Pillars of education

Learning to managerial education specialized education Should be given and Is Provides the opportunity available to all despite to study a small number differences of race, of of subjects in depth, place and of physical and focused on training to economic condition prepare students for their respective workplace 3. Mineral educational is in this field that a child learns how to: Think- something that should be learned from parents and then teachers which include the process of robber-solving and abstract thought Concentrate- ability to focus or to give full attention to something Acquire memory skills- skills to associate one object or experience to another 4. Peccadillo educational Is In this discipline that an individual: Is encouraged for greater intellectual curiosity Could sharpen his critical faculties Enables an individual to develop their own independent judgment on the world around them 5. Learning to know is the concept of basic and general education with the addition of op portunities to work on specific areas that continue o develop with regards to the rapid change In science, technology and socio- economic activities.General education Specialized education 6. II. Learning to do Adjusting Education for the 21st Century Occupation There is a great shift of occupation in the coming years thus learning should also be adjusted and modified in order for an individual to cope with change Learning to do tackles not purely on instructing an individual to perform a specific task but to give a grounding in the concept called personal competence 7. Ratified skills vs. personal interdependence skills Personal competence Purely technical or MIX of skills and vocational talents Intellectual In aspect Emotional in aspect Learned through Innate or acquired specialized education qualities 8. Learning to do is a concept where technical skills paired with personal competence equips man the ability to perform well in his particular work. Certified skills Personal compet ence 9.Ill. Learning to live discountenancing Other People 80th teachers and students should learn about human diversity, that all people are in equal footing and all are interdependent with each other Children should be taught early In life the understanding of other people's reactions by taking that experience Like RSI their own Recognition of the rights of other people which will bring about the concept of respect 10.Moving towards common goals Shared aspiration bypasses color, religion, physical attributes and cultural differences. Conflicts are set aside, tensions cooled down, arguments are discussed and resolved, variance is accepted, and clashes are put aside. An entity Is being formed by that one common goal and everything that divides the path Is dropped or better yet dissolved. 11. Formal education should then provide time and opportunity to introduce to young people collaborative projects as part of their sports and cultural activities.Senior citizen help scheme Renovatio n of slum areas Relief operations 12. Learning to live together is a concept of interdependence and complementation. This view is expected to overcome various conflicts within society of differing culture, geography, ethnicity and so forth. 13. IV. Learning to be Education has Its goal of changing a man to become individual fulfilled and accomplished as an entity and as a member of his society. In order to reach the full development of a human being, which begins at birth and continues throughout a person's life, education should be a highly individualized process and an interactive social experience. 14. Highly individualized Interactive social process experience A person should be able An individual should be to solve his problems, able to relate with others make his own decisions and learn expressions of and shoulder his own cooperation, unity and responsibilities interdependence 15. Learning to be is the process of becoming. â€Å"elf all of life is directed toward the process of becoming, of growing, of seeing, of feeling, of touching, of smelling, there wont be a boring second. â€Å"(Leo Bacillus,1984)† Education should be the process of helping everyone to discover his uniqueness, to teach him how to develop that uniqueness, and then to show him how to share it because that is the only reason for having anything.

Mlk Rhetorical Analysis

Rhetorical Analysis of Martin Luther King’s â€Å"I Have a Dream†? The â€Å"I Have a Dream† speech has very simple diction and context. The author of the â€Å"I Have A Dream† speech is Dr. Martin Luther King, Jr. King and is known for his work in Civil Rights during the late 1950s and mid1960s. The purpose of this speech is to inspire change in both white and black citizens of the United States during the Civil Rights era. The main idea of the speech is to convince both sides of the discussion that they must accept change in a non-violent yet effective way.Finally, the audience of the speech is very broad as it spans across all colors and ages however, one should note that since the speech is given in Washington, it can be assumed that the speech attempts to engage lawmaker’s and policy maker’s ears. The tone of Dr. King’s speech is somewhat narrative yet argumentative. The speech conveys many of his personal thoughts and experiences . However, there is a strong position taken against the crimes of â€Å"white† citizens and the nation as a whole, and also the victimization of African Americans as a whole.The style of the speech is very formal with some hints of informality to help gain appeal to the largely uneducated black population. The diction or word choice is comparable to other political speeches due to the fact that Dr. King must still be very persuasive with is ideas and thoughts. Yet, throughout the â€Å"I Have a Dream† speech, one may find a bit of black gospel within it. The images and the allusions are heavily religious, reminiscent of a Sunday church service. The tone is both informative and argumentative.The claims he makes are very clear: 1) American has defaulted on its promise in that all men are created equal 2) The black people of the U. S. are still not â€Å"free. † 3) Now is the time to make changes. 4) As, King suggests, â€Å"Let us not seek to satisfy our thirst f or freedom by drinking from the cup of bitterness and hatred† (p. 2) People should move forward to spread the message that freedom is a part of every U. S. citizen’s life, even blacks. In terms of support, King uses biblical references along with his very overt in using his own testimony of what is happening in the United States. That one day every valley shall be exalted, every hill and mountain shall be made low†¦ the glory of the Lord shall be revealed, and all flesh shall see it together† (p. 1). In terms of â€Å"artificial† support, King uses many different kinds of pathos. Beginning with a long allegory about Negro freedom and banking, King uses the imagery of being behind a great leader, Abraham Lincoln. One could easily make a case that the imagery is also linked to ethos, since Lincoln was the father of the Emancipation Proclamation and freed all slaves.Towards the end of the speech, there is a surge of pathos, as King discusses the brutality that the Negros have experience and the basic everyday life of the Negros who are unable to find jobs, stay in hotels, etc. Towards the absolute close of the speech, King launches into a long discussion of a possible and decent future, using images of children playing together. While the introduction of the speech comes from Lincoln, the conclusion uses lyrics from the song â€Å"America†. Additionally, he gives a sort of shout out to the people of the United States, saying: â€Å"Let freedom ring from the mighty mountains of New York†¦Pennsylvania†¦ Colorado†¦ California† (p. 2). In the end, King closes with words from an old Negro spiritual: â€Å"Freed at last! Free at last! Thank God almighty, we are free at last† (p. 1). King’s style is unique but very easy to discuss. King’s use of ornamentation is made possible through heavy uses of the anaphora. An example of this includes his long series of â€Å"I have a dream†¦ â₠¬  statements, where he states: â€Å"I have a dream that one day this nation will rise up and live out the true meaning of its creed†¦I have a dream that my four little children will one day live in a nation where they will not be judge by the color of their skin but by the content of their character† (p. 2). Further, King makes heavy use of listing. In one passage, he states: â€Å"Go back to Mississippi, go back to Alabama, go back to South Carolina†¦ † (p. 2), which he mixes with a sort of anaphora. King uses a large allegory in the beginning of the speech, again comparing banking to the rights of black U. S. citizens. Overall, the speech is very much loaded with rhetorical techniques.King as an accomplished civil rights leader is a very talented and persuasive writer. His words are very optimistic and deliberate. He is very conscious of his audience, and he is very commanding of his wording to avoid hurting his credibility with this audience. The image I have chosen shows a group of men at a civil rights rally. All eyes, including a white man’s, are focused on Dr. King as he gives a speech promoting a higher equality for black citizens of America. There are signs in the background that say â€Å"full employment†, but the most powerful aspect f the picture is that there is a white man and a black man holding hands. The symbolism in which they are holding hands is incredibly powerful. At first thought people believe that all white men are against the idea of blacks having an equal opportunity, and for the most part that is true, but the fact that they are holding hands at a public speech is very powerful. I have a dream speech text I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a grea t beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition. In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir.This note was a promise that all men, ye s, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked â€Å"insufficient funds. † But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation.So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood.Now is the time to make justice a reality for all of God's children. It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights.The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline.We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone.As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, â€Å"When will you be sat isfied? † We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one.We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating â€Å"For Whites Only†. We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells.Some of you have come from areas wher e your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair.I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: â€Å"We hold these truths to be self-evident: that all men are created equal. † I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be abl e to sit down together at the table of brotherhood.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black irls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope.With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God's children will be able to sing with a new meaning, â€Å"My country, 'tis of thee, sweet land of liberty, of thee I sing.Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring. † And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring f rom the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! But not only that; let freedom ring from Stone Mountain of Georgia!Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, â€Å"Free at last! ree at last! thank God Almighty, we are free at last! † Work Cited Harrison, James H. â€Å"Ten Martin Luther King Jr. Quotes. † The Christian Science Monitor. The Christian Science Monitor, 18 Jan. 2010. Web. 20 Fe b. 2013. Kanalley, Craig. â€Å"I Have A Dream Speech (TEXT). † The Huffington Post. TheHuffingtonPost. com, 17 Jan. 2011. Web. 20 Feb. 2013. Mlk Rhetorical Analysis Rhetorical Analysis of Martin Luther King’s â€Å"I Have a Dream†? The â€Å"I Have a Dream† speech has very simple diction and context. The author of the â€Å"I Have A Dream† speech is Dr. Martin Luther King, Jr. King and is known for his work in Civil Rights during the late 1950s and mid1960s. The purpose of this speech is to inspire change in both white and black citizens of the United States during the Civil Rights era. The main idea of the speech is to convince both sides of the discussion that they must accept change in a non-violent yet effective way.Finally, the audience of the speech is very broad as it spans across all colors and ages however, one should note that since the speech is given in Washington, it can be assumed that the speech attempts to engage lawmaker’s and policy maker’s ears. The tone of Dr. King’s speech is somewhat narrative yet argumentative. The speech conveys many of his personal thoughts and experiences . However, there is a strong position taken against the crimes of â€Å"white† citizens and the nation as a whole, and also the victimization of African Americans as a whole.The style of the speech is very formal with some hints of informality to help gain appeal to the largely uneducated black population. The diction or word choice is comparable to other political speeches due to the fact that Dr. King must still be very persuasive with is ideas and thoughts. Yet, throughout the â€Å"I Have a Dream† speech, one may find a bit of black gospel within it. The images and the allusions are heavily religious, reminiscent of a Sunday church service. The tone is both informative and argumentative.The claims he makes are very clear: 1) American has defaulted on its promise in that all men are created equal 2) The black people of the U. S. are still not â€Å"free. † 3) Now is the time to make changes. 4) As, King suggests, â€Å"Let us not seek to satisfy our thirst f or freedom by drinking from the cup of bitterness and hatred† (p. 2) People should move forward to spread the message that freedom is a part of every U. S. citizen’s life, even blacks. In terms of support, King uses biblical references along with his very overt in using his own testimony of what is happening in the United States. That one day every valley shall be exalted, every hill and mountain shall be made low†¦ the glory of the Lord shall be revealed, and all flesh shall see it together† (p. 1). In terms of â€Å"artificial† support, King uses many different kinds of pathos. Beginning with a long allegory about Negro freedom and banking, King uses the imagery of being behind a great leader, Abraham Lincoln. One could easily make a case that the imagery is also linked to ethos, since Lincoln was the father of the Emancipation Proclamation and freed all slaves.Towards the end of the speech, there is a surge of pathos, as King discusses the brutality that the Negros have experience and the basic everyday life of the Negros who are unable to find jobs, stay in hotels, etc. Towards the absolute close of the speech, King launches into a long discussion of a possible and decent future, using images of children playing together. While the introduction of the speech comes from Lincoln, the conclusion uses lyrics from the song â€Å"America†. Additionally, he gives a sort of shout out to the people of the United States, saying: â€Å"Let freedom ring from the mighty mountains of New York†¦Pennsylvania†¦ Colorado†¦ California† (p. 2). In the end, King closes with words from an old Negro spiritual: â€Å"Freed at last! Free at last! Thank God almighty, we are free at last† (p. 1). King’s style is unique but very easy to discuss. King’s use of ornamentation is made possible through heavy uses of the anaphora. An example of this includes his long series of â€Å"I have a dream†¦ â₠¬  statements, where he states: â€Å"I have a dream that one day this nation will rise up and live out the true meaning of its creed†¦I have a dream that my four little children will one day live in a nation where they will not be judge by the color of their skin but by the content of their character† (p. 2). Further, King makes heavy use of listing. In one passage, he states: â€Å"Go back to Mississippi, go back to Alabama, go back to South Carolina†¦ † (p. 2), which he mixes with a sort of anaphora. King uses a large allegory in the beginning of the speech, again comparing banking to the rights of black U. S. citizens. Overall, the speech is very much loaded with rhetorical techniques.King as an accomplished civil rights leader is a very talented and persuasive writer. His words are very optimistic and deliberate. He is very conscious of his audience, and he is very commanding of his wording to avoid hurting his credibility with this audience. The image I have chosen shows a group of men at a civil rights rally. All eyes, including a white man’s, are focused on Dr. King as he gives a speech promoting a higher equality for black citizens of America. There are signs in the background that say â€Å"full employment†, but the most powerful aspect f the picture is that there is a white man and a black man holding hands. The symbolism in which they are holding hands is incredibly powerful. At first thought people believe that all white men are against the idea of blacks having an equal opportunity, and for the most part that is true, but the fact that they are holding hands at a public speech is very powerful. I have a dream speech text I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a grea t beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition. In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir.This note was a promise that all men, ye s, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked â€Å"insufficient funds. † But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation.So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood.Now is the time to make justice a reality for all of God's children. It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights.The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline.We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone.As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, â€Å"When will you be sat isfied? † We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one.We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating â€Å"For Whites Only†. We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells.Some of you have come from areas wher e your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair.I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: â€Å"We hold these truths to be self-evident: that all men are created equal. † I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be abl e to sit down together at the table of brotherhood.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black irls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope.With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God's children will be able to sing with a new meaning, â€Å"My country, 'tis of thee, sweet land of liberty, of thee I sing.Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring. † And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring f rom the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! But not only that; let freedom ring from Stone Mountain of Georgia!Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, â€Å"Free at last! ree at last! thank God Almighty, we are free at last! † Work Cited Harrison, James H. â€Å"Ten Martin Luther King Jr. Quotes. † The Christian Science Monitor. The Christian Science Monitor, 18 Jan. 2010. Web. 20 Fe b. 2013. Kanalley, Craig. â€Å"I Have A Dream Speech (TEXT). † The Huffington Post. TheHuffingtonPost. com, 17 Jan. 2011. Web. 20 Feb. 2013.

Deception in Criminal Justice Term Paper Example | Topics and Well Written Essays - 1250 words

Deception in Criminal Justice - Term Paper Example But we can assume that criminal investigation might have started from the period of Adam itself. In any case, one thing is clear that the deception tactics also started along with the criminal investigation. Crime punishment is one of the core elements of criminal justice system along with giving suitable crime prevention programs. Despite of the severe punishments associated with crimes, the criminal behavior seems to be increasing in the current world. In other words the severity of punishments is not influencing the criminals much. This is purely because of the loopholes in criminal justice system procedures for the criminals to escape from punishments. No criminal wants to be punished for their criminal activities and they will try all type of tactics to influence the Investigative, Interrogative and Testimonial Processes. The criminal justice system is malicious in most of the countries because of the over influence of criminals on the criminal justice system. Deception can main ly occur at three levels of the crime detecting and punishment process; criminal investigation, interrogation and the testimonial process. Investigation of the criminal activities is mainly conducted by the crime investigation agencies like police. In many cases, the criminals are more influential than the police officers. They might have influences at the top levels of the political and judicial systems which controls the criminal justice system. Sometimes instead of the criminal, the investigating police officer will get punishment because of the higher influences of the criminals. Morality and ethical values are rapidly disappearing from most of the segments of human life and human profession and criminal justice system is also not an exception. In short, police officers are also human beings and they are also living in this corrupted world. Criminals can influence the investigating officer using bribes and

Maths coursework Essay Example | Topics and Well Written Essays - 1000 words

Maths coursework - Essay Example Although the function "y=10e^ (-0.175t)", slightly differ from the given values of the graph (between hour 4-7). However, for the all other points, the graph follows the same path as the one given. So we can say that the function "y=10e^ (-0.175t)", is suitable to model the data of the graph. Figure 3 represents the amount of the drug in the bloodstream over a 24-hour period. In the below graph (figure 3) assumption is made that after every six hour 10 Â µg of drug is given to patient and it adds in the drug remained in the bloodstream ( value of constant a in function "y=10e^ (-0.175t)", will change after every six hours). Therefore, the function will change after every six hours as the remaining drug adds into the given drug every six hours. Initially the drug given was 10 Â µg. After six hour, it remains to 3.5 Â µg. Now when 10 Â µg is again give to patient then it will become 13.5 Â µg. Moreover, this pattern will be continues for every six hours. Since we wanted to plot for 24-hour period, so for the second, third and fourth period the function will be " y=13.5e^ (-0.175(t-6)) ", " y=14.7e^ (-0.175(t-12)) "and" y=15.1e^ (-0.175(t-18)) " respectively. The value of t is changed here, so that the graph plotted continuous from the last point, other wise it will start from the starting point. From the figure 5, it can be seen that, when after initially 10Â µg of drug is given to the patient and thereafter no drug is given to the patients then the function "y=10e^ (-0.175t)" is when plotted for week period, the value of y approaches to 0 (actual value will be 0.0524 Â µg) after 30 hours. However, it will never become zero. Figure 6 represents the amount of the drug in the bloodstream over a 24-hour period. In the above graph assumption is made that after every six hour 10 Â µg of drug is given to patient and it adds in the drug remained in the bloodstream ( value of constant a in function "y=10e^ (-0.175t)", will change after

Business Strategy Report Essay Example | Topics and Well Written Essays - 2000 words - 1

Business Strategy Report - Essay Example A certain portion of their consumers are supporting the traditional marketing approach and fixed product line of the organisation. On the contrary, a range of consumers are opposing the old-fashioned marketing strategies of the organisation (Greggs Plc., 2013). The further analysis of the study will illustrate the impact of competitive environment on the growth of the organisation. It will also suggest necessary recommendation to the organisation to sustain their competitive position. Over the period of time, Greggs Plc. has encountered an increased competition in the market. Various governmental regulations are also creating a number of obstacles in the sustainability of their business venture. The analysis of external environment of the UK pie shop industry will highlight different issues that the organisation is facing. This analysis will assist the organisation to determine the current issues and obstacle in the different market environment. It will also allow them to analyse their current market position to design new competitive strategies (Nestle, 2013). The government regulations regarding the production and sales of snacks and high calorie food items are changing rapidly. The European Union government has tightened the food hygiene legislation which has affected all the businesses that are indulged in regular production, packaging and supply of food items. The Pasty Tax can also be considered as one of the major reason to worry. This system has created concern within the pie industry as it entitle the consumers to avoid the value added tax for cold and previously cooked snacks products (Darkow, Foerster and von der Gracht, 2015). The new regulations regarding the food value and hygiene parameters of the products have directed the management of Greggs Plc to reform their production and food supply procedure. The introduction of Pasty Tax has influenced the organisation to

Article _(Have Gun) Essay Example | Topics and Well Written Essays - 1250 words

Article _(Have Gun) - Essay Example As said thesis points out, the crafting of government policies has become a sticky process of compromises and negotiations that involve the three major institutions in the American political system: congressional committees/subcommittees, executive branch agencies and interest groups. Sometimes called by various names as policy subsystems, issue networks and iron triangle, the three entities function essentially by staking out a claim over a specific area of public concern. Politics come into play when the executive branch agencies or bureaucracies go out to compete for scarce resources in the policy making arena in a bid to establish and maintain a â€Å"policy domain.† Apart from being specialists or technocrats, present realities thus require that the bureaucrats be also consummate politicians. It was believed to be the politicians more than the technocrats in CDC in action when the bureaucratic agency started to stake out a claim over gun-related violence as its administrative domain in the early 1990s. The agency found as window of opportunity the growing concern of Americans about the corrosive effects of escalating violence caused by firearms. 1) Firearm-related violence is a public health issue. As such, this kind of violence is CDC’s legitimate domain owing to its expert knowledge in the health care arena. The problem needs to identify risk factors, to develop, test and implement appropriate interventions. Violence was defined as â€Å"the intentional use of physical force against another person or against oneself, which either results in or has a high likelihood of resulting in injury or death.† It encompassed such acts as suicide, homicide, rape, assault and child or elder abuse which are intentional. 2) CDC has the necessary expertise in this area. Gun-related violence causes an estimated 35,000 deaths yearly in the US which translates into tremendous health care costs,

Inividual 4 Essay Example | Topics and Well Written Essays - 1000 words

Inividual 4 - Essay Example Predicting the performance of different currencies in the market can help both individuals and investors in making sound business decision to minimize risk and maximize returns on investment (Oberlechner, 64). This paper focuses on a case studies related to exchange rate forecasting. A leader in a certain firm who has had keen interest on the exchange market and studied it predicts that in the next 12 months the exchange rate between the dollar and the Euro will be $1.41 to Euro. The company seeks to invest $ 500 000 in the forward, spot or options market. Using the current performance in the market, the forward rate is $1.37o5 to the Euro and the spot rate is $1.3435. This article discusses why the firm leader predicts that there will an increase in the exchange rate, seeks to calculate the profits that can be earned from the investment and gives recommendations on investments based on speculations. How to make Prediction on Future performance of the currencies in the exchange rate market One of the ways that can be used to predict future performance is by the use of Purchasing Power Parity (PPP). This is the most commonly used method and is based on the theory of one price where the prices of a identical commodities are assumed to have the same price in different countries. This means that if the rate of inflation in one country if higher than the rate of inflation in another country is lower, then the value of the currency with a higher rate of inflation will reduce in relation to the currency of the country with lower inflation. For instance, in this case study, the increase in value of euro could be as a result of increase in the rate of inflation in America in relation to inflation in the euro zone. For instance, if the predicted increase in inflation in America for the next 12 months is 5% and the expected increase in rate of inflation in the euro zone is 2% then the difference in inflation rates is the level of depreciation the American dollar currency suffers in relation to the dollar (Yu et al 245). 5%-2%= 3% difference in inflation rates. If currently the value of the euro is $1.5 then the new exchange rate will be: $1.5 ? 103%= $ 1.545 1 euro will exchange for $ 1.545. Another way the leader could have predicted an increase in the value of euro in relation to the dollar could be through the prediction of the relative economic growth rate. The value of a nation’s currency is expected to appreciate if the country has a good economic growth outlook with likelihood of greater domestic and foreign investment. American just experienced a government shutdown which is a phenomenon that is expected to influence investment negatively. Both foreign and domestic investors may not be willing to make huge investment under the unsure circumstances and this is expected to stunt economic growth rate (Yu et al 243). The euro zone is not experience anything like this and their economies are expected to continue growing. It is thus possibl e that the value of the euro will increase in relation to that of the dollar. Calculation of the Expected profits The spot rate is $ 1.3435 Forward rate $ 1.3705 $1.3705-$1.3435= $0.027 Percentage increase in rate: 0.027?1.3435? 100= 2.01% Expected profit $500 000? 2.01%=$ 10050 Recommendation on Investment Making investments in the speculative market brings about a lot of income within short period of time. It is also less involving as it does not require labor but being able to predict the market

Reducing mongoose in Hawaii Essay Example | Topics and Well Written Essays - 250 words

Reducing mongoose in Hawaii - Essay Example address the issue through mobilizing collective efforts by the public as well as the government agents responsible of wildlife conservation and management into resolving the issue. There is the need to have the endangered species of animals and plants (threatened by mongoose) saved while still conserving the mongoose because the retaliation efforts by the citizens present another threat to the mongoose species. This paper therefore proposes the creation of management/conservation zones for the mongoose in Hawaii, which would help through protecting them from human beings while at the same time reducing their detrimental effects towards human beings. The position of this paper that conserving the mongoose through conservancy zones would present an amicable solution to the current issue is because the solution has proven with other species on endangered species of wildlife. By keeping the species out of unauthorized interaction with human beings would allow them to breed to the capacity that the ecosystem would naturally support while reducing their risk of threatening existence of other species of animals and plants as claimed. Adaptive management has therefore been shown to be a paramount area of study in the 21st century especially with the increase in human populations and the resultant interference with natural ecosystem. The study is therefore not only interesting but also informative and presents an opportunity for people to devise practical solutions to emerging issues such as the one at hand. Hays, W. S., & Conant, S. (2007). Biology and impacts of Pacific Island invasive species. 1. A worldwide review of effects of the small Indian mongoose, Herpestes javanicus (Carnivora: Herpestidae). Pacific Science, 61(1),

Assessment Assignment Essay Example | Topics and Well Written Essays - 2500 words

Assessment Assignment - Essay Example Here we will be critically analysing the effectiveness of this planning, teaching, evaluation and assessment cycle with reference to the current assessment theory. Also we will discuss the role of a teaching assistant in assessment process. We will learn about various methods for assessing children’s work such as verbal questioning, marking, setting homework, observing, peer and self assessment, using both formative and summative assessments. Planning –Teaching – Evaluation – Assessment Cycle This cycle of Planning, Teaching, Evaluation and Assessment is a standard which most school administrators want their teachers to follow. Now this complete cycle can either be executed after being completely programmed first or alternatively each step of this cycle can be planned and executed one by one. Previous method will be more successful in teaching higher grade students and latter will prove useful in teaching younger lot. It is obvious that for effective teaching this cycle has to be dynamic in nature and needs to be constantly updated as per the learning requirements of kids which become clearer after every assessment. Cairney opines (Cairney, 1995:161) that completely pre-planned programme is restrictive because If one adopts an approach to teaching that consists of a cycle of planning, teaching, assessment and evaluation and reflection then one must be open to changes to the teaching programme and be prepared to make constant adjustments to meet the changing need of learners. Every step / phase of this cycle governs the other steps. Planning This phase is the most important one as it gives you the way to walk on. Although Cairney stresses (Cairney, 1995:161) that there is no best format for planning or programming, and hence teachers should develop their own style that suits their needs. So every teacher needs to develop his / her own way of planning keeping some key

CRIMINOLOGICAL THEORY Assignment Example | Topics and Well Written Essays - 750 words

CRIMINOLOGICAL THEORY - Assignment Example For development of self-control, one has to have parental attachment and is affected by the parenting strategies and supervision employed to bring an individual. Attachment that helps in self-control is with the family. One has to form beliefs in law and family attachment, commitment with social norms and institutions and involvement in social activities (Bouffard & Rice, 2011). According to Social control theory/social bonding theory, with the help of crime, we can satisfy our wants quicker as compared to conventional behaviour. For controlling delinquent behaviour, we must have social bond that is created by â€Å"emotional attachment to parents, peers and conventional institutions, such as the school; commitment to long-term educational, occupational, or other conventional goals; involvement in conventional activities, such as work, homework and hobbies, and belief in the moral validity of law† (Costello & Vowell, 1999, p. 817) Social learning theory can be defined as a theory according to which, an individual learns through observation or direct training. When an individual learns more positive definitions of criminal behaviour and less negative definitions of crime, he will depict criminal behaviour. Because according to his cognition and understanding, crime is positive. Those having delinquent peers themselves show delinquency (Costello & Vowell, 1999). Young people tend to appear delinquent based on imitation, learning positive or negative definitions of law violating behavior and the knowledge about rewards and punishments attached to breaking of law (Neff & Waite, 2007). Agnew’s general strain theory states that any kind of strain can result in depressing emotions that can lead to consequences involving crime. Strains are there because of inability to attain valued objectives such as economic success, educational

Human Factor In The Aircraft Cabin Essay Example for Free

Human Factor In The Aircraft Cabin Essay The term â€Å"Human factor† has grown increasingly popular as the commercial aviation industry has realized that human error, rather than mechanical failure, underlies most accidents and incidents. Human factor involves gathering information and putting it into practice to produce safety, comfort and effective human use. This is then translated into design, training policies and procedures to help humans perform better. The issues on safety should be addressed by ensuring proper and effective communication strategies. Also the ability of the flight crew to maintain situation awareness which involves being aware of what is happening around and understand how information is to be put into action. Pilots should be well trained to handle and monitor flight automation and instruments to prevent confusion and errors during take-off and landing. Disciplinary measures should also be emphasized to avoid situations like drinking or neglecting duties. It is important to go over safety and emergency checklists to ensure emergency equipments and other features specific to the aircraft type are in order and report to the pilot after the preflight check. Before takeoff, unserviceable or missing items must be reported and rectified. The cabin must be monitored for unusual smell or situations and maintain precaution like keeping door locked while fueling. The crew should assist with the loading of baggage, check for size and dangerous goods. They then must do a safety demonstration and monitor passengers as they walk them through the safety procedures, and also secure the cabin by ensuring tray tables are stowed, seats are in upright position and seatbelts are fastened before takeoff. The key role of the flight attendant should be safety provision and provide a care giving and customer service to passengers. Presentation and personal appearance is important to inspire passenger confidence. The crew flight attendants are expected to be dressed well and be friendly. Human factor specialists should ensure the sidewalls are analyzed and improved for increased passenger comfort as well as modification of the in-flight entertainment system. The In-flight Service Manager (ISM) and Customer Service Manager (CSM) should report when the cabin is secure for takeoff and landing. This ensures proper management and safe effective operation during both normal and emergency conditions.

Explain the origins of the term BRICS

Explain the origins of the term BRICS Submitted by: Full Name(s): Isabel Full Surname: Rodrà ­guez Rodrà ­guez THE ORIGINS OF THE BRICS Introduction Jim O ´Neill coined in 2001 a new acronym that could threat the established world order after the Cold War suggesting that four emerging economies will dominate it by 2050. These countries are Brazil, Russia, India and China shaping the word BRIC and, from 2011 South Africa, added an S to the term and becoming BRICS. The aim of this essay is to bring the reader closer to the creation of this aforementioned block so discussed in the past decade. I will argue that although in the beginning could be understood as a term merely associated with investment in the countries mentioned above, it had been changed into a block of cooperation with a common objective: have a stronger voice in the world ´s politics. In the first paragraph, I will explain the origin of the term BRIC by Goldman and Sachs, in the second I will do a brief analysis ofthe first summit of the group and the relevance of it and finally, in the third one I will argue that BRICS are not only meant for trade but also politics. Discussion The term BRIC appears for the first time in 2001 to refer to the emerging economies of Brazil, Russia, India and China in a paper called Building Better Global Economic BRICs[2] written by Jim O ´Neill and published by the American investment bank Goldman Sachs. In the text, Jim O ´Neill argues that we cannot underestimate the countries mentioned below because those will be the future world powers. These countries were selected because its impressive economic growth, therefore they will be crucial in world ´s GDP. According to the author, China and India will become the suppliers of services and technology while Brazil and Russia would do the same for raw materials.   In fact, even in the more pessimistic scenario (extrapolating the growing rate of 2000 in future years), in the following 10 years, the BRICs would reach a 12% in world ´s GDP, pushed by China that will be the fifth largest economy in the world. For this reason, BRICs must have more re presentation in international forums and reach a representative voting, in special in G7 (Germany, Canada, United States, France, Italy and the United Kingdom) suggesting that they should change in a G9 in order to guarantee a correct representation. Two years later, in 2003, Goldman Sachs published another paper called Dreaming With BRICs: The Path to 2050[3] claiming that BRICS would have a larger GDP than the G6 by 2050. However, the BRIC ´s hypothesis has critics that claim that the term was created to promote the emerging countries as solid economies for long-term investment through a new classification: from just developing countries to BRIC in the same way that is more attractive to say Asian Tigers than the name of the four countries themselves.[4] Even the acronym suggests the image of a brick: solid, compact and heavy that it is aligned with the title of the first above mentioned paper. The title of the second paper Dreaming with BRICS: the path for 2050 also sugges ts that readers imagine the potential profit for the emerging economies of BRICs[5]. It shows the interest of Goldman Sachs in their own business, that its sell financial services. Probably we will not know for sure if it was just a way to promote their products of emerging countries, but is it undeniable that it was used as a catalyser for the economies involved.[6] Although the Goldman Sachs paper was published in 2001, the first BRIC ´s summit was not held until 2009 in Yekaterinburg (Russia), despite the dialogue started in 2006 in New York[7]. It was attended by the leaders Lula da Silva (from Brazil), Medvedev (Russia), Singh (India) and Jintao (China). It is relevant the year, in the middle of the financial crisis they needed to show strength, stability, and confidence as President Lula claimed We stand out because in recent years our four economies have shown robust growth. Trade between us has risen 500% since 2003. This helps explain why we now generate 65% of world growth, which makes us the main hope for a swift recovery from global recession (Lula da Silva 2009). It is not difficult to understand why even if we would think the forecast of Goldman Sachs was not realistic it was highly relevant the first summit if we consider the data of the countries involved. First, there are big countries, they represent the 40% of the surfac e area of the world and lastly, there are in strategic positions. Second, there are countries with dense population, in fact, they are the largest countries by population having a 50% of the worlds population. Third, regarding economics there contribute with a 22% of the world ´s GDP, being relevant the impressive growth rates, especially the case of China that did reach almost a 15% of growth in 2007[8]. It is also to highlight the third summit in Sanya (China) in 2011 in which South Africa joined the BRICs, adding an S to the acronym and becoming BRICS. However, we cannot forget how different these countries are, as a matter of fact, they do not even share the same political ideology and they have some very diverse perspectives on topics such as nuclear weapons. Then, why would they want to cooperate? Cooperation creates less dependence of the West in terms of trade, especially because they were no longer indulgent with the previous agreement of the World Trade Organization that shows the influence of the United States and European Union[9]. Cooperation also promotes the trade between the members, in 2001 was 21 million dollars in contrast to 280.000 million in 2014, it is to say that the trade rose more than 13 times.[10] Also, together they have much more bargaining power to balance the hegemony of the West, the representation on the financial institution such as World Bank or International Monetary Fund is very low[11]. In fact, the reform of the IMF ´s quotas in 2010 could be seeing as a direct success for the BRICS altho ugh it became effective in 2016.[12] Others scholars believe that the real goal of the BRICs summit was a call for cooperation between the countries due to the similarities of their issues (poverty, health care or food security) that is to say the transition towards a middle-income status.[13] It is undeniable that the relationship between them is at least singular because they think that the BRICS is meant for cooperation and not for conflict, the guiding principles are non-interferenceand national sovereignty[14]. For instance, Brazil did not criticise Russias annexation of Crimea showing to the world a united front[15]. As evidence shows it is much more than an intra-cooperation, the Russian president said The global problemsà ¢Ã¢â€š ¬Ã‚ ¦ cannot be effectively solved without the involvement of the BRICs countries[16] which give an idea of the political relevance that they wanted to achieve. The advantages of cooperation are not just relative to trade but also politics. Conclusion The BRIC was an acronym coined by Jim O ´Neill to refer to the emerging economies of Brazil, Russia, India and China. Although there is evidence that the term could help to promote financial products, it was also a catalyser for the economies involved. Although it took 8 years for the idea behind the BRICs to make true and another two years to became BRICS with a capital S standing for South Africa, the five countries have impressive figures in terms of population, GDP and growth which lead to a very successful cooperation. Despite that they do not share some core values (for instance, ideology) they cooperate showing to the world a united front thanks to the principle of no-interference. Together, they have the tools to promote trade between them but also to reach more bargaining power in order to balance the West in world ´s politics. The BRICS is not only a coalition for promoting trade or discuss domestic issues but also a way to make sure that their voice is heard. [1] Assignment Requirements Each participant is expected to submit a 2,000 word essay. The written piece should include a rigorous analysis of key issues raised and their validity; the text should be clear, readable, and follow standard academic publishing conventions, including appropriate quoting, footnoting and bibliographic referencing. Your essay can contain around 10% more or less words of the required word counting, i.e: around 100 words more or less than 2000. The following is a suggested format that you are expected to use: Font type and size: Arial at 11 point; Line spacing: 1.5; Alignment: Fully justified. Prior to typing in/pasting the contents of your assignment on page two of this document, please ensure that your text has been formatted in accordance with the above requirements as you wont be able to format it within this document. Prior to submission, please name the finalised and formatted document in accordance with the following pattern: Surname Name Module 1 Final Essay, e.g.: Doe John Module 1 Final Essay The deadline for submission of written piece is Thursday 23rd March before 17:00. Please submit your assignments via LSE GDP 2017 Custom Programme Moodle webpage. [2] Jim O ´Neill, Building Better Global Economic BRICs Global Investment Research, Goldman Sachs, 2001 Available at: http://www.goldmansachs.com/our-thinking/archive/archive-pdfs/build-better-brics.pdf [3] Dominic Wilson, Roopa Purushothaman Dreaming With BRICs: The Path to 2050 Global Investment Research, Goldman Sachs ,2003. Available at: http://www.goldmansachs.com/our-thinking/archive/brics-dream.html [4] Leon Wansleben, Dreaming with BRICs, Journal of cultural Economy 6, no.4 (2013)   p.4 doi:10.1080/17530350.2012.756826. [5] Ibid. [6] Ibid., p.6 [7] Oliver Stuenkel, Emerging Powers and Status: The Case of the First Brics Summit. Asian Perspective 38, no. 1. p.3 http://vex.com/vid/amerging-powers-status-brics-summit-494287502. [8] Data IMF. World Development Indicators Accessed 10 March, 2017 http://data.worldbank.org/datacatalog/world-development-indicators [9] Zaki LaÃÆ' ¯di, BRICS: soverignity power and weakness International Politics 49, no. 5 (2012): 614-32., p.5   doi:10.1057/ip.2012.17. [10]   WTO database Datos Comerciales y Arancelarios Accessed 10 March, 2017 Available at:   https://www.wto.org/spanish/res_s/statis_s/its2015_s/its15_highlights_s.pdf [11] Michael Cox, Towards a BRIC world? Lecture, London School of Economics Custom Programs, 7th march 2017 [12] Stuenkel, Emerging Powers and Status p., 2 [13] Stuenkel, Emerging Powers and Status p., 11 [14] Pedro Morazà ¡n et al., The role of BRICS in the developing world p., 5 (Luxembourg: EUR-OP, 2012) [15] Stuenkel, Oliver. Why Brazil Has not Criticised Russia over Crimea. The Norwegian Peacebuilding Resource Centre. https://www.files.ethz.ch/isn/180529/65655a04cd21b64dbcc9c8a823a8e736.pdf. [16] Oliver Stuenkel, Brics And The Future Of Global Order Lanham: Lexington Books, 2016.

Approaches to Palliative Care

Approaches to Palliative Care Palliative approach refers to the provision of a holistic care for patients who are no longer responsive to curative treatment and dying. The approach provides primary care services to improve the quality of life of the dying patients through addressing pain and other distressing symptoms and integrating physical, psychosocial and spiritual care to ensure a good death for the patients (Koutoukidis, Stainton and Hughson 2013, p. 865). It also offers support for families of the terminally ill patients to cope with grief and bereavement in the end-of-life stage of the patients (ACT Health 2014). In palliative care, nurses are directly involved in ensuring a holistic care for the patients and liaising with the patients’ families. They deal with pain relief, provide emotional support for both the patients and families and communicate the patients’ disease conditions with other care specialists through regular team meeting and clinical discussion. They also carry out assessme nt, care plan and bereavement follow up with families and friends of the patients to help them cope with grief and loss (Tasmanian Palliative Care Service 2013, p. 9). An advanced care directive is a written statement about the wishes of the patients regarding their medical treatment choices and future health care. It is a way that individuals, especially those who are in chronic or life-limiting condition like Mr. Guzman, communicate their wishes to the carers when they are unable to make decision on their health care choices, which can help avoid unwanted treatment and reduce family stress in any emergency situation (The Advance Care Directive Association 2012). The advanced care directive is implemented within the legal framework of Victoria. The Medical Treatment Act 1988 allows the patients to refuse medical treatment that are not consistent with their cultural or personal beliefs in most of the circumstances, and The Guardianship and Administration Act 1986 enables the patients to appoint an enduring guardian to make decision on their health care (Victorian Department of Health 2014, p. 53). According to the Victorian legislation, medical pra ctitioners must usually seek for the patients’ consent regarding their health care choice in the advanced care directive before providing any medical treatment to the patients (Victorian Department of Health 2014, p. 54). The current best practice regarding pain management for palliative care patients consists of both non-pharmacological and pharmacological approaches. The non-pharmacological approach in palliative care is primarily enabling the patients to regularly access to family members or religious leaders to ensure their psychological, spiritual and religious needs are met. This approach may help address the emotional components of pain and improve the psychological wellbeing and physical health of the terminally ill patients (Hughes 2012, p. 26). Pharmacological approach involves using drug therapies to effectively manage the pain. Hughes (2012, p. 25) suggests that the first attempt of analgesia may not be able to fully control the patients’ pain, and ongoing commitment to assess and adjust the pain control technique can give the patients confidences, which thereby reduces pain. Therefore, patient-centred care is important as it enables health practitioners to assess and decide on spec ific doses and forms of analgesia that should be given to the patients. It is also mentioned that health practitioners do not normally use opioid analgesia to their full potential though they are safe and cost effective medications. For effective pain control management, does, duration of treatment and the patients’ current condition, such as renal and hepatic function, should be taken into account to ensure the patients receive adequate pain relief with less side effects (National Institute for Health and Clinical Excellence 2012). Filipinos believe in bahala na, which means leaving one’s fate to God. They also believe that a person’s suffering is the God’s will, and only prayer can save the person’s life. Families and friends of the dying patients should, therefore, pray for the patients rather than discussing advanced care directive and terminal prognosis with them as it frustrates the patients and makes them feel hopeless. Discussing end-of-life issue with the patients is also believed to bring unwanted outcome to the patients’ health condition (Mazanec and Tyler 2003, p. 54). Such attitude to dying conflicts with modern health practices in which the dying patients are provided with full disclosure of the fact of illness and treatment and are able to make decision on their future health care. Patients with Filipino decent may also want to die at home or die in their home countries. Those who are catholic may require a priest to perform ‘sacrament of the sick’ a nd may not allow the nurses to wash their dead bodies, making it difficult for health professionals to provide holistic care for the patients before and after death (Mazanec and Tyler 2003, p. 54). When a person is dying, numerous common symptoms may occur in the last day or the last few hours before death. Confusion and delirium may usually occur during the end-of-life stage due to metabolic and electrolyte imbalance, hypoxemia and toxin accumulation. The patient also demonstrates increased weakness, fatigue and drowsiness and requires more sleep. In addition to decreased oral intake including food and fluid, they are also presented with the symptoms of decreased cardiac output, cool extremities, cyanosis and decreased urine output due to diminished blood perfusion and renal failure. Breaths become shallow and accessory muscle is used as the patient is struggling with breathing. They also have raised temperature and urinal and faecal incontinence (INCTR Palliative care 2009). Nurses know that patients are close to death as they become less interested in food, and their mouths become very dry. They have trouble swallowing pills and medicines and are unable to cooperate with car egivers. Their skin become dark or pale, and heart rate is fast and irregular. Nurses also realize that they become confused, disoriented and restless (American Cancer Association 2014). Last offices are performed as soon as Mr. Guzman passed away. Though different hospitals may have different policies regarding this procedure, the dead person’s body is usually straightened, arms are placed at the side of the body, pillows are removed, eyes are closed, denture is placed in the mouth if available, and a rolled towel is placed under the jaw to prevent sagging. All jewellery and personal stuffs are removed and kept at a safe place unless the families wish to keep it with the patient (Funnell and Koutoukidis 2008, p. 175). Nurses also apply a firm pressure on the lower abdomen of the body to drain all the fluid and prepares the death body for removal to a hospital mortuary or holding area by removing all tubes and drainage, washing, dressing, wrapping and labeling the body appropriately. Other specific cultural or religious practices concerning how to care for the body after death must be adhered to as fully as possible. If there is no specific requirement, two nu rses should carry out a post-mortem care, and the body is subsequently taken to the hospital mortuary (Funnell and Koutoukidis 2008, p. 175). Grief has a negative effect on families and friends of the dead person though the death is anticipated. Some families may become shock, while others may become angry, anxious and resentful. They may also feel a whirlwind of emotions from intense grief and loss to relief and comfort from the fact that someone they love will no longer be suffering (Koutoukidis, Stainton and Hughson 2013, p. 873). Grief also affects health professionals, particularly nurses, who provide direct care for the dead person. Stress, loss of motivation to continue providing health care for other terminally ill patients and social withdrawal may be commonly seen, which negatively affect their work performance and socialization (Wilson and Kirshbaum 2011, p. 560). Some recommendations for nurses to deal with grief and loss include talking to someone they trust about how they feel and the difficulty of trying to coping with the problem, discussing it with other carers and health professionals at the facility or c ontacting the National Carer Counseling to gain advice on how to deal with grief and loss effectively (Carer Victoria 2005). The sense of loss and grief may not ease with time for some families and carers. Prolonged grief can be a serious concern and require further support to prevent negative consequences from happening. Supports that are available for families and health professionals to cope with grief and loss include counseling and bereavement support services provided by the Australian Centre for Grief and Bereavement in Victoria, which offers a range of bereavement support programs and experienced counselors including social workers, psychologists and psychotherapists to help individuals cope with grief and loss (Australian Centre for Grief and Bereavement 2014). Hospital and community health care center, palliative care agencies, volunteer groups and church and religious organizations are also available sources from which families and health professionals can seek support. National Association of Loss and Grief Victoria also offers supports for families, clinicians and stakeholders in the health an d community service sectors to deal with grief and loss such as providing a package of loss and grief resources and making a discussion with counselors, psychologists and general practitioners available for those who find it difficult to deal with grief and loss (National Association for Loss and Grief Victoria 2011). Word count: 1530 References: ACT Health 2014, Palliative care, viewed 12 May 2014, http://www.health.act.gov.au/health-services/palliative-care/. American Cancer Association 2014, When death is near, viewed 13 May 2013, http://www.cancer.org/treatment/nearingtheendoflife/nearingtheendoflife/nearing-the-end-of-life-death. Australian Centre for Grief and Bereavement 2014, Counselling, viewed 15 May 2014, http://www.grief.org.au/grief_and_bereavement_support/counselling_services. Carer Victoria 2005, Dealing with grief when your family member dies, viewed 15 May 2014, http://www.survivingthemaze.org.au/bcfc/PDFS/GEN-04-15.pdf. Funnell, R Koutoukidis G 2008, Tabbner’s nursing care: Theory and practice, 5th edn, Elsevier, NSW. Hughes, LD 2012, ‘Assessment and management of pain in older patients receiving palliative care’, Nursing Older People, vol. 24, no. 6, pp. 23-29. INCTR Palliative Care 2009, Signs and symptoms at the end of life, viewed 13 May 2013, http://inctr-palliative-care-handbook.wikidot.com/signs-and-symptoms-at-the-end-of-life. Koutoukidis, G, Stainton, K Hughson, J 2013, Tabbner’s nursing care: Theory and practice, 6th edn, Elsevier, NSW. Mazanec, P Tyler, MK 2003, ‘Cultural consideration in end-of-life care’, Australian Journal of Nursing, vol. 103, no. 3, pp. 50-58. National Association for Loss and Grief Victoria 2011, National Association for Loss Grief Annual Conference 2011, viewed 16 May 2014, http://www.nalagvic.org.au/ab-currentwork.htm. National Institute for Health and Clinincal Excellence 2012, Opioids in palliative care: safe and effective prescribing of strong opioids for pain in palliative care of adults, viewed 13 May 2014, www.nice.org.uk/nicemedia/live/13745/59285/59285.pdf. Tasmanian Palliative Care Service 2013, Information booklet, viewed 12 May 2014, https://www.dhhs.tas.gov.au/__data/assets/pdf_file/0005/8987/tas-palliative-care-info-booklet.pdf. The Advance Care Directive Association 2012, What is advance care planning?, viewed 12 May 2014, http://www.advancecaredirectives.org.au. Victorian Department of Health 2014, Advance care planning: Have the conversation, a strategy for Victorian health service 2014-2018, viewed 12 May 2014, http://docs.health.vic.gov.au/docs/doc/C1BEDB926ED9A6E7CA257C9A0005231A/$FILE/Advance%20care%20planning%20-%20strategy%202014-18.pdf. Wilson, J Kirshbaum, M 2011, ‘Effects of patient death on nursing staff: a literature review’, British Journal of Nursing, vol. 20, no. 9, pp. 559-563.

Vegetarianism: Is It the Best Choice? Essay -- Healthy Lifestyle Essay

The National Institutes of Health have proven that over five hundred thousand Americans die each year from coronary heart disease. They also have found that over seven million Americans are suffering from this disease at this present time (â€Å"Facts about Coronary Disease†). This same article explains that coronary disease is the most prominent form of heart disease. There are many risk factors that have been linked to coronary heart disease, such as high blood pressure, high blood cholesterol, diabetes and obesity just to name a few. These are all risk factors that can be controlled by people on their own, without the use of drugs or any medical help. There are a few exceptions, however, gender, heredity and age can also lead to this disease and these are factors that cannot be controlled by a person. The diet one chooses can serve as a preventative measure. Coronary disease is caused by thickening in the heart’s coronary arteries, which prevents nutrients and oxygen from flowing to the heart. The thickening of the arteries comes from the excessive amounts of saturated fat consumed by a person from years of careless dieting (Internet). A vegetarian diet eliminates one of the major elements in a person’s diet that contains fat. Meat is high in saturated fat. Whether it is, pork, beef, chicken, or turkey, meat contains fat from the animal that does not need to be consumed. When people cook these meats, they add different types of oils and seasonings that increase the fat intake and abuse of these foods could lead to obesity. This is another major cause of coronary heart disease. If one’s diet is based on vegetables and other non-animal foods, the chance of acquiring heart disease dramatically drops because they can eliminate two of the major causes, high cholesterol and obesity. The reason for this is obvious, non-anim al based foods do not contain high amounts of saturated fat that clog the arteries, therefore, helping one maintain a very healthy and strong heart. So far, how one’s diet affects their health by increasing the chances of heart disease has been explained. Robert Schneider, a practicing medical doctor, revealed in his book, Cancer Prevention Made Easy, that one’s diet also increases the chance of cancer. Because diet is the focus, colon, stomach and breast cancer are the most common forms that are influenced by diet. Schneider in his research has ... ...s, grains, and nuts, generally for ethical, ascetic, or nutritional reasons† (â€Å"Vegetarianism†). This definition explains why people choose to be vegetarians. Whether ethical or ascetic, the main reason for this choice is nutritional benefit. Vegetarianism improves a person’s health and gives their body a better chance of resisting diseases. These benefits together help a person live a healthier and more productive lifestyle which is what the majority of the world wants today. Adopting this diet could be one of the best choices one can make especially if they want to be successful and make a better contribution to society. For others who believe in God, making a choice to be vegetarian will help protect His temple which is the body. With all the disease in the animal kingdom today, vegetarianism will soon be the only choice for a healthy diet. All the information stated above proves that vegetarianism is worth adopting and it puts to rest any negative myth s people may have heard about it. Many say people were put here for some other purpose than to take up space and then die. If this is to be true, they must not treat their bodies like dirt so they can be the best that they can be.

Marlyn Manson :: essays papers

Marlyn Manson When someone mentions the name Brian Warner you will probably not realize who they are talking about, but if they say the name Marilyn Manson one word may come into your mind, the devil incarnate. Brian Warner or a.k.a. Marilyn Manson is one of the most influential people in American music. Most people view him as a satanic follower or maybe even a satanic leader. Others may view him as a sick perverted freak only guided by his addiction to numerous drugs. But if you ask the people who really know they will tell you that he is a genius who's music is made to encourage people to question the existence of God and believe in themselves. With lyrics like "When you get to Heaven you will wish you're in Hell." from the song Wormboy off his latest CD Antichrist superstar it is not hard for people to try to reject him. Manson grew up in a stable house hold and even went to a strict catholic school. In an interview with Neil Strauss in Rolling Stone magazine Manson said "I was never afraid what was under the bed. I wanted it and I never got it. I just became it." He always questioned everything as a child and his parents really don't even mind it. His mom for one isn't really to pleased by the way he acts in public but his dad, on the other hand, is thrilled by the way he gets his listeners to think for themselves. He is maybe the only gray-haired man with a black Marilyn Manson T-shirt on. Many listeners are young "Goth's" all decked out in black clothing and pale-skin who, like Manson, only believe in themselves. The band itself consists of five members: Marilyn Manson, Twiggy Ramirez, Ginger Fish, Madonna Wayne Gacy, and Zim Zum. The band members developed their name by taking the first name of a super-model and the last name of a serial killer. When the band first started they were called Marilyn Manson & The Spooky Kids, until they were discovered by Trent Reznor the industrial music creator of the hit band Nine Inch Nails.

Beowulf Papers -- English Literature Heroes Essays

Beowulf Papers A hero is a man of courage and ability who is admired for his brave deeds and noble qualities. A hero is a person who does not come along very often in any time period. He is a special person, who is a step above the average person in the way that he handles any situation that may arise. This statement is very true for the time of Anglo-Saxon culture and literature. A hero was like a god and was put on a pedestal far above the others. A hero brought peace to situations that were deemed impossible and brought joy to many people. In the poem Beowulf, there is a great example of what a hero is about in this time. Beowulf is the great warrior of the Geats and he will do anything necessary to keep peace and to make a better life for his people. That is why he is described as, "The mildest of men and the gentlest, kindest to his people, and most eager for fame" (Norton, 68). Beowulf leads the Geats for fifty years of happiness and prosperity and in turn, made a name for himself that will be remembered for centuries to come. A hero always fights to win but it not unfair in battle. For example, Beowulf could have fought Grendel with a sword and made the battle much easier for himself because Grendel, "In his recklessness cares not for weapons" (Norton, 32). Beowulf would rather have a fair battle so he uses his special strength, courage and ability and he wins, like a hero does. A hero also performs tasks that are deemed impossible for others. If an average warrior gets caught in a monsters' grip, it is all over for him. Beowulf, on the other hand, has dealt with this before, and he deals with it in the battle against Grendel's mother. For example, "She groped toward him, took the warrior in her aw... ... when used properly, they can help turn a literary work from ordinary to extraordinary. Bibliography *Abrams, M.H., ed., et al. The Norton Anthology of English Literature. Sixth Edition. Vol.I. New York: W.W. Norton & Company, 1993. *Blakelock, Jane. Online. Internet. 03/16/99. "Geoffrey Chaucer, Canterbury Tales, The Wife of Bath". Available http://www.media.wright.edu/studorgs/english20403/chaucer.html. *Geoffrey Chaucer. Online. Internet. 03/16/99. Available http://csc.calpoly.edu/~ercarlso/essays/Geoffrey Chaucer.html. *Jokinen, Anniina. Online. Internet. 03/16/99. "Geoffrey Chaucer (Ca. 1343-1400)". http://www.luminarium.org/medlit/chaucer.html. *Jones, Sam. Online. Internet. 03/16/99. "The Litrix Reading Room". Available http://www.litrix.com. *Skill, Elaine Strong. Cliffs Notes on Beowulf. Lincoln: Cliffs Notes Incorporated, 1990.

Curriculum Implication

This section firstly examines curriculum as a mediator of dominance and hegemony, exploring ideological issues in the selection and structuring of knowledge and in pedagogic practice. Secondly we focus on the issue of representation of subaltern groups, culture and ideologies. The concept of curriculum is used here to designate the experiences pupils have under the guidance of the school. Most issues in this area are predicated upon the assumption that appropriate school experiences can indeed make a significant difference to learning and lives of SC/ST children. Content of curriculum and internal operations are thus key issues that need to be addressed. Also very important are related areas of pedagogic methods, assessment and evaluation. In India, curriculum and the content of education have been central to the processes of reproduction of caste, class, cultural and patriarchal domination-subordination. In post independence educational policy, modification of content supposedly aimed at indigenization resulted in Brahmanisation as a key defining feature of the curriculum. Brahmanisation has been evident in the emphasis on (1) ‘pure’ language, (2) literature and other â€Å"knowledge† of society, history, polity, religion and culture that is produced by higher castes which reflects Brahmanical world view and experiences and Brahmanical perspectives on Indian society, history and culture, and (3) high caste, cultural and religious symbols, linguistic and social competencies, modes of life and behaviour. Furthermore, the overarching stress has been on eulogizing mental as against manual labour. The heavily gendered nature of school curricular content was evident in that women’s specialised knowledge and skills systems found no place in it or in the general curricular discourse. Rather they were used for devaluation and stereotyping of the female sex in curriculum. Curriculum is thus urban elite male-centric and bereft of the country’s rich cultural diversity. There has been a corresponding devaluation of â€Å"lesser† dialects, cultures, traditions, and folklore of dalits and adivasis as also of peasantry. The second defining feature of the curriculum on the other hand, was its ‘colonial’ character which privileged western modernization. The ideology however was adopted in truncated, superficial ways – the emphasis being on the incorporation of knowledge of Western science and technology, viz. that of the â€Å"hard Western sciences†, the English language and Western styles of life. The pursuance of liberal, democratic socialist values even though enshrined in the Indian constitution was largely notional in the curriculum. Curricular structure and culture of the colonial model has remained unchanged. The defining features of the structure are: full time attendance of age specific groups in teacher supervised classrooms for the study of graded curricula. Full day schools, compulsory attendance, unconducively long time–span of classes and vacations, served as deterrents, being ill suited to educating SC/ST children, especially in the initial years when access was just being opened up and availed. Poor and SC/ST households depended on children for domestic work or other productive work whether or not to supplement household earnings. Today, things have changed substantially and large numbers of parents are prepared to forego children’s labour and send them to school. However school organisation and curricula have not been sensitive as yet to fundamentally different economic situations, life aims and social circumstances of children belonging to poorer strata households or communities in the shaping of the school structure. Culturally, school norms of attendance, discipline, homework, tests and exams, and cognitively ethnocentric demands of concentration on nd memorisation of the content of the text by `rote’, all prove problematic for SC/ST children. Furthermore, the curriculum itself as a tool of cultural dominance and hegemony has an alienating and intimidating impact. Curriculum and the Scheduled Castes: For the Scheduled Castes who have sought education as a mechanism to transform as well as enter â€Å"mainstream† (read dominant) society, the central questions are of representation of their knowledge and culture and the critiquing of dominant knowledge and value systems of their lived reality and of social relationships based on dominance/subordination and exclusion. Dominant forms of inequality and hierarchy are made invisible in the discourse on common nationhood and common and equal citizenship, which the school curriculum propagates. But for the Scheduled Castes the heart of the matter is structural oppression, not cultural difference. Thus understandings of oppressive aspects of our traditional and contemporary structures, the historical construction of groups and communities are made invisible by the curriculum and not subjects of key curricular importance. Krishna Kumar’s studies have focussed attention on how the dominant groups’ ideas about education and the educated get reflected in the curriculum. Following the curriculum, Indian texts uphold symbols of the traditional, male dominated feudal society and its obsolete cultural values and norms. However, that the value content of education is out of tune with the reality of the changing, dynamic India is a matter of choice – a choice consciously or unconsciously made by those selecting textbook material from the available body of literature and by those creating it. Worthwhile knowledge is that which is linked to the values and lifestyles of dominant groups. Ilaiah has vividly described how knowledge and language are rooted in and structured around productive processes of lower castes and around socio-cultural surroundings of their habitat. This knowledge and skill based vocabulary, which is very highly developed, finds no place in the school curriculum. Nor do stories, music and songs, values, skills, knowledge, traditions, cultural and religious practices. Contemporary dalit literature is similarly disregarded. Lives, values and norms of upper caste Hindus which are strange and alienating for the lower castes, continue to be dominantly present. To quote from Ilaiah, â€Å"right from early school Upto College, our Telugu textbooks were packed with these Hindu stories. Kalidasa was as alien to us as the name of Shakespeare. The language of textbooks was not the one that our communities spoke. Even the basic words were different. Textbook Telugu was Brahmin Telugu, whereas we were used to a production-based communicative Telugu. It is not merely a difference of dialect; there is a difference in the very language itself†. The dominance of epistemology and content of the politically powerful intellectual classes makes curricular knowledge ideologically loaded. While Gandhi, Tagore and Krishnamurti – all from the high castes – have received national attention as indigenous educational philosophers, education has not incorporated the anti-caste-patriarchy and anti-hegemonic discourses of Phule, Ambedkar, Periyar or Iyotheedas. Curriculum does not reflect upon the historical significance of caste, gender and tribe, nor of the challenges posed to it by dalit epistemology, knowledge and protest. This should have been done through literature and social science curricula. Phule saw education as a potent weapon in the struggle for revolutionary social transformation. For him, the purpose and content of education were radically different from both Brahmanical and colonial models of education. His ideal was an education that would bring an awareness among lower castes of oppressive social relations and their hegemonic moral and belief systems that pervaded their consciousness†¦. an education that would instill western secular values, encourage critical thought and bring about mental emancipation. It would fulfil practical needs but would be broad based enough to inspire a social and cultural revolution from below. During the course of the long struggle of dalit liberation, Ambedkar developed an ideology that incorporated a critique and reinterpretation of India’s cultural heritage, a rich philosophy drawn from a wide range of social thought and an action programme which lay an equal stress on social and cultural revolution as it did on the economic and political one. Like Phule, he defined the purpose of education in terms of mental awakening and reation of a social and moral conscience. Education was also a means of overcoming inferior status and state of mind, of wresting power from the powerful. Thus, the Ambedkarian agenda for education included: (a) creation of capacities for rational and critical thinking, (b) socialization into a new humanistic culture and ideology, (c) development of capacities and qualities necessary for entry and leadership in modern avenues of work and politics, and (d) inculcation of self-respect and aspirations to respectable lifestyles in which demeaning traditional practices would have no place. Clearly Phule-Ambedkarian ideology went way beyond narrow modernization and technocratic impulses. It gave pre-eminence to ideology and values, Western in origin but critically adapted towards emancipation of India’s downtrodden. Ilaiah, in fact, argues that these values are equally indigenous, constitutive of lived-in realities of dalit bahujans. Dalit and non-Brahman leaders drew on western philosophical traditions to build an ideology and praxis of revolutionary transformation of the Hindu social order. It aimed at establishing a socialist social order underpinned by a new morality, based on values of liberty, equality, fraternity and rationality. School curriculum in India failed to reflect these expressions of new moral order. It does not need any great study to show that the national or state school curricula or teacher education curricula were never guided by these radical visions. The Scheduled Castes and their issues and problems have remained peripheral to the curriculum and their representation if at all has been weak and distorted. Curriculum and the Scheduled Tribes: Like the SC, curriculum does not acknowledge cultural rights of the Scheduled Tribes who are denied their own culture and history. School curriculum fails to take account of tribal cultures as autonomous knowledge systems with their own epistemology, transmission, innovation and power. Kundu gives the example of children being set to write essays on the circus, or being trained to write letters through mock missives to the police asking them to take action on disturbance by loudspeakers during exams. While adivasi children may know a great deal about animals, they are unlikely to have ever seen a circus; where the police are usually feared as oppressors and electricity is erratic, if at all available, enlisting police support in keeping noise decibels down is a most unlikely situation Not only are the knowledge and linguistic and /or cognitive abilities that Scheduled Tribe children possess ignored – e. g. the capacity to compose and sing spontaneously, to think in riddles and metaphors and their intimate knowledge of their environment – but schooling also actively encourages a sense of inferiority about Scheduled Tribe cultures. Like the Scheduled Castes, Scheduled Tribes rarely feature in textbooks, and when they do, it is usually in positions servile to upper caste characters; or as ‘strange’ and ‘backward’ exotica. The ‘cultural discontinuity’ between school and home draws attention to the rigidity of school organization and the emphasis on discipline and punishment in contrast with socialization practices and the lives of children, as reasons for non-attendance. Sujatha cites the case of community schools in Andhra where there was closer interaction with parents, weekly holiday was in tune with the local weekly bazaar, and school holidays coincided with tribal festivals. The school was observed to show positive results. The Language Question: Despite several policy documents and a constitutional provision (350A) recognizing that linguistic minorities should be educated in their mother tongue at primary level, there is practically no education in Scheduled Tribe languages. This includes even those like Santhali, Bhili, Gondi or Oraon which are spoken by over a million people. Although states in India were organized on linguistic grounds, political powerlessness of Scheduled Tribes prevented the formation of states based on tribal languages. They are confined to minority status within large states and are compelled to learn the state language in school. Primary teachers are predominantly from non-ST communities. And despite the pedagogic significance of initial instruction in the mother tongue, teachers do not bother to learn the tribal language even after several years of posting. The general picture at primary level is often one of mutual incomprehension between ST students and their non-ST teachers. Several studies have pointed to the significance of the language question at the primary levels. Quite apart from the pedagogic problems this creates – such as destroying the child’s self esteem, and reducing the possibilities of successful learning in later years, the denigration of Scheduled Tribe languages amounts to denigration of Scheduled Tribe worldviews and knowledge. The education system with its insistence on a common language as a means of achieving a common nationhood has been instrumental in the destruction of tribal language, culture and identity. Even outside the school, educated youth often speak to each other in the language of the school, perhaps to mark themselves off from their ‘uneducated peers’. Several languages, especially those spoken by small numbers, are dying out. Loss of a language means the loss of a certain way of knowing the world. Experiences of schooling of tribal children in Madhya Pradesh, Andhra Pradesh and Maharashtra have revealed the displacement of Bundelkhandi, Gondi and Warli by Sanskritised Hindi, Telugu and Marathi respectively. Depending on levels of cultural absorption and adaptation however, several Scheduled Tribes may not look to schools to teach in their home language. Indeed, for many Scheduled Tribe parents, the main advantage of schooling is that it gives access to the new languages, new occupations and a new life and enables interaction with the non-tribal world. But wherever Scheduled Tribes have been politically mobilised to celebrate Scheduled Tribe identity, they have been more clear and open in their demand for education in indigenous languages. The Alienating Impact of School Regimen: The school regimen of timing, discipline, hierarchy is especially alien to tribal children socialized in a world where individuality is respected from early on, and where parent-child interactions are relatively egalitarian. Kundu points out those testing procedures too are based on urban middle class values – the competitiveness and system of rewards that examinations represent is often culturally anomalous to Scheduled Tribe children who are brought up in an atmosphere of sharing. Furthermore, learning among ST children is usually intimately connected to the work process – children learn the names and medicinal uses of many plants and trees while accompanying their parents on foraging trips in the forest. When children are away at school, especially when they are sent to residential schools, they lose connection with this world of labour and their capacity to learn from it. Several studies have attested the alienating effects of language, school structure and ethos. Implications of Recent Hindu Cultural Nationalist Influences on Curriculum In the recent past a serious concern has been the ‘Hinduisation’ of the curriculum, its adverse implications for all children but most particularly to religious minorities and SC/ST. A deliberate policy move towards Hinduisation of the school which occurred at the behest of neo-right national government’s policy meant its specific framing within Vedic values and thought. However, even prior to that when there was no overt intent of curriculum or text to be grounded in dominant religious culture, the fact that most educational action teachers are Hindu made curriculum Hinduised. It influenced the manner in which annual days or other school events are celebrated. Breaking a coconut and lighting incense at the base of the flag pole on Republic or Independence Day is common practice. Additionally, distinctive Scheduled Tribe names are changed to standard Hindu names.