The Marketing Mix for Pets.com Case Study Example | Topics and Well Written Essays - 1000 words

The Marketing Mix for Pets.com - Case Study Example Diversity of product was what differentiated the site from other competitors, both online and bricks-and-mortar, thus attracting more potential target segments. During the launch and growth period of Pets.com, product was one of the primary selling points along the marketing mix. Place was emphasized for convenience, providing new opportunities for consumers to get pet products without having to visit a bricks-and-mortar competitor. Place was important in the late 1990s as the Internet was just beginning to become part of consumer lifestyle and thus represented innovation in sales strategy. Furthermore, price was an important part of the marketing mix. This was reflected in the company’s guarantees for a flat rate shipping fee of $4.95 regardless of the volume and weight of the products being delivered. Sales and discounting incentives that provided further value also emphasized the company’s focus on pricing as a differentiation tool. Finally, Pets.com also utilized pr omotion effectively, gaining brand exposure through cross-promotional strategies with The Discovery Channel and Animal Planet. A very large expenditure to be included in the 2000 Super Bowl ad gave the company considerable promotional exposure and gained more consumer interest in the process. Analysis of Differentiation Strategy Diversity of product variety served to differentiate from other pet-related competition, illustrating that the business wanted to gain market attention and assist many different target segments. However, there were difficulties with this strategy as the company did not maintain the distribution and warehousing capacity needed to support this differentiation tactic. Further, holding costs of high volume inventories must be considered that include lighting, labor, and taxation that can significantly raise operating costs (Heizer and Render 174). Sales and discounting incentives also differentiated the business from competition. The advantage of this is that pr ice-sensitive consumers are more attracted to the business model over competition. When offering a flat rate guaranteed shipping price, this also had advantages related to price. Furthermore, using expert consultations from experts in the pet field, such as breeders and scientists, gave the business more credibility and expressed perceptions of competence to many target segments. Some of the differentiation strategies were implemented successfully, including having expert information available to pet owners that gave the business a better market position under quality. However, discounting and high volume merchandise selection offerings conflicted the process of avoiding losses associated with operational budget. If the business had re-examined its low flat rate shipping policy and redetermined its distribution network strategy, it is likely the cost of goods sold would not have been so high and attracted more investor confidence and interest in common stock purchasing. The Product- Market Growth Matrix Analysis Adding horse products to the business model was a diversification strategy, branching into untapped or new markets with a new line of relevant products (Boone and Kurtz 218). The result of this strategy along the product-market growth matrix proposed by Ansoff is having presence in a new market where the business had not previously been devoted. The company’s diversification strategy, however, was not efficient, especially since the business did not have the capacity to sustain such high volume inventories and inventory holding costs. Horse ownership is a niche market and most consumers procure their products from local organizations and, because of this, it is not likely that Pets.com would have gained much revenue growth in an effort to lure horse enthusiasts to buy

Descriptive Essay Essay Example for Free

Descriptive Essay Essay There are few moments in a person’s life in which they can take a step back from their conscious minds and realize a change in â€Å"direction† or change of â€Å"purpose† within their paths. Most of life seems like a continuous flow of a journey, an ever speeding ride that starts and finishes as the sun’s journey through our day light. We are, when you get down to the core of it, simply a combination of our past experiences and memories. But some of us, few and far between, have experienced a brief moment in history in which we felt the tides of our own oceans turning. The moment is brief. The moment is sometimes small. Yet the moment is forever fleeting. Like a cool breeze that suddenly crosses over the hot sands of our minds, we suddenly are swept up from something that finally brings a new sense of understanding into our lives – ultimately changing us forever. This moment came for me when I was rather quite young. In fact, I was in the middle of my third year of elementary school. Before we go any further down this recollection trip of ours, I will have you know a little about my past. In my younger days, I had been branded as what you may refer to as a â€Å"liar†, but the reality wasn’t found in the sense of that word. Instead of â€Å"lying† in modems of deceit, I simply and honestly believed with all my being that if something was conceived within my thoughts and plopped out of my mouth that it was systematically true. It probably sounds absurd, simply believing in something and taking it as true when there was no evidence behind its conception other than my frivolous thoughts. But that’s how it was, or so I thought, in my world of being. In fact, I vividly remember telling my brother one day that I was actually not his sister, rather a lost princess in need of finding her way home. Where from the cosmos did that idea originate from? Well, since I can’t even tell you, God would be the only one to know. With the daisy chain I labored at making for hours around resting atop my curly locks and birds singing every which way I turned, I was a princess. Nothing that â€Å"reality† presented to me was truer than that. And so time went on. I was a royal princess. I did not eat the last cookie. I had magical powers. Just no one else knew about it yet. Imagination was the all-powerful and ruling force of my world – the seams of reality and dream forever muddled and intertwined. It was like I had not really been born yet, like I was not actually alive, rather just stuck in purgatory of pre-life and had not yet taken the steps into the real universe yet. And then came  third grade. It was Mrs. Alley’s class she was a rather â€Å"persnickety† as she liked to call it lady who absolutely wouldn’t let anyone get away with anything. She was nice though, I could tell she had a warm heart and I liked her better than my last teacher. All the other kids had done and finished their detailed map of the California state, all colorful and bright from crayons wax. But then there was me – perfectionist who would draw four pencil etchings and then erase five. Mrs. Alley announced that everyone that was done could go outside and begin a game of â€Å"kick ball†, which was the absolutely best part of any school day. I was put in between a rock and a hard place. As everyone else started fileling out of the room, a silence began to pervade the place. Eventually I was alone, sitting in a desk with a half lightly drawn potion of California on my paper. Eventually I just put my pencil down and started to look around the class room. It’s truly amazing how the absence of sound and souls can change a place. As the clock ticked onwards, my mind came to recollect the perfectly printed version of the California map that was resting in the pages of my history section of my binder. One envisioned, there was no turning back. I ran to the other side of the class room and tore my binder from the top shelf, turned the history tab and found my booty. It didn’t take long, the copying of the whole thing and the end product was rather magnificent if I have the right to admit so myself. By the time I was finished though I could hear little third grader feet beginning to scuff on the outside stairs. With the zip of a zipper and a scurry across the room, all proof of the occurrence had been erased†¦ or so it appeared. When everyone had come back in, Mrs. Alley announced that there would be a contest for whoevers map looked the nicest. As she walked around she gave nods and smiles to the other children, but when she came to peer over my shoulder she stopped. With perfect lines and strait edges my map probably seemed like a masterpiece of Van Gogh’s proportions compared to everyone else’s. It all happened rather quickly. The asking, the removing of the binder from the book shelf, the  hol ding of the map up to the window against the original, but all throughout this process a thought formed from within my head and there was no point of return: I had not traced it. I had done it all by myself with my own hands. For all I could have known in that moment I could have been outside the whole time with the rest of my class, but the history of the past hour was completely erased from my mind. It seems odd really, even for me to talk about the thought that I gave myself subject to and belief in, as if almost I am only recalling memories from another world or a half remembered dream. All I can remember from that moment is that from the whole moment is my whole body and being screaming â€Å"No† from every angle, every corner of the depths of my being. But she did not give in, she did not even falter. Eventually we sat alone in her room, fists clenched, face red, and eyes wet and still neither giving in. And then she turned to me and said â€Å"Ok Courtney† with the most unsatisfactory unbelieving persona that I have ever have witnessed in my life. As the car wised by the pine and cedar trees I could still feel the heat of anger come off my face. Why didn’t she believe me? My mom crying from the driver’s seat tried to lecture and yell sense into me. She was a good mom, is and always will be. Neither she nor my father had ever taught me to â€Å"lie† or let me get away with it. The sting of getting spanked had often been upon my bum in my younger years. But I honestly didn’t know what I was doing wrong. The â€Å"lies† I was accused of making were simply given truths in my mind. And then it hit me. Like a hail storm sent from the Greek gods that fell and tore away the bond between me and my fuzzy pink fog of fantasy, the memory. The remembrance of what had really occurred in the class room a couple hours ago. My world wasn’t real, or at least the one I had been creating wasn’t in the least. The bands of the horizon in my life slowly started to unravel and integrate in front of my very eyes. All of a sudden, from the very depths of somewhere in my being, a very distant kind of concrete place that resides behind my head, I heard a voice. Sweet and low, comforting yet powerful I heard a voice that was not of my own in my head. And it seemed to bend down and pull me close as a parent does to their kids after a thunder storm has just passed as it whispered somewhere within me, â€Å"BE ALIVE†. I started to cry, in fact rather mentally break down. And through my tear I finally gained sight of the light of day that penetrated and wished all the fuzzy thick fog of my fantasy  world away.

Homoerotic Unions Make Up for Unsatisfying Marriages Essay -- Marriage

Homoerotic Unions Make Up for Unsatisfying Marriages Marriage is undeniably effective for some things such as procreation and rearing those produced children.Ê Biologically, all creatures need heterosexual union of some kind to continue their species, but this union need not be a required social construct.Ê In ancient and classical Greece, as well as in much of the world today, marriage is a social expectation.Ê Elders encourage young men to choose their even younger wives at the expected time and to create a respectable typical household.Ê But is marriage actually necessary or even what people desire?Ê Hellenic marriage seems to be constructed in such a way as to leave many Greeks unsatisfied and discontent.Ê Why else would adultery and keeping mistresses be so prevalent?Ê One strong indicator of this general dissatisfaction is the prevalence of homoerotic relationships and their benefits compared to the benefits of marriage.Ê Based on textual evidence provided in Plato?s Symposium and Sappho?s lyr ic poetry, homoerotic relationships seem to be important and often essential unions that do not fit into the social construct of Hellenic marriages.Ê ÊÊÊÊÊÊÊÊÊÊÊ?We human beings will never attain happiness unless we find perfect love (Plato 193c,? says Plato?s version of comic playwright Aristophanes.Ê However, it is not necessarily a joke.Ê For many people, perfect love is not to be found in Hellenic marriage.Ê Rather, their natural desires lead them towards a lover or life partner of the same sex.Ê It seems that many intellectual Greeks understood that homoerotic desire was inherent in many people, yet marriage continued to prevail as the leading lifestyle.Ê In Symposium, Plato has Aristophanes tell a... ...struct of marriage, homoerotic relationships allow power dynamics to be based on personal rather than societal stipulations, thereby being more fulfilling for many people. ÊSince there was undeniable same sex desire in many people, these relationships were inevitable in ancient and classical Greece.Ê Unfortunately, as long as these people lived in a society where heterosexual marriage was necessary, they could not pursue their homoerotic relationships as lifelong partnerships.Ê Pausanius and Agathon?s relationship was a rare exception, yet, they did not actually live together.Ê Marriage required people to stay in socially determined, inherently unbalanced, heterosexual relationships and thereby left many unsatisfied.Ê Thus, the presence of these homoerotic relationships, shows that many people were not happy in their traditional, Hellenic marriages.Ê

Patient`s Laws Essay

Patients should feel at ease when giving personal information to their physician or nurse (Burkle & Cascino, 2011). Patients may resist offering pertinent information if they feel their confidence may be betrayed. Confidentiality can only be broken when it involves a gunshot wound, injuries resulting from child abuse or an infectious disease, which would put the community at risk. Such is the case presented in Nathanson’s article titled: â€Å"Betraying trust or providing good care? When is it okay to break confidentiality?† (2000). The article addresses an ethical dilemma presented in an episode of NBC’s ER. Nurse Carol Hathaway promises two reluctant teenage patients who are seeking care, that anything they tell her will remain confidential, even from their parents and anyone else. Agreeable to this, the girls divulge they have been sexually active with multiple partners and suspect they have been exposed to a sexually transmitted disease (STD). Tests were perf ormed on the teenager for STD’s and receive Pap tests to detect any cervical abnormalities. The test results confirm, Andrea, is positive for the human papillomavirus (HPV) and cervical cancer. Promising Andrea confidentiality, Nurse Hathaway knows she must break the promise or potentially endanger herself and the community. Nurse Hathaway is faced with ethical consequences if she breaks confidentiality with her patient. Of these consequences are reluctance to disclose pertinent information, feelings of betrayal, enraged parents, disrespect of staff members, job termination, demeaned hospital reputation, poor school reputation, and a non supportive bureaucratic and legal system (Burkhardt & Nathaniel, 2008). Nurses are fearful of these ethical implications, which keep them from disclosing important information, which can have disastrous results (Griffith, 2008). Deontology best describes Nurse Hathaway’s ethical framework when she finds it necessary to break Andrea’s confidentiality. The deontology theory is based on the concept that a person adheres to what is right and wrong in their actions and thoughts rather than the consequences (Purtilo & Doherty, 2011) . Since this has become a public issue she is compelled to fulfill her duty by courageously choosing to bring the situation out in the open. Her reasoning for informing Andrea’s parents and school would ensure the appropriate course of treatment and avoiding further injury for the teen and society. Even though Nathanson says  there is no advantage in notifying the school of Andrea’s sexual involvement with multiple partners, Nurse Hathaway chose to do so. By doing this, Andrea attempts to take her life when she finds out the school is aware of her situation. There are several ethical decision-making models to choose from but the best would be Uustal’s model to handle this particular situation. Uustal proposes a nine-step method to direct one toward making an ethical decision. This model follows the nursing process and also includes and explanation of values when using and ethical decision-making model. Step 1) those implicated in the dilemma are the teenage girls, their parents, the students at the school and Nurse Hathaway. Whether or not to inform the school of the sexual behavior of the girls and of Andrea’s diagnosis is the ethical dilemma at hand. Step 2) without giving specific information about the girls, the school needs to be aware of the student’s sexual conduct with multiple partners. Step 3) the spread of HPV and the concern for the protection of the community from STD’s related to promiscuous sex are the issues related to the situation. A resolution to the dilemma would to inform the school of the concern for the sexual behavior of the students. Step 5) with good intentions, Nurse Hathaway notifies the school of the girl’s activities but should not kept their identities anonymous and only discussed her concern for the students in general about their participation in multiple sex partners. Step 5) implementing education in the school regarding the risks, treatments and prevention of STD’s would follow. Step 6) the main priority should have been informing the school of the promiscuity among the students rather than of the two teens in question and Andrea’s new found diagnosis. Step 7) Nurse Hathaway should have only discussed her concern for sex with multiple partners between the students. Step 8 and 9) if Nurse Hathaway had followed th is model, education could have occurred, the school would have been protected and Andrea’s privacy would have been respected. This particular model allows for the analysis of various options to sensitive, ethical dilemmas. An ethics committee consists of of representatives from different fields in and outside of health care as well as professionals, lawyer, clergyman, etc., from the community. With different perspectives, experiences, and educational backgrounds the committee can have a well-rounded discussion and provide suggestions proposed to advocate for the rights of patients and foster mutual decision  making in the event of an ethical dilemma. When conflicting moral claims are presented, the ethics committee can suggest an unbiased approach to solving the ethical dilemma (Burkhardt & Nathaniel, 2008). Consulting with an ethics committee would have been in Nurse Hathaway’s best interest before deciding to break confidentiality. Had she not divulged pertinent information about Andrea to her school, Andrea most likely would not have attempted suicide. In conclusion, as nurses we are confronted with ethical dilemmas pertaining to upholding confidentiality in our day-to-day practice. Ethical decisions should not be taken lightly and treated exclusively with sensitivity for our patients and the public. Making the wrong decision could cost us the trust we build with out patients and community and our job. Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.). Clifton Park, NY: Delmar Cengage Learning. Burkle, C. M., & Cascino, G. D. (2011, December). Medicine and the media: Balancing the public’s right to know with the privacy of the patient. Mayo Clinic Proceedings, 86(12), 1192-1196. Ethical decision-making lecture [Module 3 lecture]. Retrieved from Grand Canyon University: http://my.gcu.edu. Griffith, R. (2008). Patient confidentiality: rights and duties of nurse prescribers. Nurse Prescribing, 6(2), 116-120. Purtilo, R. B., & Doherty, R. B. (2011). Ethical dimensions in the health professions (5th ed.). St. Louis, MO: Elsevier.

Role Adversity Plays in Shaping Identity

Role adversity plays in shaping an individual’s identity Discuss the idea(s) developed by the text creator in your chosen text about the role adversity plays in shaping an individual’s identity. A man is insensible to appreciate prosperity until he has tasted adversity. Adverse situations shape an individual’s identity and play a significant role in one’s life by shaping personal values, determining one’s own potential and self worth. Khaled Hosseini conveys how hardships shape individuals identities through the characters of Amir, Baba, Hassan and Ali in his novel The Kite Runner. Like every individual they go through a series of incidents and hardships that shape who they become and how well they deal with struggles in life. Life is not about finding one’s own self, but about creating and learning from experiences. As one goes from childhood to adulthood and deals with the hardships of life, they grow as a person and learn from their experiences. Amir’s journey of life displays how incidents and hardships shape ones identity. Amir as the kite fighter lets Hassan the kite runner get raped by Assef due to fear, jealousy and need for love. He sacrifices Hassan for his selfish desires and the need to prove himself worthy to Baba. â€Å"I actually aspired to cowardice, because the alternative, the real reason I was running, was that Assef was right: Nothing was free in this world. Maybe Hassan was the price I had to pay, the lamb I had to slay, to win Baba. † Hassan’s rape shaped Amir’s identity and his personal values. He valued Hassan but he valued Baba’s love even more. He valued his need for acceptance more than humanity and loyalty to his friend. Rape created guilt and regrets; it shaped Amir’s personal values. After betrayal the need to belong was a struggle for Amir. He looked for ways to make Baba proud of him and searched for acceptance. It’s only natural to want to be accepted and loved however one has to decide how far they are willing to go to achieve that. Amir’s actions and decisions resulted in his loss of innocence which shaped his identity and character. Adverse situations in Amir’s life made him realize his own potential and had an effect on self worth. When Amir is at last given a way to be good again he redeems himself by becoming the kite runner. Amir goes into Afghanistan under the Taliban regime, as an adult, to rescue Sohrab. By rescuing Amir relives himself of overwhelming guilt that compounded over years. Getting beaten up by the rapist and bringing Sohrab back home makes him feel worthy. He no longer feels useless however he achieves true redemption when he becomes the kite runner instead of the kite fighter for Sohrab. By saying â€Å"For you, a thousand times over,† he amends for Baba and his sins and forgives himself. Hardships made Amir who he was since the beginning and he grew as a person by the end. Amir learned from experience and determined how adversity played a role in shaping his values, determining his potential and providing him with a feeling of self worth. Every individual learns from experience and grows as a person all together. Baba as Amir’s father also faced adversity and it shaped his identity as a person. Incidents from his past created his future and played a significant role in creating his character. Baba slept with Ali’s wife behind his back and Hassan was the living proof of his betrayal and disloyalty towards his friend. Sanaubar carrying Baba’s son created an adverse situation which teaches everyone a lesson about honor and disloyalty. All his life he had to hide the truth from the world and by keeping Ali and Hassan safe in his house he was revising for his mistakes. â€Å"I don’t care about the money or the watch. † He forgives Hassan for stealing despite the fact that he considered theft as the only crime. He was always nice to Ali because he was guilty and wanted redemption. His past affected his decisions and shaped his identity. It strengthened his personal values and made him question his self worth. Baba’s experiences with women in his life made him stronger since he stood up for a strange women’s honor on their way to Pakistan. When the Russian soldier asked for half an hour with the lady in the back Baba stood up and spoke against it. Baba had the courage due to his past experiences and adverse situations he has already faced. I will take a thousand of his bullets before I let this indecency take place. † His personal values and beliefs went against Russian soldiers demands only because incidents before have had an impact on his character and they shaped his identity. Baba constantly tries to do good deeds to redeem and perhaps forgive himself. Another example of shaping identity is society pressure. Baba’s image mattered, how other people saw him and how they treated him was a part of his personal values and self worth. Wealth, status and honor were how he was portrayed in front of society. Society pressure and judgment shaped Baba’s identity and impacted his decisions. He was ashamed to tell everyone that he is Hassan’s father, a father to a Hazzara. He did not want to lose his identity of being a Pashtun or be disrespected due to his past. Just as Amir Baba was willing to deal with guilt and regret for personal desires and searched for true redemption the rest of his life. Different people have various beliefs and their own way of doing things. Hassan was one exceptional character whose loyalty overruled all betrayals in the novel. Just as any other individuals Hassan dealt with hardships in life however Hassan’s selflessness made him far different from Amir and Baba. Hassan was illiterate and wanted to learn how to read and write. He used Amir for his personal desires, the desire to read and learn. â€Å"we sat for hours under that tree, sat there until the sun faded in the west, and still Hassan insisted we had enough daylight for one more story, one more chapter. † At that time in Afghanistan written words were no use for servants especially if they were labeled a Hazzara. Hassan being Ali’s son, who was only true for the world, had to live with being illiterate and deprived from his rights to knowledge. Difficult events and hardships shaped Hassan’s identity and life. His illiteracy was a part of him and had an impact on the decisions Hassan made in life. Hassan was naive and his innocence poured out through his actions of friendship and true loyalty. The character of Ali also conveys how situations of life shape ones identity, how they create a person and determine ones potential. Ali was Baba’s servant and that was a reason for why he was never able to speak up for justice. When Hassan was framed for stealing from Amir, Ali had the choice to tell the truth, he restrained from giving up Amir only because he gave Hassan his word. Baba and Amir were always superior and Ali’s personal values told him that it was better to leave it as it was. Ali realized his self potential then and left home with his honor and dignity. Adversity was essential for developing his self worth and Ali’s role as the servant shaped his identity and plays a significant role in his values and beliefs. Similar to Ali Hassan strengthened his beliefs through hardships and truggles, Hassan was loyal at the beginning and despite of all the betrayal and deception from Amir he stood loyal and strong until the end when he sacrificed himself once again while guarding Baba’s house. When faced with adversity, there are a select few who can push it aside for the greater good. It takes a special kind of person to do what Hassan did. He followed through his principles which s haped his character and identity. People don’t appreciate happiness and everything they have until life takes a turn and teaches a valuable lesson. Amir, Hassan, Baba and Ali’s identities and characters were shaped around adverse situations and hardships of life. Difficult situations they faced created who they were; it strengthened their personal values, determined their potential and provided the feeling of self worth. Adversity teaches one’s self that a path with no obstacles, probably doesn’t lead anywhere. It is essential for growth of an individual throughout life because sometimes in tragedy one finds his life purpose- the eye sheds a tear to find its focus.

An Overview Of Immanuel Kant Essays - Kantianism, Free Essays

An Overview Of Immanuel Kant Essays - Kantianism, Free Essays An Overview Of Immanuel Kant An overview of Immanuel Kant By Scott Haywood Philosophy 101 Harold McSwain, Ph.D. The exploration into Immanuel Kants thought is one of, insight, perception, and open-mindedness. His work in the field of philosophy and intellectual development spanned over thirty-five years. He wrote on virtually all philosophical topics but his love was in the branch of metaphysics. His role in the evolvement of modern thought is vast and profound. Immanuel Kant was born, lived, and died in Konigsberg, East Prussia. Although he never left East Prussia, he is one of the most highly regarded philosophers of modern times. This paper will be an overview of his thoughts. We can divide Kants career into four phases. The First of which stems from 1746 to 1759, this is referred to as the period of infatuation. During this time, his main propose was to provide a foundation for metaphysics. Correspondingly, he developed a rationalist epistemology that could justify the possibility of the knowledge of God and what Kant refers to as, the first causes of nature.(1) The second phase from, 1760 to 1766, is called the, period of disillusionment. In this phase he broke from his earlier epistomolgy and was prone towards a more, Cartisain, skeptical, view point. Kant rejected the possibility of metaphysics transcending the limits of experience.(1) The third phase, 1760 to 1766, was called partial reconciliation, he returned to metaphysics in the belief that he could finally provide a solid foundation for it. He also sketched plans for his thoughts on ontology.(1) The fourth and final phase of Kants career, 1772 to 1780, is referred to as the, period of divorce. At this point in his career, he had realized that his renewed confidence in metaphysics could not solve one fundamental problem: How are synthetic a priori principles valid experiences if they are not derived from it?(1) Between 1771-1780, Kant published virtually nothing, he spent most of his time reflecting and studying. The end of this silent decade was closed by the publication of the Critique of Pure Reason (1781) in the 1780s he published five dissertations. He published many other essays and lectures until the late 1790s when he revised of some of his basic views on science and metaphysics, his work remains unfinished due to his death at eighty years of age in 1804. His final work, although not completed, was edited and published under the title, Opus Postumum.(3) The main idea of what most call, Kants greatest work, the Critique of Pure Reason, is with the possibility of metaphysics, understood as the philosophical knowledge that transcends the bounds of experience. For Kant, such knowledge claims to be both synthetic and a priori, which is knowledge attained only from operations of the mind, therefore he sirmises that God exists and that every event has a cause, much like St. Thomas Aquinas. Kant also belived that all mathematical propostions are of the same nature (synthetic a priori).(5) The second concern with Kants metaphysics in the Critique of Pure Reason is with the antinomies or pairs of contradictory propositions. Because of his reflections on the concept of a world, he became convinced that reason inevetably falls into contradiction with itself when it endeavors to think the whole. For example, does the universe have a beginning? Has the universe been around for an infinite amount of time? This would lead to hopeless skepticism, Ka nt came to see that the fate of metaphysics is crucially dependent on a successful resolution of the antinomies as well as an account of the possibility of synthetic a priori knowledge.(3) To solve this problem Kant came to a Copernican revolution in philosophy, since he compared his innovation to Copernicus first thoughts. The way his thoughts were conjectured was, to reverse the usual way we think of our knowledge conforming to the realm of objects, instead we should think of objects conforming to our ways of knowing. Therefore, he thought that human knowledge was limited to appearances or phenomena, whereas things-in-themselves are thinkable but not actually knowable. Kant termed this way of thought as transcendental idealism so both pairs of the contradiction could be proved true.(4) In the Metaphysics of Ethics (1797) Kant described his ethical system, which is based on a belief that

Subjective points of view essays

Subjective points of view essays This issue can come from both the relativist and subjectivist points of view. It is a subjective point of view because it is talking about two people, President George Bush and presidential candidate John Kerry as individuals that are running for the head office and control of the United States of America. Although, it can be seen as more than just two people running for President but as two different parties or cultures, the Democratic and Republican Parties who fighting for office and essentially control over the United Stats for the next four years. An example of a subjective point of view from the democratic point of view would be that Kerry speaks of Bush having no credibility with foreign leaders and therefore not able to control the world in a respectable way. While a relativist point of view would be that Kerry states the Bush administration is a do nothing presidency... who has done nothing to create jobs [or] has done nothing to relieve the burden of the middle class. Another example of a relativist view point would be that the war in Iraq is all a mess because of George bush and Dick Cheney as stated by John Edwards. The first example is directed toward Bush personally while the last two examples were for the Republican Party that is now in office. On the other side the Republican Party speaks of Kerry and the Democratic Party as flip-flops because Kerry cannot make up his mind on any key issues, as he has changed his position on the war in Iraq at least nine times and therefore his statements are hardly creditable at all. I believe that the Arguments can come from either point of view depending on how a person looks at the situation and how deep they read into it. ...

Gendered Pronouns

Gendered Pronouns Gendered Pronouns Gendered Pronouns By Maeve Maddox When I began writing about language several decades ago, the pronoun errors that concerned my readers related to number and case. I never imagined that gender would ever become a source of confusion. Nowadays, however, journalists are faced with the question of which pronouns to use when writing about transgender people. The recommendation of the Associated Press and other style authorities is to use whichever pronouns the subject prefers: Use the pronoun preferred by the individuals who have acquired the physical characteristics (by hormone therapy, body modification, or surgery) of the opposite sex and present themselves in a way that does not correspond with their sex at birth. If that preference is not expressed, use the pronoun consistent with the way the individuals live publicly. The recommendation is easy to follow when writing about events that take place after the subject’s transition. Problems arise when a writer wishes to deal with events that preceded the change. For example, the following sentences from a Wikipedia article illustrate the disconcerting effect of making the new pronouns retroactive: Born Bradley Edward Manning in 1987 in  Oklahoma City, Oklahoma, she was the second child of Susan Fox, originally from  Wales, and Brian Manning, an American.   By then, Manning was living as an openly gay man. Her relationship with her father was apparently good. The Wikipedia article on the former Bruce Jenner deals with the problem by avoiding pronouns altogether: After Olympic success, Jenner decided to cash in on celebrity status, which required forgoing any future Olympic competition. Jenners agent George Wallach felt at the time that Jenner had a four-year window to capitalize upon. Wallach reported that Jenner was being considered for the role of  Superman,  which ultimately went to  Christopher Reeve. Journalists are not the only ones struggling with the question of gendered pronouns. University authorities, sensitive to the question of assumptions relating to gender, are rethinking the traditional Male/Female designations on registration forms. According to an article at AP The Big Story, students registering at Harvard are allowed to indicate the pronouns they prefer and are offered the gender-neutral options ze and they. The State University of New York is â€Å"working on a data-collection tool to let students choose among seven gender identities, including trans man, questioning, and genderqueer.† An article in Slate reports that Facebook now offers a drop-down gender menu containing more than fifty designations. Some of the options are cis female, gender fluid, transfeminine, neutrois, and two-spirit. Facebook also provides pronoun options for the feature that alerts users to a friend’s upcoming birthday: wish him a happy birthday wish her a happy birthday wish them a happy birthday Perhaps the day is not too far off when English speakers drop the singular third-person personal pronouns altogether in favor of plural, gender-neutral they and them. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:How to spell "in lieu of"Conversational Email

Brown v. Board of Education Research Paper Example | Topics and Well Written Essays - 1750 words

Brown v. Board of Education - Research Paper Example The complainants were thirteen Topeka parents on behalf of their twenty children† (Patterson, 2001). They wanted the school segregation – separate schools for white and black pupils as it was recommended (but not required) by the 1879 Kansas law - to be abolished in Topeka. The named complainant was Oliver Brown, whose friend convinced him to join the suit. His third-grade daughter Linda had to attend the school for black children far away that situated far from her house, while the one for white children was close. The District Court ruled in favor of the Board of Education grounding its decision by the decision of U.S. Supreme Court set in Plessy v. Ferguson case (1896), according to which the schools had to be â€Å"separated but equal† (means equal in facilities). In 1954 the case was reargued in the Supreme Court. The question was not whether the educational establishments for children with different color of skin offered "equal" opportunities, but whether th e policy of separate schools for black and white children answered to the Constitution. The justices answered with a strong "no": â€Å"Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a racial[ly] integrated school system... We conclude that, in the field of public education, the doctrine of "separate but equal" has no place† (Patterson, 2001). The decision publicized on May 17, 1954 appeared for be the victory for black people. The government stated that the white and black children will be able to attend the same schools by 1963. Ralph Ellison wrote: â€Å"What a wonderful world of possibilities is unfolded for the children† (cited in Rosenberg 1991). From the first sight it seems that Brown is one of the decisive moments in American history. However, the more one investigates the issue, the more doubts arise. The ques tion is has Brown case been really so important in achieving those wonderful things Ellison wrote about? I would like to focus on only two key legacies of the case: its influence on the struggle of black people for their rights and its influence on desegregation of educational establishments for black and white pupils and the quality of education in these establishments. From the first sight it seems that Brown case impact on the civil rights movement is very clear as it served as the stimulus for the well-known Montgomery school bus boycott. Another milestone was the Little Rock case happened in 1957. The Supreme Court decision made President Dwight Eisenhower involve the troops to enforce it, which was a token of desegregation. But even this token would never take place if not Brown case. At the seventh anniversary of Brown, on May 17, 1961 in New Orleans the Freedom Rides were scheduled to come. His timing is another evidence of symbolic value of Brown case decision. Unfortunatel y they did not reach New Orleans in time due to strong opposition. Well-known black students’ sit-ins in Greensboro were inspired by desegregation of the schools in the South between 1954 and 1960. So, as we can see there was a chain of causations. However, some historians and among them Gerald Rosenberg, think that Brown case has not made such a considerable impact on the escalation of the struggle for civil rights in late 1950s or 1960s. He indicates that the press gave too little attention to Brown case in general

Reaction paper Coursework Example | Topics and Well Written Essays - 250 words

Reaction paper - Coursework Example Laws in different countries or legal systems are different from one another and comparative law is the study of differences and similarities between these laws. The comparison can be between two or more countries. Comparative law unlike is not a set of rules or law in itself but an approach or method to legal enquiry ((Hoffman and Rumsey 4). From the above understanding of the two laws comparative law would be best suited and more useful in understanding gender issues that International law. The reason for this is compares the laws in different countries and more importantly tries to find the source of the issue. Different countries have different ethnic backgrounds and hence have different gender perceptions. In such case the source of same gender issue in two different countries can be different. Hence, single binding resolution or law like international law in both countries would not be appropriate or right. In this comparative law approach would be best to understand these issues. International law can be used in cases of extreme gender inequality but for deeper gender issues comparative law would be

Age in acquiring first language Research Paper Example | Topics and Well Written Essays - 2000 words

Age in acquiring first language - Research Paper Example Society classifies individuals who speak the same language in a single group. In light of this, it is critical for one to understand the acquisition process and the relevance of the critical period in language acquisition. There are major theories of language acquisition exist in the development, which include linguistic nativism, behaviorism, and social interactionism. Linguistic nativism infers that language acquisition is a predetermined process. Nativists hypothesize that children are innately able in acquiring language. Supporters of behaviorism inferred that nurture played a main role in children’s acquisition of language. According to them, the environment through different agents such as parents modeled or taught children how to comprehend and speak a specific language. The focus of these theorists was on two major processes, operant and classical conditioning. The social-interactionism perspective asserts that both innate biological and social factors predispose children’s acquisition of language. According to them innate/biological factors such as a slowly maturing brain capable of assimilating new information and social factors such as parents, teachers influence language development in children. These theorists acknowledge the role of adults in supporting children’s language acquisition through child-directed speech. In addition, they acknowledge children’s personal intentional participation in language acquisition through their reliance on their innate nature. Before learning the rules that govern language, children communicate through crying and non-verbal communication (gestures). Later, interaction with parents enables them to develop oral language specific to their society and prepares them for the acquisition of other literacy skills. This shows that literacy development is a systematic gradual process. Children move from first stage of communicating (crying and non-verbal communication) to an intermediary stage (oral

John Locke and His Influence on the American Revolution Essay

John Locke and His Influence on the American Revolution - Essay Example At the core of his ideology is the principle that people are, by nature, equal. There is no one who is above others in terms of economic, political, and cultural power. Because of this, no one also has the right to harm other people. In Two Treatises on Government, he wrote that people a natural state â€Å"do not have to ask permission to act or depend on the will of others to arrange matters on their behalf† (Locke 70). Apparently, such theory introduces concept that challenges the validity or the relevance of the government and laws. In line with his concept of individual freedoms in relation to the laws and the government, Locke also has a critical view on taxes imposed on the people. For him, taxes are similar to stealing a portion of the fruits of one’s labor. However, despite his expositions that greatly diminished the relevance of the state’s existence, Locke never went to the extent of calling for its abolition. Nevertheless, his ideas inspired other thi nkers of his time and after to develop the concept of modern democracy. Among these is the concept that democracy’s core is the will of the people. ... These were reformist in essence. These aimed to appeal to the rulers’ conscience in the hope that they mend their ways of governing. Locke, however, was not a reformist in his views. He went to criticize the roots of oppression and tyranny, the doctrine of divine right of kings. For him, it is not the king or the ruler as a person that is the problem but the principles that upholds, defends, and promotes his existence in human society. What makes this political principle radical is that it strikes at the roots of the problem of oppression which is the concept that monarchs are chosen by God and that, therefore, their authority cannot be questioned. Locke, of course, did not directly confront the English throne himself. However, by presenting his radical views to the public through his written works, particularly Two Treatises on Government, he laid the foundation of the belief that the struggles against oppressive social structures are not only justified but also legitimate un der the laws of nature. Locke’s ideas were definitely revolutionary when these are appreciated in the historical context of his time. When he questioned the validity and the legitimacy of the rule of kings and other monarchs, a great majority of the world’s nations were ruled by royal families and absolutist regimes. These basically violate the essence of the individual freedom that Locke advocated. His concept that essentially calls for the downfall of such rulers is undoubtedly revolutionary. However, it must be pointed out that the â€Å"Lockean notion of revolution is certainly a form of mass political participation, but it is an activity that derives its moral authority from an irreducibly

Social Science Research Coursework Example | Topics and Well Written Essays - 1250 words - 1

Social Science Research - Coursework Example The drivers causing frustration (â€Å"frustrator†) wore a plaid sport jacket and white shirt while driving the high status car (hardtop), and an old khaki jacket while driving the low status car (old station wagon and old sedan). At the end of each trial, the subjects were observed whether they had honked once, twice, or not at all. Latency of each honk and estimated length were recorded and double checked against tape recordings. Manipulation checks were not used for the independent variable since there was no chance for the subjects and the researchers to interact. However, there was a questionnaire experiment conducted to verify the results between actual and predicted behavior. The results showed that the behavior reported in the questionnaire reflected what was observed in the field. The study employed probability sampling or representative samples. Subjects were selected to be representative of the population. Specifically, random sampling was utilized. This means that each driver in the population of interest has an equal likelihood of selection. There were 82 drivers observed. They are motorists taking some intersections in California. External validity is very well manipulated since the subjects are chosen and observed in real life settings. Among the 82 subjects, 26 were women and 56 were men. Their sex and estimated age were also noted. In addition, the year, make and model of each subject’s car were monitored. The experiment was conducted in six intersections in Palo Alto and Menio Park, California. A luxury car (1996 Chrysler Crown Imperial hardtop) was used as the high status car. Two low status cars ( a rusty 1954 Ford station wagon and an unobtrusive gray Rambler sedan) were alternately utilized. The driver of the experimental car was instructed to arrive at an intersection just as the traffic light was turning red. If at least one other car had come to a stop behind the experimental car when the

John Locke and His Influence on the American Revolution Essay

John Locke and His Influence on the American Revolution - Essay Example At the core of his ideology is the principle that people are, by nature, equal. There is no one who is above others in terms of economic, political, and cultural power. Because of this, no one also has the right to harm other people. In Two Treatises on Government, he wrote that people a natural state â€Å"do not have to ask permission to act or depend on the will of others to arrange matters on their behalf† (Locke 70). Apparently, such theory introduces concept that challenges the validity or the relevance of the government and laws. In line with his concept of individual freedoms in relation to the laws and the government, Locke also has a critical view on taxes imposed on the people. For him, taxes are similar to stealing a portion of the fruits of one’s labor. However, despite his expositions that greatly diminished the relevance of the state’s existence, Locke never went to the extent of calling for its abolition. Nevertheless, his ideas inspired other thi nkers of his time and after to develop the concept of modern democracy. Among these is the concept that democracy’s core is the will of the people. ... These were reformist in essence. These aimed to appeal to the rulers’ conscience in the hope that they mend their ways of governing. Locke, however, was not a reformist in his views. He went to criticize the roots of oppression and tyranny, the doctrine of divine right of kings. For him, it is not the king or the ruler as a person that is the problem but the principles that upholds, defends, and promotes his existence in human society. What makes this political principle radical is that it strikes at the roots of the problem of oppression which is the concept that monarchs are chosen by God and that, therefore, their authority cannot be questioned. Locke, of course, did not directly confront the English throne himself. However, by presenting his radical views to the public through his written works, particularly Two Treatises on Government, he laid the foundation of the belief that the struggles against oppressive social structures are not only justified but also legitimate un der the laws of nature. Locke’s ideas were definitely revolutionary when these are appreciated in the historical context of his time. When he questioned the validity and the legitimacy of the rule of kings and other monarchs, a great majority of the world’s nations were ruled by royal families and absolutist regimes. These basically violate the essence of the individual freedom that Locke advocated. His concept that essentially calls for the downfall of such rulers is undoubtedly revolutionary. However, it must be pointed out that the â€Å"Lockean notion of revolution is certainly a form of mass political participation, but it is an activity that derives its moral authority from an irreducibly

Adult Ed SLP One Research Paper Example | Topics and Well Written Essays - 500 words

Adult Ed SLP One - Research Paper Example Challenges faced by institutions in the post secondary education include lack of an effective transition, poor perceptions of adult learners, disintegration of entities involved in the system, lack of research and funding, and low participation. Adults moving into the post secondary education require a reliable navigation system in order to be able to select the appropriate programs that would help them identify their career pathways, achieve their goals, and get connected to the right institutions. There are some adult learners who do not think that they are college material because of their perceptions of going to the college when they are adults. Launch of a national communications and marketing campaign might help eradicate this stigma and facilitate them in the identification of career pathways. One of the most significant challenges of institutions in the post secondary education in the present age is that various entities that are involved in it that include but are not limited to the employers, philanthropic entities, college administration, and government are disintegrated. There has been some research about the success of adult learners and graduates, but an effort to consolidate the findings of these studies in a central location yet needs to be made. A considerable population of students leaves education after the secondary level because of a number of reasons including the fear of racism, bullying, high college fees, and the financial burden and pressure from the family to start working and making money as soon as possible. Data on the transition of the learners of adult basic education (ABE) to the post secondary education is limited, that indicates that not many ABE learners enroll in the post secondary programs. According to the data collected by the Department of Education’s National Reporting System, about 48,350 adults had enrolled in the post secondary education in the

Tort of Negligence Essay Example for Free

Tort of Negligence Essay Question 1 What legal issues does this situation raise and what are the possible legal consequences? Issue 1 duty of care The tort of negligence to be constituted depend on whether the defendant violate the principle of ‘Duty 0f Care’. Because of the case of Donoghue v Stevenson [1], ‘Duty 0f Care’ has been established in common law: 1. Defendant whether or not fulfill the duty of care. 2. That defendant whether or not breached that duty. 3. whether Breach the duty of care is the main reason to resulting in infringement. 4. Whether the plaintiff suffered virtual damage as a result of the breach. The bank operators have a duty of care towards the customers if they should have known about the danger around the workplace. in other words, the operators have to consider the likelihood of occurrence before suffered injury. The duty of the bank in this situation was that take such care for safety as was reasonable in the circumstances, and to protect that customers from risk of injury which could be foreseen and avoided. The result of some negligence cases was depend on whether defendant owed the plaintiff a duty of care or not. In this scenario, the plaintiff was a elderly man who slip and fall on the floor holding his knee and obviously in pain. did Sam(trainee employee), the manager or the corporation owe a duty of care to the customer(the elderly man)? And did they breach their duty of care? Was the brank corporation and the Adelaide branch manager liable for the negligence of its employees(sam) In this case, the elderly man in order to achieve a successful outcome in this situation have to prove the bank owed a duty to its customer and breach that duty, then also need to prove that the bank breach of the duty caused the elderly man injury and that the injury caused he damages. In other words, but for the defendants actions, the elderly mans injury would not have occurred. The injury must have been reasonably foreseeable by the defendant, not the elderly man because of he could not be able to foresee the risk and never put themselves in danger. Since the elderly man slipped and fell near the entrance, and as a result of that slip and fall, he injured his knee. And also found out that the water was on the floor without cleaned up, and there was no sign warning customers of the slippery. The court may be more likely to find that the defendant owed a duty to the old man. Especially Sam and other trainee were not concerned about the elderly man.the court should be consider that Bank for as a financial business service organizations, its should be guaranteed the safety of the customers around the workplace. However, on the other hand, the elderly man need to catch the bus and run up also leads to slip and fall. in this regard he has a part of responsibility which should reduce the liability of bank. Here is a negligence case that similarly to this scenario that may helpful to analysis this case. Strong v Wool-worths Limited [2012] HCA 5[2]: High Court confirms retailers responsibility for slipping hazard. Ms Strong were disabled and required to use crutches to walking in the shopping Centre and she was suffered injury. her crutch touch a greasy chip that was lying on the floor. She slipped and fell and injury seriously. In the prime of case, the court judge-ment dismissed due to the powerless prove that wool-worths caused he damages. In especial there was no evidence that knowing exactly how long the chip had lying on the floor. However, she appealed in the high court and it was successful because of the court found the prove that the Wool-worths ‘s responsible area had not been check up in the 4 hours between the store opening and the time of Ms strong slip and fall. Wool-worths done’t have a sufficient system of cleaning and check up without a doubt. Finally, the both cases are negligent case and both regard to slip and fall. It could be a very helpful reference for this case, that the court might more likely to In favor of the plaintiff. Issue 2 Negligent misstatement In this scenario, Global Banking Corporation decides to hire more new trainees that could be reduce the salaries costs and also give the opportunity to young people. The Adelaide branch arrange its new junior recruits on its enquiry desk to serve new and existing customers. two weeks ago, the manager was really satisfied. From the current situation, The new staff are young and enthusiastic and situation was excellent and surprised. But if we follow the situation that had developed we could found that since new recruits just like Sam was young and lack experience, they might Looks efficient, but the quality of answers was low in fact. And the trainee giving advice to customers actually owes a duty of care seriously which because that they should know that the elderly man(plaintiff) intends to rely on the advice and the advice is a serious nature that the elderly man can not afford the risk obviously. it is hard to believe that they have enough strength of explanation to offer professi onal and accurate advice for the investors especially for the investment consultancy work. Finally, the legal status of trainee remains controversial. Sometimes can not properly protect their legitimate rights like the corporation whether follow the minimum salary rules. Issue 3 Vicarious Liability Was the brank corporation and the Adelaide branch manager liable for the negligence of its employees(sam)ï ¼Å¸According to the common law that vicarious liability is expressed in three main forms, there are Employability, the principal responsibility and parental responsibility. In this case, the elderly man can sue the employees or the owner. if the employee injure the customers during their employment, the employer should be take the responsibility. Most of the victims sued the latter, this is a very practical approach, because the employer often rich than their employees. Question 2 Discuss possible defence and other legal principles which might be raised to avoid or lessen liability, having regard to all the facts. A successful defense for the defendant could be exempt all or part of the damages liability. Therefore, an effective defense is to prove that the defendant did not infringing. In this case, to establish contributory negligence that the plaintiff was negligence in failing to look after themselves. the elderly man need to catch the bus and run up also leads to slip and fall. in this regard he has a part of responsibility which should reduce the liability of bank. Is worth mentioning that the standard of the contributory negligence has been criticized for being too harsh in Western countries. This is because sometimes the fault of plaintiff is much smaller than defendant have. Of course, the comparative negligence principle has been criticized too, which is due to if someone who filed a lawsuit in order to obtain the 2% of the damages and the remaining 98% was due to their own recklessness or negligence, the jury often compassion for the weak and support the proceedings thus lose their the principle of fairness.

Inclusion of Special Needs Students

Inclusion of Special Needs Students This chapter focuses on the special educational need, behavioural, emotional and social difficulties (BESD). It explores the in inclusion of children with this special educational need in mainstream schools, as well as the implications for teachers in the classroom. It also highlights the support and strategies that literature details need to be in place in order for these children to learn effectively in the mainstream classroom. In todays modern world, all children no matter their ethnicity, disability or ability matter. They are seen as unique individuals, each with the right to a broad, enjoyable and inclusive education. Every child has the right to be included in classroom learning and given ample opportunities to learn to their potential. In regard to education, Inclusion is about the quality of childrens experiences, how they are helped to learn, achieve and participate fully in the life of the school. There can be some confusion between the words inclusion and integration. They may have similar spellings, but this is where the similarity ends, as there meanings are very different. Inclusion in terms of education, sees children working alongside each other, sharing experiences, with learning personalised where necessary to enable all children to achieve. Integration on the other hand sees all children together in the classroom, learning exactly the same thing. Children with special educational needs (SEN) have not always been given the option of mainstream schooling. In the past, children who are now referred to as having SEN were labelled with more derogatory terms such as handicapped and retarded. In the 1940s children with SEN, including those with physical and mental disabilities were educated away from mainstream schools, being taught instead in hospitals or institutions. During this time the government and educators favoured the word segregation rather than inclusion. This is highlighted in the Education Act 1944 which details, A local education authority shall, in particular, have regard to the need for securing that provision is made for pupils who suffer from any disability of mind or body by providing, either in special schools or otherwise, special educational treatment, that is to say, education by special methods appropriate for persons suffering from that disability. (Chapter 31: 5) Nonetheless the 1970s was the decade for change, and this was set in motion by MP Margaret Thatcher who commissioned a report to review the educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspects of their needs, together with arrangements to prepare them for entry into employment. (The Warnock Report 1978: 1) The report was published in 1978, namely The Warnock Report, which changed the landscape of inclusive education. The word inclusion exploded into mainstream schools, and children with SEN were given the right to learn alongside other children. Within the report, the aim of inclusion for SEN children in mainstream schools was highlighted along with the need for provisions to be put in place to make it possible. The report stated Full-time education in an ordinary class should be the aim for many children with special educational needs. It should be possible to achieve this aim in the case of the majority of children with mild learning difficulties, many of whom are at present the concern of remedial services, provided that adequate support is available from teachers with additional training or expertise in special education. (The Warnock Report 1978: 102) Thirty years on from the original Warnock report, many were beginning to wonder whether inclusion of children with SEN into mainstream schools had been effective. An OFSTED report on inclusion (2004) seemed to be rather sceptical of its success. It detailed that the inclusion of children with SEN was taking place in mainstream schools, but at the detriment to childrens learning. It also mentioned how the curriculum was not being adapted to meet the provisions of children with SEN and offer them suitable opportunities to improve key skills. (Special Educational Needs and Disability, 2004: 5) It was seen that the Government had gone too far when it came to inclusion, and were including almost all children with SEN into mainstream, closing special schools to save on costs. OFSTED commented how when inspecting schools they had observed work being explained effectively to pupils, but pupils with SEN depended on teaching assistants to break the tasks down further so that they could participate.(2004: 16) This is something that Warnock (2005) cited in a House of Commons Education and Skills Committee report (2006) draws attention to when she notes how children with SEN, are being taught almost entirely by teaching assistants who are not fully qualified teachers, while non-disabled students are taught by the teacher. Parents were questioning more and more, whether their child with SEN was learning to their potential in schools, and asking why their child was not being supported by the teacher as much as the other children in the classroom. Baroness Warnocks change of heart regarding her original vision of inclusion for all children in mainstream schools was made apparent to all when she declared, I think its plain now that the notion of inclusion of all children in the same school isà ¢Ã¢â€š ¬Ã‚ ¦ actually not working in a very large number of cases. (Warnock, 2006) It would appear from this statement that Warnock had conceded that despite the best intentions to include children with SEN into mainstream schools, schools had actually integrated children rather than included them. SEN children were almost been forced into mainstream classrooms, having to cope with the learning that has taken place, rarely having their learning personalised to meet their educational needs. Dimbleby (2006) really encapsulates in a debate on inclusion the issues of including children with SEN in the classroom. He states Children with special needs have always posed a core dilemma. On the one hand, can we afford to include them in mainstream education no matter what the cost or upheaval involved? On the other, can we afford not to include them for fear of condemning millions to a life as second class citizen? From this small introductory speech the issues that educators and governments face are highlighted. The monetary cost, as well as a childs right to be educated with other children no matter what their ability or disability. Within the debate Warnock mentions how her original 1978 report failed to recognise the variety of special educational needs, instead putting them all under one banner and treating all children the same. Warnock also speaks of her realisation that certain children, especially those with behavioural, emotional and social difficulties (BESD) would benefit from special school teaching and learning. She notes that children with BESD could be educationally intelligent, but have certain difficulties preventing them from achieving to their potential. Warnock also admits that these children would be better of out of mainstream schools, and given the specialist teacher support that will help them achieve. Six years on from Warnocks change of heart, there are now many more government reports debating inclusion, and questioning where children with SEN should or could be taught. Parental choice is now taken into account when deciding where children with SEN should be taught, with parent being given the opportunity to state where they would prefer their child to be educated. The vision of many is to allow children with SEN to be taught in a school that is going to meet their individual needs. Gove and Teather (2011: 17) refer to this in the Green paper and propose that they will remove the bias towards inclusion and propose to strengthen parental choice by improving the range and diversity of schools from which parents can choose, making sure they are aware of the options available to them and by changing statutory guidance for local authorities. From just exploring a brief history of inclusion, it is clear that there are many opinions as to whether or not the inclusion of children with BESD into mainstream schools has been successful and effective. BESD is a complex special educational need, far more unpredictable than any other. The challenge for educators in the twenty first century in terms of managing the issue of pupils who exhibit difficulties with social, emotional and behavioural aspects of their lives is the tension between the twin issues of incidence and time to deal with incidence. (McNamara, 2006: 24) This statement portrays the challenges teachers face in the classroom when dealing with BESD. Children with BESD have the capability to be disruptive and dangerous in the classroom, and teachers face the challenge of managing these behaviours, ensuring at the same time every child in the classroom is learning to their potential in a safe environment. There are some who believe that because of these challenges, children with BESD would be better of learning in special schools, giving them access to more specialised teaching and more one to one support. Conversely, there are people who believe that children with BESD should be taught in mainstream, despite the challenges posed to teachers. To able to fully understand what stance to take, it is essential to explore what BESD and its presence in the classrooms of today. Behavioural, Emotional and Social Difficulties (BESD) Behavioural, Emotional and Social Difficulties (BESD) is a special educational need that affects many children in the UK. These children have behavioural problems, as well as emotional needs, and find it difficult to interact in social situations. In short, children with BESD find it hard to access certain areas of the curriculum in order to achieve to their potential. Broadly, it is that behaviour, emotions and social development all influence learning and access to learning. Difficulties with behaviour, emotions and social development can all inhibit learning and access to learning. In the current jargon, they can form barriers to learning.(Farrell 2006:6) Children with BESD do not fall under any one specific stereotype. It does not matter what a childs ability is, they can still have BESD, varying from mild to severe. Those children with mild difficulties may lack social skills and therefore struggle with group interactions, especially in learning situations. East and Evans (2006: 15) detail how At the milder end of the continuum, pupils have problems with social interaction and find it difficult to work with others. Children with severe difficulties may be physically and verbally aggressive, especially towards teachers and peers. They are unable to work in social situations as they have little or no concentration and communication skills. Children with BESD can also find it difficult to cope with changes in routine, which in relation to classroom life, can be a frequent occurrence. Children are usually recognised as having BESD when they portray a range of behaviours which: Is not age appropriate Results in isolation from peers Negatively affects the classroom/learning environment Places unreasonable demands on teaching staff Leads to negative self concept and low self-esteem Restricts learning opportunities Creates dangerous situations. (Evans, 2007: no page) The behaviours identified by Evans encompass the spectrum of behaviours, from mild to severe, that a child with BESD can portray. As already discussed, a child of any ability can have BESD, which is also true for a child of any age. From past school experiences, two children in two separate schools had typical characteristics of children with BESD. One child was in year 6, and the other in year 1, with the later showing all of the above characteristics most of the time. In todays classrooms, there are a rather high number of children that have the special education needs known as BESD. The Green Paper (2010: 20) mentions the number of pupils with behavioural, emotional and social difficulties has increased by 23 per cent between 2005 and 2010 to 158,000 pupils. These figures emphasise that over a five year period, there has been approximately an additional 29,545 children recognised as having BESD. Through looking further into the statistical data available surrounding BESD, there have been an number of interesting findings. From the statistical data, it is clear that there is one gender more common to having BESD. 26,170 (17.2 per cent of) boys with statements had behavioural, emotional and social difficulties, compared to 3,590 (6.2 per cent of) girls. (DfE Special Needs Analysis 2010:12) This data, which focused on children aged 4 18, shows there is a remarkably high difference between the two genders with boys seven times more likely to have BESD. Brown and Schoon (2010: 167-168), mention in their research of the behaviour of children aged 7 that the proportion of boys classified as showing serious behaviour problems was around twice that of girls (10% compared with 5%). Although completely different pieces of research, the overwhelming difference between gender and behaviour is apparent. It is also interesting to note the percentage of children with BESD in primary and secondary school. The DfE Special Needs Analysis (2010: 18) recorded that 12% of statemented children in primary school, and 18% of children in secondary school had BESD and mentioned Behaviour, emotional and social difficulties was the most prevalent type of need for pupils between the ages of 11 and 15 years. It is very interesting to note that the findings from DfE Special Needs Analysis (2010: 6) also highlighted that statemented children with BESD were more likely to be eligible for free school meals. The question asked must be whether environmental factors such as socioeconomic class have an impact on childrens behaviour. Washbrook (2010: 1) refers to the possible connection between social class and childrens behaviour and details that behaviour problems are much more common among disadvantaged children prior to the start of schooling, and these differentials change little between the ages of 3 and 7. Ethnicity was also identified as an additional factor, with the most likely ethnicity of a child with BESD recorded in various research as being Afro-Caribbean. Brown and Schoon (2010: 168) in their extensive research specified how the greatest proportion with particularly high scores was found amongst Black Caribbean children; 13 per cent were classified as having serious behavioural problems. The DfE Special Needs Analysis (2010: 20) also recorded similar findings, mentioning how Black and mixed race pupils at school action plus were most likely to have behavioural, emotional and social difficulties. It is important to note that the data researched was based on children who were on School action plus, an extra support service offered on top of other support from external sources. It does not mean that children on school action plus are the only children that have BESD. There are many other children in mainstream schools who have not been, or are waiting to be statemented who do have BESD, and have not been included in published research statistics. However, exploring the data that have been published, the most common factors of BESD are: Male gender Afro-Caribbean Low Socioeconomic class It is essential to remember that there are other children not statemented and therefore not recorded in some statistical data that may have BESD in schools. It is important to stress the importance of not stereotypically judging a childs special education need. Just because they may not fall in line with the common factors mentioned above, does not mean they do not have BESD, equally a child who meets all these criteria may not have BESD. Disadvantages and Advantages of Mainstream Schooling There seems to be many opinions as to whether or not children with BESD should be taught in mainstream classrooms. Some believe it is beneficial to the child with BESD, others believe it to be disadvantageous for the other children in the classroom, as they will be distracted from learning. Sommefeldt (2006: 96) researched teachers views on inclusion of children with BESD. One such view focused on a negative aspect and detailed inclusion was Detrimental to all both those with needs (lack of specialized / individual help and attention) and those without (left to cope alone with the curriculum because the teachers attention is focused on [special] needs) It is apparent from this statement, that having a child with BESD in the classroom demands much of the teachers time, and their attention will be focused on one specific child a lot of the time. Evans (2007: 56) mentions how there is also a concern about the detrimental effect on the learning of other pupils in the class. With teachers time and attention being focused on a child with BESD, it can be the case that the other children are left to manage on their own, or continue working through the potential distractions, both of which could potentially have damaging effects on their education. East and Evans (2006: 15) speak of how difficult it can be for a teacher to manage both a whole class, and a child with BESD when they note, Children considered to have behavioural, emotional and social difficulties often present a far greater challenge than pupils with other kinds of special needs. This quote reiterates what has been previously mentioned regarding the complexity of BESD, and how it is special educational need that can be very difficult for a teacher to manage, due to the challenge of never knowing how a child is going to act or react in the classroom. Focusing on the impact mainstream education could have on a child with BESD, some believe they would not get the specialist, small group support they need in order to achieve in school. OFSTED (2006: 3) in their key findings cite an important reason for why some pupils with BESD do not achieve in mainstream and detail how pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching in those schools. It is inevitable that at times during the day, teachers will look to teaching assistants to support certain childrens learning, especially if a child with BESD is in the classroom. However, TAs are not qualified teachers, so some argue they do not offer children with behavioural difficulties enough teaching and learning support in order for them to achieve. The occasional overuse of TAs to support children with BESD is referred to by Blatchford, Russell, Bassett, Brown and Martin (2004: 20) in their research which mentions how There is something paradoxical about the least qualified staff in schools being left to teach the most educationally needy pupils. This may form part of the reason for why some parents opt to send their children to special schools, as they believe their child will receive the best support to help them develop in their thinking. Obviously there are disadvantages of including a child with BESD into mainstream teaching, both for the child and for their peers. However, it cannot be denied that there are similarly many positives that come from including children with BESD in the mainstream classroom. Sommefeldts research (2006: 96) does not only focus on the negatives of mainstream inclusion. Many positives of mainstream education for children with BESD are also expressed. One teacher gave a personal opinion and stated It is my philosophy that all pupils should have an equal opportunity to access the mainstream curriculum. Children with BESD can be taught in special schools, but they also have the right to be taught in mainstream classrooms as well. As already mentioned, there are some that believe these children should be taught in special schools. These children may however be educationally able and therefore thrive from learning with other children that are of a similar ability. Fogell and Long (1997: 85) bring to light a potential negative sending a child with BESD to special school may have as they question the possible impact of placing a child with emotional and behavioural difficulties alongside a number of other children with exactly the same difficulties. This encompasses two advantages of mainstream schools, one from the educational ability aspect, and the other from the social aspect. Within the primary classroom, children with BESD can socialise with peers who do not have special educational needs, and who model various positive behaviours which can be observe on a daily basis by a child with BESD. In special schools, children with BESD usually interact with those with similar difficulties to them, and therefore lack the positive peer behaviour models a mainstream classroom can offer. Another advantage of including children with BESD in mainstream classrooms is allowing normal children the opportunity to interact with and understand those with special educational needs. By teaching children about differences, and giving them the chance to learn with children that have special educational needs, they can develop an understanding, compassion and tolerance for those who they may not necessarily have met outside the classroom environment. Khalsa and Miyake (2005: 8) note the benefit of children forming an understanding of special needs when they state, The inclusive classroom welcomes diversity and the wide range of student needs that accompany students differences. Teachers who help children understand and discuss differences help create an educational environment that supports empathy for all individuals. There are a number of advantages and disadvantages to mainstream inclusion, however if a child with BESD is taught in a mainstream school, then it is essential that the school does everything possible to allow them to flourish in a happy, inclusive environment. A Schools Role Mainstream schools who offer classroom places for children with special needs, including children with BESD, must have an understanding of what inclusion is. This understanding must be shown through the way the school is run. Schools should not look to change the children with special education needs, but instead look to change the school to become inclusive for all. This is referred to by McLeskey and Waldron (2000: 40) when they comment that, One of the most important issues to keep in mind when developing an inclusive school is that these programs should address the need to provide a better education for all students in a school. In order for children with BESD to achieve effectively in mainstream classrooms, schools must bare in mind a number of factors including: Individualised Education Program (IEP) Teacher Support / Training Personalised Learning Every Child Matters (ECM) A child with special educational needs should have an IEP, which will detail what support the child is going to receive for that specific educational year. Schools must put these in place to ensure the parent(s) and teachers know the support that will be offered to the child, whether that be through one to one sessions with special teachers, or personalised support within the classroom. All staff working with a child with special educational needs must be given access to their IEP allowing them to understand the support and strategies in place, so they could in turn offer effective teaching and continuity for the child. Wilmshurst and Brue (2010: 211) detail the importance of an IEP and mention, The IEP spells out the types of services, their frequency and duration, and the setting in which they will be provided, all of which are very important information for the service providers. Schools must therefore appreciate the importance of IEPs and do everything they can to create ones which are personalised for each child with special educational needs which is going to help them achieve to their potential. The creation of IEPs requires a great time commitment, which Twachtman-Cullen and Twachtman-Bassett (2011: 69) mention, Unfortunately, many professionals find data collection, and all that it entails, formidable. After all, in this busy world of ours data collection involves, paper-work, analysis, and interpretation all of which are time consuming. However, if a school wants to include children with SEN into classroom teaching and learning effectively, then this process needs to be undertaken in a slow, concise, professional manner. Schools must ensure that teachers are given support in order for them to effectively include and teach children with BESD in the mainstream classroom. The White Paper (2010: 32) recognised Only around half of teachers believed that there was appropriate support available in their school for teachers struggling to manage pupil behaviour. This, along with other reports, recognise and emphasise the importance of giving teachers extra training to ensure that they understand different behaviours and have the capacity to deal with them in the classroom environment. One form of support offered to teachers could be in the form of training and insets, giving them a greater insight into the strategies that could be initiated in the classroom to deal with children who have BESD. OFSTED (2005: 12) detailed the importance of staff understanding, and how Regular training that links classroom practice to an understanding of how children develop socially and emotionally is central to the effective understanding and management of behaviour. Another form of support schools might offer teachers could be giving them the opportunity to liase with teachers from special schools who have first hand experience of teaching children with BESD. These specialised teachers can offer advice, share strategies, and help ensure that the inclusion of a child with BESD in the classroom is positive and effective for their learning. Senco Penny Rice (2006) visited a special school to observe strategies used to deal with BESD and gain advice from teachers, which she could take back to her school and implement into the relevant classrooms. In her description of the day she highlighted the positives of visiting the special school environment when she stated I found todays experience very useful for my own personal practice, exciting, because I could see childrens behaviour being turned round even just in one day, erm, and I could see childrens confidence being raised, and that is very, very, very, important. Schools should give all staff, especially their SENCOs this opportunity, to improve their understanding of BESD, and keep up to date with current support strategies, because teachers with BESD children in their classroom usually rely on their SENCO for support and advise. There are many strategies that teachers could use to help include children with BESD in classroom learning. One of the most obvious strategies is to make sure that children with BESD have been set work and tasks, which are achievable. This means that they are kept on task rather than losing concentration because they do not understand or are finding something difficult. Another important strategy is positive reinforcement and reward of good behaviour, rather than only sanctioning bad behaviour. The way a child is rewarded will depend on the child and how the child responds to rewards. Howarth and Fisher (2005: 42) point out how rewards can vary and how some will accept individually tailored reward systems while others will respond more positively to class and school based systems. The essential thing to remember is that rewards support and reinforce pupils learning. A strategy which if effectively implemented could be very beneficial is a target behaviour chart. Teachers could set children with BESD targets and if they succeed, they could be given a reward. However, the child would need to be able to achieve these targets otherwise they could become despondent having tried and failed to achieve. The chart would be very visual and would allow the child to see what they had achieved, and have a sense of pride. Another possible strategy to control the behaviour of a child with BESD is time out. This method affords the teacher time to gain control of the situation, gives the child time to reflect on why they behaved in the way they did and what they could do next time to stop it from happening. Rogers (2003: 106) describes how many infant and middle primary teachers have in-class time-out options to give the offending student cool-off time and thinking time. By giving children with behavioural difficulties these opportunities to reflect, it allows the situations to become less heated, and for a new start to take place once they recognise what they did wrong. Any schools main aim should be to help children to develop, learn and achieve. Children with special educational needs including, those with BESD, may need their learning to be personalised so that they can concentrate on areas of the curriculum they struggle with. This will allow them to learn more effectively, rather than being exposed to in learning that they find difficult to access and understand. Cheminais (2007: 71) affirms this when she notes how providing personalised services and tailored education, will ensure that every child and young person, regardless of their background, reaches their optimum potential and experiences improved life chances. It is important for schools to remember, that although some children pose many more challenges then others, every child in their school matters. The government released a document detailing the fact that every child has the right to a safe and effective education.Every Child Matters is about improving the life chances of all young people, from birth to 19, reducing inequalities and helping them to achieve better outcomes. (Cheminais, 2010: 3) If schools keep this in mind, then all children, not only those with special educational needs, will have a well rounded, happy education. There are many challenges that schools face when including children with behavioural, emotional and social difficulties. However, if they stick to their beliefs, implement strategies, support teachers, and work together with outside assistance, the inclusion of these children can be successful. Conclusion It is difficult to conclude on whether children with BESD should be taught in mainstream classrooms, because of the range of views found when researching. There are many who believe children with BESD should be taught in special schools, so that they can achieve educationally with specialised support, and so the other children in the classroom are not disrupted in their learning. They believe the impact of including a child with BESD in the classroom would be too much for a teacher to deal with, and would be damaging for other childrens education. However, there are people who think children with BESD should be taught in mainstream classrooms, and given the opportunity to learn alongside other children who may not have special educational needs. By being included in mainstream learning, they are developing their social skills and getting an equal opportunity to learn to their potential. One thing is for certain; the inclusion of a child with BESD is not a quick and simple task. If sc hools are going to include children with BESD, they must have an understanding of this special education need, and have the correct classroom strategies in place. There ne

Electronic Forms of Expression :: Internet Technology Communication Essays

Electronic Forms of Expression The confusion of new forms of media can be overwhelming. For those of us who grew up with the Internet, it may not be all that difficult to grasp its concepts and to tackle its nuances; but for those who grew up with print, the transition between the two could be exhausting. The concepts in new forms of electronic expression are in their developmental stages—still trying to find a dynamic equilibrium between mimicking print and inventing new ways of performance. Electronic media are trying to take advantage of their unique characteristics, while not proving to be too tedious for the audience to understand. Janet Murray explores the virtual swamp of electronic media conventions in her chapter entitled â€Å"From Additive to Expressive Form,† in Hamlet on the Holodeck: The Future of Narrative in Cyberspace. Electronic forms of expression are still in a sort of primordial ooze phase, still clinging on to the life forms that previously inhabited the area, but trying desperately to create an evolutionary creature that is nothing like what a tourist in the area may have seen. In this case, the entire world has access to this digital environment. Murray’s claim is that â€Å"digital environments are encyclopedic† (83), or rather that we have the world at our fingertips: Since every form of representation is migrating to electronic form and all the world’s computers are potentially accessible to one another, we can now conceive of a single comprehensive global library of paintings, films, books, newspapers, television programs, and databases, a library that would be accessible from any point on the globe. It is as if the modern version of the great library of Alexandria, which contained all the knowledge about the ancient world, is about to rematerialize in the infinite expanses of cyberspace. (84). The Internet has encyclopedic capabilities that surpass any previous knowledge collecting endeavors. The pages that we move through seem almost infinite, offering different perspectives and intersecting accounts. These qualities lend a feeling of omniscience to the surfer. â€Å"The limitless expanse of gigabytes presents itself to the storyteller as a vast tabula rasa crying out to be filled with all the matter of life† (84). Filling this â€Å"limitless expanse† is not without complication. â€Å"The reality is much more chaotic and fragmented: networked information is often incomplete or misleading, search routines are often unbearably cumbersome and frustrating, and the information we desire often seems to be tantalizingly out of reach† (84).

Blood Diamond Essay

The realization that there is always something bad mixed with good hit her like a tornado as she watched the movie Blood Diamond. Unconsciously she fingered the stone on her finger and wished she had not worn it. She had to blink back the tears stinging her eyes as she saw children being put to work at alluvial mines, and other workers being amputated and killed for sport. I almost choked with guilt when I remembered how I had gaily remarked, ‘Diamonds are forever,’ when my friend showed me the diamond ring her boyfriend had gotten her. We were not giggling anymore when we saw a World Vision quote†¦ ‘amputation is forever. ’ On seeing the movie, we decided that we had to do something about the conflict diamond issue. We felt so bad about not getting information concerning the origin off the diamond my friend wore, we would never know for sure whether it was a conflict diamond or not. Blood diamond and conflict diamonds are more or less synonymous terms. The UN defines a conflict diamond as a â€Å"diamond whose origin is an area which is controlled by forces that are opposed to legitimate and internationally recognized governments. The diamonds are used to finance military action to oppose the government of the day or to contravene the decisions of security council (UN,www. un. org/peace/Africa/Diamond html) Most of these diamonds have their origin in Africa with countries like Sierra leone, Liberia, Angola and DR Congo being among those most affected. Though diamonds are mined in Liberia, it offers more of a marketing and ‘supporting point’ role for the Blood Diamond trade. Civil wars in Ivory Coast, Sierra Leone are funded with diamonds that have been smuggled into Liberia which are later sold and the cash is used to purchase ammunition, guns and other weapons. Liberia has imposed some violence of its own lasting 8 years killing around 200,000and displaying thousands more (Stop Blood Diamond Organization, 2007). Reports by Amnesty International and Global Witness show that there are areas in Liberia where diamond are still mined and traded which are controlled by rebels. Worse, these have been report of links between the infamous alqaida and Liberia (Amnesty USA,2007). The 9/11 attacks have been linked to funds and weapons associated with the diamond mines of Sierra Leone. The diamonds are usually mined by civilians who are used as slaves after being caught as prisoners. The civilians, children included, work in poor conditions and are punished brutally for the slightest error. Killing for sport and amputation are regular occurrences. (Stop Blood Diamonds Organization, 2007). Some of the abducted children eventually become child soldiers. John Lahia, a 15 year old child soldier was among the victims of the war that has led to starvation, disease and war wounds for many refugees. He was wounded by an exploding rocket-propelled geradeand died of a tetanus infection, far away from medical aid that would have otherwise saved his life. The Revolutionary United Front(RUF) medics left him lying in a backwater hospital with his wounds taped for lack of better medical means to treat him. This too will be the likely fate of other combatants and all this because of the greed for diamond (Campbell,2007). A sure way to eradicate conflict diamond is to end conflict areas. Peacekeeping that aims at apprehension and removal of rebels without violation of human rights of civilians can be used to achieve this. Inernational agencies need to focus on ending hostilities so diamond production can return to the hands of the government; this will enable the countries in question to benefit from rather than be torn apart by their diamond mines. In 1999, the UN deployed a mission to deal with the problem of conflict diamonds. The Kimberly cerrtification scheme requires provision of a certificate of origin for diamonds. The aim is to cut off flow of diamonds from illegitimate sources. This process however has several shortcomings. The certificates can be forged, many diamonds can be smuggled into a dean country and even when certificates are real the officials may have been bribed. This is a reality especially because in most of the war torn countries poverty and suffering are rife. Most people will only be too glad to line their pockets with the bribes offered. Sensitizing the American Public on issues to do with conflict diamonds is another strategy. This has already began especially in the entertainment industry with such movies as Dicaprios Blood Dianond and James Bond Die another Day and Kanye West’s song, ‘Diamond are Forever’. Further flooding of the public with more information through as many avenues as possible will ensure that people are aware of the origin and human terror and suffering that comes with some diamonds. This will in turn create a low market for the diamonds, slowing down the flux of diamonds into the country. In the present situation, supply of diamond and human suffering in the country of origin have a direct correlation, decreasing supply from illegitimate sources will consequently lead to a decrease in suffering of the Africa children and civilians affected. US contributes 70%of the worlds diamond trade making it a leading customer of diamond. (VOA News, 2007). The US therefore has a role in spearheading the fight against conflict diamond. The government should insist on strengthening the Kimberley process and the Clean Diamond Trade Act. By providing more forceful support, technical aid and financial aid. African countries can be assisted to develop the Kimbeley process such that its effect is felt by the corrupt officials and rebels overseeing mining of blood diamond. The Government Accountability office has had several proposal which include spot checks of diamond companies and tracking of rough diamonds inside and outside the country of origin. (Globalwitness, 2007). These need application and immediate application. Regular checking of the progress of US wagh diamond trade statistics Is an important evaluation tool for the effect of blood diamond and assessment of how the problem is being combated. Though my friend and I are not sure of the origins of the diamond she wears on her finger we are more knowledgeable about conflict diamonds. As a result our circle of friends also know more and now most of our college is no longer ignorant about the issue. Through our campaigns we encourage people to ask about the origin of the diaomonds they are just about to buy. This means that as a nation we are thinking about and doing something in consideration of the people whose lives have been lost in the diamond trade. REFERENCES Amnesty USA Conflict Diamond retrived from www. amnestyusa. org/new/doc/diamonds-survey-text. pdf Campbell G. Blood Diamonds, Amnesty Magazine retrieved from www. amnestyusa. org/amnestynw/diamond s. html Conflict Diamond retrieved from Www. un. org/peace/Africa/Diamond. html Globalwitness, Combating conflict Diamonds,retrieved Sep 1 2007 from http://www. globalwitness. orga/pages/en/conflictdiamonds. html Stop Blood Diamond Organization, Stop Blood Diamond, conflict Diamond in Africa retrieved from www. stopblooddiamonds. org/children-of-Africa. asp VOA News US cogress Tackle Blood Diamond trade retrieved sep 1, 2007 from www. voanews. can/english/archive/2002-02/a-2002-02-4-2-us. cfm. World vision, Stop the Trade in Blood Diamond, retrieved sep 1 2007 from Worldvision. org/worldvision/stable/globalissues-conflictdiamond.