Dictatorship in Latin America

The political landscape of Latin American countries has often been dominated by dictators who took virtually complete control of the state. In many cases, these people relied on violence and suppression of their political opponents or activists who could not accept totalitarian rule (The War on Democracy).Advertising We will write a custom essay sample on Dictatorship in Latin America specifically for you for only $16.05 $11/page Learn More This paper is aimed examining the impact of these political regimes on people living in Latin America. Moreover, it is critical to show why dictators could come to power in these countries and retain this authority for a long time. These are the main issues that should be discussed more closely. In the course of history, various Latin American countries could be governed by dictators. For example, one can mention Ecuador, Paraguay, or Chile. These people could use various strategies in order to retain their power. For instance, one can mention that during the rule of Augusto Pinochet nearly 3000 people disappeared (Johnson 71). This dictator adopted the policy of state-sponsored assassination (Johnson 71). Furthermore, it is important to mention the constitution adopted by Pinochet administration in 1980. This constitution undermined the possibility of any democratic reform in Chile. Moreover, the state was authorized to use torture against the people who opposed to the totalitarian government. Apart from that, those people, who were responsible for these crimes, were not brought to justice. Similar political regimes existed in other countries such as El Salvador, Argentina, or Nicaragua which were also governed by the totalitarian leaders. These examples are important for understanding the strategies of political dictators. Moreover, their activities produced disruptive effects on various Latin American societies. This is of the main arguments that can be put forward. This problem can be explai ned by several factors. For example, it is possible to speak about increased economic inequalities between people. These inequalities increased the likelihood of political conflicts in these societies. Moreover, the elites in Latin American countries supported military coups because they believed that the military leaders would protect their financial interests (Johnson 37; Ezrow 38). They did not oppose to the idea of totalitarian state provided that such a state could protect their property (Johnson 37). Secondly, one should not forget about military intervention into the political life of Latin American countries.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, the United States played an important role in shaping the political regime of Latin American states (The War on Democracy). In particular, the released documents of the CIA indicate that the American government supported anti-com munist dictators in Chile, Bolivia, and Venezuela (Johnson 71). This topic is examined in the film The War on Democracy directed by John Pilger. This documentary is aimed at demonstrating that the history of Latin America can largely be explained by the influence of foreign governments (The War on Democracy). This is another issue that should be taken into account. It is important for understanding the history of these countries. This discussion suggests that political dictatorship in Latin America affected the lives of many people many of whom could be killed, tortured, or imprisoned. To some degree, this situation can be explained by the internal conflicts within these societies that can be explained by economic inequalities. However, it is critical to remember about foreign intervention, especially the support which the U.S. government to many anti-communist dictators. This is the main point that can be made. Works Cited Ezrow, Natasha. Dictators and Dictatorships: Understanding Authoritarian Regimes  and Their Leaders, New York: Continuum, 2011. Print. Johnson, Sterling. Peace Without Justice: Hegemonic Instability Or International  Criminal Law?, New York: Ashgate Publishing, Ltd., 2003. Print. The War on Democracy. Ex. Prod. John Pilger. London: Youngheart Entertainment, 2007. DVD. This essay on Dictatorship in Latin America was written and submitted by user Braeden Espinoza to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Chekhov and Mauassant essays

Chekhov and Mauassant essays The Darling by Anton Chekhov and The Necklace by Guy de Maupassant are very similar pieces of writing even though they were written fifteen years apart and in two separate countries (Russia and France respectively). In both stories we have a woman who loses something at a point in her life, and she is forever a different person because of it. Precisely looking at a passage from The Darling and a passage from The Necklace, one can notice many similarities between the two stories. The passage from Chekhovs The Darling starting on page 298 and finishing on page 299 from Now she was absolutely alone. (298) To And she would shake the kitten off her skirt and say... (299). This passage, written in the third person, takes place after the main character Olenka (Olga) is absolutely alone. At this point, her father has been dead for a long while, her first husband Kukin had passed away, her second husband Pustovalov had just died, and her friend Vladimir Platonitch had left her. At this point, she is very depressing, yet no one feels sorrow for her any longer. They no longer look at her as they used to and did not smile at her. She does not enjoy life anymore. She sits at her porch and looks without interest. In Guy de Maupassants The Necklace, Madame Loisel changes through her loss of a friends necklace. During the time the Loisels are repaying the loans back, Mme. Loisel changes drastically. She goes from a young woman in heart and physical appearance to strong and hard and rough. This is clearly evident in the passage on page 980 to 981 at Mme. Loisel now knew the horrible existence of the needy (980) to How little a thing is needed for us to be lost or to be saved! (981) Mme. Loisel, aged from the ten h...

Credit Scoring and Its Impact Essay Example | Topics and Well Written Essays - 4500 words

Credit Scoring and Its Impact - Essay Example It has an important influence on the interest rate incorporated to the borrowed money. With the significance of credit score, knowing it enables an individual to question the accuracy of the score, and as a result, negotiates the best rates with lenders. A credit score is purchased separately and is not a part of a consumer credit report. One may purchase a credit score from a consumer credit reporting agency, who can charge him/her with a reasonable fee.4 Credit scores are used other than determining whether a person will default on a loan or make late payments. Low credit scores are used by usurers in order to identify individuals whom they believe are likely to make claims on their insurance policies. An accurate credit score can enable interest rates be charged on loans and can make a difference on the availability and cost of insurance.5 Mathematics models are used in calculating credit score, which analyzes the creditworthiness of a person. The amount and types of debt that a person owes are considered by the models. The person's repayment history will then be analyzed alongside thousands of other consumers in the credit store. Important factors that determine a consumer's credit score are his/her previous payment behavior, the amount of money he/she owes, the length of time that he/she has held outstanding credit, the type of credit he/she uses, how much credit is available to him/her, and whether there are inquiries from prospective lenders in his/her file.6 The amount of available credit that a consumer is using is one of the most important factors in his credit score. When credit card companies do not report the credit limits on a consumer's account, the consumer's credit scores can be lower tan they should be. This is because most credit scoring systems substitute the highest balance for the missing credit lim it. Since it will appear that he is using all of his available credit, the borrower's credit score will become lower. Thus, it is important that consumers deal only with credit card companies that report credit limits on their accounts.7 Credit scores have varying meaning. The higher the score, the better the credit rating. Generally, a credit score can vary from 300-850, in which most scores fall within the range of 600 and 700. A sub-prime loan, which is a boundary between a standard loan and a higher cost loan, is generally tantamount to a credit score of 620. An easier time to obtain credit and a likewise ability to obtain it on better terms and at a lower cost is the implication of a higher credit score.8 The credit bureau and a model developer need to validate a model that will be utilized for credit scoring. Developers often perform additional validations on independent samples before releasing a model, in order to be assured of the model's predictive capability.9 Pincetich, et al10 suggests that in order that a credit bureau score may be used effectively, it is important that accounts are analyzed to determine how the score relates to a specific situation, such as delinquency or bankruptcy. Although the scoring logarithm remains the same, the performance related to each score may possibly vary according to user. Hence, a

Parthenon, Acropolis Essay Example | Topics and Well Written Essays - 1250 words

Parthenon, Acropolis - Essay Example The construction of the building began under rules and orders from Pericles to illustrate the wealth, mighty and exuberance of the Athenian authority in managing their issues. The structure derived its name from a cult effigy of Athena Parthenos that is normally in the eastern room of the structure. The elegant and magnificent design was erected of ivory and entailed gold and was initially sculptured by a renowned sculptor and designer Phidias during his hey days. The sculptor derived his skills from the intense faith and beliefs the Greek dedicated most buildings and structures to gods. For instance, the Acropolis based structure as it was dedicated to Athena to be grateful the Goddess for their continuous prosperity and success (Peter et al., 254). The construction and finishing of the Parthenon were lastly finished around 432 BC. Significantly, the structure proved to the world the domination and supremacy of Athens. This is because, during that time structure illustrated development of regions (Korina et al., 78). The cosmic preponderance of the money applied on the construction was collected from the established Delian League funds. The league was an accord between the Greek various states in league designed against the Persian Empire, which was enormously controlling the close by territories (Clair, 84). To create a favorable environment for the erection of the building two years prior to the beginning of construction of the Parthenon, the larger Athenians struck a peace accord with their adversaries the Persians ending the war. From there, the League continued with its existence and afterwards the league stopped assuming the roles of mutual defense on Persia but became a portion of the Athenian larger Empire. The theory w as properly reinforced after the Athens decided to move the Leagues reserves from the Pan-Hellenic haven at Delos to the Parthenon called Opisthodomos room. The piecework was highly magnificent construction to look at

Consider three different definitions of insanityMNaughten (cognitive Essay

Consider three different definitions of insanityMNaughten (cognitive interpretation), MNaughten (affective interpretation), and the American Legal Institute - Essay Example This requirement, however, would seem to exculpate cold or vicious criminal who victimize innocent people without experiencing sympathy or remorse. However, the insanity defense certainly is not intended to exculpate such criminals. The mere fact neither the psychopathology nor the lack of usual affective responses would exculpate independently does not establish that the conjunction of the two factors should not excuse. Simple ignorance of wrongfulness should not be enough for excuse. It is defined as, "at the time of such conduct as a result of mental disease or defect, (lacks) substantial capacity either to appreciate the criminality [wrongfulness] of his conduct or to conform his conduct to the requirements of the law." As A.L.I is the modified version of the M'Naghten standard and by exchanging the word 'appreciate' with 'know' give a broadened meaning to the concept and thus, that makes it more effective than M'Naghten rules of insanity defense. When 'know' is interpreted to mean simple that the defendant was the aware of the fact what he was doing. The Model Penal Code has a caveat to the insanity defense that initially appears to exclude the psychopath from using it. Schopp. Robert. Automatism, Insanity, and the Psychology of Criminal Responsibility: A Philosophical Inquiry. 1991.

Imports of French Wine in China

Imports of French Wine in China Report on French wine from France to China France shared about one third of the import wine market in China. And China is now the fifth biggest export destination for French wine. In Figure 1, we briefly describe the main process of French wine from France to China. Figure 1. Main Process of French Wine Supply chain The supplier in the supply chain is the French vineyard. The manufacturer, winery, purchase the grapes from the vineyard and ship the wine to bottling estate. The French wine import company, as the distributor, import different brands of French wine and then distribute all the French wine to retailers in China such as Carrefour and Walmart. At last, Chinese customers can buy French wine from these retailers. Regarding to the organizational network in this case, wineries or agencies of the import companies play the role of shipper. And the import companies play the role of consignee. At port of arrival, the financial flows are from import companies which is the distributor to the forwarder and bank; from forwarder to customs, inspection authorities, on carriers and shipping line agent; from shipping line agents to port authorities, port services, customs and terminal operators. At port of departure, the financial flows are from shipping line agents to port authorities, customs, port s ervices and terminal operator; from forwarders to insurance companies, pre-carriers and shipping line agents; from wineries or agents of import companies, which are the shippers in this case, to the forwarder. And connect the organizational network in ports of departure together with the network in ports of arrival, the financial flow also exists from banks in ports of arrival to banks in ports of departure and from banks in ports of departure to the wineries or agents of import companies. When it comes to the logistics network, the goods flows generally follow the main process of the supply chain. Wines are bottled by bottling estates and stuffed in empty containers and then transported to the export terminals. Containers with wines then collected and loaded on sea vessels and arrive import terminals. At last, after discharged from sea vessels, wines can be collected by import companies and distributed to retailers. If we put the supply chain processes into a cycle view, the procur ement cycle is between wineries/bottling estates and vineyards/bottles suppliers. The manufacturing cycle is between wineries/bottling estates and French wine import companies. The replenishment cycle is between French wine import companies and retailers such as Carrefour and Wal-mart. And the customer order cycle is between retailers and customers such as restaurants and individuals. On the other hand, if restaurants or other customers place orders directly to the import companies, the import companies bypass the retailer such as Carrefour and Wal-mart, then the customer order cycle will be between customers and import companies, and the replenishment and manufacturing cycle will be between import companies and wineries. If we put the supply chain in a push/pull view, retailers execute the process in the customer order cycle after the customer order arrives. All processes that are part of the customer order cycle are pull processes. And other processes from suppliers to retailers a re push processes because they respond to speculated rather than actual demand. If we also take direct order from customers to import companies into consideration, the push/pull boundary will be between import companies and customers, and import companies will be the actual retailers in this situation. There are several transport activities involve in French wine. First, vineyards ship fresh grapes to the wineries. Second, wineries will use the producing process to brew wine. Third, wines will be transported to bottling estates to subpackage them to wine bottles or just handled by bulk in barrels. Meanwhile, empty bottles and corks are transported to bottling estates for bottling French wines. No matter what kind of packages, bottles or bulk, wine will be loaded to containers. The containers which load wine bottles or barrels will be shipped by sea transport or air transports. Figure 2. Sea transport route from France (Paris) to China (Shanghai) The sea transport route from France (Port Rouen) to China (Shanghai) is mainly through the Suez Canal and showed in Figure 2. After wine arrive at the port, they will be stored in warehouse of distributors. When Distributors received orders from retailors, they will ship the wine to retailors’ warehouse and customers are able to purchase French wines from retailors, just like Wal-mart or the shop of vintner. On the other hand, some big customers, for instance, hotels will give orders directly to the distributors to get French wine and they store wines in their cellar. The main packages used to transport wines are barreled or bottled, they will all be loaded into containers for further sea transport or air way which we mentioned above. However, bottled wines are more popular than bulk ones to individual custumers and restaurants. Due to glass bottles are fragile cargo, transport requirements are undoubtedly more higher than normal goods. Reefer containers are requested for several types of wines to maintain the transport temperature at about 10 degree centigrade, which cause transport costs for wines are higher. For French wines, storage and handling procedure happen in all process of supply chain. The storage of fresh grape in vineyards and wineries. The wines stored during manufacturing procedure and warehouses of distributors and retailors. The main handling process of French wines to China is container ship voyage and showed in figure. After arriving at China port, wines will be discharged from containers and sent to distributors’ wareho use. Finally wines will be delivered to final destination that is retailors’ shops according to retailors’ order. This is the main logistics network design of French wine to China. To assess important supply chain characteristics of French wine to China, we have to understand French wines’ characteristics and their customers. The transport requirements of French wines are high due to the frangibility of glass bottles and a constant temperature is requested in the whole supply chain of French wine. On the other hand, French wines are variable and classified to different levels, from Vin de Table to A.O.C so that target customers are totally different. As a result of that, the uncertainty of French wines to China are higher than normal beverage supply chain, such as fruit juice or bears. From the book of Sunil Chopra and Peter Meindl, supply chain responsiveness including the definitions: â€Å"Respond to wide ranges of quantities demanded; Meet short lead times; Handle a large variety of products; Build highly innovative products; Meet a high service level and Handle supply uncertainty†. Based on Chinese custom reportà ¯Ã‚ ¼Ã…’Chinese imports of wines increased from 2.86 hundred million in 2010 to reach 3.95 hundred million in 2012. French wines share about one of third import wine market of China. The quantities and variety of French wines increasingly raised and their characteristics of high value-added than normal beverage require a higher service level. From the question 3, we estimate the transport and warehousing costs of the final product price which we notice the transport cost of French wine to China are higher than normal beverage like Coca-Cola is about 6% of final price. So supply chain efficiency of French wine supply chain is not great due to costs of manufacturing and delivering to customer is not average compared to other beverage supply chain. â€Å"The Great Wall† wine is a famous wine brand in China which manufacture in Hebei Province and all its supplier is from China. It is very clear that the transport cost, labor cost and material cost are obviously lower than French wines that manufactured in France and bottled in France. And the target market of â€Å"The Great Wall† is focus on the low-end market so that the price of â€Å"The Great Wall† is also lower than some brands of French wines. A normal bottle of â€Å"The Great Wall† retail price in 750 ml is about 3 to 5 euro and a French one is about 10 to 15 euro. According to a Chinese wine information website, the profit of French wines in China is about 30%~50% and Chinese wines are only about 11% which is much lower than French wine. From the aspect of supply chain characteristics, Chinese wines are not like French wines, the brand of Chinese wines are much less and manufactured by only several big companies. Due to focal warehouse and m anufacture with headquarter in China, Chinese wines supply chain can use minimize inventory and pursue the lowest cost of transport. â€Å"The Great Wall† can predict the market more accurate than French wine company and the uncertainty of domestic supply chain is lower. The conclusion is that â€Å"The Great Wall† wine compared to French wine supply chain is less responsive. However, its supply chain efficiency is greater than French brands imported from France. After evaluating the supply chain of French wine from France to China and comparing it with local brands, we conclude that the supply chain has some disadvantages as follows. Firstly, due to the sea transportation part, the transportation costs are much higher for French wine than those for local brands. Secondly, a French wine costomer places greater emphasis not on quantity of the product but the product variety and response time than on cost. So that wineries need to base their competitive strategies on costomer priorities. However, also due to the sea transportation part, wineries may fail to response immediately to costomers’ orders of French wines of different year. For example, once a costomer want one bottle of French wine produced in 2004, and he can’t find it in Carrefour and Wal-mart, he will turn to local brands’ products. To solve this problem, our idea is to build a new vineyard and chateau in China. Through this new strategy design of supply chain, wineries are able to transport French wines by road or railway instead of sea transportation, which can dramatically reduce the transportation costs for wineries. Furthermore, wineries don’t need to cooperate with import companies anymore and take over the role of distributor, which can increase the supply chain ownership. Last but not least, this new supply chain strategy also fit the competitive strategy better since wineries can response immediately to costomers’ priority of product variety. On the other hand, it takes time for wineries to build local vineyard and chateau in China, so they have to keep the old supply chain strategy before the local vineyard and chateau are built. Besides, the investment in China also influence the profit of wineries in the short run. But we believe that the new strategy is much better and it worth the investment in a long run. References Searates database (2015), †Sea Route from Paris to Shanghai†, Searates,  http://www.searates.com/services/routes-explorer/?filter-st=1from=alat=48.856614alng=2.3522219000000177to=blat=31.230416blng=121.473701container= derived in 2015.1.10 Chopra S, Meindl P. Supply chain management. Strategy, planning operation [M]. Gabler, 2007. Weining Du, French Wine Importation and distribution in Shanghai [D]. East China University of Science and Technology, 2010. Xudong Pan, A study on China Coca-Cola Supply Chain Model [D]. Xiamen University, 2002. Anonymous (2012), â€Å"Statistics report about 2012 Import wines†, wine.cn,  http://www.wine.cn/html/201302/17560.html derived in 2015.1.11 Great Wall Wine Staff (2015), â€Å" Brand Introduction of Great Wall Wine†, Great Wall Wine,  http://www.greatwallwine.com.cn/pinpaijieshao.html derived in 2015.1.10

Animal Farm as a Fable Essay -- Literary Analysis, George Orwell

Everyone has encountered Aesop's fables at some point in their life. Aesop is the most renowned author of fables; a fable can be any â€Å"short tale to teach a moral lesson, often with animals or inanimate objects as characters† (â€Å"Fable†). For example, Animal Farm by George Orwell can be considered a fable. In this novel, the animals on Manor Farm rebel against their oppressive dictator, Mr. Jones, forming Animal Farm. However, after the rebellion, the animals allow the pigs to take over, who become the oppressive dictators who abuse the animals; Animal Farm has come full circle. It is rather obvious that the characters and events in Animal Farm are parallels to the rise and revolution of Communism in Russia. But why would Orwell write a fable instead of a political novel? One reason is prominent among many. By writing a fable, Orwell is able to incorporate traditional morals from well-known fables into his novel, Animal Farm; The morals from â€Å"The Ass and th e Old Shepherd,† â€Å"The Hawk, the Kite, and the Pigeons,† and â€Å"The Lion’s Share.† Orwell uses the universal moral from â€Å"The Ass and the Old Shepherd† to defend a similar moral on government. In Animal Farm, the story opens on Manor Farm, which is run by the oppressive Mr. Jones. The animals are â€Å"born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end we are slaughtered with hideous cruelty† (Orwell 28). The animals rebel and form their own farm: Animal Farm. They drive Jones out, and allow those of a higher intellect (the pigs) to take over. One dissolute pig named Napoleon now has absolute power over the farm, an... ...â€Å"The Hawk†), and â€Å"You may share the labors of the great, but you will not share the spoils†(â€Å"The Lion's†). These morals can also be found in famous fables by authors like Aesop or La Fontaine, which proves their validity. If the same moral can be applied in two different situations, (the fables and the novel) it is more likely to impact other situations outside of literature, in the lives of the readers. This is why Orwell decided to use a fable; he wanted to be able to include the morals that could affect real people. He wanted to warn lower classes everywhere of these important points in a novel that a plebeian might actually read. By writing a fable, Orwell is able to support the morals in his novel by incorporating traditional morals; â€Å"Mr. Orwell has worked out his theme with a simplicity, a wit, and a dryness that are closer to La Fontaine and Gay† (Wilson 51).

Inclusive Classrooms Essay

The Success of Inclusive Classrooms Introduction Inclusive classroom is the cause of debates between families with children who have learning disabilities and those that do not have children with learning disabilities (Brehm, 2003). Inclusion can be understood as Brehm states it, Providing to all students, including those with significant disabilities, equitable opportunities to receive effective education; services, with the needed supplementary aids and support services, in age-appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society. (2003, p. 89) With the collaboration of the school and home, inclusive classrooms can be successful. Students who have learning disabilities and those who do not have learning disabilities will have the opportunity to develop in a personal fashion, social relationships, and helps students with learning disabilities become â€Å"productive†¦ as full members of society† (Brehm, 2003, p. 89). Inclusive classrooms are consistent with the law that all students should be educated in the least restrictive environment (Banerji & Dailey, 1995). Results Some are opposed inclusion because they believe it will be costly for the school. One school wanted to test inclusive classrooms in their own school and to see the effects. They froze their budget so the public cannot attribute their success to an increase in expenses (Van Dyke, Stallings, & Colley, 1995). Their per-pupil expenditures for students with learning  disabilities were slightly lower than neighboring schools. Since all students were included in the general education the budget was reformed (not increased) to support that. For example, the school did not have to provide separate transportation for students with special needs nor did the district have to pay private tuition for the students they could not accommodate. The school had â€Å"educational supplies† as opposed to separate supplies for the regular education classes and the special education classes (Van Dyke, et al. 1995). Another criticism is that the training needed for teachers, the workshops for school staff, and the collaboration that is needed to make inclusion successful will take a lot of extra time (Van Dyke, et al. 1995). That is true. However, the training and education teachers receive is valuable and improves their teaching to typical students and special students. The benefits that are gained by all students is worth the time (Benerji & Dailey, 1995). Lastly, after a few trainings teachers learn how to run an inclusive classroom so less time is needed for workshops. If we implement the proper education for inclusion in college, teachers will begin teaching with greater skills and knowledge of how to run an inclusive classroom. Another concern is that students with learning disabilities do not necessarily do better academically in an inclusive setting compared to the special education classes. Through research it has been found that after one year of inclusive classrooms in three different districts, 54% of the students with learning disabilities learned what they were e xpected to (Zigmund, Jenkins, Fuchs, & Fafard, 1995). That number was only given after one year of inclusion classroom. The success stories will keep growing if inclusion is done with the right focus and method. Classrooms are an introduction to the community that we live in. Children with disabilities need to be in regular classrooms to help them prepare for the challenges that will arise in the â€Å"real world,† (Van Dyke, et al. 1995). Segregating students puts a label on them that they are different and are therefore treated differently. But, really they are apart our community so they should be part of our schools (Van Dyke, et al. 1995). As, Van Dyke, Stallings, and Colley state, â€Å"To be truly prepared to take part in the real world as adults, children with disabilities need to be educated in language rich classrooms and to interact daily with peers who are appropriate role models† (p. 475, 1995). There are tremendous social gains for students in inclusive  environments. Included students have higher peer ratings and are more accepted compared to students in the resource program (Brehm, 2003). According to the research that was done by Benjeri and Dailey (2003), students with learning disabilities improved in their self-esteem and motivation. Students also changed in their social behavior, which helped them make friends and be part of a group of friends (Benjeri & Dailey, 2003). In addition, students learned to care for one another, to learn and work together. One teacher reported that while all the students were at free play, the teachers were standing around and watching them. One teacher jokingly said that the teachers were not needed anymore because the students have learned to interact and problem solve with one another without the intervention of a teacher (Benjeri & Dailey, 1995). The students without disabilities also gain from inclusive classrooms. Firstly, students learned to accept all types of people no matter what they look like and value the differences of their classmates. They learned that everyone has something valuable to share. Students were less afraid of their classmates that looked or behaved differently. The students learning effected the parents too. In an ethnographic yearlong study it was found t hat students became more tolerant with others as a result of their awareness of their peers with disabilities (Staub & Peck, 1994). Additionally, the study has shown that students developed positive feeling of themselves after they helped or spent time with a peer who was disabled. Their self-esteem was increased as a result of their interactions with their peers. They felt that their â€Å"helping role† with a disabled peer elevated their status in the classroom and gave them a stronger sense of belonging. The relationships between students with all different types of abilities were strong, meaningful, and long-lasting friendships (Staub & Peck, 1994). We can facilitate successful inclusion in our classrooms with the right intervention, approaches, and supports. Most importantly, there must be collaboration between the school psychologist or social worker, the special education teacher, the general education teacher, the principal, and the home. Everyone has to be informed a nd in agreement. When there is unity between all the parties involved in a child’s education, the child has a sense of security and can be educated in the best possible way (Van Dyke, et al., 1995). Support systems must be put in place for the teachers to turn to for advice and to help with instruction in the  classroom. The teachers should meet with a special education teacher and teacher consultant to discuss strategies for their classroom. Every classroom should have a general education teacher and a special education teacher who will be in the classroom for a part of the day and a co-teacher. Trainings and workshops should be given to educate teachers about effective inclusion and instruction (Van Dyke, et al., 1995). One up-and-coming new style of teaching is known as the Universal Design for Learning (UDL). This style of teaching meets the needs of all learners. UDL encourages teachers to create a flexible curriculum that is customized for each student. It allows students to progress from where they are and not where one imagines them to be. For an inclusive classroom, UDL is especially important because there are different learners and each child needs to learn at his o wn pace (www.udlcenter.org). The curriculum should include visual, auditory, and kinesthetic learning styles. Assistive technology such as alternative keyboards, electronic pointing devices, Sip-and-puff systems, wands and sticks, joysticks, trackballs, touch screens, should be available for any student. Assistive technology makes the classroom a friendlier place for a student who needs it. UDL offers different ways for students to express themselves and what they have learned. Students learn how to self-regulate their emotions and motivations. They don’t just learn information rather, they learn skills in how to learn and process information. They also expand their executive functioning which helps them set goals for themselves, monitor their progress, and control impulsions (www.udlcenter.org). Discussion Based on the research that was read, inclusion is an ideal way of teaching our children about the world and social relationships. The classroom is a model of a child’s community. Every child belongs to a community and so does every child deserve the chance to receive the best education in the least restrictive environment (Van Dyke, et al., 1995). Inclusive classrooms teach the skills and life lessons to all the students of all types of abilities. Students develop healthier self-esteems, learn how to interact with each other and problem solve together. Students become more accepting of others differences and learn to look out for each individuals unique traits. Inclusion removes the labels that make others different and not good enough.  It lets the classroom be a growing place for all no matter the disabilities (Van Dyke, et al., 1995). The key to Inclusion is communication. The school and the home must be involved in aspects of the child’s education . Teachers need to be trained and taught how to be effective in an inclusive classroom (Van Dyke, et al., 1995). Additionally, UDL will help the curriculum be shaped to help each child succeed in their own way (www.udlcener.org). The limitations of this paper is that it does not state what types of disabilities should be included in the classroom and at what level of functioning a student must be to be included. The paper does not discuss whether a pull out program may be needed or not and to what extent it can be used. References: Benerji, M., Dailey, R. A. (1995). A Study of the Effects of an Inclusive Model on Students with Specific Learning Disabilities. Journal of Learning Disabilities, 28(8), p511-522. doi: 10.1177/002221949502800806 Brehm, K. (2003). Lessons to Be Learned and the End of the Day. School Psychology Quarterly, 18(1), p.88-95. doi:10.1521/scpq.18.1.88.20875 http://www.udlcenter.org/ Staub, D., Peck, C. A. (1994). What Are the Outcomes for Nondisabled Students? Educaional Leadership, 6, p36-40. Retrieved from http://rdas-proxy.mercy.edu:3176/ehost/pdfviewer/pdfviewer?sid=4bf1b7b5-27eb-4c47-9b29-43509138eaff%40sessionmgr110&vid=4&hid=125 Van Dyke, R., Stallings, M. A., Colley, K. (1995). How to Build an Inclusive Community: A Success Story. Phi Delta Kappan, 76, p475-479. Retrieved from http://search.proquest.com/docview/218474563?accountid=12387 Zigmond, N., Jenkins, J., Fuchs, L. S., Fafard, M. (1995). Special Education in Restructured Schools: Findings from Three Multi-Year Studies. Phi Delta Kappan, 76(7), p531-540. Retrieved from http://search.proquest.com/docview/218510466?accountid=12387

Finance case study. Explain two methods that John and Jackson might have used to finance the business start up. Essay Example

Finance case study. Explain two methods that John and Jackson might have used to finance the business start up. Essay Example Finance case study. Explain two methods that John and Jackson might have used to finance the business start up. Essay Finance case study. Explain two methods that John and Jackson might have used to finance the business start up. Essay Outline the main costs and revenues for the business (4 marks) AO1: Kn: State start up costs and running costs AO2: Ap: state costs that are relevant to their business Costs of a business are outgoings and examples for John and Jacksons business are machinery, materials for washing ie: sponges and liquids, rent of the premises and space, as well as furnishings for the waiting area ie: TV and seating. Revenues is money coming into the company from customers, the main revenues are from car washing, car care products and coffee and snacks. : Explain two methods that John and Jackson might have used to finance the business start up. (4 marks) AO1: Kn: State to possible ways of financing AO2: Ap ; An: Provide a detailed explanation The first method that can be used to set up their business is their own savings, this is beneficial as there would be no interest charged on this money, however if the business does not do well they would have lost their money. They could also ask friends and family to invest in the business although to do this they would need to set up as a private limited company. The car wash machine will cost around à ¯Ã‚ ¿Ã‚ ½15,000 , john and Jackson have left themselves the choice of: (12 marks) a. Borrowing à ¯Ã‚ ¿Ã‚ ½15,000 from Jacksons father, for which he would want a shareholding b. Borrowing à ¯Ã‚ ¿Ã‚ ½15,000 from a 5 year bank loan, secured on the machine Discuss the advantages and disadvantages of each possible source. Recommend which would be best. Give reasons for your answer. AO1: Kn: show understanding of the different sources of finance AO2: Ap An: discuss the advantages and disadvantages of both methods AO3 / 4: Ev: making a judgement which one is better and why. Borrowing the money from Jacksons father would be beneficial because there would be no interest on the loan and the money could be obtained easily and quickly allowing them to get on with starting the business, they also may not need to pay the money back immediately which will help initially with cash flow. However, if the father has put a large amount of money into the business he will in time expect a share of the profits which will mean less profit for John and Jackson. In addition to this Jacksons father may also expect a say in the way they should run the business and this could lead to disputes. Borrowing the money from the bank could be beneficial as unlike Jacksons father the bank will not interfere in how the business is run and although the money will need to be paid back once the loan has been paid back the bank would not expect any future payment from the profits that are made. However the bank loan will have to be paid back with interest, if the interest rates rise then the monthly payments will increase this can have an effect on cash flow as suddenly the business outgoings could be more than in comings and therefore no cash running through the business for buying supplies, this can have a very negative effect on the business. Also if the business is not successful and does not make any profit the loan will still have to be paid back to the bank, they may have to sell off their assets and personal belongings especially if they are a partnership with unlimited liability. With this in mind I think it would be better in the first instance for them to borrow the money from Jacksons father because although this may lead to less profits for each of the owners and possible disputes it is less risky until the business is up and running and proves to be a success. The cash flow problems associated with interest payments on loans could force them out of business.

Opression And Puritian Ideals

Opression And Puritian Ideals Most of the readings from this semester were from the Puritan Era. It was the beginning of the American dream and the ideals that go along with it. Ideals like home of the free, and land of the brave; but we have seen through the writings of the time this was not totally true. America was home of the free if you were a white male. All minorities and women were oppressed during this time and these practices came to be law until this century. We see this ideals form in both the writing of the Puritans along with the writings of the minorities of that time. John Smith and Jonathan Edwards are two writers that wrote about oppression from the side of the white male. Olaudah Equiano, Harriet Beecher Stowe were two black people who wrote about the oppression they endured. Mary White Rowlandson was a women, but also a Puritan who was kidnapped by Indians, so even though she is a woman, she writes to oppress the Native American people.Signature of United States author Harriet Beecher ...John Smith was one of the founders of America; he was one of the first groups of settlers trying to tame this land. Taming the land to Smith meant taming and controlling the Indians of the land. He saw them were uncultured and savage who needed to be out into their place. This is seen in his writing "Advertisement for the Unexperienced Planters of new England, or Anywhere, Or the Path way to Experience to Erect a Plantation", he talks about using all the riches and resources of the land of the good of the English and to oppress the Indians of their land and wealth. "The Warres in Europe, Asia, and Africa, taught me how to subdue the wild Salvages in Virginia and New England,

Comparison of Boston and Oxford Essay Example | Topics and Well Written Essays - 500 words

Comparison of Boston and Oxford - Essay Example The city of Boston, on the other hand, has what could be described as a continental climate, such as is quite common in New England. Summers are typically hot and humid, while winters are cold, windy and snowy. Prevailing wind patterns that blow offshore affect Boston, minimizing the influence of the Atlantic Ocean. Boston is surrounded by the "Greater Boston" region, and bordered by the cities and towns of Winthrop, Revere, Chelsea, Everett, Somerville, Cambridge, Watertown, Newton, Brookline, Needham, Dedham, Canton, Milton, and Quincy. The River Charles forms the boundary between Boston city, Watertown, Cambridge and neighboring Charlestown. The Boston Harbor lies eastward of the city, with the city's Harbor Islands National Recreational Area. Another river, the Neponset River separates Boston's southern neighborhoods from the town of Milton and Quincy city. Also, "The Mystic River separates Charlestown from Chelsea and Everett, while Chelsea Creek and Boston Harbor separate East Boston from Boston proper."   There are quite a number of colleges and universities in both cities, and it would probably be a difficult and close choice when deciding which of these cities one  should go to school in.  The environment of both cities is conducive for learning, and they are both home to two of the best universities in the world, Boston University and Oxford University.

Tale Of Genji Essay Example | Topics and Well Written Essays - 2000 words

Tale Of Genji - Essay Example Art and literature flourished in Japan even in ancient times. Japanese writings showed that ancient Japanese placed great premium on culture such as painting, poetry, prose, music, dramatic performances and all genres of literature. Ancient writers and artists i.e. poets, musicians, painters were then hailed as an elite group who were notches above the rest and special groups of people to be venerated and esteemed with high regard. And such writings showed that these predilections and love for art and literature even pre-dated that of European and American passion for art and literature. However, it had been claimed that most of these writings were mere oral literature because the Japanese failed to independently devise their own kind of syllabaric script and thus failed to find a means of recording their language. Thus, most of this oral literature perished (Keene 19). It was only when the Japanese (and the Koreans, too) discovered the Chinese Kanji script, the ancient Chinese metho d of writing that the Japanese were able to put into writing the works of their writers who then described the high level of culture in ancient Japan (Snowling & Hulme 23). Yet, many of this oral literature were luckily integrated into Japan’s first known surviving book, the Kojiki or â€Å"Record of Ancient Matters†. This book featured poetry, songs, myths, legends, customs and traditions, language and ancient Japanese history (Chamberlain i,ii).