Dear united nations Essay Example for Free

Dear united nations EssayFor many children around the world, their early(a) years are far from safe, a supportive environment they require to give them the best possible start in life is non-existent.As good as the threats from poverty, disease, violence and war, children face commercial exploitation by adults who deny them their fundamental rights to protection.Some 1.2 million children are now estimated by you (the UN) to be trafficked annually. around 246 million children are also thought to be involved in child labour and an estimated two million children are currently enslaved in the international commercial sex trade. Everyday millions of children are exploited, abused, or are victims of violence. Bought and sold like commodities, children are forced to be soldiers, prostitutes, sweatshop workers, and servants, and the government sit around do predictions about child exploitation, but not doing anything to change it.Poverty, conflict, HIV/AIDS, urbanisation and migrati on acquire led to the breakdown of families and support structures in communities. Families are struggling to cope. As a result, more and more children are at adventure of violence, abuse, exploitation and being abandoned.Children are particularly vulnerable in emergencies because they are physically weaker than adults and risk being separated from their families. Food and water shortages do not happen suddenly and famine elicit be predicted and prevented, using surveys and early warning systems.Children have particular needs in emergencies. They fall into three main categories material (such as shelter and food), developmental (e.g., schooling and play), and emotional (protection and psychological healing). They have speedy needs that must be met, but some needs continue long after the emergency is over. These are things that we take for granted, but millions of children die every day from the lack of them. These simple things can be provided and can save the hundreds that die every minute.The main way to combat child exploitation and trafficking is by finding a solution to poverty. Poverty is a big issue in MEDCS around the world, particularly in Africa. Victims of child trafficking are mostly of inadequate families and from the developing nations. Think of how many victims are from the families of ministers, company directors and top politicians. The answer is negative, so the main problem is poverty. Emphasis should be on the distribution of wealthiness in developing countries.If the UN can cancel world debts to these poorer countries or wipe out the huge interest on them, then taxes in the countries can go down, and money can be spent on police services, schooling and providing a better quality of life.The children of the world are the future of tomorrow. Should more be done to protect them? Definitely. Selling a child into slavery is the same as taking away their life. Those who traffic children should receive the same penalties as a rapist or murd erer. Its inconceivable that most countries do not have laws that cover this, all Western nations should pass laws to make this a very secure crime it must stopThe UN is in control and can stop all the madness, with a bit of time and effort then millions of innocent lives can be saved.Yours sincerely

Philosophy of life Essay Example for Free

Philosophy of animateness EssayI do non come from the world of development as such I do non know work examples to share. I have legion(predicate) stakes in my professional life I can think of where issues related to ethics are of importance. What life has told me that very ofttimes the answer is I do not know and that Ethics is very often a luxury that is not understood. Ounce at worked in a new job, in a financial software sales position I was in my first week offered a woman. chat morewhat is your philosophy of lifeBy this I mean, it was a fellow female colleague who was known to be available and instead of working do sure to have interactions with some of male colleagues. I was literally told that she was available and that I should go for it. She in the next few days, quite clearly played out time around my desk and it was rather obvious what was expected of me. Since I decided not to sleep with her, I put myself in a difficult situation, I had literally to look at po rn in the office and made sure other guys saw it and make many sexist and homophobic ( I am for gay rights) statements so at no time it could be thought I was gay.( which I am not) How do you deal with a situation like this? I considered that for obvious moral reasons to have sexual intercourse with her was sick, still society told me it is the opposite. By following my own code of values I did create a difficult work environment for myself. Ethics sometimes can be a luxury. In another situation I was asked to inflame someone who had done nothing wrong because that individual happened to be the ex-assistant of the preceding ceo/founder of the company and that new ceo was unhappy of the business written text they had made and the wholly way he could get revenge was by firing her.Of course, he did not have the balls to do this so he asked me to do it. I decided not to do it. I was aware that the boyfriend of this assistant was out of work, I did try to push her to work harder so sh e resented me for it. She was not aware of what was happening. The ceo that hired me resented me for not doing do. I was in a difficult situation. Yes this was a toxic environment and I left very apace from this company (she did get fired so my attitude changed nothing).Again, ethics/confrontation to reality, often do conflict. I happened to be at a time to have the financial means that allowed me to say no. Still, I paid the price for my choice. More when I think about ethics, my vision is that we all have only a certain number of right choices we can allow ourselves in our life and that the rest of the time we just need to follow the herd. Sadly, trying to do the right thing, trying to follow a certain way of interacting is just not possible. People behave within their existing environment and the code that comes with it and kind-hearted mediocrity is everywhere.Yes, I still do value a healthy outlook on how I want to interact with others, still life has told me that often it is just not possible. I have other stories similar to the one discussed. I have leant from life that people lie to themselves and can tell themselves many stories that justify their conduct and by repeating it again and again they can convince themselves about it.Sadly, my view of ethics is that it is of importance in ones personal life and should try to be implemented in ones professional life, sadly often it cannot be done. Human stupidity, arrogance of the teensy man who wants his power recognized are much strong elements to be acknowledge in ones decision process. Words like integrity, legality often have many different meanings. We all live in bubbles where what is right and wrong can be learnt and real life is not what is taught at University. POWERED BY TCPDF (WWW. TCPDF. ORG).

Mecican-American Culture in the Inland Empire Essay Example for Free

Mecican-American Culture in the Inland imperium EssayThe area of California known as the Inland Empire, is comprised of Riverside, Ontario, and San Bernadino Counties, and is home to one(a) of the largest, most concentrated universe of discourses of Mexican-Americans in the coupled States. As a result, the area has its own culture, its own style of music, dancing, art, and celebration. Ultimately, the culture of the Inland Empire is an American displacement reaction of cultural traditions that immigrants brought with them from Mexico, and they have created a world all their own. Life for Mexican immigrants to the United States, however, is not always easy.As a result, this is a high- gamble population for psychological illness and substance abuse. Certainly, the Inland Empire provides plenty of opportunities for the culturally aware social worker to provide serving and services. According to a 2012 personal line of credit report, fourteen cities in the Inland Empire have a majority Latino population. 2-million of the 4. 7 million residents in the area, are in fact Latino, suggesting a trend of growing Latino populations all over the United States (Gruszecki, 2012). The Inland Empire has a rich arts and culture landscape, with a strong dialect on Mexican, and Mexican-American heritage.In a 2008 investigation into cultural engagement in s break throughhern California, the crowd together Irving Foundation found that Hispanic populations in the Inland Empire tended to practice traditions that represent their cultural heritage at higher than average rates and engage in community events that celebrate their heritage much to a greater extent often than Whites, (Brown et al, 9). The study surveyed thousands of people across the Inland Empire, and found that many Mexican-Americans in the area still celebrate many of the same holidays as their Mexican Ancestors, including Navidad, Virgin of Guadaloupe Day (Dec.12), Posadas, Cinco de Mayo, and Dia de Los Mue rtos (Brown et al, 74).Alamillo suggests that celebrating these holidays once in America may have been a way for the immigrants of the mid-twentieth century to further the interests of the ethnic Mexican community in the area, and the practice stuck (Alamillo, 57). He argues that Mexican Americans used Cinco de Mayo festivals not only to promote ethnic solidarity, but as a tool of political opposition, (Alamillo, 59).Mexican culture is also notices in the types of stories that respondents to the James Irving Foundation survey reported that theyd brought with them to their new homes in the Inland Empire. These included many stories representing the strong family determine of Mexican culture. Stories passed down from family, with family values, and those in traditional language were all among those types of stories that the study cites. Similarly, mariachi music followed Mexican immigrants to the US, as did making pinatas, dream catchers, and altars, as well as Flamenco and Pueblo da ncing, (Brown et al, 77).One of the major problems among Mexican Americans, however, is often overlooked. It is thought that mental illness is more(prenominal) prevalent in Latino communities in the US than in white, non-Hispanic, or African American communities. According to the National Alliance on Mental Illness, Latino girls are one and a half times more potential than white or black teens to attempt suicide, and Mexican-American immigrants to the US are at a higher risk for mental disorders and substance abuse than their counterparts sustainment in Mexico (NAMI, 2002).However, due to the stigma associated with mental illness in Latino communities, many suffering from mental illness do not seek out treatment. Those who do seek out treatment are often more likely to see a general practitioner or clergy than a mental health professional or social worker (NAMI, 2002). There is also a stigma against homosexuality in Mexican-American communities, which may contribute to the high ri sk of mental illness, substance abuse and suicide among homosexual immigrants.Many studies have shown that homosexuality is stigmatized among U. S. residents of Mexican descent and, more generally, in Latino communities in the United States, while only a couple have found Mexican attitudes towards homosexuality to be on par with those in black and white communities (Herek and Gonzalez-Rivera, 1). It is likely that the same reverence for family that influences the beliefs of many Mexican Americans, also influences their attitudes towards homosexual behavior, ultimately leading to the alienation of Mexican-American homosexuals.The Psychological Counseling Center of California State University at San Bernadino runs a website listing places to turn for help in the Inland Empire http//psychcounseling. csusb . edu/referrals. html. For many Mexican Americans, the Catholic Charities may be a good picking as they offer a fait-based approach to dealing with mental health issues. There are ma ny options available to residents of the Inland Empire to get help right in their community. Mexican culture has a deep and rich tradition in the United States, especially in the Inland Empire.Immigrants celebrate their Mexican heritage as a way of holding on to the history, people and place from which theyve come. Along with these rich traditions however, come opportunities for receiving help. Often when it comes to societal issues such as mental illness and substance abuse, communities will need the help of a social worker who understands their culture and can meet their diverse needs. References Alamillo, Jose. More than a Fiesta Ethnic Identity,Cultural Politics, and Cinco de Mayo Festivals inCorona, California, 1930-1950. Aztlan 282, Fall2003.Retrieved 15 Feb, 2013. http//josealamillo. com/fiestaalamillo. pdf Brown, Alan S. , Novak, Jennifer L. , and Kitchener, Amy. Cultural Engagement in Californias Inland Regions. Research Commissioned by the James Irvine Foundation,Septembe r, 2008. Retrieved 15 Feb. 2013. http//www. southarts. org/atf/cf/%7B15E1E84E-C906-4F67-9851-A195A9BAAF79%7D/Arts%20Part%20-%20Cultural%20Engagement_FullReport. pdf Herek, Gregory, and Gonzalez-Rivera, Milagritos. AttitudesToward Homosexuality Among U. S. Residents of MexicanDescent. Journal of Sex Research432, 2006.Retrieved 5March, 2013http//psychology. ucdavis. edu/rainbow/html/JSR_2006_pre. PDF Gruszecki, Debra. ECONOMY Latino Population Shifts. September 27, 2012. The Press-Enterprise. Retrieved 15Feb. 2013. http//www. pe. com/business/business-headlines/20120927-economy-latino-population-shifts. ece National Association on Mental Illness. Latino Community MentalHealth Fact Sheet, 2002. Retrieved 5 March, 2013http//www. nami. org/Content/NavigationMenu/Find_Support/Multicultural_Support/Annual_Minority_Mental_Healthcare_Symposia/Latino_MH06. pdf.

Uses of a Virtual Private Network (VPN)

Uses of a Virtual Private Network (VPN)A realistic private intercommunicate (VPN) is a point to point connection that connects a user to a private entanglement in a opposite location. Basically, VPNs ar used to set up a secure connection to the internet. A VPN works by creating a point to point connection from a reality wifi connection to a private wifi connection in a business or comp whatever building as if you argon flat connected to the network. Since the normally accepted definition for a network is fairly common and usually accepted by means ofout the trade. A network consists of any(prenominal) cast of devices which may communicate through some arbitrary technique.Devices of this nature include computers, printers, and routers go out reside in geographically legion(predicate) locations. The strategies during which they go away communicate be varied, since there are infinite electronic communication specifications, data-link, commit, and application layer protocol s. For the needs of simplicity, lets simply agree that a network is a assortment of devices which will communicate in some fashion, and will, with success, transmit and receive information amongst themselves. The term private is fairly easy, which is, in an elaborate way, associated with the idea of virtualization to that degree as VPNs are involved, as well discuss later.Within the simplest of definitions, private implies that communication theory between 2 (or more) devices is, in some fashion, secret that the devices which arent involved with the connection wont be aware of the information being communicated, and that theyre so fully unaware of the non- humans relationship altogether. consequently, information silence and security (data integrity) are vital aspects of a VPN which require to be taken into thought once considering any specific VPN implementation. Another way of expressing this definition of private through the opposite word, public. A adeptness that is a public unrivaled that is overtly accessible, and is managed inside the terms and constraints of a typical public resource, typically via a public administrative entity. In contrast, a private facility is atomic number 53 wherever access is restricted to an outlined set of entities, and third parties shtupnot gain access. Typically, the non-public resource is managed by the entities who arouse privilege of access. Samples of this miscellany of non-public network can often be found in any organizational network that isnt connected to the web, or to any other external structure network, for that matter.These networks are non-public as a result of the very fact that theres no external property, and therefore no external network communications. The distinct nature of VPNs enable both privacy and virtualization, whereas VPNs arent fully separate, per se, the difference is that they operate in a very discrete fashion across a shared infrastructure, providing exclusive communications environ ments that dont share any points of interconnection. It should also be noted that while VPNs could also be created to handle any variety of specific business desires or technical necessities, a encyclopedic VPN solution provides support for dial-in access, multiple remote sites connected by hired lines (or option dedicated means), the ability of the VPN helping supplier to host numerous function for the VPN customers (e.g., net hosting), and also the ability to support non connected VPN , however in addition inter-VPN connectivity, as well as connectivity to the worldwide internet. There are numerous pauperisms for building VPNs, however a bar thread in each is that all of them share the necessity to virtualize some portion of an organizations communications in secondary words, create some portion (or perhaps all) of the communications basically invisible to external observers, whereas taking advantage of the efficiencies of a typical communications infrastructure.The base m otivation for VPNs lies within the economics of communications. Communications systems nowadays usually exhibit the characteristic of a high fixed-cost part, and smaller variable value parts which vary with the send aptitude, or bandwidth, of the system. Inside this economic atmosphere, its typically financially enticing to bundle variety of distinct communications services onto a measuring rod high capability communications platform, permitting the high fixed-cost components connect to the platform to be amortized over a bigger range of clients. Consequently, an assortment a set of virtual networks included on one common physical communications plant is cheaper to work than the equivalent collection of smaller physically separate communications plants, each servicing one network consumer. Historically, among the precursors to the VPN was the Public Data Network (PDN), and therefore the current acquainted instance of the PDN is that the world web. The internet creates a present connective paradigm, wherever the network permits any connected network entity to exchange information with another connected entity. The parallels with the world Public Switched Telephone Network (PSTN) are that, of course, all too distinct wherever an identical paradigm of present public access is the strong trait of the network. The public data network has no policy of information vocation segregation, and any modification to the current network policy of allowing present connectivity is that the responsibility of the connecting entity to outline and enforce. The network atmosphere is built employing a single addressing scheme and a standard routing hierarchy, that permits the changing components of the network to figure out the placement of all connected entities. All of those connected entities additionally share access to a standard infrastructure of circuits.The alternative to implement the net as a VPN nowadays is to lease circuits, or similar dedicated communications serv ices, from the general public network operators (the local telephone company in most cases), and make a totally non-public network. its a layering convention that permits US to label this as completely non-public, as these dedicated communications services are (at the lower layers of the protocol stack) again, instances of virtual non-public communications systems created atop a typical transmission bearer system. Of course, this is often not without precedent, and it should be noted that the bulk of the early efforts in information networking, and many of the present information networking architectures, dont assume a deployment model of present public access. The alternative to apply the web as a VPN nowadays is to lease circuits, or similar dedicated communications services, from public network operators (the local telephone service in most cases), and build a totally non-public network. its a layering convention that permits United States of America to label this as completely non-public, as these dedicated communications services are (at the lower layers of the protocol stack) once more instances of virtual non-public communications systems created atop a standard transmission bearer system. Of course, this is often not while not precedent, and it should be noted that the bulk of the first efforts in information networking, and a variety of the present information networking architectures, dont assume a training model of present public access. However, this alternative will have an associated value, in that the consumer now must manage the network and all its associated components, invest capital in network change infrastructure, hire trained workers, and assume complete responsibility for the provisioning and on-going maintenance of the network service.Such a passionate use of transport services, equipment, and rung is commonly difficult to justify for several small-to-medium sized organizations, and whereas the practicality of a non-public network sy stem is needed, the expressed need is to scale back the price of the service through the utilization of shared transport services, equipment, and management. There are variety of situations which may address this need, ranging from outsourcing the management of the changing components of the network (managed network services) to outsourcing the capital equipment elements (leased network services), to the outsourcing of the management, equipment, and transport components to a service supplier altogether. This is, in fact, the foremost common form of VPN within which there are geographically various subnetworks which belong to a standard administrative domain, interconnected by a shared infrastructure outside of their body management (such as the world wide web or a single service supplier backbone). The principle motivation for establishing a VPN of this kind is that maybe the bulk of communications between devices among the VPN community could also be erogenous in nature (again, a choice on the extent of privacy needed rests exclusively on a risk analysis performed by the directors of the VPN), as yet the full worth of the communications system doesnt justify the investment during a absolutely non-public communications system that uses distinct transmission components.On a related note, the extent of privacy a VPN could relish depends greatly on the technology used to construct the VPN. as an example, if the communications between all VPN subnetwork (or between every VPN host) is securely encrypted because it transits the common communications infrastructure, then it can be said that the privacy aspect of the VPN is comparatively high. In fact, the granularity of a VPN implementation will be de-escalated merely to one end-to-end, one-to-one connectivity situation. samples of these kinds of one-to-one VPNs are single dial-up users establishing a VPN association to a secure application, like an internet banking service, or one user establishing a secure, enc rypted session between a desktop and server application, like a purchasing transaction conducted on the internet. This is often a kind of one-to-one VPN is changing into more and more prevailing as secure electronic commerce applications become a lot more mature and further deployed on the net. So what is a Virtual Private Network? As weve mentioned, a VPN can take many forms. A VPN area unit typically between two end-systems, or it should be between two or additional networks.A VPN is also built with tunnels or encoding (at primarily any layer of the protocol stack), or both, or instead created with MPLS or one in every of the virtual router ways. A VPN can contain networks connected to a service providers network by hired lines, Frame Relays, or ATM, or a VPN can embrace dial-up subscribers connecting to centralized services, or different dial-up subscribers. The pertinent final stage here is that whereas a VPN can take many forms, there are some basic common problems that a VPN is built to unravel, whereas at the same clipping exploiting the monetary probability of economics of the scale of the underlying common host communications system. In general, the technique of supporting personal communities of interest just by route filtering will at the best be delineated as a primitive technique of VPN construction, that is vulnerable to body errors, associate degreed admits an undue level of insecurity and network inflexibility. Even with comprehensive traffic and route filtering, the ensuing atmosphere isnt completely robust. The operational overhead needed to support complementary sets of antediluvian routing and traffic filters could be a relevant thought, and this approach doesnt seem to possess the scaling properties to permit the quantity of VPNs to grow farther than the bounds of various connections, using todays routing technologies. Having said that, however, a far additional scaleable approach is to use BGP communities as a technique to regulate rou te propagation. the utilization of BGP communities scales far better than different strategies to that extent as dominant route propagation and is a smaller amount vulnerable to human misconfiguration. As you can see I have explained what a VPN is, how it works, and why we use it for a variety of things such as everyday use and for more business type situations.

The Curriculum For Excellence Has On Teacher Professionalism Education Essay

The Curriculum For Excellence Has On Teacher Professionalism Education EssayThe existence of a kind mingled with computer program policy and teacher superiorism would appear to be an established assumption. This is evident in claims that curriculum re mixed bag is often regarded as a menace to teacher workalism (Al-Hinei 2003 Apple 2009 Locke et al. 2005). Most nonably, it is often claimed that the direct of prescription in the English National Curriculum, with the associated expectment to run the prescribed outcomes, reflects a reduction of teacher autonomy in favour of accountability (Walsh 2006). It would attend, at this level then, possible to argue that a reduction in central prescription equates to an increase in teacher autonomy which in turn equates to an enhancement of teacher professionalism. To an extent this would seem to be an aim of recent curriculum reform in Scotland in the form of the Curriculum for Excellence (CfE). The beginning page of the first Buildi ng the Curriculum document that claims that teachers will have greater scope and space for professional decisions about what and how they should teach ( Scots Executive 20061).However, such a straightforward kind between curriculum policy and teacher professionalism would, drawing on Evans (2008), be an over-simplification. Evans indicates that professionalism scum bag non be understood exclusively, through examining teachers remit and responsibilities (p.23), and rather we must find out teachers themselves understand their professional responsibilities. To an extent this would seem to be recognised in Scotlands curriculum reform, in for example claims that the reform requires a glossiness miscellanea (Scottish Government 2009a5) and the emphasis on the need for professional increase (Scottish Executive 20062). This suggests recognition that a change of teachers remit and responsibilities alone will not impact upon professionalism.In light of the perceived association between CfE and teacher professionalism both as representing beingness and requiring a change it incurs pertinent to consider the constitution of the professional judgements that greater teacher autonomy over the guinea pig of the curriculum entails, and therefore the conception of professionalism it would seem to imply. This requires a consideration of the particular issues that be associated with the plectrum of curriculum guinea pig, and an examination of distinct conceptions of teacher professionalism.CurriculumFirst therefore, we must consider what is meant by curriculum. As a marge it would seem to be notoriously hard to define, with a multitude of potenti altogethery conflicting definitions (Dillon 2009). Generally it can be suggested that curriculum does not resuscitate to a list, or progression, of items to be taught. The curriculum addresses not only what is taught, but why and how teaching and learning takes place. As such, curricula reflect and promote beliefs about the aims and disposition of education (Flinders Thornton 20098). They reflect different epistemological and pedagogical beliefs beliefs about the nature of acquaintance and learning and teaching in, for example, their organisation of knowledge (Carr 1988), for example those that emphasise the judicial separation of knowledge into subjects and those that favour integration of subject argonas. However it should by chance be noted that Carr (1988) argues that the epistemological and pedagogical bases of much curriculum policy is not wholly coherent. It should also be noted that the current discussion is centred around the concept of explicit curriculum (REF-moore?), curriculum as a statement of the planned or expected learning indoors a school context. Other conceptions regard curriculum to encompass all the experiences which impact upon a learners development (REF-Dillon?).However, notwithstanding the drift of approaches to discretion and creating curricula, curriculum de sign necessarily entails a selection of what is to be taught. Different curriculum models whitethorn differ in both when and by whom this carry out of selection takes place. In a heavily prescriptive, centralised, curriculum much of the selection is being made by policy fudgers. At the near other extreme, in a pixilatedly child-centred curriculum, selection is largely made by the child based upon their interests. (BACK THIS UP). If we consider the CfE itself, it is evident that it cannot be considered to be placing the decision of what to teach solely in the hands of teachers. Priestley (201023) suggests that it reflects a trend in curriculum development in general, in which there is an attempt to draw on both top-down and bottom-up approaches to curriculum planning. A sue of selection has already occurred at the national level in terms of the forms of knowledge and skills that atomic number 18 to be developed. Even within this clear framework of national expectations (Scotti sh Executive 20061), teachers do not have sole responsibility for curriculum content selection. In the pledge, all children and young heap should experience personalisation and choice (Scottish Government 200817), there is an expectation that pupils will, to a certain extent, also be making decisions about curriculum content. Further, there is a strong emphasis upon collegiality, with teachers working together on curriculum development (Scottish Government 2009). However it clearly does aim to place more(prenominal) responsibility for choice in the hands of the teacher, and in doing so is potentially affecting the nature of teacher professionalism.ProfessionalismIn order to examine this claim more closely it is necessary to consider the meaning of professionalism itself. As with curriculum, it would seem that professionalism is a difficult term to define with many different views as to what it really means (Al-Hinei 200341 Evans 2008).Generally however, the term profession whiteth orn be regarded as indicating a distinct class or category of occupation consisting of jobs such as doctor or lawyer, and sometimes teacher (Carr 200022), to which a certain status may be attached. This should be regarded as distinct from the everyday use of professional as distinguished from tyro which focuses on whether or not an individual is paid (REF-Carr?).The purpose of regarding some occupations as professions differs according to different perspectives. Some regard it as a socially constructed concept, suggesting it is a means of preserving power and status with a certain group of people (Locke et al. 2005558). Carr () suggests it refers to those occupations that are required to maintain civil society (health, justice and education). Others suggest that there are certain defining characteristics which mark out an occupation as fulfilling the criterion for profession (Locke et al 2005558 Christie 2003845).Whilst this diversity of views exists, there does seem to be a genera l sense that those occupations that are classed as professions involve a level of autonomy to make decisions, a distinct knowledge base or expertise, and some form of care or service to society (Carr 2000 Christie 2003 Goodson 2003 Locke et al. 2005).Professionalism itself may be peradventure regarded as the way in which we describe a profession in terms of its characteristics in relation to these concepts (Goodson 2003126). In essence professionalism is concerned with considering the level of autonomy afforded to individuals by an occupation and the nature of the professional knowledge or expertise involved.In this way, the assertion referred to earlier, that the English National Curriculum is considered as a lick of de-professionalisation, may be regarded as a belief that the level of prescription involved is reducing teacher autonomy and changing the nature of the expertise required to do the job. As such, the distinct characteristics of teaching are more narrowly defined. Carr (200015) refers to such a reduced autonomy and knowledge base as restricted professionalism.It is suggested that teaching is unique amongst the professions in terms of its balance between autonomy and accountability (Carr). As Locke et al (2005 564) take down out, there is a tension between professional autonomy and accountability. This unique accountability is related to the relationship between education and society.Education, or rather schooling, is essentially concerned with the kind of society we want to be (White 20042) and is often related to the economic health of a country (REF.). This is evident in the claim that the Curriculum for Excellence can play a significant role in achieving the Scottish Governments aim to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier (Scottish Government 20083). It is from this notion of schooling as serving, and potentially shaping, society as a whole that it is suggested that schools and teachers are ac countable in ways that other professions are not (Carr 200044). It is further suggested that teachers are also more accountable to parents and must accept the legitimacy of the views of non-professionals in a way that lawyers or doctors do not (Carr 200364).It may be as a result of this accountability to the state and parents that the dominant conception of teacher professionalism, in policy at least, has become that of the competent teacher with a focus on meeting prescribed standards. (Goodson 2003127 Menter et al 201021).Viewing teacher professionalism in terms of standards is argued to potentially lead to a situation in which the professional knowledge base of teaching is purely related to practical skills, such as effective communication and the ability to palm behaviour (Goodson 2003130). It is also argued that such a view of teacher professionalism can lead to unreflective application of rules (Hegarty 2000456), rather than scrutinising and questioning policy and curricula. It would seem valid to associate a prescriptive curriculum with such a concept of teacher professionalism, as indeed Menter et al. (201022) do.This would however, seem an insufficient account of teacher professionalism to meet the requirements of a curriculum which grounds teacher greater autonomy of what to teach. because, through focussing on the specific issues which arise in relation to curriculum content selection, tutelage will be paid to models of professionalism which could by chance be regarded as more appropriate. Two ideas will be addressed in relation to content selection. The first the implications of regarding content selection as a pedagogical skill (REF) with teachers drawing on, for example, knowledge of child development. The second considers the implications of regarding curriculum as a selection of polish (Giroux 1980228), pointing to content selection as having respectable implications.Curriculum Content SelectionViewing content selection as a pedagogical skill would perhaps reflect Whites (2004a20) assertion that teachers expertise lies in deciding what specific aims and what pupil experiences best suit the particular children. In this case, teachers professional knowledge may be regarded as wider than that of practical skills, rather it involves drawing on pedagogical, subject specific knowledge and knowledge of child development, to select and order the content that makes up the curriculum (REF).The teacher is utilising their professional knowledge in order to make professional judgements as to the content which will move an individual to the next stage of development. clearly this points to the need for some form of curriculum aims. As White (20046) points out, we cannot sensibly decide what to teach without reference to an aim, an indication as to what the next stage of development actually is. Applying such an cause to the CfE, we can see that the overall curricular aims are set out in terms of the four capacities statements as to the grammatical case of person the curriculum seeks to develop (Learning and breeding Scotland 2010). At a more detailed level, the experiences and outcomes describe the expectations for learning and progression for each of the eight curriculum areas (Learning and Teaching Scotland 2010). The teacher, then, would seem to have autonomy in choosing what they teach in order to achieve the expected learning.The need to make professional judgements of this nature would seem to point to a conception of a more enhanced professionalism than a more prescriptive curriculum, and may point to such models as the reflective teacher (Moore 20044). much(prenominal) a model of professionalism is regarded as perceiving teaching as involving more than practical skills. Rather the teacher reflects upon their classroom practice, evaluating their teaching, perhaps drawing on their theoretical understanding with a view to improving and developing their teaching (Moore 2004). It could also relate to the concept of the enquiring teacher (Menter et al. 201023), in which teachers are regarded as researchers, drawing on observations in the classroom to inform their professional decisions in their planning. It is suggested that such a conception of the teacher is very apposite in the context of the Curriculum for Excellence (Menter et al. 201023), which seeks to strain teachers greater autonomy in curriculum development.These models would certainly seem to extend the concept of teacher professionalism beyond that of the perceived technicism of the competent teacher. As such they may provide suitable models for teachers who are involved in the selection of curriculum content, placing an emphasis on teachers pedagogical expertise.However, if we turn to the second concept, an understanding of curriculum content as a selection of civilization (Giroux 1980228), understanding teacher professionalism in terms of pedagogical expertise may begin to seem inadequate.Culture, in its broad est sense, may be regarded as a whole way of life, encompassing all aspects of society including the knowledge, skills and activities, such as sport and recreation, of that society (Entwistle 1977111). However, if we regard education as being, in some way, involved with betterment (Entwistle 1977111), schooling cannot be concerned with all those things that make up a culture. Rather, Entwistle (1977111), suggests that in schooling we select those aspects of culture which are regarded to be conducive to the improvement of the individual or group.This a authorize points to a consideration of the aims of education it is only through an awareness of what is regarded as betterment, and therefore, what we are aiming to achieve through education, that selection of content can sensibly be carried out (White 20046). Related to this, ethnic selection clearly also implies a process of evaluation, distinguishing between those things which we regard as desirable or undesirable aspects of cultur e (Entwistle 1977110).Therefore concerns about the selection of culture which makes up the content of a curriculum can perhaps be regarded as arising both in relation to the aims of the curriculum and in the evaluations of the relative desirability, or worth, of different cultural elements.Concerns that rise in relation to the aims of the curriculum are perhaps best exemplified by the criticisms of a curriculum whose aim is, for example to increase employability skills. Those who regard knowledge acquisition as having value in its own right would regard an instrumental approach to content selection as an impoverishment of education, limiting access to many forms of culture which may not have direct instrumental value (drawing on Carr et al. 200617). In this way then, we can see that the selection of content is in some way impacted upon by our beliefs about the purpose of education, and as such regarding selection of content as technical skill may be insufficient.However, it is perha ps in relation to the evaluation as to the relative worth of aspects of culture that the most complex issues arise. It is in considering the relationship between knowledge and power that cultural selection becomes problematic. This becomes evident when we draw on Bourdieus (1986106) concept of cultural peachy. Bourdieu (1986106) suggests that different forms of culture are invested with value which can be drawn on for fiscal gain, or an increase in social status. If we consider this in terms of knowledge as a form of culture, then acquisition of certain forms of knowledge by an individual can be utilised in generating income and increasing social status. For example, acquiring specific biological and medical knowledge can modify one to gain both the income and status conferred upon a doctor. However, it is not only the acquisition of the knowledge per se. which is valuable, but rather gaining institutional recognition in the form of an academic qualification of makeing a parti cular form of culture (Bourdieu 1986110). In this sense, certain forms of knowledge, certain forms of culture, have greater value by virtue of being institutionalised in the form of a qualification (Bourdieu 1986109).This would suggest therefore, that schools are involved in both the transfer of forms of culture which enable an individual to gain economic capital or social status, but also in some way define what forms of culture are of value. Such an assertion is back up by Girouxs (1980228) argument that the culture that is selected to form the curriculum becomes legitimised by the very fact of its inclusion in the curriculum. This concept can further be seen in claims that the traditional academic curriculum is an elitist selection of culture, giving value to forms of knowledge associated with the nitty-gritty class (REF).It is the relative value that become associated with different forms of knowledge and different skills that forms part of what is termed hidden curriculum (Re f). This is a reference to the determine and ideas that a school may not explicitly plan to teach, but which nevertheless are transmitted to pupils (REF). It is suggested therefore that the exclusion of an aspect of culture from the curriculum communicates to pupils a belief about the relative worth of this aspect of culture (REF..exemplify?)Moore (2004) provides an interesting metaphor of this claim of elitism in cultural selection. Moore focuses on portrayals in film of teachers who are regarded as saviours and non-conformists (Moore 200458), such as Ms Johnson in the film Dangerous Minds. He argues that whilst the approach they take to education may be extraordinary, the content of that education is not. Moore (2004) contends that the cultural selection made by these teachers, of what he regards to be representative of middle class values, may be read as contributing to and confirming social and cultural biases (p.58)It is in this sense that Young (2006734) argues that social i nterests are endlessly involved in curriculum design, those with the power to select what is included in the curriculum have, to an extent, the power to legitimise certain forms of knowledge and certain practices. It is suggested that through this process of promoting and legitimising middle class culture (here we have the notion that a society consists of many cultures (ref)), schools are implicated in entrenching inequalities of social class (REF).Such a claim requires closer consideration in order to understand the means by which cultural selection may be regarded to be implicated in matters of social justice. One way in which it is suggested that this is the case is that individuals from a middle class background have greater access and exposure to the forms of knowledge that are regarded as valuable by schools (Reay 2006). In this way, Reay (2006) suggests, children from middle class backgrounds are at an advantage, able to draw on the cultural capital they already possess in order to perform well at schools, gaining institutionalised recognition through academic qualifications, and thus gain status in society.This would seem to set off a tension for those involved in selecting the content of a curriculum. On the one hand, it is suggested that if schools do not provide the high status cultural capital that academic and economic success requires then children from working class backgrounds are potentially deprived of the ability to raise their social status (Anyon 200644). However in doing so, they are perhaps complicit in reproducing bias as to what is regarded as legitimate and valuable knowledge.It should be pointed out that this problematic account of knowledge and cultural selection does not suggest that knowledge is wrong or should not form the basis of a curriculum (Young 2006). Rather it suggests the need to consider the exact nature of the content we are choosing to include, and significantly exclude, from the curriculum. It suggests the need fo r reflection on our reasons for content selection, requiring an awareness of our own biases we bring to the process (Chan 2009).From these observations, in which the selection of curriculum content is regarded as having social implications and is implicated in the transmission of values, an understanding of teacher professionalism which emphasises practical skills or even pedagogical knowledge perhaps begins to appear inadequate.Therefore the remainder of this essay will consider the notion that teaching is inherently ethical in its nature, and that teacher professionalism should therefore centre upon the chaste characteristics of the profession (Goodson 2003 Campbell 2003 Carr 2006)Carr (2006172) argues that whilst all occupations are in some way concerned with ethical issues, these generally play a regulative role they indicate standards for good practice. However he suggests that this is not the case with teaching, rather he suggests that ethical considerations are constitutive of teaching. This is perhaps more clear in Campbells (2007604) assertion thatIt is far more gainsay to disentangle the ethics of teaching from the very process, practice and content of teaching (CHECK CONTEXT)It would seem that what is meant by this is that the decisions and actions taken by a teacher have moral significance (drawing on Campbell 20031). By its very nature teaching is involved in forming childrens values and understanding of the world and as such is involved in transmitting conception as to what is right and wrong (REF). Further, as discussed earlier the decisions made potentially impact upon an individuals achievement in schooling and thus maybe affect their future prospects.Following from this concept that issues of ethics are inbuilt into teaching, Campbell (2008605) argues that ethical codes are insufficient to address the issues faced by teachers. Rather she suggests that teachers requires an understanding by teachers of the complex moral issues they must add ress (Campbell 2008605).It would seem that within the Scottish context there is recognition of this. The Standards for Initial Teacher Education in Scotland, which specify what is required of a student teacher (Christie 2003847), includes reference to professional values and personal commitment (Christie 2003848).There is a danger, Carr () suggests, in framing values as a competence or standard, in that it would seem to suggest that the other aspects of teaching are value-neutral. In this way, the ethical nature of teaching perhaps cannot be reduced to a competency or standard. Rather Carr (2006178) suggests that it is about teachers taking moral issues and questions seriously. It should be noted that this does not suggest that teachers do not currently take moral and ethical considerations seriously, Campbell (20032) argues that many teachers are aware of the moral implications of their actions.However, Locke et al. (2005570) do suggest that when teachers are subject to high levels of accountability it can lead teachers doing things right rather than doing the right thing. Potentially, therefore, the CfEs focus on greater autonomy could provide greater flexibility for teachers to make the decisions they regard to be ethically sound. At the same time, by increasing teachers scope for choosing what to teach the ethical nature of teaching perhaps comes even more to the fore.It would seem then, that in aiming to give teachers greater autonomy over the content of the curriculum, the CfE both can be viewed as potentially enhancing teachers professionalism as understood in terms of levels of autonomy. However, it also seems to require a consideration of the professional knowledge base on which professionalism is based. The importance of pedagogical expertise and development is clearly important and highlighted as so ( e.g. Scottish Government 20094). Yet, considering the complexity, and potentially value laden nature of the cultural selection involved in selecting c urriculum content it would seem important to emphasise the ethical nature of teacher professionalism. In essence then, the greater autonomy afforded to teachers to select the content of the curriculum by the CfE would certainly seem, as Menter et al (201023) suggest, to point to a model of teacher professionalism in which teachers both reflect upon and develop their practice. However in light of the essentially ethical issues involved in content selection, it would seem fair to suggest that teachers reflections and decisions should draw not only on theoretical and practical knowledge, but must also consider the ethical reasons for choosing to include, or not to include content in their teaching.

Mass Media Violence and the Effect on Children :: Papers Argumentative

Violence in the media is a problem in American society today. The effect can be severe and widespread. The people exposed to this media delirium are mostly children. They are very impressionable and imitate what they see, hear and are told by their friends. In this essay I will state my tactile sensation and the opinions of several physiologists and new(prenominal) officials.Violence on television has been an issue that has plagued man from the day it was invented. Numerous shows depict violent acts a good deal(prenominal) as rape, murder, and other such acts that many people consider inappropriate for adolescents. According to some studies the average out child see to ites about 27 hours of television week. In some cases it is as much as 11 hours a day on a weekend. With the current amount of violence that is on television today these same studies estimate that the average child sees 8,000 murders and 100,000 acts of violence before finishing elementary school. In 199 2, there were over 1,800 acts of violence shown on television a day, over 360 those showed an act involving guns. Mediascopes field Television Violence Study found that 57% of television programs aired in 1994 and 1995, contained some violence most of these were cartoons. So the question is, should we ban violence from the television or should we just leave it the way it is?Some people believe that it should be banned from stations that show children?s programs to prevent the video of those children. Sometimes children see a great amount of violence on television, they begin to think that this is right and start to imitate the acts that they see on television, which are not the things that the parents want the children to learn from. One example of this is a thirteen-year-old boy who shot his best friend?s father and then put salinity in the wounds. When he was asked why he did this he said that he had seen the same thing on a movie the day before. Psychological inquiry has sh own three major effects of seeing violence on television Children may become less sensitive to the pain and suffering of others. Children may be more fearful of the world around them.. Children may be more likely to behave in aggressive or harmful ways toward others. Children who watch a lot of TV are less aroused by violent scenes than are those who only watch a little in other words, theyre less bothered by violence in general, and less likely to anything wrong with it.

The Effects Artificial Intelligence has had on Society and on Business

The Effects Artificial Intelligence has had on Society and on Business Until recently, many people thought it unlikely for machines to have human-like abilities. Human-like abilities were generally only attributed to animals, and not machines. However, with technological advancements such as computers, many are starting to realize the importance and impact such machines have in business. There are virtually no businesses today who do not implement the consumption of the Internet and networking technologies. The reason is because e-Business has made it more efficient, effective and has saved companies time and money when dealing with their business practices. It is difficult to assign intelligence to man-made objects, so first we must define and discuss what intelligence actually is. This is a complicated subject, raising questions of consciousness and self. Even quick-witted behavioral studies in humankind have been difficult and complex to understand. However, one popula r early definition put forth by John McCarthy at the Dartmouth Conference in 1956, is, make a machine behave in ways that would be called intelligent if a human were so behaving (http//www.answers.com/ stilted+intelligence&r=67). This is when the term artificial intelligence was first coined. Basically, it is giving a computer a rational mind-set comparable to humans. This raises a whole question is making artificially intelligent machines ethical? This question will be addressed later in the paper. Artificial intelligence (AI) can be classified into two categories strong AI and weak AI. Strong AI involves some form of technology that can reason and solve problems as a human does. Strong AI is and so classified into two forms also 1... ...rtificial+intelligence&r=67. The History of Artificial Intelligence. July 1997. Online. Internet. Thinkquest. March 12, 2005. < http//library.thinkquest.org/2705/history.html.The Honda Humanoid Robot ASIMO. 2004. Online. Intern et. Honda Motor Company. March 12, 2005. < http//world.honda.com/ASIMO.The MITS Altair 8800. Online. Internet. The Computer Science friendship at University of California, Davis. March 12, 2005. <http//wwwcsif.cs.ucdavis.edu/csclub/museum/items/mits_altair_8800.html.OBrien. James A. Management Information Systems Managing Information Technology in the Business Enterprise. The McGraw-Hill Companies, Inc. New York 2004.Pop quiz What was the first personalized computer? 2002. Online. Internet. Blinkenlights Archaelogical Institute. March 4, 2005. <http//www.blinkenlights.com/pc.shtml.