Sexual Harassment of Women in India Essay Example | Topics and Well Written Essays - 500 words

Lewd behavior of Women in India - Essay Example India is prevalently a general public where men are definitely more engaged than ladies. Disregarding the way that India is a quickly creating nation, yet the vast majority of the improvement is restricted to scarcely any large urban areas. There are numerous districts inside India where the social standards and way of life of individuals is totally different based on what is secured by the media or is known to individuals. India is generally a moderate society in which men are relegated the job of acquiring bread for the family and ladies are required to deal with the family and care for residential works. In any case, as the proficiency pace of the Indian individuals has taken off up throughout the decades, the inclination to let ladies work side by side with men has developed. In any case, â€Å"these youngsters don't dismiss customs administering relations between the sexes†. In like manner, men consider ladies to be objects of sex in any event, when they are their partner s.

Lessons Learnt from the Artifact

Training is of extraordinary significance and is presently given more an incentive than it was around a hundred years prior. Each parent nowadays accepts that the best deep rooted resource that the person can provide for their youngster is instruction. Dissimilar to in the days of yore, training is right now occurring in modernized organizations where the method of guidance is likewise modernized.Advertising We will compose a custom exposition test on Lessons Learnt from the Artifact explicitly for you for just $16.05 $11/page Learn More There is the utilization of sorted out prospectus for different subjects. Gaining happens sequentially starting with one evaluation then onto the next. The understudy has the opportunity to pick the subjects that suite their future vocations. They likewise partake in co-curricular exercises to misuse their abilities. A school is an establishment wherein instructing and learning occur simultaneously. Instructing is fundamentally known as the craft of granting information and aptitudes to people in order to form a decidedly disapproved and objective situated individual that the general public can go to or depend on for its thriving and advancement. Each school setting attempts to draw out the best in their understudies. Schools make curricular that offer the sort of instruction that meets the communities’ needs. For instance, all or most networks and in this manner countries everywhere require experts like instructors, specialists, attorneys on-screen characters just to make reference to yet a couple. These experts likewise should be individuals who have qualities, for example, high confidence. From the Maslow’s chain of importance of requirements, high regard is experienced when an individual feels esteemed, acknowledged, regarded and with a feeling of having a place whether it is grinding away, in school or while seeking after a leisure activity (Kreitner, 2006, p. 12). All school settings ought to have the option to give all these to their understudies so that at long last they produce an educated individual as well as a socially fit individual. This paper puts together its conversation with respect to the article known as the antiquity. The paper will assist its perusers with seeing how schools have thought of their way of life and different conventions, just as its impacts on instructors. It additionally looks at the impact of the relic on the learning of the understudy and different specialists just as its belongings in future turn of events. The record takes a gander at how the school and its expert and non proficient pioneers structure the premise of expert society. It keeps on saying that a capable society is a one of a kind piece of the collective resource which is mostly accomplished by establishing and utilizing certain basic strategies for instructing by the schools’ concerned leaders.Advertising Looking for exposition on training? We should check whether we can support you ! Get your first paper with 15% OFF Learn More In the article we discover that the ancient rarity imparted the sentiment of regard and dependability among the understudies since it permitted the understudies to participate in numerous exercises that saw them connect with various individuals in the network. This likewise empowered them to have a feeling of having a place and helped them to turn out to be socially fit individuals. This was accomplished by the pioneers in the school. Ordinarily the school is comprised of two kinds of pioneers. The primary gathering of pioneers incorporates pioneers who influence the life of understudies in a roundabout way. They make and set up as a regular occurrence the guidelines, guidelines and exercises to be done in the school however have no immediate contact with the understudies. This gathering of pioneers incorporates heads among others. The second gathering of pioneers incorporates pioneers who have direct effect on the understudies. They me et all the more every now and again and frequently consistently with the understudies. They offer information to the understudies, impart trust in them and assist them with review life from a more extensive point of view (Halverson, 2004). These are the instructors. The educators have the obligation of investigating new considerations and dreams, break down them and offer them with the understudies to improve them individuals in the network. In this manner, instructors empower their understudies to be capable generally speaking as they create normal enthusiasm for other people. This thus makes the understudies to be high achievers, objective situated and individuals who can make destinations and accomplish them. This is on the grounds that instructors take full sensibility for conventions and other learning exercises along with class work. They ensure that understudies learn by participating in the exercises and associating with others in various manners and settings (Halverson, 200 4). They likewise ensure that the understudies are all around coached, profoundly restrained, and polite notwithstanding having great self lead. This outcomes in an expertly evolved society as a great many people in a general public will in general live and fit in with the practices around them. This is found in the ancient rarity. The world is dynamic and nothing in it stays steady. Change happens every now and then and we as a whole realize that change is inescapable. The antiquity will undoubtedly experience change in future as the instruction frameworks and requirements continue evolving. So as to improve understudies people, the school needs to adjust and utilize an expansive blend of information, thoughts, aptitudes, character and standards. Every one of these things are changing because of changes in innovation, network needs and the necessities of the countries at large.Advertising We will compose a custom article test on Lessons Learnt from the Artifact explicitly for you f or just $16.05 $11/page Learn More Reference List Halverson, R. (2004). Getting to, reporting and imparting handy intelligence: the phronesis of school authority practice. The American Journal of Education, 1, 1-50. Kreitner, R. (2006). The board. Thousand Oaks: Cengage Learning. This article on Lessons Learnt from the Artifact was composed and put together by client Emmitt B. to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; in any case, you should refer to it as needs be. You can give your paper here.

Walk a Mile in My Blisters

Walk a Mile in My Blisters I am seated on the warm side of floor-to-ceiling windows in a half-empty cafe, a  black coffee  on the table in front of me. A thick sheet of ice coats the sidewalk outside. Winter clouds hang over everything, the sky the color of a wet hippopotamus. Graceless, a song by The National, is playing softly through the overhead speakers. Outside, a woman in a peacoat is traversing the icy walkway tentatively, planting each step with great care before planning the next, her arms outstretched and palms flat, as though shes praying for less gravity. Her  prayer goes unanswered, though, and with one misplaced step she slips backward. Her arms slice the air violently, hands grasping for something that isnt there, until her backside finally connects with the concrete. Thwap! I wince. Not because I feel her pain (literally), but because I feel her pain (figuratively).  As the womans rear collided with the pavement, a twinge reverberated throughout my body. I, too, have fallen, so I know what it feels like. Or, rather, I know what it feels like to me.  And this is a key difference. Whenever we tell someone to walk in our shoes, were simply asking another person to put herself in our position for a moment, to be sympathetic of our circumstances. But when we do thisâ€"when we walk a mile in someone elses shoes, as it wereâ€"were still approaching the situation from our own biased perspectives, which still may not allow us to empathize with the person whos loaning her sneakers. You see, sympathy and empathy are not the same thing. Sympathy understands someones pain; empathy feels it. Suffice it to say, we can never be truly empatheticâ€"we cant feel what another person feels completelyâ€"but that doesnt mean we cant try. When we care about another human, we must do our best to understand their pain. Ergo, sympathy is our first step toward empathy. We must wear another persons shoes before we can experience the blisters from their daily trek.  By sliding into your sneakers, I can better understand what it feels like for  me  to walk in your shoes, even though  Ill never wholly understand what its like for  you.  I might not feel the weight of your journey, not totally at least, but Ill certainly be closer after wearing your footwear. Sympathetic of what the woman is feeling on the sidewalk outside, I dash out the door to assist. I dont, however, notice the small patch of black ice just beyond the doorway, and Thwap!, I suffer a similar fate. With us both on our butts now, I may not be able to experience the womans pain, but I feel something close to it. After staring upward, as if the sky is to blame, we share a smile before the woman finds solid ground, and then helps me up as well. “Walk a Mile in My Blisters” was originally a passage in Everything That Remains, but its chapter was one of many that didn’t make the final draft, so I decided to share it here instead. Subscribe to The Minimalists via email.

Choosing a Good Health Care Plan 2019

Are you in need of medical insurance? Shopping for a health care plan can be quite intimidating since the choices endless and every coverage is different. How does one make sense of the myriad of choices facing them when searching for a health care plan? For many people in the United States, a health care plan is chosen for them by their employer. In this case, individuals covered by their employers health care plan still need to understand the coverage and the protection it provides. Health care plans have changed in the United States over the past fifty years. It used to be that most Americans were covered by indemnity insurance which allowed patients to seek out treatment by any medical provider, with the insurance company being billed for part of the cost. Now health care plans offer Preferred Provider Organizations (PPOs), Health Maintenance Organizations (HMOs), and point-of-service plans (POS). It is important to be informed of the differences between these health care plans when choosing one that is a proper fit for you since one plan may be a better fit than another. If your health care plan is administered by your employer, your employee benefits office is the place to start in finding out more about your health care plan. .u08ffc5794fa8239dbbbe29d934ab17a0 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u08ffc5794fa8239dbbbe29d934ab17a0:active, .u08ffc5794fa8239dbbbe29d934ab17a0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u08ffc5794fa8239dbbbe29d934ab17a0 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u08ffc5794fa8239dbbbe29d934ab17a0 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u08ffc5794fa8239dbbbe29d934ab17a0 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u08ffc5794fa8239dbbbe29d934ab17a0:hover .postTitle { text-decoration: underline!important; } READ Accredited Bachelor Degree Business Online Acquire Skills Necessary for Success as an EntrepreneurHealth care plans are divided into two groups: indemnity (pay per service) and managed care. Each health care plan requires a different premium, which is the amount you pay every month to be covered by the health care plan. The differences in these plans include choice of providers and expenses for services covered. Managed health care plans (HMOs, PPOs, and Poss.) provide patients with specific doctors, hospitals, and clinics that will offer health care services at reduced costs. Meanwhile, most indemnity plans allow patients to chose their own health care provider and the indemnity insurance company then pays a percentage of the cost after being billed. The standard cost split for health care services on an i ndemnity health care plan is 20/80, with the health care plan paying eighty-percent of the cost. It is important to study the specific differences in certain health care plan coverage, as the indemnity and managed care providers have begun to compete for enrollment by offering similar protection. .ua3ba6bad12fe2aae3aba991a1bb9fad9 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .ua3ba6bad12fe2aae3aba991a1bb9fad9:active, .ua3ba6bad12fe2aae3aba991a1bb9fad9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .ua3ba6bad12fe2aae3aba991a1bb9fad9 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .ua3ba6bad12fe2aae3aba991a1bb9fad9 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .ua3ba6bad12fe2aae3aba991a1bb9fad9 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .ua3ba6bad12fe2aae3aba991a1bb9fad9:hover .postTitle { text-decoration: underline!important; } READ Solving Environmental Problems with Science and Technology HMOs are the oldest form of managed health care plans and its medical providers can be contracted out by the health care plan or be a direct employee. For a monthly fee, patients receive preventative care, including check-ups. Most preventative services are offered at a small co- payment fee of five to fifteen dollars. HMOs provide patients with a list of doctors to choose from as a primary care physician, with special needs being referred out. If a patient chooses to see a doctor that is not included on the HMOs coverage list, the patient will bear the total cost. PPOs closely resemble indemnity health care plans in that the patient does receive coverage if being seen by a doctor outside of the health care plan network. However, patients may have to meet the deductible and pay higher fees in this case. This is just a start to the information available on health care plans in the United States. If you are seeking a health care plan and are in need of medical coverage, there is much more education available as to the unlimited choices you possess. .u3961eafa0d8cc46d405c034484b72119 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u3961eafa0d8cc46d405c034484b72119:active, .u3961eafa0d8cc46d405c034484b72119:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u3961eafa0d8cc46d405c034484b72119 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u3961eafa0d8cc46d405c034484b72119 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u3961eafa0d8cc46d405c034484b72119 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u3961eafa0d8cc46d405c034484b72119:hover .postTitle { text-decoration: underline!important; } READ Business Administration Jobs Work as an Administrative Assistant with an Associate Degree in BusinessRelated ArticlesHealth Care Degree OpportunitiesMaking a Difference with Payroll AccountingStudent Health Care Plans for School NursesAccelerated BSN Degree Specialize in Oncology Nursing with a Bachelor of ScienceHealth Care Consulting A Growing DemandThe American College of Health Care Administrators

The True Meaning of Intelligence Essays - 948 Words

When a person utters the word â€Å"intelligence,† people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like â€Å"genius† which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because†¦show more content†¦Although intelligence is a concept, there are many definitions that try to describe and interpret intelligence for people. One of the many definitions is the â€Å"capacity to understand† (World English Dictionary: Intelligence). This definition is describing intelligence and giving one facet of the diamond that is the various definitions of intelligence. This simple definition is often used by many common people, but a more in depth definition is â€Å"the ability to derive information, learn from experience, adapt to the environment, understand, and correctly utilize thought and reaction† (APA Dictionary of Psychology: Intelligence). This definition delves deeper into intelligence and paints a general picture of intelligence but is unable to define intelligence for a simple reason. Intelligence is a concept and thus is impossible to completely define by one comprehensive definition. Since intelligence is a concept, there are no words that are able to completely explain the concept, but there are words that can give a general idea of the concept. Intelligence has three main facets that must be acknowledged before one can understand intelligence. Each facet is intertwined with another of the facets that each connect to create intelligence. The three facets are logic, growth, and emotion. The logic of intelligence allows one to solve problems in order toShow MoreRelatedMilitary Leadership Styles And Philosophies1534 Words   |  7 Pagesaccomplish a mission and feel proud of being a part of the unit. Therefore, a successful military leader must possess emotional intelligence to build trust in the organization, enforce ethics to foster values that exemplify what the unit is fighting for, and apply a transformational approach to motivate the team to reach their full potential. Emotional intelligence, with its five domains, will allow a leader to use interpersonal skills to build trust in the organization between the commander andRead MoreEssay Intelligence1688 Words   |  7 Pageslife on intelligence. They do everything possible to get ahead in life. To get ahead, they cheat each other, back stab, and commit many sinful acts. Also, they educate themselves so they are capable of doing whatever is required of them. Society is trying to always make themselves smarter. Are they trying to change something that they have no control over though? Intelligence is something that everybody has, but is something that is developed over time. The development of intelligence has manyRead MoreFrames of Mind: The Theory of Multiple Intelligences by Howard Gardner1507 Words   |  7 PagesWords hold such power and meaning that tend to evolve throughout the years. As I set out to read on the â€Å"Theory of Multiple Intelligences† by Howard Gardner I seem to que stion the meaning of Intelligence. Although I have never pondered a single word more feverishly as I have in the last couple weeks it has been quite an endeavor. According to Merriam-Webster (2014), â€Å"Intelligence: the ability to learn or understand things or to deal with new or difficult situations.† Howard Gardner first publishesRead More intelligence Essay1530 Words   |  7 Pages Intelligence is a very broad subject although it seems easily defined. A great amount of different meanings are given to intelligence as a concept from various cultures and sciences. Throughout history psychologists and sociologist have been trying to devise a way to reveal the level of intellect animals or humans possess. However this quest might not have a definitive answer. Intelligence therefore should be considered to be a broad and elusive concept with many distinct aspects to it. ResearchRead MoreSocial Class In Twelfth Night Essay875 Words   |  4 Pageswith wit and proceeds to disprove the stereotypes surrounding his title. As a fool, Feste is expected to embody his title and possess little wit. However, as he and Olivia continue to argue, he uses his wit to flip this cliche, proving her to be the true fool. Olivia exits this scene in higher spirits, due to Feste’s comedy, rather than Feste exiting in a body bag, as most would have expected. Shakespeare uses Feste’s humor and Gibson 2 diction in this scene to develop not only the characters, butRead MoreInequality Between The Authoritarian Teacher And Students933 Words   |  4 Pages2.22 Inequality of Intelligence The hierarchical power relationship between the authoritarian teacher and students inherently stands in opposition to the equality of intelligence. Probing further in the direction of intelligence, authority is constructed on the ground of a certain form of inequality between who is intelligent and who is not (Tocqueville et al., 2000). This premise of inequality in intelligence is enacted throughout the educational process in traditional teaching. According to Rancià ¨reRead MoreThe Issues Of Measuring Intelligence1694 Words   |  7 Pages The Issues of Measuring Intelligence in Black Children The Lincoln University Deva Bennett Abstract Race stereotyping has been in existence for a long time now. The idea of color and superiority has had a great precedence in some people for a long time now. Researchers have had to deal with the problem of proving equality. Psychological assessments done on people with color have been greatly polarized. There has been purported bias on the tests done to such individuals, as thereRead MoreStandardized Tests Are Not A Success1347 Words   |  6 Pagesthem. There are many problems within a standardized test that deems them to be unreliable as a true test of knowledge. Although designed to test groups of students on intelligence, standardized testing neglects to fairly acknowledge the abilities of each unique student which reflect their true capabilities. Testing has been used for centuries in many different ways, not just to test student intelligence levels. According to an article written in Time, the earliest form of a standardized test comesRead MoreHow Close Are We Really Artificial Intelligence?1249 Words   |  5 PagesHow Close Are We Really to Artificial Intelligence? In The Hitchhiker’s Guide to the Galaxy, written by Douglas Adams, a man named Arthur Dent wakes up and finds himself at the beginning of beyond a bad day. When he learns that a friend of his is actually an alien with advanced knowledge of Earth s impending destruction, he is transported off the Earth seconds before it is exploded to make way for a new hyperspace motorway. And as if that s not enough, throw in being wanted by the police, EarthRead MoreHuman Perception And The Evolution Of Intelligence1394 Words   |  6 Pagesfeeling I felt towards self-awareness The questions of sentient perception have plagued man since the dawn of his very own intelligence. Homo Sapiens are a consciousness species, that means humans have an awareness of oneself and the external objects in the world that surround them. Humans perception of the world around them had rapidly changed with the evolution of intelligence. People were now capable of theorizing the external objects that surrounded them like the cosmos that is littered with stars

Practical Wisdom Free Essays

First Book Review Schwartz, B. , Sharpe, K. (2010). We will write a custom essay sample on Practical Wisdom or any similar topic only for you Order Now Practical Wisdom: The Right Way To Do The Right Thing. Riverhead Books. New York. Summary Schwartz and Sharpe present an interesting array of examples of how there has been a demoralisation of the medical, legal, educational and financial institutions. Where efficiency, accountability and profits become the driving force of organisations, the authors argue this causes a corruption and demoralisation of practitioners where they become discouraged from getting the balance right. The authors suggest we take refuge in rules however the rules keep us from understanding what we are doing. They share how some conscientious professionals who no longer find it possible to practice their profession following the rules and incentives set, have practically applied their knowledge to facilitate a more humane way of practicing which the authors label as practical wisdom. Review The authors refer to what Aristotle named â€Å"phronesis† (practical wisdom) which is obtained through learning from experience and applying to new situations. Rules and incentives, sticks and carrots† will not create wisdom. Finding practical ways to apply contextualised knowledge takes courage to question conventional thinking or practices. Practical wisdom as highlighted by the authors is like an antidote to both rules and incentives: it appeals to good judgement and responsibility. This cannot be taught but gained through experiences where these experiences increase awareness an d promote critical thinking: encouraging one to examine and assess for themselves â€Å"the right way to do the right thing. In the book an example is given whereby a cleaner was accused of not cleaning the hospital room by a patient’s father even though he had done so. The cleaner chose to not engage in an argument and exercised wisdom about the consequences of holding onto his â€Å"rights† and he just went and re-cleaned the room . Knowing when to exercise this wisdom is at the heart of what the author’s discuss. The author’s encourage you to self-reflect and think more consciously about what you do. Reading some of the examples in this book where practical wisdom was exercised, reminded me of something I once heard: â€Å"in any situation you can choose to be right or kind†. This comment had a visceral impact on me and gratefully comes to mind at times where I am reminded about the way in which I can choose to act in a given situation. I believe this is what the authors are encouraging. I did not learn anything new from this book but it was a great reminder of wanting to be a ‘good person’ in all relationships and encounters and encouraged me to be more mindful of my choices and the impact of my actions. How to cite Practical Wisdom, Essay examples

Backbone free essay sample

â€Å"All girls 4200 meter runners please report to the track. All girls running the 42.† The last place I wanted to report to was the track. Honestly, I thought I was going to vomit. What am I doing? I am not a track runner, and certainly not a 4200 meter runner. â€Å"Ready, Meghan?† Absolutely not. How did Coach Underwood expect me, the slowest runner on the track team, to sprint an entire 200 meter relay against some of the fastest runners in the state? As I pace over to lane five, I apologize in advance to my teammates, just in case I cannot finish the race. As Underwood directs me to the proper lane, I look him in the eyes and say, â€Å"There is absolutely no way I can do this.† He stares at me and says, â€Å" I know you can do it. Just try your best, Meg.† Ugh. I know I have to try for Underwood, but the only thought going through my head is â€Å"Why do I even run track?† The gun sounds off. We will write a custom essay sample on Backbone or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I cannot breathe. I seriously cannot breathe. As I make the final turn, I think I may be dying. â€Å"Why did I not use my inhaler right before I ran?† Good question, because my lungs are in desperate need of air. 55 meters left. I see Sophie waiting for me to hand the baton off to her. â€Å"Yes, Meghan, you can do this.† I tell myself dubiously. Then again, maybe I can’t. Until, over all of the noise in the field house, I hear, â€Å"Go Meghan! You got this! Finish strong!† Courtney is cheering me on from the edge of the track. I start to run a little faster. â€Å"You’re so close Meg, you got this!† Kate, Savannah, and Catlen are screaming for me too. â€Å"Go Meg!† Kelly yells and I think â€Å"Okay, maybe I actually can do this.† With 15 meters of my 200 meter relay left I hear, â€Å"Meg you did it!† It’s Sophie, finally. I hand her the baton and think, â€Å"Deep, slow breaths.† I repeat this over and over in my head. Bent over, profusely panting and sweating, I look to my left and there is Underwood. â€Å"I knew you could do it, Meghan. I’m so proud of you.† I actually did it. About two months after my first, and only, successful track meet, I am waiting, stage left, for th e school production of How to Succeed in Business Without Really Trying to begin, with me as the â€Å"leading lady†. As I wait for the curtain to open, and the orchestra to strike their opening chord, beads of sweat begin to trickle down my temples. My stomach twists into knots and my knees begin to weaken. Oh no, I think to myself, I can’t do this. I try to recall the steps to my first dance and the lyrics to my first song, but my mind is blank. â€Å"Places, everyone! Get ready! The show is about to begin!† My nerves skyrocket as I struggle to remember the words of my first song. â€Å"Is it Where will I find a treasure or Here’s where I find the treasure†? I honestly cannot remember, until, out of nowhere, I hear a hushed voice, â€Å"Break a leg Meghan! You’re going to be amazing! Can’t wait to watch you shine on stage!† I quickly turn and see Olivia whispering to me with her arms wide open, waiting to embrace me and wish me luck. As the opening notes of my big number are played my nerves begin to take over. The lights shine brightly on me and it feels like my heart is pounding out of my chest. Quickly succumbing to my anxiety a lump forms in my throat and I fear I will not be able to sing. I briefly glance glance off stage and see Olivia smiling wide. Okay, maybe I can do this. It all suddenly comes back to me. As I belt out the final lyrics to my song and the lights dim, I run off the stage and there she is, waiting to congratulate me on my performance. I actually did it. As the final gunshot sounds, signaling the last race, and the closing curtain falls, signaling the last performance, I think back to all of my asthma attacks while running, all of the stressful practices, and all of the moments of stage fright and ask myself, why didn’t I just give up? Then it dawns on me, my teammates, my coach, and all my friends kept me going. Their constant praise from the sidelines of the track to the wings of the stage replays over and over in my head. As I hear their voices cheering for me in my mind, I realize that they are my backbone and with their support I can be the fastest runner, the star of the show, and my own cheerleader even if I don’t think so.

AIDS in Sub Saharan Africa and in San Francisco

Key Drivers of HIV/AIDS in Sub Saharan Africa and in San Francisco Introduction HIV/AIDS continues to be a leading cause of alarm globally. New infections and deaths due to HIV/AIDS related complications are major issues that need to be dealt with urgently. It is particularly alarming in the sub-Saharan Africa where an average of 10% HIV prevalence in adults has been recorded. This is very high compared to the global average of 1%. The Southern Africa region accounts for about 40% of the global population living with HIV.Advertising We will write a custom research paper sample on Key Drivers of HIV/AIDS in Sub Saharan Africa and in San Francisco specifically for you for only $16.05 $11/page Learn More However, the female gender is more affected by the pandemic with women and girls accounting for about 60% of this population. Although the records indicate optimistic results, there is still need to enhance the campaign. In San Francisco, the new infections and death tolls may be on a down slope but the marginalized groups are still at a risk and this needs to be addressed. In this paper the key drivers of HIV/AIDS in Southern Africa and San Francisco will be discussed. HIV/AIDS in Sub Saharan Africa The extent of the HIV/AIDS pandemic in the region can be attributed to such things as; Sexual behavior-many men and women in the region have different sex partners concurrently; these may be in cases of polygamy, small houses (side partners apart from spouse) and prostitution. Many of them do not use condoms consistently meaning that safe sex practice has not been cultivated in them (Jana et al, 13-16). Secondly, male circumcision is practiced in very low levels and as we know, male circumcision is a major boost in the prevention efforts so lack of it is on the contrary. A third driver is the stigma associated with infection. This lack of acceptance by the individual and the community forces an infected person to keep their status secret which leads to further spread of the virus. In some cases some people d o not want to know their status for fear of stigmatization and this brings down the efforts of treating the infected persons. Also many sexually transmitted infections go untreated mainly due to this fear and they are a factor that encourages HIV infection. Male attitudes towards gender related issues such as reproductive health is also another contributing factor. Men do not involve themselves in such issues and therefore many of them lack the knowledge to curb the pandemic. They involve themselves in intergenerational sex, gender based violence and sexual violence. This means that the women and girls are the major victims of the men’s ignorance hence the high number of infections in females (Expert Think Tank Meeting on HIV Prevention in High-Prevalence Countries in Southern Africa 5-7). HIV/AIDS in San Francisco In San Francisco, the efforts of prevention and treatment have born fruits since the number of new infections and HIV/AIDs related deaths is on a downward trend. T he reduction in these numbers can be highly attributed to the change of sexual behavior in heterosexual men and women and non-injecting drug users.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Cases of new infections in these groups of people are very rare. However, there are still other driving forces in the spread of the disease and these include; Homosexual behavior; men who have sexual relationships with other men are at a major risk of infection. Transfemales are also another group of people who are on the higher side of the risk and hence their behavior is a key driver for the epidemic. Injection drug use is another major driving force. HIV transmission among this group of people is very likely and so the risk of new infections is unacceptably high. Disparities and unequal treatment for different groups of people may have been a major drawback on the efforts but it is now on the downward slope. This is as a result of the efforts by different care groups to involve representation of all the communities; including the marginalized groups, in the decision making process (San Francisco HIV Prevention Plan 1). Comparison between the key Drivers in the two regions The driving forces in these two regions are very different since they are driven by the people’s lifestyles which in these cases are worlds apart. As a comparison of the key drivers in these regions, we look at the drivers the way they affect the efforts made to eradicate the disease. As we have seen in the discussion earlier, the major driving forces in the sub Saharan Africa can be attributed to the regions position in terms of development. Most countries in the region are developing countries; and factors such as gender and sexual violence, poverty which leads to intergenerational sex and prostitution especially in women are inherent in these countries. This makes the prevention and treatment processes very hard since some people are driven to the wall by circumstances; meaning that they may be willing to change their ways but the situations they are in cannot allow that. In San Francisco however, the major driving force is the sexual orientation of individuals as well as drug and substance abuse. These can not be attributed to under development, therefore, the efforts to curb the epidemic can only be strengthened by the people’s willingness to change their ways. If the high risk groups of people are willing, they can put in their efforts; for instance, the gay community can accept to learn and use preventive measures, the drug users can accept rehabilitation plans or in extreme cases they should take precautions in their sharing.Advertising We will write a custom research paper sample on Key Drivers of HIV/AIDS in Sub Saharan Africa and in San Francisco specifically for you for only $16.05 $11/page Learn More The Response o f the Church to the Key Drivers of HIV/AIDS The church has made a lot of efforts in the fight against HIV/AIDs; However, this has not prevented the spread of the disease. This continued deterioration can be attributed to the churches ethical, liturgical and ministerial practices. These have encouraged the spread of the disease both passively and actively. These factors include the lack of an open, realistic way of involvement due to the shyness in addressing sex education and sexuality issues which are involved in prevention of HIV spread. Exclusion, theological interpretation of scriptures and definition of sin have contributed to increase stigmatization and suffering. A plan has been put forward to add an ecumenical dimension to the church’s effort and if implemented, it is bound to yield better results (Global consultation on the ecumenical response to the challenge of HIV/AIDS in Africa 9) In the US, the church’s involvement is mainly through faith based organizati ons. These have continually offered support to the infected and affected in terms of medical care, food supplies, cancelling and the general support needed morally and spiritually. They have also offered care to the care givers and education to the communities on the risk factors and prevention services. The government has since supported these organizations through federal funding. Laws have also been put down to prevent discrimination against such organization, the beneficiary or volunteer on the basis of religion. Also, it ensures that nobody should be forced to get involved in any religious activity involuntarily. These partnerships ensure that the church’s efforts are delivered painlessly and the beneficiaries are satisfied. Conclusion From these findings, we can conclude that the spread of HIV is highly dependent on a people’s lifestyle. This covers the level of development, the cultural beliefs and religious beliefs. The Church and the various arms of government can play a major role in the effort to curb the pandemic especially when they work together. Expert Think Tank Meeting on HIV Prevention in High-Prevalence Countries in Southern Africa. SADC 2006: 5-10. Web. â€Å"Global consultation on the ecumenical response to the challenge of HIV/AIDS in Africa.† The Ecumenical Response to HIV/AIDS in Africa 2001: Web.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jana Mere, Nkambule Paul and Tumbo D; One Love: Multiple and concurrent Sexual Partnerships in Southern Africa: A Ten Country Research Report. 2008:13-36 Web. â€Å"San Francisco HIV Prevention Plan.† San Francisco HIV Prevention Planning Council 2010: 1-3. Web.

Major Themes in The Green Mile

Major Themes in The Green Mile Free Online Research Papers The Green Mile by Stephen King is the story of a man with god-given powers of healing sentenced to death for killing two young girls. The themes of compassion and sacrifice can be seen in this movie. One part of this movie that shows lack of compassion is when one of the prison guards, Percy, kills one of the prisoner’s pet mouse showing how little he cares about other people. Percy in this movie does not show any kind of good towards other people. He does not seem to care at all for anyone but himself. This movie is about death row in a Louisiana prison. The last walk, from the cell to the electric chair is known at this prison as The Green Mile, due to the color of the floor. One item of special emphasis is that when the condemned man is seated in the electric chair, the prison guard in charge of the execution is supposed to place a wet sponge on top of the head of the prisoner, just before the head strap is secured with one of the main wires for the electrical current. This is meant to speed up the execution on the basis that water is a very good conductor of electricity, and the wet sponge conducts the current immediately into the brain of the prisoner. This kills the inmate quickly, and mercifully (as mercifully as this method can make possible). The preparation for the execution is ended, just before the juice is turned on, with the words: God have mercy on your soul! It was also interesting that, when one prisoner is executed, and the guard in charge fails to use water on the sponge, there is a very ugly, painful and vicious electrocution in which the prisoner does not die immediately, but is badly burned and thrashes back and forth until the body is essentially a pile of charred remains. This movie has mixed feelings for me. I am saddened when I see the soon to be prisoner holding onto the two girls he had just killed. Seeing him like that with the two girls makes me hate him for what he has done to the girls, and makes me want the worst possible punishment for him even if it is the death penalty. Later on in the movie, he seems to gain the trust of the guards. He makes them think he really is innocent, and did nothing wrong. He makes them think he is God because he heals the one prison guard from a bladder infection, and then heals the warden’s wife. I find it quite interesting that even though he brutally murdered two young farm girls and were found with them next to him, and the girl’s blood on him, that the prison guards think he is innocent as soon as he walks in the prison door. Seeing this movie makes me wonder how prisoners are treated in our prisons right here in our own country, our own county, or even our own city. If the guards treat all prisoners like they treated the prisoner in â€Å"The Green Mile†, prison may not seem as bad as some think, or for some, better than the streets. The camera angles in this movie are at different angles. I believe they had the cameras down low in order to make the prisoner seem really tall which in turn made the guards seem really short. I am not sure what this movie can teach someone about being human, other than that everyone makes mistakes in their lives whether it is small ones that can be overlooked, or big ones that can cost you your life. I think when the prisoner healed the prison guard, and warden’s wife, that was not human. Humans cannot heal each other like that. All in all, I think this was a good movie, other than I think it gave people the impression that murdering someone is ok, because you will be treated nicely in prison up until you are electrocuted. You are allowed to do things that you may not be able to do otherwise. Research Papers on Major Themes in "The Green Mile"Book Review on The Autobiography of Malcolm XCapital PunishmentWhere Wild and West MeetThe Masque of the Red Death Room meaningsThe Hockey GameMind TravelArguments for Physician-Assisted Suicide (PAS)The Spring and AutumnQuebec and CanadaHip-Hop is Art

Organisation Structure, Employee Motivation And Effectivness Dissertation

Organisation Structure, Employee Motivation And Effectivness - Dissertation Example It will then discuss the applicability of various motivational theories towards the improvement of employee motivation and effectiveness in the day to day running of organisations. Literature Review This paper seeks to give an analysis of the interrelationship among organisational structure on employee motivation and organisational effectiveness. The question that the research paper seeks to answer is whether organisational structure has a significant impact on employee motivation and organisational effectiveness. In an attempt to answer this question, an integrative review of literature will be conducted. Aswathappa, (2005) asserts that many researchers have concentrated in research work on areas of improving productivity based on separate aspects such as organisational structure, motivation of workers and organisational effectiveness disregarding the fact that the interrelationship between the three plays an integral part in production. It is for this reason that the study in quest ion studies the relationship between the three aspects. To begin with, the researcher will give general overviews of the four theories. The researcher will then describe the research methodology and give an overview of the reviewed literature. Historical overview Virgin Group is a collection of companies constituting one of the largest organizations in the globe. Since its establishment, Virgin Group has posed diversity in its business operations in the entire industry. The smart structure of the Virgin Group owes its origin to the core founder, Richard Branson, who created a decentralized organizational structure that allows its employees to act based on their own reasoning. This helps reduce bureaucracy where workers are subjected to adherence to bureaucratic procedures. In... This article stresses that Virgin Group is a collection of companies constituting one of the largest organizations in the globe. Since its establishment, Virgin Group has posed diversity in its business operations in the entire industry. The smart structure of the Virgin Group owes its origin to the core founder, Richard Branson, who created a decentralized organizational structure that allows its employees to act based on their own reasoning. This paper makes a conclusion that environmental changes can sometimes have adverse effect in large organisations as a result large organizations that have complex structures such as Virgin Group need to adapt swiftly to these changes. In this case such an organisation requires an organic structure that will allow flexibility in an ever dynamic environment. If each of these companies were to operate independently then, each providing a unique good or service, Virgin Group would been said to have product departmentalization where each division operates based on the product or service it offers. However, Virgin Group structure offers a unique scenario because a company affiliated to it does not have to necessarily specialize in one department. The executive is required to look at fairness in judgement of different situations since different situations require different interventions. In addition to this, the theory serves minor purposes in the public domain. Virgin Group understands th e importance of job security and stability in ensuring motivation of it employees.

What roles did faith and reason play in the intellectual life of the Research Paper

What roles did faith and reason play in the intellectual life of the Middle Ages - Research Paper Example With this, the paper will explore the concept between faith and reason and how they contributed to the development of knowledge has been studied. With outcomes gathered from the said exploration, this paper came with the conclusion that not only did faith and reason function as a harmonious duo during the medieval era, both also needed each other in the first place to prosper and contribute to the intellectual life modern society is enjoying today. The Middle Ages is a timeline collection of many developments. Specifically, it was both a dark and colorful combination of social reconstruction, formed conflicts in the foreign landscape and the revolution and optimization of many different aspects in the society (â€Å"British History: Middle Ages†). Nevertheless, despite the bombardment of many occurrences, one important point of study regarding this period in history is the status of the time’s intellectual life. The construct that makes this a worthy object of attention lies in two molding factors—faith and reason. These two is said to have governed the intellectual presence of the middle ages. The main purpose of this paper then seeks to uncover what roles did faith and reason play in the medieval times that produced the level of intellectual outcome that defined the Middle Ages. Faith and the Medieval Times The discussion of the middle ages, as a point in history, is oftentimes associated with the prosperity of the Christian faith and its consequent contribution in the development of today’s theological thinking. Given that this particular faith is not shared by all of members of today’s population, the interpretation of the Middle Ages in relation to faith differs across academics, critics, historians, and the like. This difference can be considered as a problematic factor in the study of that point in history. The phenomenons where interpretive analysis of the medieval times has differed in extremes have been properly ackn owledged with a term. As per the work of Van Engen, the Christian Middle Ages could be considered as a â€Å"historiographical problem† (519). For others like Gilson, and similarly with that of Brown, focus of the work on the specific point in time has been devoted to attributing the full development of Christianity and the total characteristic of the faith during the middle ages. The bottom-line with this particular focus is that Christianity has played a major role during that time--affecting many aspects of societal life. Listening to Reason in the Middle Ages On a similar stance, reason during the Middle Ages has also been given an equal amount of attention by scholars and academics alike. The work of Alexander Murray has vastly tackled how reason affected the society during the given period. More importantly, the particular work has contrasted itself to be another definition of the medieval ages. Whereas the period was prominently known to be an era of faith due to its c entralization of Christianity, Murray has also given emphasis that reason also governed the said stage (page number). The work of Edward Grant has supported the previous author’s contention as he set his focus on the reason-oriented developments of the Middle Ages (1). In so doing, Grant have detailed that it was during the Middle Ages that the pillars of today’s politics and government have taken the form. Particularly, the emergence of â€Å"the nation state, parliaments, [and] democracy† (1) during the time could be viewed as the source of development for the governance of present day nations. Moreover, it was also during the same stage that foundations of commerce and banking have been established. However, if these achievements be tallied, the

Delivery of Citizenship and PHSE within UK Schools

Delivery of Citizenship and PHSE within UK Schools This project addresses the problems that are currently being encountered with regard to the delivery of citizenship and PHSE within UK schools. To give emergent themes context – an historical review of their academic treatment is presented. This is broadened by considering the United States delivery of these subjects to determine whether the UK can learn anything from the American experience. Documentary analysis and interview schedules are the research methods used to analyse secondary sources and generate primary data. A number of conclusions are drawn – namely these subjects must be linked to current issues (e.g. AIDS/HIV, global citizenship etc) of the day – to ensure that their content and delivery remain relevant to the needs of young people. Recommendations for a more flexible approach regarding the delivery and assessment of these subjects are made at the end of the study. 1.1 What Does â€Å"Citizenship† Mean? Before it is possible to critically review and evaluate th eeffectiveness of the learning and teaching methods that are used to deliver citizenship and PHSE, it is necessary to begin by analysing their rationale and curricular content. In other words what are these subjects about and what are the benefits that pupils gain by studying them? Answering this question will provide a framework within which it can be determined whethercurrent academic practices are satisfying the aims and objectives ofthese subjects. Citizenship is a concept that can have a myriad of meanings andinterpretations. There is no universally agreed definition. Models of citizenship vary from country to country. The concept is continuously contested by political parties, academics and pressure groups. Despite the many interpretations of the concept that exist, all notions of citizenship imply to a greater or lesser degree, membership of apolitical community that is internally defined by rights, duties, participation and identity. The term â€Å"Active Citizenship† is widely used, but again there is no single accepted definition. The phrase is open to interpretation. From an educational perspective when there is no universally accepteddefinition of a concept, it makes it extremely difficult to transform such a subject into a meaningful learning experience for young people. In other words there are no â€Å"hard and fast† rules which can be appliedby teachers. When a concept has a clear and universally accepteddefinition, it provides the means by which to breakdown the subject into manageable chunks of learning. Thus students become skilled and knowledgeable when applying each component to a given set of circumstances. For example, in Business Studies, if you wish to measure the financialperformance of a company, it is possible to apply a number ofuniversally accepted accounting ratios. This forms a set ofâ€Å"standards†, which are quantifiable and which can be applied in a constant manner to a variety of different situations over a period of time. When it is possible to apply clearly defined and universally accepted standards to a subject or a concept – it becomes relativelyeasy to teach and learn. When a student understands how each component of a subject works, it isthen possible to interlink these areas and increase the complexity oflearning activities. Thus over time the student will master each stage(i.e. knowledge, comprehension, application, analysis, synthesis,evaluation) of the cognitive learning domain (Source:www.businessballs.com, Blooms Taxonomy of Learning Domains).Students will have a holistic view of the subject content and willunderstand how the constituent components interlink. Given that citizenship does not have a universally accepted definition; is it possible to develop a set of â€Å"standards†, which can be constantly applied? Citizenship poses serious problems for educationalists interms of its definition and delivery as a subject to young people throughout the UK. What are the statutory requirements for teaching citizenship? It is a statutory subject at key stages 3 and 4. Apartfrom the absence of an eight-level scale of achievement, it is treatedexactly the same as other foundation subjects in the National Curriculum. Schools are required to establish high standards for citizenship that are comparable with standards in other subjects (Source:www.dfes.gov.uk/citizenship). 1.2 What Are The Similarities Between Citizenship And PHSE? Both subjects are similar in their emphasis on values and attitudes,and in their concern to empower young people to act effectively andwith self-confidence. They are also similar in some of the themes they explore; such drug abuse and equal opportunities – and their emphasison active learning techniques like role play and discussion. What distinguishes the two concepts are their focus and content. PHSE focuses on personal and inter-personal decision making, whilecitizenship education deals with â€Å"public policy†. PHSE is concernedwith students’ choices as private individuals, the other with their rights as citizens. For example, a typical PSHE lesson on smoking deals withlegal rights and responsibilities, whereas a citizenship lesson focuseson the cost to society – exploring issues such as legislation onsmoking in public places or tobacco advertising. Thus citizenship canbe viewed as the global or societal perspective on key issues e.g.smoking etc. PHSE, on the other hand, concentrates on the needs, expectations and responsibilities of the individual. 1.3 Why Is It Necessary To Investigate The Teaching And Learning Methods Of Citizenship and PSHE? In 2004 the Qualifications and Curriculum Authority (QCA) published areport (PSHE 2002/3 annual report on curriculum and assessment, QCA,March 2004) on the delivery of PSHE within schools in England. In thesummary of key findings it was noted that in some schools, there wasconfusion about what the differences and similarities between PSHE andcitizenship. Also even when schools had allocated a significant amount of curriculum time to the delivery of their PSHE programmes, it was rare for the assessment of pupils’ progress and achievement to take place. Ever since the National Curriculum was launched in 1988 there have been major concerns over the time available to deliver all of the core subjects (e.g. English, Mathematics etc). The introduction of new subjects (i.e. Citizenship in September 2002) places an even greater pressure on school timetables, teaching staff and resources. The major problems may be summarised as follows: a. As explained in section 1.1 there is no universally accepted definition of citizenship. b. There is confusion over the similarities and differences between citizenship and PSHE. c. The lack of quantifiable assessment strategies makes it verydifficult to evaluate the benefits pupils gain from the delivery ofthese subjects. d. Severe timetable constraints and a lack of appropriately trainedteaching staff are hindering the effective development and delivery ofthese areas. Therefore, the objectives of this project are as follows: a. To critically evaluate and review the learning and teachingmethods which are currently being used to deliver citizenship and PSHEin order to determine whether pupils are benefiting from thesestrategies. b. To identify examples of good practice and analyse whether they can be applied elsewhere. c. To analyse how these subjects and their interrelationship willdevelop in the future and determine how learning and teaching methodswill need to change in order to satisfy the new requirements. 2.1 The Teaching of Citizenship in UK Schools – A Historical Perspective The teaching of citizenship in UK schools has a long and problematicalhistory. Since the beginning of the twentieth century it has undergonea number of transformations. Up to the outbreak of the First World War,the purpose of citizenship education was to generate a sense ofnational cohesion, loyalty and obligation to the nature, as well as asense of pride in the Empire (Oliver and Heater, 1994). The secondphase of citizenship in education witnessed the rise of a more directapproach. That is, the systematic training of young people in deferenceand moral behaviour. Schools were encouraged to promote and cultivatethe â€Å"simple virtues of humility, service, restraint and respect forpersonality† (Ministry of Education, 1949, p.41), in their pupils. The 1960s brought a new emphasis regarding the delivery of citizenshipin schools. Notably that young people needed to become more politicallyaware and more active in their participation of social issues. A morerecent development (1990) witnessed the introduction of citizenshipinto the National Curriculum as a cross-curricular theme. Suchcross-curricular themes have suffered a chequered history and remain atthe margins of school timetables with the main thrust of deliveryconcentrating on core subjects and other academic considerations. This historical perspective of citizenship provides an insight into theproblems the subject has faced because of its poor definition andineffectual delivery. To rectify this situation a government proposalsought to â€Å"establish more explicit and coherent provision in the areasof personal, social and health education and citizenship† (DfEE, 1999,p. 1). The proposal aimed to introduce a framework across all keystages for personal, social and health education and citizenship.Furthermore, this development established â€Å"a coherent nationalframework which gives schools flexibility to develop their ownapproaches.† (DfEE, 1999, p. 13). Whilst this approach raised the profile of citizenship and sought toestablish it as an integral part of the National Curriculum, it createda number of problems. How exactly was it going to fit into a schooltimetable? As outlined earlier, in section 1.3, there have beennumerous problems with the National Curriculum, since its launch in1988. In 1999, there were yet again a number of government initiativesto reduce the prescriptive nature of the National Curriculum andprovide schools with greater flexibility. On the whole these changeslike previous initiatives only resulted in cosmetic changes. The other major problem with the new version of citizenship lay withthe delivery. Who exactly was going to teach this subject? It wasproposed that the knowledge required to teach the subject could begained from the core of an initial teacher training degree orpostgraduate certificate in education. Teachers already delivering PSHEcould acquire the knowledge and skills required to deliver citizenshipthrough continuous professional development. Having analysed the teaching of citizenship within the UK in terms ofthe current situation and from an historical perspective, it isnecessary to explore how this issue is dealt with by other countries.This will provide the opportunity to compare and contrast the UKexperience with other nations and determine whether there are anylessons to be learnt. In other words are there examples of goodpractice overseas? If so, is it transferable to schools in the UK? 2.2 The Teaching of Citizenship in the United States In the United States education for citizenship has been a longstanding goal of schools. To achieve this goal, students must learntheir civil rights and responsibilities in a free society. In 1991 JohnJ Patrick provided a review of why this was necessary and outlined howit could be achieved. Five key points, which are outlined below, formedthe basis of this review. a. The importance of teaching about the responsibilities of citizenship b. Deficiencies in learning about responsible citizenship c. How to improve learning about responsible citizenship at home d. How to improve learning about responsible citizenship at school e. Where to obtain information and materials about how to teach responsible citizenship The rationale for teaching citizenship was based upon the premise thatthe preservation of civil rights and liberties is linked to theperformance of responsibilities. Thus the responsibilities ofcitizenship – such as voluntary service to the community, participationin the political system etc – were essential to ensure the maintenanceof civil rights and liberties. However, reports on civic learning bythe National Assessment of Educational Progress (NAEP), indicated thatthe majority of students in the 12th grade had a very limited knowledgeof government and citizenship in the United States. Furthermore, halfof the students in the 12th grade failed to demonstrate the knowledgeneeded for responsible participation in the political system. Thus in 1991 there was a clear need to improve the learning of youngAmericans about their responsibilities as citizens in a moderndemocracy. In effect Patrick was advocating a holistic approach to theteaching of citizenship within American schools. That is, young peopleneeded to become actively involved in every aspect of American life.Consequently he provided a list of organisations where materials couldbe obtained in order to aid the delivery of this subject. For example,the American Bar Association which operated a Special Committee onYouth Education for Citizenship, the Constitutional Rights Foundation,Council for the Advancement of Citizenship, the Social ScienceEducation Consortium and so on. The approach actively promoted by Patrick failed to have the desiredeffect. In 1991 the NAEP reported poor levels of attainment amongst12th graders with regard to citizenship and its related areas. Theresults of the 1998 NAEP civics examination completed by a sample of4th, 8th and 12th grade students across the United States showed thatstudents were not proficient in the skills that enable citizens to usetheir civic knowledge. The NAEP 2001 History Report Card results alsoshowed a similar lack of proficiency. President Bush launched a number of initiatives in 2003 to improve theawareness of citizenship and associated areas among young peoplethroughout the United States. Some of these initiatives are highlightedbelow: †¢ Idea of American Essay Contest: High School juniors nationwide areinvited to submit a 1,200 word essay on the â€Å"Idea of America† andreceive awards. †¢ â€Å"Heroes of History† Lecture: An annual lecture that features anacclaimed scholar telling the story of a hero in American life. Theselectures are made available to school libraries throughout the UnitedStates. President Bush participated in Pledge Across America, a nationwidepatriotic observation that invited every school child in America toparticipate in a simultaneous pledge of allegiance at 2pm EasternDaylight Time. The pledge was observed on the 215th anniversary of theUnited States Constitution, the conclusion of the first-ever NationalCivic Participation Week, and the beginning of Constitution Week(Source: http://usinfo.state.gov/usa/edu/fs091702.htm). 2.3 What Can We Learn From The Americans With Regard To Teaching Citizenship? The analysis of the American experience raises a number ofinteresting points. Notably the American educational authorities viathe National Assessment of Educational Progress (NAEP) are activelyengaged in measuring students’ attainment with regard to theirknowledge and understanding of citizenship issues. As noted the resultson the whole have been poor. In the UK citizenship is taught throughoutall of the Key Stages of the National Curriculum. However, in Key Stages 1 and 2, there is no requirement for the formalassessment of pupils’ knowledge and understanding of citizenship issues(Source:www.dfes.gov.uk/citizenship). Progress in this subject issummarised in each pupil’s annual school report. In Key Stage 3, thereis an end-of-stage assessment. Whilst in Key Stage 4 there is nostatutory requirement for assessment. Three short courses are availablei.e. GCSE Citizenship Studies. The AQA (Assessment and QualificationsAlliance) version of this qualification requires students to undertakea 1.5 hour examination and complete a project. Should the UK adopt the United States assessment model? It wouldprovide the opportunity to quantify each pupil’s level of knowledge andunderstanding of citizenship issues throughout each Key Stage of theNational Curriculum. Such an approach would provide data which could beanalysed to determine the effectiveness of the teaching and learningstrategies that are currently deployed to deliver citizenship within UKschools. However, such a proposal would be met with stiff resistancefrom a variety of sources (i.e. teachers, parents, educationalistsetc). It is already considered in many quarters that school children inthe UK are already over assessed. Also it is interesting to note that the American model of citizenshipis radically different from the British version. The informationprovided about the American experience includes such phrases as â€Å"Heroesof History†. The British equivalent would mean portraying the likes ofHoratio Nelson and the Duke of Wellington as â€Å"heroes†. Thus theAmerican model concentrates heavily on patriotism (e.g. Pledge AcrossAmerica) and herein lays a broader issue. The United States isuniversally criticised throughout the world for being too insular, tooselfish and is not perceived as accepting its global responsibility tothe non-American citizens of the world. The American version ofcitizenship does not seem to recognise the word â€Å"global†. 2.4 The Future of Citizenship – Beyond National Boundaries The European Union has been in existence for nearly 50 years. However,until very recently, education remained untouched by the gradualmovement towards the pan European state. Curricula development andcontent were protected by each member-state. Since the advent of theMaastricht Treaty, the EU has developed and funded a number ofeducational initiatives to promote the concept of a â€Å"European superstate†; largely it must be said, without success. The Commission’sattempts to â€Å"Europeanise† education remained largely ineffective,mostly confined to the recognition of diplomas, vocational educationand the exchange of language teaching programmes (Soysal, 2001). However, a closer look at the way â€Å"Europe†, â€Å"nation† and â€Å"citizenship†are being represented in school books and curricula, particularly inthe disciplines of history and civics reveals another kind ofâ€Å"Europeanisation process† – that is, how European identity is likely toemerge and of significance to this project – how it will be taught inEuropean schools. This process is happening through highly active andinformal networks – largely unmonitored by formal EU institutions.Teachers’ unions and associations, academics and scientific experts,advocacy groups etc – are busy networking, arranging conferences etc –on â€Å"teaching Europe†. Perhaps the most significant development in this process is thedisappearance of the â€Å"nation state† – historical events are now retoldwithin a European perspective and a not within a nationalisticstraightjacket. National identities locate their legitimacy in deeplyrooted histories, cultures or territories. But Europe is notpast-oriented: it is future orientated. What does this mean for theteaching of citizenship in schools throughout Europe? It has long beenrecognised that these problems can only be resolved by nations actingas one. This is why the United States receives a lot of criticism, asit constantly failed to sign up to international agreements on carbonemissions etc. Thus the â€Å"Europeanisation process† is merely a steppingstone towards the creation of â€Å"global citizenship†. Learning for global citizenship is about understanding the need totackle injustice and inequality, and having the desire and ability towork effectively to do so: this is referred to as Action Competence(Jensen and Schnak, 1994). An example of a resource that provides aframework for learner-centred delivery would be Get Global! This iswhere pupils are involved in every aspect of their own educationalexperience. The Oxford Schools Catalogue contains a wide range ofmaterials published by Oxfam and others, focused on learning for GlobalCitizenship (Source:www.oxfam.org.uk/coolplanet/teachers/catalogue.htm). 2.5 A Brief History of Sex Education in UK Schools In England from the late 19th century, a number of sex educationpublications were produced, mainly aimed at helping parents toenlighten their children. The Second World War had a huge impact on thepopulation of Europe. Fresh emphasis in sex education was placed onpreventing syphilis and gonorrhoea. In the 1950s and 1960s sexeducation in schools was carried out through the descriptions of thereproductive habits of plants and animals. By the beginning of the1970s, school sex education was beginning to change significantly. Forexample, methods of contraception began to be more widely taught. The 1980s witnesses further developments in sex education. The rise offeminist-thinking led to an increase in the number of programmes thatencouraged pupils to examine the roles played by men and women. Sexeducation programmes began to have such aims as the acquisition ofskills for decision-making, communicating, personal relationships,parenting and coping strategies. HIV and AIDS became a health issue inthe UK just when sex education became a political football. A number ofsituations arose – the 1985 Gillick case, which focused on whetherparents always have the right to know if their children are beingissued with contraceptives when under the age of 16 – the growingstrength of the lesbian and gay movement, lead to the polarisation ofviews on sex education, among politicians at local and national level. Thus sex education, as was with citizenship, has become politicallycontroversial. Recent school sex education programmes have variedconsiderably in their aims. At one extreme (rarely found in the UK butwell-funded and widespread in the USA), abstinence education aims toensure that young people do not engage in heavy petting or sexualintercourse before marriage. At the other end of the scale, some sexeducation programmes, challenge sexist and homophobic attitudes(Source: www.open2.net/sundaysurgery/thehistoryp.html). 2.6 Summary Of The Key Factors In the UK and USA there is a realisation that young people need tobecome actively in all aspects of national life (e.g. politics, localcommunity, environment etc). However, there are major differencesbetween the two countries. The American approach towards citizenship isbased heavily on patriotism. In many respects the current Americanmodel of citizenship seems similar to the one that pertained in the UKin the early part of the 20th century. Despite America’s best effortsto increase young people’s knowledge and understanding of citizenshipconcepts, the NAEP results show no increase in student attainmentbetween 1991 and 2001. The Americans seem to be ignoring the development of citizenship beyondnational boundaries. In order to solve the world’s problems we need toact as one unified force – hence we all need to embrace â€Å"globalcitizenship†. Sex education has moved substantially from its extremelylimited earlier forms to embrace a broader spectrum of sexual andsocial issues (e.g. AIDS/HIV, homosexuality etc). When this is comparedto the American experience, again like citizenship, there are hugedifferences in terms of objectives and content. Many American sexeducation programmes are founded on very conservative moral values. 2.7 Conclusions That Can Be Drawn From The Literature Review In Relation To The Objectives Of The Project a. To critically evaluate and review the learning andteaching methods which are currently being used to deliver citizenshipand PSHE in order to determine whether pupils are benefiting from thesestrategies. The literature review has shown that there are major problems inassessing the benefits that young people derive from these subjects.Formal assessment is broken down into two elements – formative (i.e.on-course – an assignment etc) and summative (i.e. end-of-the course –an exam, a completed portfolio etc). In the USA the NAEP results do notshow an increase in students’ knowledge and understanding ofcitizenship concepts. Within the National Curriculum, citizenship andPHSE have a minimum of formal assessment requirements. However, are formal assessment methods the best way to determinewhether students are benefiting from citizenship and PHSE? The purposeof these subjects is to help young people become better adults e.g. toact and behave in a morally and socially responsible manner etc. Thusit is reasonable to argue that formal assessment methods can onlyprovide a superficial measure of a young person’s knowledge andunderstanding of these concepts. What does measuring a person’s abilityto recall facts actually tell us? In reality a person will gain from a well delivered citizenship andPHSE programme in the longer term. They will become a more sociallyresponsible person; they will become a more effective parent and so on.Thus teaching these subjects is in effect an act of faith – we hopethat benefits will be produced in the longer term. A longitudinal studyis required i.e. one where a group of students is tracked for a numberof years. However, there are many factors involved when someone turnsout to a good parent etc. It would be extremely hard to isolate theinfluences of citizenship and PHSE from all the other issues that areinvolved e.g. family background etc. Whilst it is nigh on impossible to assess the long-term benefits peoplegain from these subjects – it is possible to utilise existing learningand teaching methods to generate immediate benefits for the studentsconcerned. How this can be achieved will be analysed in the latterstages of the project. b. To identify examples of good practice and analyse whether they can be applied elsewhere. Has the literature review identify examples of good practice withregard to the teaching of citizenship and PHSE? Given the politicalcontroversy these subjects generate – there can only be one answer tothis question. It depends upon your point of view – determining whethersomething is an example of good practice is in the eye of the beholder.The key to progression is to establish and develop a wider audience forthe objectives you are trying to achieve. For example, the â€Å"Europeanisation process† demonstrates how differentorganisations, individuals etc – by working together, can create forumsfor discussion and the dissemination of new ideas, materials etc. TheInternet has revolutionised how people communicate and accessinformation. This allows people and organisations to bypass nationalboundaries and work towards the creation of â€Å"global citizenship†. Thus if they are going to be meaningful and allow young people toconnect and become part of â€Å"global citizenship† – the academic contentof citizenship and PHSE must reflect current developments. This meansthat learning and teaching methods must continuously evolve to ensurethat the delivery of these subjects reflects current trends anddevelopments. How this can be achieved will be explored in the latterstages of the project. c. To analyse how these subjects and theirinterrelationship will develop in the future and determine how learningand teaching methods will need to change in order to satisfy the newrequirements. A key feature of PHSE is that young people should practice â€Å"safe sex†.In its most literal form this simply means making sure that youngpeople have adequate access to and use of contraceptive methods. Insome quarters it would be argued that â€Å"safe sex† must involve moral,social and emotional responsibilities. Are these areas PHSE orcitizenship concepts? Whatever your view and political stance there isclearly an overlap between the two subjects. Future curricularinitiatives and the development of learning and teaching methods mustembrace the close interrelationship between these academic areas. 3.1 What Must The Research Methodology Achieve? In order to fulfil the requirements of the project objectives the research methodology must address the following issues: a. The analysis of the learning and teaching methods that are beingused to deliver citizenship and PHSE within UK schools in order todetermine their effectiveness. b. The critical evaluation of the assessment strategies that are used to measure pupil attainment within these subjects. c. An evaluation of how learning, teaching and assessment strategiesmust develop to ensure that citizenship and PHSE remain relevant to theneeds of young people. The National Curriculum was introduced in 1988 in order to develop acomprehensive approach to the delivery and development of educationwithin the UK. A number of government departments and agencies areresponsible for managing the content, development, delivery andeffectiveness of the education system. The research methodology mustinvestigate the work of these government departments and agencies inrelation to citizenship and PHSE. This is necessary in order to addressthe issues outlined above. How will this be achieved? The work of three different bodies must be investigated. These are as follows: a. The Department for Education and Skills (DfES) was establishedwith the purpose of creating opportunity, realising potential andachieving excellent for all. The Qualifications Curriculum Authority(QCA) is a non-departmental public body, sponsored by the DfES. It isresponsible for maintaining and developing the National Curriculum andassociated assessments, tests and examinations; and accredits andmonitors qualifications in colleges and at work. It is thisorganisation which is responsible for managing and developing thecurricular content of citizenship and PHSE and providing guidance onlearning and teaching methods. b. The Office for Educational Standards (OFSTED) is the inspectoratefor children and learners in England. Its main responsibility is tocontribute to the provision of better education and care. This isachieved through a comprehensive system of inspection and regulationcovering childcare, schools, colleges, children’s services, teachertraining and youth work. Thus it inspects and evaluates the teaching ofcitizenship and PHSE throughout England. c. The practitioners (i.e. the school managers, teachers, supportworkers etc) are responsible for delivering the curricular content ofcitizenship and PHSE in accordance with the standards and methodsstated and disseminated by the DfES and the QCA. 3.2 What Methods Will The Research Methodology Use? Secondary research is the investigation of data sources which alreadyexist. The main advantage of using such sources is that they arereadily available and can be utilised to develop knowledge andunderstanding of a given situation. Primary research entails generatinginformation, which did not previously exist. This is necessary whensecondary data sources do not fulfil the information requirements of aresearch project. In order to investigate the work of the DfES, QCA and OFSTED, it is notnecessary to conduct primary research. This is because of two reasons.One, the government wants the work of these bodies to be transparentand within the public domain. Two, easily accessible secondary datasources will be sufficient to facilitate the objectives of thisproject. As stated, the websites for the DfES, QCA and OFSTED provideaccess to numerous reports and information on all aspects of theiroperations. Therefore, the research method that will be used to analysethis data is documentary analysis. In effect this involves analysingreports and relating the findings to the project objectives. However, in any given project or area of research different opinionswill prevail. If you like – DfES, QCA and OFSTED represent thegovernment’s views. What does everybody else think? The practitioners –as listed above – are at the sharp end of the business – Delivery of Citizenship and PHSE within UK Schools Delivery of Citizenship and PHSE within UK Schools This project addresses the problems that are currently being encountered with regard to the delivery of citizenship and PHSE within UK schools. To give emergent themes context – an historical review of their academic treatment is presented. This is broadened by considering the United States delivery of these subjects to determine whether the UK can learn anything from the American experience. Documentary analysis and interview schedules are the research methods used to analyse secondary sources and generate primary data. A number of conclusions are drawn – namely these subjects must be linked to current issues (e.g. AIDS/HIV, global citizenship etc) of the day – to ensure that their content and delivery remain relevant to the needs of young people. Recommendations for a more flexible approach regarding the delivery and assessment of these subjects are made at the end of the study. 1.1 What Does â€Å"Citizenship† Mean? Before it is possible to critically review and evaluate th eeffectiveness of the learning and teaching methods that are used to deliver citizenship and PHSE, it is necessary to begin by analysing their rationale and curricular content. In other words what are these subjects about and what are the benefits that pupils gain by studying them? Answering this question will provide a framework within which it can be determined whethercurrent academic practices are satisfying the aims and objectives ofthese subjects. Citizenship is a concept that can have a myriad of meanings andinterpretations. There is no universally agreed definition. Models of citizenship vary from country to country. The concept is continuously contested by political parties, academics and pressure groups. Despite the many interpretations of the concept that exist, all notions of citizenship imply to a greater or lesser degree, membership of apolitical community that is internally defined by rights, duties, participation and identity. The term â€Å"Active Citizenship† is widely used, but again there is no single accepted definition. The phrase is open to interpretation. From an educational perspective when there is no universally accepteddefinition of a concept, it makes it extremely difficult to transform such a subject into a meaningful learning experience for young people. In other words there are no â€Å"hard and fast† rules which can be appliedby teachers. When a concept has a clear and universally accepteddefinition, it provides the means by which to breakdown the subject into manageable chunks of learning. Thus students become skilled and knowledgeable when applying each component to a given set of circumstances. For example, in Business Studies, if you wish to measure the financialperformance of a company, it is possible to apply a number ofuniversally accepted accounting ratios. This forms a set ofâ€Å"standards†, which are quantifiable and which can be applied in a constant manner to a variety of different situations over a period of time. When it is possible to apply clearly defined and universally accepted standards to a subject or a concept – it becomes relativelyeasy to teach and learn. When a student understands how each component of a subject works, it isthen possible to interlink these areas and increase the complexity oflearning activities. Thus over time the student will master each stage(i.e. knowledge, comprehension, application, analysis, synthesis,evaluation) of the cognitive learning domain (Source:www.businessballs.com, Blooms Taxonomy of Learning Domains).Students will have a holistic view of the subject content and willunderstand how the constituent components interlink. Given that citizenship does not have a universally accepted definition; is it possible to develop a set of â€Å"standards†, which can be constantly applied? Citizenship poses serious problems for educationalists interms of its definition and delivery as a subject to young people throughout the UK. What are the statutory requirements for teaching citizenship? It is a statutory subject at key stages 3 and 4. Apartfrom the absence of an eight-level scale of achievement, it is treatedexactly the same as other foundation subjects in the National Curriculum. Schools are required to establish high standards for citizenship that are comparable with standards in other subjects (Source:www.dfes.gov.uk/citizenship). 1.2 What Are The Similarities Between Citizenship And PHSE? Both subjects are similar in their emphasis on values and attitudes,and in their concern to empower young people to act effectively andwith self-confidence. They are also similar in some of the themes they explore; such drug abuse and equal opportunities – and their emphasison active learning techniques like role play and discussion. What distinguishes the two concepts are their focus and content. PHSE focuses on personal and inter-personal decision making, whilecitizenship education deals with â€Å"public policy†. PHSE is concernedwith students’ choices as private individuals, the other with their rights as citizens. For example, a typical PSHE lesson on smoking deals withlegal rights and responsibilities, whereas a citizenship lesson focuseson the cost to society – exploring issues such as legislation onsmoking in public places or tobacco advertising. Thus citizenship canbe viewed as the global or societal perspective on key issues e.g.smoking etc. PHSE, on the other hand, concentrates on the needs, expectations and responsibilities of the individual. 1.3 Why Is It Necessary To Investigate The Teaching And Learning Methods Of Citizenship and PSHE? In 2004 the Qualifications and Curriculum Authority (QCA) published areport (PSHE 2002/3 annual report on curriculum and assessment, QCA,March 2004) on the delivery of PSHE within schools in England. In thesummary of key findings it was noted that in some schools, there wasconfusion about what the differences and similarities between PSHE andcitizenship. Also even when schools had allocated a significant amount of curriculum time to the delivery of their PSHE programmes, it was rare for the assessment of pupils’ progress and achievement to take place. Ever since the National Curriculum was launched in 1988 there have been major concerns over the time available to deliver all of the core subjects (e.g. English, Mathematics etc). The introduction of new subjects (i.e. Citizenship in September 2002) places an even greater pressure on school timetables, teaching staff and resources. The major problems may be summarised as follows: a. As explained in section 1.1 there is no universally accepted definition of citizenship. b. There is confusion over the similarities and differences between citizenship and PSHE. c. The lack of quantifiable assessment strategies makes it verydifficult to evaluate the benefits pupils gain from the delivery ofthese subjects. d. Severe timetable constraints and a lack of appropriately trainedteaching staff are hindering the effective development and delivery ofthese areas. Therefore, the objectives of this project are as follows: a. To critically evaluate and review the learning and teachingmethods which are currently being used to deliver citizenship and PSHEin order to determine whether pupils are benefiting from thesestrategies. b. To identify examples of good practice and analyse whether they can be applied elsewhere. c. To analyse how these subjects and their interrelationship willdevelop in the future and determine how learning and teaching methodswill need to change in order to satisfy the new requirements. 2.1 The Teaching of Citizenship in UK Schools – A Historical Perspective The teaching of citizenship in UK schools has a long and problematicalhistory. Since the beginning of the twentieth century it has undergonea number of transformations. Up to the outbreak of the First World War,the purpose of citizenship education was to generate a sense ofnational cohesion, loyalty and obligation to the nature, as well as asense of pride in the Empire (Oliver and Heater, 1994). The secondphase of citizenship in education witnessed the rise of a more directapproach. That is, the systematic training of young people in deferenceand moral behaviour. Schools were encouraged to promote and cultivatethe â€Å"simple virtues of humility, service, restraint and respect forpersonality† (Ministry of Education, 1949, p.41), in their pupils. The 1960s brought a new emphasis regarding the delivery of citizenshipin schools. Notably that young people needed to become more politicallyaware and more active in their participation of social issues. A morerecent development (1990) witnessed the introduction of citizenshipinto the National Curriculum as a cross-curricular theme. Suchcross-curricular themes have suffered a chequered history and remain atthe margins of school timetables with the main thrust of deliveryconcentrating on core subjects and other academic considerations. This historical perspective of citizenship provides an insight into theproblems the subject has faced because of its poor definition andineffectual delivery. To rectify this situation a government proposalsought to â€Å"establish more explicit and coherent provision in the areasof personal, social and health education and citizenship† (DfEE, 1999,p. 1). The proposal aimed to introduce a framework across all keystages for personal, social and health education and citizenship.Furthermore, this development established â€Å"a coherent nationalframework which gives schools flexibility to develop their ownapproaches.† (DfEE, 1999, p. 13). Whilst this approach raised the profile of citizenship and sought toestablish it as an integral part of the National Curriculum, it createda number of problems. How exactly was it going to fit into a schooltimetable? As outlined earlier, in section 1.3, there have beennumerous problems with the National Curriculum, since its launch in1988. In 1999, there were yet again a number of government initiativesto reduce the prescriptive nature of the National Curriculum andprovide schools with greater flexibility. On the whole these changeslike previous initiatives only resulted in cosmetic changes. The other major problem with the new version of citizenship lay withthe delivery. Who exactly was going to teach this subject? It wasproposed that the knowledge required to teach the subject could begained from the core of an initial teacher training degree orpostgraduate certificate in education. Teachers already delivering PSHEcould acquire the knowledge and skills required to deliver citizenshipthrough continuous professional development. Having analysed the teaching of citizenship within the UK in terms ofthe current situation and from an historical perspective, it isnecessary to explore how this issue is dealt with by other countries.This will provide the opportunity to compare and contrast the UKexperience with other nations and determine whether there are anylessons to be learnt. In other words are there examples of goodpractice overseas? If so, is it transferable to schools in the UK? 2.2 The Teaching of Citizenship in the United States In the United States education for citizenship has been a longstanding goal of schools. To achieve this goal, students must learntheir civil rights and responsibilities in a free society. In 1991 JohnJ Patrick provided a review of why this was necessary and outlined howit could be achieved. Five key points, which are outlined below, formedthe basis of this review. a. The importance of teaching about the responsibilities of citizenship b. Deficiencies in learning about responsible citizenship c. How to improve learning about responsible citizenship at home d. How to improve learning about responsible citizenship at school e. Where to obtain information and materials about how to teach responsible citizenship The rationale for teaching citizenship was based upon the premise thatthe preservation of civil rights and liberties is linked to theperformance of responsibilities. Thus the responsibilities ofcitizenship – such as voluntary service to the community, participationin the political system etc – were essential to ensure the maintenanceof civil rights and liberties. However, reports on civic learning bythe National Assessment of Educational Progress (NAEP), indicated thatthe majority of students in the 12th grade had a very limited knowledgeof government and citizenship in the United States. Furthermore, halfof the students in the 12th grade failed to demonstrate the knowledgeneeded for responsible participation in the political system. Thus in 1991 there was a clear need to improve the learning of youngAmericans about their responsibilities as citizens in a moderndemocracy. In effect Patrick was advocating a holistic approach to theteaching of citizenship within American schools. That is, young peopleneeded to become actively involved in every aspect of American life.Consequently he provided a list of organisations where materials couldbe obtained in order to aid the delivery of this subject. For example,the American Bar Association which operated a Special Committee onYouth Education for Citizenship, the Constitutional Rights Foundation,Council for the Advancement of Citizenship, the Social ScienceEducation Consortium and so on. The approach actively promoted by Patrick failed to have the desiredeffect. In 1991 the NAEP reported poor levels of attainment amongst12th graders with regard to citizenship and its related areas. Theresults of the 1998 NAEP civics examination completed by a sample of4th, 8th and 12th grade students across the United States showed thatstudents were not proficient in the skills that enable citizens to usetheir civic knowledge. The NAEP 2001 History Report Card results alsoshowed a similar lack of proficiency. President Bush launched a number of initiatives in 2003 to improve theawareness of citizenship and associated areas among young peoplethroughout the United States. Some of these initiatives are highlightedbelow: †¢ Idea of American Essay Contest: High School juniors nationwide areinvited to submit a 1,200 word essay on the â€Å"Idea of America† andreceive awards. †¢ â€Å"Heroes of History† Lecture: An annual lecture that features anacclaimed scholar telling the story of a hero in American life. Theselectures are made available to school libraries throughout the UnitedStates. President Bush participated in Pledge Across America, a nationwidepatriotic observation that invited every school child in America toparticipate in a simultaneous pledge of allegiance at 2pm EasternDaylight Time. The pledge was observed on the 215th anniversary of theUnited States Constitution, the conclusion of the first-ever NationalCivic Participation Week, and the beginning of Constitution Week(Source: http://usinfo.state.gov/usa/edu/fs091702.htm). 2.3 What Can We Learn From The Americans With Regard To Teaching Citizenship? The analysis of the American experience raises a number ofinteresting points. Notably the American educational authorities viathe National Assessment of Educational Progress (NAEP) are activelyengaged in measuring students’ attainment with regard to theirknowledge and understanding of citizenship issues. As noted the resultson the whole have been poor. In the UK citizenship is taught throughoutall of the Key Stages of the National Curriculum. However, in Key Stages 1 and 2, there is no requirement for the formalassessment of pupils’ knowledge and understanding of citizenship issues(Source:www.dfes.gov.uk/citizenship). Progress in this subject issummarised in each pupil’s annual school report. In Key Stage 3, thereis an end-of-stage assessment. Whilst in Key Stage 4 there is nostatutory requirement for assessment. Three short courses are availablei.e. GCSE Citizenship Studies. The AQA (Assessment and QualificationsAlliance) version of this qualification requires students to undertakea 1.5 hour examination and complete a project. Should the UK adopt the United States assessment model? It wouldprovide the opportunity to quantify each pupil’s level of knowledge andunderstanding of citizenship issues throughout each Key Stage of theNational Curriculum. Such an approach would provide data which could beanalysed to determine the effectiveness of the teaching and learningstrategies that are currently deployed to deliver citizenship within UKschools. However, such a proposal would be met with stiff resistancefrom a variety of sources (i.e. teachers, parents, educationalistsetc). It is already considered in many quarters that school children inthe UK are already over assessed. Also it is interesting to note that the American model of citizenshipis radically different from the British version. The informationprovided about the American experience includes such phrases as â€Å"Heroesof History†. The British equivalent would mean portraying the likes ofHoratio Nelson and the Duke of Wellington as â€Å"heroes†. Thus theAmerican model concentrates heavily on patriotism (e.g. Pledge AcrossAmerica) and herein lays a broader issue. The United States isuniversally criticised throughout the world for being too insular, tooselfish and is not perceived as accepting its global responsibility tothe non-American citizens of the world. The American version ofcitizenship does not seem to recognise the word â€Å"global†. 2.4 The Future of Citizenship – Beyond National Boundaries The European Union has been in existence for nearly 50 years. However,until very recently, education remained untouched by the gradualmovement towards the pan European state. Curricula development andcontent were protected by each member-state. Since the advent of theMaastricht Treaty, the EU has developed and funded a number ofeducational initiatives to promote the concept of a â€Å"European superstate†; largely it must be said, without success. The Commission’sattempts to â€Å"Europeanise† education remained largely ineffective,mostly confined to the recognition of diplomas, vocational educationand the exchange of language teaching programmes (Soysal, 2001). However, a closer look at the way â€Å"Europe†, â€Å"nation† and â€Å"citizenship†are being represented in school books and curricula, particularly inthe disciplines of history and civics reveals another kind ofâ€Å"Europeanisation process† – that is, how European identity is likely toemerge and of significance to this project – how it will be taught inEuropean schools. This process is happening through highly active andinformal networks – largely unmonitored by formal EU institutions.Teachers’ unions and associations, academics and scientific experts,advocacy groups etc – are busy networking, arranging conferences etc –on â€Å"teaching Europe†. Perhaps the most significant development in this process is thedisappearance of the â€Å"nation state† – historical events are now retoldwithin a European perspective and a not within a nationalisticstraightjacket. National identities locate their legitimacy in deeplyrooted histories, cultures or territories. But Europe is notpast-oriented: it is future orientated. What does this mean for theteaching of citizenship in schools throughout Europe? It has long beenrecognised that these problems can only be resolved by nations actingas one. This is why the United States receives a lot of criticism, asit constantly failed to sign up to international agreements on carbonemissions etc. Thus the â€Å"Europeanisation process† is merely a steppingstone towards the creation of â€Å"global citizenship†. Learning for global citizenship is about understanding the need totackle injustice and inequality, and having the desire and ability towork effectively to do so: this is referred to as Action Competence(Jensen and Schnak, 1994). An example of a resource that provides aframework for learner-centred delivery would be Get Global! This iswhere pupils are involved in every aspect of their own educationalexperience. The Oxford Schools Catalogue contains a wide range ofmaterials published by Oxfam and others, focused on learning for GlobalCitizenship (Source:www.oxfam.org.uk/coolplanet/teachers/catalogue.htm). 2.5 A Brief History of Sex Education in UK Schools In England from the late 19th century, a number of sex educationpublications were produced, mainly aimed at helping parents toenlighten their children. The Second World War had a huge impact on thepopulation of Europe. Fresh emphasis in sex education was placed onpreventing syphilis and gonorrhoea. In the 1950s and 1960s sexeducation in schools was carried out through the descriptions of thereproductive habits of plants and animals. By the beginning of the1970s, school sex education was beginning to change significantly. Forexample, methods of contraception began to be more widely taught. The 1980s witnesses further developments in sex education. The rise offeminist-thinking led to an increase in the number of programmes thatencouraged pupils to examine the roles played by men and women. Sexeducation programmes began to have such aims as the acquisition ofskills for decision-making, communicating, personal relationships,parenting and coping strategies. HIV and AIDS became a health issue inthe UK just when sex education became a political football. A number ofsituations arose – the 1985 Gillick case, which focused on whetherparents always have the right to know if their children are beingissued with contraceptives when under the age of 16 – the growingstrength of the lesbian and gay movement, lead to the polarisation ofviews on sex education, among politicians at local and national level. Thus sex education, as was with citizenship, has become politicallycontroversial. Recent school sex education programmes have variedconsiderably in their aims. At one extreme (rarely found in the UK butwell-funded and widespread in the USA), abstinence education aims toensure that young people do not engage in heavy petting or sexualintercourse before marriage. At the other end of the scale, some sexeducation programmes, challenge sexist and homophobic attitudes(Source: www.open2.net/sundaysurgery/thehistoryp.html). 2.6 Summary Of The Key Factors In the UK and USA there is a realisation that young people need tobecome actively in all aspects of national life (e.g. politics, localcommunity, environment etc). However, there are major differencesbetween the two countries. The American approach towards citizenship isbased heavily on patriotism. In many respects the current Americanmodel of citizenship seems similar to the one that pertained in the UKin the early part of the 20th century. Despite America’s best effortsto increase young people’s knowledge and understanding of citizenshipconcepts, the NAEP results show no increase in student attainmentbetween 1991 and 2001. The Americans seem to be ignoring the development of citizenship beyondnational boundaries. In order to solve the world’s problems we need toact as one unified force – hence we all need to embrace â€Å"globalcitizenship†. Sex education has moved substantially from its extremelylimited earlier forms to embrace a broader spectrum of sexual andsocial issues (e.g. AIDS/HIV, homosexuality etc). When this is comparedto the American experience, again like citizenship, there are hugedifferences in terms of objectives and content. Many American sexeducation programmes are founded on very conservative moral values. 2.7 Conclusions That Can Be Drawn From The Literature Review In Relation To The Objectives Of The Project a. To critically evaluate and review the learning andteaching methods which are currently being used to deliver citizenshipand PSHE in order to determine whether pupils are benefiting from thesestrategies. The literature review has shown that there are major problems inassessing the benefits that young people derive from these subjects.Formal assessment is broken down into two elements – formative (i.e.on-course – an assignment etc) and summative (i.e. end-of-the course –an exam, a completed portfolio etc). In the USA the NAEP results do notshow an increase in students’ knowledge and understanding ofcitizenship concepts. Within the National Curriculum, citizenship andPHSE have a minimum of formal assessment requirements. However, are formal assessment methods the best way to determinewhether students are benefiting from citizenship and PHSE? The purposeof these subjects is to help young people become better adults e.g. toact and behave in a morally and socially responsible manner etc. Thusit is reasonable to argue that formal assessment methods can onlyprovide a superficial measure of a young person’s knowledge andunderstanding of these concepts. What does measuring a person’s abilityto recall facts actually tell us? In reality a person will gain from a well delivered citizenship andPHSE programme in the longer term. They will become a more sociallyresponsible person; they will become a more effective parent and so on.Thus teaching these subjects is in effect an act of faith – we hopethat benefits will be produced in the longer term. A longitudinal studyis required i.e. one where a group of students is tracked for a numberof years. However, there are many factors involved when someone turnsout to a good parent etc. It would be extremely hard to isolate theinfluences of citizenship and PHSE from all the other issues that areinvolved e.g. family background etc. Whilst it is nigh on impossible to assess the long-term benefits peoplegain from these subjects – it is possible to utilise existing learningand teaching methods to generate immediate benefits for the studentsconcerned. How this can be achieved will be analysed in the latterstages of the project. b. To identify examples of good practice and analyse whether they can be applied elsewhere. Has the literature review identify examples of good practice withregard to the teaching of citizenship and PHSE? Given the politicalcontroversy these subjects generate – there can only be one answer tothis question. It depends upon your point of view – determining whethersomething is an example of good practice is in the eye of the beholder.The key to progression is to establish and develop a wider audience forthe objectives you are trying to achieve. For example, the â€Å"Europeanisation process† demonstrates how differentorganisations, individuals etc – by working together, can create forumsfor discussion and the dissemination of new ideas, materials etc. TheInternet has revolutionised how people communicate and accessinformation. This allows people and organisations to bypass nationalboundaries and work towards the creation of â€Å"global citizenship†. Thus if they are going to be meaningful and allow young people toconnect and become part of â€Å"global citizenship† – the academic contentof citizenship and PHSE must reflect current developments. This meansthat learning and teaching methods must continuously evolve to ensurethat the delivery of these subjects reflects current trends anddevelopments. How this can be achieved will be explored in the latterstages of the project. c. To analyse how these subjects and theirinterrelationship will develop in the future and determine how learningand teaching methods will need to change in order to satisfy the newrequirements. A key feature of PHSE is that young people should practice â€Å"safe sex†.In its most literal form this simply means making sure that youngpeople have adequate access to and use of contraceptive methods. Insome quarters it would be argued that â€Å"safe sex† must involve moral,social and emotional responsibilities. Are these areas PHSE orcitizenship concepts? Whatever your view and political stance there isclearly an overlap between the two subjects. Future curricularinitiatives and the development of learning and teaching methods mustembrace the close interrelationship between these academic areas. 3.1 What Must The Research Methodology Achieve? In order to fulfil the requirements of the project objectives the research methodology must address the following issues: a. The analysis of the learning and teaching methods that are beingused to deliver citizenship and PHSE within UK schools in order todetermine their effectiveness. b. The critical evaluation of the assessment strategies that are used to measure pupil attainment within these subjects. c. An evaluation of how learning, teaching and assessment strategiesmust develop to ensure that citizenship and PHSE remain relevant to theneeds of young people. The National Curriculum was introduced in 1988 in order to develop acomprehensive approach to the delivery and development of educationwithin the UK. A number of government departments and agencies areresponsible for managing the content, development, delivery andeffectiveness of the education system. The research methodology mustinvestigate the work of these government departments and agencies inrelation to citizenship and PHSE. This is necessary in order to addressthe issues outlined above. How will this be achieved? The work of three different bodies must be investigated. These are as follows: a. The Department for Education and Skills (DfES) was establishedwith the purpose of creating opportunity, realising potential andachieving excellent for all. The Qualifications Curriculum Authority(QCA) is a non-departmental public body, sponsored by the DfES. It isresponsible for maintaining and developing the National Curriculum andassociated assessments, tests and examinations; and accredits andmonitors qualifications in colleges and at work. It is thisorganisation which is responsible for managing and developing thecurricular content of citizenship and PHSE and providing guidance onlearning and teaching methods. b. The Office for Educational Standards (OFSTED) is the inspectoratefor children and learners in England. Its main responsibility is tocontribute to the provision of better education and care. This isachieved through a comprehensive system of inspection and regulationcovering childcare, schools, colleges, children’s services, teachertraining and youth work. Thus it inspects and evaluates the teaching ofcitizenship and PHSE throughout England. c. The practitioners (i.e. the school managers, teachers, supportworkers etc) are responsible for delivering the curricular content ofcitizenship and PHSE in accordance with the standards and methodsstated and disseminated by the DfES and the QCA. 3.2 What Methods Will The Research Methodology Use? Secondary research is the investigation of data sources which alreadyexist. The main advantage of using such sources is that they arereadily available and can be utilised to develop knowledge andunderstanding of a given situation. Primary research entails generatinginformation, which did not previously exist. This is necessary whensecondary data sources do not fulfil the information requirements of aresearch project. In order to investigate the work of the DfES, QCA and OFSTED, it is notnecessary to conduct primary research. This is because of two reasons.One, the government wants the work of these bodies to be transparentand within the public domain. Two, easily accessible secondary datasources will be sufficient to facilitate the objectives of thisproject. As stated, the websites for the DfES, QCA and OFSTED provideaccess to numerous reports and information on all aspects of theiroperations. Therefore, the research method that will be used to analysethis data is documentary analysis. In effect this involves analysingreports and relating the findings to the project objectives. However, in any given project or area of research different opinionswill prevail. If you like – DfES, QCA and OFSTED represent thegovernment’s views. What does everybody else think? The practitioners –as listed above – are at the sharp end of the business –