The effectiveness of abstinence-only sex education Essay

The effectiveness of abstinence-only sex education - Essay Example It promotes sexual refrain from indulgence before marriage and does not include discussion over contraceptive methods. (â€Å"Abstinence-Only Sex Education†, 2011). The abstinence-only sex education views abstinence from sexual intercourse as the best way to control sexual health. (â€Å"Abstinence and Sex Education†, n.d.) It shares the fundamental use of teaching social, health and psychological gains, which can be realized by refraining from indulgence in sexual acts. Bearing children at a young age is both harmful for the baby as well as the parents and society. It promotes the abstinence from alcohol and drug abusing which leads to increased desire for sexual intercourses. It also teaches one to acquire self-sufficiency before indulging into any type of sexual activity. (â€Å"Abstinence and Sex Education†, n.d.) The combined education based on both abstinence and comprehensive based is often referred as abstinence plus. (â€Å"Abstinence and Sex Educationà ¢â‚¬ , n.d.) Abstinence-only sex education is found to be losing control in the recent years. This type of education is a faulty or negative view of contraception. It is required to provide consumers with inaccurate information and the teenagers are perceptive consumers. (Thomas, 2009) Education on sexuality is a hot button topic in schools and is associated with the social and parental interpretation of wrong or right and with the people’s sensitivity towards religious and personal autonomy. Pelvic inflammatory diseases are a consequence of untreated or inefficiently treated reproductive tract diseases. It is responsible for sterility and impotency amongst woman and can lead to ectopic pregnancies, cancers of reproductive tract, abortions and stillbirths. (Collins, Alagiri & Summers, 2002) The prime reason why teens do not opt for the use of contraception is due to alcohol and drug abuse. A reciprocally faithful monogamous sexual relationship in the context of marriage is t he expected benchmark of sexual acts. Outside the context of wedding sexual activity is likely to have negative psychological and physical effects. (Collins, Alagiri & Summers, 2002) The affected youth may include sexually experiences teens, sexually abused teens, homeless and runaway teens, gay and lesbian youth as well. The gay, lesbian and bisexual teens face other consequences as well, as harassment and violence and finally they tend to commit mass suicide. Bisexuals are abandoned by their family members and are deprived of both public and private health care systems. (Collins, Alagiri & Summers, 2002) In most countries the homosexuals, bisexuals and transgender youths (LGBT) are often neglected in sex education classes, which include lack of discussion regarding manual, oral, and anal sex practices in regards of different risks for contracting deadly reproductive tract diseases. (â€Å"Sex Education†, 2011) STATISTICAL DATA OF IMPACT OF ABSTINENCE-ONLY SEX EDUCATION OVER PEOPLE The University of Pennsylvania published the fact that only one third of sixth-seventh grade adolescents who studied abstinence-only sex education had sexual intercourses in the next two years. The study is called â€Å"game changing† by proponents of abstinence-only sex education. (â€Å"Abstinence-Only Sex Education†, 2011) Abstinence and comprehensive based approaches of sex education can be combined to have increased impact on people. (â€Å"

Rationalizing Economic Development and Environmental Sustainability Essay Example for Free

Rationalizing Economic Development and Environmental Sustainability Essay There happens to be a two-fold task governing the existence of economic development and environmental stability – national progress towards economy depends on natural resources, and natural resources needs replenishment to continue the cyclical mode of economic development. In this manner, these two important national concerns continuously exist with a common approach of relationship. Indeed, the economy depends on the environment and the stability of the environment likewise opts for support from the sectors enriching the economy. In issues occurring between economic development and environmental stability, there are claims that the arousal of the economy inhibits the constancy of the environment. The energy sector primarily is one of the fundamental avenues governing this relationship. An exemplification of such is the report of Woodwell and Ramakrishna (2004) entitled â€Å"World Bank undermines efforts on global warming†: It states there that the World Bank favorably considered the continued support for the expansion of new-fangled sources of fossil fuels, one of the principal causes of climatic distraction. It came up with a decision that interests on recommending support to the less developed countries which are good prospects that can sell oil or gas or coal to the world markets. Furthermore, the alleged deed brings back into the limelight the ongoing inconsistency between the voices of the scientific community that provokes on the world’s state, and the ears of what the economic and political communities bear. In fact, the environment is being changed in conduct that annihilates its life-supporting capacity. Instead, it seeks for immediate efficient steps to stop the erosion. Such report only signifies how the trend of coming up with possible sources of oil, gas or coal can be much of a danger to the environment, to the inhabitants surrounding the possible resources, and to the planet earth as well. Global warming for the past decades continuously alarms the people of its degrading effects on the environment. Drastically, different industries governing the economy surely have directly or indirectly implied to such dilemma. In lieu with this, the question is back to basic â€Å"What does the environment do to the economy? † Indeed, there is a need to assess the economic value of the environment through its fundamental means, ways, and processes. Taking a look with CIDA’s Policy for Environmental Sustainability, an article called â€Å"Assessing the Economic Value of the Environment† states that taking into consideration the economic values implied to all environmental values, which may be of cultural, aesthetic, or spiritual, is not possible. Moreover, programmers are in constant need to assess the environment’s value to know its value in economic terms, and to assess the economy’s value to identify its value in making of environment decisions. In contrast with the macro and micro level, there is a need to emphasize the pros and cons of doing economical activities that may affect that of the environment. Furthermore, the article â€Å"The Complicated Interrelationships of Poverty, Population and Natural Resources† from the same policy states the sophisticated interrelated web of cause and effect relationships among poverty, population growth, degradation of natural resources and natural resource consumption (11). Three factors such as population, environment and poverty are commonly indivisible. In this manner, such dilemma is perceived in most of the less developed and highly populated countries. Most of the highly populated countries accumulate much of its resources creating a slash on its natural resources yet may incur a probable high or low effect to its economy. Indeed, in terms of economic development and environmental sustainability, the whole process is inevitably diversified. With this, the relationship between the economy and the environment takes action upon the people and their surroundings. Works Cited Woodwell, George M. and Ramakrishna, Kilaparti. â€Å"World Bank undermines efforts on Global Warming. † The Boston Globe 11 August 2004. â€Å"Assessing the Economic Value of the Environment. † January 1992. Canadian International Development Agency. 13 April 2007 http://www. acdi-cida. gc. ca/inet/images. nsf /vLUImages/Policy2/$file/ENV-E. pdf â€Å"The Complicated Interrelationships of Poverty, Population and Natural Resources. † January 1992. Canadian International Development Agency. 13 April 2007 http://www. acdi- cida. gc. ca/inet/images. nsf /vLUImages/Policy2/$file/ENV-E. pdf

Religion and Science in the Parable of the Unjust Steward :: Christianity Religious Scientific Essays

ABSTRACT: The Parable of the Unjust Steward should be interpreted allegorically, its literal interpretation shown to be impossible. Certain facts make this parable unique: a lord as the Lord; divine possessions; the symbolism of the house interpreted as a human being; the material principles of the world understood as the governor of a human being; the Lord’s debtors as spiritual teachers of various kinds; theological doctrines with their own theogonic and cosmogonic views, all claiming to know the truth in its wholeness. Their debts consist of their misunderstandings and errors which have caused the difference between them and truth. Examples of the part of the material principles of the world in correcting theological doctrines are adduced. Two different kinds of debt are considered. I conclude that ‘make to yourselves friends of the riches of unrighteousness’ means that the material reasons of the world, the wisdom of this age, must be used for the good of spir itual teachings. The subject I am going to approach may at first glance seem not to belong at all to the subject of the current session. However we shall see that the subsequent material has the most immediate connection to the theme of philosophy of religion. The question is of the Parable of the Unjust Steward. Before I begin the interpretation itself, let me remark that this parable is a text unique with respect to its isolation from the rest of the texts of the Bible. For in all of Scripture there is not even the slightest reference to this parable. And the Parable of the Unjust Steward has remained in the darkness of misunderstanding not only after the first glance, but even after the thousandth one. No exegete has ever been able to give an interpretation which is free of internal and other contradictions. This fact also makes this parable unique. So much for the rule declaring that closer an interpreter to the time of Scripture better is his chance to penetrate into the mystery of it, which lies at the base of the habit of magnifying the opinions of the Church Fathers. It will not be out of place here to recall the words of Maimonides: "a story which is repugnant to both reason and common sense ... contains a profound allegory ... and the greater absurdity of the letter, the deeper the wisdom of the spirit." We have just such a case.

Analysis of School Children by W.H Auden Essay

As the world evolves over the years people get new ideas, new theories, and develops a new way of thinking. Taking something so simple and elaborating on it making it sophisticated. In the Poem â€Å"School Children†, W.H Auden tries to emphasize to the readers that a simple playground where inhabits their fun filled activities is actually a prison. Here I will be explaining why the poem â€Å"School Children† is actually good. For a short poem Auden packs a lot of information that he sends out to the reader making his point straight and clear. As a little boy that sees his surroundings as a prison he uses many poetic devices to prove or enhance his point. One of the variations used in this poem is a â€Å"simile† A simile is a figure of speech that, like metaphor, compares unlike things in order to describe something. Similes do not state that something is another thing, however. Instead, they compare using the word â€Å"like† or â€Å"as.†On the very first line it says â€Å"Here are all the captivities; the cells are AS real. He is emphasizing that all the â€Å"prisoners† which is children are really living in a real prison environment. On the closing statement of the 2nd paragraph it stated, â€Å"The bars of love are so strong, their conspiracies weak like the vows of drunkards† . What this verse is trying to do is compare the term the children’s wrongful act to the words of a drunkardAnother device being portrayed is Imagery. Imagery is the use of words to create a picture in the mind of the reader. As the author put the readers through a stance where can we actually picture the school being a prison, with detailed descriptions on the first paragraph. 3rd paragraph â€Å"indeed their strangeness is difficult to watch; the condemned see only the fallacious angels of a vision. 4th paragraph â€Å"yet the tyranny is so easy. The improper word scribbled upon the fountain, is that all the rebellion?†(Oxymoron – Awkward Perfection)Another Device being represented is Hyperbole, which means an exaggeration of the truth. Such as, I seen that movie a million times, or I am laughing to death. These cannot be literally true but they are used to make things sound more impressive, or to emphasize something such as emotions, responses, or efforts. In this poem Auden uses Hyperbole to make his work more appealing to the reader and adds a sense of imagination. This whole poem is a hyperbole because the title school children it doesn’t talk directly about schoolchildren but instead he  exaggerates it as a prison. More specific,In the 2nd paragraph 2nd line†With the dumb play of the dog, licking and rushing;† – Auden is using the term DOG as a comparison to a regular school kid playing at the playground. Auden is just giving us a better exaggeration on how school kids act. Like how the schoolteacher throws you a ball and the dog must go get it. Auden doesn’t literally mean the kids are dogs but in reality the relationship is similar. â€Å"The condemned see only the fallacious angels of a vision† – Fallacious meaning false. Those who don’t try in school are proven to hate it. A hyperbole is being portrayed by saying the kids are all angels at some point but it is up to them whether they want to be good or not. (Or their parents in some cases)†The storm of tears shed in the corner† – the hyperbole I this verse is the Storm of Tears.. Literally it translate to he/she cries a lot in the corner. The effect of a storm gives us a more photographic detail on what kids do when they get into certain trouble.

American Writers Essay

ENG 4U1 – Film and Literature Comparative ISP Choose your ISP Topic below. For that topic, you must choose one corresponding film and one corresponding novel from the list below. You will then work towards completing a comparative analysis of the two chosen works. The steps of the ISP are as follows: U1A5 – Statement of Intent/ISP Proposal U2A6 – ISP Progress Report #1 (here you will review your ISP novel) U4A1 – ISP Annotated Bibliography U5A1 – ISP Progress Report #2 (here you will review your ISP film) U5A2 – ISP Thesis/Outline U5A4 – Final ISP Essay. ISP TOPICS FILM CHOICES NOVEL CHOICES Personal Liberation/Redemption Gran Torino Rocky Balboa Albert Camus, The Outsider Carol Shields, The Stone Diaries Ernest Gaines, A Lesson Before Dying Ian McEwan, Atonement Jane Urqhart, The Stone Carvers John Irving, A Prayer For Owen Meany Khaled Hosseini, The Kite Runner Margaret Atwood, Surfacing Margaret Laurence, The Stone Angel Miriam Toews, A Complicated Kindness Oscar Wilde, A Picture of Dorian Gray Roberston Davis, Fifth Business Walter Lamb, She’s Come Undone Destructive Nature of Dreams American Gangster. There Will Be Blood Brian Moore, The Passion of Judith Hearne F. Scott Fitzgerald, The Great Gatsby John Steinbeck, The Pearl John Steinbeck, Of Mice and Men Mordechai Richler, The Apprenticeship of Duddy Kravitz Toni Morrison, The Bluest Eye Utopia/Direction of the Future Children of Men The Road Aldous Huxley, Brave New World Anthony Burgess, A Clockwork Orange Cormac McCarthy, The Road George Orwell, 1984 Margaret Atwood, Oryx and Crake Margaret Atwood, A Handmaid’s Tale Ray Bradbury, Fahrenheit 451 Journey Motif Rain Man Motorcycle Diaries  A. Manette Ansay, Vingear Hill Arundhati Roy, The God of Small Things Betty Smith, A Tree Grows in Brooklyn Cormac McCarthy, The Road John Steinbeck, The Pearl Khaled Hosseini A Thousand Splendid Suns Khaled Hosseini, The Kite Runner Kim Edwards, The Memory Keeper’s Daughter Marina Nemat, The Prisoner of Tehran Paolo Coehlo, The Alchemist Salman Rushdie, Satanic Verses Sue Monk Kidd, The Secret Life of Bees William Faulkner, As I Lay Dying Destructive Nature of War Avatar The Hurt Locker Anne Michaels, Fugitive Pieces Denis Brock, The Ash Garden. Elie Wiesel, Night Ian McEwan, Atonement Joseph Boyden, Three Day Road Joseph Keller, Catch-22 Joy Kogawa, Obasan Laura Esquivel, Like Water For Chocolate Markus Zusak, The Book Thief Pat Barker, The Ghost Road Timothy Findley, The Wars Non-Conformist Hero Juno Iron Man Anthony Burgess, A Clockwork Orange J. D, Salinger, The Catcher in The Rye John Irving, A Prayer For Owen Meany Joyce Carol Oates, Foxfire Ken Kesey, One Flew Over The Cuckoo’s Nest Kim Edwards, The Memory Keeper’s Daughter Mark Haddon, The Curious Incident of the Dog in  the Nighttime Miriam Toews, A Complicated Kindness Roddy Doyle. A Star Called Henry Sue Monk Kidd, The Secret Life of Bees Immigrant Experience Lost in Translation In America Anne Michaels, Fugitive Pieces Barbara Kingsolver, The Poisonwood Bible Brian Moore, The Luck of Ginger Coffey Frank McCourt, Angela’s Ashes Jane Urquhart, The Stone Carvers Joy Kowaga, Obasan Margaret Laurence, The Diviners Michael Ondaatje, In the Skin of a Lion Mistry Rohinton, A Fine Balance Nino Ricci, Lives of the Saints Role of Women Revolutionary Road An Education. Alice Walker, The Colour Purple Anita Diamant, The Red Tent Anne Marie MacDonald, Fall On Your Knees Arthur Golden, Memoirs of a Geisha Barbara Kingsolver, The Poisonwood Bible Bernhard Schlink, The Reader Frank McCourt, Angela’s Ashes Khaled Hosseini A Thousand Splendid Suns Kim Edwards, The Memory Keeper’s Daughter Margaret Atwood, The Edible Woman Margaret Atwood, The Handmaid’s Tale Miriam Toews, A Complicated Kindness Sue Monk Kidd, The Secret Life of Bees Tennessee Williams, A Streetcar Named Desire Toni Morrison, The Bluest Eye Wally Lamb, She’s Come Undone.

contrast of The Lottery and The Rocking Horse Winner

The comparison/contrast of The Lottery and The Rocking Horse Winner There are many elements of literature, imagery, style, and tone that contribute to the creation of the overall spirit of the work, and shape the reader’s perception of the plot, the main characters, and the overall message of the literary piece. These elements are often used in their direct meaning, thus enforcing a direct effect on the reader; however, there also are cases when they are used in a controversial manner, making the impression from the read piece stronger and even more emphatic.Advertising We will write a custom essay sample on The comparison/contrast of The Lottery and The Rocking Horse Winner specifically for you for only $16.05 $11/page Learn More The tone of the work is significant in its terms as well because it creates the fleur of seriousness, light-mindedness, sadness or cheerfulness, introducing the reader to the world of the literary work, and even making him or her the participant of events. Symbols are the fruitful addition t o the literary stylistic devices, since they add the third dimension of the plot and message, showing what cannot be expressed by words, and making the work lively. All these issues have found their direct and at times sophisticated realization in the works of Shirley Jackson and D.H. Lawrence. These two works are remarkable from the point of view of investigating the impact of tone, style, and symbol in a literary work. Thus, for example, the topic of question of tone becomes extremely topical in Jackson’s work â€Å"The Lottery† that in itself represents a contradiction, controversy, and conflict. The opening lines of the short story presuppose some cheerful scenario, some picturesque place and a holiday-suggesting lexicon: â€Å"The morning of June 27th was clear and sunny, with the fresh-summer day; the flowers were blossoming profusely and the grass was richly green† (Jackson, 1949, p. 5). The beginning clearly suggests a lovely landscape, a beautiful day, and the similarly pleasant continuation of the plot. Nonetheless, the short story’s essence, plot, and message are quite different from the beginning setting people on a positive tone and perceiving the lottery as something rewarding and interesting for the villagers. The only fact that the ritual is of vital importance does not cause any doubts, since there is much attention to every detail, to every participant of the events, to the black box and the responsibilities of the lottery’s chairman as well. The meaning of being the chosen, picking the black spot from the box, is not open until the end of the work, though the tone comes to its correct form by the end of the short story, changing rapidly after the choice falls on Mr. Hutchinson, and the fierce protection he gets from his wife, the ultimate victim of the medieval, bloody tradition. Lawrence’s story, â€Å"The Rocking Horse Winner†, is much more consistent in terms of plot, style, and tone of the story. However, though the tone of the stony is quite pessimistic, gloomy, depressing, with short sentences and broken phrases, there is much irony at the beginning of the work, showing that the author himself does not consider the hardships faced by the family so hard and awful as they are depicted. This irony may be quite well felt in the phrases such as:Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"there must be more money. The father, who was always very handsome and expensive in his tastes, seemed as if he never would be able to do anything worth doing. And the mother, who ha a great belief in herself, did not succeed any better, and her tastes were just as expensive† (Lawrence, 1926, p. 552). The irony is striking – people who cannot find any money to let their children study well can afford expensive tastes, and at the same time they call themselv es â€Å"the poor members of the family† (Lawrence, 1926, p. 553). They buy expensive toys for their children, they use the services of taxi, but they remain poor because they do not live up to their wishes and ambitions. The talk of mother with her son Paul is also quite ironic, though it also contains some symbolism of the concept of luck. Their family traditionally ties luck with money, but Paul dies a young and rich person, which cannot be considered luck at all. Hence, the crisis of belief, understanding, and morale in the family is shown through an ironic representation of their so-called ‘poverty’ and the dramatic effect of that perception imposed on Paul at an early age. Irony is also present in â€Å"The Lottery†, though it is quite far from being ironic in its whole sense. The talk between Old Man Warner and Mr. Adams is very ironic – Old Man Warner compares the refusal from the lottery in other towns to degradation – â€Å"theyâ⠂¬â„¢ll be wanting to back to living in caves, nobody work anymore† (Jackson, 1949, p. 14). However, it is clear that the very ritual is a remnant of the dark, medieval, illiterate, cruel, nearly pagan times when people believed that killing one chosen person was useful for their harvest – â€Å"Lottery in June, corn be heavy soon† (Jackson, 1949, p. 14). Contrasting the works according to their style and tone, one should surely note that they can also be compared concerning the symbolism in works; besides the proverb about the good harvest, the symbol of the black box is very strong in Jackson’s story, and the symbol of the rocking horse also occupies the central place in the work â€Å"The Rocking Horse Winner†. It is obvious that the mistaken perception of luck compared directly with money leads to further misconceptions, and the boy draws a parallel between his luck and the rocking horse. Hence, these symbols distinguish both works and allow a s trong comparison between them.Advertising We will write a custom essay sample on The comparison/contrast of The Lottery and The Rocking Horse Winner specifically for you for only $16.05 $11/page Learn More As it comes from the present comparison and contrast, the stylistic devices such as tone and style are vastly used by writers to enhance the impact on the reader, to create the spirit of the unexpected, to surprise him or her, and to make the work highly emphatic. Symbols are also widely used equally to the characters of the stories, as they produce the impact on the characters only by their presence, by the profound meaning they have. It is possible to say that both authors have skillfully used the discussed techniques, though each of them in their own way. References Jackson, S. (1949). The Lottery. New York, NY: Farrar, Straus. Lawrence, D.H. (1926). The Rocking Horse Winner. In D.H. Lawrence. Full Score: Twenty Tales by D.H. Lawrence (2008). Rockville , MD: Wildside Press LLC.

UK Food Waste Management following the European Union (EU) Directives The WritePass Journal

UK Food Waste Management following the European Union (EU) Directives Introduction UK Food Waste Management following the European Union (EU) Directives IntroductionWhat is food waste?Sources of food wasteEffects of food waste to the environmentNew EU directives on food wasteThe Waste Hierarchy  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Least preferred management method   FIG 1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ORDER OF WASTE MANAGEMENTConclusion  REFERENCESRelated Introduction Global warming is a well known problem facing our society today however, food waste which contributes about 30-31% of global warming is not largely recognised (EIPRO) Environmental Impact of Product. Food waste, a biodegradable waste is largely disposed in landfill due to unawareness of its effect on the environment. Methane gas is released during the degradation process of food waste and this leads to depletion of the ozone layer and eventually global warming. Food waste also leads to waste of fresh water, fuel for transport, soil nutrient and finance Humpries (2010). European Union  Ã‚   ( EU) knowing the effect of food waste to the environment and life in general has established laws and made targets to reduce food waste. What is food waste? Waste and Resource Action Programme (2009) defines food waste as waste made up of raw food materials or cooked materials such as vegetables, spoiled food, meat trimmings and leftovers. It can also be defined as agricultural products unused, worthless or unwanted. Examples of food waste are leftovers from our homes and food service sectors, bones, spoilt food and food that have exceeded their shelf life. Sources of food waste The sources of food waste have been grouped into three major sectors by Waste and Resources Action Programme (2009) Manufacturing and Processing: In this sector food waste is unavoidable particularly with products such as meat. Bones and animal organs which may not be consumed are examples of unavoidable waste in this sector. Legislative restriction on outsize production of fruit and vegetables is another unavoidable means of food waste Commission Regulation NO 1221/2008. Retail Sector: The sector includes all sales outlets, wholesale and retail. Food waste in this sector is generated due to overstocking of food products with short shelf lives without matching of demand, Organisation for Economic Co-operation Development (OECD) (2002). Marketing strategies (two for one deal) is used by retailers to reduce food waste from their sector however, ends up shifting the waste to household where is to enough time to consume these products. Household and food service sector: This sector was analysed in UK by Waste Resources Action Programme (2009) as of one the major sources of food waste. It further states that almost half of food waste is generated at this sector. In disagreement with Waste Resources Action Programme, Laura and Jon (2008) argues that the percentage of food waste contributed by household and food service sector is less than half with constant development of food industries and supermarket in the UK. European Commission (2008) reveals that unawareness of the effect of food waste to the environment, finance and percentage of waste produced by this sector to total food waste accumulated yearly as one of the major causes of food waste in this sector. Effects of food waste to the environment Environmental Impact of Product (EIPRO) points out that for proper analyses of the effect of food waste on the environment, research should be carried out on the general life cycle or stages of food (production, distribution transport) before and after it becomes waste. According to Kassem (2010) food been biodegradable has lead to increase level of food waste in land fill leading to increased emission of methane gas and further depletion of the ozone layer causing global warming.   Similarly, Kassem (2010) and Vidal (2002) agreed that food production consumes 70% of the world’s fresh water. The work of United Nations Environmental Programme (2009) reveals that most of the food produced ends up as waste thus leading to wastage of fresh water. In reference to Jodie Humpries (2010) other resources wasted as a result of food waste includes soil nutrient, energy put in during agricultural process and fuel for transport. New EU directives on food waste The European Union is a body that controls or Legislates environmental issues. Food waste, an environmental issue is under control by some binding laws. The new EU Directives on food wastes 2008/98/European Commission simplifies how food waste should be controlled or managed. The Waste Hierarchy Preferred Option   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Least preferred management method    FIG 1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ORDER OF WASTE MANAGEMENT Fig 1 illustrates the New EU Waste Directive Hierarchy (2008) which directs member state (MS) on the path to follow for effective management of food waste. This waste hierarchy gives high priority to waste prevention and very low priority to landfill. However unavoidable food waste can either be re-used, recycled or use for energy recovery Article 22 of Revived Waste Framework requires member states to set up separate collection of bio- waste, treat bio- waste in ways that is friendly to the environment and use   materials produced from recycled from bio- waste that are safe. The Directive also instructed member states (MS) to recycle 50% of waste from household by 2020. Salmon (2009) points out that the fundamental laws outlined in the food waste directives (prevention, re- use, recycling, energy recovery and landfill for last resort) are been practically employed in the UK. Conclusion Proper management of food in UK following the European Union (EU) Directives (prevention, re-use, recycling, energy recovery and landfill for last resort) will reduce food waste disposed in landfill and eventually methane gas and global warming.   REFERENCES Commission Regulation (EC) no 1221/2008 0f 5 December 2008: eur-lex.europa.eu/Lexuriserv/Lexurisev.do?uri=oj:l:336:0001:0080:EN:PDF EC   (2008). Green paper on the management of bio-waste in the European Union, Brussels, Belgium. Jodie.H.(2010). The impact of domestic food waste on climate change. Retrieved March 10, 2011 from nextgeneration food.com/news/looking-at-food-waste/ John. V (August, 2002). Earth’s liquid asset. The Guardian, p.6. Laura.B and Jon.H (2008). How to break the habit of wasting food. Retrieved March 10, 2011, from guardian.co.uk/environment/2008/jul/08/food.ethicalliving?INTCMp=SRCH Norem. K. (2010). How to reduce food waste waste .Retrieved March 8, 2011 from suite101.com/content/how-to-reduce-food-waste-a212264. OECD (2002). Environmental Impacts and Policy Responses.Retrieved March 10, 2011 from oecd.org/department/0,3355,en_2649_34331_1_1_1_1_1,00.html Salmon.B (2009).The waste frame work directive explained. Retrieved March 10, from hg.org/law-firms/USA-Environmental -and-Natural-References.html. United Nations Environmental Programme. (2009). environment’s role in averting food crisis. United Nations Environment Programme:GRID-Arendal Waste and Resources Action Programme (2009). Household and drink waste in the UK.Retrieved March 8,2011 from wrap.org.uk/retail_chain/grocery/food/index.html

5 Top part-time jobs for 2018

5 Top part-time jobs for 2018 We spend a lot of time thinking about our full-time careers, and what we want those to be, but sometimes what you need is a part-time job. Part-time jobs can be a way to manage an employment gap while you figure out your next career move, or it can be a way to test the waters in a particular field, or it might be a side hustle to make more money. The flexibility of a part-time job is usually the best part. So what are the top jobs for 2018 if you’re looking for a part-time gig? Let’s explore 5 that are worth exploring.1. Fitness InstructorWe live in a fitness-crazed world right now, with debates raging about CrossFit vs. SoulCycle or whether you really need to build an American Ninja Warrior gym in your backyard. But for most of us, fitness comes from our local gyms and community classes. That’s where fitness trainers and instructors enter the picture. These teachers lead classes in various types of fitness techniques (like yoga Zumba, or aerobics), or act as per sonal trainers on a more limited or one-to-one basis to help clients build fitness or lose weight. Fitness trainers can typically make their own schedules, scheduling classes or client appointments as they prefer, making it a solid part-time opportunity.What you’ll need: First and foremost, you should be pretty fit yourself, and also knowledgeable about anatomy, physiology, and safety. Trainers and instructors who specialize in a particular area (like yoga) often undergo advanced training, as well. There’s typically no minimum degree necessary to be a fitness instructor, but many employers are starting to prefer an associate’s degree in kinesiology (or a similar field), plus certification by an accredited training program.What it pays: According to the U.S. Bureau of Labor Statistics (BLS), fitness trainers and instructors make a median annual salary of $38,160 (full-time), or $18.34 per hour. This can vary depending on your hours and your specialty.For more on how to snag fitness jobs:How to Become an Athletic Trainer2. Registered NurseIf you’re looking for a flexible job in the healthcare field, you might want to consider nursing. Registered nurses (RNs) coordinate and provide direct patient care, assess patient condition, record patients’ medical data, administer treatments and medication as prescribed by a physician, develop treatment plans, operate and monitor medical equipment, perform diagnostic tests, and educate patients and their families on follow-up care. Nurses can be found in any facility that offers healthcare, including hospitals, schools doctors’ offices, home services, nursing homes, clinics, or health-focused government agencies.But is nursing really a part-time field, you ask? The short answer: it can be. Once you’ve got your nursing degree and your certification, there are nursing jobs that let you set your own hours, or work on short-term assignments. One major example is travel nursing, wh ere you can accept temporary or part-time gigs away from home, setting your own work agenda.What you’ll need: RNs typically hold a bachelor’s degree in nursing (BSN), an associate’s degree in nursing (ADN), or a certificate from an accredited nursing program. Every state requires nurses to be licensed, so be sure to check your own state’s requirements for licensing (including any standardized tests like the NCLEX).What it pays: According to the BLS, registered nurses make a median annual salary of $68,450, or $32.91 per hour.For more on how to snag registered nurse jobs:Create A Winning Registered Nurse Resume!How Long Does it Take to Become a Nurse?3. Retail AssociateWhether you’re interested in building a longer career in retail or merely finding something in the meantime, working in retail can be the king of â€Å"right now† jobs. It’s a way to build experience, but if you’re not really interested in working in the industry for the rest of your working life, it’s a job that doesn’t require a ton of investment up front (education or certification). Retail is also one of the few industries that hires seasonal workers, which can be a great way to earn extra money over the holidays.Retail associates are the front-line workers in stores, working out on the floor to make sure that shelves are stocked, customers are being helped, sales are being made, and things are running smoothly. It’s typically an hourly job, worked in shifts set by the store’s management. Working nights, weekends, and holidays is pretty common in most retail stores, so it’s a job you can work around other jobs or obligations.What you’ll need: There’s no official education level needed to become a retail associate, but many companies prefer high school graduates (or equivalent). You should have great customer service skills and be punctual, patient, and great at organization. Strong math sk ills are often a bonus, for jobs that involve cashiering or inventory-taking. Most stores provide on-the-job training for new employees.What it pays: According to the BLS, sales associates make a median annual salary of $22,900 per year, or $11.01 per hour. This can vary depending on experience and seniority.For more on how to snag retail associate jobs:6 Job Skills You Need to Be a Sales AssociateHow to Write a Perfect Sales Associate Resume (Examples Included)4. Rideshare DriverIf you’ve got a great driving record, a car in good shape, and an independent streak, becoming a rideshare driver could be a great part-time option. Working for livery companies or app-driven companies like Uber or Lyft, you’re transporting people from point A to point B- but on your own schedule. Most rideshare companies allow you to decide when you work and when you’re off duty. And if you’re interested in night owl shifts, you can make good money (plus tips) getting people hom e safely from work, bars and clubs, or other nighttime activities.What you’ll need: A valid driver’s license and a clean driving record. Most companies require that potential drivers pass a background screening, as well as a vehicle inspection to make sure your car is clean and in good working order.What it pays: The median national hourly rate for rideshare drivers is $19.04, but drivers can make up to $30 an hour, plus tips, depending on how many fares they’re picking up. It can also vary according to where you live.For more on how to snag rideshare driver jobs:10 Jobs Where You Can Work OvernightTop 5 Jobs in the Midwest5. Warehouse WorkerAt this moment in time, the world belongs to e-tail companies like Amazon- we just happen to live in it. Companies that warehouse and ship mass quantities of products are busier than ever these days, with large shipping centers and new hubs popping up all over the country to cut shipping times and costs as much as humanly po ssible. These centers typically have a number of part-time openings for shipping and warehouse associates who receive freight, process it, inventory it, process and pack orders, and ship it all back out.This is a job that can be a good fit if you like to work with your hands or you have Tetris-like organizational skills. It’s very physical, though, so most of the opportunities in this field are open to people who can lift heavy weights, operate heavy equipment, and tolerate long shifts potentially on your feet. Because the work is typically shift-based, you will likely be able to find shifts that work well with other life or work obligations.What you’ll need: Most companies require a high school diploma (or equivalent) to work in a warehouse. You should also be in good physical shape, with the stamina to work on your feet and lift heavy objects for hours at a time.What it pays: According to PayScale.com, warehouse workers make a median hourly rate of $12.69.For more on how to snag warehouse worker jobs:How to Become a Forklift OperatorTop Opportunities in the Online Retail Revolution6 top retail jobs this holiday season and how to get themWhatever your needs, a part-time job can be exactly what you need to boost your income while also getting you necessary experience and giving you a more flexible schedule than the 9-to-5 grind.

Law fo business (Individual) Essay Example | Topics and Well Written Essays - 2000 words

Law fo business (Individual) - Essay Example We also have Megastores in Cornwall, who supplied the toy to the retailer. And we have the Chen Organisation in China, who manufactured the toy. Also, it must be noted that Mrs. Sharma has two different causes of action, one based upon contract and one based upon torts. The tort cause of action is based upon product liability. The rule regarding product liability can be found in Donoghue v. Stevenson, a famous 1932 case that stated that was the first case to establish that a manufacturer of goods and services owes a duty of care to all consumers of the product. It is special to note that there is no need for privity, in other words, the duty of care is not just owed to the person to whom the the manufacturer has a contractual obligation. Such as in the case of Donaghue, the basic facts are that a patron of a soda shop drank a ginger beer that had the remains of a snail in the beer. She sued, and, even though she did not purchase the drink, she won. She did not have a special contractual relationship, but this was not dispositive in this case.1 While Donaghue grounded product liability actions in negligence theory, this is no longer the case. The rule regarding product liability is one of strict liability now. This rule began in 1936 with the case of Grant v. Australian Knitting Mills2, in which the defendant was held liable to the plaintiff for underwear that had too much sulphite, but Commission directives from the Pearson Commission was not enacted.3 These cases and directives led to the Consumer Protection Act 1987, which governs product liability now. This was promulgated to enact the European Community Directive on Liability for Defective Products 1985.4 The Consumer Protection Act 1987 (hereinafter â€Å"CPA†) states that â€Å"where any damage is caused wholly or partly by a defect in the product, every person to whom subsection (2) below applies shall be liable for the damage.†5 The act goes

The case of Mabo Essay Example | Topics and Well Written Essays - 2250 words

The case of Mabo - Essay Example The amendment aimed at establishing a strategy of making land grants based on the trust of Torres Strait islanders and the aboriginals of which the Murray Islanders did not agree with it. The plaintiffs had the representation of the Grey Mclntyre, Brian Keon-Cohen, and Ron Castan (Curthoys, Genovese and Reilly, 2008). At first, the case was brought in as a test aimed at determining the legal rights of the people of meriam to land in the Murray island and Waier and Dauar in Torres Strait. This was so because; such got heavy stimulation to the Queensland in 1879. Before the British contacted the Meriam people, they had lived in the land as subsistence economists who majored in fishing and cultivation. At those times, the land was not for the whole community or public, but rather, was for certain individuals. At some point in 1985, the government attempted at all means to discontinue the proceedings through the enactment of a declaratory act referred to the Queensland coast island. This declaration stated that on the land annexation in 1879, the island title was vested in the Queensland state, and as a result, free from claims, interests, and rights whatsoever. According to the Mabo versus Queensland number 1 of 1988, the high court stated that this was not in line with the legislations provided by 1975 racial discrimination act. As a result, the plaintiffs decided to come up with inter alia declarations ruling that the Meriam people had a right for the Land of Murray Island. This meant that they were the owners, possessors, occupiers, or people who have a right to enjoy the use of the land. According to the plaintiffs, they argued that they needed a possessory title because of the long period, which they possessed the land.

An entrepreneurial viewpoint Essay Example | Topics and Well Written Essays - 1500 words - 1

An entrepreneurial viewpoint - Essay Example Discerning the module has taught me that there are certain traits that any successful entrepreneur needs to be endowed with. A careful scrutiny of my own personality against these entrepreneurial traits has confirmed to me what I have and areas that I need to improve on to call myself a happy and successful entrepreneur. My entrepreneurial spirit is hemmed in by several personality traits that the module has helped me identify about myself and most immediately is confidence. Like Michael Bloomberg puts it: â€Å"Don’t be afraid to assert yourself, have the confidence in your capabilities, never letting the bastards drag you down.† I believe that confidence comes in handy for startup success. I have the confidence to take the risks, and to lead teams in creating a vision and to confidently sell the product to investors and customers (Straut, 2008). The other trait is optimism, Bill Gates has made fortunes as an entrepreneur because he looked at what was ahead of him with optimism; and that is how I always look at things that are ahead of me. I have learnt from the module that an entrepreneur should be optimistic about a product, their teams and their future. A study done by Baron (2004) found out that entrepreneurs perceive risks as being smaller than they are in actual sense, and also smaller than many people would ordinarily perceive them to be. It is with such optimism that I look at the future that though things may look obscured at the beginning, soon they will clear up, all it takes is to hang on and be positive. Passion has taught me that anyone can succeed in anything they set out to do, as long as their endeavor is anchored on unlimited and incredible enthusiasm. I am very passionate about everything I believe in and speaking about the importance of passion in entrepreneurship, Baron (2004, pp. 230) wrote, â€Å"Passion is a key cog in the wheel of determination, it is both contagious and palpable, many consumers, businesses and investors will be swayed by an entrepreneur who exhibits great passion.† Going with passion is self-efficacy. Nolan Bushnell was quoted saying that â€Å"many people have great ideas, but it’s only a few of them who decide to do something about those ideas now; a true entrepreneur is the one who is a doer, rather than a dreamer† (Choo, 2004). The last characteristic that wraps up my entrepreneurial spirit is persistence. I made a promise to myself that I was going to be successful in anything that I put my all into. There is no amount of money, or any amount of labor neither any number of hours would deter me from giving the very best that is in me. The module is clear that a successful entrepreneur is one who is will overcome and persevere despite the many hurdles, setbacks or failures (Osborne, 1995). Entrepreneurs are able to learn from their failures to make improvements on themselves, their team and their products. I have an entrepreneurial mentality as opposed to an employee mentality and so it would more fulfilling for me to work in an entrepreneurial organization as an entrepreneurial manager as opposed to working in a conveniently structured organization with convenient management approaches. This is inspired by the fact that I have a vision to chart and create my own path, as opposed to that employee mentality

Determining Your Perfect Position Paper Essay Example | Topics and Well Written Essays - 1500 words - 1

Determining Your Perfect Position Paper - Essay Example However, as challenging as the position of leader might be, it can be best fulfilled by an employee who has a lot of experience working for the organization. If the restructure allows them to assume this position then along with the problems, the perks of this job will also be great. Deciding on a specific style of leadership will be a difficult task, thus it is best to switch on the situational leadership role. The advantage of such an approach is its ability to be highly effective. It switches the need to choose one specific style and try to run every part of the organization in that mode. This will allow a larger number of people under different departments to be efficient and effective under the leadership of one individual. By using various different modes the leader can ensure the full participation of each member in their team. The most important aspect of this method is the motivation and capability of the employees. The leader needs to recognize three forces when dealing with his employees when involved in this situation: the force of the situation, forces in the follower and the forces of the leader (Tannenbaum and Schmidt). Authoritarian approach is one of the most empowering and extreme forms of leadership used. Here the leader uses his high level of power to control their team members. The employees aren’t allowed to express their opinion about any decision made by the leader. They have to agree to it without making any suggestions. This has to be done even if the employee has an idea that will be of great use to the organization. However, this mechanism was flawed; many people resent being treated with such control. This can lead to many employees choosing to be absent rather than appearing for work or even a staff turnover. The benefits of teamwork are lost as the most experienced employees choose to leave the team. This method is useful and is still a preferred mode because the control ensures all the work is done. This leadership

Recruitment process Essay Example | Topics and Well Written Essays - 500 words

Recruitment process - Essay Example Recruitment is the process of identifying and hiring qualified candidates for a job opening. However, recruitment process involves attracting, hiring, and interviewing new employees. On the other hand, selection process is the evaluation of candidate, through interview, for specific job. There is a difference between recruitment and selection process. Recruitment process mostly involves attracting candidates who are later hired for a job upon qualifications. The selection process involves identifying the qualities needed for a candidate to quality for a job. Internal methods of recruitment are usually done for the preparation of a recruitment process. There are a number of internal methods of recruitment. The first process in recruitment is job analysis. This entails reviewing the manpower plan of the company frequently so as to establish a gap. The Human Resource Manager liaises with the head of departments so as to see whether a job position in a given sector is necessary. Such a position should be ideal in that it should allow for future promotion and expansion. Once such a job position is confirmed, the concerned HR manager fills a requisition form which is sent to the Line Manager. The Line Manager then submits it to the Recruitment Manager upon its approval. The Recruitment Manager has the final say hence his approval leads to creation of a vacancy. (Lee, 2012:19).this new development comes with a myriad of details that include: job posting which involves the possibility of workers within the company applying for the created vacan cy; reference number of the vacancy, postal postal association and the academic qualifications, skills and experience required for the vacancy. The second stage involves writing the Job Description and PS. The departmental heads are vital components when it comes to giving the boundaries of the job in the form of a job description. This is simply because he or she is

SWOT Analysis of St. Austin Primary School Essay

SWOT Analysis of St. Austin Primary School - Essay Example This essay stresses that the school enjoys a good relationship not only with the neighbors but also with the school stakeholders. Periodic audience between the school administration and the students ensures that problems are solved as soon as they arise. There are periodical meetings between the teachers and the parents and this ensures that the two parties act in a synchronized manner as far as bringing up the child is concerned. There are parent days once per year where the students, teacher and students come together. This paper makes a conclusion that the school possesses a lengthy history, been in existence for thirty years now. This means that the school has laid down infrastructures as far as education provision is concerned. It has a fully stocked library and laboratories. It also has a powerful network of alumni. These are prominent people in the society and provide inspiration to our student and staff. The school is very expensive, it been a private enterprise. This locks out students that deserved an opportunity to study at our school since they cannot meet the costs. The school is said to be rigid as far as religion goes. It is run exclusive on Roman Catholic principles. This alienates students of other faiths like Muslim and Protestants. The school has been in existence for a period of thirty years. Due to this, it finds it very hard to deviate from its tradition and embrace new ways of life. It is accused of still running the business of education the old school way.

Recruitment process Essay Example | Topics and Well Written Essays - 500 words

Recruitment process - Essay Example Recruitment is the process of identifying and hiring qualified candidates for a job opening. However, recruitment process involves attracting, hiring, and interviewing new employees. On the other hand, selection process is the evaluation of candidate, through interview, for specific job. There is a difference between recruitment and selection process. Recruitment process mostly involves attracting candidates who are later hired for a job upon qualifications. The selection process involves identifying the qualities needed for a candidate to quality for a job. Internal methods of recruitment are usually done for the preparation of a recruitment process. There are a number of internal methods of recruitment. The first process in recruitment is job analysis. This entails reviewing the manpower plan of the company frequently so as to establish a gap. The Human Resource Manager liaises with the head of departments so as to see whether a job position in a given sector is necessary. Such a position should be ideal in that it should allow for future promotion and expansion. Once such a job position is confirmed, the concerned HR manager fills a requisition form which is sent to the Line Manager. The Line Manager then submits it to the Recruitment Manager upon its approval. The Recruitment Manager has the final say hence his approval leads to creation of a vacancy. (Lee, 2012:19).this new development comes with a myriad of details that include: job posting which involves the possibility of workers within the company applying for the created vacan cy; reference number of the vacancy, postal postal association and the academic qualifications, skills and experience required for the vacancy. The second stage involves writing the Job Description and PS. The departmental heads are vital components when it comes to giving the boundaries of the job in the form of a job description. This is simply because he or she is

Leadership concepts Dissertation Example | Topics and Well Written Essays - 1750 words

Leadership concepts - Dissertation Example This paper seeks to discuss seven notable leadership concepts, different ethical aspects of the concepts as well as how I plan to incorporate the leadership concepts in my leadership development. Leadership traits entail personal characteristics that make an individual to be effective in his or her leadership process. According to the research that has been conducted by various scholars, successful leaders are different from other people based on the personal aspects that positively contribute to the success. This implies that an organization must be at a position of identifying the key traits possessed by their leaders in order to come up with unique ways of leader selection, training as well as other skills development aspects. One of the major leader’s traits is being determined and strong drive. Individual with high level of determination tend to extensively pursue their goals as well as working for long hours. Additionally, leaders who are determined are in a better posit ion to formulate sustainable solutions. Self-confidence is another major trait that makes an individual a successful leader. Some of the major aspects that are related to self-confidence include emotional stability, self-esteem and self-assurance among others. A leader who has self confidence is not only in a position to build trust among the workers but also he or she is able to create the spirit of commitment among the team members. As an individual who has self confidence, my future leadership plan will entail sharing these values with my followers.

Employer Associations & Modern Awards Essay Example for Free

Employer Associations Modern Awards Essay There have been substantial changes to modern awards over the years that employer associations have historically and are currently advocating. In this regard, issues such as penalty rates and flexibility stemming from employer association submissions have been researched and examined by (Sheldon Thornthwaite 2013) portraying evidence that employer associations relatively prefer cost cutting and enhanced managerial prerogative as oppose to productivity. Entailed within this essay the key concepts such as penalty rates, managerial prerogative, flexibility and productivity will be discussed with particular focus the modern award reviews combined with an overview of Sheldon and Thornthwaite’s argument in summary and concurrence. According to (Boxall Purcell, 2011) management goals are predominantly associated with cost efficiency, controllable flexibility, legitimacy and managerial power. It is these goals that evidently become the concern of relevant employer associations, as such they take on the role of combining, allocating and utilising resources in order to achieve organisational objectives. There have however been significant changes over the years regarding employer association involvement particularly seen over the course of the 1980’s. Employer associations aim to influence and negotiate with the Government of the day as well as tribunals in an effort to ensure that the mutual concerns of organisations are being met. (Sheldon Thornthwaite, 2013) discuss key system issues with regard to employer associations mainly focusing on restricting union’s right of entry, penalty rates and other provisions incorporating aspects of substantive and procedural rules. Modern Award reviews primarily began in 2012, it is during this time that leading associations took the opportunity to not only push for more workable provisions but also to campaign for more substantial changes within various awards. Employer associations accounted for a large number of submissions to the tribunal on a broad range of issued in particular penalty rates, public holidays and flexibility. In the technical sense, penalty rates are a form of tangible benefit within the financial context which generally refers to those payments made to workers outside normal working hours. Regulator motivations for including penalty rates in modern awards as stated by (Sloane, 2014) are twofold: firstly, to compensate workers for work performed during what was historically known as ‘unsociable hours’ and secondly, to dissuade employers from operating within those hours. However,  as advocated by (Sheldon Thornthwaite, 2013) the modern award reviews have ‘provided a forum for employers and their associations to escalate their campaign to the significance of penalty rates in industries operating during the traditionally ‘unsociable hours’, which is evidence that employer associations prefer to enhance managerial prerogative over productivity which is predominantly concerned with the cost of resources. The push for the examination of provisions regarding penalty rates has mostly been seen to affect the tourism and retail industries. Flexibility is made up of numerous components however, within in the context of the workplace involves thinking creatively about how working lives can be better structured to match individual and business needs (Job Access, 2012). Following the review of penalty rate provisions, amendments to the flexibility clause were sought after with particular attention paid to the manufacturing industry. Greater flexibility was requested in the taking and cashing out of annual leave in a further attempt to enhance cost cutting initiatives through control measures which ultimately leads to the underlying concept of elevated managerial prerogative. Managerial prerogative may be defined as management’s unqualified authority to exercise its discretion in certain areas under the belief that they have exclusive rights to make decisions and therefore resist any interference with that control (Storey, 1983). Sheldon Thornthwaite make reference to managerial prerogative in the defensive context through aggressive industrial action which has historically been used as a means of strengthening managerial prerogative. The 2011 Qantas lockout serves as one of the most significant demonstrations of managerial prerogative through the organisations decision to engage in a lockout. As part of a wider push to entrench managerial prerogative employers were also seen to be engaging in aggressive bargaining strategies in order to escalate disputes with the intention of gaining access to arbitration which has an adverse affect on productivity. (Stewart, 2005) promotes the fact that there needs to be greater emphasis on productivity which forges greater efficiency and high trust work systems founded on flexible and fair employment. Productivity is the economic factor stemming from the adequate use of resources; productivity is essentially the measure of achievement through the amount of output that is achieved as result of the input predominantly referring to land, labour and capital as the key resources. Between penalty rates and productivity there is no association they are separated by the contexts of which they are defined. (AI Group, 2012) identify key problem areas within the Fair Work Act Review and state that it is ‘hampering productivity growth, workplace flexibility and competitiveness’ thus meaning that penalty rates do not influence productivity levels. (Sheldon Thornthwaite, 2013) do make it apparent that employer association’s main concerns do in fact favour cost cutting and managerial prerogative rather than focusing on the importance of productivity enhancement. (Sheldon Thornthwaite, 2013) further explored critiques from employer associations whose predominant concern was based on the fact that managerial prerogative was reduced through the increasing weakness of employer’ freedom to contract. (DEEWR, 2012) Released a report referring to more productive and equitable workplaces which disappointed employer associations thus further confirming productivity enhancement to be of no concern. It is clearly demonstrated that employer associations’ main concerns were that of cost cutting and managerial prerogative it is however, the amalgamation of all the relevant key concepts discussed that essentially equip organisations with a competitive advantage. The core concepts behind the submissions made by employer associations clearly obscure the importance of larger issues which further represents that employer associations prioritise the ease of managements working lives over that of the worker. Bibliography Australian Industry (AI) Group (2012), Applications to Vary a Modern Award – 2012 Review, Stephen Smith, Director – National Workplace Relations. Boxall, P and Purcell, J (2011), The Goals of Human Resource Management, Strategy and Human Resource Management, 3rd Edition, Palgrave Macmillan, New York, pp. 1-36. Department of Employment, Education and Workplace Relations (DEEWR) (2012), Towards More Productive and Equitable Workplaces: An Evaluation of the Fair Work Legislation, Australian Government. Job Access, Flexibility in the Workplace, Australian Government, Accessed 1st May 2014 Sheldon, P and Thornthwaite, L. (2013), Employer and Employer Association Matters in 2012, Journal of Industrial Relations, Vol. 55: No. 3, pp. 386-402. Sloane, J (2014), Pay Penalty Rates, but not Through Awards System, The Australian. Stewart, A (2005), A Simple Plan for Workplace Regulation, Industrial Law News, Issue 7. Storey, J (1983). Managerial Prerogative and the Question of Control, Routledge Kegan Paul Publishing, London.

Analysis of German Film Run Lola Run Essay -- Movie Film Style Run Lol

Analysis of German Film "Run Lola Run" Run Lola Run, is a German film about a twenty-something woman (Lola) who has 20 minutes to find $100,000 or her love (Manni) will be killed. The search for the money is played through once with a fatal ending and one would think the movie was over but then it is shown again as if it had happened ten seconds later and changed everything. It is then played out one last time. After the first and second sequence, there is a red hued, narrative bridge. There are several purposes of those bridges that affect the movie as a whole. The film Run Lola Run can be analyzed by using the four elements of mise-en scene. Mise-en-scene refers to the aspects of film that overlap with the art of the theater. Mise-en-scene pertains to setting, lighting, costume, and acting style. For the purpose of this paper, I plan on comparing the setting, costume, lighting, and acting style in the first red hued, bridge to that of the robbery scene. Through this analysis, I plan to prove that the purpose o f the narrative bridge in the film was not only to provide a segue from the first sequence to the second, but also to show a different side of personality within the main characters. The first element of mise-en scene to be discussed is setting. In general this is a very simple comparison. In the red hued scenes, Lola and Manni are in a private place that appears to be a bedroom. The only thing shown in the scene is them lying on a bed. As far as ...

depression :: essays research papers

Om depression Psykiska tecken pà ¥ depression Mà ¥nga personer tror att de aldrig kommer drabbas av depression, men sà ¥ à ¤r det inte, vem som helst i vilken som helst à ¥lder kan drabbas av depression. Denna sjukdom à ¤r inget som de flesta egentligen vill prata om, utan det à ¤r kanske nà ¥got som man skà ¤ms à ¶ver. Psykiska sjukdomar har dessvà ¤rre i alla tider varit en negativ stà ¤mpel. Men en viktig sak att veta à ¤r att depression à ¤r en av de vanligaste sjukdomarna i Sverige och det gà ¥r att bli frisk. Ungefà ¤r 4 - 5 % av Sveriges befolkning har i vuxen à ¥lder, idag en depression som behà ¶ver behandling. Det finns olika typer av depressioner. Egentlig depression, melankoli, dystymi, och manodepressiv sjukdom à ¤r de vanligaste depressionsdiagnoserna. Alla mà ¤nniskor kan ibland kà ¤nna sig ledsna och nere, men detta à ¤r inte depression, detta à ¤r nà ¥got som drabbar alla i và ¥rt dagliga liv. Nà ¤r man à ¤r sà ¥ deprimerad sà ¥ att man inte ser nà ¥gon utvà ¤g och allt kà ¤nns svart och meningslà ¶st, dà ¥ det pà ¥verkar và ¥ra kà ¤nslor tankar och handlingar. Dà ¥ har man en depression. Depressioner kan kà ¤nnetecknas av nedstà ¤mdhet, hopplà ¶shet, trà ¶tthet, glà ¤djelà ¶shet, allmà ¤nt ointresse, hà ¤mning av olika aktiviteter, sjà ¤lvmordstankar och i svà ¥ra fall sjà ¤lvmord. Den allvarligaste depressionen à ¤r den djupa depressionen eller melankoli. Normal nedstà ¤mdhet brukar alla mà ¤nniskor klara av, hantera och bearbeta. Ärftliga faktorer och tidigare erfarenheter pà ¥verkar dock và ¥rat sà ¤tt att reagera och hur sà ¥rbara vi à ¤r. Det finns emellertid ett antal depressionstillstà ¥nd som à ¤r svà ¥rare och krà ¤ver bà ¥de medicinsk och psykologisk behandling. De vanligaste symtomen vid depression à ¤r: Nedstà ¤mdhet Avsaknad av glà ¤dje och intresse fà ¶r vanliga aktiviteter Aptit- och viktfà ¶rà ¤ndringar Sà ¶mnstà ¶rningar Fà ¶rà ¤ndrad motorik Trà ¶tthet och kà ¤nslomà ¤ssig frusenhet Nedvà ¤rderande sjà ¤lvbild Koncentrationssvà ¥righeter och beslutsvà ¥nda Tankar pà ¥ dà ¶den, sjà ¤lvmordstankar och sjà ¤lvmordsfà ¶rsà ¶k Sexuella stà ¶rningar, à ¥ngest och à ¶verdriven misstà ¤nksamhet mot omgivningen Depressiva sjukdomar à ¤r mycket vanliga och kan drabba vem som helst och i alla à ¥ldrar. Enligt WHO à ¤r depression pà ¥ và ¤g att bli en av và ¤rldens stà ¶rsta folksjukdomar. Cirka 500 000 svenskar berà ¤knas just nu ha en depression som krà ¤ver medicinsk behandling. Fyra olika diagnoser pà ¥ depression Fà ¶rstà ¤mningssyndrom kallas ibland ocksà ¥ fà ¶r affektiva sjukdomar och à ¤r den sammanfattade benà ¤mningen fà ¶r de tillstà ¥nd som à ¤r kopplade till fà ¶rà ¤ndringar i stà ¤mningslà ¤get. Hit rà ¤knas t.ex. egentlig depression, dystymi, och manodepressiv sjukdom. Là ¤kare delar in depressionen after dess svà ¥righetsgrad och hur den yttrar sig. Hà ¤r nedanfà ¶r à ¤r de vanligaste depressionsdiagnoserna. Egentlig depression Är det som beskriver bà ¤st det man menar nà ¤r man pratar om depression. Fà ¶r att stà ¤lla denna diagnos krà ¤vs det att symtomen nedstà ¤mdhet och/eller minskat intresse fà ¶r omgivningen skall finnas under stà ¶rre delen av dagen, sà ¥ gott som varje dag under minst tvà ¥ veckor. Sjukdomen kan vara av là ¤tt, mà ¥ttlig eller av svà ¥r karaktà ¤r, och vid de svà ¥rare depressionerna sà ¥ anvà ¤nds begreppet melankoli. En del personer som drabbats av depressioner varar det under mycket là ¥ng

Evidence Based Claim Essay

Elizabeth Moschella King and Obama make arguments against and for violence respectively; however; King’s rhetoric utilizes emotion and values, or pathos, to advance his idea of a †genuine civilization,† while Obama uses logic and realism to advance his idea of facing the â€Å"world as it is. † Though King and Obama are accepting the Nobel Peace Prize for different reasons, we find that they connect through their words in a way that makes them seem as though they aren’t decades apart. Each acknowledges that the world as it is, the good and the bad alike, needs to change.King accepted his award for all of the nonviolent movements he has caused for the equality of blacks, yet he acknowledges that not all nonviolent movements end in nonviolence. Fighting for what is right can often lead to â€Å"wounded justice, lying prostrate on the blood-flowing streets† (line 48). King even realizes that â€Å"one day mankind will bow before the altars of God and be crowned triumphant over war and bloodshed† (lines 53-54). It has become clear that King uses his emotion and religious values to get his point across to us; he uses words with such a power that can persuade his listeners to believe anything.He manipulates our minds and speaks with such a certainty that seems to connect with us the same way Obama does using logic and realism. Obama accepted his award for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples. This means that he has accepted this prize for his efforts to make peace in a place where it had seemed near impossible. Yet, Obama too addresses that peace cannot come about with only nonviolent actions. The world as it is is full of war and fighting for your beliefs. â€Å"I face the world as it is, and cannot stand idle in the face of threats to the American people† (lines 80-81).It is recognized that â€Å"†¦Evil does exist in the world. A nonviolent movemen t could not have halted Hitler’s armies. Negotiations cannot convince al Qaeda’s leaders to lay down their arms. To say that force is sometimes necessary is not a call to cynicism – it is a recognition of history; the imperfections of man and the limits of reason† (lines 81-85). Obama is using his way of logos when making these fact-based statements; he is using a form of truth and logic to get a listener emotionally connected with the world and realizing all of the horrible events that occur everyday.In this way Obama and King are similar; they both get the audience emotionally attached and moved by the words spoken. Anyone who listens to or reads either one of their acceptance speeches realizes how humble they both are about the prize, and are ashamed they didn’t do more to help the violent world. In a way, King would be proud of how far Obama has gotten in the world. Going from a fight for justice led by King for black rights to Obama, a black, e lected as the President of the United States, the world has taken a dramatic turn towards hope and prosperity.

9/11 Conspiracies Essay

On September 11th, 2001, Islamic terrorists hijacked four passenger airlines. Two of the planes flew into the twin towers; one plane flew into the Pentagon; and the other plane was aimed at Washington D.C., but was taken over by passengers on the plane and crashed near Shanksville, Pennsylvania. In total, nearly 3,000 people died including 227 civilians on the plane and 19 hijackers. These hijackers were believed to be under the command of Osama Bin Laden, the head of the terrorist group Al Qaeda. However, the question of whether these attacks are truly as the government has portrayed or whether they actually part of a larger scheme to justify war in Iraq has come into light in recent years. Many individuals criticize the story told by the federal government and create alternate theories that explain some confusion with the attacks. The most popular and convincing of these theories is the controlled demolition and collapse of the twin towers by the federal government. The radical side of the political left was the first to start the conspiracy theories concerning 9/11. People have always had a deep distrust of our government. The most convincing of the theories about 9/11 is the strategic placement of bombs in the three buildings to cause a collapse (NewsOne, 2012). When you watch the videos of the collapsing towers, it looks like a controlled demolition instead of what one would expect from a building just hit by a plane or collapsing from a fire (Brain, 2013). The buildings collapse in on themselves rather than burning from the bottom up which creates a gargantuan amount of skepticism as to the accuracy of the story told by the government. So when people see something that doesn’t make sense, such as how three buildings collapsed from a fire, it begs lots of questions (Brain, 2013). This allowed many cu rious conspirators with an abundance of time on their hands to snoop around and see what they could possibly find that would better explain the actual cause of the collapse of the three buildings, disproving the official story expressed by the government. It is also important to understand how conspiracy theorists  build their case to perpetuate certain conspiracies. Upon examining the collapse of the north tower, the south tower, and WTC 7, it is easily determined that the collapse of these three buildings is not only unusual, it is almost unbelievable. No skyscraper has ever collapsed by a fire alone; however, on the day of the attacks, a blaze took down three separate towers. It is highly improbable that such a fire would take down two skyscrapers that stood 110 stories high and an additional building that was never touched by a plane. These discrepancies grant conspirators a form of â€Å"credibility† that makes their theories believable to many people. Although the official story may seem a bit anomalous, that doesn’t necessarily give a reason why people believe it. Scandals like the Iran-Contra affair with President Reagan and the Watergate Scandal with President Nixon create a deep distrust with many people and their government when such scandals prove that the government and its leaders deliberately mislead or lie to the public. So much so that people often look to find things that the government could be lying about or covering up. When conspirators start to gather evidence for their theories, this same process occurs (Brain, 2013). After discovering scandals involving the federal government, it’s impossible to trust all of the official stories told by the government. Furthermore, even if the collapse of the north and south towers is believable, the collapse of the third building is extremely difficult to believe as it was never touched by a plane. It seems impossible that a building that was never touched by anything except fire would completely collapse if no tower has ever been completely destroyed by a fire before (911Truth, n.d.) . According to Van Romero, an explosives expert and Vice President of the New Mexico Institute of Mining and Technology, there had to have been explosives in the building for it to have collapsed in such a demolition-like manner. Additionally, the controlled explosions that were theorized to have taken place in the towers have been accredited with puffs of dust and debris seen being shot out from the building (Popular Mechanics, 2013). There is no way to explain the puffs of dust shooting out of the buildings from a mere fire that caused a collapse of the building without there being an external force of explosions. Because of the suspicious circumstances of the 9/11 event, there must be some amount of skepticism. The government and its leaders are historically proven to not be above lying to the public from instances like  Watergate and Iran-Contra affair. 9/11 could just as easily be the same way. Without clear answers to these questions the reality of an inside job is immense and cannot be overlooked. Although there are many who refuse to believe the official story told by the federal government, there are also large quantities of people who do believe the official story. Many people consider the World Trade Center collapse as a highly unlikely scenario unless additional force was added to bring the building down. However, others find it extremely difficult to believe that the government would commit such an atrocity and would instead argue that the structure of the building and widespread damage from debris were the main contributors to the collapse of the buildings (Popular Mechanics, 2013). Without solid proof, it is preposterous to believe a theory that does not have any facts or basis for the assertions that it makes. For example, many often believe that even if the terrorist attacks on 9/11 were true, there are still some unanswered questions. Conspiracy theorists are quick to draw a link between the 9/11 attacks and the war in Iraq claiming it was a justification for invasion as support of it being a government conspiracy. However, this is clearly false in that the justification in the intervention in Iraq was the risk that Sadam Hussein possessed weapons of mass destruction meaning that 9/11 was not needed as justification for the war in Iraq. Another reason the notion of inside job is ludicrous is because it would be impossible for all of the media to gloss over such an event had it been a governmental conspiracy. There are also no hard facts for conspirators to base their theories on meaning there is no reason to believe them. To understand the collapse of the towers it is important to understand the structure of the buildings. The twin towers were created using â€Å"innovative† design. It was built with central core columns like most other buildings. However, instead of reinforcing the columns with fireproof concrete, they decided to fortify the columns using a sprayed on form of fire proofing called â€Å"Passive† fire proofing, which was much faster but also less effective (debunking911). This is what allowed the jet fuel from the plane to be so deadly. Many people argue that jet fuel is not near hot enough to melt steel, which is actually true. However, jet fuel burns between 800 and 1500 degrees Fahrenheit while the melting point of steel is around 2750 degrees Fahrenheit. Most experts agree though that the steel doesn’t need to melt for the entire building to  collapse. According to Farid Alfawak-hiri, the senior engineer of the American Institute of Steel Construction says th at at 1100 degrees Fahrenheit, Steel loses 50 percent of its strength. At 1800 degrees Fahrenheit, Steel is less than 10 percent. This immense heat can then cause Steel to become bent and warped which can in turn collapse the entire building (Popular Mechanics 2013). The first plane crashed into the 94th through the 98th floors of the first tower; the second plane crashed into the 78th through 84th floors of the south building. Additionally, there was damage in both of the lobbies of the buildings before the collapse of the two towers. Conspirators make a common claim that the planes could not have caused that much damage to go through over 80 floors to reach the lobby without some sort of explosive material. However, The National institutes of Standards and Technology released a report revealing that the debris of the plane had sliced through the elevator shaft which created an outlet for jet fuel. If the fuel came into contact with any combustible sources, it would immediately explode causing severe damage. Jet fuel traveling down the elevator shaft would cause extensive damage to the lobby as well. A similar observation as to the cause of the damage in the lobby was noted in the South’s building also (Popular Mechanics 2013). This fact illustrates the improbability of explosives being needed to cause a collapse of the skyscrapers. Despite the plethora of convincing theories about the attack of September 11th, many people will still continue to remain unconvinced due to the lack of evidence, even if the government was truly involved with the collapse of the twin towers. Furthermore, people who don’t believe the conspiracies about the twin towers would contend that the actual structure of the building and the intense launching of debris from the crash were the causes to the collapse of the towers, not bombs planted by the government. The lack of factual evidence on the side of the conscripts coupled with the overwhelming evidence that the government was not involved makes i t nearly impossible to believe that 9/11 was an inside job. References Brain, M. (n.d.). How Conspiracy Theories Work. HowStuffWorks. Retrieved February 10, 2014, from http://people.howstuffworks.com/conspiracy-theory2.htm Debunking 9/11 Conspiracy Theories and Controlled Demolition Myths – Government Planning. (n.d.). Debunking 9/11 Conspiracy Theories and Controlled Demolition Myths – Government Planning. Retrieved February 3, 2014, from http://www.debunking911.com/meeting.htm Popular Mechanics. (n.d.). Debunking the 9/11 Myths: Special Report – The World Trade Center. Popular Mechanics. Retrieved February 10, 2014, from http://www.popularmechanics.com/technology/military/news/debunking-911-myths-world-trade-center â€Å"Reality Check: More American’s are â€Å"Rethinking† 9/11† 9/11?. (n.d.). 911Truthorg. Retrieved February 10, 2014, from http://www.911truth.org/tag/controlled-demolition/ The 11 Most Compelling 9/11 Conspiracy Theories. (2012, September 11). News One RSS. Retrieved February 2, 2014, from http://newsone.com/742485/the-11-most-compelling-911-conspiracy-theories/

Is a College Education Necessary to Succeed in Life Essay

Education is the key that opens the door to all life has to offer. The benefits of a good education, enhanced vision, increased motivation, and improved performance is crucial to being successful in life. Success belongs to those who acquire a good education. Enhanced vision Getting a good education can help you gain a better view of what you are capable of doing. Education gives a person an enhanced sense of personal control (Schieman and Plickert, 2008). Sound theoretical and empirical research has established that educational attainment is the critical first step in improving communication skills, improving relationship skills and improving your life (Schieman and Plickert, 2008). The most important thing to remember about education is education is the most important element that can help you increase your personal control in life. Increased motivation Acquiring a good education can also help you improve your station in life. Abraham Maslow believed that what motivates people is a hierarchy of needs beginning at the most basic needs of food, shelter, and clothing and ending in self actualization (Wilson and Madsen, 2008). Maslow believed individuals have the ability through education to become whatever they want to become because the individual has an ability to learn (Wilson and Madsen, 2008). Through using this ability to learn and acquiring education you can find success and you can find the power to change your life. Increased performance Improving your education will improve your chance for success. Getting a good education has a tendency to make you feel good about yourself. When you begin to feel good your life takes on a new meaning and you are able to cast off the garments of a meaningless life and put on the garments of a meaningful life (The humanist, 1992). This change is accomplished through the renewal of your dreams. When you start dreaming again you will begin to learn through structured programs of learning, from friends and family, from daily experiences, and from self reflection (Teare, 1997). Learning will become a fun thing to do. Finally, education equips you with the critical career and life skills that lead to a successful life (Hays, 2008). When you learn through education to listen, have empathy, start caring about life, become persuasive, become aware of the world in which you live, develop foresight or vision, start seeing the big picture, become committed to your growth as a person, become concerned about doing the right thing, and realize that you are a small part of a greater whole (Hays, 2008) then you will be well on your way to being successful in life and will have proved that people really do need education to succeed.

Interest Groups Essay Example | Topics and Well Written Essays - 250 words - 2

Interest Groups - Essay Example Politicians are well aware of the popularity of interest groups and their ability to sway public opinion, which is very important to their election success. The political process dominated by the political parties but kept in check by the presence of interest groups is more favorable than the reverse. This is because politicians are elected to govern with the mandate of the people in diverse areas, which makes them accountable to the public. Interest groups are not elected officials and it is very difficult to hold them to account for their actions since they represent opinion. Also, interest groups depend on lobbying, which includes a lot of lawsuits, which would conflict with legislative agendas of politics. Interest groups serve the purpose of putting pressure on political parties in order to bring about change through amassing public support. If interest groups were to dominate the political process then they would most probably push only those interests that they find important producing a skewed type of governance. Politicians are best positioned to lead the governance process as they have more to lose and will naturally find balance through political pressures both the interest groups and other rival political

The Cider ahouse Rules Essay Example | Topics and Well Written Essays - 500 words

The Cider ahouse Rules - Essay Example The movie contains many poignant and touching moments in it that lend itself for psychological analysis. For example, from a developmental psychology viewpoint, the fact that Homer is returned twice to the orphanage was bound to leave deep scars on the formative psyche of the young boy, who would struggle to form lasting attachments to other humans as a consequence. Also, the manner in which he was treated by these couples was also abusive to a degree. These abusive relationships interrupt Homer Wells’ proper psychological development as is evident from further events in the story. The relationship between Dr. Larch (played by Michael Caine) and young Homer needs to be studied in the afore-mentioned context. Despite getting trained to perform abortions (under the tutelage of Dr. Larch) Homer personally disapproves of the practice. This comes to a dramatic fore when he is faced with a situation in which Erykah (the daughter of Mr. Rose) comes to him for abortion. But considerin g that Erykah was forcefully and incestuously impregnated by her own father, Homer makes an exception to his usual rule and performs the operation. The true character of Homer’s psychological makeup further comes to light when he resorts to kill Mr. Rose in order to prevent Erykah getting raped again.

Postwar Urban Development in the Golden Horseshoe Research Paper - 1

Postwar Urban Development in the Golden Horseshoe - Research Paper Example Even though there were challenges in the urban development of Golden Horseshoe during the postwar period, there is a key contribution of demographic policies, which facilitated the rapid urban growth. Urban developments and expansion are due to planning policies, which are vital because they ensure that there is no exploitation of natural resources in the area. Urban housing is very strategic in the development process. Creation of a good security network should be embraced. Back ground information Postwar period are always difficult times in history of many countries. It is the most dangerous, when the resources and population are reduced during the war. In this respect, policies that conform to population trends are instrumental in planning any urban developments agenda. Demography reflects all the changes that occur in population growth. It covers some specific geographical location, gender concerns, age, education attainment, household income, and other valuable personal belongings. This research focuses on the housing developments policies, population variations, suburbanization, and impacts of immigration policies on the urban development and finally, the rise and dominance of the metropolis within Ontario. Population Increase and its Effects The Golden Horseshoe population is dense which makes up one fourth of the total population in Canada. The total population of the Greater Golden Horseshoe was 8.1 million individuals according to census results of 2006 (MacFarlane 65). By the year 2031, the population is projected to grow up to about 12 million (MacFarlane 66). This shows that the expected growth rate per year is about 12.5 %.

What do we learn about international strategies for protecting human Essay

What do we learn about international strategies for protecting human rights from an examination of the record of the UN in action on Terrorism - Essay Example Without diminishing this obligation, it is also the duty of the UN to protect human rights in the course of pursuing counter-terrorist activities. For this reason, the United Nations Global Counter-Terrorism Strategy has been instituted. In the 2005 Madrid Summit, then UN Secretary-General echoed the unanimous observation of international rights experts, both within and outside the UN system, that counter-terrorism measures that have been adopted to that date have all infringed on human rights and fundamental freedoms in one way or another (Foot, 2007). It was therefore determined that in the course of pursuing the counter-terrorism effort, the protection of human rights must be assured. It is the official position of the UN and its member states that these twin pursuits – counter-terrorism and the protection of human rights – are deemed complementary and that they mutually reinforce each other’s goals. The UN has committed to pursue measures to halt the violation of human rights, and to adopt counter-terrorism measures which comply fully with the obligation to protect human rights (UNACT, 2013). ... The UN has committed to pursue measures to halt the violation of human rights, and to adopt counter-terrorism measures which comply fully with the obligation to protect human rights (UNACT, 2013). The commitments provide assurances that the anti-terrorism effort shall be coupled with the observance of human rights, at least in principle. However, the robustness of this observance in practice should be ascertained by an examination of the records pertaining to the records of the committees of the UN Security Council, which are tasked with the implementation of counter-terrorist measures. In order to abide by this commitment to ensure that human rights are respected even and especially during the course of combatting terrorism, the post of Special Rapporteur was created in 2005. The Special Rapporteur shall be concerned with the promotion and protection of human rights and fundamental freedoms while undertaking counter-terrorist activities (UN General Assembly, 4 June 2012). Despite as surances in treaties and the expression of agreement in human rights conventions, there is grave concern, from accounts of victims and investigative journalism reports, that human rights are consistently being violated in the interest of stemming the rise in terrorist activities worldwide. On the one hand, the undue curtailment of human rights is a violation of the UN conventions to which member States are signatories, and should therefore be sanctions. On the other hand, fear of a repetition of attacks such as that of the World Trade Centre appears to justify this resort to violation of the rights of a few to obtain information and prevent the deaths of many. This

Financials sector Essay Example | Topics and Well Written Essays - 250 words

Financials sector - Essay Example When it comes to investing I normally prefer the buy and hold strategy. This kind of investing usually requires one to be patient and comprises of a holding period which basically refers to the expected or real period of time within which an investment is attributable to a specific investor. Nevertheless, in a long position, the holding period means the time between a security’s purchase and when it’s sold. Every successful investor usually has a lot of patience and s/he is dedicated to buying and holding great growth securities. Most of the time, the stocks that one buys may not do well for several weeks. Nonetheless, if one has the courage to stick with them, some are likely to turn out to be big winners. Eventually these big wins are the ones that can make all the difference to an investor (Thomsett, 2002). My hero in investing and one of the greatest investors of all times, Mr. Warren Buffet has proven this to be very effective with his Berkshire Hathaway Inc company whose stocks he has never sold since he bought them. The stocks have grown in value easily making me one of the richest men in the

The Key Aspects Of Current Legislative Requirements Essay Example for Free

The Key Aspects Of Current Legislative Requirements Essay I am new to the teaching environment so I have had to learn the different aspects of the current legislative requirements. I follow a lot of different requirements, such as the disability discrimination, sex discrimination and race relations acts. These things are covered by ensuring the course is available to all and that different resources are available or adaptable to suit learners differing needs. The key Aspects of current legislative requirements and codes of practice relevant to the fitted interiors subject are; †¢Health and safety Protecting yourself and others against risks to health and safety in any work that is required, is top priority in any type of workplace. I provide all my students with the PPE needed for the job we are undertaking, like goggles, earplugs etc. Boots, overalls hi-viz are worn at all times in the workshop. †¢ Criminal Records Bureau Check A Criminal Records Bureau check enables an organization in the public, private and voluntary sectors to make safe recruitment decisions by identifying candidates who may be unsuitable for certain work, especially that involve children or vulnerable adults. Beyond tutors are required to have a CRB to ensure a satisfactory back ground to work with the students. †¢ Equal opportunities To protect the rights of students, regardless of age, race, gender, disability or sexual orientation, ensuring the course is available to all. †¢ Data protection Data Protection applies to anyone who handles or has access to sensitive information about individuals. The sensitive records we keep are kept in a locked filing cabinet.

The Inclusion For Special Education Needs Students Education Essay

The Inclusion For Special Education Needs Students Education Essay Introduction This essay is divided in to three main parts: the first part discusses the inclusion for special education needs students and specified on inclusion for students with ASD and discuss the role of inclusive policies in school, school managers and staff in generating a positive experience for autistic students; the second part discusses some of the barriers to learning that students with autism might have: including their social impairments, language development and some of other symptoms they might have such as obsession with routine. The third part illustrates how these barriers might be overcome and gives more then one solution such as training for skills and attitude for teachers and students. Making the school experience a positive one for all students with learning difficulties and practically for students with ASD Inclusion is the right for all students regardless of their background or disability and to be given an equal opportunity with non-disabled people in the society inclusion is a process of meshing general and special education reform initiative and strategies to achieve in order to achieve a unified system of public education that incorporates all children and youth as active, fully participating members of the school community, that views diversity as the and that achieve a high quality education for each student by assuring meaningful effective teaching, and necessary support for each student (Ceri,1997, p.53) . Including students with learning difficulties requires supporting them with the services they need to enable them to be included successfully in school. The supporting efforts included forming inclusive policy in schools to give the right for each individual to be included and have equal opportunities (Armstrong, Armstrong, Barton, 2000); trained teachers in dealing with student with learning difficulties; taking into consideration the individuals needs and try to meet them (Lewis, Norwich 2005); having an additional support team in place with an adequate supportive framework, including regular special education assessments in order to assess the progress of the student and to adjust, as necessary, their educational need and the additional support they receive. Managers in schools play a significant role as well in making the school more positive experience for pupils with learning difficulties (Homas, Walker, Webb, 1998). In a line with that, each school should include encouraging p olicy for involving parents in the learning process for their children as this a crucial factor to ensure successful inclusion and then successful leaning to the students (Hornby, 1995;Ceri, 1997). Policy and curriculum Regarding to the school policy, the aim of inclusive policy is to prevent the marginalization for people who experience unfavourable circumstances in life (Vitello, Mithaug, 1998, p24). The role of Inclusive policy in school is to offer educational opportunities to each individual, taking into consideration all their different needs and regardless of their disability, culture or race. . Educations system should be formed on the basis of meeting each individual needs as some students are vary in their needs. A school policy should take into consideration how to address the need for the entire student in the classroom such as gifted and talented students or student with learning difficulties such as children with ASD and apply inclusive curriculum to meet such these students need. In terms of inclusive curriculum the national curriculum council (1990) defined three main roles for developing inclusive curriculum: setting suitable learning challenges. This means that the teacher should facilitate an experience of success by providing students suitable learning for their abilities, not harder and not easier: Responding to pupils diversity learning needs; teacher have to recognize their students need and try to meet all of them; Overcoming potential barriers to learning and assessment for individuals and groups for pupils: some individuals have a special requirement for learning and assessment and if such requirements have not been addressed then students may fail in their learning which could create barriers to learning for them. Therefore, teachers have to meet all these requirements and assess the students progression in the learning process. (National curriculum council, 1990, p.18). The role of school managers To implement inclusion in schools, schools have to consider inclusion as one of the main goal that school have to achieve, with the importance of principals leading the school toward inclusive setting. The school managers have a huge responsibility to ensure inclusion practice in school. They have to make sure that; the inclusion procedures are followed in schools and all the inclusive policies are applied in the classroom. They have to assess whether their staff needs for any further training in order to create a positive learning experience for student with learning difficulties (Eaney, 2006). In line with that, managers have to support the communication between the stockholders inside the school such as between special education coordinator and the subject teacher as it is key element in successful inclusion, as one student stated: It is the teachers [that] are rubbish they know about their subject but they know nothing about us with Aspergers syndrome (Umphrey, Lewis, 2008, p.1 35) this expression from a student in mainstream school who felt that teacher does not understand him. In this case the teachers lack of experience and information may cause the problem. However, this would not put the responsibility away from the teacher but it shows the importance of the communication between the staff in the school for better understanding for students with learning difficulties ((Eaney, 2006; Umphrey, et al., 2008). (Kugelmass, Ainscow, 2005) argued, head teachers and other school managers as leaders are expected to make commitments to all their students, Educating every child is not just about SATs or GCSEs or all of that standards written agenda that the government is so obsessed with, its about turning them [out] as human beings and developing of the skills to enable them to go on learning through their lives and what it is to be a member of the community and so on and so on. (Umphrey,et al., 2008, p.134) for example. A school leader made this commitment. As such, this attitude for school mangers reflects a positive attitude toward inclusion and it is encouraging for school staff to meet their students needs which would lead to here they treat me just like all the other pupils, but also provide the backup that I need to (Thomas, Vaughan, 2004, p.180). A student with learning difficulties in mainstream school made this statement, as it is the main aim for inclusion to give the all the students equal opportunities for learning. As such, school managers are fundamental in determining the success of any mainstreaming school experience for a student with learning difficulties. On the other hand, the opposite is true, If a school manager, or head teacher shows any sign of a negative attitude towards special needs students, this will reflect this negative attitude in the inclusion for student with learning difficulties in school, I think one of the major difficulties is that the senior management team dont really understand about these childrens needs(Umphrey, et al., 2008, p134). This statement was taken from special education coordinator in mainstream school when the head teacher has a negative attitude toward inclusion, indeed in such condition this may lead to exclusion and not inclusion (Umphrey, et al., 2008). Concerning the head teacher negative attitude toward inclusion and special for children with ASD, Praisner (2003) illustrates that such negative attitudes for school leaders could lead him to fail to provide a suitable educational programme and fail to provide the students with the additional services they might need such as, support staff. As co nsequences a negative learning experience for children with learning difficulties might develop. The role of teachers In line with head teacher attitude toward children with learning difficulties, Campbell (2006) argued that, attitude of teachers toward children with learning difficulties is an important in creating a positive learning experience in the school for them. This is for several reasons such as the influence that teachers have over the students attitude and their academic attainment. Indeed, Teachers hold a huge responsibility in making inclusion a successful experience for children with learning difficulties. (Riseser, 2004) summaries teachers responsibilities as followed; teacher have to plan their lessons in a advance in order to ensure a satisfactory improvement for each child in the class room; making the atmosphere of the classroom challenging, encouraging and enjoyable for all the students; seeking each student needs and adapting a suitable teaching methods for individuals; providing easy access to the learning resources and encouraging the student to engage in school activities to gether; monitoring students progressions. In summary, including an inclusive policy in school is significant in making school a positive learning experience for pupils with learning difficulties. Thomas, Loxley (2007) claim that it is important to reform educational policy to ensure it dictates that all members of society should be treated in the same manner and offered the same opportunities in life and this policy should be applied in schools as a part of the society. However I firmly believe developing and maintaining an inclusive policy in schools is a crucial for the inclusion process but that would be conditional upon the practitioner attitude toward students with learning difficulties in the school such as and the degree of training they have had to dealing with these students. They may accept students with learning difficulties in the school physically but do not fully include them Some teachers ignore kids with learning disabilities altogether even though they are in the lessons they are stood separately(Umphrey, et al., 2008, p.134) this statement was taken from learning support assistance in mainstream school. Therefore the responsibility falls on the managers, teachers and all the stockholders in the school in their attitude and training to meet all students needs and to make their inclusion a successful learning experience for them. Inclusion for students with ASD Inclusion for students with ASD is not different from inclusion for students with learning difficulties, which was discussed in the previous part. However, taking into consideration their specific characteristics is important in making schools a positive learning experience for them. ASD is a lifelong developmental disability that affects the way in which a person communicates and related to people around them (Wall, 2010.p.7). The term autism derived form Greek word autos which means self and it was first identified by Kanner in 1943 and then by Hans Asperger in 1944 while they were studying children behaviours (Worth, Rynolds, 2008) and both of these researchers believed that children are born with it. The cause for this disorders is wildly believe to have a biological basis, however the research in this area is still ongoing (Sugden, 2010). (Barnard, Prior, Potter, 2000) carried out a study about the notion of inclusion for autism and they examined this idea in wider context, which include the society and arrived to inclusion can not rely on the interest, commitment and enthusiasm of one or two individuals (Barnard et al, 2000, p.12). They emphasised the essential role for every individual who involved with the child to support the inclusion process. However, that does not mean involving some of the individuals and not all of them would result failing in including for students with ASD. Sugden (2010) stated that involving and training each individual in the school or in the society in which the child is involved in some manner, in a real situation may seem hard to achieve. In terms of education for children with ASD, Moore (2007) stated that autistic children are academically able to learn. As a consequence, he assumed that autistic students should have the ability to cope in mainstream schools. Furthermore, Jordan (2008) added that education should be a useful therapeutic approach for children with ASD, however that would depend on many factors such as, training teacher to teach student with ASD which could make mainstream schools positive learning experiences for children with ASD; using Information and communication technologies (ICT) in teaching pupils with ASD, which could help students with ASD to learn; for students with severe autism, providing them with specialist support may be useful, but that should not segregate them; a suitable curriculum and teaching methods for students with ASD. However, Jordan (2008) claimed that, teaching autistic students is not an easy task for the teacher, as it is, learning for them in our school system is hard and that would be for some of the difficulties they have which will be illustrated in the next part of the assignment such as, difficulties in communication with other people (Umphrey, et al., 2008); the preference for routine (Moore, 2007), predictability and low sensory stimulation; preferred learning style which is sometimes challenging for teachers to teach these students some skills (Jordan, 2005). The next paragraphs will illustrate these symptoms in details. Barriers to inclusion for students with ASD ASD is a lifelong developmental disability as it was illustrated in the definition in the previous part and it is characterised by impairments in social interaction, social imagination and social communication, with these impairments occurring to different degrees in different individuals, leading Wing and Gould (1979) to the establishment of term autistic spectrum disorder to describe a wide range of abilities and disabilities caused by deficiencies in these areas (Umphrey, et al., 2008; Good Schools Guide, 2010). ASD influences individuals in many ways, such as their language development, their ability to interact with other people and the ways in which they deal with routines. They may experience impairment in their language, and it is likely that children with ASD may have delays when they start to speak compared to typically developed children. Even in the usage of language, once their language is developed, it may be not as typically developed child in term of vocabulary they use and in the way they speak (Worth, et al., 2008; Good Schools Guide, 2010). Children with Autism have a problem in developing social relationships, as they can fail to understand the social interaction. Moreover, It is difficult for autistic children to use or even understand, what do social cues are such as non-verbal signals or eye contact mean. This may cause the children with ASD to misunderstand the others and may react improperly to them. Furthermore, children with autism have a deficit in empathy, which is the ability to understand peoples feeling and understand their problem (Moore, 2007; Baron, Cohen, 2008; Umphrey, et al , 2008; Good Schools Guide, 2010) In regarding to the lack of communication skills in children with ASD which could affect their interaction with the people around them, Batten (2005) stated that the inequalities in social interaction and communication between children with ASD and their peers can lead to frustration, bullying and low self-esteem (Batten, 2005, p.93). Since, their lack of understanding of normal forms of communication, such as verbal, non-verbal and cues, it is necessary to communicate with these children in very literal ways in order to avoid any misunderstanding to them, which may cause confusion for them and then might lead to anxiety or frustration. As consequences for this frustration or anxiety, students with ASD may demonstrate different types of behaviours than other children exhibit such as self-injurious behaviours or repetitive movement behaviours, which may affect their interaction with the others and then their inclusion in the school (Batten, 2005). In addition, children with ASD are bound by routines and sameness, such as their need for routine in their everyday lifes activities, such as in playing or in educational time. They do not like the routine to be absent from their activities as they resist any change even to their physical environment such as, in bedroom or classroom and if that happens for any reasons, this may cause for them frustration and distress. Autistic children have imagination impairment and they may engage in doing the same activities such as playing in the same game, repetitively, without showing any lack of interest (Moore, 2007; Baron, et al, 2008; Umphrey, et al, 2008). These kind of characteristics for children with Autism which may lead them to prefer some particular subjects in schools such as since and mathematics for the natural of this subject. Since they have some rules need be followed, at the same time this may lead them to dislike some interpretive subjects such as history (Good Schools Guide, 2010). All of these symptoms for Autistic children verify that they may experience difficulties in learning in the school, beside the fact that some Autistic children also have concurrent attention deficit disorders and/or other conditions, such as epilepsy or dyspraxia, which means that they are faced with significant barriers to their learning (Reid, 2005). However, a huge improvement can be made with autistic children and this improvement can be made through educating them and providing them the suitable learning environment which will require removing the barriers they may face in their learning, which may contribute to their development (Sugden , 2010). On the other hand, students with ASD have strengths and not only weakness. In terms of education some individuals with Aspergers syndrome show a unique performance in particular subjects such as Mathematics or Computer since, and not only in education but also in working life, some companies prefer employees with Aspegers syndrome for their stickiness with routines and obeying the rules. Therefore, educators have to take that into consideration and try to support their talents (Sugden , 2010). The next section will look at the ways in which a child living with ASD can be helped to overcome the barriers that they might face in schools. Overcoming the barriers to learning faced by students with ASD There are multiple issues relating to include children with autism in school, In the top of what have been mentioned about their characteristics, teachers understanding of the disability and their capability to work with children with ASD has a significant impact on including children with ASD (Batten,2005; Reid,2005). An autistic child goes to the front of the dinner queue. A teacher standing nearby tells him not to barge in. The pupil becomes anxious but does not move. The teacher insists that the pupil must not jump the queue. The pupil becomes more and more agitated and hits the teacher (Batten, 2005, p.94), This student was excluded from the school for his behaviour, whereas, this kind of behaviour would be as a result for the students inability to manage and understand this kind of social situation. To avoid exclusion for children with ASD from schools, Schools managers and staff may have to equip themselves and their students by sufficient knowledge to deal with this kind of s ituation in a suitable way. That may happen by training the staff skills and attitude to understand the ASD and how to deal with children with autism in any situation and training the student in how to behave in the classroom and in a social situation (Batten, 2005; Reid, 2005). This could promote their learning and overcome the barriers they may face in mainstream schools. Teachers attitude and training Inclusion for student with ASD requires teachers with an inclusive attitude because they play an important role in including children with learning difficulties such as ASD (Ried, 2007). Some school administrators and teachers are in disagreement with the idea of including pupils with ASD as they claim that, the characteristics that children with ASD demonstrate such as, their inappropriate behaviours would not make their mainstreaming a positive learning experience for them (Connor, 2000, 2006). However, Waddington and Reed, (2005) argue that, it is the teachers negative attitude rather than the students capability to study in mainstream school or the school ability to include them. 2006). It is, therefore, essential that teachers have a positive attitude toward children with ASD. As Cook (2001) argues, however, this can be influenced by different aspects, such as the amount of experience that teachers have in dealing with autistic students, the level of training the teachers have received, the preparation that teachers do in order to meet their autistic students needs in the class room and also the severity with which the autistic child presents themselves. Teachers attitudes to students with ASD is, thus, made up of a variety of different factors, each of which determines how, overall, the teacher deals with the presence of a student with ASD in their classroom. Training teachers is an essential factor for including children with autism, as many teachers are not aware about the spectrum and dont have the ability to deal with children in the spectrum. Indeed, children with autism are varied in their needs (Sugden, 2010), it is, thus, important that teachers are trained to meet all the needs for students with ASD, and in the skills that they may need to deal with these special needs, in order that they can offer a good teaching to these students. In regard to teachers training, Reid (2005) stated that One of the key aspects to ensuring that inclusion is effective in terms of practice is to ensure the tasks that are set for students and the objectives that have to be met actually match the students needs and, importantly, that students have the means to achieve these needs and outcomes (Reid, 2005.P107). Indeed, teachers would be required to have certain skills in order to deal with children with ASD as they have to identify the individuals needs in order to meet them and then, making schools a positive leaning experience for pupils with ASD as they have different needs then the other students do. (Lewis, et al., 2005) put forward three forms of educational needs, the first one is common needs, which are the needs that are shared by all the students; second one, specific needs, which means the needs for groups of students have the same characteristics; third one, unique needs, which are the needs for each individual and not s imilar to any other one. As the idea of individual needs or what is so called distinct needs position in terms of mainstream educational provision for students with ASD is gathering support (Hmphrey, et al , 2008, p.133). Considering the teachers skills, Marks, Shaw-Hegwer, Schrader, Longaker, Peters, Powers, Levine, (2003) argued that the use of antecedent management strategies in the classroom can make it as a positive learning environment for student with ASD and assisting the teacher to increase the chance for learning and reduce the students challenging behaviours. Indeed, by addressing the problems that prevent students with ASD from learning in the classroom such as their challenging behaviour, their chance of leaning in the classroom would increase. As Market et al. (2003) argued, most of autistic students would be able to understand the content of the lessons when their problem are accommodated. In addition, students with ASD can be easily become overwhelmed by the large amount of knowledge and information they may receive in the classroom and they may not be able to recognise the most important information during the lesson in the classroom. Therefore, it is fundamental that teachers have to stress and repeat the important part of the lesson for them (Marks et al., 2003). There are many methods teachers could use to overcome this problem for these students, for example, teachers may use electronic equipment such as a recording machine and videotaping, as it enables the students to access the information as many times as they want. Moreover, teachers may use visual aids such as graphics or mind maps, to help the student visualise the information of the lesson, which can lead to better understanding for the students (Marks et al., 2003). Providing ASD students with some electronic equipment or other methods for learning such as visual aids can be very useful for students living with ASD and may help them to perform better in the classroom (Marks et al., 2003). However, teachers should ensure not to place a very high expectation on Autistic students, because if they could not meet these expectation, this may lead them to anxiety and frustration, which could lead them to demonstrate some impropriate reaction such as, self- injury behaviours or anxiety as a student with ASD once said when he faced anxiety in mainstream school Im upset every second, every second Ive got tears in my eyes (Humphrey, 2008, p.43). One of the major issues that autistic students may face is becoming familiar with the routine of the lesson as students with ASD require always a specific stricter to their activities, which requires that all information is presented in a controlled manner (Marks et al., 2003). Reducing ambiguity is the key element to mange any negative behaviour that might arise as a consequence of the ASD and so lesson planning in a detailed manner can allow the symptoms of the ASD to be controlled, as students know what will be coming in the lesson and what is expected of them (Marks et al., 2003). Training for students with ASD In addition, training students with autism to cope in school is an important for them to experience a positive inclusion in mainstream school setting. This may happen by priming Autistic students to what they could expect in their school time and providing them a timetable of what they should expect every day, every week and every term, which is a good technique of providing these students with antecedent management. Preparing students with ASD to position themselves and assimilate the required information before the beginning of the lesson may allow them to be symptom-free, as this preparation would give them time to recognise and understand what is required from them to do, which may enable them to come to the class, and their school experience, relatively anxiety-free (Marks et al., 2003). Indeed, preparing students with ASD in this way could be important and fruitful in managing their symptom and as consequences that may contribute to a positive learning experience for student wi th ASD. Moreover, as it has been discussed that, individuals with ASD have a social impairment, which can become main barriers for their inclusion in school. As they find social cues are not understandable for them such as body language. Myles and Simpson (2001) called these cues a hidden curriculum. Students have to be trained to understand these social cues and how to understand and respond to any social interaction. (Humphrey, 2008) illustrated one popular method to help autistic students to cope in social situations, which is social stories. The social skills simply describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format (Humphrey, 2008, p.44) and the goal for these stories is to enhance children (change to childrens) understanding to social cues and interaction as it equips the children by some skills, which they can use them in interaction with other people (Humphrey, 2008). The role of school managers Furthermore, school managers have a crucial role to play in including children with autism as it was discussed earlier in this assignment. (Beaney, 2006) classified the school leaders responsibility and put them into four groups. The first one would be the leader positive attitude and their commitment toward inclusion, which can influence the staff and other students as well; communication, empower the school staff and give them the confidence to deal with students with ASD is an important factor in making the school a good learning experience for them, as some school leaders state that Give confidence teachers flourish when they know they are doing well. (Beaney, 2006, p.20); Approach which is the responsibility for school leaders to be in the front position in implementing inclusion and not only just to supervise it; development implementing inclusion in school and providing children with ASD the service they need is really important, however, developing these services, when it is required, as some of the students may develop their symptoms and then developing the degree of training that the teacher has in order to cope with mainstreaming autistic students successfully (Beaney, 2006). In terms of development, school managers should support continuously training courses for their staff, a week every year for example, to ensure a positive attitude for teachers toward children with ASD and to develop their basic skills in dealing with students with ASD, and support any special courses for particular teachers, special education teachers for example, in the schools which enable the teachers to be highly skilled in dealing with autistic students and keep the other staff always up to date with latest information about this spectrum and how to deal with it (Sugden, 2010). All-in-all Cutler (2000) discuss, in order to make the inclusion for autistic children a positive learning experience, a wide range of criteria need to be followed by the school, including a positive commitment made by the managers and the staff to include autistic children in regular classes; an awareness of the managers and staff about the need for the autistic students, ongoing, training for the staff to deal with these needs and continuous training for the student to enable them to overcome their barriers to learning (Humphrey, 2008) ; making links with the family and additional support staff as to the objectives and need of the student (Connor, 1996) as a parent for autistic child state Its good for parents and practitioners to come together and to hear each others views and frustrations. (Beaney, 2006, p.37). When theses conditions are achieved then inclusion for student with ASD is more likely to happen. Inclusion Firstly this essay discusses how the school experience can be made a positive one for students with ASD, including a discussion of the role of inclusive policies in school, school managers and staff in generating this positive experience and It was shown the important of them in making school a positive learning experience for student with learning difficulties such as those with ASD. Then the barriers to learning for autistic students as a result of their condition were discussed, such as difficulties in social interactions, with communication and problems with frustration and anxiety, which may lead the child to demonstrate some extreme behaviours such as self-injury which would be disruptive to their learning in the school. For these barriers some solutions were put forward such as training attitude and skills for teacher and students, accommodating the needs of students with ASD via antecedent management and training the student how to overcome some of the barriers they may face.