Was Hitler a great leader or a monster? Essay -- essays research paper

To fully answer this question one must look at the underlying philosophies behind Hitlers leadership. What did he association for and did his ideologies have any redeeming characteristics? Indisputably he had an ability to lead and motivate. He was revered with almost God like fanaticisms by his people. This essay will puzzle out to establish the basis of his leadership and within that framework, the nature of the man and his vision for the world.Hitler was in many ways a great leader and his square off on the German people was immense he used his motivational and powerful speaking abilities to gain support and popularity. Hitler knew how to appeal to peoples baser instincts and made use of their fears and insecurities. He could do that, however, only because they were willing to be led, even though his programme was one of hatred and violence. Hitler was extremely Anti-Semetic and when Germany was in the state of social instability and crisis Hitler was equal to easily deflect that frustration on to the Jews. After the economic and social hardship of the Great Depression Hitler began to rebuild Germany. He saw a domain of unemployed and hungry citizens and promised them economic prosperity in return for absolute power. Hitler was convinced Germanys past suffering was due to the Jewish population, and as a conduce initiated a campaign of hatred and isolation towards the nations Jewish community. Hitlers propaganda machine promoted the theory that the Aryan race was superior t...

Statement of Philosophy and Educational Goals Essay -- Philosophy of E

Statement of Philosophy and Educational Goals In the following report, I volition be discussing my personal philosophy on education and my educational goals. My philosophy will include some of my personal opinions on the nature of students, the nature of fellowship, the shoot for of public education, teaching methods and the importance of curriculum. My educational goals will decoct on my development plans and future education. I tint that it is natural for students, or for that matter anyone, to neediness to learn. In my own experience, the pursuit of learning requires a game busy level in the subject matter being taught. You may have the intimately exciting subject on earth. However, if it is presented in an ineffective manner, interest levels will probably drop. I also feel the reverse is true. If a subject seems to be boring to a student, tho it is presented in an entertaining, enthusiastic manner, the break of increasing interest levels and thus learning is more likely to occur. I also feel the nature of knowledge is important, however, I feel the nature of knowledge differs based on subject matter. Matters that deal with sciences and mathematics are often absolute. 2 + 2 will always equal four and so fourth. When discussing neighborly studies, my area of specialization, I feel that most knowledge is relative. Of course certain dates and facts are absolute, but the interesting part of social studies is interpretation. One may earn a group ... Statement of Philosophy and Educational Goals Essay -- Philosophy of EStatement of Philosophy and Educational Goals In the following report, I will be discussing my personal philosophy on education and my educational goals. My philosophy will include some of my personal opinions on the nature of students, the nature of knowledge, the purpose of public education, teaching methods and the importance of curriculum. My educational goals will focu s on my development plans and future education. I feel that it is natural for students, or for that matter anyone, to want to learn. In my own experience, the pursuit of learning requires a high interest level in the subject matter being taught. You may have the most exciting subject on earth. However, if it is presented in an ineffective manner, interest levels will probably drop. I also feel the reverse is true. If a subject seems to be boring to a student, but it is presented in an entertaining, enthusiastic manner, the chance of increasing interest levels and thus learning is more likely to occur. I also feel the nature of knowledge is important, however, I feel the nature of knowledge differs based on subject matter. Matters that deal with sciences and mathematics are often absolute. 2 + 2 will always equal four and so fourth. When discussing social studies, my area of specialization, I feel that most knowledge is relative. Of course certain dates and fac ts are absolute, but the interesting part of social studies is interpretation. One may gather a group ...

Birth Control :: Contraceptives, Birth Control Essays

Birth ControlBirth control has been a topic affecting womens and mens health, religion, sexuality and peace of mind for numerous years. Let me start with the history of birth control. A variety of birth control methods have been used throughout history and across cultures. In past Egypt women used dried crocodile dung and honey as vaginal suppositories to prevent pregnancy. One of the earliest mentions of contraceptive vaginal suppositories appears in the Ebers Medical Papyrus, a medical exam guide written between 1550 and 1500 BC. The guide suggests that a fiber tampon moistened with an herbal mixture of acacia, dates, colocynth, and honey would prevent pregnancy. The fermentation of this mixture can head in the production of lactic acid, which today is recognized as a spermicidal (New Internationalist). Before the introduction of the modern birth control pill, women ate or drank various substances to prevent pregnancy or induce miscarriage. However, such folk remedies can be d angerous or even fatal.In the last 4,000 years, weve pass a long way toward safe and effective methods for contraception. Women dont have to drink poisonous teas as they did in the middle ages. They dont have to risk their health with wicked douches as they did in Victorian Age. Men dont have to paint their penises with pitch as they did in Egypt, heat their testicles as they did in Rome, or cut openings in the base of their penises to spill semen outside of the vagina during ejaculation as they still do in Australia (Riddle). Women and men dont have to abstain from sex for fear of having more children than they can afford or of endangering a womans health with a high-risk pregnancy. A lot less has changed in the last fifty years. In the 1950s, merely one out of octonary couples in the world used a safe and effective method of family planning. Today more two out of eight couples rely on modern methods of birth control to maintain the health and well-being of their families (Spe roff).Margaret Sanger, an American nurse, pioneered the modern birth control movement in the united States. In 1912 she began publishing information about womens reproductive concerns through magazine articles, pamphlets, and several books. In 1914 Sanger was charged with violation of the Comstock Law, federal legislation passed in 1873 prohibiting the mailing of obscene material including information about birth control and contraceptive devices.

Gangs in Class :: Classrooms School Violence Essays

Gangs in Class Even before I arrived at the gilded gates of Dunn Middle train in South Trenton, I knew I would expect to encounter gang members, gang references and possibly even gang violence within the brick walls of this school for 6-8th graders. It is a scary thought that every prospective teacher has had cross her mind at least once in her teacher preparation program ordain there be gang members in my school, in my schoolroom? What will I do? What good deal I do. During my first day at my JPE site my suspicions were turned into a reality. Within my two classes I have two confirm gang members and several students suspected of gang affiliation. Both of the affirmed members have since been removed from school due to their participation in a fight which caused serious harm to another student in the school. I cant help but feel at once relieved that I dont have to deal with these students and then sad at the thought that these two bright young men may be forever lost to mainstream society. Even more, what about the remaining boys associated with gangs left in my classroom will they come to the same fate? Here presented are an overview of youth gang membership today and some thoughts on why kids today so readily join in. As will be discussed, there is something we as administrators and educators can do when gang membership becomes a concern or task in our schools perhaps more importantly though, there are ways we can prevent the problem from even arising. There are several types of gangs which sustain in modern America. There are street gangs, copycat gangs, pre flow gangs, cliques and delinquent groups to name a few. Luckily, most middle school aged students intricate with gang behavior are involved with the less serious forms including delinquent groups and pretend gangs. Those students who are more susceptible to joining gangs are becoming harder and harder to identify. Memberships tend to cross ethnic lines and have more fe manly involvement than ever before (National 5). Previously, gangs were thought to be limited to black or Hispanic male youths in low income communities but even the socioeconomic status of gangs has changed.

Russias Fight for Identity Essay -- Geopolitics, History

In 1829, Petr Chaadeav began to write his Philosophical letters. He initiated Russias search for field of study identity. He was a major figure in the development of Russian intellectual history. The impact of the letter shook and changed the thinking of Russia. It argued that Russia was worthless and socially behind. Chaadeav was precise harsh in his letter and appears to be bias. He made valid points but they are not entirely true. The evidence shows that Russia was indeed a bend imitative but they were not the only country in search for national identity. Though Chaadeavs letter was very harsh, it gave Russia a sense of originality. Russia constituted their identity and is distinguished by their culture. Russias literature and art was big contribution to the worlds progress though they were seen to be unoriginal. Petr Chaadeav summarized his nations history as a brutal barbarism to begin with, followed by an age of gross superstition, then by a ferocious and humiliating unlik e domination. He continued by sayong we are alone in the world, we have given nothing to the world, we have taught it nothing. We have not added a single thought to the sum total of human ideas we have not contributed to the progress of the human spirit. The Letter electrified Russian creativity Many called Chaadeav insane, but he was very intellectual. Chaadeavs statement about law codes No one has a fixed sphere of existence there are no proper habits, no rules that rein anything insisted that Russias law codes were non-existent. This is not entirely true. As stated in the previous paragraphs, the Table of Ranks is a prime example implemented by whoreson the Great. Laws made by Catherine and the Russkaia Pravda are also great examples of law... ... country in history is real original. Every country has taken ideas from another. Whether its religion, law codes, slaves, etc.no idea truly belongs to on country.Works CitedKaiser, Daniel H., and Gary Marker. Reinterpreting R ussian history readings, 860-1860s. New York Oxford University Press, 1994. Print. (tags none edit tags)Kaiser, Daniel H., and Gary Marker. Society The Lowere and Middling Estates. Reinterpreting Russian history readings, 860-1860s. New York Oxford University Press, 1994. 295. Print. (tags none edit tags)Polnoe sobranie sochinenii i izbrannye pisma,. Russian Intellectual History An Anthology.. Moscow Nathaniel Knight , 1991. 90, 92-93. Print. (tags none edit tags)Turgenev, Ivan Sergeevich. Sketches from a hunters album. Complete ed. London, England Penguin Books, 1990. Print. (tags none edit tags)

Russias Fight for Identity Essay -- Geopolitics, History

In 1829, Petr Chaadeav began to write his Philosophical letters. He initiated Russias search for national identity. He was a major figure in the development of Russian intellectual history. The impact of the letter shook and changed the thinking of Russia. It argued that Russia was worthless and socially behind. Chaadeav was very harsh in his letter and appears to be bias. He made valid points only when they are not entirely true. The evidence shows that Russia was indeed a bit imitative but they were not the only country in search for national identity. Though Chaadeavs letter was very harsh, it gave Russia a sense of originality. Russia established their identity and is place by their culture. Russias literature and art was big contribution to the worlds progress though they were seen to be unoriginal. Petr Chaadeav summarized his nations history as a brutal barbarism to begin with, followed by an age of gross superstition, then by a ferocious and humiliating foreign domination. He go on by sayong we are alone in the world, we have given nothing to the world, we have taught it nothing. We have not added a single idea to the sum perfect of human ideas we have not contributed to the progress of the human spirit. The Letter electrified Russian creativity Many called Chaadeav insane, but he was very intellectual. Chaadeavs statement slightly justice codes No one has a fixed sphere of existence there are no proper habits, no rules that govern anything insisted that Russias law codes were non-existent. This is not entirely true. As stated in the previous paragraphs, the Table of Ranks is a prime example implemented by Peter the Great. Laws made by Catherine and the Russkaia Pravda are also great examples of law... ... country in history is truly original. Every country has taken ideas from another. Whether its religion, law codes, slaves, etc.no idea truly belongs to on country. kit and boodle CitedKaiser, Daniel H., and Gary Marker. Reinterpreting Rus sian history readings, 860-1860s. New York Oxford University Press, 1994. Print. (tags none edit tags)Kaiser, Daniel H., and Gary Marker. Society The Lowere and Middling Estates. Reinterpreting Russian history readings, 860-1860s. New York Oxford University Press, 1994. 295. Print. (tags none edit tags)Polnoe sobranie sochinenii i izbrannye pisma,. Russian mental History An Anthology.. Moscow Nathaniel Knight , 1991. 90, 92-93. Print. (tags none edit tags)Turgenev, Ivan Sergeevich. Sketches from a hunters album. Complete ed. London, England Penguin Books, 1990. Print. (tags none edit tags)

Lofts at Las Colinas Apartments

My area of choice is Irving, Texas. My evaluation shall be based on a wholeness bedroom apartment. The cost of renting apartments across this area will vary depending on various factors, some of which include the billet of the apartment, how pet friendly it is, and the conveniences available (e.g. swimming pool, fitness center, heights speed internet, etc.).The ten apartments that I shall evaluate are Archst hotshotness at MacArthur Apartments (located on 1100 Hidden Ridge Road), Lincoln lakeshore (on 6727 Deseo), Huntington Ridge Apartments (situated at 4220 Esters Road), Hillcrest Apartments (located on 3149 West Walnut Hill Lane), Tuscan Villas Apartments (located on 6445 Love Dr), Delano Apartments (located on 1001 Lake Carolyn Parkway).Lofts at Las Colinas Apartments (located on 1050 Lake Carolyn Parkway), Glen Arbor Apartments (located on 4003 N Belt Line Rd), and Surrey Oaks I and Surrey Oaks II Apartments (both located on 1814 Estrada Parkway) (MyNewPlace, 2008).Standar d amenities across all these apartments include a pool, spa, package receiving, storage space, a fitness center, a BBQ/Picnic area, and on-site maintenance. For a standard one bedroom house, Archstone at MacArthur charges an average rate of $845. In auxiliary to these amenities, the location of Archstone at MacArthur is ideal. locate in the heart of Las Colinas, it is sandwiched between shopping malls and restaurants.Las Colinas central location between Dallas and Fort Worth and its proximity to the DFW Airport has made it a magnet for the offices of incorporated bodies, and as well as boasts of luxury hotels, country clubs, exclusive resorts and luxurious mansions. This has made it a prestigious address both for up market homes and offices and it remains a aforethought(ip) community. In addition, pets are also allowed (MyNewPlace, 2008).Lincoln lakeshore Apartments, in La Villita, San Antonio, charge much more than Archstone at MacArthur Apartments.At $930, these apartments ho wever assert more amenities. In addition to the amenities offered by Archstone at MacArthur Apartments, Lincoln Lakeside also offers high speed internet, a sundeck, a business center, and a clubhouse. These extra facilities would help explain the higher rates charged.Like the Las Colinas, La Villita is a planned community, located on the eastern banks of the San Antonio River, and is served by a large number of shops, galleries and restaurants. It is in the Central handbuild (downtown San Antonio) area which is bound by Interstates 35, 37 and the US highway 90, which run around it (MyNewPlace, 2008).Lofts at Las Colinas Apartments charge even more. At $1, 219 for a one bedroom apartment, it is one of the most expensive addresses in Irving. However, it offers much more in the way of both amenities and location than either Lincoln Lakeside or Archstone at MacArthur.In addition to the standard facilities and in addition to high speed internet, a sundeck, a business center and a club house, Lofts at Las Colinas Apartments offer controlled access, a courtyard, night patrol, a rec room, and elevators.In addition, it offers access to four major freeways, is located at the heart of the Los Colinas CBD, and fronts the promenade of the Lake Carolyn. It restricts some breeds of pets and as a matter of form _or_ system of government allows a maximum of only two pets (MyNewPlace, 2008).In contrast, apartments such as Surrey Oaks 1 Apartments which demand only the standard amenities cost much, much lower. At Surrey Oaks 1, one would pay an average of only $450.Surrey Oaks II, with the only extra feature being night time patrols, go for a comparable rate of $470. Glen Arbor Apartments, which have similar amenities and no extras, go for only $489. Hillcrest Apartments have even fewer amenities and charge only $480 for a one bedroom apartment. At $535, Huntington Ridge Apartments throw in an extra benefit in the form of night patrols (MyNewPlace, 2008).At an average rate o f $979 for a one bedroom apartment, Delano Apartments are also considered upscale. Reflective of the rates are the extra amenities that the apartments offer. In addition to the standard facilities that one would find in Surrey Oaks for example, Delano Apartments also offer concierge services, a sundeck, elevators, high speed internet, a courtyard, a rec room, a clubhouse, and a business center.Like the Delano Apartments, Tuscan Hill Villas Apartments also charge premium rates for more top-of-the-class amenities. At $935 a month for a one bedroom apartment, the apartments have all the facilities that upscale apartments such as Delano, Lofts at Las Colinas, and Lincoln Lakeside Apartments offer (MyNewPlace, 2008).An examination of the location also shows that homes that are considered upscale (more luxurious and comfortable) charge higher rates. This explains why the exclusive Lofts at Las Colinas is almost two times as expensive as Surrey Oaks 1. Those with more amenities are more ex pensive.That explains why Delano is much more costly than Hillcrest. Those apartments which are located close to transit systems, in downtown locations, or close to shopping malls charge relatively higher rates than those which are not.Lofts at Las Colinas close proximity to the downtown of both Dallas and Fort Worth has sure enough also contributed to the princely sum of $1,219 that it charges for a one bedroom apartment. Areas that charge more than $900 are considered upscale (MyNewPlace, 2008).

Perhaps Othello Essay

Perhaps Othello cannot be regarded as the greatest of William Shakespe atomic number 18s tragedies, except many ratifiers and viewing audience sport found it implausibly exciting, logical, and virtually intense of all of Shakespeares plays. When performed, Othello is implacable in its drive toward tragedy, drawing spectators into the greatly shocking play of a husband quickly pushed to shoot his blameless wife. Moreover, the Afro-American warrior Othello the only black char operateer in Shakespeare becomes a husband of a unclouded muliebrity.Thus, the tragedy also touches on important issues that present become pressing in present period racial prejudice and attraction to the Other (Othello Study Guide). Othello also allows readers to consider such important merciful issues as the nature of sexual jealousy and the difficulty of feeling certain roughly anything or anyone in this world. This paper is designed, first, to draw attention to these relevant issues in the play .Second, it will attempt to analyze these issues by exploring their many contexts so that it is possible to present various ways of understanding Othello from theoretical perspectives. Othello Shakespeares chief obtain for Othello was a report found in Giraldi Cinthio Hecatommithi, a collection of interesting tales where the major topic is marriage (Othello Study Guide). If one compares Italian story with Shakespeares, he or she can see English playwrights incredible skills in transforming an ordinary story into logical and effective drama.Shakespeare modifies just about parts of the story to emphasize dramatic plot and settle character presentation much sharper. Further, he makes significant changes in the text, inserting and removing some parts, to dignify his protagonist and turn a melodramatic story into excellent tragedy. Othello is not effectd on such a huge scale as Shakespeares other famous tragedies. The play has incomplete the superhuman and magical di manpowersions of Hamlet and Macbeth, where the readers meet Ghost and Witches, nor King Lears unceasing feeling of doubt and uncertainty regarding Nature and the gods.Nevertheless, Othello is the only one of the quaternity tragedies to present the reader with two separate countries as locations civilized world of Renaissance Venice and the island of Cyprus. A. C. Bradley (1962) describes Othello as the most masterly of Shakespeares tragedies in its construction (144). Bradley stresses the concomitant that Shakespeare uses virtually no delaying tactics to slow down the action in the play, as, for example, in Hamlet where the hero delays his revenge, and no subplot to develop complicating consequences, as the reader finds in King Lear.Acts from 2 to 5, taking place in Cyprus, form a persistent sequence without significant interruptions. Further, however, in that location are some variations in abuse the slower tempo of the willow scene in acts 4 and 3, where Desdemona and Emilia take stock of the situation. In this regard, Ned B. Allen (1968) arrives at a conclusion that the instances of long time, for the most part in acts 3 and 4, are the result of Shakespeares sticking to Giraldi Cinthios slow-paced tale more densely there than the playwright does in acts 1 and 2 (13-29).Arguing that double time is a skilful device to heighten the credibility of the action, Ridley expresses admiration for Shakespeares astonishing skill in placing soaked together allusions to long time with a strong impression of a thirty-three-hour time span on Cyprus (lxx). It is, Ridley believes, a literary technique of lulling the reader into intellection that more time has passed than the action declares. In this manner, the reader does not question why, logically, Othello would be killing his wife for her supposed unfaithfulness the very night aft(prenominal) he has brought to completion their marriage.Interestingly, among Shakespeares tragedies, Othello whitethorn be regarded as the least con nected with social or political develop manpowerts and transformations. The play does not appear to have been written on the topic of a specific historical event or social movement in the beginning of 1600s. Othello is a domestic tragedy. Thus, it exposes become plays deep down relations between representatives of patriarchal fellowship in particular, in get down-daughter and husband-wife relationships.But not like King Lear, that constantly expresses uncertainty about certain power as the kings status is depreciated, Othello does not deal with the wider political branches of this social power. Nor does Othello take into consideration faults in state power that the reader can observe in Shakespeares history plays and Coriolanus. Although Othello is of aristocratic birth, he is not the real or possible leader of his realm (while Lear, Macbeth, and Hamlet are all kings), upon whose decisions and thoughts depend the whole state and its people.At the same time, however, Othello is concerned with important cultural and social issues. Precisely, Othellos exact polish has been much considered with references to antiblack issues (Shakespearean Criticism). What is important is that Othello is a black warrior, in all likelihood from North Africa, and now dwelling in a white European ships company. The issue of racial difference is deeply embedded in the tragedy and is very well obvious in performance. How would the character have been considered by the Jacobean public, and how is he soundless this day?Does Othello make effort to incorporate or refuse to accept racist stereotypes of that time? How much does Desdemona, a white upper-class representative, breaks the moral rules of her society by making decision to marry a black warrior, and finally does Othello give approval to or reject her open and bold resistance to authority and power? Taking into consideration these questions, one can analyze ways in which Othello contributes to the discussion on two group s black African men and white women that were often made seem unimportant in the beginning of seventeenth century.Even though it cannot be equated with present day racial discrimination issues, subterfuge prejudice appears to have developed in England under Queen Elizabeth and King James. Black was associated with evil, Africans dark skins was considered to belong to the devil. Taking into account the racial prejudices of the time, it is unusual that Shakespeare decides to make his tragic hero an Afro-American and his villain the white Iago.Critic John Salway, for example, considers that Shakespeare introduces the general preconceptions regarding Africans by means of the racist discourse of Iago and Brabantio Iago glibly utters slander about Othello as lusty Moor and devil, while Brabantio, who lovd Othello as a warrior, ascribes responsibility to him for winning his daughters love through cursed witchcraft (30). John Salway considers that the playwright does so only to explode these prejudices in the course of the play. In this respect, Othellos mistake is a natural human flunk rather than a fault coming from his race.John Salway also acknowledges the long-established medieval tradition, literary and decorative, that connected the black man with lower rank in society and damnation. The author argues, at the same time, that a countercurrent of religious discourse and art, for example, the special importance condition to inner holiness over outward port and the description of Balthazar, one of the Magi bearing gifts for the infant Christ, as a black man, provided Shakespeare with an opportunity to develop Othello as a great Christian gentleman (45).Salway finds no prove in the tragedy that the character is really savage, since he gains his nobility again after his tragic loss of faith in Desdemona (55-56). Martin Orkin (1987), a due south African scholar keenly aware of how Shakespeares Othello gives occasion for racist responses, is in basic agreement with Salways statements. He believes that Shakespeare transactions consciously against the color prejudice that can be seen in the language of Iago, Roderigo, and Brabantio and denies such prejudices giving emphasis to the limitations of human judgment in general as the real wee of Othellos tragedy (170-181).All this is right from the one side Shakespeare creates his characterization of valiant Othello far beyond that of the traditional stereotype. On the other side, however, there are situations in the play when Othellos actions do generate the sinful barbarian orbit. This is specifically the case in act 4, where the character loses his mind in a frantic mania of jealousy (savage madness is how Iago gives account of it), promises to chop Desdemona into messes after overhearing the dialogue that takes place between Iago and Cassio.Moreover, Othello behaves immorally by making a physical attack on Desdemona in public. Does Shakespeare try to demonstrate color prejudice by making O thello returning again and again to the traditional image of black savage? One resistance against attack on Othellos air in the play is to claim that it is a victory of Iagos hard-hearted enamor with him, combined with the Moors dramatic readiness to consider as true the negative, oversimplified stereotype of himself. It seems that Othellos humiliating performance is almost destined to cause the audience to become unfriendly, both Jacobean and present.By the concluding part of the play, Othello is divided between the individual characteristics he has attempted to maintain as an honorary white in Venice where the Senate has allowed him military services and even more, in contrast to Brabantio, forgave his relationship with a white woman and his strong inner sense of himself as an African Other. In being fatally overwhelmed by jealousy and murdering his wife, Othello eventually describes himself as more related by blood to the ignoble Judean and the venomed Muslim Turk than to th e civilized and noble Christian.Some readers and viewers may feel that Othello compensates his rank as an inspiring tragic hero in the culmination, while others may dissent in opinion. And while it is right to claim that Othello does not give approval to the deeply felt prejudices of an Iago, how does the audience feel about Emilias racist comments in the final part of the play? Emilia becomes the center of tragic attention when she reveals Othellos dreadful mistake and dismantles any just movement for his believing that Desdemona committed sexual intercourse with other man.Preoccupied with her frank truth-telling, the spectators are encouraged to become accomplices of her views even though they are full of racial intense dislike. Emilia refers to Othello as the blacker devil describing his bearing as ignorant as dirt and feels sorry that Desdemona was too fond of her most filthy business deal. These examples demonstrate the difficulty of reaching an exact decision where the play stands regarding Othellos blackness and racial prejudice.Because of the fact that the balance of dramatic sympathies shifts from episode to episode, readers are seeming to agree with Emilias angry release of prejudice while rejecting Iagos coldly malicious racism, in spite of the close relationship he has established with the reader. In this regard, one can compare Othello with Shakespeares The Merchant of Venice. Just as The Merchant of Venice may at the same time suppress anti-Semitic prejudice (in Shylocks probing speech Hath not a Jew eyes? and support it (with Shylocks absurdly incongruous behavior and wish that his daughter were hearsd at my foot, and the ducats in her coffin ), it can be stated that Othello stimulates discourse regarding the racist stereotypes of the sixteenth-century life even though it supports them to some extent. It should be observed, however, that to be totally free of racism and any discrimination, the playwright would have to invent a new language with no words containing a hidden implication, no unfair treatment of a color character, and no connection in the play between blackness and evil, whiteness and good.Expressing the same view but differently, Othello cannot go beyond the language and traditions of its culture. According to Juliet Dusinberre (1976), if black-skinned men were considered as the Other in the sixteenth-century Europe, then women could be also called as a poignant Other in patriarchal communities. The Reformation in England is at times thought as a period when attitudes and views toward womanish roles, at least inside marriage relations, were becoming more liberal and humanistic (Dusinberre 3-5).Puritans encouraged an equal marriage partnership, in contrast to the accepted without question subordination of wife to her husband, and treasured married chastity above celibacy. However, it can be supposed that this elevation of the married relationships might have served as a method to contain womens uncontr ollable desire rather than to encourage a real self-dependence for them. It is easy to see that Desdemona is committed to the ideal of married chastity, but she is also a woman who tries to rebel.Obviously, her courageous rejection of her fathers wishes (and, globally, those of the Venetian upper class) so that it is possible to marry a black warrior and her honest desire to follow the rites for which she married Othello create behavior not conforming to accepted rules and standards in Venetia. The woman has stepped beyond the permitted boundaries of her race Against all rules of nature, as Brabantio describes this and the modesty that most people expect of female gender. Shakespeare, in spite of her faults, presents the rebellious and disobedient Desdemona as a character deserving admiration.Her powerful and effective language in explaining why she chose Othello despite her fathers unwillingness, her brave strong passion for the Moor, and her spirited and powerful (even though un reasonable) defense of Cassio are all probable to win the sympathies and admiration of the readers. Desdemonas boldness, as well as Othellos initial approval and praise of it (he describes her as his fair warrior when he comes to Cyprus), all say about a marriage with joint love and respect for each other.When living in Cyprus, however, Desdemona becomes more isolated and open to temptation and persuasion. Once Othello incorporates Iagos views, interpreting the meaning of Desdemonas behavior as unfaithful and indiscriminate actions, the woman has no means of opposing her husbands violent desire to control her life. It would seem, taking into consideration these issues, that there are contradictory messages present throughout the play about what behavior is right for women.The uncontrollable female who calls into question her place in the male-dominated community is given some capacity for independent action but ironically is then punished, primarily because Othello misinterprets he r actions, but also, the drama may suggest, because of her desires going beyond acceptable boundaries of experiment and convention of the time. Like with the issue of racism regarding Othellos personality, Emilias role emphasizes the contradictory treatment of women in the tragedy.Her passionate defense of wives in act 4 produces the double sexual standard by which relationships between men and women are determined And have not we affections? Desires for sport? and frailty? as men have? Then let them use us well else let them know, The ills we do, their ills instruct us so. Since Emilia expresses a convinced belief that women are mens equals in desire and have the full right to live and act like their husbands, her declaration is potentially ungrounded in its denial of gender qualities that work only to the advantage of men.At the same time, however, the meaning of the speech, as well as what the reader knows of Emilia so far, tends to decrease the power of the statement. Emilia ha s the standardised gender of Desdemona but not social position. As a result, Shakespeares readers might make little of the sense of her statements, justifying them as fitting for serving women but not actual for upper-class women. Interestingly, Emilia has surrendered to her husbands fantasy herself. She subordinated herself to his fanciful idea and thus affirmed the opposite of her philosophy of independence by presenting him the gift. ConclusionRegarded by many scholars as one of Shakespeare greatest tragedies, together with Hamlet, Macbeth, and King Lear, Othello has a traditional tragic plot, tracing the heros drib from splendor and combining together human qualities of nobility with actins and decisions that lead to unavoidable suffering and loss. Othello is, at the same time, one of Shakespeares most emotionally feeling works. The driving power with which the extremely effective but destructive series of events develops creates an exciting sense of chaotic violent and conf used movement that captivates both readers and viewers almost as much as it drives the characters.Shakespeares character development and his incorporation of difficult issues in the play produced an incredibly complex play that considers a number of important moral and social questions. Works Cited Allen, Ned B. The Two Parts of Othello, ShS, 2, 1968, in Honigmann, E. A. J. Othello. Cengage Learning EMEA, 2001. Bradley, A. C. Shakespearean Tragedy. London Macmillan, 1962. Dusinberre, J. Shakespeare and the Nature of Women. London and Basingstoke Macmillan, 1976. Orkin, M. Othello and the Plain eccentric of Racism, SQ, 38. 2, 1987.Othello Study Guide. Available from http//www. shakespearefest. org/Othello%20Study%20Guide. htm Othello. Shakespearean Criticism. Available from http//www. enotes. com/shakespearean-criticism/othello-vol-68 Salway, J. Veritable Negroes and Circumcised Dogs Racial Disturbances in Shakespeare, in Lesley Aers and Nigel Wheale (eds. ), Shakespeare in the Chan ging Curriculum (London and New York Routledge, 1991). Shakespeare, W. Othello, the Moore of Venice. Shakespeare Homepage. Available from http//shakespeare. mit. edu/othello/full. html

Promotional mix Essay

Introduction The grocerying mix is a business tool apply in marketing and by marketing professionals. The marketing mix is ofttimes crucial when determining a ingathering or brands offering, and is often synonymous with the four Ps price, harvest-home, promotion, and place in service marketing, however, the four Ps have been expanded to the Seven Ps or Eight Ps to address the different nature of services.Definition The definition that many traffickers learn as they start out in the industry is Putting the right merchandise in the right place, at the right price, at the right time. The marketing mix refers to the set of actions, or tactics, that a company uses to promote its brand or product in the market. The 4Ps bring on up a typical marketing mix.When marketing their products firms need to create a successful mix of the right product sold at the right price in the right place using the most suitable promotion.To create the right marketing mix, businesses have to fall in th e following conditions The product has to have the right features for example, it must look good and work well. The price must be right. Consumer will need to buy in large numbers to farm a healthy profit. The goods must be in the right place at the right time. Making sure that the goods pay off when and where they are wanted is an important operation. The target group needs to be made aware of the existence and availability of the product through promotion. Successful promotion processs a firm to spread costs over a larger output.1.Product (refers to the item actually being sold) A product is seen as an item that satisfies what a consumer demands. It is a real good or an intangible service. For example good will for intangible. Tangible products are those that have an independent physical existence. Typical examples of bay window-produced, tangible objects are the motor car and the disposable razor. A less obvious but ubiquitous mass-produced service is a computer operating system.The vendor must also consider the product mix. Marketers can expand the current product mix by increasing a certain product patronages depth or by increasing the number of product lines. Marketers should consider the features and benefits you offer, your unique exchange points (What makes your product/service different from everyone elses) and what potential spin-off products of services might be. Marketers should consider how to position the product, how to exploit the brand, how to exploit the companys resources and how to configure the product mix so that each product complements the other. The marketer must also consider product development strategies.2.Price (refers to the value that is put for a product/ the amount a customer pays for the product) Price is a small part and is very important of your marketing mix as it determines the companys profit and hence, survival. Choosing the right price for your products or services will help you to maximise profits and als o build strong relationships with your customers. By pricing effectively you will also avoid the serious financial consequences that can give-up the ghost if you price too low (not enough profit) or too high (not enough sales). When setting a price, the marketer must be aware of the customer perceived value for the product. Your overall pricing strategy will depend on your marketing, business and lifestyle objectives. Three basic pricing strategies are 1. market skimming pricing,2. market penetration pricing and 3. neutral pricing. The reference value (where the consumer refers to the prices of competing products) and the differential value (the consumers view of this products attributes versus the attributes of other products) must be taken into account.3.Place (refers to the point of sale/ refers to providing the product at a place which is convenient for consumers to access) In every industry, catching the eye of the consumer and making it liberal for her to buy it is the main aim of a good distribution or place strategy. Whether its a retail store, online shop or on complaisant media place refers to the channels and locations for distributing your product, related information and support services. This is how you will position your product or service in the marketplace.Place represents the location where a product can be purchased. It is often referred to as the distribution channel. This may include any physical store (supermarket, departmental stores) as well as practical(prenominal) stores (such(prenominal) as ebay) on the Internet. Being in the right location can be a deciding factor in whether a customer buys from you or not. To find out where your ideal customer is buying from its worth doing some market research.4. progress (this refers to all the activities undertaken to make the product or service cognise to the user and trade) Promotion is the business of communicating with customers. It will put up information that will assist them in maki ng a decision to purchase a product or service. How do you promote and market your business now (or intend to)? Regardless of how good your business is, if you dont promote it and give tongue to people you exist, its unlikely you will make many sales. Compare what your competitors do for promotion, noting what does and doesnt work for them as well as yourself. Promotion is more than selling and advertising your business. Its about attracting the right people to use and reuse your business. There are a number of techniques to use and they can be combined in various ways to create the most cost effective strategy for your needs. This can include online, branding, public relations and advertising.The additional elements that make up your marketing strategy are- 5.People (the employees of the organization with whom customers come into contact) Every employee in your business (if you have them) can influence the marketing of your products and services. Knowledgeable and friendly suppl y can contribute to creating satisfied customers, and can provide the unique selling experience that an organisation is often seeking. If an outstanding team provides a competitive advantage, thus the quality of recruitment and training becomes essential to achieving your marketing objectives. Make sure you have processes and training in place to get the most out of your team. 6. butt on Process represents the buying experience the customer gets when they buy your product or service. For example, the way a fine bottle of wine is presented and served in a restaurant, the reaction of a business to a complaint or the speed of delivery in a fast food outlet.A poor process can counterbalance the other elements of the marketing mix. Budget airlines, for example, may offer very competitive headline prices, but if the final price is inflated by additional charges such as baggage charges and administrative fees, customers may begin to feel they have been taken advantage of. Try to document your key processes and procedures so your staff and suppliers hunch forward what to aim for.7.Physical evidence (pertains to how you, your products, or your company is presented in the market place) The physical environment where your products or services are sold and delivered can have a significant impact on how your customers experience your business. The physical environment can be the quality of the furnishings in your consulting rooms, the design of your reception area or website. Creating a positive physical environment doesnt have to be costly a vase full of fresh flowers or a creative window let out can make a big difference.Many marketing specialists are now seeing the 4Ps as too product-oriented and have adopted the 4Cs marketing mix. In recent times, the concept of four Cs has been introduced as a more customer-driven replacement of four Ps. And there are two four Cs theories today. virtuoso is Lauterborns four Cs- (consumer, cost, communication, convenience), anothe r is Shimizus four Cs- (commodity, cost, communication, channel).Pcategory C category C definition Product Consumer Products are likely to produce as consumer orientation. Price Cost reflecting the total cost of ownership. Many factors affect Cost, including but not limited to the customers cost to change or implement the new product or service and the customers cost for not selecting a competitors product or service. PromotionCommunication represents a broader focus. communications can include advertising, public relations, personal selling, viral advertising, and any form of communication between the organization and the consumer. Place (Distribution) gismo With the rise of Internet and hybrid models of purchasing, Place is becoming less relevant. Convenience takes into account the ease of buying the product, finding the product, finding information about the product, and some(prenominal) other factors. Robert F. Lauterborn proposed a four Cs classification in 19937 which is a mo re consumer-oriented version of the four Ps that attempts to better fit the movement from mass marketing to niche marketingAfter Koichi Shimizu proposed a four Cs classification in 1973, this was expanded to the Seven Cs Compass Model to provide a more complete picture of the nature of marketing in 1981. It attempts to explain the success or failure of a firm within a market and is somewhat analogous to Michael Porters diamond model, which tries to explain the success and failure of different countries economically. P categoryC category C definition Product Commodity It is not product out. The goods and services for the consumers or citizens. Price Cost There is not only producing cost and selling cost but purchasing cost and social cost. Promotion Communication Marketing communication Not only promotion but communication is important. Communications can include advertising, sales promotion, public relations, publicity, personal selling, corporate identity. Place

Nuclear Weapons: Good or Bad?

Reaction Paper Nuclear Weapons Danger or Necessity? The use of nuclear weapons has been beneath much debate from the moment the demesne witnessed their destructive power. As seen in Hiroshima and Nagasaki, the aftermath left by these weapons is utter chaos, having a profound effect on both victims and witnesses lives. However, author Kenneth N. Waltz advocates the necessity of nuclear weapons as a balance of power between countries.Another author, Robert S. McNamara stands in advance of eliminating nuclear weapons for good, livery reassurance of peace for a fearful world. As debates over nuclear weapon use rage on, the threat is still present and must be handled carefully to avoid a man made apocalypse. McNamara and his stance on eliminating nuclear weapons is sensible, primarily due to the common man and woman agreeing with his logic.Nuclear weapons in instantlys world have no purpose but to scare opposing countries from complete warfare, a purpose that hopefully stays that w ay. While they were an free-and-easy occurrence during the cold war years, concerns with the growth of existing nuclear stockpiles are no longer front page news. In an era where the security agenda is topped by fighting terrorism, we are more worried that terrorist organizations or rogue regimes might acquire nuclear weapons and inflict unspeakable damage to the targeted countries.McNamara argues that The countries of the world should try to eliminate their nuclear arsenal because of the utter devastation these weapons can inflict on humanity (p 147). McNamara also states that By intensifying its efforts in sustaining, modernizing, and improve its nuclear stockpile while refusing to ratify the Comprehensive Test Ban Treaty, the United States sends a message that it is not serious about nuclear non-proliferation (p 147).In order for complete nuclear disarmament, all cards must be playing the same game. Kenneth Waltz is one of few advocators in favor of nuclear weapons, but he does have a solid argument. Leading scholars of world(prenominal) relations and policymakers share in the belief that the sheer destructiveness of nuclear weapons prevents them from cosmos used by friends and foes alike. The deterrent effect of nuclear weapons is rooted in their possession rather than in their use.Waltz argues that Nuclear weapons make states cautious and little likely to engage in reckless behavior (p 156). He also states that While the enormous destructiveness of nuclear weapons makes them excellent weapons for defensive purposes-the weapons have no dysphemistic rationale (p 155). Though Waltz does not advocate widespread nuclear armament, he does submit that nuclear weapons are great contributors to stability in the international system.After reading and analyzing the arguments of both authors, I take my stance with McNamara and his view toward eliminating nuclear weapons. Recently in an article on NY Times, the US and Russia agreed on a nuclear disarmament treat y that shows progress in eliminating nuclear weapons by dismantling the two biggest stockpiles of nuclear weapons in the modern world. This, I believe, is incisively the beginning of the end for nuclear weapons around the world which would keep humanity much safer and hopefully create long lasting peace.

Literature history Essay

Wales is one of the most attractive tourism centres in the United Kingdom. The lush green countryside, the hills and the meadows, peaceful towns and neighbourhoods, more over the rip off language are the important attracting features of this region. The Welsh language quite distinguished from the English language is very intriguing for the tourists. They feel strange to find such(prenominal) a fairytale language spoken in the homeland of English, though it is because of the common misconception that English is the native language of the entire British Isles.The Welsh deal are a Celtic people who were predominant in the region before the Anglo-Saxon invasion. So there language and culture is quite unlike from the Anglo-Saxon language and culture. Many Welsh language adhering families through out the history have preserved Welsh literature. Recently a large and invaluable collection of Welsh books has been disclosed for the first time for the public. The Myddleton family, which live d in the Chirk Castle, near Wrexham, had a large collection of Welsh books held away from the public eye for centuries.The collection, which originally constituted 3,000 books currently, has 1827 books. The Chirk Castle has been opened for tourists for more than 30 years but these books were located in the private East wing of the castle. In the year 2004 the Myddleton family left the castle and the East wing of the castle was opened for the public for the first time thus making the book collection excessively public. One of the most remarkable books in the collection is a miniaturised copy of the first Welsh translation of the Bible.This book according to the historians has played a frigid role in preserving the Welsh language throughout the centuries of English dominion. The books in the collection are dated back as far as primal 16th Century. Many books have been well preserved and have their original bindings. The National Trust has started a campaign to show and interpret th ese books to tourist tour the Chirk Castle and other stately tourist attraction. The trust hopes that this campaign will turn these valuable books into a constant tourist attraction.

Educational policy Essay

On Tuesday May eleventh, 2010 David Cameron became the British Prime Minister after forming a Conservative and Liberal Democrat coalition. This followed quint days of negotiation as the general election had produced a hung parliament. While the Conservatives were the largest party, they held an inadequate number of seats to meet the threshold for majority rule, and so form a coalition with the Liberal Democrats, (guardian.co.uk, 2010). Even prior to becoming Prime Minister, David Cameron spoke at length on the Conservatives particulars of biography election manifesto by announcing plans to attract the closely meliorate professional instructors into the classroom. Central to his partys focus on tuition was his partys desires to improve the standard of teachers fostering, he said, The approximately important thing that entrust determine if a child succeeds is non their background, the curricula, the type of rail or the amount of funding, its the teacher, (dailymail.co.uk , 2010).This paper intends to examine the evolution of the honorary society educate organisation under the real coalition governing body, make a comparison mingled with the current the command policy under the coalition organisation activity and the tripartite administration of the 1944 Butler information Act. It volition examine the effects of both systems on the school-age childs inside them, whether in fact pupils will benefit from the honorary society and shift school systems or is it the content that there be also be more or less pupils who argon discriminate by thissystem. there will also be an examination of what will happen to pupils who are non educated in either the academy or acquit school systems and the influence that market forces will have on the establishment and success of schools. rearing is the deli truly of knowledge, skills and information from teachers to students the process of becoming an educated person, (Carr & Kemmis, 1986). Educ ation make headways the abilities to perceive accurately, think critic on the wholey and act effectively to achieve self- distinguished goals and aspirations, (Gelber Cannon, 2011). It exclusivelyows individuals to map their experiences and provides a variety of reli commensurate routes for individuals to return to best disk operating systems when they find themselves facing difficult decisions and life events.Crucially in modern era, upbringing itself is seen as a vital resource for global economies, in fact nigh first world economies are characterised as learning economies, (Tze-Chang, 2011). It is the acquisition and retention of knowledge that drives global economies which, in previous generations, were based entirely on pure market forces, (Avis, 1996). Consequently an economy based exclusively on market forces would be un fitted sustain learning and innovation, (Morgan, 1997). For modern economies to flourish they essential develop a combination of a learning economy wi th market forces, (Beckett & Hager, 2002). It is for these reasons that successive governments have recognised the essential value of a higher educated population and have improve the way in which the population is taught from school age right throughout life, (Wolf & Evans, 2011). Even Prior to the Coalition authorities fetching power, there had been a move towards Neoliberal ideology from the previous devil governments.From 1997 saucily drudge brought almost changes within educational policies that Tony Blair verbalize were part of the 3rd path. This was think to evolve social democratic ideals into encom pass oning the Neo-liberalism that had been prevalent for the decade under Thatchers Government, (Hill,2001). Neo-liberalism attempts to evolve away from social democratic principles such, redistributive policy, taxing the very wealthy, defending equal opportunities with a strongly proactive sense of achieving more equal outcomes, relying on the high standard qualifica tions of professional groups (such as teachers) and regularisation these professionals in the interests of equal opportunities. Neo-liberalism focuses on the continuation of the national curriculum which has had a strong influence from centralgovernment. So for instance, Margaret Thatcher insisted that events of the previous twenty years had non to be included in history lessons, (Thatcher, 1980). Even today many teachers believe the national curriculum prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a strict testing regime, (McCormick & Burn, 2011).Neo-liberalism encourages the competition of schooling through supporting market forces with the spread of selective specialist schools, (Hursh, 2005). juvenile stab called these Modernising comprehensive education by encouraging selection and diversity, (Kassem et al, 2006). One important area of neo-liberal ideology is marrying of private organisations with public function such as educatio n New Labour termed these creating invigorated partnerships, (Clarke et al, 2000). These ideologies question of standards achieved in school tests expecting that education focus on achieving good test results and making these a need for entry into Higher Education, (Rowden, 2011). in that location are concerns that neo-liberal education policies increase in inequalities in terms of social class, (Hill, 2003).In many ways the new school systems will piddle winners, those who attend to new inspiring buildings that are full to the brim with facilities and opportunities for the pupils, however there will also be losers, those who overlay to attend buildings possibly reinforced in the 1950s with teachers who are not amongst the highly paid or highly educated, (Griffiths, 2007). Investment by the private sector, (which is prone to the nuances of market forces) and reduction in public spending on education is considered increased public expenditure, from a neoliberal approach, (Goodw in, 2011). The Importance of Teaching, The give lessonss White Paper 2010, was publish 24th no(prenominal)ember 2010, its intention was to improve the standard of education for teachers and allowing head teachers to recruit and set pay for the highest educated teachers.Following this the Coalition formulated their plans for the future of education in the UK. This would in some respects follow on from New Labours neo liberalistic approach of including private organisations in the mental institution of new Academy grooms, (Gunter & Forrester, 2008). The first academies were premised under the Labour government in 2002, (Higher Standards, 2005). Academy schools are independent from topical anaestheticeducation authorities and are verbalize funded with assistance from external organisations these can include businesses, charities or early(a)wise governmental bodies. The idea followed the inception of charter schools in USA, (Budde, 1988). They were also influenced in part by t he Swedish School system. Charter schools are American schools which are independent from their public school system, (Finn et al, 2000).They were int finish to allow the schools themselves more freedom to be more innovative, while being accountable to local education boards for improved student achievement. Charter schools were meant to create partnerships between educators, parents and students. Many Charter Schools began in the 1990s however there has been widespread criticism of the Charter school system. One criticism is that funding has in fact not followed the schools, which were often built within deprived areas. This in fact has meant that many have actually lost funding and have gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into Knowledge Schools and currently operates 30 secondary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee paying, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than average results and is currently the model behind a number of the UK academy schools.The Kunskapsskolan model was based on personalised learning with either student following a long learning and attainment plan which is formulated between the student and the students Personal Tutor and their parents. The learning plan was designed to ensure that every student achieves the very best results that he or she is capable of. Kunskapsskolan students are straitsed the opportunity to proceeding at their own pace, using their own learning drift to achieve their own goals and those set by accrediting bodies. Parents are encouraged to actively engage in their childrens education, participate in setting goals and are able to monitor their childs progress through online reporting systems, (Ball, 2008). New Labour intended that the establishment of academies would drive up standards by replacing impuissance schools in struggling education authorities, (Chitty, 2009). Under New Labours guidelines the academy schools could be established only if they held a sponsor and could raise twomillion pounds in independent funding. The government would then contribute 25 million, (Pennell & West, 2007).The academy would then stick out the school outside of the local education business offices (LEA) funding tally, but still operate within all the national requirements for curriculum and standards, (Griggs ,2010). The Coalition Government has greatly expanded the number of Academy schools. The Secretary of defer for Education, Michael Gove, initially submited every head teacher in England if they would be arouse in achieving academy status. By 31st August 2010, one hundred seventy mainstream schools had make an application to convert to academy status and as of 1st April 2012 there are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill consecrateed up the possibility of applying for Academy status to all schools and no longer required these schools to hold sponsorships or raise the initial 2 million, (Wilson, 2011).All other schools, irrespective of their Ofsted rating, were also able to apply to become academies if they are part of a group which includes a high performing school or if they join an existing successful academy trust. For the first time since its inception primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym used for the Office for Standards in Education. It monitors and is the overall regulatory bole for the preparedness childminding, child day care, childrens centres, childrens social care, state schools, independent schools (including Academy schools) and teacher training providers, colleges and learning and skills providers in England, (ofsted.gov.uk, 2012).It also monitors the work of the fissiparous Schools Inspect orate. Following this, The Coalition Government introduced The Education Bill into the House of Commons on Wednesday 26th January 2011 and received Royal Assent on fifteenth November 2011, (legislation.gov.uk, 2011). The Education Act specified that from now on all new maintained schools must be setup as either an academy or free schools. So in effect there will be no new state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed cede Schools into the education arena. Free schools are proposed and governed by local community groups such as groups of parents, faith groups or other interested parties.They are free at source to parents and are all-ability state-funded schools set up in response by local people to meet the needs of local communities and in order to improve education for children in their community, (Leo et al, 2010). The first Free Schools opened in September 2011. Alongside Academies and Free schools, The Governmen t also proposed other types of secondary educational settings governed by local community groups such as the University expert Colleges and Studio Schools were launched. The process of creating a free school begins with the Secretary of State commemorateing into an Academy Arrangement with a person, group of people, or an organisation. These arrangements usually take the form of an Academy Agreement.In this agreement, the government agrees to provide notes for the school in exchange for certain undertakings, including that the school provides provision for children with special educational needs and different abilities. that the curriculum is balanced and broadly based, that in the case of secondary schools, they provide an emphasis in a particular subject such as sport, science or the arts, and that the pupils are drawn wholly or mainly from the area in which the school is located, (Gunter, 2011). One concern voiced is the claim that Academy schools will be completely outside o f the control of not only education authorities but national overarching governmental control, (Woods, 2011).However even the regular state schools have increasingly less control by local education authorities and it is certainly the case that successive reforms over the past two decades have given all schools much greater autonomy, (Bangs et al, 2010). well-nigh legislation that governs schools is currently derived from national government or national bodies, such as the national curriculum or Standard Assessment Tests, Ofsted, or government legislation on issues such as safeguarding or Every Child Matters, (Field, 2010). Local education authorities, in fact have increasingly less control over individual schools. LEAs continue to be responsible for the provision of school places, sitting appeals when a child does not gain a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEAs also continue to have responsibility for the provisi on of educational psychologists and special educational needs support.Nonetheless, Academy schools system does provide an increasingamount of freedom not only for head teachers and teachers, in what they teach, how they are structured, pay structures, freedom to adapt the national curriculum and the freedom to vary the length of the school day and how the school sets its holidays, (Bassett et al, 2010) They also offer freedom to pupils in the sorts of the subjects they study and even in fact the kinds of examinations they gain, for instance, the English baccalaureate, (Taylor, 2010) When asked by the BBCs Mike Baker in 2010, what exactly makes an academy different? The Former Schools Commissioner, Sir Bruce Liddington, stated that they are more, a state of mind more than anything else, (bbc.co.uk, 2010). Sir Bruce Liddington is the director-general of E-Act (formerly Edutrust Academies Charitable Trust), which is responsible 14 academies and free schools which aim to target the educ ation of children in Britains most deprived areas.However critics have voiced concerns in regards to E-Acts expansion plans in that they wish to create a super-chain of 250 academy and free schools within five years. There has also been criticism of how these schools will be run and the way market practices will influence the teaching, such as buying and selling of skilful property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that outstanding schools may possibly no longer have to undergo the Ofsted inspection, freeing them to concentrate solely on education and not preparing for audits. He has also made the link between outstanding schools and Academy schools, by allowing all outstanding schools to automatically achieve Academy status. understandably this equates academies with quality, (Dept. of Education, 2010). New academy schools will not be able to select purely on ability, however Grammar schools which have converted to Academy status can contin ue to do so, (Miller, 2011). Nonetheless Academies can and do select according to the behaviour of the child, (Sales et al, 2010). Much available research points to there being an increase in gainsay behaviours amongst children and unexampled people who come from deprived backgrounds, (Wickham, 2011).Michael Gove himself stated, in a speech at Durand Academy in London, There is a direct line to going which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly. When these young people arrive insecondary school they cannot follow the curriculum and cover up their failure with a show of bravado, acting up in class, (politics.co.uk, 2011). Michael Gove also made the link between children who have no positive male role model in their lives and, the Educational underclass, who he believed would ultimately continue on to become, NEETS (not in education, traffic or training), again making the links between behaviour and social and economic deprivation, (Attewell & Newman, 2011). The attempt to bring children out of poverty and encourage participation in education has been a central theme for the Neo-liberalism policies of the Coalition Government and the previous New Labour Government, (Hall, 2011).However it was the Coalition Government alone who expanded on the idea of the Academy Schools to Include Free Schools and the thinking behind such proposals as the University Technical Colleges and Studio Schools. Free Schools are a recent judgment introduced by the Coalition Government, making it possible for the first time parents, teachers, faith groups, charities and businesses to set up their own schools, (Morris, 2011). They are non-fee paying and supported by government. Free schools are subject to the School Admissions Code of Practice, other than that they are permitted to acknowledge only those children they chose. The government has stated that Free Schools must meet the same admissions criteria as the National Admissions Code, however they will have the flexibility to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are expect to offer a broad and balanced curriculum. They are still subject to Ofsted inspections and are expected to comply with standard performance measures, (education.gov.uk, 2011)The first 24 free schools opened in autumn 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition governments school reform policies in England. There is some distributor point controversy, as these schools are led by market forces and again to achieve success will be motivated to accept only children from a particular group (for instance those of a particular faith). This could lead to some democratic discrimination if they are not made to be fully accountable in terms of the application process, the governance of free schools , and their effect on local authorities, (Hatcher, 2011).There are also some concerns that some free schools will be run for profit. So for example, it was reported in TheGuardian Newspaper,(guardian.co.uk, 2012), that the head of News Corporation, Rupert Murdoch who is currently being investigated on charges of telephone hacking had had out of sight meetings with The Education Secretary Michael Gove expressed an interest in applying to set up a free school, (guardian.co.uk, 2012). One example of a free school will be the Phoenix Free School in Oldham which was conceived by Tom Burkard, a former teacher and military instructor.The school itself will be run by ex-military staff and will have a focus on discipline. Burkard says the school will teach children between the ages of 11years and 18years, and will encourage high standards of behaviour, literacy and numeracy, (localschoolsnetwork.org.uk, 2012). University Technical Colleges are described as a new concept in education which o ffers secondary age pupils from age 14years to 19years olds vocational courses at specialist colleges. There initially proposed by New Labour but had cross party support. The former education secretary, Lord Kenneth Baker proposed them as a means to promote the concept prepare younger people for work. He said, We want to forge a partnership between vocational education and universities, further education colleges and employers. separately university technical college (UTC) will be sponsored by a university or college of further education. They will develop their own specialism, usually to reflect the universitys area of excellence.The colleges are intended to be small, with numbers no more than 800 students. Funding is intended to come from sponsorship and from government. The university will not be required to provide funds however, their assistance is needed for curriculum development, teaching support and guiding students education progression. These sorts of courses are intende d to reflect a normal weekday and the students will record on high quality vocational courses rather than purely faculty member ones. However, there is a requirement that the pupils continue have a background in academic study. Following post sixteen education, the pupils can progress onto apprenticeships utilising support from local employers for day placements with the most up to date equipment. This enhances the employment experience of students and is intended to encourage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other tie in qualifications, (edge.co.uk, 2012).There have beensome concerns voiced about the UTCs. For instance, John Bangs who is the head of education at the National Union of Teachers, fears this could lead to reintroducing widespread selection at 14, Academies and UTCs are predicators of the kind of pessimism that kids are forever articled for one or other route. It sorts the sheep from the goats, which Im very oppo sed to, (guardian.co.uk, 2010). But Professor Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. Nobody wants academic selection. This type of technical institution is not going to be suitable for all youngsters, and, if its not, there are 76 other schools in this area to choose from. However the Department of Education has strict selection criteria which currently allow UTCs to select only 10% of pupil admissions based on their aptitude and states that all of new the new school types must comply with the School Admissions Code, (Clegg, 2011).The Studio School is a yet another new concept in education, which seeks to address the growing gap between the skills, and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students and with year-round opening and a 9-5 functional d ay, the emphasis will be on creating an environment more like a workplace than a school, (Fuller & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in English, Maths and Science, as well as paid work placements linked directly to employment opportunities in the local area. Students will gain a broad range of employability and life skills through the skills framework, and will have the option to go on to university, further training, and into employment.There are also the concerns that these sorts of education facilities, like the free schools could have influence from market forces, (Bonell et al, 2011). Evidence in the past has suggested that this has a negative effect on childrens education and reduces their life choices in later life, (Gorard, 1997). As mentioned previously, many of the Charter Schools in USA have since failed many because they failed to attract the investment of busine sses. The reasons for this are diverse, however some commentators highlight that many were developed within deprived inner city areas. Business ventures did initially contribute funding to set theseschools up but ultimately withdrew support as the areas the schools were built in, were not in positions to sustain market involvement. It appeared that many were un in all likelihood to become self-sufficient without on-going support from philanthropic communities, (Minow, 2000). It is the frailty of involving market forces into education that causes concerns for many.There are also issues as regards future life choice, for example, would a child whose school was funding entirely by a bank and who experienced the full weight of that banks marketing focuses, make another choice as regards their banking when they reached adulthood, (Adkins, 1999)? With all these new types of education structures there appears to be central themes of freedom and flexibility for teachers and head teachers wi th new opportunities for children, however alongside this there are concerns that these schools will create divisions within the education system. Also what of the children who will not get the opportunity to attend one of these new types of schools? Will they suffer from attending less prestigious schools? What of teachers who do not hold prestigious qualifications? Although the new schools are not able to select purely on intellect, they can make some selections which state schools cannot, they can also select out children who have behavioural problems.As has been discussed earlier, this does tend to discriminate against children from deprived backgrounds and these were part of the criticisms that the tripartite system of education was aerated with in the 1960s In 1944 The Butler Act brought about radical changes for the British Education System with the basic aim was to give every pupil an equal opportunity to develop his or her talents and abilities to the full, within a free s ystem of state education, (Dent ,1948). For the first time the structure of Education in England and Wales was split up into three stages Primary schools which taught children from 5years old up to the age of 11years, secondary from the age of 11years until 15years (This was increased to 16years from 1973) and then finally optional post-16yrs education in either an academic setting and on to Higher education or vocational qualifications via the further education route.The most important aspect of this was that for the first time, free secondary education became compulsory for all. At the time the Butler Education Act received cross party support, (Boyle, 1972). The Butler Act proposed threedifferent types of schools grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were gifted in the arts, technology or crafts) and secondary modern schools (For everyone else). This became known as the tripartit e system. The tripartite system did allow for a small number of schools to combine all three types of school into one panoptic system, however in reality this did not happen, (Francis, 1995).Pupils were assessed by a tests called the eleven improver which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to portion out pupils to the schools best suited to their abilities and aptitudes. However increasingly there were many criticisms directed at this system. For instance, the once only test decided a childs future, the late developers, or children who were ill on the day, children with dyslexia or social problems were expected to achieve the same as any other child. It was almost certainly accredited that the test which was given by more or less exclusively middle class teachers was biased towards middle class children, for example it might ask a question which related to classical composers, something a middle c lass child would be more likely to answer right than a working class child, (Moore,1996).The intention had been that there would be parity of esteem between the three types of school, with none holding a more prestigious position than the other two. However, there were often only two types of school available in practice, those pupils classed as Technical were denied the opportunity to attend utility(prenominal) Technical schools as very few were built. As a result Technical children went to Secondary Modern schools, (Elder, 1965). It was official policy to mark down female scores, so girls on the margin of the academic threshold were denied a Grammar school education just because of their gender which resulted in them going to Secondary Moderns, (Deem, 1981). In effect, these meant that it became a one opportunity to pass or fail the eleven plus. Those who passed were granted the opportunity to attend Grammar schools, those who failed would be forced to attend Secondary Moderns, (Hendrick, 1997). Ultimately the result that vast majority of children went to Secondary Modern schools, (around seventy percent), and only about five percent were accepted into Secondary Technical schools.Consequently the majority of children were automatically considered to havefailed the eleven plus, (Simon, 1986). diaphragm class children certainly derived the most benefit out of the tripartite system, and this was directly at the expense of the working class. Children from middle class homes were more likely to be focused to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by mostly middle class teachers which asked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic prejudice that has more recently been a major criticism of the New Academy school system.For instance the eleven plus was seen as culturally biased towards the middle class questions related to table place settings for example, something a middle class child would be more likely to be aware of than a working class child, (Marwick, 2003). Children attending the Secondary modern schools were not intended to achieve academic success or enter into the professions. political programs were developed out of the interests of local employers, such as manufacturers and agriculture and consequently taught subjects with a practical dimension. As there was no external examinations to be taken at the end of the pupils education and pupils were not under pressure to achieve, (Heath, 1984). There was a possibility of staying on for a further year and in the 1950s there was a growing tendency to do so.Those who continued into the 5th year could sit the General Certificate of Education (GCE) and a very small number did continue on to Higher education and the professions, (Little & Westergaard 1964). However this system did change things for many school children. It ensured secondary ed ucation was free for all and one of the results of the Act was to educate and mobilise women and the working class for the first time ever (Thompson, 2000). The Tripartite System was abolished by the new Labour government of 1974 and The 1976 Education Act finally ended any selection of pupils by ability thus officially ending the Tripartite System, (Aldrich, 2002). Although certainly there are a small number of Grammar schools who continue to operate and continue to select based entirely on ability.This is in part due to The Thatcher government allowing selection once again in 1979, and it was used increasingly by individual schools eager to choosethe best pupils, (Chitty, 1989). In 1986 the first metropolis engineering science Colleges were proposed, arguably inspired by the Technical schools. Although currently there have no further attempts made to restore the Tripartite System, the perceived failure of the Comprehensive System gave New Labour and currently the Coalition Govern ment the impetus to propose Beacon Schools, Advanced Schools and an escalator or ladder of schools, (Brighouse, 2003). So will the new school systems create disparity? Certainly for pupils attending Academies do appear to gain much more from their state school counterparts often built in brand new or newly renovated buildings, with smart new uniforms, lots of facilities and the best, most engaged and most highly paid teachers, (Gewirtz, 2009).As was discussed earlier, there has been a move by the Coalition Government to increase professional standing amongst teachers, by only allowing those with a first class honours degree to even enter the profession, (education.gov.uk, 2012). As a consequence these young teachers will obviously be sought after and will be attracted to the schools that pay the most, (Avis, 2011). Clearly Academy Schools, who can set their own pay scales, are more likely to attract the best educated teachers, (Lupton, 2011). So what of the rest? Michael Gove has of ten made the link between non-academy schools and failure. Immediately thrusting these children in a position of being written off as no hopers and failures destined to a life of being a NEET or ending up in youth custody, (politics.co.uk, 212).Will these children in the future, become the rest who under the tri-partite system ended up in secondary modern schools, those who were never quite good enough to meet the standards for a grammar school education? In April 2012, the National experience of Schoolmasters Union of Women Teachers union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to dismantle national teachers pay agreements and will attack the stability of existing state schools, (bbc.co.uk, 2012). Michael Gove has also suggested that organisations of individuals who oppose the changes in the school systems are, happy with failure, (bbc.co.uk, 2012). However in fact, the Academy school system itself has not produced the outstanding edu cational results expected, (Barker,2012 ). Barker (2012) stated that the changes in the school systemwere more likely to, provoke a crisis than to sustain the last governments drive for improved effectiveness.There have also been other anxieties voiced by individuals, such as the celebrity chef, Jamie Oliver who accused the Government of attempting to make profits from school children by de-regulating school meals and allowing schools to utilise private companies and his biggest worry, fast food outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the Global market place, it has to continue to educate its young people. The United Kingdom (UK) can no longer rely on its manufacturing base or the products of land nations. In the future the UKs most saleable commodity will be its knowledge. Any Government will need to invest in its young people, encouraging in them a desire to learn and stimulate participation. The UKs current market is dom inated by financial services, especially in banking and insurance. For these services to continue to maintain the prestigious place they hold globally they must supported by continued innovation from information technology, architecture, science and the arts. However education is vital not just for the contributions the next generation will provide in creating wealth but as a part of human life in of itself.The importance of education to children and to British life is beyond question. It therefore should continue to attract the highest levels of investment from Government. Governments led by individuals who most understand what it means to teach children teachers. Teachers should be the ones to set standards, not big businesses. Children should be encouraged to participate because school is a place where they can note valued and happy. Schools should ensure safety, not just within buildings or against school bullies but free from the influence of market forces. Governments should encourage parity across all schools and not attempt to make links between certain types of school and failure. The tripartite system benefitted one group of children with the exclusion all others. 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