The Rainforest and their Importance

As part of my geography coursework, I writing a piece on the rainforest, it's ecosystems and it's relevance to the world as a whole. I will produce a piece which is informative and helps to highlight the rainforest and I will demonstrate my knowledge and understanding of it's workings, and greater implications for the wider world. We are all familiar with the rainforests, but do we really understand them or have any real knowledge of them? These questions I will seek to answer in this piece of work. Rainforest form an integral part of the earth's biosphere, covering around 2% of the earth's surface and being present in every continent except Antarctica. A rainforest is a forest characterized by its extremely heavy rainfall (which is usually a mammoth 1750 to 2000mm each year! ). These rainforests form two common subtypes; the temperate and the tropical rainforests. Over a fifth of the world's water can be found within the boundaries of the rainforest, and similarly, so can a large chunk of the world's wildlife. The rainforest is estimated as being home to around 50% of the world's plants and animals. If you were to take a sample of a 4 mile patch in the rainforest, then you would probably find around 1,500 flowering plants, 150 species of butterflies, 400 species of birds, and of course 750 species of trees- which just goes to highlight how expansive the forest's flora and fauna is. Most people will commonly associate the rainforest with its vast abundance of trees, and indeed, this is true. As with all forests, the rainforest's trees are the very base of its ecosystems, and form a structure of layers based on height and shared characteristics. At the base of the rainforest is the forest floor, this is a dark and damp area- receiving only 2% of the forest's sunlight, and a large amount of collected water. It is dark, warm and humid; and it is difficult for common plants and animals to survive in; so it is only really a habitat to specially adapted organisms. Just above the forest floor comes the shrub layer, it is very dark- covered by the canopy, but can provide a habitat to specially adapted plants which are usually small, but with large leaves so that they can catch as much of the minimal light which shines through as possible. Above this is comes the understorey. It is a lot darker than the layers above, but has a larger amount of sunlight than the layers beneath (though it still only claims a mediocre 5% of the forest's sunlight). It hosts quite a large array of lizards, snakes, wild cats and birds who have adapted to its environment, and there are plenty of insects to be found there, too. Also, many of the infant trees on the understorey layer may grow to reach the canopy. Above this again, is the canopy layer. This layer has by far the greatest biodiversity, and hosts the largest amount of trees, plants, animals and other wildlife (it is estimated as housing a quarter of the world's insect population! ). The trees are very tall here; usually ranging from 30 meters to 24 meters in height, but some can grow even taller and reach into the emergent layer. And the emergent layers are the tallest trees which surpass the canopy and form a new layer. These trees can often reach up to 70 m in height! This air is usually very sunny and hot, as there are no other layers to keep out the heat and light. Animals must be specially adapted to this very high, light and hot layer; and animals such as monkeys, birds and butterflies are usually best suited to it. It's no surprise that the rainforest's plants have many human uses too. Everyday things which we consume come from the rainforests. Some of these include coffee, cocoa, hardwoods, rubber and latex. No doubt the rainforest is a huge source of income for Brazil and contributes a substantial amount to its Gross National Product. The plants of the rainforest also have great scientific and medicinal qualities. Indigenous peoples of the rainforest have utilized the health properties of the plants for thousands of years, and modern western medicine often originates in the rainforest. It is estimated that around 2,000 different plant species have anti-cancer properties, and indeed many of them are being used in anti-cancer treatment today. Less than 1% of rainforest plants have been tested for medicinal applications though- so who knows what answers the rainforest may hold for future medicine. It is impossible to overestimate the importance of the rainforest to both the whole world's geography and human society, and difficult to imagine just how different our lives would be without products derived from the rainforest. And in conclusion, I can't think of anything more vital to the earth's ecosystem than the rainforest.

Like water for Chocolate

These quotes show Tit's connection to food, which grow slowly in ever y chapter of the book. TIA prepares certain dishes for special occasions and at different times of the year and the food is connected to her emotions. First, the narrator begins by telling the reader that â€Å"The trouble with crying ova ere an onion is that once the chopping gets you started and the tears begin to well up, the next thing you know you just can't stop! † (3). The narrator is indirectly telling the reader that food is also like Faber 2 motions.As a matter of fact â€Å"TIA made her entrance into this world, preempt rely, right there on the kitchen table amid the smells of simmering noodle soup, thyme, bay leave s, and cilantro, steamed milk, garlic, and of course, onion. † (Quiver 56). This quote shows the at TIA is connected to food even before she can cook. The fact that Tit's onion induce d crying caused her to come to the world prematurely show us that in the novel tears are symbol of Tit's emotional connection, once again making food a really important role in the novel.Second, Food in Like Water for Chocolate doesn't only represent emotions it a I so represents tradition. â€Å"TIA gets her great cooking skills from Nacho, this is there e way of passing down the recipes from generation to generation. The recipes in Like Water for Chocolate are kept in the family. TIA then passes the recipes to Spenserian. Spenserian then passes them to her daughter who puts them in the book. The recipes that are passes down from generation to generation are also what tell us the story of TIA† (Tradition, Culture, Food in Lie eek Water for Chocolate 1).There was one day when Rosary did attempt to cook. When It TA tried nicely to give her some advice, Rosary became irritated and asked her to leave the kit chem.. The rice was obviously scorched, the meat dried out, the dessert burnt. But no one at the t able dared display the tiniest hint of displeasure, not after Mama Elena had pointedly remarked: â€Å"As for the first meal Rosary has cooked it isn't bad. Don't you agree, Pedro? † Of course, t hat afternoon the whole family felt sick to their stomachs† (50). The sickness that the family felt was that of the hate in she prepared the meal with.Third, Esquire' specifically tells the reader that the cook has the power to do stuff by saying â€Å"The kitchen becomes a veritable reservoir of creative and magical events, in which the cook who possesses this talent becomes artist, healer, and lover. Culinary activity I involves not just the Faber 3 combination of prescribed ingredients, but something personal and creative e matting from the cook, a magical quality which transforms the food and grants its powerful pro parties that go beyond physical satisfaction to provide spiritual nourishment as well† (60).The e use of Magical realism in this novel let's the reader understand more how in this novel the c ask possesses the talent to become an artist a healer or a lover. In conclusion, Food has a meaning of communication in this novel. F-DOD I s represented to show the emotions of TIA as well as the other characters. Food has a strong r ole in Like Water for Chocolate because food and it's tradition is what identifies the main char Cater, TIA . Through the novel we see that TIA was born in a Kitchen and lived cooking almost all h ere life.The title of he book is also symbolic because â€Å"the phrase like water for chocolate came f room Mexico. In Mexico,hot chocolate is made with water, not milk. The water is brought to a boil and then the chocolate is spooned into it. A person in a state of sexual excitement is said to be â€Å"like water for chocolate(algebra Dictionary). † The narrator utilized food to represent Tit's ATT ration to Pedro. Food is extremely important in this novel because without the magical realism m used with the food, it would of been harder for the reader to understand Tit's affai r with Pee door.

Ethics Essay Example | Topics and Well Written Essays - 1500 words - 5

Ethics - Essay Example This paper evaluates the two approaches to defining â€Å"ethically bad life†: deontology and teleology. The paper examines each of the two approaches in detail and identifies which of the two can best be used to identify an â€Å"ethically bad life†. The tests the thesis that teleology and the end in question is always the most important thing but it must be done on the backdrop of absolute rules. Deontology The principle of deontology asserts that what is bad and what is good is definite and made up of universal laws which define what is right and what is wrong. The foremost philosopher who propounded the theory of deontology in modern ethics is Immanuel Kant. Kant argued that deontology is â€Å"a moral theory centered around the idea of unconditional duty-based commitment† (Cherkasova, 2012: 2). In other words, what is bad and what is good are absolute. This means that they are definite and they are stated clearly. Thus, an individual taking a decision must r eason and identify what is good and do it. Failure to do what is defined universally as good means an individual has done what is bad. The word deontology is derived from the Greek word â€Å"deon† which means â€Å"duty† (Morrison, 2009). ... Hence, an individual acting in a way and manner that affects a given set of rules has the obligation to identify what is required of him and do it according to the standard of the moral rules and codes. â€Å"Duty is the basic element of all moral actions†, the deontological school of thought assets (Johnstone, 2009: 3). The classical deontology school of thought bases its standard of deriving laws from divine authorities and other spiritual laws (Johnstone, 2009). Thus, what is bad is based on what authoritative religious sources state. Over the years, the deontological school of through grew to embrace nationalistic ethics and systems and today, national laws, moral ethics and international standards form the basis of the definition of â€Å"moral duties† in deontology. Corrigan and Farrell therefore identifies three main features of deontology as a tool for defining what as an ethically bad life (2012). They are: 1. Objectivity: This means that morality is based on u niversal and clear-cut rules and principles and an individual must choose the moral rule that applies in the situation. In this case, the sentiments and/or personal feelings of the individual do not matter. 2. Standardization: Morality sets a standard of what is right and what is wrong. And it applies equally to all people irrespective of their circumstances or situations and hence, what is bad is based on the ability to meet the standard required. Failure to reach the standard makes an act bad. 3. Reasoning: An individual must evaluate all his actions and reason to find what is good and what is bad and do what is good. This is done through critical evaluation of the action and activity (Carr, 2009). Teleology Teleology is an opposite to deontology

What is online meeting Research Paper Example | Topics and Well Written Essays - 2000 words

What is online meeting - Research Paper Example quirements, the advantages it offers and the issues related to its use, the options of systems available online and the features they offer and how to chose a system that would fulfill our requirements. This report briefly covers all major aspects regarding the online meeting technology. The report also discusses three online meeting systems available in the market. It recommends the better system of the three after briefly comparing the features that each product offers. Online meetings is the trend of meeting in the present times. Therefore, having an awareness about the technology is important so that its pros can be utilized and cons can be addressed or overcome. From the various options of online meeting systems available in the market, having knowledge of the features can be helpful in selecting a product that suits one’s needs. A meeting is defined as an event where the participants meet face to face to discuss an agenda. Online Meetings (also known as Web Conferences) are real time interactions over the Internet that use features such as audio, video, chatting tools and application sharing (EduCause, â€Å"7 things†¦Ã¢â‚¬ ). The participants of these online meetings are not required to be physically present in the same location where the meeting is taking place. Rather they use specialized software applications that enable them to conduct the live meetings, conferences or presentatations in a virtual conference room over the Internet regardless of their being in different parts of the world. The only requirement of online meeting is that the participants must have a computer with Internet, a headset, webcam and an Online Meeting software application (Citrix, â€Å"Online Meetings†). The software application connects all the participants in a way that all the participants in a virtual private room are able to see and communicate with one another. Through the screen sharing technology of an application, a participant can even share his/her screen with all

Module 5 Discussion Questions Article Example | Topics and Well Written Essays - 500 words

Module 5 Discussion Questions - Article Example Interoperability among all hospitals in the United States cannot be reengineered if there is no data (Kleinke, 2011). There is no doubt that America cannot truly reform its healthcare delivery, and that America will never be able to attain real accountability of quality and cost until they have healthcare data, which are computerized effectively. Trying to set up a well functioning and accountable data system is an endeavor in futility (McGlynn, 2010). It cannot be done just like that, but healthcare policymakers can come up to regulation which the congress can consider liable to the healthcare sector. Computerized healthcare should be a top priority if this nation wants to achieve interoperability in their nation. Healthcare, in this 21st century, cannot be reconstructed without computerizing it. In order for hospitals to diagnose their patients on time, they need to incorporate computerized systems. It will help them in working fast (Kleinke, 2011). One of the world’s leading database vendors is Google Inc. Google, unlike other database vendors, comes up with innovations that other database vendors cannot create. They are considered leaders of everything (Boulton, 2012). According to research, the Google database system can overcome a majority of network latency issues in keeping and retrieving data globally across computers in the organization’s dozens of data centers. Google’s database system was intended to improve the organization’s services to businesses and consumers, but could also be offered as a service to clients using cloud computing to store their information, or even as a cloud-based information analytic engine. One of the advantages of Goodge’s database system is that data can be transported to other storage equipments and underutilized computing, and can be duplicated in computers across numerous data

Nazi germany Research Paper Example | Topics and Well Written Essays - 2000 words

Nazi germany - Research Paper Example For instance, top administrators communication was answerable to Hitler and pursued his regulations, but they had some significant autonomy. The state was not a controlled, working jointly organ, but instead an assortment of blocs struggling to accumulate power and get support from Fuhrer. At the center of the Great Depression, the Nazi Government reinstated growth and stop mass joblessness by use of heavy military costs alongside mixed economy of central-scheming, as well as free-market practices. Wide carrying out of public works comprising construction of the Autobahns. The restoration of economy offered the regime substantial popularity; for instance, the restraint of all resistance made Hitler’s power largely unconcealed (Heller 243). Racisms, mostly antisemitism that was practiced were the fundamental precept of the Nazi German. German developed largely vibrant demands on the Jews, claiming declaration of war in case such demands were not fulfilled. Nazi German as a move ment that developed among fuming young scholars in early 1920s. The movement declined the Treaty of Versailles (1919), democracy general, as well as the Weimar republic. This group of young veterans call for the restoration of the Aryan race and accused the Jews for Germany’s challenges. ... ovement, it assured its subject of concrete authoritarian power, radical economic rules, civil peace, raised lebensraum for Germanic citizens, creation of the national society depended on racial cleansing and race through the vibrant Jews suppression. In addition, the Nazis pledged cultural as well as national regeneration depending on the Volkisch organization, suggested rearmament, traditionalism, reclamation, as well as the repudiation of reparations of borders lost to the Treaty of Versailles (Tooze 211). How German descend fast to a dictator state When Hitler was elected in January 1933, German state still enjoyed democratic form of government. Germany always had fair elections where no one had the power to be abused while voting. There were multiple political parties where citizens could choose for themselves which party could deliver and provide them with the desired leadership. On the other hand, to pass a law, the Reichstag had to accept to the new law following the bill goi ng through the common procedure of debate, opinions etc. The members of the Reichstag of 1933 comprised of 50% members who were against the Nazi Party. Thus, it would have been highly impossible for Hitler to make pushed into law what he proposed. Most thought of Hitler as a fall-member politician that may have to take responsibility to blame in case things got worse over his rule. Hitler had assured a general election for March 1933 of which this may have been, within his mind, the best chance for him to demonstrate all politicians who differed with him where the actual loyalties stay among the German citizens. A week prior to election was set to occur, the Reichstag building went up in flames. Hitler quickly claimed that it was the symbol for the communist conquers of the county. Hitler

CAUSAL ANALYSIS ESSAY Example | Topics and Well Written Essays - 1000 words

CAUSAL ANALYSIS - Essay Example It seemed like a trend among my peers to get married a few years after completing high school. My best friend and classmate in high school got married a few months after we had cleared high school. I was tempted to take the same path but took a different path eventually. I knew I needed to join college but also knew that I could study online. I met Jenny in junior high in my first year; she perfectly fitted what I termed as the girl of my dreams. We were in the same class but not the same stream. We were both chosen to represent our school in an inter-school competition. I am a generally introverted and so I decided to sit alone at the back of the bus. For most of the trip, I pondered about different things and tried to think of what the future held for me. At some point, I dosed off only to be woken up by this beautiful girl standing besides me. I thought I was dreaming at first as I raised my head for a split moment before and dosing off again. She went ahead and sat next to me and nudged me to wake up. I eventually did and she introduced herself to me. Through out the trip we engage in a positive and constructive chat. Jenny was every man’s or should I say every boy’s dream in school; she was a smart, sharp, eloquent, beautiful, and hardworking. She seemed to know everything about everything. She was outgoing and a favorite of every teacher for her intelligence. Many of the boys in school had tried to befriend her but felt belittled by her smartness and level of intelligence. Although everyone in school thought we were dating, it never got into my head that I was engaged in a serious relationship. Gradually, I realized we had so much in common and my reserved nature gradually became more accommodative of her. We had a normal relationship with normal challenges for a long time until one day she brought up the subject of marriage. Not that we had never discussed the subject before†¦ she only brought up the subject without mincing words. We made a

Navigating to Life's Distant Shores Essay Example | Topics and Well Written Essays - 1000 words

Navigating to Life's Distant Shores - Essay Example We either make it or we don't. We know of our success by the fact that we have arrived. We have fulfilled our goal and have set foot upon the next stepping-stone of our voyage. Our footing must be certain and secure, as a small error can cause us to lose our footing and cast us out among the grave uncertainties that lie just outside our plotted path. Planning our passage through the developmental stages of life has all the euphoric possibilities and rewards of celestial navigation; it requires skill, tools and planning, and a certain sense of where we currently are. Nothing can bring us greater elation than reaching a carefully planned goal that we have struggled to achieve, while challenging the obstacles and roadblocks that impeded our path. Getting from high school to college is very much like sailing the open seas without the security of the sight of land. It requires the skill that we have gained over our too few years, as we have no way to know what the destination will be like until we arrive. Yet, by being prepared we can remove much of the uncertainty and take much of the destination that we expect to find with us. Our task is to simply find the destination within ourselves. Gerrard states that, "Hardly anything on earth is as exhilarating as sailing into a new harbor at sunrise after a nighttime passage offshore across open water" (248). As we prepare our journey into our future, we must carefully navigate our culture, society, peer pressure, and traditions, often alone and in the dark of night. The exhilaration of reaching our destin ation will be ours alone, and only we have the skill to successfully find our unique path to the dawning of a new opportunity. Putting this skill to work will require the careful management of the tools that will we need to be able to formulate a workable plan, as we move across the uncharted waters of growth. For the high school student making their journey to college, this planning began years earlier as they begin to collect the tools of academics. While the ocean navigator has the hardware of a compass, sextant, and chronometer the student will carry tools that are more abstract in nature, but no less concrete. The student will need the skill of critical thinking. Have they learned to question, analyze, and criticize, without emotion or malice Have they been properly tempered in the cauldron of education to accept that knowledge may be "contingent, ambiguous, and tentative" (Bean 18) Has their imagination learned to make a leap and connect two seemingly unconnected dots Gerard speaks of these tools as possessing "a magical quality and were treated with the reverent care usually reserved for sacred relics " (258). The navigator cares for his tools by maintaining them in "elaborately carved and inlaid wooden boxes", as a way to highlight their status and importance. The academician cares for their tools by constant use, as if oiling and cleaning them daily to keep them ready for use on a moments notice. Just as the navigator hears the sound of the waves and the smell of the seas to alert them if they have gone off course, the academic will hear the conversations, the media, and the world around them to sense if they are still on solid ground and in line with their destination. Plotting a course to our next destination along life's journey requires that we have a secure sense of where we are starting from, and where we

Early Spanish And Early English Colonization In America Essay - 1

Early Spanish And Early English Colonization In America - Essay Example At the time New Mexico established, it collapsed because of inadequate wealth. In the New England, separatists and Puritans constituted the population. Following the dissent and reformation of England, the people of England stated to arrive in the new America for the reasons of religion. New England colonies were made up of mostly Catholics and Puritans who banked their hope on putting their beliefs in practice with no interference from church hierarchy or England. The colonial extension under Castile’s crown was instigated by Spanish conquerors and grown by Spanish monarchy through its missionaries and administrators. The motivation for the expansion of colonies was increased Christianity faith and trade through local conversations. This took a period of over 400 years from the year 1492 to the year 1898. To start with is the arrival of Columbus in the year 1942, over 4 centuries the empire of the Spaniards would extend across: in the present day in most Central America, Mexico, and Caribbean island; most of American North that include Southern coastal, Southwestern, California part of United States; and although not active, with territory claimed presently British Columbia; and states of Oregon, Washington and Alaska; and South America. At the start of 19th C, the movements on revolution ended up in the independence of many American Spanish colonies, with exception of Puerto Rico and Cuba, released in the year 1898 subsequent to the wa r waged by Spain against the Americans, together with Philippines and Guam in Pacific. The political loss of the last territories by Spain brought an end to the Spanish colonization (Kathy, pp 64) The settlements of the Spanish in the South West of America and English colonies in the New England in the 17th C may be contrasted in basically two ways. To start with, their political patterns were based entirely on different government systems and classes of the ruling.

The Difference between Traditional and New Law Enforcement Strategies Essay Example for Free

The Difference between Traditional and New Law Enforcement Strategies Essay Professor Maia Jefferson The law enforcement community plays an important role in our day-to-day lives. They are not only tasked with enforcing the laws, but they are also tasked with helping out the community in various ways. What happens when the traditional model of law enforcement is changed? Will there be any resistance from certain divisions of the police force? What will be the major factor for the success of a new program, if implemented? Under the traditional law enforcement model, officers are tasked with responsibilities such as patrolling the streets and reporting broken sidewalks, potholes, street, and traffic lights that need to be replaced. Under the new program called â€Å"Employing Creative Closure Strategies,† patrolling officers work with sergeants and lieutenants to review crime data and come up with the best solution to problems. In doing this, it allows officers to display their expertise in areas such as criminal investigation, traffic enforcement, drug suppression, and routine patrol. With any organization, change is going to come with resistance. Some of the major resistance would most likely come from senior members of the force. These members that have been around for awhile have probably seen many leaders want to â€Å"make their mark† by implementing their own ideas. These skeptics have probably accepted the idea that certain divisions are specialized in the area of expertise and that changing the way that they operate would disrupt the tempo of the force. However, most people agree that change is a good thing and can lead to improvement within the police force. The new changes would no doubt endure opposition on some levels, but there would also be many who would support them. The supporters would most likely be the officers that are directly affected by the changes. By allowing patrolling officers to work directly with investigators, the police officers would feel more important and more connected with the community. Moreover, the actual responsibility of investigations will be shared among the patrolling officers and the investigation team. The collaboration of these two units will not only save time, but also money. The success rate for the â€Å"Employing Creative Closure Strategies† program has been proven more effective than the traditional patrolling methods. The change held individual officers accountable for investigating and resolving crimes in their patrol area, which played a major role in their success. (Johnson, 1997) Productivity and case closure rates began to rise, proving that the patrol officers were capable of assuming more responsibility. After 14 months, the number of cases that were solved increased dramatically. The new program â€Å"Employing Creative Closure Strategies† has proven to be a step towards improving the way law enforcement patrols. With any change comes disbelievers, yet there is always room for improvement. The ultimate goal of law enforcement is to protect the community and its citizens. By implementing the new system, there will be an increased level of security and an opportunity for police officers to learn from each other by taking on more responsibility. Bibliography Johnson, R. A. (1997, November). Integrated Patrol: Combining Aggressive Enforcement and Community Policing. Retrieved from Federal Bureau of Investigation web site: www. fbi. gov

What Is The Best Way To Become A Good Person Philosophy Essay

What Is The Best Way To Become A Good Person Philosophy Essay I chose this topic because I am very concerned with life in this era. Many people underestimate the value of behaviour. They are only busy with daily activities. In fact, the behaviour is the most important thing in life, because without the behaviour, we are nothing. Although we have a high value on something, but bad behaviour, we are nothing in public. A good person is someone who displays love, joy, peace, kindness, goodness, humility, patience and who is faithful and endures all things. It is someone who displays self control and considers others more important than self. It is someone who is a good friend, a good listener and someone who displays integrity dignity and accountability towards self and towards others. This person is not judgmental and holds no score of records against others but walks in forgiveness and understanding of others. This person does not bad mouth but rather stands up for someone. This is someone who would lay down his life for others not as a doormat, but as a true friend. There are few people today who fall into this category and if you find one, run with that person because that person is positive and someone you can always count on a true friend. People Problem to be a Good Person Many people said Its so hardly to become a good person, because I am very busy and have many problem, so i have no time to learn what about how to be a good person, i cant to do that. But in fact, we dont need many act, we just need to do what should we do. Actually, we havent realize that we often to do something, like, be proactive in some place, give people the benefit of the doubt, etc What Should We Do? Actually, its very easy, we can make them be better in many ways. First we just told them, what is the purpose in our live? and the meaning of What the advantages become a good person in this world?. This is the first way is useful for dealing with this life. After that, we can use the second step, we must follow the instruction of How to be a Good Person, like material that I will discuss in this paper. BE A GOOD PERSON IN YOUR OWN WAY Be Proactive. Its tempting to infer that as long as you avoid doing the things you know are bad (stealing, badmouthing, lying, etc.) then that means youre a good person, but theres more to it than that. By avoiding bad behaviour, youve made a big step towards becoming a good person, but youve only just begun. In order to be good, you actually have to do good things rather than just avoid doing bad things. Then, Consider the result. Have you ever heard the saying that the road to hell is paved with good intentions? Its not enough to want to do good, and to try to do goodyou must also think about whether your actions actually had good results. Not every attempt to do good will end with good results, so when things dont work out, be willing to reconsider your actions and change them accordingly. Never let your sense of duty, loyalty, or obligation get in the way of doing whats right. For example, many parents feel that its always good to help their children in every way they can, but there are times when children need to learn lessons on their own and face challenges in order to achieve or to avoid mistakes in the future. A child who has been arrested on suspicion of drunk driving needs to bear the responsibility of his or her actions. If the parent bails the child out, and then helps the child avoid consequences, s/he will only learn that the parent will be there to help even if s/he do es wrong. The intention is good (wanting to help the child succeed) but the action might not be (removing all obstacles from their path). After that, consider the greater good. What might seem like a good decision in your situation might not have a very good impact on a broader scale (in the example above, the child doesnt have a DUI on his record, but is then free to go and violate the law again, this time possibly hurting or killing someone else). People often do right things for the wrong reasons, and wrong things for the right reasons. If youre playing a game with your team, for instance, it might seem good to try and score as many goals as you can to bring your team to victory. But look at the big picture. How will your teammates feel if you score all the points instead of helping set them up to score at times, never allowing them to get a shot in? How will that kind of victory affect the team spirit? Would you still feel good if your team won, but your teammates felt that it was an individual effort and they werent involved? Next, define what good means to you. Ultimately, you have to decide on your own code of ethics, and what matters are that you follow through with what you believe makes you a good person. At times, this may conflict with what others believe is good, and they might even accuse you of being wrong or evil. Consider their views either they know something you dont, in which case you may learn something from them and update your morality, or perhaps their experience is limited, meaning that you should take their views with a grain of salt. Then, Be balance. In the struggle to be good, its easy to swing from one extreme to another. However, any form of extremism can lead to closed-mindedness, a quality that can be found behind what most people can agree are bad deeds. In Buddhism, theres a term for avoiding extremism: the Middle Way. Whenever you find yourself leaning towards an extreme, try to find the Middle Way before you act. Its good to be humble and kind, but is it not good to be so humble and kind that you let people walk all over you, to the extent that it damages your physical and emotional health, or lessens your ability to care for, spend time with, and provide for your family? Its good to be responsible (pay your bills on time, plan for retirement, save up for your kids to go to college) but is it good to be this way to the point that you hoard away hundreds of thousands of dollars in assets and wealth for your own familys financial security without ever giving someone else (who isnt fortunate enough to be born into your family) a helping hand? Its good to be positive, but is it good to be so positive that you ignore risks and brush mistakes under the rug, never learning from bad decisions because youre always positive that itll work out the next time around? Its good to be honest, but is it good to be so honest that you hurt peoples feelings unnecessarily, violate someones privacy or prevent someone from finding answers that they might need to find for themselves? After that, Give people the benefit of the doubt. To the extent that it doesnt jeopardize your safety (like getting in the car with a group of people you just met), assume each person you meet is a good person, and act likewise. If you see someone do something that you consider to be bad, consider what they are dealing with in the context of their own lifedont jump to conclusions. Try to discover what motivated their bad act, and if appropriate, show them how it was hurtful by using non-violent communication. Many times, helping someone else become a good person in a gentle, open-minded and unimposing way can help you learn and become a better person yourself. Be Good for its own sake. Dont try to be a good person because your parents told you to, because you want recognition or respect, or for any kind of reward except your own satisfaction in doing what you believe is good. Never act superior to anyone else or brag about your goodness or righteousness. Your dedication to a particular creed, ideology, or set of guidelines does not make you better than anyone else. Do what you believe makes you a good person on your own terms, and remember that its an individual journeyeveryones path is unique. Do well by stealth, and blush to find it fame. Forgiveness is a characteristic of a good person. They let go of resentment, the anger and bitterness. They dont allow toxins to overshadow joy in their lives and the joy they can offer to others. They unfold a loving heart without seeking revenge. They arent a door mat to be walked on, but realize we all make mistakes. A good person respects others, but this respect is derived from respect for themselves. They value their own worth, their own feelings as well as others. They listen attentively because your thoughts and feelings matter. They open their mind to diversity in thoughts and opinions without making you feel lesser or judging unfairly. They may not agree with you, but they handle differences, respectfully. There is some tips to be a good person in your own way. Firstly, Believe in the power of your actions to influence others. When other people see you doing good deeds, they will be reminded to take more positive action themselves. Secondly, Avoid lying whenever possible. With the exception of lies that protect others feelings, telling the truth is always easier than lying. And forcing yourself to always tell the truth means that youll be motivated to make better choices when confronted with dilemmas in life. Thirdly, keep in mind that for which you are grateful and do good on that basis. If you do good to get good, your expectations will eventually be unmet. HOW TO BE A HONEST PERSON Think honestly. This may sound silly, but if you dont think honestly, you wont BE honest. Prejudices and preconceived ideas can make it difficult to distinguish what the truth really is. Dont take things at face value. When you read, see, or hear something, dont make assumptions. Offer the benefit of the doubt, and be sceptical if necessary. When you make a commitment to communicating and understanding the truth, it can be humbling to realize that most of what we think we know is actually just based on assumptions rather than facts. Keep in mind a Jewish proverb: What you dont see with your eyes, dont witness with your mouth. A good person is trustworthy and doesnt gossip. They dont get pleasure from hurting others. They hold your secrets in confidence as if a cherished treasure. You wont be left with doubts as to who they are or where you stand with them. Their word is truth and filled with honesty. About cheating. Dont do it. Not on your spouse or your taxes. Doing nothing is much better than cheating. And then, Practice being honest on the simple things. This is especially important in situations where coloring the facts would make no difference in the world, which covers a good bit of life (from speaking the truth, to avoiding simple thoughtless acts like picking up someones pencil or grabbing an apple off the neighbours tree to snack on without thinking about it). Abraham Lincoln became famous for going to great lengths to return a few cents that did not belong to him, hence the nickname Honest Abe. By applying honesty to the little things, you will get in the habit of being honest in general. Stay away from drugs, stay away from them. They are associated with bad behavior among many other things. About words. Choose your word carefully. If you have nothing nice to say, say nothing politely. Helping hands. This includes at home and at work. If you see someone who could use an extra hand, give it, even if you are tired and would rather just watch TV or take a nap. Understand the working of dishonesty. Most of us learned to be dishonest as children. The process often began with the realization that different behaviours result in different outcomes. For example, saying certain things (or not saying certain things) garnered desirable approval and praise, or the undesirable disapproval and censure, if not punishment. Indulgence in dishonest behaviour to get desired results was just a small step away. With time the thought processes behind such actions get so entrenched in our subconscious mind that one is not even aware of them. A time comes when one loses the capacity to know when and where to draw the line and how negatively does dishonesty affect our lives (see Warnings below). Dishonesty often becomes a tool to: Pretend that there is nothing wrong with us, shift blame to others, avoid embarrassment, ddistract ourselves, minimize conflict, and avoid responsibility or work The next is fess up. Be willing to address issues where you have been less than honest in the past, whether you took a cookie and then denied it, or blatantly lied about whose fault an automobile accident was. While reviewing your past transgressions can create discomfort and guilt, recognizing where you have been dishonest in the past can help you identify patterns and stop them from continuing. If you feel guilty for having been dishonest in the past, apologize to the person you lied to and/or find a creative way to make things right. For example, if you kept money that you knew wasnt yours and didnt make a good faith effort to return it to its owner, make an equivalent or greater donation to charity. If youve lied to a person who plays an important role in your life (a significant other, relative, or friend) the best (but most difficult) thing to do is come clean. List the areas where you may have a weakness. It may be as simple as a tendency to make up excuses for failures, or as complicated as a penchant for stealing. Remember that dishonesty is rooted in fear, so you must look for and face those fears. By listing areas where you have a problem, and then working to deal with them, you can consciously battle these habits. If you find yourself lying because you fear disapproval from someone, for example, perhaps you need to learn how to stop being a people pleaser and be yourself. Most importantly, admit your errors so that you can forgive yourself and use those experiences to reinforce your determination to do better. You cant fix what you dont acknowledge as a problem. After that, Find a balance between full disclosure and privacy. Just because youre honest doesnt mean you have to air out all of your (or anybody elses) business. There are some things that we dont talk about because its not information that the person asking may be entitled to. On the other hand, withholding information that you know should be disclosed is lying by omission. For instance, not telling a romantic partner that you have a child or that youve been married in the past, for example, is objectionable by most. Deciding what information a person should or should not know is a personal decision. Just because you believe a person is better off not knowing something doesnt mean youre acting in their best interest by hiding that information. Follow your gut, and put yourself in that persons position: If I was in their shoes, would I rightfully feel betrayed if this information wasnt shared with me at an appropriate time? Exercise tact. We all know that being literally honest can hurt feelings and turn friendships sour. It can also be misinterpreted as criticism or a lack of support. Its very tempting to tell a white lie when dealing with sensitive loved ones (especially children), but you can still be honest by being creative in how you express the truth. Emphasize the positive. Shift the focus away from what, in all honesty, you think is negative. Instead of saying No, I dont think you look good in those pants say Theyre not as flattering as the black dress-that dress really looks amazing on you. Have you tried it on with those stockings you wore to my cousins wedding last year? You have the right to remain silent. If youre pushed into a corner and dont know how to respond, say Can we talk about this another time? or I really dont feel comfortable talking about this. You should really address this with Dont say I dont know if you really do know-it can come back to bite you in the rear later on. The person might catch on and realize that you know something, and they might get pushy. Repeat yourself and leave the conversation as quickly as possible. When all else fails, be honest-but gently. Wrap the potentially hurtful truth in appreciation, praise, and, if applicable, affection. There some tips to be honest person. For most people, keeping secrets intended to benefit someone is not considered dishonest, as long as youre confident that the person youre keeping the secret from will completely understand when they find out. Still, its a fuzzy line determining which secrets are dishonest-keeping a surprise birthday party under wraps is one thing; not telling a child that they are adopted or that their pet has died is trickier, and will require a personal sorting of ethics. We make judgments, assumptions and theories every day, but in order to be honest, its important for us to acknowledge them as what they are: ideas about what the truth might be, not the hard truth itself. When you make a statement, try to add the phrase In my experience or Personally, Ive observed that at the beginning, or end it with but thats just my observation/experience that might not be how things are everywhere. For example: In my experience, people who have physically demanding jobs tend to be more fit than those in office jobs, but thats just my own observation. That might not be how things are everywhere. It lets people know that you are making an observation that is limited to your situation, instead of making a blanket statement (i.e. stereotype or generalization) that isnt true. Some may find it helps to keep track of your statements to others in written form (a journal or chart of some sort). This can help you to see how many times you are honest and how many times you are dishonest. Learn from these experiences. Having a record of past situations where you were dishonest can help you to consider what can you do better in the future situations. Visualize how it will be if you are honest and then let move forward confidently!. HOW TO ENJOY LIFE Learn to be positive. If you keep moaning about your life, other people will only notice the bad aspects of your character and categorize you as a person who is Boring or worse! Who wants to spend time with a wet blanket! Go to places where people are positive and support you with positive thoughts. After that, Be generous. A little generosity goes a long way. Give and people return the favour to you and you will be known as a generous person. Then, make a list of all the things you want to do and do them. If youve always wanted to audition for theatre, then go ahead and do it! This will help to reduce hanging around and wishing. This even applies if you want to be an astronaut  : you might not effectively become one, but becoming savvy in astrophysics and space will make you realize that youre capable of it. Keep trying. One of the key things that you need to remember is to never be discouraged; failure is a part of life, and it happens naturally. If you are so disillusioned that you never want to try again, at least be comforted by the fact that you made an attempt. Stop doing things that you dont enjoy. Make a list of the things that you are doing that you dont enjoy, and try to stop doing them. Naturally, this shouldnt mean that you should drop out of school if you dont like studying, but you might consider working for a new company if you are constantly stressed and pressured by your job. If its not possible to stop, try to see the positive side of those things and find ways to make them entertaining. Nobody enjoys cleaning the kitchen fan or the toilet but if you do these chores with full awareness and make them into a meditation, you will be surprised how quiet your mind will become and how much happiness these chores will give you. Find a hobby. You might take up collecting stamps or coins, or you might learn more about photography or art. You dont have to spend your entire life doing it; the whole purpose of the hobby is to vary your routine and do something worthwhile. Singing is a wonderful way to make life more enjoyable. Try to pick up some of your favourite songs and learn the lyrics by heart. When you feel bored, sing those songs and you would feel much better. Singing karaoke, taking some singing lessons or listening to music would make your life more interesting. After that, Enjoy feeling proud. If youre proud of something be it: an essay, a new deck you built, a promotion, or a song you composed hold on to it for dear life because theres nothing more important than your pride. Do not let anybody take it by demanding more. Stop watching TV or at least limit the amount of time you spend in front of the idiot box. Watching TV is passive entertainment and enjoyment in life comes from trying and doing things yourself instead of watching other people do things. Watching people swim is not the same as swimming. Watching other people hike or climb a mountain is not the same as hiking or climbing mountains. This is pretty obvious but still many people prefer second hand experiences to living life to the full. The same goes for playing TV or computer games for hours on end. Go out and do something. You will feel healthier too. Ask questions. Its not bad to ask questions. Ask as many as you can no matter what people say or the relevance of them. Dont doubt yourself because theres a good chance somebody else is wondering the same thing. Stay healthy. Make part of your life eating right and exercising because it helps keep the body running at the top of its game. Be open to change. Changes in your job, friends, and the government. With practice you will be able to anticipate it. list the items you want to keep. This will help you realize what you have and you are so lucky to have it. There is some tips how to enjoy life. You can Ask others about how they spend their time. If you feel like doing something that they do, then join them! Dont be afraid to ask! Get organized. Youll feel more in control and happier. Dont think that you constantly disappoint people. Nothing can be further from the truth. If youre an adult dont preoccupy yourself with paydays and raises. Money alone cannot help you feel fulfilled. Dont be rude to anyone. Dont be rude to your teachers or complain in class. Names like: slacker, degenerate, delinquent, punk, underachiever, and lost cause are just words people use because they are confused by why youre soaring through life while theyre sluggishly inching along. Ignore the labels. WARNINGS ABOUT THE WAY TO BE A GOOD PERSON Dont push your assistance on people who dont want it. If someone is telling you they dont want your help, just apologize if you presumed, and bow out gracefully. Dont be so nice and constantly helpful that people take advantage of you. Part of being a good person is helping others become better people. Doing everything for someone who is capable of taking care of him or herself is not helpful to either of you. Be very careful what you say to people. It can be incredibly affecting to say something thoughtless off the top of your head. A rash judgment, a poorly observed conclusion can resonate forever in someones life. This is particularly true for children and others with little or no defences. Dont trust the mind alone. Your ideas and preconceptions are often not enough to divine the good in a given situation. A person can believe their own headlines to the point of mania. Always remember that your humility is one of the most subtly persuasive powers at your disposal. Step back and f igure out what your heart tells you. Try to see your beliefs or actions objectively. WARNINGS ABOUT HOW TO BE A HONEST PERSON Be wary when someone tells you something in confidence, and you know in your gut that you should share that information with someone else (knowledge of a crime, a lie, or a harmful act against another). This puts you in a difficult position, especially when the truth eventually comes out and the person affected by it finds out you knew all along. If someone starts off a sentence with Dont tell so-and-so about this, okay? be prepared to offer your own disclaimer: If its something that Id want to know about if I was in their shoes, please dont tell me. I dont want to be responsible for keeping anyones secrets but my own. Be conscious of groups of peers or friends who may sway you to stray from your choice to stay on the straight and narrow. Like any bad habit, you may be pressured to regress if you choose to hang around people who dont have integrity and dont cherish honesty. You dont have to automatically find new, more truthful friends, but be aware of your vulnerability to temptation if you continue associations with overtly dishonest people. Dishonesty has many negative consequences. They are often not immediate or noticeable; they usually build up over time until they hit us like a brick wall, at which point it may be difficult to see how dishonesty has played a role in unhappiness: Becoming numb to our own feelings if we hide them for a long enough time. Becoming deeply confused about what we actually want. Making a bad situation worse. Not being prepared to face the consequences of our decisions and the reality of our situation, thus getting more hurt by it in the end. Being haunted by guilt, and fear that your dishonesty will be discovered. An emotional state that can be best described as a heavy heart. If you find that you cannot control your lying, there may be emotional issues at work that are beyond the scope of this article. Consider meeting with a counsellor or other professional who can help you work through those issues over the long term. It may be that dishonesty is a habit that youve set for your entire li fe, and it will take a good deal of introspection and work to unravel that pattern. WARNINGS ABOUT HOW TO ENJOY LIFE Dont be fooled into thinking that drinking alcohol or taking drugs will make your life any more enjoyable than it is now. These only provide a brief and unhealthy means of enjoyment. Placing too much reliance on alcohol or drugs can lead to addiction, which will ultimately deconstruct your ability to enjoy life. So, if you want to make a person be better, you should consider the steps, and then, dont make person feel pressured in the process of making him be better. We must consider restrictions on How To Be a Good Person. We can make a life be better, by improving someones character better. HowToBeHappy.org www.Good-Child-Guide.com win-spy.com HowToBeHappy.org www.HappinessAndGod.com www.LawofDirection.com How To Be A Good Person: Tips On How To Be The Best One Can Be | Suite101.com http://personaldevelopment.suite101.com/article.cfm/how_to_be_a_good_person#ixzz0ZXAwZ3Iu

Does Birth Order Affect the Way You Are? Essay examples -- essays rese

Does Birth Order Affect the Way You Are? Bob likes to be the center of attention. Joe feels that he has authority. Julia tries to outdo everyone and Jimmy just wants to be bigger than the others. What do these all have to do with Birth Order? These all deal with the children’s characteristics depending upon when they were born. Birth Order is the cause of each person’s personality and individual characteristics. Using "Bob" as an example, he enjoys being the center of attention. He is obviously an only child. "As an only child, one will develop those characteristics from always having to cope with playing alone and with having to fend off adult intrusion" (Stein 1). Children that are the only child, found from research, seem to have the "Leave me alone, I’d rather do it myself" attitude (Isaacson 1). This would definitely have a thing or two to do with how this child would act and go throughout life. "This child will usually stay on the path" (Isaacson 1). With the few characteristics shown, one can tell that because of being an only child, this person will end up going through life looking at things in a different way than those that grow up with siblings. Likewise, a child that was the only child, but then has a younger sibling brought into the family will also have different characteristics. "Once the second child is born, there is a feeling of abandonment to the first born child" ( Isaacson 3). "The first born child will show a demanding behavior" (Isaacson 3). "They may even show off just because they want to get the attention that they have lost" (Isaacson 3). Once the second child comes along, the first born child feels that they have the power (Isaacson 2). "This child will usually pursue many different goals quickly" (Isaacson 3). Further on in life this child will more than likely have a different attitude toward life than a child born second or third. "First borns, grow up knowing they are bigger, stronger, and smarter than their younger siblings" ( Cowly 68). In the long run, they will continue to act in this manner and be successful in their own way. Along comes the second or middle child, which is assumed to get all of the attention. "Yet, the attention toward the second born is lost as the first born aggressively takes it away" (Isaacson... ...attributed in part to their belonging to a unique social group based on their order of birth in the family" (Kasschau 21). A lot of studies were done and it was found that in most cases, when there were no intrusions on how the family was raised, birth order had an effect on people’s personalities (Leman 33). Just think about it. If one was the oldest, they would feel far more superior than the other siblings (Isaacson 2). On the other hand, if one was the youngest, or the baby of the family, they would get spoiled and wish to be older than the others (Isaacson 4). The middle child usually feels stuck, as if they do not get their way in any situation (Isaacson 3). All of these would affect how a person grows up. Each individuals personality and characteristics are determined by their birth order. When "Bob," the only child grows older, his attitude and personality upon things will be different than "Joe’s," who is the first born child. Same goes for the second born, third born, and so on. All of these children will grow up with different parenting, caused by when they were born. They will be unlike each other since they were born in that specific order.

John Wesley and the Methodist Church- Analysis of “Methodism and the Ch

I have been a firm believer that if one does not understand where you come from you can have little understanding of where your heading. The first thirty-two pages of the book on â€Å"Methodism and the Christian Heritage in England† gave a background as to Wesley’s foundation that so many authors overlook. The first page summed it up best in: â€Å"The long course of English ecclesiastical history met the force of a new concern for renewal, both individual and institutional. A long tradition of propositional certainty of faith met the power of a personal experience of faith. An institution built by and for the establishment met a concern for the souls and bodies of the disenfranchised† (p.1, Heitzenrater). This explained the transformation of both individuals and the Church at this moment in history. Of how a small congregation in Stanton Harcourt would be the starting point for a â€Å"guest preacher, would shortly become the leader of an evangelical revival that would, during his lifetime, spread across the lands and become a trans-Atlantic movement† (p. 1, Heitzenrater). How many present at St. Michael’s on that June 11 Sunday morning in 1738 realized just how important this day would be in the history of the Church in the British Isle, America and throughout the world. How the step taken by the monarch’s of England influenced the Church in England to be transformed into the Church of England. The struggle in the theology of Lutheran, Calvinist, Catholicism, and Moravianism, to name just a few, would all have an influence in the foundation of the Methodist movement. Of how â€Å"John Wesley, paternal grandfather was brought before the Bishop of Bristol, Gilbert Ironside, to answer charges of nonconforming to the Thirty-Nine Articles† (p. 1... ...day: how do we make the church relevant to a society that see’s it was being a product of a long past believe system. How do we allow people to explore their faith question and at the same time provide a firm foundation? The influence of Calvinist, Mystics, New Age, Atheisms, and other religious faith has caused confusion among our cognation as to what they believe in. By studying this text with our congregations we can provide them with an understanding of where Methodism came from and where we are heading. I am looking forward in gaining a better understanding of where we came from to become Methodist so that I can better chart a course of where we are heading as a congregation, denomination and a people of faith. Let the journey begin. Works Cited 1. Heitzenrater, Richard P. 1995, Wesley and the People Called Methodist. Abingdon Press, Nashville, TN.

The Aborted Contract :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites The issue of abortion is emotionally loaded and this often makes for poor, not thoroughly thought out arguments. The questions: "Is abortion immoral" and "Is abortion a murder" are often confused. The pregnancy (and the resulting foetus) are discussed in terms normally reserved to natural catastrophes (force majeure, in legal lingo). At times, the embryo is compared to cancer: after all, they are both growths, clusters of cells. The difference, of course, is that no one contracts cancer willingly (except, to some extent, smokers --but, then they gamble, not contract). When a woman engages in voluntary sex, does not use contraceptives and gets pregnant - one can say that she signed a contract with her foetus. A contract entails the demonstrated existence of a reasonably (and reasonable) free will. If the fulfilment of the obligations in a contract could be life-threatening - it is fair and safe to assume that no rational free will was involved. No reasonable person would sign or enter such a contract. Judith Jarvis Thomson argued convincingly ("A Defence of Abortion") that pregnancies that are the result of forced sex (rape being a special case) or which are life threatening should or could, morally, be terminated. Using the transactional language : the contract was not entered to willingly or reasonably and, therefore, is null and void. Any actions which are intended to terminate it and to annul its consequences should be legally and morally permissible. The same goes for a contract which was entered into against the express will of one of the parties and despite all the reasonable measures that the unwilling party adopted to prevent its crystallization. If a mother uses contraceptives in a manner intended to prevent pregnancy, it is as good as saying: I do not want to sign this contract, I am doing my reasonable best not to sign it, if it is signed - it is contrary to my express will. There is little legal (or moral) doubt that such a contract should be voided. Much more serious problems arise when we study the other party to these implicit agreements: the embryo. To start with, it lacks consciousness (in the sense that is needed for signing an enforceable and valid contract). Can a contract be validated even if one of the "signatories" lacked this sine qua non trait? In the absence of consciousness, there is little point in talking about free will.

Edsa Revolution

MARTIAL LAW Under the supervision of Ferdinand Marcos, September 1972. Marcos declared the Martial Law. When Martial Law was enacted, all of Ferdinand’s enemies in politics had been arrested. And in that time, the security in the country had been restricted. Martial Law is declared against the former Defense Secretary/Minister where at by now is a Senate. Martial Law has a mission, and it is to avoid harm from the communist. But in case of retrieving, the communist fight for they’re right.And the more that they became strong because of they’re unity. There were so many innocent people died because if the fight between the government and the communist. There are several persons are accused that they are part of the Communist Party of the Philippines. Most of them died. Marcos wanted to have a new society through the Martial Law, and Marcos won because all Filipino’s are afraid with Marcos. This victory gives a lot of many good changes in the society, such a s the good health and green environment, peaceful surroundings.In the administration of Marcos, the program was enacted which is the â€Å"PLEDGES† that stands for Peace and order, Land Reform, Economic Development, Government reforms, Educational reforms, and Social services. This program has a good motive, but suddenly, this program is just only a promise. Only promise papers. His new society covered with worries and fear because of his one rule, to abide all of his rules without any doubt. Although he had a merry contribution, the corrupt money is merrier.In the 21years of service, Marcos contributed the San Juanico Bridge, Cultural Center of the Philippines, Lung Center and Heart Center, Green Revolution, Land Reform, North Luzon and South Luzon Expressway. Some of Filipino says that the good has small amount because Marcos warn the government to maintain the low price of the goods. But more of his programs release some money just to give it to his friends and family. His family over-controlled the economy that’s why when he is fired, his family ruined the economy. Under the Martial Law, all of the senate degrades their right.In the power of the Legislative, president was held. The negotiator is a 1998 action thriller film directed by F. Gary Gray, starring Samuel L. Jackson and Kevin Spacey. It takes place in Chicago and was released on July 9, 1998. The original music score was composed by Graeme Revell. Lieutenant Danny Roman (Samuel Jackson) is a top police hostage negotiator. He has a deserve reputation for being the best, although he is not without his detractors, such as commander Adam Beck (David Morse), head of a Hostage Barricade Terrorism (HBT) unit who thinks Roman takes too many chances.Roman is middle-aged and recently married. He is approached by his colleague Nathan ‘Nate’ Roenick (Paul Guilfoyle) who warns him that large sums of money are being embezzled from Chicago Police Department’s disability fund, wh ose board Roman is on. Roenick has an informant, with whom he was at the Police Academy, and with whom he serve for a while, but Roenick refuses to name him. Roman suggests he go to Internal Affairs, but Nate thinks that inspector Neibaum might be involved as well.Later that evening, Roman is summoned via his pager for another meeting with Roenick but instead finds him dead from gunshot wounds, seconds before patrol officers arrive. The case goes badly for Roman when it is assigned to Niebaum (J. T. Walsh) of the Internal Affairs Division (IAD), who Roenick claimed was involved in the embezzlement. Furthermore, the gun used to kill Roenick was one of the case involved in a case Roman handled in the past: two were not recovered but not the third.A search warrant uncovered documents in Roman’s house that indicate the embezzled funds had been deposited in an offshore account, of which Roman denies any knowledge. Facing serious charges, suspended from the force and rejected by hi s friends and colleagues, including Roenick’s widow, a frustrated Roman storms into Niebaum’s office and, in the ensuing chaos, take Niebaum’s and several others hostage, including Niebaum’s administrative assistant Maggie (Siobhan Fallon), police commander Grant Frost (Ron Rifkin), and two-bit con man Rudy Timmons(Paul Giamatti).With the building evacuated and placed under siege by police and the FBI, Roman issues his conditions, which include finding Roenick’s informant and summoning police Lt. Chris Sabian (Kevin Spacey), another top negotiator. Sabian, who has been trying rather unsuccessfully to negotiate peace between his sulking wife (Mary Page Keller) and cheeky daughter (Mulrooney), arrives on the scene. Roman and Sabian have only met once, briefly and know each other through reputation, but Roman wants Sabian because he is from another ide of the city, unconnected to the mentioned fund matter, and should be one of the people Roman can tru st. Sabian soon find himself in a cat and a mouse duel with Roman and a dispute over authority between him, the local caps, and the feds, who disagree over jurisdiction and tactics. Roman of course know every trick in the book, and the besiegers are hard pressed to find out what is going on in the room with the hostages, since he blocks the entrances for ventilation units and destroys the security cameras and other surveillance devices.To make things more complicated, Roman is convinced that â€Å"they† (his former colleagues) are out to kill him and it is hard for others (and viewers) to discern whether Roman’s belief is based on well-founded suspicious or groundless paranoia. While Sabian tries to come up with a solution, Roman, with the help of Timmons and Maggie, gets into Niebaum’s computer and discovers recordings of wiretaps, including with his last conversation with Roenick. He discovers that Roenick himself was the actual informant and has passed his ev idence on to the IAD.Niebaum admits that he investigated the embezzlement, but then took bribes from the fraudsters. Niebaum implicates many of Roman’s squad-mates in the conspiracy, but does not know who the ringleader is. Before he can reveal where he has hidden the evidence, Roman’s squad-mates (who overhead his confession) prematurely attack and kill Niebaum. When it becomes apparent that Sabian and the police have lost control of the situation, the FBI relieve Sabian and order a full-on assault. Sabian runs into the building to try to save Roman and the hostage.Roman and Sabian argue over who fired first and struggle over a weapon, only to have Roman show Sabian that HBT team member, Scott, was not really shot another bluff to make everyone believe Roman could kill all the hostages. Sabian has come to believe Roman has a case and gives him a chance to prove his innocence. Prior to the impending FBI SWAT attack, he and Roman devise a plan. Roman is able to sneak ou t of the building during the assault by wearing a confiscated HBT uniform.They proceed to Niebaum’s house, where they try to find the evidence, but are then attack by Frost, one of the former hostages, and three other members of Roman’s old squad who reveal themselves as the fraudsters and Roenick’s killers. In the course of the confrontation, Sabian suddenly shoots Roman and tells Frost that he just killed Roman, a cop, so he (Sabian) is now a dirty cop and then offers to destroy the evidence in return for the piece of the pie.Frost agrees and effectively makes a full admission to his crimes, but when he leaves the house, he finds the area surrounded by police who have overheard his confession via Sabian’s radio that Roman had. Sabian had bluffed that he had killed Roman while Roman had actually broadcasted Sabian’s and Frost’s conversation. Humiliated, Frost attempt to shoot himself, but Beck quickly shoot his arm and the police seize him. Roman is now cleared and Sabian gives Roman his badge back and they part company with a new-found respect for each other. ESSAY COMPILATION In Philippine History Submitted by: Claudine Pacayra Submitted to: Mr. Santos Cayat

Educational policy Essay

On Tuesday May eleventh, 2010 David Cameron became the British Prime Minister after forming a Conservative and Liberal Democrat coalition. This followed five days of negotiation as the general election had produced a hung parliament. While the Conservatives were the largest party, they held an inadequate number of seats to meet the threshold for majority rule, and so formed a coalition with the Liberal Democrats, (guardian.co.uk, 2010). Even prior to becoming Prime Minister, David Cameron spoke at length on the Conservatives’ education election manifesto by announcing plans to attract the most educated professional teachers into the classroom. Central to his party’s focus on education was his party’s desires to improve the standard of teacher’s education, he said, â€Å"The most important thing that will determine if a child succeeds is not their background, the curricula, the type of school or the amount of funding, it’s the teacher,† (daily mail.co.uk, 2010). This paper intends to examine the evolution of the Academy school system under the current coalition government, make a comparison between the current the education policy under the coalition government and the tripartite system of the 1944 Butler Education Act. It will examine the effects of both systems on the pupils within them, whether in fact pupils will benefit from the Academy and free school systems or is it the case that there are also be some pupils who are disadvantaged by this  system. There will also be an examination of what will happen to pupils who are not educated in either the academy or free school systems and the influence that market forces will have on the establishment and success of schools. Education is the delivery of knowledge, skills and information from teachers to students; the process of becoming an educated person, (Carr & Kemmis, 1986). Education promotes the abilities to perceive accurately, think critically and act effectively to achieve self-sele cted goals and aspirations, (Gelber Cannon, 2011). It allows individuals to map their experiences and provides a variety of reliable routes for individual’s to return to optimal states when they find themselves facing difficult decisions and life events. Crucially in modern era, education itself is seen as a vital resource for global economies, in fact most first world economies are characterised as ‘learning economies’, (Tze-Chang, 2011). It is the acquisition and retention of knowledge that drives global economies which, in previous generations, were based entirely on pure market forces, (Avis, 1996). Consequently an economy based exclusively on market forces would be unable sustain learning and innovation, (Morgan, 1997). For modern economies to flourish they must develop a combination of a ‘learning economy’ with market forces, (Beckett & Hager, 2002). It is for these reasons that successive governments have recognised the essential value of a higher educated population and have improve the way in which the population is taught from school age right throughout life, (Wolf & Evans, 2011). Even Prior to the Coalition Government taking power, there had been a move towards Neoliberal ideology from the previo us two governments. From 1997 New Labour brought about changes within educational policies that Tony Blair stated were part of the ‘Third Way’. This was intended to evolve social democratic ideals into encompassing the Neo-liberalism that had been prevalent for the decade under Thatcher’s Government, (Hill,2001). Neo-liberalism attempts to evolve away from social democratic principles such, redistributive policy, taxing the very wealthy, defending equal opportunities with a strongly proactive sense of achieving more equal outcomes, relying on the high standard qualifications of professional groups (such as teachers) and regulating these professionals in the interests of equal opportunities. Neo-liberalism focuses on the continuation of the national curriculum which has had a strong influence from central government. So for instance, Margaret Thatcher insisted that events of the previous twenty years had not to be included in history lessons, (Thatcher, 1980). Even today many teachers believe the national curriculum prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a strict testing regime, (McCormick & Burn, 2011). Neo-liberalism encourages the competition of schooling through supporting market forces with the spread of selective `specialist schools’, (Hursh, 2005). New Labour called these ‘Modernising’ comprehensive education’ by encouraging ‘selection and diversity’, (Kassem et al, 2006). One important area of neo-liberal ideology is marrying of private organisations with public services such as education; New Labour termed these `creating new partnerships’, (Clarke et al, 2000). These ideologies question of `standards’ achieved in school tests expecting that education focus on achieving good test results and making these a requirement for entry into Higher Education, (Rowden, 2011). There are concerns that neo-liberal education policies increase in inequalities in terms of social class, (Hill, 2003). In many ways the new school systems will create winners, those who attend new inspiring buildings that are full to the brim with facilities and opportunities for the pupils, however there will also be losers, those who continue to attend buildings possibly built in the 1950’s with teachers who are not amongst the highly paid or highly educated, (Griffiths, 2007). Investment by the private sector, (which is prone to the nuances of market forces) and reduction in public spending on education is considered `increased public expenditure’, from a neoliberal approach, (Goodwin, 2011). The Importance of Teaching, The Schools White Paper 2010, was published 24th November 2010, its intention was to improve the standard of education for teachers and allowing head teachers to recruit and set pay for the highest educated teachers. Following this the Coalition formulated their plans for the future of education in the UK. This would in some respects follow on from New Labour’s neo liberalistic approach of including private organisations in the creation of new ‘Academy Schools’, (Gunter & Forrester, 2008). The first academies were introduced under the Labour government in 2002, (Higher Standards, 2005). Academy schools are independent from local  education authorities and are state funded with assistance from external organisations; these can include businesses, charities or other governmental bodies. The idea followed the inception of charter schools in USA, (Budde, 1988). They were also influenced in part by the Swedish School system. Charter schools are American schools which are independent from their ‘public school system’, (Finn et al, 2000). They were intended to allow the schools themselves more freedom to be more innovative, while being accountable to local education boards for improved student achievement. Charter schools were meant to create partnerships between educators, parents and students. Many Charter Schools began in the 1990’s; however there has been widespread criticism of the Charter school system. One criticism is that funding has in fact not followed the schools, which were often built within deprived areas. This in fact has meant that many have actually lost funding and have gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into ‘Knowledge School’s and currently operates 30 secondary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee paying, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than average results and is currently the model behind a number of the UK academy schools. The Kunskapsskolan model was based on personalised learning with every student following a long-term learning and attainment plan which is formulated between the student and the student’s Personal Tutor and their parents. The learning plan was designed to ensure that every student achieves the very best results that he or she is capable of. Kunskapsskolan students are offered the opportunity to work at their own pace, using their own learning style to achieve their own goals and those set by accrediting bodies. Parents are encouraged to actively engage in their children’s education, participate in setting goals and are able to monitor their child’s progress through online reporting systems, (Ball, 2008). New Labour intended that the establishment of academies would drive up standards by replacing failing schools in struggling education authorities, (Chitty, 2009). Under New Labour’s guidelines the academy schools could be established only if they held a sp onsor and could raise two  million pounds in independent funding. The government would then contribute  £25 million, (Pennell & West, 2007). The academy would then run the school outside of the local education authority’s (LEA) funding control, but still operate within all the national requirements for curriculum and standards, (Griggs ,2010). The Coalition Government has greatly expanded the number of Academy schools. The Secretary of State for Education, Michael Gove, initially asked every head teacher in England if they would be interested in achieving academy status. By 31st August 2010, 170 mainstream schools had made an application to convert to academy status and as of 1st April 2012 there are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill opened up the possibility of applying for Academy status to all schools and no longer required these schools to hold sponsorships or raise the initial  £2 million, (Wilson, 2011). All other schools, irrespective of their ‘Ofsted’ rating, were also able to apply to become academies if they are part of a group which includes a high performing school or if they join an existing successful academy trust. For the first time since its inception primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym used for the Office for Standards in Education. It monitors and is the overall regulatory body for the provision childminding, child day care, children’s centres, children’s social care, state schools, independent schools (including Academy schools) and teacher training providers, colleges and learning and skills providers in England, (ofsted.gov.uk, 2012). It also monitors the work of the Independent Schools Inspectorate. Following this, The Coalition Government introduced The Education Bill into the House of Commons on Wednesday 26th January 2011 and received Royal Assent on 15th November 2011, (legislation.gov.uk, 2011). The Education Act specified that from now on all new maintained schools must be setup as either an academy or ‘free schools’. So in effect there will be no new state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed ‘Free School’s into the education arena. Free schools are proposed and governed by local community groups such as groups of parents, faith groups or other interested parties. They are free at source to parents and are all-ability state-funded schools set up in response by local people to meet the needs of local communities and in order to improve education for children in their community, (Leo et al, 2010). The first Free Schools opened in September 2011. Alongside Academies and Free schools, The Government also proposed other types of secondary educational settings governed by local community groups such as the University Technical Colleges and Studio Schools were launched. The process of creating a free school begins with the Secretary of State entering into an Academy Arrangement with a person, group of people, or an organisation. These arrangements usually take the form of an â€Å"Academy Agreement†. In this agreement, the government agrees to provide funds for the school in exchange for certain undertakings, including that the school provides provision for children with special educational needs and different abilities. that the curriculum is balanced and broadly based, that in the case of secondary schools, they provide an emphasis in a particular subject such as sport, science or the arts, and that the pupils are drawn wholly or mainly from the area in which the school is located, (Gunter, 2011). One concern voiced is the claim that Academy schools will be completely outside of the control of not only education authorities but national overarching governmental control, (Woods, 2011). However even the regular state schools have increasingly less control by local education authorities and it is certainly the case that successive reforms over the past two decades have given all schools much greater autonomy, (Bangs et al, 2010). Most legislation that governs schools is currently derived from national government or national bodies, such as the national curriculum or Standard Assessment Tests, Ofsted, or government legislation on issues such as safeguarding or Every Child Matters, (Field, 2010). Local education authorities, in fact have increasingly less control over individual schools. LEA’s continue to be responsible for the provision of school places, sitting appeals when a child does not gain a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEA’s also continue to have responsibility for the provision of educational psychologists and special educational needs support. Nonetheless, Academy schools system does provide an increasing  amount of freedom not only for head teachers and teachers, in what they teach, how they are structured, pay structures, freedom to adapt the national curriculum and the freedom to vary the length of the school day and how the school sets its holidays, (Bassett et al, 2010) They also offer freedom to pupils in the sorts of the subjects they study and even in fact the kinds of examinations they gain, for instance, the English baccalaureate, (Taylor, 2010) When asked by the BBC’s Mike Baker in 2010, â€Å"what exactly makes an academy different?† The Former Schools Commissioner, Sir Bruce Liddington, stated that they are more, â€Å"a state of mind more than anything else†, (bbc.co.uk, 2010). Sir Bruce Liddington is the director-general of E-Act (formerly Edutrust Academies Charitable Trust), which is responsible 14 academies and free schools which aim to target the education of children in Britainâ⠂¬â„¢s most deprived areas. However critics have voiced concerns in regards to E-Act’s expansion plans in that they wish to create a â€Å"super-chain† of 250 academy and free schools within five years. There has also been criticism of how these schools will be run and the way market practices will influence the teaching, such as buying and selling of intellectual property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that â€Å"outstanding† schools may possibly no longer have to undergo the Ofsted inspection, freeing them to concentrate solely on education and not preparing for audits. He has also made the link between â€Å"outstanding† schools and Academy schools, by allowing all â€Å"outstanding† schools to automatically achieve Academy status. Clearly this equates academies with quality, (Dept. of Education, 2010). New academy schools will not be able to select purely on ability, however Grammar schools which have converted to Academy status c an continue to do so, (Miller, 2011). Nonetheless Academies can and do select according to the behaviour of the child, (Sales et al, 2010). Much available research points to there being an increase in challenging behaviours amongst children and young people who come from deprived backgrounds, (Wickham, 2011). Michael Gove himself stated, in a speech at Durand Academy in London, ‘There is a direct line to deprivation which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly. When these young people arrive in  secondary school they cannot follow the curriculum and cover up their failure with a show of bravado, acting up in class’, (politics.co.uk, 2011). Michael Gove also made the link between children who have no positive male role model in their lives and, ‘the Educational underclass’, who he believed would ultimately continue on to become, ‘NEETS’ (not in education, employment or training), again making the links between behaviour and social and economic deprivation, (Attewell & Newman, 2011). The attempt to bring children out of poverty and encourage participation in education has been a central theme for the Neo-liberalism policies of the Coalition Government and the previous New Labour Government, (Hall, 2011). However it was the Coalition Government alone who expanded on the idea of the Academy Schools to Include ‘Free Schools’ and the thinking behind such proposals as the University Technical Colleges and Studio Schools. Free Schools are a recent concept introduced by the Coalition Government, making it possible for the first time parents, teachers, faith groups, charities and businesses to set up their own schools, (Morris, 2011). They are non-fee paying and supported by government. Free schools are subject to the School Admissions Code of Practice, other than that they are permitted to accept only those children they chose. The government has stated that Free Schools must meet the same admissions criteria as the National Admissions Code, however they will have the flexibility to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are expected to offer a broad and balanced curriculum. They are still su bject to Ofsted inspections and are expected to comply with standard performance measures, (education.gov.uk, 2011) The first 24 free schools opened in autumn 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition government’s school reform policies in England. There is some degree controversy, as these schools are led by market forces and again to achieve success will be motivated to accept only children from a particular group (for instance those of a particular faith). This could lead to some democratic discrimination if they are not made to be fully accountable in terms of the application process, the governance of free schools, and their effect on local authorities, (Hatcher, 2011). There are also some concerns that some free schools will be run for profit. So for example, it was reported in The  Guardian Newspaper,(guardian.co.uk, 2012), that the head of News Corporation, Rupert Murdoch; who is currently being investigated on charges of telephone hacking had had secret meetings with The Education Secretary Michael Gove expressed an interest in applying to set up a free school, (guardian.co.uk, 2012). One example of a free school will be the Phoenix Free School in Oldham which was conceived by Tom Burkard, a former teacher and military instructor. The school itself will be run by ex-military staff and will have a focus on discipline. Burkard says the school will teach children between the ages of 11years and 18years, and will encourage high standards of behaviour, literacy and numeracy, (localschoolsnetwork.org.uk, 2012). University Technical Colleges are described as a new concept in education which offers secondary age pupils from age 14years to 19years olds vocational courses at specialist colleges. There initially proposed by New Labour but had cross party support. The former education secretary, Lord Kenneth Baker proposed them as a means to promote the concept prepare younger people for work. He said, â€Å"We want to forge a partnership between vocational education and universities, further education colleges and employers.† Each university technical college (UTC) will be sponsored by a university or college of further education. They will develop their own specialism, usually to reflect the university’s a rea of excellence. The colleges are intended to be small, with numbers no more than 800 students. Funding is intended to come from sponsorship and from government. The university will not be required to provide funds; however, their assistance is needed for curriculum development, teaching support and guiding student’s education progression. These sorts of courses are intended to reflect a normal weekday and the students will embark on high quality vocational courses rather than purely academic ones. However, there is a requirement that the pupils continue have a background in academic study. Following post sixteen education, the pupils can progress onto apprenticeships utilising support from local employers for day placements with the most up to date equipment. This enhances the employment experience of students and is intended to encourage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other related qualifications, (edge.co.uk, 2012). There have been  some concerns voiced about the UTCs. For instance, John Bangs who is the head of education at the National Union of Teachers, fears this could lead to reintroducing widespread selection at 14, â€Å"Academies and UTCs are predicators of the kind of pessimism that kids are forever destined for one or other route. It sorts the sheep from the goats, which I’m very opposed to†, (guardian.co.uk, 2010). But Professor Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. â€Å"Nobody wants academic selection. This type of technical institution is not going to be suitable for all youngsters, and, if it’s not, there are 76 other schools in this area to choose from†. However the Department of Education has strict selection criteria which currently allow UTC’s to select only 10% of pupil admissions based on their aptitude and states that all of new the new school types must comply with the School Admissions Code, (Clegg, 2011). The Studio School is a yet another new concept in education, which seeks to address the growing gap between the skills, and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students; and with year-round opening and a 9-5 working day, the emphasis will be on creating an environment more like a workplace than a school, (Fuller & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in English, Maths and Science, as well as paid work placements linked directly to employment opportunities in the local area. Students will gain a broad range of employability and life skills through the skills framework, and will have the option to go on to university, further training, and into employment. There are also the concerns that these sorts of education facilities, like the free schools could have influence from market forces, (Bonell et al, 2011). Evidence in the past has suggested that this has a negative effect on children’s education and reduces their life choices in later life, (Gorard, 1997). As mentioned previously, many of the Charter Schools in USA have since failed many because they failed to attract the investment of businesses. The reasons for this are diverse, however some commentators highlight that many were developed within deprived inner city areas. Business ventures did initially contribute funding to set these  schools up but ultimately withdrew support as the area’s the schools were built in, were not in positions to sustain market involvement. It appeared that many were unlikely to become self-sustaining without on-going support from philanthropic communities, (Minow, 2000). It is the frailty of involving market forces into education that causes concerns for many. There are also issues as regards future life choice, for example, would a child whose school was funding entirely by a bank and who experienced the full weight of that bank’s marketing focuses, make another choice as regards their banking when they reached adulthood, (Adkins, 1999)? With all these new types of education structures there appears to be central themes of freedom and flexibility for teachers and head teachers with new opportunities for children, however alongside this there are concerns that these schools will create divisions within the education system. Also what of the children who will not get the opportunity to attend one of these new types of schools? Will they ‘suffer’ from attending less prestigious schools? What of teachers who do not hold prestigious qualifications? Although the new schools are not able to select purely on intellect, they can make some selections which state schools cannot, they can also select out children who have behaviou ral problems. As has been discussed earlier, this does tend to discriminate against children from deprived backgrounds and these were part of the criticisms that the ‘tripartite system of education’ was charged with in the 1960’s In 1944 The Butler Act brought about radical changes for the British Education System with the basic aim was to give every pupil an equal opportunity to develop his or her talents and abilities to the full, within a free system of state education, (Dent ,1948). For the first time the structure of Education in England and Wales was divided into three stages; Primary schools which taught children from 5years old up to the age of 11years, secondary from the age of 11years until 15years (This was increased to 16years from 1973) and then finally optional post-16yrs education in either an academic setting and on to Higher education or vocational qualifications via the further education route. The most important aspect of this was that for the first time, free secondary education became compulsory for all. At the time the Butler Education Act received cross party support, (Boyle, 1972). The Butler Act proposed three  different types of schools; grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were gifted in the arts, technology or crafts) and secondary modern schools (For everyone else). This became known as the tripartite system. The tripartite system did allow for a small number of schools to combine all three types of school into one ‘Comprehensive system’, however in reality this did not happen, (Francis, 1995). Pupils were assessed by a tests called ‘the eleven plus’ which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to allocate pupils to the schools best suited to their â€Å"abilities and aptitudes†. However increasingly there were many criticisms directed at this system. For instance, the once only test decided a child’s future, the late developers, or children who were ill on the day, children with dyslexia or social problems were expected to achieve the same as any other child. It was almost certainly true that the test which was given by more or less exclusively middle class teachers was biased towards middle class children, for example it might ask a question which related to classical composers, something a middle class child would be more likely to answer right than a working class child, (Moore,1996). The intention had been that there would be parity of esteem between the three types of school, with none holding a more prestigious position than the other two. However, there were often only two types of school available in practice, those pupils classed as ‘Technical’ were denied the opportunity to attend Secondary Technical schools as very few were built. As a result Technical children went to Secondary Modern schools, (Elder, 1965). It was official policy to mark down female scores, so girls on the borderline of the academic threshold were denied a Grammar school education just because of their gender which resulted in them going to Secondary Moderns, (Deem, 1981). In effect, these meant that it became a one opportunity to pass or fail the eleven plus. Those who passed were granted the opportunity to attend Grammar schools, those who failed would be forced to attend Secondary Moderns, (Hendrick, 1997). Ultimately the result that vast majority of children went to Seco ndary Modern schools, (around seventy percent), and only about five percent were accepted into Secondary Technical schools. Consequently the majority of children were automatically considered to have  Ã¢â‚¬Ëœfailed’ the eleven plus, (Simon, 1986). Middle class children certainly derived the most benefit out of the tripartite system, and this was directly at the expense of the working class. Children from middle class homes were more likely to be focused to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by mostly middle class teachers which asked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic prejudice that has more recently been a major criticism of the New Academy school system. For instance the eleven plus was seen as culturally biased towards the middle class; questions related to table place settings for example, something a middle class child would be more likely to be aware of than a working class child, (Marwick, 2003). Children attending the Secondary modern schools were not intended to achieve academic success or enter into the professions. Curriculums were developed out of the interests of local employers, such as manufacturers and agriculture and consequently taught subjects with a practical dimension. As there was no external examinations to be taken at the end of the pupil’s education and pupils were not under pressure to achieve, (Heath, 1984). There was a possibility of staying on for a further year and in the 1950s there was a growing tendency to do so. Those who continued into the 5th year could sit the General Certificate of Education (GCE) and a very small number did continue on to Higher education and the professions, (Little & Westergaard 1964). However this system did change things for many school children. It ensured secondary education was free for all and one of the results of the Act was to educate and mobilise women and the working class for the first time ever (Thompson, 2000). The Tripartite System was abolished by the new Labour government of 1974 and The 1976 Education Act finally ended any selection of pupils by ability thus officially ending the Tripartite System, (Aldrich, 2002). Although certainly there are a small number of Grammar schools who continue to operate and continue to select based entirely on ability. This is in part due to The Thatcher government allowing selection once again in 1979, and it was used increasingly by individual schools eager to choose  the best pupils, (Chitty, 1989). In 1986 the first City Technology Colleges were proposed, arguably inspired by the Technical schools. Although currently there have no further attempts made to restore the Tripartite System, the perceived failure of the Comprehensive System gave New Labour and currently the Coalition Government the impetus to propose â€Å"Beacon Schools†, â€Å"Advanced Schools† and an â€Å"escalator† or â€Å"ladder† of schools, (Brighouse, 2003). So will the new school systems create disparity? Certainly for pupils attending Academies do appear to gain much more from their state school counterparts; often built in brand new or newly renovated buildings, with smart new uniforms, lots of facilities and the best, most engaged and most highly paid teachers, (Gewirtz, 2009). As was discussed earlier, there has been a move by the Coalition Government to increase professional standing amongst teachers, by only allowing those with a first class honours degree to even enter the profession, (education.gov.uk, 2012). As a consequence these young teachers will obviously be sought after and will be attracted to the schools that pay the most, (Avis, 2011). Clearly Academy Schools, who can set their own pay scales, are more likely to attract the best educated teachers, (Lupton, 2011). So what of the rest? Michael Gove has often made the link between non-academy schools and ‘failure’. Immediately thrusting these children in a position of being ‘written off’ as ‘no hopers’ and failures; destined to a life of being a NEET or ending up in youth custody, (politics.co.uk, 212). Will these children in the future, become ‘the rest’ who under the tri-partite system ended up in secondary modern schools, those who were never quite good enough to meet the standards for a grammar school education? In April 2012, the National Association of Schoolmasters Union of Women Teachers’ union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to dismantle national teacher’s pay agreements and will attack the stability of existing state schools, (bbc.co.uk, 2012). Michael Gove has also suggested that organisations of individuals who oppose the changes in the school systems are, â€Å"happy with failure†, (bbc.co.uk, 2012). However in fact, the Academy school system itself has not produced the outstanding educational results expected, (Barker,2012 ). Barker (2012) stated that the changes in the school system  were more likely to, ‘provoke a crisis than to sustain the last government’s drive for improved effectiveness’. There have also been other anxieties voiced by individuals, such as the celebrity chef, Jamie Oliver who accused the Government of attempting to make profits from school children by de-regulating school meals and allowing schools to utilise private companies and his biggest worry, fast food outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the Global market place, it has to continue to educate its young people. The United Kingdom (UK) can no longer rely on its manufacturing base or the products of commonwealth nations. In the future the UK’s most saleable commodity will be its knowledge. Any Government will need to invest in its young people, encouraging in them a desire to learn and stimulate participation. The UK’s current market is dominated by financial services, especially in banking and insurance. For these services to continue to maintain the prestigious place they hold globally they must supported by continued inn ovation from information technology, architecture, science and the arts. However education is vital not just for the contributions the next generation will provide in creating wealth but as a part of human life in of itself. The importance of education to children and to British life is beyond question. It therefore should continue to attract the highest levels of investment from Government. Government’s led by individuals who most understand what it means to teach children; teachers. Teachers should be the ones to set standards, not big businesses. Children should be encouraged to participate because school is a place where they can feel valued and happy. Schools should ensure safety, not just within buildings or against school bullies but free from the influence of market forces. Governments should encourage parity across all schools and not attempt to make links between certain types of school and failure. The tripartite system benefitted one group of children with the exclusion all others. Modern education policies should not continue to do the same, because as Ghandi said, ‘You must be the Change you wish to see in the world’. 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