Economic crashes were devastating for countries like Germany or France in the short term. Nevertheless, after about 30 years, most countries recovered. The destruction of empires was clearly damaging. 4 or 5 empires were never to be seen again, whilst most empires, except Britain and France, were severely crippled. Overall, I think that, whilst the number of people killed had amazingly tragic effects, the reparations given to the losing powers were even more significant.

What Does Enlightened Self-Interest Involve?

Enlightened self interest is actually a viewpoint in principles which states that people who act to advance the interest of others eventually they provide their own self interest. It is simply articulated by the certainty that a person, group and even business entity will at all times do well through the doing good. Enlightened self interest in one way or the other is considered to be so unrealistic. Enlightened self-interest as well it has implications for long-term reimbursements as opposed to short-term reimbursements to oneself. When a person pursues enlightened self-interest the individual possibly will surrender short-term interests so as to take full advantage of long-term interests. A person might sacrifice his instant self-interest for the purpose of an affirmative relationship towards a group of people to which he relates (Robert, 45). Enlightened self interest is totally different from pure altruism which calls for individuals to perform in the concern of others frequently at the expense of their own welfare and with no hope of gain for themselves in the prospect. Some supporters of progressive self-interest may argue that pure unselfishness tends to promote inefficiency also. Some people may benefit materially from philosophy of greed but it is supposed by proponents of progressive self awareness that these people constitute a small minority and that the great number of people can be expecting to experience a net individual failure from a philosophy of uncomplicated unenlightened selfishness. Enlightened self interest clearly states that a big business is in due course assisting itself through helping to resolve communal problems. Advocates challenge that social dependability expenditures by business are motivated through the profit that they make.

Mfecane Debates

Julian Cobbing against ‘The mfecane’ Has the mfecane a future? In recent times historians known as â€Å"Africanists† revived the topic of the mfecane in the early 1960s and it was well exploited and was also used to justify certain aspects of Apatheid. The word ‘mfecane’ is a characterised product of the South African liberal history that is used by the Apartheid regime state to legitimate South Africa's racially and unequal land division. In the 1970s the mfecane has become the most widely used terms in south African history and historical literature . inding the original meaning of mfecane could somehow be merely impossible reason being from on angle the mfecane was the Nguni diaspora which from the early 1820s which took Nguni raiding communities such as Ndebele, the Ngoni and Gaza and over more southern regional parts of south-central Africa which reach as far as Lake Tanzania. Astonishingly some of the selective use or the actual invention of ev idence has produced the myth of an internally-induced process known as the black-on-black destruction centring on Shaka Zulu.A re-evaluating from the ‘battles’ of Dithakong and Mbolompo suggests very different ideas and enables us to decipher the motives of subsequent historiographical amnesias and knowledge. After about 1810 the black peoples of southern Africa were caught between intensifying and converging imperialistic thrusts: one to supply the Cape Colony with labour; another, at Delagoa Bay, to supply slaves particularly to the Brazilian sugar plantations. The flight of the Ngwane from the Mzinyathi inland to the Caledon was, it is argued, a response to slaving.But they ran directly into the colonial raiding-grounds north of the Orange. The (missionary-led) raid on the still unidentified ‘Mantatees’ (not a reference to MaNtatisi) at Dithakong in 1823 was one of innumerable Griqua raids for slaves to counter a shortage of labour among the Cape settler s after the British expansionist wars of 1811 to 1820. Similar Griqua raids forced the Ngwane south from the Caledon into the Transkei. Here, at Mbolompo in 1828, the Ngwane were attacked yet again, this time by a British army seeking ‘free’ labour after the reorganisation of the Cape's labour-procurement system in July 1828.The British claim that they were parrying a Zulu invasion is exposed as propaganda, and the connexions between the campaign and the white-instigated murder of Shaka are shown. In short, the African societies did not generate the regional violence on their own. Rather, were caught within the European net and were soon transformed over lengthen periods in reaction to the attentions of external plunderers. The core misrepresentations and false understandings of ‘the mfecane’ are thereby revealed; the term, and the concept, should be abandoned.A closely related, though different, mfecane centres on the perspectives on the Zululanders and th e figured mindset of Shaka. many of those in Zulu cultures and trditionalised South Africans has come to a conclusion become a revolutionary process internal to Nguni society which leads to the development of the ibutho and the tributary mode of production. Shaka is seen as a heroic figure providing a positive historical example in South African history and created a sense of self-respect for black citizens in South Africa today.But inside these wider definitions another mfecane there are more specifically referring to the impact of Nguni raiders (the Nedbele, Hlubi and Ngwane) on the Sotho west of the Drakensberg. The mfecane encompassed many great fields of African self-destruction which extended from the Limpopo all the way to Orange. It has allegedly depopulated vast areas of what had become the Orange Free State, the Transvaal and, with the aid of the Zulu, Natal, which thus lay empty for white expansion. At the time many Africans dispersed and survivors clustered together and within a period of time formed enclave states of Lesotho, Swaziland and Botswana.A term known as the ‘general distribution of white and Bantu landownership' in South Africa was soon established. On these African-created foundations rose the Bantustans or Homelands of twentieth-century Southern Africa. Contradictions coexist within mfecane theories with contrasts sand the definitions of timing. As an era of history the latter 1trans-orangian' mfecane begins in about 1820 and ends in either 1828 with the departure of the Ngwane, or it had ended in the early mid-1830s with the arrival of the French missionaries and later followed by the Boers.The Zulu-centred mfecane on the other hand begins with the career of Dingiswayo at the end of the eighteenth century and continues until the end of the Zulu kingdom which ended in 1879. Sub continental mfecane does continue until the 1890s. In short, I would say there is no one definition of the mfecane. It can be referred to people, to an e ra or to a process of internal development. It could be destructive, constructive; anti-African; pro-African; geographically narrow, or sub continental. Not all of these ontradictions can be resolved as a whole, but there is a need for answers and its existence requires an explanation, since their origins of the mfecane are by now very much buried in the heart of South African historiography. Firstly, my mission of this essay is attend to the origins of the mfecane, how it started and give brief overviews and backgrounds between those who played a very important role in the era of Shaka Zulu and the period of the mfecane. My intentions are also to unravel the development within the mfecane as it has been handed down in South African historiography.Many writers have had a hand in creating the mfecane. The poor taste of the dish derives from the poor quality of the initial ingredients. In the second part, I suggest some lines of attack on the pillars of mfecane mythology, and leave it to the reader to decide whether the concept is worth salvaging. Julian Cobbing known best as a being against the mfecane and the critical analysis of south African history, he also had he’s own point of the subjects of who the important characters like Shaka Zulu had and the effects, whether he did or did not control the southern part of Africa or whether he played a minor role in the mfecane era.The the evolution between the ibutho amongst the Ngune, the wars between Zulu and the Ndwandwe traditions, and the rise of the Zulu kingdom are half a century after Bryant, had made integral to the mfecane. Shaka becomes a hero and Mzilikazi a creative state-builder. ‘The movement as awhole' has also expanded to bring in Swaziland and the career of Mswati,Gazaland and the careers of the Soshangane and Mzila, as well as the Ngonistates of Mbelwa and Mpezeni. The validity of both these conceptual and the geographical expansions with their linkage to the original concepts of the mfecane has so far still remained unremarked.As to the linkage of the mfecane to ‘an understanding of the contemporary Situation of the' Omer-Cooper's analysis is (unsurprisingly)subjective. It is also highly contradictory. In the one direction, ‘the traditions towards the Mfecane have retained their fascination because they provide a bulwark of self-respect, a shield against the cripplingof inferiority, encouraged by the structure of white dominated society. ‘ Whereas in the other, ‘the battles and massacres of the Mfecane being accounted for the general distribution of white andBantu landownership [in South Africa today]. This is the latter that a few Africans would claim and accept. Omer-Cooper's two claims for the mfecane have in turn underpinnedwo incompatible to the mfecane traditions in the 1970s. The more liberal part of the various traditions is located mainly within in Europe, the United States and inThe South African English-speaking universities. There are list historians of Africa who have adopted ideas of Omer-Cooperof the mfecane as a positive revolutionary idea.Before 1966,and the publication of Zulu Aftermath general text books on African History had not yet Pick up the mfecane. By 1970 it was being integrating virtually all of them. July's over simplifications are typical. ‘The driving force,' he wrote, ‘was land hunger caused by population pressure among migrating cattle keepers and the vehicle was the military outburst known as the Zulu Mfecane. ‘ In 1969 Leonard Thompson discussed a concept known as the difaqane in the influential Oxford History of South Africa. W. F. Lye has built an academic career on the mfecane.He wavers between Ellenberger's older version in which Matiwane and Mzilikazi are denigrated and the newer one in which they are talented state-builders. R. Kent Rasmussen in an analysis of the early Ndebele state describes the state as an unambiguously positive manner. In the 1960s and 1970s the mfecane was updated. Inside South Africa it was adapted to explain the origins, if not the Creation of the black homelands and societies, at a time when South Africans badlyNeeded all the help they could get in justifying this processes both to an international audience and to their own up and upcoming generations.At the same time, bizarrely, historians mainly outside South Africa,not having noticed the use in which the mfecane was being put south of the Limpopo and hitched the mfecane to an alternative history that is stressed the glories of the Africa’s past and attempted to provide for Africans self-respect, defences against European suggestions that the African past was sterile, barbaric and static. Racist interpretations have been shielded from view by the Africanist one. The result must surely bewilder any student who attempts to definite mfecane with any concise coherence. Niyaaz Nell History Assignment: Mfecane Debate Tutor: Ayanda DL4