Human Trafficking and the International Sex Industry Essay

Human Trafficking and the International Sex Industry Human trafficking refers to the movement of persons across borders for forced labor, sexual exploitation or other illicit activities. Sex trafficking is the most lucrative sector of human trafficking America, Southeast Asia, East Asia, Eastern Europe, and Russia. The global political economy, political corruption, human rights, gender and ethnic stratification, and migration are all related to human trafficking. In many developing countries globalization has brought masses of wealth to the elite at the expense of the poor. Consequently, many women of the poorer classes leave their homeland in search of opportunities for employment. These women are disproportionately affected by†¦show more content†¦Siri’s family could not make a decent living under these neo -liberal economic policies. When Siri was fourteen years old, her parents sold her to a woman who had promised to find her a â€Å"good job†. The woman then sold her to a brothel for $4,000, leaving Siri to pay the debt. She was initiated into prostitution by the pimp who raped her. Siri was strong -wiled and resisted this oppression. After being abused by her first customer, she ran away. Unfortunately, a police officer brought her back. The pimp beat her and her debt was double from $4,000 to $8,000. Upon realizing that she would never be able to get out of debt, Siri stopped running away and tried to build a rel ationship with the pimp simply in order to survive. Siri’s story illustrates the complicated dynamics of sex trafficking. Prostitution and sex work in general has become part of the global economy (Truong 1996). Some women choose to go into the sex industry while others are deceived or forced into it. Human trafficking networks usually use deception, coercion, or force to push women into sexual slavery. Some women migrate with the knowledge that they wil l be doing sex work while others are told they will be given legal jobs such as working as secretaries or housekeepers. Women often migrate with the intention of getting a non -sex job but then are forced into prostitution to pay off their smuggling debts (Kwong, 2001). Many governments have long promoted s ex tourism as a way ofShow MoreRelatedHuman Trafficking And Sexual Exploitation1138 Words   |  5 PagesHuman trafficking has been dubbed the modern version of slavery as it is the act of taking an individual by force or coercion for some aspect of labour purposes. The phenomenon of human trafficking for sexual exploitation is not a recent one. Human trafficking has historical roots in traditions of worldwide slavery and in debt-bondage in the South East Asian region. In the 20th century, during the periods of the First World War and the Second World War, human trafficking for sexual exploitation grewRead MoreThe Truth About Human Trafficking1520 Words   |  7 PagesAbout Human Trafficking Human Trafficking is a modern-day form of slavery involving the illegal trade of people for exploitation or commercial gain (Human Trafficking). The term human trafficking evolved from slavery in the early 1900’s and continued to become a global market over the past 100 years. There are several different types of human trafficking such as forced labor, sexual exploitation, people smuggling, and the harvesting of organs for commercial profit (Types of Human Trafficking.). VictimsRead MoreCounter-Protocols Against Human Sex Trafficking1333 Words   |  6 PagesGlobal estimates of human trafficking range from six hundred thousand to four million victims each year – the majority being victims of sex trafficking (McCabe, Manian, 2010). These women, men, and children are considered the backbone of one of the world’s most profitable industries forced to do the unthinkable before being discarded. In response to the overwhelming growth of the business, many nations (inc luding the United States) have set out to prevent, prosecute, and rehabilitate offendersRead MoreHuman Trafficking Is A Modern Day Form Of Slavery1393 Words   |  6 Pageswhat human trafficking is? Well, human trafficking is just another name for modern slavery.   Different medias, like television shows and movies, make it look like human trafficking only happens in foreign countries or to foreign citizens.   That however, is dangerously untrue.   It is one of the biggest crime industries in America, behind drug and arms dealing.   It’s happening right in our backyard, human trafficking is extremely prevalent in big American cities and states with international bordersRead MoreTaking a Look at Sex Trafficking1704 Words   |  7 Pages Sex trafficking has been a problem worldwide for a very long time. It has up until recently been seen as a problem in other countries and not seen as a large problem in the US. Over the last decade though there has been major findings that it is a thriving industry in the US as well. Sex trafficking is defined as, â€Å"A commercial sex act which is induced by force, fraud or coercion in which the person induced to perform such an act has not attained 18 years of age or the recruitment, harboring, transportationRead MoreSimilar To Many Successful Enterprises, Terrorist Groups1399 Words   |  6 Pagesbeing forced to converge with organized crime to integrate local criminal activities in order to fund international terrorism. According to Steven D Alfonso, author of Why Organized Crime and Terror Groups Are Converging, D Alfonso notes that there is â€Å"evidence of Hezbollah establishing a strong base in Latin America over the past decade or more and working with Mexican DTOs [dru g-trafficking organizations] to launder money, finance terrorism and smuggle people† (D Alfonso, 2014). Other diversifiedRead MoreHuman Trafficking And Its Effects On Society1173 Words   |  5 PagesHuman trafficking is organized crime where human beings are controlled and exploited (Merriam-Webster).   Despite slavery being illegal in the United States and countless countries around the world, human trafficking known as the modern slavery still exists both domestically and internationally.   There are multiple forms of human trafficking such as forced labor, sex trafficking, child exploitation, organ and tissue trafficking, and people smuggling (INTERPOL).   Specifically looking at sex traffickingRead More Kolab: A Sex Trafficking Survivor from Cambodia 1562 Words   |  7 Pageselectrocuting me, cutting me† (Global Sex Trafficking 1). This is the real-life testimony of a woman named Kolab, a sex trafficking survivor from Cambodia who shares her story with Equ ality Now, a female human rights advocate organization. Sucked into a world of fear, subjugation, and danger, Kolab demonstrates a lifestyle that no female would ever want to imagine-yet which for many women is their everyday reality. Often times, when we hear the term â€Å"sex trafficking† we think of an illegal form of sexualRead MoreSex Trafficking : The Second Largest Illegal Industry1638 Words   |  7 PagesSex-trafficking is the second largest illegal industry in the world. When a community produces generations of pimps, who can supply prostitutes with impunity from the law, this can be a recipe for disaster. For the city of Tenansingo (in the state of Tlaxcala Mexico), pimping and acquiring prostitutes has become a way of life for this small community. Pimps have mastered the art of tricking women into prostitution, which feeds the transnational sex-trafficking industry and impacts the internationalRead MoreHuman Trafficking : Modern Day Slavery1210 Words   |  5 PagesHuman Trafficking Imagine being able to own a business and make nothing but profit. One of the types of trafficking is Labor Trafficking, which helps keep prices cheaper by having cheap workers. If companies do not have people working in factories for very little then a lot of prices would go up crazy like on clothing and furniture. A lot of countries economy are built off sex trafficking which helps the economy significantly. The ongoing â€Å"phenomenon† of human trafficking is not a problem

Computer Science The Major Of The Future - 984 Words

Marissa Tavano English Composition II Bryan Buttler 25 July 2015 Computer Science: The Major of the Future Want a career field where jobs are always in demand? The need for those with computer science skills isn’t just limited to computer science jobs; it spreads across many different career fields. Computers are prevalent in almost every industry including, but not limited to: healthcare, retail, construction and financial services. They are everywhere: in homes, businesses, cars, and almost every person’s hand that is walking down the street. Every day the use of technology and computers is growing rapidly and so is the need for new and innovative minds to further the computing growth in all industries. Before starting a career in computer science, students must first gain all the necessary education and knowledge required. Most jobs in the computer science field require either an associate’s or a bachelor’s degree in computer science. The most common required classes that computer science majors will have to take include: technical writing, computer systems architecture, software engineering, and database systems. The biggest part of computer science is its programming languages. The top 10 programming languages currently are Java, Python, C++, Ruby, JavaScript, C#, PHP, objective-C, SQL, and C. Students may be required to take courses that teach them these languages (n.a., What Are Entry-Level Jobs in Computer Science?). In addition to computer science-specificShow MoreRelatedComputer Science As A Computer Programmer1645 Words   |  7 Pages For many years, I have been interested in studying computer science to become a computer programmer. Since I moved t o the United States, my passion for computing developed while I was trying to find something to do keep myself busy after losing the freedom I had in my country as a child. My parents always said that I m addicted to my computer but what they never understood was why my computer was my best friend. Curiosity is the main reason. I ve always wondered how the internet is operatedRead MoreMy Wish to Pursue a Masters Degree in Machine Learning and Computer Science925 Words   |  4 Pages300,000 participants. At the same time, I participated in the entrance exam for medical science and was accepted to School of Medicine of Azad University. In the summer, before entering university, because of my interest in Discrete Mathematics, which I became familiar with in the last year of high school, I read a book about Combinatorics and really loved it. At the same time, I was searching to choose my major for university. Although I was accepted to the school of medicine, I was confident thatRead MoreComputer Science And Its Impact On The World1200 Words   |  5 Pagestrading partners still counting cows and amphorae by hand†(science festival).Since then computing has taken great strides and became a fundamental part of our lives. Today, we use computer science products in everything we do from just turning on the washing machine, cell phones, televisions or just driving. With all that computer scientist know today, there are still claims that its just the tip of the iceberg. However, the importance of computer scientist today is undeniable, whether it is in animationRead MoreComputer Science Is A Meaningful Life999 Words   |  4 PagesComputer science promotes a meaningful life. Computer science means the principles and use of computer. It not only limits there because computer science defines mathematics everyday life. The author argues the effect of computer science at all over our curriculum in high school. This is important because computer science compels students to create problem to solving thus engage them more into work, especially mathematics. Computer science motivates work in mathematics as it relates to each otherRead MoreThe Computer Of Computer Technology901 Words   |  4 Pagesexponential. The introduction of the personal computer (PC) was the true catalyst for the growth in popularity of computer technology. With this introductio n also came the growth in popularity of being a computer scientist. The code used to write the software for these personal computers was brand new and easy to use. What made it easy to use was the fact that the computer code for the PC was very similar to the English language; whereas, previous computers used punch cards as a way to program them.Read MoreMy Major At Nicholls State University1715 Words   |  7 PagesSELF – EXPLORATION My major at Nicholls State University is Mathematics with a concentration in Computer Science; however, I plan to transfer to University of Louisiana at Lafayette to pursue a degree in Physics. The process in which one would solve a problem has always appealed to me. In math, specifically calculus, derivatives tell me how the original function acts and integrals tell me the relevance of the original function to the x – axis. Using a simple formula to find the answer to a seeminglyRead MoreThe Impact Of Computer Science Education On The Curriculum1017 Words   |  5 PagesAtchison, Williams F.. â€Å"The impact of computer science education on the curriculum†. The Mathematics Teacher 66.1 (1973): 7–83. Computer science promotes a meaningful life. Computer science means the principles and use of computer. It not only limits there because computer science defines mathematics everyday life. The author argues the effect of computer science at all over our curriculum in high school. This is important because computer science compels students to create problem to solving thusRead MoreMy Future as an Electrical Engineer1008 Words   |  5 Pagesare four major different areas of engineering work that I can concern about, that is chemical engineering, civil engineering, electrical engineering and mechanical engineering. Beyond this four, sources separate to other main branches. Based on the electrical engineering is concerned with the basic forms of energy that run the world, there is a hopeful future in taking this major as my direction of future. However, what exactly is the benefit of this major; am I suppose to choose this major; what kindsRead MoreProgramming for a Better Future647 Wo rds   |  3 PagesPrograming for a Better Future The world has become extremely depended on technology. But hardly anyone takes time to think about all the hard work that has been put into creating the technology and programs. Computer programing is a vast field with many different categories. The different subcategories are desktop application programming, core programming, system programming, and programming science. Within the different categories there are subcategories. The different subcategories contain variousRead MoreWhat Does Tomorrow Behold For Me?1629 Words   |  7 PagesWhat does tomorrow behold for me? Am I making the correct decisions in life? What will become of me in the future? These are some of the questions that a confused college freshmen might be asking themselves. The only reason that I know this is because I ask myself these exact questions everyday hoping one day I will have an answer. Some days I feel like finally have an answer but then the next day comes around and I’m back too square one. Afte r doing this for a while, I have come to believe that

Imaginings of Space in Immigration Lawâ€Free Samples for Students

Question: Discuss about the Imaginings of Space in Immigration Law. Answer: Aaa Bbb 3354, Sun Street Road Australia 3000504 migration.agent@australiaworkshop.com Date: 26 June 2016 To Whom It May Concern: Dear Sir, This is to bring to your kind notice that my client Raphael Rivero is currently holding visa Class FA, Subclass 600 with conditions 8101, 8202, 8503 and 8501 attached to it. However, now he needs to extend his stay in Australia as his wife is pregnant and she is diagnosed with a severe disease known as pre-elampasia. Knowing that Olivia is completely dependent on Raphael for her needs, it is important for him to comply with the instructions from the obstetrician. Additionally, Olivia is also diagnosed with mild reactive depression due to her sickness. Olivia is dependent on Raphael for physical and emotional support. Hence, in such a scenario it is important for him to seek waiver of condition 8503 from his existing visitor visa so that he is able to stay in Australia for a longer period of time. As a migration agent of my client, I believe that seeking an application for the waiver of condition 8503 is justified. Condition 8503 is a no further stay condition that restricts a person from applying a visa whether temporary or permanent in nature while they are continuing their stay in Australia[1]. No further stay condition includes 8503, 8534 and 8535. If any of these circumstances are forced on the visa, it means that a person cannot pertain for another visa to extend their stay. Raphael has such a condition imposed on his visa; this means that he does not have the power to extend his visitor visa. However, when he leaves Australia the no further stay condition shall not prevent him from applying other visas. Condition 8503 is a obligatory on the following types of visas: Visitor Visa (Subclass 600) Subclass Visa (402) Holiday Visa ( Subclass 462) If the above mentioned visa has condition 8503 imposed on it, then a person cannot apply for any other visa other than a Protection Visa. It is not possible to request removal of No Further Stay condition at the time when the person applies for the visa. However, if a persons situations change while he is in Australia, there is a stipulation to relinquish the condition in partial circumstances[3]. The waiver circumstances are listed in Regulation 2.05(4) of the migration law of Australia. According to the Regulation, the circumstances in which a person might get his condition 8503 waived are as follows: From the time when the person was granted the visa, he developed certain considerate or compelling conditions over which the person had no power and such loss of control resulted in a key change of the persons situations. If the minister had earlier declined to surrender the condition, however, now he is pleased that the conditions mentioned earlier are dissimilar from those measured earlier. If the person asks the minister to relinquish the provision, the demand should be in writing. It is not probable for the respected Department to consider the waiver conditions for any other reasons. Hence, at the time of applying for waiver of condition 8503, the department should be satisfied that due to major change in the existing circumstances of a person he needs to waive the condition so that he can continue his stay in Australia[6]. However, waiver is not automatic; it is granted after proper analysis of the existing circumstances of an individual. As per the Department, compassionate and compelling situations include death, illness or medical condition of a close family member where it becomes important for the family member to continue their stay in Australia so that they may take care of their family member who is in need. Raphaels condition fulfills this requirement of a compassionate and compelling situation[7]. Therefore, in Raphaels situation he should be given an opportunity for waiver of the condition that is imposed on his visa. His situation is as compelling as any other situation that may invoke compassionate feeling. His wife is pregnant and ill, mentally as well as physically. It is really urgent for him to remove the existing condition as this may lead to not one but two loss of lives. If the DIBC removes this condition and waives the no further stay condition then he may apply for another visa and continue his stay in Australia. Therefore, it is a humble request to the Department of Immigration and Border Protection for analyzing the difficult situation of Raphael and remove condition 8503 from his visitor visa. The medical certificate, letters from doctors, hospital bills, medical bills, and medical reports of Olivia and proof of residence of both Raphael and Olivia is attached along with the letter for the kind perusal of the Department. If Olivia needs to be undergo a medical a ssessment for confirmation of her sickness then she is absolutely fine to undergo such an assessment. I shall be waiting for a positive reply from your end. Kindly consider the current situation of Raphael and remove the condition from his visa. Yours sincerely, Aaa Bbb (Signature:) Migration Agent References: Hollifield, James, Philip Martin, and Pia Orrenius.Controlling immigration: A global perspective. Stanford University Press, 2014. Korostil, Igor A., et al. "Near elimination of genital warts in Australia predicted with extension of human papillomavirus vaccination to males."Sexually transmitted diseases40.11 (2013): 833-835. Martinez, Omar, et al. "Evaluating the impact of immigration policies on health status among undocumented immigrants: a systematic review."Journal of Immigrant and Minority Health17.3 (2015): 947-970. Nethery, Amy, Brynna Rafferty-Brown, and Savitri Taylor. "Exporting detention: Australia-funded immigration detention in Indonesia."Journal of Refugee Studies26.1 (2013): 88-109. Newman, Louise, Nicholas Proctor, and Michael Dudley. "Seeking asylum in Australia: immigration detention, human rights and mental health care."Australasian Psychiatry21.4 (2013): 315-320. Newman, Louise. "Seeking asylumtrauma, mental health, and human rights: An Australian perspective."Journal of Trauma Dissociation14.2 (2013): 213-223. Volpp, Leti. "Imaginings of space in immigration law."Law, Culture and the Humanities(2012): 1743872111435963.

Scholars Sports Carnival free essay sample

In addition to that, this one day sports event was joined by the representatives of the officers from each of the education sponsoring units. As many as 4 different sports events were held during this Scholar’s Sports Carnival Day. The sports were futsal, netball, basketball 3 on 3 based, and ping pong. For the futsal and netball sports event, the number of participants in each team was 8 including 1 substitute and for basketball, each team consists of 4 members including 1 substitute as well.As for the ping pong competition, it was an individual match for all of the participants involved. All of the sports organized were opened for men and women categories except for basketball, which is only opened under the men category. This one day event started at 8. 00a. m. in the morning, where during that time, was the arrival of the sponsored students and representatives from each of those education sponsoring units. Upon their arrival, breakfast was prepared for them which they had curry puff and a nice hot tea on the menu. We will write a custom essay sample on Scholars Sports Carnival or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Special T-shirts for the event were then given to each one of them based on their Pre-U courses that they are currently studying, such as green colored T-shirt was meant for the SAM students, blue for students from Taylor’s University College, orange for students who are taking IB from Taylor’s College Sri Hartamas, red for Canadian Pre-U students, pink for staffs from the administration unit of Taylor’s Management Department and yellow for Cambridge A-levels Pre-U students.After the arrival of all students and the representatives, a short speech from the organizing committee and the representatives were given to the students at 9. 00a. m. Participants were then briefed about the sports that they were taking part in. After the briefing has ended, a warming up session led by student representatives from each different colored T-shirt group was commenced. The idea of having this warming up session is to prevent any major injuries to happen on the participants throughout their sports activities.At around 9. 30a. m. , all of the sports events started. The futsal, basketball and netball matches were held at a court nearby whereas the ping pong tournament was held in one of the buildings in Taylor’s University College. The futsal competition was held 5 vs 5 based in league groups of 4, where the team champion of each group will proceed to the next round. As for basketball and ping pong, it was an elimination round based competition whereas the netball matches were held in league groups.All of the participants played well with determination and compete with each other to win in the sports that they were taking part in. After an exhausting game by the participants, the entire sports events ended at around 2. 00p. m. and lunch was served to them. During their lunch time, at 2. 15p. m, a prize giving ceremony was held for the winners of each sports event. Each of the winners will receive a trophy as a reward for their achievement in their respective sports events.For the futsal competition, the champion was the representatives from the education sponsoring unit of MARA and for the basketball competition; the champion was the students from Taylor’s University College. As for the netball competition, the champion was the students from the SAM group whereas for the ping pong individual tournament, the champion was awarded to Abdul Basit Kazimi from Taylor’s University College. Last but not least, the overall champion for this year’s Scholar’s Sports Carnival Event was clenched by the group of students from Taylor’s University College and a big shining gold trophy was awarded to them. Congratulations to all of the winners for this year’s sports event. All in all, this one day event truly gives a lot of benefits to all of the students involved and also, Taylor’s College/University College in accomplishing their mission to strive towards excellence and all-roundedness. Personally, I hope that such event will be organized more often with more numbers of participants joining in. As a conclusion for this event, it was a really big success and kudos to the excellent work by the organizers.

How Scholarly Articles Broaden the Students Understanding of Any Given Subject

How Scholarly Articles Broaden the Students Understanding of Any Given Subject Scholarly Articles Broaden the Students Outlook The student in higher education may ask: Beyond being required to incorporate them into my essays and papers, how are academic articles important? How exactly can they enhance my understanding of a subject? And don’t I get plenty of information from a course’s textbook? So Why Are They Important? A scholarly article is a short document written by an expert to convey and explore new information on a given subject. They are sources of high-quality information written by experts in a certain field – experts, by the way, who may have dedicated their entire life or career to exploring a subject. Scholarly articles, usually published by an academic press, are most always subject to a peer-review process, which means that in order for an article of this sort to be published a specialist or expert in the field must first evaluate its content, sources, and argument or analysis for quality and originality. This means that ALL the information conveyed in a scholarly article is credible, accurate and therefore beneficial to the student’s understanding of a subject and its real-world relevance and current applications. To put it plainly, scholarly articles, which are found in academic periodicals, are very advantageous to the student. Indeed most students will familiarize themselves with scholarly articles because students are generally required to include them in their research, their essays and their papers; students are usually required to evaluate an article’s content to expand on the topics they themselves are making in their academic work. But scholarly articles can also provide the student – perhaps one who may be struggling with grasping a subject or topic – with a general understanding of a subject. In some cases a textbook may only provide a student with a limited perspective on a topic or issue – while the scholarly article may offer differing viewpoints on a subject, perhaps providing both sides to a controversial subject, as well as explaining which side is more practical and why. They provide the student with the most up-to-date information on a subject, are good sources for generating ideas for papers and presentations, and are often briefer and sometimes easier to comprehend than maybe a textbook’s stale, one-sided and outdated approach in explaining a subject. Rather than providing a simple overview of the subject, which is the case with most textbooks, scholarly articles examine a subject, topic or issue in a practical way. An article of this sort reports on original research or experimentation, the kind usually only generalized in a textbook, and expands on that information and looks at a subject more in depth. The enduring purpose of these kinds of articles is to be made available to the rest of the scholarly or academic world. Scholarly articles can broaden a student’s understanding of a given subject or topic because those writing them are required to list the sources they used to write their article, in the form of footnotes, endnotes, and bibliographies. The student looking to expand their knowledge on a subject can then look up any combination of these used sources, read them thoroughly, and as result will begin to familiarize themselves with a topic on several different levels. always strives to utilize top quality scholarly articles in its work. This ensures maximum quality and relevance of information that gets incorporated into our projects. For most disciplines the requirement is that all information should be no older than five years and from this stand, scholarly articles are an invaluable source of information. Feel free to contact us anytime and we guarantee you will get a quality product. is the service you can trust!

Visiting a Champagne Cellar in Reims

Visiting a Champagne Cellar in Reims Champagne cellars are one of the major attractions in the gorgeous city of Reims (pronounced R in(nasal) sss). Follow along on this journey to a wine cellar in this easy bilingual story designed to help you  learn French in context. Visiting A Champagne Cellar Si vous à ªtes Reims, il faut absolument que vous visitiez les caves d’une des nombreuses maisons de champagne de la rà ©gion.  Les sià ¨ges d’un grand nombre de maisons de champagne sont  situà ©s Reims, et beaucoup proposent des dà ©gustations. Pendant un aprà ¨s-midi, nous avons visità © les caves de la compagnie G. H. Martel Cie, qui sont situà ©es 1,5 km au sud-est de la cathà ©drale, une promenade agrà ©able pied. Un des employà ©s, un homme plaisant qui s’appelle Emmanuel, nous a accueillis et il a immà ©diatement dit  : Descendons aux caves  ! If you are in Reims, you absolutely must visit the cellars of one of the numerous champagne houses in the area. The headquarters of a large number of champagne houses are located in Reims, and many offer tastings. During an afternoon, we visited the cellars of G. H. Martel and Co, located 1.5 km southeast of the cathedral, an enjoyable walk. One of the employees, a pleasant man named Emmanuel, welcomed us and immediately said: Let’s go down to the cellars! Nous avons descendu un escalier à ©troit et nous nous sommes retrouvà ©s dans un rà ©seau de caves qui est situà ©s environ 20 mà ¨tres sous le sol. Au quatrià ¨me sià ¨cle, les Romains ont creusà © les caves au-dessous de Reims pour obtenir la craie qui à ©tait utilisà ©e pour la construction de leurs bà ¢timents. De nos jours, il y a plus de 250 kms de ces caves, et beaucoup servent maintenir le champagne tempà ©rature pendant le vieillissement. L’avantage  ? Un environnement dans lequel la tempà ©rature et l’humidità © sont bien contrà ´là ©es. We descended a narrow stairway and found ourselves in a network of cellars which are situated about 20 meters below ground. In the fourth century, the Romans dug the cellars below Reims to obtain chalk which was used for the construction of their buildings. These days, there are more than 250 kms of these cellars, and many serve to maintain the champagne at temperature during the aging process. The advantage? An environment in which the temperature and humidity are well controlled. Emmanuel nous a expliquà ©s que la production de champagne est soigneusement rà ©gulà ©e. Si l’on peut lire  «Ã‚  Appellation d’Origine Contrà ´là ©e  Ã‚ » sur à ©tiquette, on sait que le vin a à ©tà © produit selon des rà ¨gles rigoureuses, par exemple la classification du terroir oà ¹ les raisins sont cultivà ©s, le rendement la vendange, le rendement au pressurage, le vieillissement, et la quantità © d’alcool, parmi d’autres à ©là ©ments. La culture des raisins doit se faire dans les vignobles de la rà ©gion Champagne-Ardenne, et la production entià ¨re du champagne doit à ©galement y avoir lieu. Emmanuel explained to us that the production of champagne is carefully regulated. If one can read â€Å"Appellation d’Origine Contrà ´là ©e† on the label, you know that the wine has been produced according to strict regulations, for example the classification of the land where the grapes are grown, the yield of the harvest, the yield from the wine pressing, the aging process, and the volume of alcohol, among other components. The growing of the grapes must be done in the vineyards of the Champagne-Ardenne region, and the entire production of the champagne must also take place there. En gà ©nà ©ral, il y a seulement 3 cà ©pages qui sont utilisà ©s dans la production de champagne  : le chardonnay, le pinot noir, et le pinot meunier. Typiquement, un champagne consiste en un mà ©lange de deux ou trois cà ©pages. Et donc, la particularità © du vin, sa saveur, sa couleur et son bouquet, est dà ©terminà ©e, au moins quelque peu, par les compà ©tences et la crà ©atività © du viticulteur pendant le mà ©lange. In general, there are only 3 grape varieties that are used in the production of champagne: chardonnay, pinot noir, and pinot meunier. Typically, a champagne consists of a mixture of 2 or 3 grape varieties. And so the defining feature of the wine, its taste, its color, and its bouquet, is determined, at least a little, by the skill and creativity of the wine maker during the mixing. Ce qui donne au champagne son caractà ¨re, c’est les bulles. Selon la mà ©thode champenoise, une double fermentation est utilisà ©e  : la premià ¨re en cuves pour à ©laborer l’alcool, et une deuxià ¨me dans la bouteille elle-mà ªme pour produire la gazà ©ification. What gives champagne its character are the bubbles. According to the mà ©thode champenoise, a double fermentation is used: the first in vats to produce the alcohol, and a second in the bottle itself to produce the gasification. Le biscuit rose de Reims est presque aussi connu que le champagne lui-mà ªme. C’est une tradition en France de tremper ce petit biscuit dans votre flà »te de champagne. Le goà »t là ©gà ¨rement sucrà © du biscuit se combine bien avec le goà »t sec du champagne, et les deux suscitent un dà ©lice inà ©galable  ! The pink biscuits of Reims are nearly as well known as the champagne itself. It is a tradition in France to dip the small biscuit in your flute of champagne. The light, sweet taste of the biscuit combines well with the dry taste of the champagne, and the two provoke an unsurpassable delight!

WASHINGTON MUTUAL BANKRUPTCY CLASS ACTION LAWSUIT Research Paper - 1

WASHINGTON MUTUAL BANKRUPTCY CLASS ACTION LAWSUIT - Research Paper Example The total collapse of WaMu would have been disastrous for the Government. Besides, the FDIC is not in the banking business and a last minute deal was brokered between the Government and JP Morgan Chase. The same day as the takeover, Chase purchased the bank from the FDIC for a little less than two billion and agreed to assume all secured debts, minus equity shareholders. With that Chase became the one of the largest banking firms in the country (Dash). WaMu’s parent company, Washington Mutual, Inc., was left with just twenty-five billion dollars in assets minus liabilities and filed a voluntary petition for Chapter 11 Bankruptcy protection the very next day, September 26 in its home state of Delaware. The Bankruptcy itself has been an ongoing issue for three years now and is still in litigation. With the FDIC and Chase agreeing with WaMu in principal, the company’s proposal was that seven billion dollars was to be distributed to its creditors. However, the plan was rejected on September 14, 2011 by US Bankruptcy Judge Mary Walrath in Wilmington. Siding with the plaintiffs, she ordered the two sides into mediation. As such the company’s stock plummeted more than seventy per cent in the days following the judge’s ruling. Why then did a bank formerly known as the â€Å"Wal Mart of banking† fail so completely? It was for the same reasons a lot of financial firms fell during the summer and fall of 2008. During most of the first decade of the twenty-first century, credit was cheap and easy to come by. The so-called â€Å"sub-prime† consumers, those with far less than stellar credit, were able to obtain credit cards and home mortgages when they would have probably been turned down any other time. WaMu was almost leading the charge, with its Providian credit card division. It also controlled a likewise now

Analyze the career and star persona of a contemporary movie star Essay

Analyze the career and star persona of a contemporary movie star - Essay Example At the age of three Lohan began to audition for modeling roles, landing an early job with Ford Models. From this start she gained worked for kids advertising, working for Calvin Klein and Abercrombie and Fitch (Boone). In addition to these print advertisements, as a child Lohan became involved in television commercials. It’s been noted that Lohan participated in as many as one hundred television commercials for major corporate entities during these formative years. As her career progressed Lohan eventually gained acting roles, eventually finding a spot as Alli Fowler in the soap opera Another World (Marcovitz). While it’s somewhat sinister to characterize the young Lohan as having a persona during these formative years, it’s clear that there was a great deal of production and thought put in to the young starlet’s image. In these regards, it appears that the main intent was to present an image of middle class understanding and purity. Lohan became a child w ith whom parents and children could identify with as being typically American easily relatable, just like a child from the neighborhood. As Lohan’s good girl image had been established, she extended her stardom to include films. In 1998 she landed a starring role in the Disney comedy the Parent Trap. In this comedy Lohan continued her appealing and pure star persona, being presented as the typical middle class child. Her stardom grew considerably as a direct result of this film, as critics and outside individuals indicated that her role in the production was one of significant importance (Marshall). Around this time Lohan also had roles in other Disney television movies. Notably, she starred in Life-Size (which included Tyra Banks) and Get a Clue. While her early career had presented Lohan as a highly marketable, and ostensibly middle class child, her persona was further developed during this period. In working within the Disney system, Lohan’s persona clearly became a n element of this production model. While much has been written of the Disney image, in regards to Lohan’s persona, it took on an extremely clean-cut and almost pristine goodness. Being associated with Disney gave Lohan this particular persona that was only cultivated more in interviews and other such press functions. In addition to Lohan’s affiliation with Disney her star power and persona were affected by tabloid stories. For instance, she was romantically linked to Backstreet Boy Aaron Carter. If there were any slightly salacious aspects of Lohan’s life during this period they were related to light-hearted conflicts that the tabloids either generated or uncovered. For instance, there were rumors that Lohan and Hillary Duff had feuded since both actresses had been romantically involved with Carter. As Lohan entered her teenage years her persona shifted slightly to match the challenges and complexities of her teenage self. One of the first films Lohan starred i n during this period was Freaky Friday. Rather than focusing her persona on her Disney like image, Lohan’s teenage self took more prominence. Still, it was highly clear that Lohan was extremely concerned with her image. Originally she was cast as goth-type character, but later had this changed so that

The different forms of religious experience are nothing more than fantasy Essay Example for Free

The different forms of religious experience are nothing more than fantasy Essay Assess the view that the different forms of religious experience are nothing more than fantasy. (45) The term religious experience refers to an experience a person has which has religious qualities and significance. Many people have researched into the idea of religious experiences and it is surprising to find out that a third of people in Britain have said to of experienced some kind of religious experience. These experiences have been researched to discover what impact they have on peoples lives and whether this impact has a positive or negative result. Many scientists research the theory of religious experience to either prove or disprove the existence of God. There are four main forms of religious experience which can be considered when assessing this question that religious experiences are nothing more than fantasy. The first is Mysticism; this refers to an experience where people have had an intimate direct experience with God or some kind of heavenly spirit. William James was a philosopher who approached the idea of religious experiences he wrote a book called the varieties of religious experiences and came up with the idea that there are four main qualities that an experience should have for us to justify calling it mystical. The first is the experience should have a Noetic quality or a divine knowledge after the experience. The next is Transience the experience is only short and lasts only a small while. Passivity which is the lack of control you have when the person is having the religious experience. And the last quality is ineffability which is the fact that the experience is indescribable ands cannot be explained. Julian of Norwich was a famous English mystic who was born about 1342 and at some point during her adult life joined a religious order and became an anchoress living in complete solitude. She lived in a cell which was attached to a church in Norwich, and lived a complete ascetic lifestyle. Julian just before she died became seriously ill and on her deathbed she accounted for 16 visions she had experienced. These experiences are questioned though due to Julians poor health and cannot be used as proof for religious mystical experiences due to this reason. A second mystic is Margery Kemp she was 14th century English mystic who was from Kings Lynn in Norfolk. Margery Kemp became seriously ill after the birth of her first child and suffered from severe guilt from a past sin which had committed during her youth. She was very disturbed going to such lengths as biting through her own veins in her wrist and she also tried to jump out of a window, until one day she looked up to see Jesus and he asked her Daughter, why have you forsaken me when I never forsook thee? From then on Margery seemed to calm and she devoted her life to serving Christ. She had many experiences of Christ and each time Margery was overwhelmed and was seen to be crying. Margery went on many pilgrimages and even at one point was seen being chased by a mob from the shrine of St Thomas Becket after she was crying profusely. From these experiences of which many questions could be asked are very unreliable and couldnt be taken as proof for real religious experiences and meetings with a higher power. The next form of religious experience would be Conversion experiences. These are experiences which change a person and the direction in which there life is going. They transform a persons life and there attitude. A good example of this would be Nicky Cruz and his evangelical conversion experience. Cruz is the author of Run Baby Run which he wrote recalling his life as the leader of a notorious gang the Mau Maus. Cruz was raised by spiritualist parents in Puerto Rico. During his childhood he experienced severe physical and mental abuse. His parents took part in strange and disturbing practises such as when they sacrificed a goat and drank its blood. At a very young age Cruz tried to commit suicide and at 15 he was sent to live with his older brother in New York. This is where he met the gang members and eventually became the leader. Nicky committed many awful crimes and seemed unreachable and unredeemable; this was until he met a street preacher David Wilkerson who told him that Jesus loved him. This is when he experienced a dramatic conversion experience after a Christian meeting. After this he trained as a preacher and set up an outreach programme and teen challenge to help disadvantaged children. And he also managed to convert his parents to Christianity. Another conversion experience which was miraculous was the conversion of John Wesley who saw his conversion as a moment from academic acceptance to personal trust in Christ. At the young age of 6 he was almost killed in a great house fire at his home. From then on he decided to make religion his life and was ordained in 1725. At university he set up a group of people concerned with spiritual matters they nicknamed themselves the Methodists. Wesley became a missionary and travelled to Georgia to try and convert Indian settlers here. On the way back to England he was caught in a strong storm and he feared for his life until he noticed a group of Moravian Christians on board who were remaining calm because they felt so sure of there faith and they knew God would look out for them. And then at a Christian meeting he gained assurance that he was saved on that journey home form America. He stated that his heart felt strangely warmed and had accepted and now trusted Christ this again was an evangelical conversion experience. These are miraculous conversions and could lead to evidence of real religious experiences due to the amazing transformation both these people had, and in both cases the experience had a positive effect on there lives. Visions are also a type of religious experience. One of the most famous visions would be the visions which appeared to three young children. These children lived in Fatima Portugal. Lucia Santos was sent to live as a shepherdess she worked with her cousin Francisco and her 6 year old sister Jacinta. On the same hillside the children saw three visions these were called the three secrets of Fatima. The first vision was a vision of hell which was shown to the children as a great sea of fire with demons and souls in human form. The second secret that was predicted was that Russia would one day return to Christianity. And the last secret was a vision of a man dressed in white falling to the ground apparently dead. This is said to be the attempted assignation of Pope John Paul II. The vision was recalled and Lucia accounted exactly what happened to the pope just before he was shot at. The lady asked the children to do penance and make sacrifices to save sinners. The children wore tight ropes around there waists and deprived themselves of water and food. The lady who had appeared to them also asked them to pray the rosary everyday. The last and most incredible thing about the predictions of the lady was that she predicted the time and date of the death of two of the children. The lady had told them when and the exact hour the children would die and that they would be saved and be with her if they followed her instructions of praying the rosary and giving penance. One thing in which makes these visions different from all the other religious experiences is the fact thousands of people experienced one of the miracles brought by the lady. The children were asked to visit the lady on the 13th October and the news of the visions had become common knowledge therefore the children were followed by great crowds of people who wanted to experience a vision of the lady. At the site where the lady appeared to the children the sun began to dance in the sky and the whole crowd witnessed it. Many visions are recorded in the Bible such as Moses and the burning bush, which recalls the time God spoke to Moses via a burning bush and told him his plans for the Hebrews who had been enslaved in Egypt by the Pharaoh. These visions still have many unreliable qualities it could be said that they are more convincing than the previous religious experiences mentioned. This is because for these visions many of the predictions came true and were also seen by many others. The final form of religious experience is Revelation or divine self disclosure. Revelation can be defined as the communication of some truth by God to a rational creature. Hildegard of Bingen lived in Germany and from the age of eight she claimed that she felt God over shadowing her life. Hildegard recorded the visions she had experienced during her lifetime and she described the fact she felt she had had an insight from God about future events. From these findings of religious experiences, and the many different forms in which they can take, has aided me in answering the question about religious experiences being only fantasy. In many of these cases the individual has been in poor health and has had some kind of traumatic experience in there past. Although some of the explanations and descriptions of the religious experience have been very realistic especially those with more than one witness to them. Many of the experiences have been very miraculous and if they did occur, this could have been blamed on many factors such as ill health or poor diet, or even guilt and their mind was playing tricks on the person.

Kate Chopin Essay -- Essays Papers

Kate Chopin Kate Chopin is an American writer of the late nineteenth century. She is known for her depictions of southern culture and of women's struggles for freedom. At this time in American history, women did not have a voice of their own and according to custom, they were to obey their father and husband. Generally, many women agreed to accept this customary way of life. Kate Chopin thought quite differently. The boldness Kate Chopin takes in portraying women in the late nineteenth century can be seen throughout The Awakening and other short stories. The following is an overview of her dramatic writing style. Elaine Showalter states, "Chopin went boldly beyond the work of her precursors in writing about women's longing for sexual and personal emancipation." (170). Chopin said that she was not a feminist of a suffragist. She was not an activist and she never joined the women's suffrage movement or belonged to a female literary community. Chopin saw freedom as a matter of your won spirit or soul without constraints. She did not try to encourage the women's movement in her writing; rather, she wrote what she felt. In writing what she felt, Chopin came to believe that " a true artist defied tradition and rejected respectable morality and the conventions and formulas to literary success." (Showalter 171). It could be said Chopin had a "literary awakening." In the early stages of Chopin's career, she tried to follow the literary advice and examples of others of her time. These efforts proved to be worthless. Chopin translated "Solitude", a story by Guy de Maupassant, in which Maupassant "escaped from tradition and authority†¦had entered into himself and looked out upon life though his own being and with his own eyes." (Seyested 701). Chopin did not want to imitate Maupassant; she just wanted to express herself in her writing the way he had done so in his. In The Awakening Chopin seems to tell her story through the main character Edna Pontellier. Her breaking away from the conventions of literary domesticity is shown through Edna breaking away from the conventional feminine roles of wife and mother (Showalter 170). Kate Chopin shows boldness by taking the main characters and having them completely change their views on life. Edna is a young woman who discovers that her pampered married life is not what she wants. ... ...ory in such a way that Edna has come to know herself, her true self, and does not need to continue living and searching. Kate Chopin's success as a writer plummeted after the release of The Awakening. It has been noted that contemporary critics were shocked at the way Chopin portrayed Edna Pontellier. Edna's character violated the codes of the behavior of nineteenth-century American women. The criticism became so bad the The Awakening was banned and dropped out of sight for many generations. It was not until the 1960's that Kate Chopin was recognized as a writer with her own views. Elaine Showalter states "Kate Chopin's literary evolution took her progressively through the three phases of the nineteenth-century American women's culture and women's writing." (176). Works Cited Chopin, Kate. The Awakening. New York: Dover, 1993. Night in Acadie. The American Short Story Series. Vol. 8. New York: Garrett, 1968. Seysrsted, Per, ed. Kate Chopin: A Critical Biography. New York: Octagon, 1980. Showalter, Elaine. "Tradition and the Female Talent: The Awakening and a Solitary Book." The Awakening. Ed. Nancy A. Walker. Boston: Bedford, 1993. 169-89.

A Paper on Listening Skills

In today’s life we find it a bit difficult to make important decisions or to perform the tasks in a shorter span of time because we are used to taking our time in analyzing and understand the situation and then acting on it.But on the other hand, the need to be agile and alert is very important these days; and it depends on us how to manage our time and activities. The paper would talk about the skills of listening in detail by first introducing it, then the need of active listening, barriers to active listening, and tips for active listening.There is a significant difference between hearing and listening; hearing is natural process where as listening is a skill. We hear everything ranging from traffic noise to our friend’s voice over telephone, but listening deals with the hearing where we actually understand it and make sense out of it. We might be hearing but we might not be listening. Now let’s discuss the importance of active listening skills.Importance of L istening SkillsWhether it is our daily routine life or our working life, active listening has become so much important for us to remember the facts and things because information is bombarded to us from various sources.Talking about the working environment, active listening can make employees more productive and effective in their work; not only this, there are several other reasons that emphasize the importance of active listening. Employees would be able to understand the assignments in a better way; build up good relationships or rapport with the supervisors, customers, or with other co-workers; perform better when working in teams or groups; resolve problems or complex tasks effectively; manage time efficiently; and answer the questions to others at a later stage when required.Barriers to Listening and Ways to improve itMany students and employees forget the information imparted in the lecture or any meeting because they make certain mistakes while listening; however, they try t o listen actively but some mistakes while listening can put all their effort in vain.First of all, listeners must be neutral and put aside all their biases, prejudices, or emotions attached to a particular matter being discussed. Such biases keep the listener from understanding the gist of the topic being discussed under a certain situation or cause.Secondly, listeners must try focusing on the speaker’s words and not his way of speaking, dressing, color, physique, or accent. Many listeners often trust the speaker who speaks confidently and is well-dressed, even if he or is not accurate or true in his speech.

Price Fixing

The case was released in the mid-2006, where the Federal Trade Commission has declared that they are challenging the members of the Puerto Rico Association of Endodontists, Corporation or the PRAE (Commissions, 2006). This is because of alleged price-fixing collaborations that they would be charging on several insurance policies and dental services that they offer. They have collaborated and made agreements with 30 other competitors, wherein they fixed their prices at the expense of their consumers. Because of this, the FTC was forced to file a complaint against this company since it decreases the competition between these companies, thus higher costs will be imposed on the consumers. This is a clear violation of the Federal Trade Commission Act, Section number 5. In order for this matter to be resolved, The Puerto Rico Association of Endodontists, Corp. will have to refrain from involving in matters that promote anticompetitive conduct in the coming years. Through this, the Federal Trade Commission will be able to make sure that these dental services and other necessary health care issues will be given and addressed for the consumers at prices that they could afford. Keeping a competitive environment in the aspect of health care will open up better opportunities for the people, along with lower competitive prices. Letting healthcare be monopolized will lead to higher pricing and less maintenance, and would really be a burden to the people, the consumers. That’s why these health care providers and producers should not act as one; they should not collaborate with each other in their pricing, because it takes away the aspect of competitiveness between them. The complaints against Puerto Rico Association of Endodontists, Corporation shows that in the year 2003, the company has already began its bargaining with their competitors, thus resulting to the drastic increase in five dental plans already. Another increase occurred during 2004, wherein the prices also went up because of their bargaining. Because of these actions the ones who were jeopardized were the people; they were the ones who carried the burden of increased rates, since these health care issues is a necessity for everyone. The Federal Trade Commission analyzed that these drastic changes in prices have no whatsoever effect on the quality of services offered by the company, thus the additional prices were not really justifiable. It doesn’t lead to a better quality of health care, thus, it is only a waste in the part of the consumers. Given the situation, the Federal Trade Commission proposed a consent order which will be solve the problem at hand. This will hopefully relieve the impact of the alleged anticompetitive actions by the Puerto Rico Association of Endodontists, Corporation and further prevent it from happening again. It would then hinder the company to have any settlements or agreements with other endodontists and negotiate with any payor on the services that they offer, except properly arranged by the organization. Reference: Commissions, F. T. (2006). FTC Charges Puerto Rico Endodontists With Price Fixing.  Ã‚   Retrieved August 4, 2007   

Essay Editing

Essay Editing Essay Editing Essay Editing: The General Information Study process in the higher institutions presupposes that students should perform writing assignmentsand present the results before the group. As for the second aspect, there are a lot of publication and investigations how to take floor before the audience and to become a great speaker. But we follow the first aspect of writing. Among written assignments, there can be singled out the most difficult for understanding, such as an essay, a term paper, an article, a dissertation and many others. About all these types you may read at our site. What Are The Main Problems Of Essay Editing? We write all kinds of assignments and the most frequent order at our site is essay writing. On the second place we have a service of essay editing. You may ask, why this type of work is so frequently ordered. It happens due to the following: A student has written an assignment, but an instructor has declined it because of grammar, lexical or other kind mistakes. A student does not understand, how they may be corrected and address us, because our essay editing service is quick and professional: A student has ordered an essay at one of the writing services, but the chosen one appeared to have lack of experience and a writer has made many mistakes in the text. This site does not think obligatory to make some amendments and a student addresses our essay editing service for qualified help, as we have gained huge experience in writing and editing assignments. A student has English for the second language, and he is not sure, whether words are correctly used and put in order, and addresses our essay editing service, because our writers are native English speakers and have a degree in writing area. The Instructions To Essay Editing There can be many situations, when a student has to addresses sayediting. Anyway, our service is really efficient due to several arguments: We have written and edited many orders due to the fact, that we have been working since 2000, so the quality is polished, the terms are speeded up and the creditworthiness increased. We do not hire housewives, waiters, students and others because of their great knowledge of English. We take care of our customers. That is why only experts in writing are working for you here. They have MPh or PhD degrees in various spheres of writing. Our prices are not low, but ourservice of essay editing is not so expensive at all. Everything lies in terms, which you may specify. If you order essay editing before a week to submission, it will cost you nothing, and of course opposed to urgent tomorrow submission. We do presents for you indeed. If you have to pay for everything, so you should know, that we produce cover page, outline and list of references to you FREE OF CHARGE. So, from our side we specify everything that we may tell you about us, and now decision is up to you. However you should always remember that a miser pays twice, do not make a mistake. Contact our services and receive supreme results! Good luck! Read also: Story Critique Process Essay Persuasive Essay MLA Format Bibliography Critical Essay How to Write a Critical Essay

M26 Pershing Tank in World War II

M26 Pershing Tank in World War II The M26 Pershing was a heavy tank developed for the U.S. Army during World War II. Conceived as a replacement for the iconic M4 Sherman, the M26 suffered from an extended design and development process as well as political infighting among the U.S. Armys leadership. The M26 arrived in the final months of the conflict and proved effective against the latest German tanks. Retained after the war, it was upgraded and evolved. Deployed during the Korean War, the M26 proved superior to the tanks used by Communist forces but struggled at times with the difficult terrain and suffered from various issues with its systems. The M26 was later replaced by the Patton series of tank in the U.S. Army. Development Development of the M26 began in 1942 as production was beginning on the M4 Sherman medium tank. Initially intended to be a follow-on for the M4, the project was designated T20 and was to serve as a test bed for experimenting with new types of guns, suspensions, and transmissions. T20 series prototypes employed a new torqmatic transmission, the Ford GAN V-8 engine, and the new 76 mm M1A1 gun. As testing moved forward, problems emerged with the new transmission system and a parallel program was established, designated T22, which utilized the same mechanical transmission as the M4. A third program, the T23, was also created to test a new electric transmission which had been developed by General Electric. This system quickly proved to have performance advantages in rough terrain as it could adjust to rapid changes in torque requirements. Pleased with the new transmission, the Ordnance Department pushed the design forward. Possessing a cast turret mounting the 76 mm gun, the T23 was produced in limited numbers during 1943, but did not see combat. Instead, its legacy proved to be its turret which was later utilized in 76 mm gun-equipped Shermans. Panther Tank. Bundesarchiv, Bild 101I-300-1876-02A A New Heavy Tank With the emergence of the new German Panther and Tiger tanks, efforts began within the Ordnance Department to develop a heavier tank to compete with them. This resulted in the T25 and T26 series which built upon the earlier T23. Devised in 1943, the T26 saw the addition of a 90 mm gun and substantially heavier armor. Though these greatly increased the tanks weight, the engine was not upgraded and the vehicle proved underpowered. Despite this, the Ordnance Department was pleased with the new tank and worked to move it towards production. The first production model, T26E3, possessed a cast turret mounting a 90 mm gun and required a crew of four. Powered by the Ford GAF V-8, it utilized a torsion bar suspension and torqmatic transmission. Construction of the hull consisted of a combination of castings and rolled plate. Entering service, the tank was designated M26 Pershing heavy tank. The name was selected to honor General John J. Pershing who had founded the U.S. Armys Tank Corps during World War I. M26 Pershing DimensionsLength: 28 ft. 4.5 in.Width: 11 ft. 6 in.Height: 9 ft. 1.5 in.Weight: 41.7 tonsArmor ArmamentPrimary Gun: M3 90 mmSecondary Armament: 2 Ãâ€" Browning .30-06 cal. machine guns, 1 Ãâ€" Browning .50 cal. machine gunArmor: 1-4.33 in.PerformanceEngine: Ford GAF, 8-cylinder, 450–500 hpSpeed: 25 mphRange: 100 milesSuspension: Torsion BarCrew: 5 Production Delays As design of the M26 came to completion, its production was delayed by an ongoing debate in the U.S. Army regarding the need for a heavy tank. While Lieutenant General Jacob Devers, the head of U.S. Army forces in Europe advocated for the new tank, he was opposed by Lieutenant General Lesley McNair, commander Army Ground Forces. This was further complicated by Armored Commands desire to press on the M4 and concerns that a heavy tank would not be able to use the Army Corps of Engineers bridges. With the backing of General George Marshall, the project remained alive and production moved forward in November 1944. While some claim that Lieutenant General George S. Patton played a key role in delaying the M26, these assertions are not well supported. Ten M26s were built in November 1943, with production escalating at the Fisher Tank Arsenal. Production also commenced at the Detroit Tank Arsenal in March 1945. By the end of 1945, over 2,000 M26s had been built. In January 1945, experiments began on the Super Pershing which mounted the improved T15E1 90mm gun. This variant was only produced in small numbers. Another variant was the M45 close support vehicle which mounted a 105 mm howitzer. An M26 Pershing of A Company, 14th Tank Battalion, is transported aboard a pontoon ferry across the Rhine on March 12, 1945. National Archives and Records Administration World War II Following American losses to German tanks in the Battle of the Bulge the need for the M26 became clear. The first shipment of twenty Pershings arrived in Antwerp in January 1945. These were split between the 3rd and 9th Armored Divisions and were the first of 310 M26s to reach Europe before the end of the war. Of these, around 20 saw combat. The M26s first action occurred with the 3rd Armored on February 25 near the Roer River. Four M26s were also involved in the 9th Armoreds capture of the Bridge at Remagen on March 7-8. In encounters with Tigers and Panthers, the M26 performed well. In the Pacific, a shipment of twelve M26s departed on May 31 for use in the Battle of Okinawa. Due to a variety of delays, they did not arrive until after the fighting had ended. Korea Retained after the war, the M26 was re-designated as a medium tank. Assessing the M26, it was decided to rectify the issues of its under-powered engine and problematic transmission. Beginning in January 1948, 800 M26s received new Continental AV1790-3 engines and Allison CD-850-1 cross-drive transmissions. Along with a new gun and host of other modifications, these altered M26s were redesignated as the M46 Patton. USMC M26 Pershing tank advancing in Korea, September 4, 1950. National Archives and Records Administration With the outbreak of the Korean War in 1950, the first medium tanks to reach Korea were a provisional platoon of M26s dispatched from Japan. Additional M26s reached the peninsula later that year where they fought alongside M4s and M46s. Though performing well in combat, the M26 was withdrawn from Korea in 1951 due to reliability issues associated with its systems. The type was retained by U.S. forces in Europe until the arrival of new M47 Pattons in 1952-1953. As the Pershing was phased out of American service, it was provided to NATO allies such as Belgium, France, and Italy. The Italians used the type until 1963.

Brown vs. Board of Education Essay Example | Topics and Well Written Essays - 750 words

Brown vs. Board of Education - Essay Example Chief Justice Warren ruled that segregation in the public education system denies children the equal protection of the law. Separation of schoolchildren of the same age because of race creates the feeling of inferiority. The case brought the spirit of the 14th amendment into practice. Â  According to Pennsylvania and Rhode Island statutes, the state provides state aid to a church-related elementary. There are groups of individual taxpayers and religious organizations that went to court to challenge the constitutionality of the programs. They felt that the program only helped the parochial schools. It is for this reason that it violates the establishment clause. Â  The central issue of the case was whether the state can create systems that provide financial assistance to non-public institutions directly. The suit challenged the system if it can financially support the schools directly or they have to reimburse the cost of textbooks. Â  The court held that with a unanimous decision that the systems do not obey the establishment clause. The court did an analysis of the factors that verify the constitutionality of the programs. The court tested whether the legislature passed was for a secular legislative idea. The result was that the tribunal did not find evidence that the aim of the programs was to advance religion. Chief Warren Burger found that the statute must have a secular legislative purpose. In addition to, the formation of the law should not inhibit religion. Â  John Tinker, his sister Mary Beth, and a friend in 1965 went home from school for wearing black armbands in protest of Vietnam. The institution has laid policies allowing students to wear numerous political symbols. Contrarily the school had not permitted the students to put on armbands in protest of the Vietnam War.

Executive Summary of an organization Term Paper Example | Topics and Well Written Essays - 500 words

Executive Summary of an organization - Term Paper Example The company sells over 300 products to more than 5 billion consumers. Although traditionally the company primarily focused on mature markets, P&G has managed to expand its market share in regions considered as developing markets, which includes Africa. Competitors: Key competitors of P&G’s products include Unilever, Johnson & Johnson and Kimberly Clark Corporation. The ease of substitution of P & G consumer goods by competitors has resulted to decline in the company’s sales volume. In addition, Unilever has also successfully established international market for its products, thus reducing P&G’s market share. Collaborators: To enhance innovation and increase its management efficiency, P&G has adopted a collaborative strategy in its operation. Microsoft has emerged as the key party in P&G’s collaborative strategy. Microsoft has been able to develop and implement essential information systems that are being utilized by P&G for operations management and communication purposes. In addition, P&G collaboration with Cisco led to the development of TelePresence, teleconference information system used by the organization. Community: Due to its vast market, P&G operates in a dynamic market coupled with a myriad of political, economical and social dynamics. The primarily operates under the domain of the set laws and regulations of the given political expanse. This may range from one country to another. Strengths: By using human resources information systems, P&G has been able to manage effectively its vast volume of employees, which totaled 125,000 globally. Furthermore, using supply chain information systems, the organization efficiently manages global distribution of over 300 brands in 160 countries. According to Gelder (2005), effective management of information and communication systems has also necessitated the appropriate management of P&G’s marketing and advertisement, which is evidenced by their popular brands. Weakness: Implementation of

Chocolate Essay Example | Topics and Well Written Essays - 1000 words - 1

Chocolate - Essay Example In modern English, chocolate originates from the Aztec phrase "cacaua atl" which means "cacao drink†. It also has another phrase xocolatl which meant "bitter water.† This crop is mainly grown I the tropical climates of West Africa, Asia, and Latin. In the past, chocolates used to be expensive and only the well-off families could afford it. However, this has been solved by the emergence of modern methods which has made this luxurious food affordable to all. This paper mainly focus on the challenges facing the chocolate production such as child labour, why people crave for it, and the health benefits it presents to the people and economy of a nation. The emergence of modern methods has tremendously promoted and made this luxurious food affordable to all. Currently, Bolivia is recognized the largest producer and exporter of cocoa beans worldwide. In this region, cocoa is grown using the organic farming system. In areas such as Beni, agroforestry have been put in place to help the indigenous and peasant farmers. Bolivia has a good cocoa that has been revealed to taste good and has a variety of flavours. This region has two types of cocoa namely the hybrid which develop with imported plantations. The other kind is the wild which is part of a system of natural forest and is mainly found in Amazon region and a smaller percentage. In developed nations, child labour in cocoa farms has been controlled and wiped out (Gregory, 2013). This has been done by developing policies that has helped in ending use of illegal child labour on farms supplying cocoa. Additionally, several organizations such as Anti-Slavery Internationals have also assisted in ending this problem. In the West Africa, cocoa is also grown in large scale in countries such as Ivory Coast and Ghana which supply more than 70 percent of the world’s cocoa. The beans are normally grown and sold to the majority of chocolate companies. In the past, there has been a widespread use of child

Strategies for Developing Inclusion in Education

Strategies for Developing Inclusion in Education The question of inclusive education whereby mainstreaming, is both complex and contentious. There are many informed opinions and solutions from researchers, politicians and teachers surrounding debates on inclusion. What is apparent is that there is no overarching strategy that will provide all the answers; inclusion is individual, multifarious and wide ranging. It is shaped by social, political, legislative and contextual factors. This paper will first reflect on the concept of inclusion in education and then discuss the implications for teachers and schools. The following issues will be considered; legislation, rights, ethos, behaviour management and resources. THE CONCEPT OF INCLUSION Inclusion in education is recognised as one of the five National Priorities for Education in Scotland by the Standards in Scotlands Schools ect. Act 2000. It was this legislative framework, which set the legal context for inclusion, at least in principle, to what is referred to as the presumption of mainstreaming (Scottish Government, 2003, p.2). The framework focuses predominately on pupils with disabilities and special educational needs; however, inclusion in education takes a much wider context. By definition, inclusion does not primarily focus upon a group of individuals with additional support needs (ASN), but extends beyond this to include all pupils regardless of gender, race, religion, mental and physical ability and social class (Booth and Ainscow, 1998). Similarly, Wilson (2000, p.229) states that in the absence of any rhetoric or ideology, limiting the definition of an inclusive school to one that rejects or excludes no pupils in a particular catchment area on grounds of a bility or disablement or colour or religion or anything else would be restrictive and naive. On both accounts, the concept of inclusion is not constrained to a group of young people with ASN but affects all pupils. It is therefore apparent that inclusion is not about the integration or accommodation of pupils into mainstream education. Nor is it centrally concerned with the inclusion of pupils with ASN. Inclusion is more than this; inclusion seeks to address the individual needs of each pupil to enable all learners to achieve their fullest potential and experience a positive education (HMIE, 2008; Slee, 2001, p.116). ETHOS CULTURE Arguably, inclusionists state that the inclusive school must have a certain ethos and a certain set of ideals, from which certain practices naturally follow (Wilson, 2000, p.229). This broader philosophy of education is addressed by schools, within statements of vision to promote schools as inclusive institutions (HMIE, 2002, p.3). In this statement, an inclusive school is about the strategic action of creating an ethos and set of values based on equity, entitlement, school community, participation, integration and respect for diversity. Table 1 outlines this inclusive approach to education (HMIE, 2002, p.4). Table 1. An inclusive approach to education involves: Creating an ethos of achievement for all pupils within a climate of high expectation; Valuing a broad range of talents, abilities and achievements; Promoting success and self-esteem by taking action to remove barriers to learning; Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society. Although the statements of vision are a credible approach to inclusive education, it is notably palpable statements of aspiration. It is a cultural ethos rather than a strategic approach to inclusion and does not tangibly seek to address how this is achieved in schools. The statements express elements that are mistaken and limited. Such as: (1) There is no mention of teaching practice or teaching strategies. Without doubt, this is a fundamental part of an inclusive school. (2) Barriers to learning are inevitable; parts of the curriculum are not accessible to those without the ability or skill set to access them (being part of the school orchestra requires musical ability). (3) Promoting an ethos of educational success and high expectations may enable some lower achieving pupils to feel excluded and worthless from the education system (Barber, 1996; Hamill 2008; Mackenzie 2008 and Wilson, 2000). With the presence of a summative examination system, how can lower ability pupils feel suc cessful and credible? Is this approach to education encouraging some pupils to feel excluded from school and the education system? To value our self-worth and success based on a criterion of academic achievement does not support an inclusive school. Most pupils will not achieve top grades and will never score very highly on any scale. Barber (1996) suggests that underachievement is routed as a cause of disaffection and exclusion from school, which has been heightened by a climate of high expectations in schools, fuelled by league tables and social pressure. Barber (1996) proposes that underachievement leads to a vicious circle of disaffection and exclusion, which enables pupils to feel marginalised and detached from the education system. In a climate of high expectations and educational success how can lower ability pupils feel included? To overcome this challenge, it is important that institutions educate pupils to value themselves rather than their public merits (Wilson, 2000). Teachers and schools will be faced with the challenge of instilling an ethos of high self-esteem and self-confidence in pupils to discourage disaffection and exclusion. This will go beyond subject knowledge; it will develop personal skills and attributes which will provide young people with life-long skills. This philosophy has been embedded in the Curriculum for Excellence four capacities; to develop young people that are successful learners, confident individuals, responsible citizens and effective contributors (CfE) (LTS, n.d., and Scottish Government 2010a; 2010b). The Scottish Government proposes that educating young people based on these principles will develop a stronger society for all. This new development will affect the teaching profession as a whole; as teachers develop new skills and teaching strategies to enforce the CfE four c apacities. The onset of the new CfE will exert another challenge for teachers. LEGISLATION RIGHTS Rustemier (2002) claims that although the term inclusion is widely used and signifies a genuine desire to better the experience of all learners, the definition is still misinterpreted or misled, which has resulted in the existence of segregated schooling for some individuals. Inclusion has come to mean almost everything but the elimination of exclusion claims Rustemier (2002) (CSIE, n.d.). This argument is represented in the Standards in Scotlands Schools ect. Act; set-up to support inclusion in education. Even though inclusion in education has a legal standing in the Standards in Scotlands Schools ect. Act; in exceptional circumstances the legal framework still enables the exclusion of certain individuals from mainstream schools, if the following criteria apply: The mainstream school would not be suited to the ability or aptitude of the child; Where there would be a negative effect on the child; If the placement would result in unreasonable public expenditure being incurred which would not ordinarily be incurred If it still possible by law to exclude certain individuals from mainstream schools, then the concept of inclusion in education is fallacious and therefore, does not support inclusion of all pupils. Based on this argument, Rustemier (2002) confirms that the underlying issue in the development of inclusive education is the continuing legislative support of segregated schooling. Accordingly, the Standards in Scotlands Schools ect. Act, supports segregated schooling to prevail in Scotland. The Centre for Studies in Inclusive Education (CSIE) condones all forms of exclusion; maintaining barriers to some students participation in the cultures, curricula and communities of local schools is unacceptableà ¢Ã¢â€š ¬Ã‚ ¦and aviolation of basic human rights to education without discrimination (CSIE, n.d.). Similarly, Rustemier (2002) states that such action is internationally recognised as discriminatory and damaging to young people and society and breaches all four principles underpinning the UN Convention of the Rights of the Child 1989 (CSIE, n.d.). To overcome the legal constraints surrounding the inclusion of all pupils in mainstreams schools, Wertheimer (1997, p. 4) promotes a UK legislative reform to: i) end compulsory segregation and gradually restructure all mainstream schools so they are accessible in terms of premises, curriculum and facilities, and ii) to plan the phased closure of all special schools. Based on this argument, would the closure of all special schools be serving the best interests of the child? A study by Bunch and Valeo (2004) researched the attitudes of elementary and secondary students towards peers with disabilities attending an inclusive schooling system. The findings reported that students with disabilities were able to develop friendships, learn from their peers, that a small amount of abuse occurs, however it is comparatively minimal and that encouragement and support from their peers is common. The majority of responses from students were in favour of inclusion and rejected the idea that students should be segregated for any reason. The study, however small, provided evidence that an all inclusive education system had positive effects on social development, acceptance of difference, and social integration. The study by Bunch and Valeo (2004) supports the argument of the closure of all special schools. This philosophy of inclusive education was shared by Mittler (2000); the concept of inclusion in education has the potential to transform schools to enable them to be come places which fully support social and educational opportunities for all pupils. In contrast, Cigman (2007) supports the argument of segregated schooling, whereby, special schools promote the best interests of the child; they provide specialist education, which can deliver a more individualised education to better meet the needs of the child. Cigman (2007) proposes that mainstream schools can be a humiliating experience for young people with ASN à ¢Ã¢â€š ¬Ã‚ ¦ mainstream schools do not provide a non-humiliating educational experience for some children (Cigman, 2007, p.779). Segregation from mainstream classes and their peers through inclusive support strategies, such as special units can account for feelings of humiliation and alienation, which can be fostered under the flag of inclusion Bishop and Swain (2000, p.24). Contrary to this argument, Oliver (1995) suggests that support strategies, such as special units are an essential means of successfully implementing inclusion in mainstream schools. During my time at school, the use of some inclusive support strategies, such as the support for learning base and the use of classroom assistants, highlighted the issue of segregation and differentiation for some pupils with ASN. The removal of pupils from class and from their peers to attend sessions in the support for learning base and the use of classroom assistants in mainstream classes drew attention to the pupils with ASN. This highlighted the matter to the rest of the class. As a result, some pupils felt alienated and detached from their peers and found their ASN carried a stigma attached to the label. Subsequently, such means of inclusion ignited more serious issues, such as bullying and low-self esteem. What is apparent from the opinions of researchers, politicians and teachers is that few would reject the concept of inclusion in education; however, translating this into practice will serve a greater challenge for teachers and schools. One such challenge schools and teachers is the requirement to address better the needs of the pupils who are alienated or disaffected from school, or by the commitment to educating pupils with special needs in more inclusive ways (HMIE, 2002, p.4). BEHAVIOUR MANAGEMENT In a study by Dyson, Farrell, Polat, Hutcheson and Gallannaugh (2004), teachers professed that the biggest challenge to inclusion was dealing with pupils who presented social, emotional and behavioural difficulties (SEBD). Some teachers reported a sense of frustration and isolation when dealing with SEBD (Hamill, 2008). Research surrounding this group of young people who present disruptive behaviour becomes far more contentious in the context of inclusion. In a report by HMIE (2002, p.34), it was apparent that the needs of those displaying SEBD and who often act in a disruptive manner (Hamill, 2008, p.68), present difficult challenges to schools and local authorities in promoting schools as inclusive institutions (Mackenzie, 2008, p.762). The problem is both severe and wide-spread. During 2009/10 there were 30,211 exclusions from local authority schools in Scotland, a decrease of 11 per cent from 2008/09 (Scottish Government, 2010c). Conversely, measuring school exclusions is problematic; some schools or local authorities can influence parents to move their child to another school, which has led to an avoidance of registering the move as a formal exclusion (Mackenzie (2008, p.762). The issue of exclusion, hence disruptive behaviour may be much greater than the figures reveal. A study by Hayden (2000) suggests that children with ASN are six times more likely than other children to be excluded. Those excluded are likely to suffer from SEBD. The label attached to pupils with SEBD can influence the way they are perceived and treated by schools, teachers and peers (Hamill, 2008). For many schools, the most obvious solution is exclusion, which compounds feelings of alienation and marginalisation, thus worsening the situation (Mackenzie, 2008, p.762). It is apparent that the use of exclusion to resolve disruptive behaviour does not endorse an inclusive school ethos. Nor does it comply with the right of social inclusion. How does exclusion support the best interests or needs of the child when they feel alienated or marginalised already? Or does it serve the best interests of the other children in the classroom suffering the negative effects of disruptive behaviour? As previously discussed, inclusion in education is regarded as a human rights issue, whereby to exclude a child from mainstream education would be an infringement of their right to social inclusion (Rustemier, 2002; CSIE, n.d.). This issue becomes convoluted when it is applied to the rights of those affected by social inclusion. Based on this argument there appears to be a conflict of human rights. On one-side, the excluded pupil has no right of social inclusion. Whereas, on the other side, pupils who experience constant disruption to their lessons and the teachers time is taken up to resolve such issues, are prevented from the right to receive an education that strives to develop their full potential. When behavioural difficulties disrupt the education of others, whose rights are protected or infringed? Dyson et al. (2004, p.101) found that the impact of children with behavioural difficulties on the learning of others, disrupted lessons and increased the amount of time and effort taken up by teachers to manage pupils with SEBD. Consequently, this diverts teacher time and energy away from the majority of the class and those in most need. Studies by Hamill and Boyd (2000; 2003, as cited in Hamill, 2008, p. 67), found evidence that the group of learners most affected by behavioural difficulties were those who experienced learning difficulties and who found themselves in the bottom sets with the most disruptive pupils. This impacted negatively on the inclusion of other vulnerable learners. Class setting based on ability levels can intensify this issue. Pupils most affected are those with learning difficulties, who most often find themselves in the bottom sets with the most disruptive pupils (Hamill, 2008, p.67).The negative effects of class setting can intensify disaffection from school which often results in disruptive behaviour (Hamill, 2008; Barber, 1996). Mackenzie (2008, p.767) alludes that the practice of setting further excludes disadvantaged children by lowering attainment and motivation, especially in female children of low-waged and unemployed parents (Paterson, 1992). With lessons disrupted by behaviour and teachers time being taken up to resolve such issues, it would seem likely, therefore, to have a negative impact on the attainment of others, however, Dyson et al. (2004, p.101) found no correlation between the inclusion of pupils with SEBD and the attainment and achievement of pupils without ASN. Inclusion was also found to have a positive effect on the wider achievement of all pupils, such as social skills and understanding (Dyson et al. 2004, p.101). In particular, pupils with ASN were found to improve academically, personally and socially. RESOURCING FUNDING There is no doubt that effective inclusion is dependent upon the adequate provision of resources (Hamill, 2008, p. 60). With the onset of educational funding cuts, the availability of resources will be a major obstacle to the successful implementation of inclusion in schools. In a study by Dyson, at al. (2004, p.101), teachers professed that the challenges surrounding inclusion were intensified by a lack of support and resources from external sources. Similarly, in a study by Hamill and Boyd (2000; 2003) teachers held the opinion that inclusion lacked adequate funding and was a politically motivated initiative aimed at increasing financial efficiency rather than meeting the individual needs of the learner. Whether this opinion holds any value, resourcing is a complex issue which goes beyond the constraints of simply providing materials and equipment. Providing adequate resources helps to develop a teachers professional development. Funding can provide the financial support to develop systems both internally and externally, such as specialist teachers. To manage the successful implementation of inclusion in schools, teachers have to be given the opportunity to undertake continuing professional development (CPD) to develop the right skills and knowledge to cater for the diverse range of ASN. There can be no doubt that the level of funding provided to support inclusion in mainstream schools reflects the quality of teaching and progress made by the individual (Hamill, 2008). Those with least teaching experience or professional development, specifically beginning teachers will be most disadvantaged with the impending cuts and limited resources. New teachers with limited teaching experience will be most affected if reductions in teacher CPD progress. Essential skills needed to manage the challenges surrounding inclusion will be affected. Reports of increasing the class contact time of probationer teachers to 0.9FTE (from the current 0.7FTE) will exert extra pressure on beginning teachers (Buie, 2010), which is likely to impact the quality of teaching, as preparation time is restricted. With educational funding cuts to be expected where will inclusion in education be left? Who will be disadvantaged or marginalised from the education system? How will teachers professionalism be affected? The outcome to these questions can only be speculated until the inevitable funding cuts occur. CONCLUSION In review of the wide-spread research in inclusive education, the concept of inclusion is not a marginal add-on to education; it is fundamental to the formation and success of our education system. Inclusion does not exclusively focus on pupils with ASN but affects all learners. An inclusive school will promote an ethos and culture based on equity, entitlement, school community, participation, integration and respect for diversity. Inclusive teaching practice should aim to cater for the individual needs of all learners to enable them to reach their fullest potential. One of the on-going challenges surrounding inclusion is meeting the needs of all learners. With teacher time constraints and resources pushed to a maximum and disruptive behaviour an ongoing issue; it raises the question; will teachers and schools be able to support the needs of all learners? In times of austerity; inevitable budget cuts will put pressure on attaining inclusion in schools. Impending funding cuts to teachers CPD and an increase in probationary hours may risk the quality of teaching and most worryingly the health and safety of teachers? As a beginning teacher, the responsibilities of catering for the needs of all learners will be a challenge, especially when faced with other issues, such as disruptive behaviour, limited resources and an increase in probationary contact time. To manage the challenges surrounding inclusion, I will have to rely on guidance and support provided from colleagues, my professional development and limited school resources. WORD COUNT: 3,229 REFERENCE LIST: Barber, M. (1996) The Learning Game. London: Indigo. Bishop, A. and Swain, J. (2000) The Bread, The Jam and Some Coffee in The Morning: Perceptions of a Nurture Group, Emotional and Behavioural Difficulties, 5 (3), pp. 18-24 Booth, T. and Ainscow, M. (1998) From them to Us An International Study of Inclusion in Education. London: Routledge. Chapter 1. Buie, E. (2010) Fears for teacher jobs as Glasgow threatens to break ranks on budget. Retrieved 15 November, 2010 from TES: http://www.tes.co.uk/article.aspx?storycode=6064294 Bunch, G. and Valeo, A. (2004) Student attitudes toward peers with disabilities in inclusive and special education schools. Disability Society. Vol. 19. No. 1. pp.61-76. Centre for Studies on Inclusive Education (n.d) Inclusion Why? Retrieved 15 November, 2010 from the CSIR: http://www.csie.org.uk/inclusion/why.shtml Cigman, R. (2007) A Question of Universality: Inclusive Education and the Principle of Respect, Journal of Philosophy of Education, 41 (4), pp. 775-793. Dyson, A., Farrell, P., Polat, F., and Hutcheson, G., and Gallannaugh, F. (2004) Inclusion and Pupil Achievement. Research Report RR578. ISBN 1 84478 319 7. Hamill, P. (2008) Challenging behaviour understanding and responding. A teachers guide from Primary to Secondary. Hodder Gibson. Hamill, P. and Boyd, B. (2000) Striving for inclusion. Glasgow: University of Strathclyde. Hamill, P. and Boyd, B. (2003) Inclusion: Principle into practice. Glasgow: University of Strathclyde. Hayden, C. (2000). Exclusion from school in England: the generation and maintenance of social exclusion. In: Walraven G, Parsons C, van Veen D and Day C (eds) (2000) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 69-82) Leuven: Garant Publishers EERA. HMIE (2002) Count Us In Achieving inclusion in Scottish schools. A report by HM Inspectorate of Education. ISBN 0 7 0 5 3 1 0 1 8 3. HMIE (2008) Inclusion Reference Manual. Internet Version 1: for SMG. Mackenzie, J. (2008) Disaffection from schooling. (pp. 763-782) In Bryce, T., G., K., and Humes, W., M. Scottish education, beyond devolution. (third edition). Edinburgh University Press. Mittler, P. (2000) Working towards inclusive education: social contexts. London: David Fulton. Learning Teaching Scotland (n.d.) Understanding the Curriculum for Excellence. Retrieved 15 November, 2010 from LTS: http://www.ltscotland.org.uk/understandingthecurriculum/index.asp Oliver, M. (1995) Does special education have a role to play in the 21st century? in Thomas, G. and Vaughan, M. Inclusive Education Readings and Reflections. (pp. 111-117) Maidenhead: Open University Press. Paterson, L. (1992) social class in education. In S. Brown and S. Riddell (eds) (1992) Class, race and gender in school. A new agenda for policy and practice in Scottish education. Edinburgh Scottish Council for Research in Education. Rustemier, S. (2002) Social and Educational Justice The Human Rights Framework for Inclusion. Bristol: CSIE. Scottish Government (2003) National Priorities in Education Performance Report 2003. ISBN 0755908961. Edinburgh, Scottish Government. Scottish Government (2010a) Curriculum for Excellence Building the Curriculum 1 the Contribution of Curriculum Areas a Guide to Developing Professional Practice. ISBN: 978-0-7559-9630-8. Edinburgh, Scottish Government. Scottish Government (2010b) Curriculum for Excellence Building the Curriculum 3 A Framework for Learning and Teaching ISBN: 978-0-7559-5711-8. Edinburgh, Scottish Government. Scottish Government (2010c) School inclusion: additional support needs. High level summary of statistics. Retrieved 15 November, 2010 from the Scottish Government: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/TrendSpecialEducation Slee, Roger (2001) Inclusion in Practice: Does practice make perfect? Educational Review, Vol. 53, No. 2, pp. 113-123. Wilson, John (2000) Doing justice to inclusion. European Journal of Special Needs Education, Vol. 15, No. 3, pp. 297-304.