Miscarriages of Justice

â€Å"It’s a general problem not specific to the law of the United Kingdom a criminal justice system characterized by an emphasis on crime control rather than due process will inevitably produce miscarriage of justice. † In an imaginary world the law would always give the correct results but in a real world it’s the other way. When they don’t which way do they tend to err? Which way do we want to err? We want the law to err on the side of acquitting guilty people rather than convicting ones.It is generally accepted that the price of a fair Criminal Justice System will be acquittal on a technicality of those who have committed criminal offences or because of a failure of evidence, where as conviction of the innocent is never acceptable and should it arise speedy measures should be taken to rectify the injustice. The criminal law must be enforced efficiently by the agencies to police the criminal law.There are two main values that influence the criminal Just ice System, the crime control model which focuses to free society from crime and the due process model which focuses on individual liberties to be protected. The crime control model ensures that a civilized society can protect all of its citizens from victimization by criminals. But whether this has happened is questionable because when the Criminal Justice System is tilted more towards crime control there is a chance of an innocent person being convicted of a crime he never committed thus forming a miscarriage of justice.In recent times countries like United Kingdom, America, Canada and Ireland have tilted more towards crime control mainly because of the terrorist attacks that shook those nations. Moreover the racial attitude in the police and also in the society has led the crime control to be harsh on the society. The miscarriages that happen maybe due to discriminatory police practices, it may be due to incompetent scientific evidence or the over-reliance of the court on expert testimony. Where mistakes, made by those who have power within the process so this power when abused can have critical consequences.The protection of innocent remains fundamental to the process of justice and for many the sole purpose, it should not be absolute according to Ashworth (1998). The acquittal of guilty persons can also be seen as a miscarriage of justice. The process of justice is one marked by the use of agency and individual discretion, most notably by the police. Both the due process and crime control models allow for that discretion, although the former does seek legislative means for reducing its use and influence.The crime control model relies on presumption of guilt, the recognition that victims should have more rights than the accused, belief that prison and other punishment must be unpleasant in order to work, belief that sentences must be long to protect the public and belief that keeping order on the street is more important than following the letter of the la w. The crime control model is about focusing the purpose of the Criminal Justice Process on the demands of the majority of citizens who are law abiding.It seems clear that the current Criminal Justice Process was designed for the much lower level of crime that existed in the past and is too bureaucratic, time consuming and inefficient to deal effectively with the sheer volume of crime that now exists. This system demands a high level of informal fact finding, the case is dealt with outside of the formal court setting as much as possible. The model rightly assumes that offenders â€Å"rights are less important than victim rights and justice is for the majority of law abiding citizens not for the minority of repeat offenders.This model of justice accepts that there will be a few aberrant cases where the innocent are convicted, but this is justified by the notion that crime control overwhelmingly achieves the greater good for the majority. At the international level miscarriage of jus tice is the subject of norms but its meaning is imprecise. Lord Phillip and Brown presume ‘the man on the street would define ‘miscarriage of justice’ as the conviction of the innocent. It was stated in the Court of Appeal case of Exp.Bateman(1994) that man might define the term more broadly, to include those convicted when they should not have been. In countries the policing the law we see that more power has been vested in the police which is one reason for the crime control model to cause miscarriages of justice. Specially in America after the 9/11 terrorist attack the government has taken measures to prevent crimes as much as possible. The 9/11 attack not only influenced the government but influence the society to look at people an a suspicious way.For example after the 9/11 attack a muslim person, with his beard and his dress code, walks in the street with a bag on his hand or back, people look at him as if he is a terrorist with a bomb. This view of society should change for it is society that subjects the police and the government to undue pressure. In 2005 the terrorist attack in London (7/7) killed 56 people and 700 were injured. This was the largest and deadliest terrorist attack in London in history. It is clear that law enforcement agencies powers have increases with the statutes that have been implemented.The Terrorist Act 200 created a power to carry out blanket stop and searches. The Anti- Terrorism Crime and Security Act 2001 introduced new powers for the Treasury to freeze terrorist funds and control orders on terrorist suspects can be imposed under the Terrorism Act 2005. The Terrorist Act 2006 gives police the power to detain terrorist suspects up to 28 days. Not only the acts gave the police powers but it always helped them misuse it. The Police Reform Act 202 supplements existing police powers which follow the established trend towards broadening powers of law enforcement agencies and diluting the safeguards for the susp ect.The ‘war on terror’ is now a common feature of crime prevention and detection in United Kingdom. Police appear to tour the streets in far greater numbers than they did prior to 9/11 and 7/7 attacks. More over there is an issue as to an ethnic minority in the law enforcement agencies. Local communities, where those being policed have felt for some years that powers possessed by the police have become too intrusive and are being used in a discriminatory way to target particular groups within the community.Research has shown that that Black and Asian people are more likely to be stopped under the provisions of the Terrorism Act 2000 than white people. When police powers are increased for the protection of citizens from terrorist attack they need to be employed even more carefully to ensure that citizens do not become as vulnerable to the police as they do to the terrorist attack. However increased powers of policing maybe necessary to contain the threat of terror and t o ensure national security is maintained.Recent cases have showed that where police and other agencies have made a mistake or has been misused their powers there has been a miscarriage of justice. In Dabilola Taylor’s case it was observed how lack of techniques and skills on the part of the investigating officers resulted in bringing to justice who killed Dabilola. In Stephen Lawrence case it was proved that there was racism in the police force. In Confait it was revealed that the conviction based on confession had been made subject to oppression. JeanCharles de Menezes was shot by the Metropolitan Police armed forces who believed he was a terrorist but later found out he was not. Moreover the changes that have been taken place within the statutes also may cause a miscarriage of justice. In Sam Hallam’s case the witness’s evidence was not inconsistent with the earlier evidence. The long standing rule at common law was that where a witness’s testimony in c ourt was inconsistent with a previous statement, it could not be treated as evidence as to the truth of its contents. Juries could not take account of the contents of such statements in reaching their verdict.This rule was changed by section 119 of the Criminal Justice Act 2003 which now allows previous inconsistent statements to be admitted in evidence. Reforms and recommendations have been implemented to reduce the rate of crime and not let an innocent person be guilty of a crime he never committed. The Criminal Procedure and Investigations Act 1996 came into force The CCRC is charged with reviewing convictions and sentences referring them to the appropriate court if it finds a â€Å"real possibility† that the court will judge a conviction unsafe or a sentence excessive.The CCRC covers England Wales and Northern Ireland and receive almost 1000 new applications each year. One could say that the implementation of the CCRC has been a big impact because it gives the proper resu lt. The CCRC first review was that of Derek Bentley where the Court of Appeal quashed the conviction unsafe, which was a victory for the commission but not for Derek Bentley, who was hung way back in 1953. The commissions do produce good result but the fact is that it takes a long time to deliver the goods.Many reforms have been implemented in recent years have eliminated or significantly reduced the number of wrongful convictions arising as a result of or permitted because of lax procedures, notably Police and Criminal Evidence Act and the rules on the disclosure of evidence by the Crown. According to Roskill report crime control strategies tend to stress towards The English System has been charactarised in some ways by the move from crime control to due process over the last 15-20 years. It is notable that the society wants to be free of crime and also they need their liberties to be protected but it is hard thing to achieve.All of human activity, the criminal justice included is imperfect and sadly justice will not always prevail. Some of the causes are beyond the criminal justice agencies or even the content of procedural rules and substantive law. As the cases show the crime control model does causes more miscarriage of justices. Therefore it is rightly to conclude that a criminal justice system characterized by an emphasis on crime control rather than due process will inevitably produce miscarriages of justice.

How far does Macbeth deserve the title “Butcher”? Essay

When deciding whether or not Macbeth is deserving of the title â€Å"butcher† it is a hard decision. There were many contributions by other characters which influenced Macbeth’s actions: such as Duncan crowning Malcolm as his successor and giving the title Thane of Cawdor to Macbeth making in which the last one was a traitor: Banquo who kept his suspicions to himself; and Macbeth and Donalbain who fled. Lady Macbeth was the one who encouraged Macbeth to kill Duncan, giving him the confidence and courage to do the deed. The witch’s’ gave Macbeth the idea in the first place that he was to become king with their prophesies. The order in which I will analyse the characters which contributed to Macbeth’s actions, are the least influential characters to the most influential characters. I must also take into consideration the time period in which Macbeth lived in to make my decision whether Macbeth deserves the title â€Å"butcher†. During the time period in which Shakespeare set Macbeth, society in the 11th Century was very different from what it is today. The society in which Macbeth had lived in was very brutal, revolving around violence, as shown by Shakespeare in his play as executions would be a form torture. Little boys in that time period wanted to be seen as great warriors such as Macbeth, but in order to be one you would have to kill many men in battle. In the time period Macbeth lived in the more men you killed the more honored you became and Shakespeare shows the audience this by making Macbeth being seen as a great warrior during his time due to all the men he’d â€Å"slain† in the battlefield. When Shakespeare wrote the play he had to please James I, who was king at the time as he was his royal play right. Throughout his play he had to convey messages to the audience that James I would approve of. Such a message occurs during the beginning of the play, as the â€Å"disloyal traitor† Macdonald the Thane of Cawdor is killed and the title is then given to Macbeth. The divine right of Kings was very important during Shakespeare’s time period. Society in the 16th Century believed that the whole universe had an order in was decided by God. The King, was believed to be chosen by God, and so any action against the King would be an action against God. Anything unnatural was against this divine order, such as evil, in which society heavily believed in at the time. Shakespeare relates his play to what was happening at the time, as there were many threats to the monarchy such as foreign invaders. At the beginning of the play there is an invasion from the â€Å"Norweyan lord† against Scotland. Not only were there plots by foreign invaders but also insider within the country, such an example is looking back at history during the reign of Queen Elizabeth I. During Queen Elizabeths reign, her half sister Mary Queen of Scots plotted to get rid of her. This is seen in the play as Macbeth plots against King Duncan. It was believed that if any harm was brought to the king it would anger God: â€Å"Thou seest the heavens, as troubled with man’s act, threatens his bloody stage† and the portrayer would be punished by god himself. In the play everything is brought back into place, as normal order is back in place as the thrown goes to the rightful heir Malcolm. It was a message to the audience at the time not to plot against the king as the consequences would fall upon you. The society in which Macbeth lived in also believed in God. They believed that if there was good there had to be evil known as Satan who rebelled directly against God and was responsible through witch’s and evil spirits for all attacks on the divine order. Through history during the time society was increasingly preoccupied with witchcraft. Laws came into order so that anyone who was suspected of witchcraft could be executed. At that time Shakespeare wrote the play the people were of a very superstitious culture as James I published a book on â€Å"Demonology† in 1597. Shakespeare relates his play to society at the time as he incorporates three witch’s that are â€Å"So withered, and so wild in their attire,† as they were sources of the supernatural. Throughout the play of ‘Macbeth’ Shakespeare relates his play to what was going on at the time. By using this play as a source of evidence and my own knowledge I am able to conclude that they lived in a very harsh and brutal society where innocent people weren’t put on trial but hanged by accusations. In the time period we live in today, Macbeth’s action would make him a butcher, yet in the context of the time period Macbeth was living in, I think he would be more acceptable in the community due to the harsh realities of life they lived in. I must also take into consideration the actions of the other characters, which influence Macbeth to become a â€Å"butcher† even though they might have unwillingly contributed towards Macbeth’s actions. Such a character is Duncan who had given Macbeth the title â€Å"The Thane of Cawdor† after the previous one was a â€Å"disloyal traitor†. The title ultimately makes Macbeth the most powerful thane. To a certain extent, Duncan is to blame due to naming the heir to the throne as Malcolm, even after all the loyalty and bravery Macbeth expressed towards the king. What furthered Mabeth’s slaughterous actions is fact that Malcolm, Donalbain and Macduff â€Å"fled† from the â€Å"tyrants rule† as they betrayed Macbeth by building an army to fight against him. The character that could have stopped Macbeth from the start was Banquo, as he’s suspicious that Macbeth â€Å"play’dst mosy foully for’t† yet he thinks abou t the witch’s prophesies and what it’d hold for his future, in which he would be the â€Å"root and father of many kings† so he keeps his suspicions to himself. Lady Macbeth had a strong influence over Macbeth in his decision to kill the king. Macbeth contemplates over whether or not to kill the king yet his final decision is that he’ll â€Å"proceed no further in this business† unlike Lady Macbeth who decides to kill the king: â€Å"The raven himself is hoarse that croaks the fatal entrance of Duncan under my battlements† after reading the letter written from her husband. Yet Lady Macbeth believes Macbeth is too kind to kill the king as he is â€Å"too full o’th’ milk of human kindness† in order to fulfill his ambition in becoming king. She is determined for her husband to become the future king of Scotland as when the couple meet, Lady Macbeth speaks her mind and persuades her husband into doing what she thinks will benefit them the most. Lady Macbeth encourages him with comments such as â€Å"so much more the man† if he becomes the king. Lady Macbeth manipulates her husband as she convinces him to do the deed to prove his love for her, as she says she’d be willing to do anything for Macbeth by saying: â€Å"I would†¦have plucked my nipple from his boneless gums, and dashed the brains out.† At first Macbeth doesn’t want to kill the king as he’s been â€Å"honoured† lately by the King with the title Thane of Cawdor but Lady Macbeth’s skill works as Macbeth is â€Å"settled† to do the â€Å"terrible feat† which ultimately is to kill the king. It is Lady Macbeth, who plans and organizes the murder, as she is impatient and wants the â€Å"future in the instant†. Without Lady Macbeth’s meticulous planning Macbeth may have never been able to go and kill Duncan. Lady Macbeth herself is the one that that calls upon supernatural spirits (â€Å"Come you spirits†) in order to become like a man, and fulfill the dreadful deed, which would take place. Yet Lady Macbeth contradicts herself as she can’t kill the king herself as Duncan resembles the face of her â€Å"father†. What furthers Macbeth’s murderous thoughts is the fact that when Macbeth didn’t want to kill Duncan she called him a â€Å"coward† and so Macbeth now wants to impress his wife when she finds out his great plans which leads to more killing. The second biggest thing that Lady Macbeth does which contributes to Macbeth becoming a butcher is the fact she is very deceitful. When the King arrives she plays the role of a humble hostess welcoming Duncan with many compliments, and offering â€Å"All their service† to him. It leads Duncan to believe nothing is wrong as he’s not suspicious of what a dark realm he is entering. Lady Macbeth is the one who makes sure the procedure of the plan is precise as she goes over it with Macbeth. She knows Macbeth must not show his guilt and so tells him â€Å"look like th’ innocent flower, but be serpent under’t†. Once Macbeth has killed the King he feels â€Å"sorry† and feels guilty about what he’d done, which is a contrast to how Lady Macbeth is feeling, as she tells Macbeth off for such a â€Å"foolish thought†. Lady Macbeth mocks her husband for being such a coward and to get over it, as he’s weak, feeble and overcome by the grief that shadows him. After the murder of King Duncan has taken place, Lady Macbeth is the one that takes charge and is in control as she knows that they must cover up their crime and blame it on others. Such an instance is when Lady Macbeth goes to sort things out as she says: â€Å"Give me the daggers† as she then goes off to â€Å"†¦smear the sleeply grooms with blood†. Once everything is in place Lady Macbeth once again orders Macbeth to retire back to their chamber in order to look innocent as â€Å"a little water clears us of this deed† which is ironic as she then does this as she goes crazy. A minor crime which Lady Macbeth committed, which may have contributed to Macbeth becoming a butcher is before Macbeth kills the king is when Lady Macbeth prepares to get the King’s guards drunk. Lady Macbeth sneakily served excessive amounts of alcohol to the kings guard â€Å"which hath made them drunk†. It served to put the King’s guards to sleep as they no longer had a watchful eye in order to protect Duncan from the dreadful deed that would have to take place in front of them without them knowing. Not only that but also when the lords find Duncan no longer lives and they announce the dreadful news, Lady Macbeth plays the role of a good actress as she pretends she doesn’t know a thing: â€Å"Woe, alas! What, in our house?† When the lords question Macbeth about the murder of king Duncan, Lady Macbeth suddenly faints. Whether this faint was on purpose or not, it diverts all the attention that was on Macbeth onto Lady Macbeth. Lady Macbeth’s plan worked well, as there is no suspicion that has fallen upon them, for the death of King Duncan has fallen upon others, such as the guards. The three â€Å"hags† are a representation of trouble and evil, being â€Å"withered† and â€Å"wild† in their attire. They influenced Macbeth in the process of becoming a butcher with their prophecies. Before Macbeth even knows anything about the witch’s, they plan â€Å"to meet with Macbeth† to try tempt him with their riddles and use him as a tool towards the destruction of the natural world order. They knew Macbeth’s weakness, unlike Banquo who is good and could resist the witch’s prophecies. They are malicious and crude in their nature and seek to cause chaos, mischief and misery in the world because they see evil as good, and good as evil â€Å"Fair is foul, and foul is fair†. Whenever the witch’s are present they bring along their omens of evil such as thunder, lightning and rain. Just before the witch’s are about to meet Macbeth a witch chants † A drum, a drum! Macbeth doth come†. This is very portentous and a warning that bad things are to come. The witch’s tell Macbeth about his future with their prophecies. Once they have spoken their riddles Macbeth is desperate to know more about his future as he becomes intrigued by what he has been told: â€Å"Stay you imperfect speaker, tell me more.† Macbeth doesn’t think what he is told by the witch’s is true but wants to believe that it is. The first prophecies the witch’s predicted which Macbeth did not know of yet is that he would become the Thane of Cawdor. Ironically, after the witch’s had told him this he was then given the title that the witch’s had foreseen. The second prophecies the witch’s tell Macbeth may have greatly influenced Macbeth in his future actions in becoming a butcher. The second prophecy claims that Macbeth would become King. As â€Å"two truths are told† with what the witch’s told him being Thane of Glamis and now Thane of Cawdor, it made Macbeth believe that he â€Å"shalt be king hereafter!† The witch’s have framed Macbeth into a state of mind that this is a â€Å"happy prologue† and that his power can only grow from Thane of Cawdor. The prophecy gets Macbeth to think of a â€Å"horrid image doth unfix my hair† that he may have to take action of his own, in order to secure his own future in becoming king. Then on a second thought Macbeth thinks that if the prophecy is true it will happen without him having to interfere as he thinks: â€Å"chance may crown me without my stir†. The influence of the witch’s prophecies has changed Macbeth in his line of thought, as all he wants to do now is contemplate and discuss with Banquo the witch’s prophecies. It triggers Macbeth to get Lady Macbeth involved as he’s fascinated by what he thinks is good fortune, which ultimately leads him working for the evil causing pain and havoc which is exactly as the witch’s wanted. Macbeth was a puppet used by the witch’s, which he naively was unable to see. Since seeing the witch’s, Macbeth changes from a â€Å"noble man† to a â€Å"tyrant† due to trying to accomplish the prophecy that he wants so very much. After Macbeth killed Duncan there is a reversal of the normal order as a â€Å"falcon† was â€Å"hawked at, and killed† by a â€Å"mousing owl†. The events that occurred are very ominous as it is a dark day. Everything has been affected by Macbeth’s actions, therefore it has turned the world â €Å"wild in nature† as it has been disrupted. God shows his anger as the one he chose as the ruler of Scotland is now dead. This is exactly the way the witch’s wanted it to be. A minor crime by which the witch’s influence Macbeth into becoming a butcher is when they decide to trick Macbeth by using apparitions. Hecate herself blames the witch’s for the starting of chaos in Scotland: â€Å"To trade and traffic with Macbeth, in riddles and affairs of death†. This proves Macbeth can’t be fully held responsible. They cast a spell where there is a great influence of evil supernatural powers, changing the way Macbeth thinks and sees things. The witch’s trick Macbeth as they deliberately allow him to think that he’s learning the truth from a superior power when it’s all a faà ¯Ã‚ ¿Ã‚ ½ade. Part of Hecate’s plan is that the sprites will confuse Macbeth so much he’ll make mistakes: â€Å"strength of their illusion, shall draw him on to his confusion.† The witch’s suggest who he should be careful of, such a case being Macduff â€Å"Beware the Thane of Fife† suggesting to Macbeth that he should eliminate anyone that may cause him any harm. Part of the witch’s trick is to make Macbeth feel invincible by using the apparitions that tell Macbeth â€Å"none of woman born shall harm Macbeth† and that he would be safe for his entire life as â€Å"Macbeth shall never vanquished be†. The consequences of Macbeth meeting with the witch’s make him become unaware of the trick that being played on him as he is happy and re-assured with the news, becoming over beamingly confident with his reign. The witch’s have corrupted Macbeth by using spells for him to do bad, as he is now greedy wanting more, such as passing the crown down to his descendants rather than Banquo’s. The witch’s purposely infuriate Macbeth to make him behave rationally as they taunt him. Hecate planned to make Macbeth more of a butcher than he really is â€Å"he shall†¦scorn death†. The witch’s molded Macbeth into a butcher by using his weaknesses. Concerning how far Macbeth deserves the title â€Å"butcher† much of time Macbeth’s actions were influenced by a certain individuals such as Lady Macbeth and the three witch’s. Such a case is when Macbeth killed King Duncan. To a certain extent, those certain individuals cannot be blamed and Macbeth must be held responsible. Macbeth didn’t have to do anything he didn’t want to, such as killing Duncan. When the witch’s told Macbeth of the second prophecy they never mentioned the fact that he should actually go and kill King Duncan. Yet like Lady Macbeth he became impatient to know about the future. Lady Macbeth isn’t the only one that can be labeled deceitful as Macbeth told Duncan his only role is to be loyal towards him and â€Å"towards your love and honour†. Macbeth had the â€Å"absolute trust† and respect of the king, as he had fought brutally in the war like a warrior killing many of Duncan’s enemies. Due to his bravery was given the title Thane of Cawdor officially being the most powerful Thane, yet it wasn’t enough for Macbeth as he still wanted more power which shows his greed. When the witch’s first prophecy comes true, all Macbeth wants to hear is Banquo to confirm the second prophecy and say â€Å"You shall be king†. This is due to the fact that Macbeth is very keen on the subject, yet Banquo warns him about the â€Å"instruments of darkness† yet out of excitement and pride he take no notice. Once Duncan names his successor as Malcolm Macbeth starts his murderous thoughts who unlike Banquo accepts it and is happy for Malcolm. While to Macbeth Malcolm is seen as an obstacle, which needs to be got rid of. If Macbeth had never written the letter to his wife about the witch’s prophecies, she would have never encouraged him to kill the king. Even though Lady Macbeth seems to be the mastermind behind all the planning, Macbeth never dismisses the idea of killing Duncan. Macbeth at the end of the discussion with Lady Macbeth he makes up his own mind â€Å"I am settled.† When it comes to killing Duncan, Macbeth is only worried about the consequences of â€Å"If we should fail† and not the moral. The visions of the dagger that Macbeth has were created by his thoughts. When Macbeth does kill the king and he couldn’t say â€Å"amen† it shows that Macbeth is worried, as he has now gone against god and will be punished for his actions. Macbeth in contrast is very different once the lords arrive as he’s calm and collected unlike the nervous wreck he was before. Macbeth is now able to control himself and lie well, as he acts innocent to his actions â€Å"loyal and neutral† as he defends himself against accusations. I believe that when Macbeth decides to kill his best friend Banquo, he in modern day society would be seen a â€Å"butcher†. One bad deed of Macbeth’s lead to another â€Å"Things bad begun make strong themselves by ill†, as Banquo was suspicious of Macbeth that he â€Å"play’dst most foully for’t†. Even though Macbeth has got the thrown he is still not content with his present situation as he doesn’t feel safe: â€Å"To be thus is nothing, But to be safely thus.† Lady Macbeth tells Macbeth to accept the past â€Å"what’s done is done† yet Macbeth is unable too. Macbeth is devious as he tries to find out Banquo’s and Fleance’s movements in light conversation â€Å"Ride you this afternoon?† so he may ambush him. Even though he’s plotting Banquo’s murder Macbeth is two faced as he pretends to be nice to him. Macbeth and Banquo were always seen as equals, yet Banquo is loyal to Macbeth as he is king unlike Macbeth. Instead of Lady Macbeth arranging things now, Macbeth is the one planning. Macbeth is now misleading his wife as she knows nothing. In order for Macbeth to get the murderers to kill Banquo and Fleance he lies to them by telling them it was Banquo â€Å"which held you so under fortune†. Macbeth is glad about Banquo’s violent death. Macbeth is starting to talk like the witch’s as he uses inverted meanings such as â€Å"Banquo’s safe?† after being killed. By now Macbeth is able to hide anything and is a good liar as he pretends to miss Banquo and blames him for not attending, when Macbeth is the reason he isn’t there. Macbeth thinks that he’s done so many bad things that it’s to late to stop and isn’t giving up as â€Å"We are yet but young in deed.† Macbeth by this point has involved himself with evil â€Å"I conjure you† and is now evil himself and is doomed with the title â€Å"butcher†. Macbeth has resorted to killing innocent women and children â€Å"Each new mourn, new widows howl, new orphans cry, new sorrows strike heaven on the face†. Macbeth now resides to act without delay and will kill without hesitating: â€Å"From this moment firstlings of my heart shall be firstlings of my hand.† When Macbeth decides to attempt and kill Macduff, he targets his family who haven’t done anything wrong and are undeserving of their fate. Macbeth’s evil and cruelty shows through the suffering throughout the country of Scotland. Lady Macbeth feels guilty as she feels she started Macbeth on his evil path to destruction but didn’t know about any of her husband’s actions after the murder of Duncan. Macbeth has now become a â€Å"tyrant† and his â€Å"murders sticking on his hands†. Macbeth is determined to fight to the end till his â€Å"bones† and â€Å"flesh be hacked†. As he now knows that he is a butcher and no longer has a conscious, as when he finds out he was lied to by the witch’s, he’d rather â€Å"die with the harness on our back†. Macbeth wants to inflict as much pain on others before he dies, in which he fails to do so.

Taxation Essay Example | Topics and Well Written Essays - 1500 words - 1

Taxation - Essay Example 28). Therefore, from this claim the people who own many assets or earn some good salaries pay more to the government trough taxation. Taxation is, therefore, necessary in order to meet the cost of expenses and in the running of day-to-day government affairs. â€Å"It is the sole responsibility of the government to collect taxes and ensure that it is carefully spent for the benefit of the citizens† (Mirrlees & Adam, 2011 p. 39). Taxation is the main means through which governments raise the required money to pay for commodities and services that they provide for the people. In fact, most governments depend on taxes to pay for the major portion of their spending since it is their major source of revenue. â€Å"It is important to note that, governments are always under pressure from citizens demanding quality education, health care, security and infrastructure† (Lymer & Hasseldine, 2002 p. 17). Taxes at the local level are necessary for construction of classrooms, public l ibraries, security service stations, sport facilities, as well as for the payment of municipal employees and county directors government revenues (obtained from taxes) are essential. The government to run the budget without borrowing grants from other countries uses taxes (Ahmad, 1999 p. 82). However, taxation is not the only way governments use to collect money for their spending. â€Å"Government’s cannas well levy a variety of users to pay for bridges, parks, and sports stadiums among other services to get revenue from users rather than the taxpayers† (Barro & Boskin, 1978 p. 125). â€Å"In addition, Governments also borrow funds to support their tax revenues whenever they run short of target in budget† (Claus, 2010). The standard of living of the modern society demands taxation by all means, this is because the government must collect taxes in order to meet the needs, wants and demands of its citizenry. No government can exist without taxation, though taxati on can never exist without the government, as well. â€Å"One could, therefore, argue that taxation is a necessity for the governments to run all the activities aimed at improving the living standards of the citizens all over the world† (Keen & Smith, 2000 p 40). â€Å"The value added tax is a form of consumption tax. This is the tax imposed on to the buyer when purchasing goods from any dealer whereas on the prospect of the seller, it is the tax imposed on the product, service or the material from an accounting point of view from the producer† (James, 2009 p 13). The final consumer is taxed in this way and; hence, the total tax levied at each stage is what makes continuous chain of supply; thus, collection of VAT is borne by the business but not the state. Tax merits The collection of VAT in the UK has a number of merits for instance; it enables the government to create a stronger incentive to collect revenues even through the sales tax are low. This is because the fi nal consumer of the product cannot easily evade payment unlike trough the previous method and does not give the seller the legality to collect it. â€Å"The UK government has been able to balance the amount of taxes collected per year through VAT since the seller is the motivator of the buyer but has no direct economic incentive to collect it† (Bird, 1999 p 25). It has also been able to balance the application of equal taxes to each member of the production chain without much care on the position in it and

What is Peak Oil and what are the implications for the main transport Essay

What is Peak Oil and what are the implications for the main transport modes (cars; trucks; trains; ships; aircraft) - Essay Example The notion of peak oil is founded on the Hubbert peak theory. This being the case, peak oil can loosely be taken to mean the point in time at which petroleum extraction has reached its maximum rate and production will henceforth decline terminally (Brandt 2007, p. 3078). Different models have been applied in an attempt to forecast the future production of oil and the time at which the production of oil will reach its peak. Hubberts’ prediction of future oil supply and production was arrived at by plotting annual production divided by cumulative production for the specific year against cumulative production (Watts 2011). While the Hubbert forecast model relies on a single production cycle per country to predict the future of oil production, the model used by the University of Kuwait is multicyclic in nature (Arvizu 2010). Some of the factors that are considered in the multi-cyclic models include: government regulations, technology advances, political events, and economic conditions (Arvizu 2010). In estimating the global production of oil, researchers that were affiliated to the Kuwait University analysed the production cycles of 47 oil producing nations (Anderson & Conder 2011, p. 1582). The models produced from the data drawn from these anal yses were then combined to estimate global production as noted by Nashawi, Malallah and Al-Bisharah (2010, 1794, p. 1792). The model applied by the Energy Information Administration (EIA) to predict the future production of oil, however, is not based on the Hubbert model. The EIA model relies on reserves to production (R/P) ratios to predict future production levels (Garza 2011). Figure 1 presents oil production estimates based on R/P ratios. Some experts have estimated that 2020 is the year to look out for as it will mark the beginning of the decline in oil production. Other experts have, however, given more pessimistic predictions with some noting that peak production of

An empirical study of the existing Indian fashion brands operating in Essay

An empirical study of the existing Indian fashion brands operating in the United Kingdom fashion market - Essay Example It is the fashion designer’s job to create fashion and make clothing for those demanding fashionable clothes. The fashion designers influence the prevailing fashion tremendously and have a grave effect on what will the future fashion be (Images KSA Technopak Study, 2005). As Rabolt & Soloman (2004) explain, global fashion is when a particular type of fashion is famous across the globe for instance big brand names like Channel and Armani. Fashion has become an international commodity because with globalization, people travel form one country to another taking their culture and traditions with them. They cannot completely adapt to the environment of the region they are travelling to because their culture and tradition as may differ from that region. However, Zwaag and Nagrath (2005) defend that they also want to mingle with the people and thus seek to dress in a way that is somewhat mid way –it represents their culture and at the same time helps them be a part of their current surroundings. Moreover, those who experience people from other cultures coming into their country, are influenced by them and they also want to alter their way of dressing etc. thus such an interaction of people belonging to different cultures evolves fashion as people dem and clothes that is a product of the influence of different cultures. New art, culture, tradition etc, also inspire the fashion designers and they seek to incorporate that into their work. Thus as Rabolt & Soloman (2004) add, with globalization, fashion has broken its bounds of traditional cultures and seeks to become global. Indian Fashion industry has become global as globalization influenced the country. With India’s economic boom, many industries prospered and so did the Indian fashion industry as the purchasing power of the people increased. Moreover, according to Schiffman and Kanuk

The debate of online courses Essay Example | Topics and Well Written Essays - 1000 words

The debate of online courses - Essay Example One can also engage in web-based education whereby educational resources, communications, and accomplish all schoolwork activities via the internet. The following essay covers the main similarities and differences between online and traditional-based forms of education in order to enable learners decide which method best meets their needs. Similarities Everyone knows that obtaining a degree is not that easy and one has to struggle a lot. With the argument of joining a college, many learners wonder, which form of education, is better to pursue, whether online or on-campus. Although, both form of education are different from each other, there are a number of similarities seen in both (Bourne, 2004: 63). In both methods, there are assignments, teacher student interaction, and availability of reference materials. To begin with, the principal similarity of asynchronous online education vs. traditional education is availability of assignments. In any learning environment, assignments are v ery important. Schools would not be good learning opportunity if the learners do not incorporate what they learn in assignments. In both forms of education, there are individual and group discussion assignments. Such assignments include doing researches, answering group discussion questions, writing essays, and participating in class work, which are present in both online and traditional form of educations. For instance, presentations are not favorite top everybody, but they are given in class and online in a similar format of preparing to deliver certain information to the students. Even though assignments may be dissimilar in both education setting, both has similar intentions to help the learners acquire learning materials. Secondly, reference materials are highly valuable in any learning environment to help the learners acquire extra information especially when doing researches. The best form of reference materials are books, which are accessible in both online and tradition edu cational settings. In online learning, E-books make learning and referencing much easier and better. Students do not have to experience the burden of carrying heavy textbooks around (Bourne, 2004: 60). No matter whether one engages in online or traditional form of education, library will remain to be the main source of reference materials. This is because, in library, students have access to many textbooks and internet. Although every student requires his own reference materials relating to the course he is pursuing, internet is widely used and has become the main source of reference materials since one can access plenty of online books easily. Teacher student interaction is also another similarity found in both asynchronous and traditional form of education. With many learners, social interaction is a principal aspect of the campus experience. If one is planning to meet new friends and expand his social and professional networks, it is then essential to attend classes on campus. Ho wever, web-based education is not totally devoid of social interaction. Online learning involves video conferencing, and message boards, which ensures link between the students, classmate, and the tutors. In addition, online learning involves people form all the United States, giving student’s opportunity to interact with new people whom one would never meet on campus. Differences Flexibility E learning

War and Genocide against the Jews in Europe Essay

War and Genocide against the Jews in Europe - Essay Example Anti-Semitism has been one of the most important reasons behind the genocide conducted against the European Jews during the World War II. The development of the World War inspired the Germans to have control over the entire territory captured by them; due to this factor, they initiated rapid military movements in the German-occupied areas. Genocide is regarded as an unethical and barbarian activity by the entire world but there was little effort made by different countries to stop the genocide carried out by the German military forces. The European Jews were completely isolated from the rest part of the world during the progress of the World War II. The Germans got extra mileage to carry out the entire Holocaust because they did not experience any obstacles from the best part of the world. After detailed analysis, some historians such as Arnold Toynbee has been able to conclude that most parts of the world did not have any respect towards the Jews community because of their personal beliefs. The Christians believed that the Romans had killed Lord Jesus Christ and the Jews community supported the actions of the Romans (Crowe 17). Genocide against the Jews recorded mass killings of 5-6 million people in Europe because of the lack of interference of other communities. â€Å"It is significant that early Christians blamed the Jews for the crucifixion, which was actually practiced by the Romans during the period. The beliefs of the Christians have been supported by stating that the Jews mobs demanded Jesus’ death under the power of Roman governor Pontius Pilate† (Bergen 161). It has been observed that the convictions against the Jews society were not accurate but there are very few evidence in favor of them. The genocide of Europe was conducted by the German military forces under the leadership of Adolf Hitler and the Christian society isolated the Jews and left them to suffer under the brutal tortures of the Nazis.

Testing to Improve Educational Improvements Research Paper

Testing to Improve Educational Improvements - Research Paper Example This project stresses that an educational standard is a means of improving school quality, by educating the need of effectiveness, and student data. By mandating the importance of educational values in public schools, these include states; policy makers’ not forgetting elected officials have the ability to increase the chance that students will obtain a minimum or set body of skills and information throughout their public-school education. Educational standardized achievement tests to determine learning quality as measuring high temperature with a tablespoon. Standardized success tests have a special measurement undertaking other than showing how good a school educational system is. Standardized tests should, therefore, be used to regulate the relative interpretations they were proposed to provide. Therefore, they should not be used to judge the quality of education. By looking at the significant reasons considered to be invalid in order to base inferences about the quality of education on standardized achievement test. This paper makes a conclusion that assessment aids in enhancing education and at the same time helps in recognizing how students use their knowledge in understanding and discovering. It also includes helping in developing and integrating new information by understanding the skills gained. It aids teachers and scholars to be acquainted with current understanding for future education. Thus educational standards are important in the assessment of the education process.

La Virgen de Guadalupe Essay Example for Free

La Virgen de Guadalupe Essay I decided to write my paper on the Virgin of Guadalupe because I was raised to praise her but I never knew how she came to be. After reading about the Virgin Mary, so many things make sense now. Ten years after the conquest of Mexico, On December 9, 1531, Juan Diego was on his way to the Convent of Tlatelolco for mass . At sunrise he reached the foot of Tepeyac. Suddenly he heard music that seemed like the chirping of thousands of birds. Very surprised he stopped, raised his eyes to the top of the hill and saw that it was illuminated with a strange bright light. The music topped and then he heard a sweet voice from the top of the hill, calling him Juanito , Juan Dieguito Juan got up fast and upon reaching the top saw the Blessed Virgin Mary in the middle of a rainbow. Her beauty and kind eyes filled his heart with joy as heard he tender words she said to him. She spoke to him in Aztec. She told him that she was the Immaculate Virgin Mary, Mother of the True God. She revealed her desperate desire to have a temple in her honor and to accomplish what my clemency pretends, she said go to the house of the Bishop of Mexico and tell him I ent you to express my great desire, that here on these plains build me a temple. She asked if he would say what he has seen and what he heard. She expressed that she would be grateful and will pay him back, because of his merit she would be happy and she would Ireward the effort and fatigue that this Journey would cause him. Juan bowed to her and said Madam, and I will fulfill your mandate, she said l dismiss you , l, your humble servant. Juan Diego came to the house of Bishop Zumarraga, he said all that the Mother of God had told him, but the Bishop did not elieve him, asking him to come back another day. That same day he returned to the top of the hill and saw the Blessed Virgin waiting. With tears of sadness he told her about his failed mission. She asked to back to see the Bishop the next day. Juan Diego met the mandate of the Blessed Virgin. This time he had better luck, the bishop asked for a sign. Juan went back to the hill, told Mary and she promised to give him a sign the next day in the morning, but Juan Diego could not complete her request because of the illness of his uncle Juan Bernardino. On December 12, Juan Bernardino Juan Diegds uncle was dying and Juan Diego rushed to bring a priest of Tlatelolco . He came to the side of the hill and decided to go through the other side to avoid being seen by the Blessed Virgin. The Blessed Virgin wanted to meet his uncle and surprised Juan Diego when she went down and out to meet him. Juan apologized for not coming the day before. After hearing the Juan Diego speak, she said, Listen and understand my son. For your heart is troubled, do not fear this nor any other sickness or anguish that is why I am here! Are you not under my shadow? Am I not our health? What else do you need? Do not be afflicted by the illness of your uncle, who will not die now of, she sure that he has healed. When Juan Diego heard these words he was happy. He asked for some proof before he was off to see the Bishop. She told him to climb to the top where you saw me and there you will find different flowers, cut them, collect them and bring them back to me. When Juan Diego reached began to cut them and laid them in her lap. She took the flowers in her hands, arranged them on the cloak and said heres the signal that you must take to the Bishop. Rigorously she commanded him that only before the Bishop unfold his cloak and discover what you wear Juan Diego stood before the Bishop Fray Juan de Zumarraga , and told him the details of the fourth illusion of the Blessed Virgin , he opened his cloak to show the flowers, which fell to the ground. The Bishop was amazed because of the appearance the image of the Blessed Virgin Mary painted with the most beautiful colors on the rough cloth of his cloak. Works Cited . web. 16 oct 2013.. N. p. . web. 17 oct 2013.. .N. p.

Academic Achievements Essay Example for Free

Academic Achievements Essay THE PROBLEM AND ITS BACKGROUND In every student’s life, academic excellence as well as co-curricular involvement is very essential. The two aspects would help them attain their goal of being part of the honor roll. Balancing these two is one of the problems honor students of today are facing. This process is intended to know how important co-curricular involvement is and what its effects to the students’ academic achievements are. Since 1985, Colegio San Agustin (CSA)- Bià ±an has been providing its students quality Catholic education that enriches their knowledge academically. Besides, CSA- Bià ±an has been offering several co- curricular programs like authorized student clubs or organizations wherein each student is required to join, inside and outside school competitions, sports activities and many more. Prospective honor students, as active as they want to be, participate and take part in both academic and co- curricular programs. CSA- Bià ±an Junior High School Department follows DepEd Order No. 92, s. 2009 for the selection of honor students. The policy states that the 7-3 point scheme (7 points for academic performance and 3 points for co- curricular activities) shall be used in determining the final honors among non- graduating and graduating students. In Academic Year 2013-2014, there were 30 students from grade seven to third year high school who grabbed a spot in the honor roll. Their final ranks were computed based on 70% academics and 30% co- curricular. They, most probably, are equally excellent in both aspects. Co-curricular refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school. Co-curricular activities are usually a way to separate students from their academics. These activities have influence on students’ academic performance but on the other hand, it is questionable whether these activities effect positively or negatively (Millard, 1930). Different school administrations are interested to find out if there is association between academic performance and the involvement in co- curricular activities. (Stephens Schaben, 2002). This is where the focal point of the study takes place: the effects of co- curricular involvement on the academic achievements of the grade seven to third year over- all top ten students. In view of the fact that the researchers are potential honor students, they see the necessity to make an investigation  about this matter for they are sure that the outcome of this study would be beneficial not only to aspiring honor students like them but also to the administrators of the locale under analysis. Setting of the Study The study will be conducted at Colegio San Agustin-Bià ±an, which is situated at Southwoods Interchange, Juana Complex I, Bià ±an City, Laguna. It is a private school run by the Order of St. Augustine. Theoretical/Conceptual Framework This study was anchored on the following different evaluation and assessment concepts. According to the Pickle Jar theory, when you take an empty pickle jar and fill it with rocks, it appears to be full – until you fill it with gravel. The smaller granules fill the cracks between the rocks, and you can still fit in some sand, and then water. Another theory named the Distraction-Conflict theory (1978), refers to an analysis of performance gains in groups assuming that when others are present, attention is divided between the other things and the task; this attentional conflict increases motivation and so it facilitates performance on simple, well-learned tasks. These theories are relevant to the research because like the Pickle Jar Theory, the rocks represent the academic achievements while the smaller granules like pebbles and sand depict the co-curricular involvements. On the other hand, the Distraction-Conflict Theory attests that when both academics and co- curricular activities are present, a student’s attention may be divided and therefore cannot focus on his priority which is his academic performance. SS Figure 1 The Relationship between the Profile and the Effects of Co- Curricular Involvement to Academic Achievements as Perceived by Grade Seven to Fourth Year Over- all Top Ten Students of CSA- Bià ±an in AY 2013- 2014 After consolidating the ideas and thought of the theories and studying the  concepts presented, the researchers came up with Figure 1 to show that the profile; gender, final general average, over-all rank, and frequency of co-curricular involvements (independent variable) has something to do or may alter the perceived effects of co-curricular involvements on academic achievements (dependent variable) of grade seven to third year over- all top ten students of Academic Year 2013-2014. Statement of the Problem This study sought to determine the perceived effects of the co-curricular involvements to the academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an in academic year 2013-2014. Specifically, it sought answers to the following questions: 1. What is the profile of grade seven to third year over-all top ten students in terms of: a) Gender b) Final General Average c) Over-all Rank d) Frequency of Co-curricular Involvements 2. What are the perceived effects of co-curricular involvement to academic achievements? 3. Is there a significant relationship between the students profile and the perceived effects of co-curricular involvement on academic achievements? Statement of Hypothesis The researchers hypothesized that: There is no significant relationship between the students profiles and the perceived effects of co-curricular involvement to academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an. Statement of Assumptions The researchers assume that: 1. Co- curricular involvement has either positive or negative effects on the students’ academic achievements. 2. Over- all top ten students are concerned on the effects of co- curricular to academic achievements. 3. CSA- Bià ±an offered both co- curricular and academic programs in AY 2013- 2014. 4.  Colegio San Agustin- Bià ±an Junior High School Department gives importance to both academic and co- curricular excellence. 5. The effect of co- curricular involvement on academic achievements has certain advantages and disadvantages. Significance of the Study Since this study will be conducted to discover the relationship between the co-curricular involvements and the academic achievements of the grade seven to third year over-all top ten students of Colegio San Agustin-Bià ±an in the Academic Year 2013-2014, the researchers found the following grounds of the study very significant: 1. The information which will be gathered in this study may serve as a guide to the teachers in assessing their students’ strengths and weaknesses, both in the academic and co-curricular fields; thereby, will result to better teaching methods and efficient parent-teacher conferences; 2. The results of the study will provide the Guidance and Testing Center with the knowledge of how their students balance their academics and activeness in co-curricular participation which would lead to adequate seminars regarding this matter; and, 3. Finally, the findings of this study will provide the students with the information on how to manage co-curricular activeness and academics while achieving a high general average; 4. The findings of the study will address the parents inquiry regarding their childs academic standing in the classroom aiming to provide the information on the composition of their childs general average and the process of evaluating the child; 5. The study will serve as a guide for the administrators in providing better service to their by means of efficient teaching strategies and increasing the students participation in co-curricular activities through offering a wide selection of activities that correspond to various talents and interests of the students. Scope and Delimitation The study focuses on the perceived effects of co- curricular involvement to academic achievements of grade seven to third year over- all top ten students of Colegio San Agustin- Bià ±an in Academic Year 2013- 2014. The study’s focal point is the effects of co-curricular involvement to the academic achievements of students. The study was limited to the grade seven to third year over-all top ten students for they are the ones who are  concerned on how co- curricular affects their academic achievements. Also, they are more likely to experience problems concerning the subject matter. The study doesn’t include the fourth year high school students of AY 2013-2014 because it would be inconvenient for the researchers to communicate with them since they now study in several different universities. This study yearns to determine the effects of co- curricular involvement on the academic achievements of students. Definition of Terms The following terms were used within the context of the study. They are defined conceptually and operationally for easier comprehension. Academic Achievements. The students’ excellent performance which is measured by academic disciplines like examinations, quizzes, class participation, projects, assignments and etcetera. This is mirrored by the students’ final general average. Co Curricular Involvement. The students’ participation in activities, programs, and learning experiences that complement, in some way, what they are learning inside the classroom. They are usually a way to separate students from their academics. Over-all Top Ten. Ten students who, among all their batch mates, show the most remarkable excellence in both academic and co- curricular performance. Department of Education. Abbreviated as DepEd (Kagawaran ng Edukasyon) and is the executive department of the Philippine government responsible for ensuring access to, promoting equity in, and improvin g the quality of basic education. Final General Average. Final assessment of the students grade which consists of both co-curricular and academic performances. Guidance and Testing Center. The sector of Colegio San Agustin- Bià ±an that is responsible in helping the students with their personal emotional and psychological problems. They are also ought to create programs that would maintain the students well- being emotionally and psychologically. Over- all Rank. Rank of the student over the whole number of their batch according to his academic and co-curricular performance.

All students with special education needs

All students with special education needs 1.0 Introduction: This paper explores an ongoing debate in the educational field; should all students with Special Educational Needs (SENs) be included in mainstream educational provisions? To fully understand the issues involved, the paper will begin with an introduction to SEN and historical developments that have shaped SEN as we know it today. An investigation into inclusion will follow evaluating current issues that will help to determine whether inclusion for all SEN is possible or not. An analysis of SEN pupils will highlight strategies that may allow teachers along with organisation to implement inclusion along with its limitations. A conclusion will finalise the paper evaluating key findings. 2.0 Special Educational Needs (SEN) An Overview In order to assess whether students with SENs should be included in mainstream educational provisions, one must first understand what SEN means. Under the 1944 Education Act, children with special educational needs were categorised by their disability defined in medical terms. This meant that some children were considered to be uneducable and pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. The Warnock Report in 1978, followed by the 1981 Educational Act, radically changed the conceptualisation of special educational needs. It introduced the idea of special educational needs (SEN), statement of SEN, and an Integrative which later became known as inclusive an approach based on common educational goals for all children regardless of their ability or disabilities: namely independence, enjoyment and understanding. For purpose of this paper the definition proposed by The Special Educational Needs Code of Practice (2002) is taken into account stating that children have SEN if they have a learning difficulty that calls for special educational provisions to be made for them. However, the difficulty with such definition, and the issue arising from The Warnock Report, was the unforeseen consequence that the term SEN has become to be the name of a single category which has led to some conflicting issues. Quarmby (2006) reiterates that government has been using it as if it is the same problem to include a child in a wheelchair and a child with Aspergers, and this is conspicuously untrue This category within the SEN umbrella help to understand students with special needs, and ascertains the fact that certain students may need different special educational provisions to be made for them. But whose responsibility is it to provide the necessary provisions for students to learn? The paper asks a deliberate straight forward question should all students with SENs be included in mainstream education? If yes, does this mean mainstream schools would be expected to include pupils with Cognitive and Learning Needs; Behaviour, Emotional and Social Development Needs; Communication and Interaction Needs and Sensory and/or physical needs? At what level do we need to include them? Is it just sharing time, socialising, sharing tasks or is it the active participation in-class activities following the same curriculum. This leads to the unenviable task of evaluating inclusion. 3.0 Inclusion Over the last 30 years, policies about integration and subsequently about inclusion have been the subject of much controversy. Much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Inclusion reflects the idea that it is not for SEN children to be somehow fitted in or integrated into the mainstream but that education as a whole should be fully inclusive of all children (House of Commons Report, 2006). Until the 1990s the term inclusion was rarely used and instead we referred to integration or mainstreaming meaning the placement of pupils with disabilities or special needs in mainstream schools. Integration was the term first introduced in the 1978 Warnock Report referring to the concept of integrating children with SEN into a common educational framework. There were different integration, from full-time placement in a mainstream classroom (functional integration) to the placement of a pupil in a special class or unit attached to a mainstream school (locational) (Hegarty, 1991). The aim to end segregation was gathering momentum and from a human rights approach, it was certainly a requirement. However, there was often little difference between locational integration and a traditional special school, which can be seen as equally segregating experiences (Jupp, 1992). Indeed, even pupils placed in mainstream class may be isolated from their peers, particularly if they work with a support worker in one-to-one sessions for the majority of each day. Integrated placements, therefore, still leave many pupils segregated (Harrower, 1999). Partly for this reason, the term inclusion came to describe the extent to which a school or community welcomes pupils identified with special educational needs (SEN) as full members of the group and values them for the contribution which they make. Their diversity of interests, ability and attainment should be welcomed and be seen to enrich the life of the school. In this sense, as Ballard (1999) argues, inclusion is about valuing diversity rather than assimilation. This general movement towards inclusion was also (In addition to The Warnock Report) strongly influenced by the Salamanca Statement (UNESCO, 1994) which had a major impact on shaping policy developments in many different countries. In England this is evident in various government initiatives since the late 1990s including, for example, the statuary Inclusion Guidance (DfES, 2001a), the Special Educational Needs and Disability Act (DfES, 2001b) and the Removing Barriers to Achievement strategy (DfES, 2004) each providing a further impetus towards inclusion (Hick et al, 2009). Overall, after an extensive literature review it was evident that three main strands have developed relating to inclusion. One is about equal opportunities and right to education for all. It argues that any form of segregation on the basis of disability or learning difficulty is morally wrong (Jordan and Goodey, 1996; Lindsay, 2003). A second strand is based on a re-conceptualisation of the special needs issue as part of the process of school improvement (Ainscoq, 1999). This idea is based on the argument that it is the structure of schools as organisations rather than differences between individual pupils that creates special educational needs (Tomlinson, 1982). The third strand of literature has been concerned with questions of pedagogy. Though some have focused on the development of inclusive practice from the outset (Forest and Pearpoint, 1992), others have considered whether or not teaching practices and methods can be implemented in mainstream schools and classrooms in order to meet the challenge of inclusive education (Cook and Schrimer, 2003). Inclusive practice is therefore concerned with actions and activities that staffs in schools do that give meaning to the concept of inclusion. These 3 main strands will be used as a framework in deciding whether students with SEN should be included in mainstream education provision. In addition it is essential to understand and apply the SEN Code of Practice principles that support inclusive education as a framework in achieving inclusion. The five fundamental principles that support inclusive can be observed in Table 2: As with any change, the inclusion of all students with SENs in mainstream education provisions may bring both positive and negative impacts within schools and pupils. 3.1 The Good and the Evil Although inclusion is seen as a very positive strategy by some, it is considered idealistic and impractical by others. Some critics have argued that inclusion happens at the expense of good and appropriate education for the other children in the class; in other words, if a student with special needs is taught within a mainstream class, they might need extra attention from the teacher, or may be disruptive or difficult in class, and this could harm other childrens education. On the other hand it can be argued that the other children in the class benefit a great deal from working with students with special educational needs and that inclusive education helps to remove stereotypes and ignorance. It is also argued that children with SEN are better off in segregated classrooms as this enables them to gain social support from others with similar difficulties. It also allows opportunities to concentrate specialist teachers and resources in one place. The objection to this is that the disadvantage of keeping children with certain difficulties together is that it makes it harder for them to integrate fully into society once they leave school. 3.2 Inclusion in Practice The Government recognised the barriers to inclusion that exist in schools in its statement in 2004(DfES, 2004) and set out a proposal about how the barriers should be tackled. OFSTED, in its report in 2004, found that more mainstream schools saw themselves as inclusive, but only a minority met special educational needs very well. Members of the SENCo Forum responded to the Governments Special Need Action Plan by stating that schools would have to provide much higher level of flexibility in the way that learning and teaching take place, if the aims of inclusive education are to be realised (SENCo Forum, 2003). In addition, MacBeath et al (2006) concluded that some of the problems in schools attempting to implement inclusion were that the current education system itself made it difficult to implement inclusion. Gillinson and Green (2008) argue that it is essential to regard children and young people themselves and their parents as normal practice. They conclude that the issue is not about treating everyone as the same- what is important is that everyone should be treated equally. Gross (2001) also comments that what young people most want is the right to belong. Belonging brings along a morale issue with regards to inclusion. It is therefore imperative to understand what characterises these pupils with SEN and understand better what makes them unique. 4.0 Special Educational Needs Pupils At heart of all the discussion are the actual pupils who suffer special needs. In light of the extensive research, proposals by government, frameworks and guideline and committee reports one inevitably raises the question of their effectiveness. Are mainstream schools performing? Are pupils experiencing inclusive education? Are these guidelines and proposals effective? Unfortunately the overall answer may be unsatisfactory. The Audit Commission found that the vast majority of permanent exclusions in the 22 local authorities surveyed related to pupils with SEN: 87% of exclusions in primary schools and 60% of exclusions in secondary. In addition, pupils with attention deficit hyperactivity disorder (ADHD), autism and mental health problems made up significant proportions of these pupils. At this stage one wants to highlight that it is not the purposeful intention to only focus on pupils with Autistic and Social, Emotional, and Behavioural Difficulties but data does demonstrate that with regards to inclusion of sensory and/or physical needs pupils, some success in mainstream education provisions are beginning to develop. The House of Commons Report (2006) cites the Disability Rights Commission (DRC) recognising, there has been major progress in providing disabled children and young people with more equitable educational opportunities and a steady improvement in educational outcomes, which show a faster annual increase in achievement of GCSE grades A-grades, A-C and equivalent over the last six years by disabled people than non-disabled people In addition, the Disability Rights Commission (DRC) highlights that not all disabled pupils and students have learning difficulties. Similarly, pupils and students deemed to have learning difficulties or SEN are not disabled. In light of the above finding, as well as the overwhelming data demonstrating that the majority of the of exclusion in primary and secondary are pupils suffering from ADHD and autism, specific effort has been given to address the inclusion of these in mainstream educational provisions. In addition, the Gibraltar Educational Schooling Structure limits the contact of mainstream teachers with pupils with severe/profound and multiple needs, as well as multi-sensory impairments. These pupils enrol in special school environment. Being exposed to pupils with ADHD and autism (in the organisation) will also aid in supporting some answers with research evidence. Increasing knowledge in these groups will also is beneficial for CPD purposes. 5.0 Behaviour, Emotional and Social Needs and Autism Young people with emotional and social development difficulties and autism are the fastest growing categories of SEN. This is having repercussions for schools, and more so for pupils. In addition as the parent representative group Network 81 describe: the lack of understanding of conduct disorders, behavioural, and emotional needs is quite unbelievable. Many children are labelled as naughty, badly brought up, and defiant by teaching staff who group all bad behaviour together. This serves to highlight a possible issue where pupils are being misunderstood and labelled by those who may impact significantly their future teachers. Furthermore, The House of Commons Report (2006) states it is widely recognised that there is a strong correlation between exclusions and children with SEN-particularly those with social, emotional and behavioural difficulties and autistic behaviour. The Committee finds it unacceptable that such a well known problem continues to occur and quite frankly from a teacher point of view, one can only agree. This indicates that schools need better guidance and staff training, particularly with Autistic and social, emotional, and behavioural difficulties. This leads to the inevitable argument on whether SEBD pupils should be included in mainstream educational provisions. In order not to fall into the generalisation trap, one has focused on the main groups of exclusion at the current moment. These are pupils suffering from ADHD and autism. An evaluation of the 3 strand mentioned prior will determine whether inclusion should be possible or not. 5.1 Attention Deficit Hyperactivity Disorder (ADHD) ADHD has been a topic of heated discussion within the educational world. For some, it is considered to be a medical condition, characterised by inattention, hyperactivity and impulsivity (APA, 2000). However, according to others (e.g. Humphrey, 2009) there has been no biological marker identified that can reliably distinguish between children with and without the condition. Estimates though suggest that between 2% and 6% of students are affected by ADHD (Cooper, 2005) and still growing. From a mainstream school provision, and more so from a teachers perspective, it is generally accepted that students with ADHD are considered among the most difficult to include effectively. Lack of knowledge about disorder end up with teachers frustration towards students (SCOtENS, 2008). It is therefore important to consider what we mean when we say we are helping to include them. Mainstream teachers report a lack of appropriate training as a key barrier to success in this area (West et al, 2005). If inclusion means meeting the childs needs in mainstream schools and settings, have the child views sought and taken into account and having full access to a broad, balanced and relevant education as suggested in The Special Educational Needs Code of Practice (2001), then it must go beyond general questions of the presence of children with SEN in such schools, and as Norwich and Lewis (2005:2) explain, we need to address the question of classroom teaching and curriculum in considering inc lusion and inclusive practices. There is the suggestion that the needs of such learners dictate that they require distinct kinds of teaching in order to learn the same content as those without special needs. If not, pupils with ADHD are more likely than others to experience social isolation, with fewer reported friendships and greater levels of rejection (Bagwell et al, 2001) inevitably leading to disruptive behaviour. Norwich and Lewis (2005) argue that pedagogic needs can be addressed by thinking about the needs that are specific to all; thinking about those needs that are specific to a certain group (such as students with ADHD); and thinking about those needs that are unique to the individual. The strategies are based upon the principle that by creating a better fit between the school environment and the student, we are creating opportunities for pupils to succeed. The question now lies in determining whether these strategies can be implemented in mainstream provisions and whether they will conflict with good an d appropriate educational strategies that other children in the class already experience. Students with ADHD often experience difficulties in mainstream classrooms and schools because the emphasis on meeting common needs mean that their specific group needs are not being addressed (Cooper, 2005). However, these common needs may come about due to the National Curriculum. One of the major concerns about the National Curriculum has been that it does not address the breadth of education necessary to meet childrens and young peoples educational needs. So is the curriculum in its present form a contributory cause of poor behaviour? A further concern about the National Curriculum is the current approach to assessment. Research from the perception of students themselves suggests that many experience confusion, anxiety, blame and guilt (Hughes, 2005) in relation to their education, which is not exactly surprising considering the struggles they need to deal with. However, as a mainstream teacher, one is fully aware that change in the National Curriculum cannot be proposed and overcome easily therefore an alternative strategy must be investigated to create a better fit between school environment and the student. The strategy may lie in pedagogy. In achieving the necessary learner aware pedagogy, the problem for the classroom teacher concerned with the SENs of a pupil lies in identifying the nature of the learning difficulty or disability, and assessing the implication for its consequences (Levine, 2002b). The Special Educational Needs Code of Practice refers to the awareness as the point at which a teacher has a concern about an individual pupil (DfES, 2001). A crucial prerequisite for any teachers subsequent decision for action is a clear understanding of the nature and the consequences. It is important then to recognise that a given learning difficulty or disability may or not prevent or hinder an individual from making use of educational facilities of a kind provided in schools (Education Act, 1999). Once the teacher is aware action may take place to meet their needs. Pedagogy takes an important role as it represents the interaction between the learner and the teacher with respects to curricular aims and objectives. This issue therefore concerns the central operation in education, and, in principle, should specify the optimal circumstances in which successful learning and teaching can take place Research into the typical learning styles of students with ADHD suggests that they learn more effectively when they are able actively to experiment and are presented with concrete examples that are visual in nature (Cooper and Ideus, 1996). In addition, students with ADHD are said to be somewhat verbose, talking at inappropriate times; an aspect that can be exploited by designing lessons that allow increased opportunity for verbal participation. Research also shows that this kind of approach can lead to decreases in disruptive behaviour (Levine, 2002b). This strategy will welcome pupils with SEN as full members of the group and will help to value them for the contribution they make. This will develop their feeling of belonging and their ability to participate in a mainstream school environment. Better staff-student relationships and a positive classroom ethos is also said to be essential when dealing with pupils with ADHD. Such a change may be difficult to achieve but recent research by Ghanizadeh, Bahredar and Moeini (2006) demonstrated that more tolerant and positive attitudes towards students with ADHD are associated with levels of knowledge of ADHD among teachers. This suggests that training to increase teachers knowledge of ADHD may need to be a priority if inclusive practice is to consolidate. Breaking down tasks into small, manageable chunks will also facilitate to accommodate the shorter attention span of such students. In addition by highlighting key information where possible will help students who experience difficulties in selective attention (Levine, 2002a). Over time, students can be taught to practise drawing focus to key information themselves (Humphrey, 2009). These strategies are said to help to create a better fit between the class environment and the students and are things that staffs in school do that give meaning to the concept of inclusion. However, many of the strategies proposed are appropriate and should be an integral part of any lesson regardless whether children with SEN are present or not. Another approach as a tool to promote and achieve inclusive practice is what Humphrey (2009) refers to as Cognitive-behavioural approach. Cognitive-behavioural approaches emphasise the use of reinforcement principles to alter thoughts or cognitions related to ADHD behaviours. Simple examples of the application of such techniques in the classroom include teaching children to use self-testing strategies (e.g. when reading, students are encouraged to stop at key points and ask themselves questions about what they have just read) and use self-reinforcement (such as giving themselves praise for achieving targets, such as staying on task for a period of time). A review of cognitive-behavioural approaches by Ervin, Bankert and DuPaul (1996) concluded that they can be successful in achieving behaviour change, but they are more effective when combined with behavioural contingencies in the natural environment. Startling statistics show that up to 75% of students with ADHD are prescribed stimulant medication, with Ritalin being the most important commonly used drug (Department of Health, 2003). If specialist knowledge and understanding is important in promoting inclusive practice, teachers knowledge with regards to the use of medication within this group is essential. It is crucial for teachers to understand the role it plays in students lives, and the implications it may have for education. Teachers may take an active role here in monitoring the effects of medication observed in the classroom (Cooper and Ideus, 1996). Having an understanding of the effects of stimulant medication will enable the teacher to plan for specific pedagogical strategies in a way that takes these factors into account and allow full access to education. Stimulant medication takes effect very quickly, but its influences may not last throughout the school day. For instance, their effect on behaviour (in terms of activity levels) typically lasts longer than its effects on cognition (in terms of attention). As a result, even though students may not be up and out of their seats or blurting out answers, they may still not be accessing the curriculum because they are struggling to maintain their focus on the material presented. In addition, even though medication may be effective in managing the core difficulties experienced by those with ADHD, it is less useful in alleviating secondary problems such as social isolation and academic underachievement (Dogett, 2004), therefore limiting the active participation of the child in both class and school environment. In addition, inflexible staff and lack of inventiveness in some schools have been reported by OFSTED (2004) as factors affecting the development towards effective inclusion. From a personal perceptive ine can concur with OFSTED;s statement. Within ones organisation, teachers overall consensus is one of frustration and guilt when dealing with pupils with SEN in not being able to help them. An SEN register is distributed to every teacher with pupils name and their areas of need well into the 1st term. This result with the teacher suddenly realising that pupil X and pupil Y might be experiencing a range of difficulties due to their needs not being taken into account, resulting in disruptive behaviour. In addition, an organisation where teachers SEN knowledge and understanding is limited brings in another issue. Teachers find themselves wondering what can be done to help these pupils with limited success. Within the organisation there is a SEN Coordinator position, but in the past, when approached and asked for am expert opinion, the answer was you can look it up in the internet and find out further information. This barrier is significant as Wedell (2008:131) rightly states Consultation with the schools SENCo may be required, and this may extend to the involvement of support services from outside school, as indicated in the successive stages of the Special Educational Needs Code of Practice all in effort to make sure the students actively belongs and participates in mainstream school settings. This is currently non existent within the organisation. Furthermore, learning support classes are timetabled for children with SEN, but these take form more as a homework club rather than a structured learning support session. Teachers have no influence in what get taught in these classes resulting in the possibility of pupils doing something that not necessarily links with what is being taught in mainstream class. The students find themselves in an inclusive mainstream sett ing in curriculum subjects and in a segregated setting with regards to learning support. This may result in confusion and frustration, especially with pupils who are said to benefit from being provided with a clear structure to each day lesson and task. With regards to medication, throughout the 4 year career in teaching, there have been a number of students diagnosed with ADHD. However, up until today, there is no awareness or knowledge whether they were on medication or not. Overall, within the organisation it is clear that it is unrealistic to expect teachers and other members to be able to properly fulfil requirements such as differentiating the curriculum for all children, including those with SEN, without receiving the appropriate support and training to enable them to do so. In some cases as mentioned above, the teacher may require a detailed knowledge of child development psychology to equip them to do so to the greatest effect and of equal importance, to understand why the pupil acts and behaves the way they do. 5.2 Autistic Spectrum Disorders According to Jordan (2008:1) education can be, and perhaps should be, an effective treatment for autistic spectrum disorders (ASD) in the sense that, there is so much that individuals with ASD have to learn that is just intuitively grasped by the non-autistic, learning may best be enhanced through high-quality teaching. But education is more than just another treatment. It is the way that citizens are taught the values, understanding, knowledge and skills that will enable their full participation in their community in a way that welcomes full their values and contributions they make. The first battles for those with ASD were fought for the same purpose as the battles for any special educational need: the right to be included at all. As with SEN there was recognition that degree of autism can occur across the full ability range. ASD inclusion has been based on the entitlement view of education as the only way of becoming a full member of society. The bases of most programmes for inclusion for pupils with ASD were not inclusion at all, but form of integration (Jordan and Powell, 1994). As previous research demonstrates (Ainscoq, 1999) the issue with regards to ASD pupils has been that the content and the teaching approaches of the National Curriculum in mainstream schools were not changed to accommodate children with ASD It was assumed that the content was of equal relevance to all children, requiring modification and breaking down curriculum content into smaller steps (which is often effective for some children with learning difficulties) is not appropriate for ch ildren with ASD, where the development and learning patterns are different. There is even problem with the main purpose of mainstream education, which in terms of inclusion, is surely to gain from co-operative and collaboration with typical peers. Yet many of the supports to enable inclusion of children with ASD serve to make the child more isolated from peers, and support assistance are seldom given training (or a role) in enabling such children to have positive contact with their peers (Jordan, 2008), thus being more an organisational constraint rather than a pupils. Jordan (2008) also state that is a child is different, or has special needs, extra resources are provided to enable the child to have access to other children, even though the success of those resources in bringing that about has never been tested. So is inclusion possible for pupils with ASD? In order to include ASD students there needs to be a flexible education system. Teachers must know about learning and teaching and about the diversity that exists in teaching. If educators teach in a way that attains diversity, then more children with different SEN will be able to manage in mainstream settings becoming full members of the group. This will also benefit disruptive students and those with ADHD, dyslexia and so on. Once again the statement made by OFSTED (2004) that effective inclusion was frustrated by rigid timetabling and inflexible staffing is relevant. Rigid class grouping is associated with high pupil-teacher rations, which clearly make it difficult to give personal attention to individual pupils. In addition, successful learning opportunities in inclusive settings will require radical school reform, changing the existing system and rethinking the entire curriculum of the school to meet the needs of all children (Mittler 1994), what Norwich and Lewis (2005) explain as the curriculum dilemma. In addition, and similar to ADHD, the current approach to assessment needs to be addressed if inclusion is to prosper as the House of Commons Report for Children, Schools and Families (2008:3) reports that: we find that the use of national test results for the purpose of school accountability has resulted in some schools emphasizing the maximization of test results at the expense of a more rounded educational for their pupils Inevitably, one must be aware that there will be some individuals with ASD whose autism is so severe that they will need specialist support, but that does not need to be in a segregated setting if inclusion is desired. Resources based are the best model (Hesmonghalgh and Breakley, 2001), where the child with ASD belongs to his peer group teacher but has support staff with expertise and a haven in which to recover when needed (Jordan, 2008). This is a perfect example on how a child with SENs may have their needs met in a mainstream provision (following point 1 of the SEN Code of Practice) and is not segregated. Pupils with severe ASD will need special support and it is here where there is a role for specialist schools. Special schools should be seen as centres of excellence, pioneering new ways of working with ASD and dealing with the most extre

Architectural Study at Cal Poly :: Architecture

Architectural Study at Cal Poly Lost in the hills of Poly Canyon lies a land filled with bizarre structure built by past students that make up the architectural study area. This chunk of land is designated for architectural students to build their senior projects on. In the true Cal Poly spirit of learn by doing, students have been building inventive structures as senior projects. However, before 1963, most of these projects were torn down after completion. So the Dean of the college of architecture at the time, asked for land just for the students to build on. After being denied several times, he finally went to the boss for land and got it. After the campus president, heard of this, he gave nine acres of land in poly canyon for the students to build on. The first of eighteen student built structures is an enormous stone arch that marks the entrance. Here there is a map showing all of the projects and their locations. Past the arch is a rock wall where the faces of the creators are engraved in the stone. This wall marks a path leading to Techtite Bridge which was another student project. The next project on the path is the flower. While visiting I was fortunate enough to meet one of the creators. Because the original project is currently falling apart, he funded a group of students this year to rebuild a new one. The project is finished and it was rededicated October sixteenth of this year. Behind the flower, lies the Geodesic Dome. This dome is made of aluminum pipes and is fifty feet in diameter. When I first came across this dome, it looked to me like something I used to play on at the park as a kid. As I walked closer I saw that it was about thirty feet high and that it was no toy. Across from the dome is the sundial which, unfortunately, is no longer standing.

Parallel Voices in Braided Lives Essay -- Braided Lives

Parallel Voices in Braided Lives The parallel voice is a device which is present in Marge Piercy's novel, Braided Lives. This technique enforces the effect of Jill's past life on her future life and views. A gauge of the protagonist's growth is given by parallel voices, a technique which enables the reader to see how the protagonist has developed from teenager to adult. The parallel voices of the young and adult narrator give insight to the changes that have occurred in her life. According to one critic, "Jill is survivor, and she chooses to examine her own past out of a strong commitment to the present" (Gold 378). The novel is a memoir by the adult Jill. It shows " the beginning and the fruits of her political growth," but it leaves the events in the middle up to the reader's imagination (Schwartz 379). She writes of her past experiences and how they effected her. She describes her experiences with objectivity. In her flashback, she can examine why she acted in a certain way. The elapse of time provides her with this objectivity. Since she is looking...

Physical Development Essay

Primary school children, aged six to twelve years old, will undergo a variety of developmental changes, both physical and mental, and as teachers it is imperative that we both understand and accommodate the physical needs of students in the learning environment. To fully comprehend these changes, one must consider the actual physical changes that occur, in particular the development of motor skills, as well as how to accommodate the physical needs and development of students during their primary school years. Supplementary to these broader topics are the benefits of physical activity as well as the consequences of prolonged inactivity, and how a student’s physical development can either facilitate or restrict development in other areas. Children between the ages of 6 and 10 (referred to as ‘middle childhood’) will experience a plethora of physical developments. Firstly, they will steadily gain weight and height, though their basic body structure will remain unchanged. Children will also lose their 20 primary or ‘baby’ teeth, which will be replaced by permanent teeth. Some of the most significant skills children of this age will develop are motor skills. Motor skills refer to a learned sequence of movements that combine to create an efficient action in order to become proficient at a certain activity. These can be divided into two subcategories: ‘gross motor skills’ and ‘fine motor skills’. Gross motor skills are â€Å"large movements of the body that permit locomotion through and within the environment† (McDevitt & Ormrod, 2010) and includes such skills as walking and swimming, while fine motor skills are â€Å"Small, precise movements of particular parts of the body, especially the hands† (McDevitt & Ormrod, 2010), and include such skills as writing and drawing. In early childhood, humans rely largely on reflexive (that is, unlearned and involuntary) movement patterns, and thus are lacking fine motor skills. As they reach middle childhood, children develop voluntary movement patterns, and begin refining both their gross and fine motor skills, gaining proficiency in a variety of actions. Children increase the speed and coordination of their running, kicking and throwing, and become able to integrate these movements into sports and other structured play activities. They also make advances in their handwriting, becoming smaller and more consistent, and their drawings, supported by further cognitive development, become more detailed. Finally, the functions of the brain are enhanced in a number of ways. The two hemispheres of the brain develop into more unique sectors, and groups of regularly used neurons are cultivated. The process of myelination, ‘the growth of a fatty sheath around neurons that allows them to transmit messages more quickly’ (McDevitt & Ormrod, 2010), continues, permitting swift and sustained learning. In order to accommodate and encourage student’s physical needs and developments, teachers should first and foremost always ensure that the learning area is safe. The classroom should constantly be checked for hazards, such as sharp edges on desks, loose flooring, or potentially dangerous substances, and teachers should ensure that â€Å"Rooms, bathrooms, and hallways are cleaned daily† (Wilford, 2006). Children should also be educated on how to recognise situations or objects that could harm them, and how to deal with them effectively. As young children are especially vulnerable to illness, it is particularly important to do everything possible to prevent it, by keeping the area clean and sanitizing surfaces, and teaching children sanitary practices, such as washing their hands after toileting. This is a vital area of education; should a child suffer from a serious illness for a long period of time, their physical development may be permanently mired, having serious consequences on their entire lives. It is also important that students have access to healthy and nutritious food at school, and learn about sound eating habits. Certain foods or lack thereof, have varying effects on students’ physical development, and should children be malnourished for an extended period of time, their development may be permanently stunted. A child who is malnourished is â€Å"more prone to infections† (Brewster and White, 2002) which â€Å"further impair (their) nutritional state by depressing (their) appetite and increasing the demand on his reserves of protein and energy† (Brewster and White, 2002), leading to further diminished rates of physical development. For these reasons, it is imperative that primary school students’ learning environment be kept as safe and healthy as possible, through the teacher’s ensuring that the classroom is hazard free and sanitized, and that the children have access to nutritious and healthy food, as well as educating the children so that they may implement such skills themselves. By doing this, educators can accommodate the physical needs and developments of their children, and maximise the effectiveness of their schooling, both physical and academic. During primary school, students are â€Å"at an optimal age in terms of motor skill learning† (Anshel, 1990), and thus motor skills develop rapidly, allowing them to perform skilled tasks. In order to help students develop these motor skills, it is important for teachers to incorporate physical activity into their curriculum. This assists in the development of both fine and gross motor skills. Firstly, they should provide frequent opportunities for students to participate in physical activity throughout the day; these activities would ideally allow the participation of children, regardless of their respective skill levels. For example, when guiding children through skipping rope, the teacher could at first have them use a long rope and simply step over the rope; children who find this easy could then try actual skipping. Should this prove relatively easy, they could skip at a faster pace, and children who showed proficiency at this higher level could try crossing the rope over while skipping. Educators can also integrate physical activity into academic lessons, which will not only shorten the length of time between physical activities, but also keep the students more engaged in the lesson. Conversely, it is also important to give students adequate time to rest. If they spend too much time exercising and overexert themselves, this will only lead to decreased concentration during the rest of their lessons, causing their performance to suffer. Additionally, children progressing through middle childhood still have relatively soft bones, so additional caution should be taken if they perform any high impact exercises, such as lifting heavy weights. To reiterate, young students’ physical development can be accommodated through the utilisation of physical activity at school, however this must be done in moderation, otherwise it may be detrimental to the child’s education and general wellbeing. Finally, educators should be aware of how a child’s physical development can assist with or hinder their development in other areas. For example, a child who has developed at a faster rate than their peers will likely be more proficient at sports, and the strengthened neuron pathways will increase the rate at which they learn and become proficient at academic subjects. The self-confidence this gives them may then be expressed through the child’s interest and application in school, which in turn will make their entire learning experience both easier and more pleasurable. Increased participation in both sport and academic activities will in turn make meeting and befriending other students easier, allowing the student to expand socially, again giving them a more positive outlook on school and further increasing their focus and determination to succeed physically and academically. On the other hand, students who have not physically developed as quickly as others in their year group may not perform as well in either academic or physical activities, and subsequently suffer from ‘learned helplessness’, a situation in which a child’s experience leads them to believe they will always fail, and thus they do not try, acting â€Å"as though they (are) helpless to do better† (U. S. Dep Education, 1992). This lack of confidence and learned helplessness can cause students to become â€Å"listless and inattentive and sometimes disruptive† (U. S. Dep Education, 1992), and â€Å"may be prevent (students) from fulfilling (their) potential† (Seligman, 1990). This is why it is essential to implement scaffolding into the learning environment, to support less physically developed students and assist them in succeeding, building their confidence. Therefore, it is important that teachers carefully monitor the progress of students individually, and provide support and encouragement appropriate to their developmental stage to facilitate the learning experience for them. Children completing their primary education will experience many new things; socially, mentally and physically. It is the role of teachers to make this experience as beneficial as possible, and a key element of doing so is the understanding of the physical developments they undergo during this time. To fully appreciate these developments, educators should consider the benefit of physical activity, as well as the consequences of prolonged inactivity, how a student’s physical development can assist with or hinder their development in other areas, motor development in children and how this is influenced, and finally how to accommodate and support the developments and needs of their students.