Misunderstanding The Meaning of Love

Misconception The Meaning of Love Free Online Research Papers What is love? I'm not catching it's meaning? Today numerous individuals abuse and misconstrue the significance of adoration. It is a word that is tossed around and has next to zero significance for certain individuals any longer. Love is a ground-breaking word that outfits so much feeling that a great many people have never even felt. Love resembles a major warm cover that we can generally run and cuddle up in with no lament of what we have done. It doesn’t dismiss us, yet adores us for what our identity is and doesn’t save a cost for our off-base doings. Like everything in this world, it is two sided; has the two its advantages and fallbacks. The genuine importance of adoration is characterized to such an extent that it appears to be practically difficult to meet and actually really love somebody. The age of today has overlooked the genuine importance of adoration. To begin, we have to characterize what this word is in our way of life today. As per the fourth release of the Webster’s New World College Dictionary, love is, â€Å"a profound and delicate sentiment of warmth for a connection or dedication to a person†¦ a solid preference for or enthusiasm for something†¦ sexual energy, sexual intercourse† (850). So in our own universe of today, we consider love to be a connection, an intrigue, or the demonstration of sex. For some it’s the entirety of the abovementioned, however shouldn't something be said about the individuals who simply consider it to be one of these? There are various definitions inside the word reference for various cases, so is love something very similar? No. Our reality is so degenerate in its reasoning that we can’t even think of a basic definition for something that as people, feel so enthusiastically about. We are confounded to such an extent that we give various cases, or circumstanc es that the word can be, not is, the thing that we are stating. What's more, we wonder why we don’t comprehend certain things any longer. Love is anything but a hard thing to characterize. If one somehow managed to take family for a model, what is love for this situation? Love here is always, difficult, excusing, trusting, reliable, support, accommodating, sacrificial, tests ones patients, and befuddling now and again. What different connections sound like this in our present reality? In the individuals range, what about companions and neighbors and good examples. In the event that we truly set aside the effort to consider it, by this rundown of what love is, we can say that we have an affection for music, or sports, or pets. It is when individuals include what love is acknowledged as that we begin to free sight of the genuine significance. So in the event that we realize what love is, than what is it not? There are a great deal of things that adoration isn't. Love isn't a fascination or invigorate like the hot young lady or fellow you see strolling down the road that you get the â€Å"hots† for. Love isn't sex or an equivalent word for sex as our reality imagines it today. It isn't unkempt guarantees that spouses provide for wives and bad habit a versa. It isn't constrained, nobody can disclose to you whom you love or should cherish. Finally, love isn't handily maddened. To have love for a person or thing, one must have persistence. You can't cherish something and resent it constantly. This goes with each part of ones life. Take music for instance; on the off chance that one is enraged effectively by the trouble of music, than why gotten oneself through distress and hopelessness when everything it does is disappoint. The things that we love as people, we know on the grounds that regardless of what impediments co me in our manner we will give it our best shot to ensure that is living and well. Love is our movement of direction in a great deal of cases throughout our life. By adoration being to some degree a main thrust, love is something other than a feeling. In a mission to discover what others felt about affection as a feeling, a conversation broke out with my flat mate Jacob Montague. â€Å"Love isn't an emotion,† he expressed. â€Å"It is an activity. You can say that you love your mother, however do you truly cherish her on the off chance that you never do what she asks of you?† This likewise goes with the truism, â€Å"actions talk stronger than words.† There are individuals in this world who have an exceptionally difficult time communicating they way they feel to individuals. So it is the seemingly insignificant details in life that truly mean a great deal to them and permit them to communicate how they truly feel. Strolling up and giving embraces, clasping hands, kissing, or things not as physical: opening entryways, assisting with assignments, confiding in others with duty, or leaving little notes of consolation to somebo dy in their post box. Love is as much as an activity as it is a feeling. Be that as it may, what truly is the meaning of affection? How might one pick a flat out definition? If one somehow managed to glance on the planets smash hit book, The Bible, 1 Corinthians 13:1-8 says: On the off chance that I talk in tongues of men and of heavenly attendants, however have not love, I am just a resonating gong of a clanking cymbal. On the off chance that I have the endowment of prediction and can comprehend all secrets and all information, and in the event that I have a confidence that can move mountains, however have not love, I am nothing. On the off chance that I give all I have to poor people and give up my body to the blazes however have not love, I gain nothing. Love shows restraint, love is thoughtful. It doesn't begrudge, it doesn't brag, it isn't pleased. It isn't impolite, it isn't greedy, it isn't effectively infuriated, it keeps no record of wrongs. Love doesn't savor the experience of malice yet cheers with reality. It generally ensures, consistently trusts, consistently trusts, consistently preservers. What ground-breaking useful tidbits. Despite the fact that this is the Christian meaning of the affection given by God, who can contend with these focuses? This is an exceptionally exclusive expectation for somebody to satisfy, yet the compensations of this sort of affection are satisfying past your most attractive dreams. For this situation of affection, love resembles a major warm cover that we can generally run and cuddle up in with no lament of what we have done. It doesn’t dismiss us, yet cherishes us for what our identity is and doesn’t save a cost for our off-base doings. To cherish somebody in this sense, how might one be able to ever battle or be unsatisfied with somebody? We are for the most part individuals and are inclined to commit errors. On the off chance that one doesn’t have faith in transgression, they put stock in great and shrewdness and bad behaviors. What's more, by really cherishing somebody in this sense and not tracking them, and genuinel y having the option to excuse them in any situation, there wouldn’t be this gibberish of 40-50 percent of all relationships winding up in a separation as per divorcerate.org, and the rate just deteriorates for following relationships after a separation. However, presently the inquiry is what is the contrast between this sort of adoration and genuine importance of affection. The adoration that we have for our life partners, versus our family, versus companions and all that we feel energetically about. Is there a distinction? There is a distinction in the feelings felt for various individuals, similarly as there are various activities that are communicated to show one’s love. For companions, the affection depends on regard and trusting of suppositions and worth frameworks. These are the individuals we like to show our adoration through giving them our time. The affection towards family depends on help, and absolution and trusting of suppositions too. We give them love through help, continually being there for them, the time given, and the conclusions that are given as a guide through life. For adoration towards items and interests, for example, sports and music is the self-delight that is gotten from the achievements that are p icked up from each. Be that as it may, albeit each of these are largely unique with how they are communicated, they all have the equivalent When our age acknowledges what love really is, and not only a lewd fascination, our reality all in all will improve as a spot. At the point when individuals can begin to cherish others instead of just themselves, pardon others for their off-base doings, and acknowledge individuals for who they are then we won’t have issues, for example, war and psychological oppression. Love is the energy to excuse under any situation, the effortlessness to overlook all off-base doings, the penance of oneself for another, and the capacity to be benevolent even with absolute decimation and regret. Could individuals accomplish this affection? The appropriate response is indeed, yet the longing to have it, use it, and become a piece of it is dependent upon each person to settle on that decision. Exploration Papers on Misunderstanding The Meaning of LovePersonal Experience with Teen PregnancyComparison: Letter from Birmingham and CritoHonest Iagos Truth through DeceptionAnalysis Of A Cosmetics AdvertisementWhere Wild and West MeetThe Masque of the Red Death Room meanings19 Century Society: A Deeply Divided EraHip-Hop is ArtThe Project Managment Office SystemThe Fifth Horseman

Computer Networking - Protocol Essay Example | Topics and Well Written Essays - 500 words

PC Networking - Protocol - Essay Example Parcel exchanging can be viewed as favorable since it takes into consideration the grabbing of all information under transmission. Accordingly, information is assembled without thought of its structure, or even the substance of the information. Bundle exchanging likewise takes into consideration the sharing of information systems among different clients. Parcel exchanging can be undermined in light of the fact that it is more slow than different techniques utilized in information transmission. The upside of Frame Relay is that it permits the association between switches, just as Local Area Networks. Edge transfer can be viewed as disadvantageous since there is a ton of blockage between the systems. The utilization of Asynchronous Transfer Mode 2 can be viewed as useful dependent on various favorable circumstances that outcome from its utilization. ATM improves the utilization of mixed media benefits inside a solitary system since it encourages the transmission of video and voice simu ltaneously. ATM can likewise be viewed as valuable since it permits simplicity of association between Wide Area Networks and Local Area Networks (White, 20130. The essential inconvenience of ATM is that it is expensive; all things considered, it carries with it money related difficulties to an association. There is likewise a need to put in new programming and equipment to serve new clients. Transmission Control Protocol (TCP) can be viewed as the fundamental language utilized in web correspondence. The essential bit of leeway of TCP is that it considers simplicity of correspondence between servers in a PC arrange. TCP likewise considers the resending of information parcels that might be lost during the transmission of information. Moreover, there is structure in the sending and accepting of information when TCP is utilized. The principle detriment that can be ascribed to this method of information transmission is that moderate transmission might be experienced (White, 2013). There are huge conventions in both bundle exchanging and circuit exchanging. In parcel exchanging, there is

Fall Formal

Fall Formal One of the most common misconceptions about MIT is that the Institute is all about working hard, finishing problem sets, writing code, curing cancer, and otherwise having no fun at all. I know this is a common misconception not only because of all the prospectives students Ive talked to about MITs supposed lack of fun, but also because I used to think the same thing. Fortunately for all of us, MIT has a remarkably strong social life and (dare I say it on the MITblogs) party scene. If youre done with your problem sets for the week (or even if you arent) and are looking for something to do, you virtually guaranteed to find something going on. As has been said before, MIT definitely does know how to party. Just maybe not the same way that anyone else parties. Of course, not every party at MIT is as strangely awesome as, for example, Fifth Easts Reawakening. Last Saturday, my fraternity, Phi Kappa Sigma, hosted our annual Fall Formal, which is pretty much exactly what it sounds like: a chance for the Skullhouse brothers and pledges to invite friends over to our house for a classy dinner, some dancing, and an all-around good time. Although most of the coordinating for our parties is done by our social chairs, the rest of the house always pitches in to set things up and ensure the party goes smoothly. Because we have four formals each year, weve set things up so that each class works one of the formals and puts in most of the manpower for actually running things during the party. As per tradition, the sophomores work the Fall Formal, which meant that some of us worked in the kitchen helping our (amazing) house chef, and some of us worked in the dining room being waiters. I wanted to dress up, so I asked to be a waiter. :) Although most of the guys wore dress shirts and maybe a suit jacket, I felt like trying something a little more original. Heres what I wore (posing with Emily 10): Anyhow, we started off the evening with delicious hors doeuvres in our chapter room, ranging from little spinach rolls to cheese and crackers to mini-hot dogs. I didnt take any photos of the food, so youll just have to take my word that (a) it was delicious and (b) I was an excellent waiter and got many compliments on my choice of attire. :) I did, however, take photos of all the happy couples enjoying the food. Clark 12 and Kate 12. Mitch 10 and Lauren 10. Yazan 12 and Viral 12. Claire (BU 12) and Dan 12. I convinced Dan to let me steal Claire long enough to take a photo and then I stole Dan from Claire. Because I could. After the appetizers, we moved into the dining room, where things really began to get busy for me and my fellow waiters. We spent the next hour almost continually bringing up food from the kitchen (in the basement) up to the first floor. Since we were serving a three-course dinner to about thirty people, you can imagine how much running up and down this involved. :) That said, the dinner was absolutely delicious and went pretty much flawlessly. Things started off with a simple caesar salad appetizer. For the entree, our chef Gerry cooked up a delicious chicken marsala, complete with mashed potatoes and green beans. Finally, dessert was extremely scrumptious cream pie (chocolate, strawberry, or vanilla). After dinner, we had a dance instructor come and teach everyone how to do a little swing. I, meanwhile, took advantage of the opportunity to take more photos. Mitch 11 and Hilda 11. Dan 09 and Tammy (Wellesley 08). Kathleen 10 and Brent 10. Becca 11 and (my roommate) Cody 10. Jackie 09 and Trip 09. Louis 09 and Michelle (BU 09). Finally, after learning how to swing, the party moved back upstairs to engage in a more traditional dance party. Some our new pledges dance together. Katie 12 dances with her date, Ben 12. Just another great way to spend a Saturday evening at MIT! Fall Formal One of the most common misconceptions about MIT is that the Institute is all about working hard, finishing problem sets, writing code, curing cancer, and otherwise having no fun at all. I know this is a common misconception not only because of all the prospectives students Ive talked to about MITs supposed lack of fun, but also because I used to think the same thing. Fortunately for all of us, MIT has a remarkably strong social life and (dare I say it on the MITblogs) party scene. If youre done with your problem sets for the week (or even if you arent) and are looking for something to do, you virtually guaranteed to find something going on. As has been said before, MIT definitely does know how to party. Just maybe not the same way that anyone else parties. Of course, not every party at MIT is as strangely awesome as, for example, Fifth Easts Reawakening. Last Saturday, my fraternity, Phi Kappa Sigma, hosted our annual Fall Formal, which is pretty much exactly what it sounds like: a chance for the Skullhouse brothers and pledges to invite friends over to our house for a classy dinner, some dancing, and an all-around good time. Although most of the coordinating for our parties is done by our social chairs, the rest of the house always pitches in to set things up and ensure the party goes smoothly. Because we have four formals each year, weve set things up so that each class works one of the formals and puts in most of the manpower for actually running things during the party. As per tradition, the sophomores work the Fall Formal, which meant that some of us worked in the kitchen helping our (amazing) house chef, and some of us worked in the dining room being waiters. I wanted to dress up, so I asked to be a waiter. :) Although most of the guys wore dress shirts and maybe a suit jacket, I felt like trying something a little more original. Heres what I wore (posing with Emily 10): Anyhow, we started off the evening with delicious hors doeuvres in our chapter room, ranging from little spinach rolls to cheese and crackers to mini-hot dogs. I didnt take any photos of the food, so youll just have to take my word that (a) it was delicious and (b) I was an excellent waiter and got many compliments on my choice of attire. :) I did, however, take photos of all the happy couples enjoying the food. Clark 12 and Kate 12. Mitch 10 and Lauren 10. Yazan 12 and Viral 12. Claire (BU 12) and Dan 12. I convinced Dan to let me steal Claire long enough to take a photo and then I stole Dan from Claire. Because I could. After the appetizers, we moved into the dining room, where things really began to get busy for me and my fellow waiters. We spent the next hour almost continually bringing up food from the kitchen (in the basement) up to the first floor. Since we were serving a three-course dinner to about thirty people, you can imagine how much running up and down this involved. :) That said, the dinner was absolutely delicious and went pretty much flawlessly. Things started off with a simple caesar salad appetizer. For the entree, our chef Gerry cooked up a delicious chicken marsala, complete with mashed potatoes and green beans. Finally, dessert was extremely scrumptious cream pie (chocolate, strawberry, or vanilla). After dinner, we had a dance instructor come and teach everyone how to do a little swing. I, meanwhile, took advantage of the opportunity to take more photos. Mitch 11 and Hilda 11. Dan 09 and Tammy (Wellesley 08). Kathleen 10 and Brent 10. Becca 11 and (my roommate) Cody 10. Jackie 09 and Trip 09. Louis 09 and Michelle (BU 09). Finally, after learning how to swing, the party moved back upstairs to engage in a more traditional dance party. Some our new pledges dance together. Katie 12 dances with her date, Ben 12. Just another great way to spend a Saturday evening at MIT! Fall Formal One of the most common misconceptions about MIT is that the Institute is all about working hard, finishing problem sets, writing code, curing cancer, and otherwise having no fun at all. I know this is a common misconception not only because of all the prospectives students Ive talked to about MITs supposed lack of fun, but also because I used to think the same thing. Fortunately for all of us, MIT has a remarkably strong social life and (dare I say it on the MITblogs) party scene. If youre done with your problem sets for the week (or even if you arent) and are looking for something to do, you virtually guaranteed to find something going on. As has been said before, MIT definitely does know how to party. Just maybe not the same way that anyone else parties. Of course, not every party at MIT is as strangely awesome as, for example, Fifth Easts Reawakening. Last Saturday, my fraternity, Phi Kappa Sigma, hosted our annual Fall Formal, which is pretty much exactly what it sounds like: a chance for the Skullhouse brothers and pledges to invite friends over to our house for a classy dinner, some dancing, and an all-around good time. Although most of the coordinating for our parties is done by our social chairs, the rest of the house always pitches in to set things up and ensure the party goes smoothly. Because we have four formals each year, weve set things up so that each class works one of the formals and puts in most of the manpower for actually running things during the party. As per tradition, the sophomores work the Fall Formal, which meant that some of us worked in the kitchen helping our (amazing) house chef, and some of us worked in the dining room being waiters. I wanted to dress up, so I asked to be a waiter. :) Although most of the guys wore dress shirts and maybe a suit jacket, I felt like trying something a little more original. Heres what I wore (posing with Emily 10): Anyhow, we started off the evening with delicious hors doeuvres in our chapter room, ranging from little spinach rolls to cheese and crackers to mini-hot dogs. I didnt take any photos of the food, so youll just have to take my word that (a) it was delicious and (b) I was an excellent waiter and got many compliments on my choice of attire. :) I did, however, take photos of all the happy couples enjoying the food. Clark 12 and Kate 12. Mitch 10 and Lauren 10. Yazan 12 and Viral 12. Claire (BU 12) and Dan 12. I convinced Dan to let me steal Claire long enough to take a photo and then I stole Dan from Claire. Because I could. After the appetizers, we moved into the dining room, where things really began to get busy for me and my fellow waiters. We spent the next hour almost continually bringing up food from the kitchen (in the basement) up to the first floor. Since we were serving a three-course dinner to about thirty people, you can imagine how much running up and down this involved. :) That said, the dinner was absolutely delicious and went pretty much flawlessly. Things started off with a simple caesar salad appetizer. For the entree, our chef Gerry cooked up a delicious chicken marsala, complete with mashed potatoes and green beans. Finally, dessert was extremely scrumptious cream pie (chocolate, strawberry, or vanilla). After dinner, we had a dance instructor come and teach everyone how to do a little swing. I, meanwhile, took advantage of the opportunity to take more photos. Mitch 11 and Hilda 11. Dan 09 and Tammy (Wellesley 08). Kathleen 10 and Brent 10. Becca 11 and (my roommate) Cody 10. Jackie 09 and Trip 09. Louis 09 and Michelle (BU 09). Finally, after learning how to swing, the party moved back upstairs to engage in a more traditional dance party. Some our new pledges dance together. Katie 12 dances with her date, Ben 12. Just another great way to spend a Saturday evening at MIT! Fall Formal One of the most common misconceptions about MIT is that the Institute is all about working hard, finishing problem sets, writing code, curing cancer, and otherwise having no fun at all. I know this is a common misconception not only because of all the prospectives students Ive talked to about MITs supposed lack of fun, but also because I used to think the same thing. Fortunately for all of us, MIT has a remarkably strong social life and (dare I say it on the MITblogs) party scene. If youre done with your problem sets for the week (or even if you arent) and are looking for something to do, you virtually guaranteed to find something going on. As has been said before, MIT definitely does know how to party. Just maybe not the same way that anyone else parties. Of course, not every party at MIT is as strangely awesome as, for example, Fifth Easts Reawakening. Last Saturday, my fraternity, Phi Kappa Sigma, hosted our annual Fall Formal, which is pretty much exactly what it sounds like: a chance for the Skullhouse brothers and pledges to invite friends over to our house for a classy dinner, some dancing, and an all-around good time. Although most of the coordinating for our parties is done by our social chairs, the rest of the house always pitches in to set things up and ensure the party goes smoothly. Because we have four formals each year, weve set things up so that each class works one of the formals and puts in most of the manpower for actually running things during the party. As per tradition, the sophomores work the Fall Formal, which meant that some of us worked in the kitchen helping our (amazing) house chef, and some of us worked in the dining room being waiters. I wanted to dress up, so I asked to be a waiter. :) Although most of the guys wore dress shirts and maybe a suit jacket, I felt like trying something a little more original. Heres what I wore (posing with Emily 10): Anyhow, we started off the evening with delicious hors doeuvres in our chapter room, ranging from little spinach rolls to cheese and crackers to mini-hot dogs. I didnt take any photos of the food, so youll just have to take my word that (a) it was delicious and (b) I was an excellent waiter and got many compliments on my choice of attire. :) I did, however, take photos of all the happy couples enjoying the food. Clark 12 and Kate 12. Mitch 10 and Lauren 10. Yazan 12 and Viral 12. Claire (BU 12) and Dan 12. I convinced Dan to let me steal Claire long enough to take a photo and then I stole Dan from Claire. Because I could. After the appetizers, we moved into the dining room, where things really began to get busy for me and my fellow waiters. We spent the next hour almost continually bringing up food from the kitchen (in the basement) up to the first floor. Since we were serving a three-course dinner to about thirty people, you can imagine how much running up and down this involved. :) That said, the dinner was absolutely delicious and went pretty much flawlessly. Things started off with a simple caesar salad appetizer. For the entree, our chef Gerry cooked up a delicious chicken marsala, complete with mashed potatoes and green beans. Finally, dessert was extremely scrumptious cream pie (chocolate, strawberry, or vanilla). After dinner, we had a dance instructor come and teach everyone how to do a little swing. I, meanwhile, took advantage of the opportunity to take more photos. Mitch 11 and Hilda 11. Dan 09 and Tammy (Wellesley 08). Kathleen 10 and Brent 10. Becca 11 and (my roommate) Cody 10. Jackie 09 and Trip 09. Louis 09 and Michelle (BU 09). Finally, after learning how to swing, the party moved back upstairs to engage in a more traditional dance party. Some our new pledges dance together. Katie 12 dances with her date, Ben 12. Just another great way to spend a Saturday evening at MIT!

The Identification Of The Vulnerable Population - 1311 Words

The identification of the vulnerable population In today’s society you will look around and see that elderly single woman is not being represented much at all and all you see is that mainstream is getting younger every day. You can’t turn on your television without seeing young programming that doesn’t cater to an older demographic especially older woman. It is growing problem among elderly single woman with depression. In The Guardian it states, â€Å"Some mental health experts argue that women are unhappier now than they used to be because their expectation are too high. They fail to achieve eternal youth and beauty, but we are forced to live in a consumer culture that celebrates youth.† â€Å"Depressive symptoms are usually under-detected and†¦show more content†¦In general, means for the bereaved group were not in ranges consistent with the presence of serious psychopathology. Women in both groups reported greater distress than men, and significant sex-by-bereavement-status interactions on mental health measures were not observed. Who is the most vulnerable? According to the author, Depressive symptoms have been found to be common in older women. Several studies have demonstrated that various factors are associated with depressive symptoms in older adults , including advanced age (Demura Sato, 2003; Reid Planas, 2002), loss of spouse (MechakraTahiri et al., 2010; Nahcivan Demirezen, 2005; Schulman et al., 2002), lower level of self-rated health status (Blay, Andreoli, Fillenbaum, Gastal2007; Demura Sato, 2003; Reid Planas, 2002), and poorer physical health (Blay et al., 2007; Lai 2004). How does the bioecological model inform your understanding of the vulnerabilities of my population? Microsystem The microsystem is the system closer to the person and the one in which they have direct contact. Some examples would be home, school, daycare, or work. A microsystem typically includes family, peers, or caregivers. Relationships in a microsystem are bi-directional. In other words, yourShow MoreRelatedHuman Exploitation And Exploitation Of The United States, Canada, And Western Europe1702 Words   |  7 Pages Mexico is a Tier 2 source, transit, and destination country. It’s primary forms of trafficking are sexual exploitation and forced labor. Men, women, and children are trafficked, but the most vulnerable populations are indigenous peoples, migrants, mentally and physically disables, and LGBT individuals. Victims are forced into labor in the agriculture, domestic, manufacturing, food processing, construction, begging, and street vending services. Many victims are lured by fraudulent recruiters, possibilityRead MoreEssay On Emerald Ash Borer845 Words   |  4 Pagesash tre e density per hectare is also only about 13% in comparison to the average overall tree density per hectare. The average ash density found was about 105 trees per hectare. As a comparison in the United States the state with the largest ash population is Illinois which has a large amount of canopy cover on developed land, 47,460 hectares, and high ash density 289 trees per hectare cover (Kovacs, Haight, McCullough, Mercader, Siegert, Liebhold, 2010). The impact of emerald ash borers (EAB) mayRead MoreThe Gretest Poverty of All: Bieng Unwanted, Unloved and Uncared For 1042 Words   |  5 Pageshungry, naked and homeless. The poverty of being unwanted, unloved and uncared for is the greatest poverty.† (Mother Teresa) South Africa’s poverty affects the country in numerous ways; however and the most vulnerable margin in the country is the most effected. Children are the most vulnerable aspect in any country, as they are still developing, and don’t have the resources to be independent; they are also only able to take what they are given without being able to change or produce anything. 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The ageism of the population and the increase in the number of older adults, along with healthcare advances that provide better and longer quality of life, has encourage changes in sexuality amongst older adults. This increase has prompted healthcare workers to familiarize themselves with the sexuality of older adults. In this report, I plan to discuss the significance of this topic,Read MoreNur 405 Healthy Communitites Windshield Reflection951 Words   |  4 Pagestown, or neighborhood)† (Community, n.d). To most people, community is the area and people that surround the place they live and/or work. Community health is defined by Stanhope and Lancaster (2014) as â€Å"the meeting of collective needs through identification of problems and management of behaviors within the community itself and between the community and the larger society.† Community as client refers to the fact that the patient themselves is not always the only client. 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The Theme of Darkness in Conrads Heart of Darkness Essay

The Theme of Darkness in Conrads Heart of Darkness Works Cited Not Included It has been said that although Conrad may not have been the greatest novelist, he was certainly the greatest artist every to write a novel;. I feel that this is an apt description of Conrads writing style in Heart of Darkness (1902), as he paints many verbal pictures by using expressive words and many figurative descriptions of places and people. An extensive use of words relating to colour, is evident throughout the novella. The idea of darkness (and light) is emphasized from the title of the novella, and continues to play an important role throughout in the story . My opinion is that Conrad felt that using darkness; as a recurring theme throughout†¦show more content†¦which mostly means taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it to much;, thereby condemning imperialism. He also invokes our sympathies in the black shadows of disease and starvation; and his descriptions of the senseless violence which he witnesses. I also do not agree with another of the common interpretations which explains that Colonialism is and spreads the darkness. This notion is supported by an idea previously stated and explained ? that Conrad criticises colonialism and imperialism. However, when thinking back on when he went to France to sign up for the trip, Marlowe says that the women at the reception area were guarding the door of Darkness;. This suggests that only once one had travelled through this door would one be exposed to the darkness. Therefore, the darkness is something foreign. Also, there are references to the darkness of London once Marlowe returns from Africa, which leads me to think that the darkness is more like a feeling or emotion which overtakes people once they have had a certain experience than a concept such as colonisation. In the story of creation, dark was present in the world before light was created. Therefore, my view is that in Heart of Darkness, darkness represents the base, elemental nature of the world, while light is what was created by man to cover this. The darkness is the true nature of the world, whileShow MoreRelated Theme of Colonialism and Imperialism in Conrads Heart of Darkness1008 Words   |  5 PagesThe Theme of Imperialism in Heart of Darkness       Of the themes in Conrads Heart of Darkness, imperialism and colonialism are probably the most important. While Heart of Darkness is actually set on the Thames River, the events Marlow describes are set on the Congo River. The Congo is the river that brought about the partition of Africa that occurred from 1880 to 1890 (McLynn 13). This event marked the beginning of the colonization of Africa. 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India and Pakistan Most Different Systems Free Essays

It is a cardinal truth that one of the most important factors in the political environment of the Asiatic region is the relationship between India and Pakistan. The system analysis with regard to India and Pakistan is a most interesting affair for an obvious reason. It shows how a people who had lived together for centuries can drift apart on communal question. We will write a custom essay sample on India and Pakistan: Most Different Systems or any similar topic only for you Order Now Not only that, it also shows that due to differences in political culture the two states have, in spite of an equal start, chosen two divergent ways. As such, their fundamental differences have become clearly visible and practically speaking, it is very difficult, if not impossible to bridge the gulf. Particularly, their conflict has, in the meanwhile, turned this Asiatic region into a storm centre which may at any time trigger off a nuclear holocaust. Above all, this political tension has merged with global politics and, hence, the problem has become more acute. Before August 15, 1947, India was a unified state. The two dominions – India and Pakistan – came into being as separate states on that very day as a result of communal frenzy and blood-strained riots. It is a significant fact that the British rule was introduced in India by overthrowing the Muslim rulers and, hence, the Muslim community had a bitter hatred of the British. This hatred soon turned into an enmity with the western culture as well as their science and literature. But the Hindus accepted English and, thus, soon they were acquainted with the western culture and their thoughts – specially the concepts of liberty. As such, political consciousness grew up rapidly and in 1885, the Congress came into being as a national organization for political agitation. Though it was a secular entity and many Muslims joined it with a genuine eagerness, some Muslim leaders dubbed it as a Hindu organization and Sayid Ahmed, in particular, taught the Muslims that their interests were different and even at cross purposes. Thus, a counter movement came to the fore, swearing loyalty to the British. â€Å"The British also pulled strings behind the scene† (De, 103). In this way, the British authorities pursued the ‘Divide and Rule’ policy for its own interests and, thus, the gulf began to enlarge. With the British encouragement, the Muslim League was formed in 1906 for acting as a counterpoise for the Congress. Lord Dufferin, the Viceroy, once observed that ‘fifty millions of men were themselves a nation and a very powerful nation’. Similarly, Lord Salisbury, the Secretary of state for India announced that ‘it would be impossible for England to hand over the Indian Muslims to the tender mercies of hostile majority’. The British government was, thus, sowing the seeds of Pakistan more than half a century before it was actually born (Chopra, 16). But the elections of 1937 under the government of India Act hastened the crisis. While the Congress captured power in eight provinces, the league was totally disillusioned. The poor election results convinced Jinnah, the League-leader, that the only way to counteract the Congress was to inflame communal feelings among the Muslims (Sen, 263). Soon, in 1940, the League passed the Pakistan resolution for a separate state (Moon, 41). The rift soon reached the boiling point. The differences bitterly came up during the Cripps Mission and Cabinet Mission. Jinnah called for the ‘Direct Action Day’ on 16th August 1946 which resulted in a terrible blood bath. Soon an interim cabinet was formed – but it was torpedoed by the League Ministers (Bose, 135). It was, thus, realized that the two communities would not be able to live together – on August 15, 1947, two Dominions came up after a partition. Basic Differences Though both India and Pakistan had an equal start, the differences have become discernible which are discussed hereunder as follows: Political: Constitutional India has adopted a democratic system in which the actual power resides on the people. The central and provincial cabinets are, under Art 75 (2) and   Art 164 (1), responsible to the Lok Sabha and local Assembly respectively, which are composed by popular election. Moreover, Art 326 has granted the right to vote to each person irrespective of class, creed, religion etc. after reaching the age of 18. Thus, this is a dynamic representative democracy (Basu, 23). However, soon after the birth of Pakistan, it came under military dictatorship. Though on occasions, civil governments came to power, it is primarily a military system virtually from 1969 (Agarwal, 422). Foreign Policy: India has adopted the principal of non-alignment in its foreign policy when in the post war period most of the states joined either of the two power blocs, India, along with a few other nations, adopted the policy of equidistance from them. It means the independence of action. India’s foreign policy does not allow herself to follow a previously defined path. This independence of action enables India to judge each issue in its own merits and without any prejudice (Keswani, 512). But, in order to enlist American support on the Kashmir issue, Pakistan, soon after its birth, joined the American bloc. Pakistan sought artificial strength by her alliance with America and through SEATO and the Baghdad pact (Khanna, 78). But, curiously, after the Sino-Indian war of 1962 (when America came forward with its men, machines and money to save India from a probable Chinese destruction), Pakistan entered into a friendly treaty with China, a stalwart of communist camp. It means, unmistakably, that Pakistan has no consistency in its foreign policy. Most surprisingly, while Pakistan resorted to a friendly relation with America, it is also maintaining (at least reportedly) a positive relation with the Middle Eastern states – some of whom are even arch rivals of the United Sates. Its main consideration is enmity with India. Party System India had, initially, a ‘one party dominant system’ (Morris-Jones, 215). However, with its gradual eclipse, coalition politics has spread over the country. It obviously implies some alliances and compromises among the leaders of various parties for directing the political affairs. But, Pakistan is dominated not by the political leaders, but by the military Generals. One General has captured power by removing another through military coup. Thus, politics has been dominated there by militarism and an understanding between the Government and the Opposition has been a rare affair. Religious India has accepted the principle of secularism which implies governmental impartiality in religious affairs. Its Preamble has granted ‘liberty of thoughts, expressions, faith, beliefs and worship’. Moreover, Articles 25, 26, 27 and 28 have been the sheet anchor secularism (Johari, 394). Above all, by the 42nd amendment of 1976, it has inserted the term ‘Secular’ in the Preamble. Thus, religious tolerance is the basic feature of the Indian system. But, Pakistan is an Islamic country which has accepted Islam as the state religion. However, on the morning of July 13, 1947, Jinnah declared Minorities, to whichever community they may belong, will be safeguarded. Their religion, or faith or belief will be protected in every way possible. Their life and property will be secure. There will be no interference of any kind with their freedom of worship. They will have their protection with regard to their religion, their faith, their life, their property, and their culture. They will be, in all respects, citizens of Pakistan without any distinction of caste or color, religion or creed. (qtd. in Kauba 89) However, being a typical Islamic state, Pakistan accepted Islam as the state-religion and, in most cases, knows no tolerance of other faiths. The laws are based on ‘Sheriyat’ which is claimed to be derived from the sacred Quran. In such states, ‘Ulemas’ and ‘Imams’ guide the social and religious life and a sharp discrimination exists between the Muslims and the other subjects living within the state. People belonging to other creeds such as the Christians, the Buddhists, and the Hindus etc. are looked down upon and seldom treated with dignity and honor. The public sectors hardly tolerate any of these creeds at higher designation in the organizational hierarchy. Moreover, the educational syllabus is over burdened with religious lessons instead of practical industrial requirements. Economic Economic systems of the two countries are quite different. India adopted a unique blend of the ideals of socialistic and capitalistic economies. Since the early 1950s it has been proceeding towards economies of development through Five Year Plans (Bhattacharya, 1). It is thus a planned economy with big private sectors. Since its globalization and liberalization policies of 1992, giant multinationals throughout the world has shown serious interest on the Indian market. Resultantly, India has emerged as the fastest growing and the fourth largest economy of the world (Paul, 215). However, Pakistan has adopted purely a capitalistic economy where planning has no place at all. Due to its religious intolerance, political disorders, and dictatorial environment the foreign companies are often too much hesitant to invest in that market. Natural Resources India is much richer in natural resources. It has a vast territory where different types of agricultural crops are produced and mineral resources are harvested. In comparison, Pakistan is surly poor. Rice and wheat are the main crops. It has some mineral wealth, textiles, jute and tea – (Clement, 64). Some Problems Problems Both India and Pakistan are disturbed by some acute problem. After the gradual erosion of the Congress, a multi – party chaos has gripped India and it has evoked political atmosphere. There are nearly 350 political parties and most of them are leased upon narrow opportunism. Naturally, the task of nation-building has been cast down by such trifling conflicts. Economically also, India is facing a crisis. In spite of planned endeavor for five decades, a gross disparity of income and wealth has been. Communalism is also a formidable problem. Hindu-Muslim conflict has become a common affair and there may be riots just for anything or nothing (Das, 400) In foreign affairs too, some problems seem to be insoluble. With America and China, two super-powers, its relationship is less than normal. Pakistan, its neighbor, is the worst enemy and, Bangladesh, for which it fought in 1971, has drifted far away. Pakistan is, similarly, disturbed with some crucial problems. The conflict between the Siyas and Sunnis often result in severe blow-birth. Moreover, some political parties often agitate against the autocratic Government and it ultimately results in awful bloodshed. But, above all, while there is a large-scale poverty, a considerable part of the national income is to be diverted to the war-preparation. In fact, the Government has to encourage a frenzied bellicosity in its relations with India in order to mobilize public support. In 1949, Pakistan was pushed back in Kashmir and in 1951, 1965 and 1971 it suffered a terrible defeat by India. So the Pak-rulers have been forced to adopt a war-economy, though the national poverty badly needs a peace-time growth-program. Nuclear Preparation   It is interesting to note that fear of war has compelled both India and Pakistan to enter into a race of armament. Thus, through a prolonged endeavor both of them have now become atomic power. But, it is well known that fear of war increases armament and increase of armament increases the fear of war. In this way, their rivalry has ushered in an era of permanent panic. If a war actually breaks out, it would be profitable to none, because the nuclear bombardment would surely bring about a total catastrophe for not only the belligerents but also for the entire region. For this reason, some sort of understanding is urgently necessary. Of course, Kashmir is the bone of contention between them and none is prepared to give up its claim over this strategic spot. But, unless some compromise is reached, the conflict of Kashmir might one day, obliterate the both of them from the global map. Conclusion But, by any means, they must find out a way towards the lasting peace. It is interesting to note that though Germany was divided into two parts after the Second World War. However, they have, after five decades, merged together. In this sense, India and Pakistan cannot, perhaps in the near future, mingle together in this way. But, for realistic reasons, they must come nearer and build up a workable relationship. Of course, Kashmir has stood up as the stumbling obstacle. But mutual war and conflicts can never bring about a peaceful solution. Only an understanding on the basis of ‘give and take’ policy can solve the problem which has thrice dragged them into armed conflict. Particularly, Pakistan must remember that it has no legal claim over Kashmir. Before the partition of undivided India, the Instrument of Accession offered the Princely states the right to join either of the two Dominions. The king of Kashmir (Hari Sing) duly signed a treaty with India for joining it. (Mahajan, 343). The portion of Kashmir (Pak occupied Kashmir) which is now under Pakistan’s control, was captured only by illegal infiltration by several terrorist groups. Hence, it is beyond any iota of doubt that history can go a long way in setting the problem to the right perspective. Works Cited Agarwal, R.G. Political Theory, Chandra Books, Allahabad, 1996, 422 Basu, D.D. Introduction to the Constitution of India, Prentice Hall, 1978, 23 Bhattacharya, D.C. India’s Five Year Plans, Joy Library, Calcutta, 1996, 1 Bose, N.S. Indian National Movement, Pharma K.L.M. Pvt. Ltd, 1974, 135 Chauba, K.L. India and Pakistan, Raj Kamal Publications, New Delhi, 1948, 49 Chopra, P.N. India’s Struggle for Freedom, Publications Division, 1984, 16 Das, H.H. India: Democratic Government and Politics, Himalaya Publications, New Delhi, 1991, 400 De, B. Freedom Struggle, Publications Division, New Delhi, 1992, 103 Johari, J.C. Indian Government and Politics, Vishal Publishing House, New Delhi, 394 Kauba, K.L. Inside Pakistan, Raj Kamal Publications, New Delhi, 1948, 89 Keswani, K.B. International Relations, Himalaya Publishing, Mumbai, 1996, 512 Khanna, V.H. Foreign policy of India, Vikas Publishing, Chennai, 1997, 78 Mahajan, V.D. The Constitution of India, Modern Books, New Delhi, 1979, 343 Moon, P. Divide and Quit, Modern Books, Mumbai, 41 Morris-Jones, W.H. Government and Politics of India, B.I. Publications, New Delhi, 1979, 215 Sen, S.N. History of Freedom Movement in India, New Age Publications, 1978, 263 How to cite India and Pakistan: Most Different Systems, Essay examples

Losing The Black Hills Essay Research Paper free essay sample

Losing The Black Hills Essay, Research Paper 10/14/99 Losing the Black Hills In the early 1860s the Oglala Sioux leader Chief Red Cloud fought to maintain the U. S. Army from opening the Bozeman Trail, which led to the Montana gold Fieldss through Sioux runing countries in the Dakota Territory. Between 1866 and 1868 Red Cloud and his Alliess besieged garrisons along the trail until in 1868 the U.S. authorities agreed to abandon it. Red Cloud signed the 1868 Treaty of Fort Laramie Wyoming on April 29, 1869. The U. S. authorities agreed to shut the Bozeman Trail, and in the pact included a proviso that assured Sioux ownership of the Great Sioux Reservation-more than 60 million estates west of the Missouri River. During the summer of 1874, a military expedition under General George Armstrong Custer confirmed that the Black Hills contained gold. At that clip, the Black Hills were portion of the Great Sioux Reservation. Initially, the federal authorities attempted to maintain eager mineworkers from come ining the part, as it was oblige to make under the footings o f the pact. We will write a custom essay sample on Losing The Black Hills Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By mid-summer 1875, 100s of mineworkers had evaded military patrols to prospect in the Black Hills. In September federal functionaries met humor h Sioux leaders and attempted to buy mining rights, but the U.S. government considered the price to high, and the gold rush began after negotiations with the Sioux collapsed. In October, the federal government withdrew its military forces from the area, giving tacit permission for gold prospectors to enter, and they came by the thousands. The flood of miners into the Black Hills also provoked the Sioux and groups of Cheyenne to attack to prevent the loss of their land. Much of the fighting between the U. S. government and the Native Americans, led by Hunkpapa Sioux Sitting Bull and the Oglala Sioux Crazy Horse, took place outside the area of present-day South Dakota, including the Battle of the Little Bighorn in 1876, in which Sioux and Cheyenne killed Custer and about 260 U. S. soldiers near the Little Bighorn River in what is now Montana. Red Cloud did not support the radical leader Crazy Horse, but he was not willing to sacrifice the Black Hills. Because of superior resources an d weapons, the U.S. Army defeated the Sioux and forced them onto the reservations. Red Cloud was removed as Oglala chief after a dispute with a government agent in 1881, and he spent his last years at Pine Ridge Reservation in South Dakota.

The reasons for following manufacturers and organizational instructions when operating equipment free essay sample

Explain the reasons for following manufacturers and organizational instructions when operating equipmentThe reasons for following manufacturer’s instructions when using office equipment is so that equipment is used in the correct way. If equipment is used properly it reduces the risk of faults, it will also reduce the risk of safety hazards. Organisational instructions are there to ensure equipment is being used appropriately, and only be used when necessary, following these instructions means there is less likely to be problems with equipment. Describe the types of equipment faults likely to be experienced and the correct way of dealing with theseWhen working in an office, many equipment problems are technological faults, such as power shortages, server faults, phone line issues etc. When using the phone system, a type of fault can be we are unable to take calls, call keep being cut off, we are unable to hear/ communicate with the caller. We will write a custom essay sample on The reasons for following manufacturers and organizational instructions when operating equipment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The correct way to deal with this problem would be to log a call with IT so that they can fix the problems. There are ways of preventing problems by having regular checks done on the equipment. There could be a fault. When there are faults with equipment it is best for us to ensure we have saved and work we have stared so it will not be lost if the system goes down. If we are on the phone we need to make sure the first thing we get is the person’s telephone number, so that if the call is ended then we can call the person back. If there is a problem with the computer stem then we will also have to log a call with IT so that it can be fixed.Other problems that can occur can be problems with printers and photocopiers. Some of these problems can be dealt with straight away and will not need assistance, for example, an empty paper tray or paper jams. Other problems may be more complicated and a technician will need to be called in. When fixing problems it is important to use the manufacturer’s instructions, as this will ensure the problem is fixed properly and will stop the risk of causing further faults with the equipment and reduce further faults in the future.Another fault could be running out of equipment, for example, the toner in the printer, paper, folders, etc. A way to prevent this problem is to have regular checks on equipment and stock so that new equipment is ordered before it has run out.

863 WORDS Capital Punishment in Canada 4 SOURCES

863 WORDS Capital Punishment in Canada 4 SOURCES Capital Punishment in CanadaAs violence becomes an increasing concern among Canadians, people are calling for the reinstatement of capital punishment. This controversial issue has been ailing politicians and public morality since its abolition in 1976. As one examines the arguments for and against the reinstatement of capital punishment; examples of modern day cases dealing with capital punishment; and statistics on such cases, one can better appreciate the reasons why this barbaric form of punishment should remain in the past.Unfortunately, like most Americans, many Canadians believe in the barbaric "an eye for an eye" rule of restitution. This belief is the basis for the argument for the reinstatement of the death penalty. Some believe that the death penalty will deter similar crimes from happening, others believe that they would feel safer if a serious offender would be put to eternal rest. Few, suggests that putting these criminals to death would be more economical then putting t hem behind bars.Article 2 of the Charter of Fundamental Rights of ...But all of these people innately believe that "When you take a life, you give up the right to yours." (Why America kills off killers). Beliefs such as these have kept the United States being the only western, first world, industrialized country to retain the cruel and immoral death penalty. This horrific fact puts the United States Government in line with other major human rights offenders such as China, Rwanda, and North Korea (Why America kills off killers).Convicted murderer Henry M. Porter offered this statement on his death bed;"What I want people to know is that they call me a cold-blooded killer. I shot a man who shot me first. The only thing that convicted me is that I'm a Mexican and he was a police officer. From there you call me a cold-blooded murderer. I didn't tie anybody...

Risk Allocation In FIDIC Assignment Example | Topics and Well Written Essays - 2000 words

Risk Allocation In FIDIC - Assignment Example Headquarter of FIDIC is situated in Switzerland, more than sixty countries are the part of FIDIC and it also represents many of the private consulting engineers all over the world. A variety of standard forms are made and published by FIDIC and are regularly updated following of extensive consultation with its international contractors, members, the Bar Institution and with the main international banks as well as the World Bank.3 Discussion At the beginning the standard forms of the FIDIC were aimed for international usage i.e. for those projects in which the client country was looking for contractor’s participation from other countries. Even so in current period the forms of the FIDIC have been used more and more for local contracts in which both contractors and clients are of the same country.4 In 1999, after the development in the industry and following the acknowledgment of irregularity in the previous contract’s standard, the FIDIC developed a new form’s sui t in order to change the active forms. ... The design of these new is to be user friendly with the standard approach and a decrease in the general conditions from over sixty to twenty clauses. In addition to this the Extra forms functioning since 1999 consist of: The Blue Book: these are the contracts for Dragging and Renewal of Works; The Multilateral Development Banks (MDBs) /FIDIC Contract: these are the condition of FIDIC that are integrated in the standard papers of request of MDBs;7 The White Book: this include the form contract of service of Consultant and Client; The Gold Book: this includes the operation, building and designing of the FIDIC tasks.8 To aid in carrying out its establishing aims, the move towards of the FIDIC in order to outline contracts has constantly been supported by its principle. The contracts of FIDIC necessarily furnish a reasonable part of risks among the parties to a contract, additionally that risks must be accepted by the best able party in order to assure them. The uniformity across many fo rms is one of the advantages of utilizing the FIDIC set of contracts. Whilst all contract form is aimed for a dissimilar type of procurement or project strategy, a centre of general clauses is utilized over the entire forms and where probable, the identical definitions and words are utilised. 9This implies that know-how of one type can be utilised on other types in the FIDIC set of contracts. Within the suite of FIDIC the different types of contracts are prepared across the degree of plan responsibility presumed by the contractor and employer. Every contract is termed as a book and a specific colour is assigned to each contract. Understanding the Contract and General Provisions The structure of the

Peer Influence on Individuals Behavior Essay Example | Topics and Well Written Essays - 1500 words

Peer Influence on Individuals Behavior - Essay Example Additionally, studies have indicated that adolescents are more controlled by their peers compared to grown-ups. This increased vulnerability to peer compliance during adolescence has been expressed as an â€Å"emotional way station† that connects the gap between being expressively reliant on parents during babyhood to becoming an expressively independent grown-up (Fadell & Temkow, 2010). Influence from peers and peer choice are corresponding processes that collaborate to generate the adolescent’s social framework. Adolescents obtain friends who are comparable to them and they as well seem to get new friends who are somewhat similar to their old friends. This hemophilic selection process generates stability in the social framework. However, friends might be alike on one trait while being dissimilar on others and are never the same to the adolescent. These disparities generate opportunities for adolescents to influence the behavior of each other. In consequence of this influence, adolescents might alter their approaches or behaviors. Consequently, prospect friendship selection might reflect this change. Thus, the adolescent social framework is best considered as being dynamic where choice and influence collaborate to generate both stability and change for the adolescent (Luo, et al., 2003). Peer groups regularly institute unspecified standards for their members behavior that differentiate them from other peer groups. For instance, most high schools have groups of solemn students, musicians, insurgents, athletes, outsiders and collectively oriented or admired students. These groups form an esteemed chain of command since they have diverse statuses. The well-liked crowd, differentiated by luxurious clothing and striking physical appearance, are frequently the peer groups in the highest class. Adolescent’s confidence can be affected by how they perceive the grade of their individual peer group as compared to other groups. Grown-ups occasionally reproach

Platos View On The Souls

Platos View On The Souls Platos ideas about the soul were revolutionary and extremely advanced for his time, as with most of Platos philosophies, yet on the other hand they appear to be both self-conflicting and flawed. In this essay I will proceed to justify this statement. Plato was a Greek philosopher with many views on life and existence. Platos views on the mind body distinction have been the target of many criticisms since his time. In the republic, he formulated ideas on the allegory of the cave and the theory of the forms. He believed that our existence on earth was merely a shadow of a higher spiritual plane, our bodies just a vessel, or even looked upon as a cage trapping the soul and restricting it from this higher plain.  [1]  Plato was a dualist and so believed that when the material body dies the soul lives on. He believed that we are dual creatures; the soul is distinct from the body and vice versa. The body has extension (it takes up space) and is impermanent: it has a beginning and will have an end. The soul takes up no space and is immortal: it pre-existed our body and will live forever. Plato does not really believe that the soul lives but that there is a part of existence that exists outside time. Platos views, are best described in his analogy allegory of the cave in which it depicts a prisoner that escapes the cave metaphorical for this life- and goes on to discover everything he once believed in was only a fraction of the truth: Platos main philosophy stemmed from the cave and was about knowing the theory of the forms. Here, he thought that the soul is immaterial and is immortal, however the body- being physical- could be doubted as it was part of the empirical world. Plato believed that the soul was immortal; it was in existence before the body and it continues to exist when the body dies. Plato thought this to be true because of his Theory of Forms. Plato thought we had such ideas as a perfect circle, not because we have seen one before or that it had been described to us, but the image was already known to us through the world of Forms. This theory also explained how the soul was generated; the soul already lived a life in the world of forms, a world that cannot be destroyed as the body can be destroyed. Once you die, the soul is free for a short time before being entrapped once again in another body.  [2]  Plato was also a rationalist. He believed that you only have true knowledge and understanding of reality through reason. The physical world is inferior, or course, to the realm of Forms. Any knowledge we have of the physical world is through our senses and is subjective and inexact. Platos idea of the soul is his dualist position, believing that body and soul are fundamentally distinct. His theory on the soul was produced in his book Phaedrus. In it Plato was most concerned with demonstrating the immortality of the soul and its ability to survive bodily death. He proposed the idea that, like Aristotles idea of motion, whatever is the source of its own motion or animation must be immortal.  [3]  Plato was writing at a time in Greek philosophy where popular opinion believed that the soul did not survive death, and that it dispersed into nothing, like breath or smoke. Plato believed that the soul must be immortal by the very nature of being the source of its own animation, for it is only through a psyche that things can be living rather than dead. The souls are both animated and at the same time the source of its own animation. Plato also states that the soul is an intelligible and non-tangible article that cannot be destroyed or dispersed, much like his ideas about forms of non-tangible realities; such as beauty or courage. In a more simplistic sense, the soul is a form and is outside time in that way. The argument from affinity, as Plato posited in Phaedrus, states that because the soul is an invisible and intangible entity, as opposed to a complex and tangible body; the two must be distinct and separate. Plato believed that which is composite must be divisible, sensible and transient; and that which is simple must be invisible, indivisible and immutable.  [4]  Forms bear a resemblance to the simple, immutable entities, such as beauty; however a beautiful painting is transient and palpable. The body shows an affinity to the composite by nature of its mortality and mutability; just as the soul shows a similar affinity to immortality and indivisibleness. To further emphasise the point, Plato writes when the soul investigates by itself it passes into the realm of what is pure, ever existing, immortal and unchanging, and being akin to this, it always stays with it whenever it is by itself and can do so; it ceases to stray and remains in the same state as it is in touch with thing s of the same kind (Phaedo, 79c-d). He argues that just as the bodys prime function is to understand the material and transient world, the functioning of the soul as an entity of rational and self-reflective thought demonstrates its affiliation with a simple and immutable world; showing that the two are distinct. However Plato does not explore the criticisms of this argument that just because an entity portrays an affiliation, does not necessarily require it to be as that which it affiliates. Plato believed that the soul, if it were to be the animator of all living things, must be responsible for a persons mental or psychological activities and responses. For the soul cannot be the reason for life, yet at the same time limited in its influence over the bodies in which it animates. However this provides one of the most serious and potentially defeating criticisms of Platos views on the soul. He fails to address the issue of the interrelationship between body and soul, if they are indeed distinct. He doesnt mention if the soul act as controller of a lifeless body, or is there more to the body than simply the material. Moreover the argument from affiliation would suggest that the body is concerned with the material, composite world whilst the soul is concerned with the invisible and simple world. If this is the case then the soul cannot, following from Platos argument, have any interaction with the material, bodily world; for then it ceases to be simple and immutable. An argument from recollection, which Plato first put forward when discussing his theory of the world of the forms, also serves his theory of the soul. Perfect forms, such as equality, are knowable a priori; we have no need for experience to tell us whether two lines are equal length. We must, therefore, know these things through recollection of these perfect forms. Therefore, the soul must have pre-existed the body to know these facts a priori. Platos argument from opposites was based on his idea that everything in the observable world has an opposite effect. As Plato writes in his work Phaedo; If something smaller comes to be it will come from something larger before, which became smaller (Phaedo, 270d). In other words everything we can know has an opposite; asleep and awake; hot and cold. Similarly they are reversible, just as one goes from a state of sleep to a state of being awake, one can do the opposite. Plato argued that if this were the case, then the same should apply to life and death. Just as one can go from life to death, one must be able to go from death to life; and if this statement is correct, then the soul must survive this transition and as a consequence possess immortality and separation from the body. He believed that animation and life was integral to the very notion of the soul, just like heat is a part of fire; thus it cannot be destroyed and is eternal. A separate argument from his theory of opposites was that of a similar theory of the forms and their opposites. He stated that no entity can consist of contradictory forms, and thus one form must necessarily exist and the other not in any particular entity. The number five cannot possess both the form of even and odd; by adding or subtracting one; the form of odd is displaced by even. Plato wrote: so fire as the cold approaches will either go away or be destroyed; it will never venture to admit coldness and remain what it was, fire and cold The soul must share in the form of life, for we know that those living have a soul. Therefore, it cannot contain the form of death also, for this would be in direct conflict of life. The soul must ontologically necessarily exist, and must therefore be immortal. Contemporary analysis of Platos views on the soul produces many criticisms; there is a clear chronological confusion as his work progresses; with the soul starting as an intelligible and non-tangible item, yet progressing to where the soul becomes a complex tripartite entity that is trapped in the material body, yet still longing to enter the world of the forms. Plato demonstrates a contradictory and muddled thought process that attempts to find resolutions for flaws in his thinking. The idea of an imperfect entity entering the perfect realm of the forms is one such logical fallacy in his argument; and he does this by seeking to find reason and justification for his conclusion, rather than seeking a conclusion based on all of his own logic.

Conflict: Science against Religion Essay

Throughout the ages science and religion have struggled with one another. They both are constantly striving to gain the upper hand against the other. Within this struggle both are trying to assert the fact that their ideas are accurate and how the others ideas are inaccurate. Science yearns to answer the questions of how things happen through the means of solid facts. Religion, on the other hand, seeks to answer the question of why things occur and its thought process is grounded in faith. Some believe that the two views are not in turmoil with one another. This thought process is extremely skewed because these two belief systems contradict one another consistently and believers of each view then struggle to prove their perspective is correct. Science and religion, â€Å"do not have the same viewpoints about the nature of the world or agree about how truth is perceived or confined† (Neese, 2001). These two ideologies are at war with one another. The issues between the two cann ot be overlooked or brushed under the rug because there are too many opposing aspects. Because of this there is no way for these two ideologies to coexist harmoniously. When science and religion have overlapping topics that attempt to answer the same questions, conflict occurs between believers of each theory. A good example of this overlap is the Evolution theory. This theory has caused controversy from its beginnings in history. Evolution, as defined by Webster’s Dictionary, is â€Å"a theory that the various types of animals and plants have their origin in other preexisting types and that the distinguishable differences are due to modifications in successive generations† (Webster, 2012). The placement of this theory in high school text books has been very controversial. Multiple court cases have been fought over the theory of evolution and its existence within public schools’ curriculum. There are cases dating back from 1968 up until present day arguing about whether this theory should be taught to students (Masamura & Mead, 2001). According to religion, God made all things. This is known as creationism. Within the creationism theory there is no margin for compromise. God made man and there is no other explanation in accordance with the creationism theory. The Theory of Evolution contradicts everything that religion is based on. The Bible says that God created the animals but he also created man. The Bible speaks nothing of God creating animals and they evolving into mankind, so the idea that religious parties could agree with the evolutionary theory and accept it is ludicrous. Regardless of whether it is acknowledged or not, science is deeming what religion believes as a lie. There is no way to avoid the turmoil that it causes by attempting to prove that God didn’t make man but instead we evolved from animals. Debates regarding where mankind comes from seems to elevate tempers and leads to arguments. History shows us that people have not agreed upon these two opinions and it has led to judicial action b ecause there could not be an agreement made about the subjects. These are not issues of the past but are still currently raging throughout society even today. It is absurd to think that the theory of creationism and the theory of evolution do not cross over into one another and create conflict. How could two views that are polar opposites possibly be agreed upon? It is a simple answer; they can and will not be agreed upon. Another argument that rages between science and religion is the argument about the approximate age of the Earth. Science believes that the Earth is billions of years old; meanwhile, religious groups believe that the Earth is approximately 10,000 years old. Scientists believe that the earth can be dated back over 4 billion years using a method of Argon-Argon dating (Robins, 2006). On the other hand religious groups use the Bible as a reference to date the earth. Science argues that their method of dating is accurate and they have found fossils that are millions of year old; yet, religion argues that â€Å"The Great Flood† trapped carbon around the fossils and therefore would negate the carbon dating process that is typically used when dating fossils (Fossil, 2011). There are drastic differences between the timeline that science has created and the one religion uses. Science relies on gathering evidence that allows a conclusion to be made about the Earth’s age; meanwhile, religion relies upon the Bible and declares nothing can be questioned because the Bible is absolute. The argument regarding the age of the Earth is definitely a continuing issue. These two viewpoints have no common ground and will continue to conflict one another. The question of why someone is a homosexual has plagued debates for years. This argument is very emotional for a lot of people. Science and religion both have very opposing views of this topic. Some scientists believe that homosexuality is linked to genetics and have been trying to locate the gene that causes someone’s homosexuality (Abrams, 2007). Yet, religious sects believe that homosexuality is a choice. Science is trying to prove that people do not choose to be gay but instead are born with the predisposition to like someone of the same gender. In religious groups this view is widely rejected because the Bible states that homosexuality is wrong, and God would not make someone more prone to â€Å"sin†. The debate regarding the origins of why someone lives the homosexual lifestyle has not fully been pinpointed in science yet but this still doesn’t calm the argument with religious groups. The fight over giving homosexuals the right to legally marry in the U.S. gives us a good example of how heated this debate actually is and how far it is from being resolved. Several states have voted to allow gay marriage while the majority of states still have not latched on to the idea due to religious backgrounds within the communities. Not as widely discussed but still a conflicting issue for science and religion is the iss ue of death. The belief in the hereafter, or lack thereof, is strongly debated among scientists and religious groups. Science does not prove or disprove the existence of anything occurring after death. Some scientists argue that the phenomenon of an out of body experience is simply the result of the brain continuing to work even though the body does not (Fitzpatrick, 2010). This discredits people’s stories of experiencing the hereafter and coming back from it. Religion gives a greater purpose in life and the ultimate goal is to spend eternity in the heavenly realm. By some scientists disregarding the possibility of a hereafter it adds to the tension that already exists between religion and science. Since science leaves for the possibility that nothing exists after we die, it doesn’t support the theory that religion does. In not supporting the idea of something existing after we die, it creates an invisible wall between science and religion and leaves room for argumentative discussions. One of the most overlooked conflicts between science and religion is the separation of the languages. There are multiple theories about how language developed and changed according to s cience. Most scientists will agree that they believe evolution played a large part in the diversity of languages. Science bases the evolution of multiple languages on people slightly changing their current dialect as they migrated to different regions. Many scientists believe that the first language was developed somewhere in Africa (Wade, 2011). Religion seeks a completely different approach to the development of the separate languages. Religion bases the changing of dialects to the event that occurred at the tower of Babel, as recorded by the Bible. The Bible says that people were joining together to build a tower to reach to heaven. God was displeased with this act so he separated the languages so the people could no longer understand one another; thus, stopping their ability to work together to build the tower (Genesis 11, KJV). These two counter ideas both answer the question of how languages evolved but in two extremely different ways. In no way are these two theologies coexisting seei ng that there are no similarities between their theories. People argue about the existing conflict between religion and science. Some argue for the presence of a conflict, while others argue that turmoil simply does not exist between the two. A man by the name of Stephen Jay Gould â€Å"referred to the non-overlapping magisterial of science and religion, with the former describing reality – what is – and the latter dealing with values – how we ought to act† (Fish, 2010). Gould argued in his book, â€Å"Rock of Ages†, â€Å"that science and religion can coexist because they occupy two separate spheres of the human experience. According to Gould, science and God are inherently divided and thus can easily co-exist in the human belief system. Science, he argues, answers questions of fact, while religion covers questions of morality† (Clark, n.d.). Many people have the same viewpoint as Gould or a similar one. This argument suggests that these two ideologies run parallel to one another, therefore there is no possible way for them to conflict. By making this kind of claim it is saying that there is a limit to what science can investigate and theorize about. If science and religion do not overlap as Gould and many others suggest, then it would box these two ideologies in and limit their topics of discussion. In reality, this can never occur. You cannot limit the topics in which both science and religion have opinions about, because this would be the only way for these two to have no overlapping viewpoints. This argument defines science and religion as being two separate entities that do not cross over into one another. This is not reality however. Whether it be creation, sexual preference, death, or the separation of languages; all of these things have obviously been delved into by both science and religion. The argument that these two approaches of doctrine exist parallel is unrealistic. If that were the case then that would mean that no topic discussed by science or religion has ever or will ever be of the same subject. As everyone knows, throughout history science and religion have undoubtedly had discussions about the same subject ma tter; thus, negating the whole basis for Gould’s argument and others who believe as he does. If logic is used and we look at both of these ways of thinking we see the drastic difference in their opinions. This leads to a dialogue about who is right and who is wrong. There is no middle ground with these conflicting views. â€Å"Science is based on verifiable facts, whereas religion rests on faith that is not amendable to verification† (Dias, 2010). These two thought processes show no similarities; therefore, they do not have common ground and cannot agree. The desire for knowledge will always be prevalent in the human race. With this obtained knowledge comes theory and with theory comes disputes. Here stems the disagreements between science and religion. The never ending feud about whose viewpoint is right is raging as strong today as it has been in the past. The conflicts encountered within these two ideologies have no end in the foreseeable future. Their methodologies keep these two polar opposites continually disputing with one another. If there is a way for science and religion to harmoniously exist with one another, society has yet to find it. There are utopian ideas that attempt to reconcile science and religions altercations but no attempt at calming this argument has been successful thus far. Albert Einstein said that â€Å"science without religion is lame; religion without science is blind,† (Neese, 2001). His statement is rather idealistic and unfortunately we do not currently live in a world where this way of thinking is widespread. No matter how good it would be for these two groups to coexist, it will never happen due to their drastically different views. Maybe in time things will progress but as for now the two remain at war with one another. References Abrams, M. (2007). BORN GAY?. Discover, 28: 58-83. Retrieved Friday, August 10, 2012 from EBSCOhost database. Clark, Josh. (n.d.) Can God and Science Co-exist? Retrieved from http://science.howstuff works.com/science-vs-myth/everyday-myths/god-science-co-exist.htm. DIAS, P. (2010). Is Science Very Different from Religion? A Polanyian Perspective. Science & Christian Belief, 22(1), 43-55. â€Å"Evolution†. (2012). In Merriam-Webster.com. Retrieved August 28, 2012, from http://www. merriam-webster.com/dictionary/evolution. Fish, J. M. (2010). Science VS Religion DEBATE. Humanist,70(4), 27-31. Fitzpatrick,L. (2010). Is There Such a Things as Life After Death?. Time. Retrieved from http://www.Time.com. Fossil and Radiosiotope Dating. (2011). Retrieved August 28, 2012, from http://creationscience today.com/28-Carbon-14_Dating.html Helden, A.V. (1995). The Galileo Project. Retrieved from http://galileo.rice.edu/bio/narrative _7.html. Masamura,M. , Mead, L. (2001). Ten Major Court Cases About Evolution and Creationism. Retrieved from http://ncse.com/taking-action/ten-major-court-cases-evolution- Creationism. Neese, L. H. (2001). SCIENCE vs. RELIGION: The Challenge of Interpretation. USA Today Magazine, 130(2674), 70. Robins, M. (2006). How We Know Earth’s Age. Discover, 27(3), 22-23. Retrieved Friday, August 10, 2012 from EBSCOhost database. Wade, N. (2011). Phonetic Clues Hint Language is Africa – Born. New York Times, Retrieved from http://newyorktimes.com.

Partnership with parents Essay

In recent years, an array of legislation and guidance has emerged under the present new Labour government to bring together a co-ordinated framework of services to address the care and educational needs of children. The government has expressed its intention, DfES (1997) and DfES (2003) to place schools at the heart of a new multidisciplinary approach to children’s services with improved communication and consultation between schools, together with other service providers, and parents, as one of its principle aims. Many commentators such as Nind et al (2003); Williams (2004) and Berk (2004) have noted the importance of parents as the prime educators of their children and the issue of establishing successful partnerships between schools and parents has been addressed through a number of different perspectives. It seems that the strategies employed to overcome barriers and build constructive relationships must be situated within a school ethos of genuine inclusion which values parents’ views and contribution which, in turn, can only enhance children’s attitudes to learning. Effective Home-School collaborative education stimulates and imbues children with a positive culture of learning. Brooker (2002) and Mayall (2002) have noted the ways in which children, and parents, are effectively socialised into the pedagogical ethos of their child’s school and suggest that parents’ conformity to this ethos has commonly underpinned many models of parental involvement. As Brooker (2002) argues, an â€Å"open door† policy which ostensibly invites parents in to see classroom practice and consult with staff does not necessarily constitute a climate conducive to genuine collaboration in the educative process. The research presented by Brooker (2002), whilst focusing primarily upon early years learning cultures, has provided some useful insights into the ways schools conceptualise their relationships with families and, conversely, how parents experience schools. She found that, from early on children’s schooling, school staff attitudes towards parents were highly influenced by their own perceptions of the extent to which parents expressed their interest in, and became involved with their children’s education. Brooker (2002) identifies a wide gulf between the beliefs and values of formal educators and what she calls the â€Å"mountain of invisible investment  made by parents†. She cites the work of Vincent (1996), for example, highlighting the negative perceptions of parents by teachers and suggests that, essentially, teachers tend only to welcome the involvement of those parents who do not contest school policies and practices or undermine their authority. In similar vein, Beveridge (2004) asserts that teachers’ attitudes can often be negative and stereotypical regarding parental motivation, competence and skills in the educative domain and furthermore, parents are often aware of this and are adversely affected. She suggests that parents experiences of schools and school staff will inevitably be enhanced when they â€Å"feel respected in their own right as parents, and equally importantly, when they perceive that their child is a positively valued member of the school† (Beveridge, 2004). Congruently the more involved parents are in what goes on in the classroom; the more likely they are to understand the teacher’s goals and practices. Warren and Young (2002) identify five broad areas presenting barriers to forming home-school partnerships. Firstly the ever-changing fluid nature of family demographics impinges on the development of dynamic partnerships. Secondly an entrenched â€Å"school ethos† often creates barriers to effective â€Å"culture-change† and schools are too set in their ways to embrace parental involvement in affairs of curriculum, decision-making and administration. Thirdly, the financial burden of developing partnerships with parents is a strain some schools feel cannot be justified and resources need to be channelled into more pressing areas and some teachers are unable to relinquish any degree of control to parents in the classroom. Fourthly, parents may lack the necessary skills to assist their children’s educational development. Finally, communication is a pivotal building block of home-school partnerships and critics often point to the unequal relationship between schools and families in this area; communication is one-way traffic from the school to the parent and there is not enough thought or dialogue given to the way parents can provide input to the school or children’s learning. The development of partnerships between home and schools with the mutual acknowledgement of the diverse but essential roles of the other is not an easily accomplished task but neither is it an impossible task. School staff attitudes, and indeed school ethos, seem central to the quality of relationships that can be developed with parents (Beveridge, 2004). Research conducted by Bastiani (1992) and Coleman (1998) found that whilst parents commonly expressed their need for information about the progress, attainments and possible difficulties regarding their children’s schooling, they also wanted reassurance that school staff understood their child’s personal and social needs, as well as their academic needs. Beveridge (2004) extends this view and draws from her own research into parents’ views, suggesting that teachers need to acquire the skills to â€Å"elicit and respond to parents’ own in-depth knowledge, perspectives and insights† about their children’s needs. This implies that teachers should be equipped with a high level of sensitivity and interpersonal skill vis-à  -vis the parental perspective so that they may provide honest, clear and accura te information about the learning and behaviour of individual children at school. Hornby et al (1995) and Hornby (2000) reiterate this point and argue for an extension of teachers’ skills to incorporate the principles, drawn from the counselling arena, of active, non-judgemental listening and joint problem-solving techniques. Hornby (2000), for example, calls for â€Å"skilled assertiveness that allows teachers to be both direct and diplomatic in their interactions with parents, and to respond constructively to disagreements and criticisms when these occur†Hornby (2000) argues for a reciprocal, inclusive framework of home-school links within which every family has a place, not just those few whose own culture and practices are in line with those of the school. Parents’ knowledge of their children, together with the contribution they can make to teaching, is seen as strengths universal to all families. Hornby (2000) and Nind et al (2003) argue it should also be recognised, however, that parents have different levels of need in terms of information and support. Beveridge (2004) agrees that parents’ accumulated, in-depth knowledge about their children can greatly enhance teachers’ understandings. In her discussion of parental involvement in the monitoring and assessment of children’s academic progress, Beveridge stresses that teachers need to include areas of comparative strength and ways in which these can be built upon, rather than a sole focus on difficulties and deficits. Whilst Beveridge is primarily discussing those children deemed as having ‘special educational needs’ here, this observation equally well  applies to the assessment of all children’s progress. Although it seems clear that discrepancies inevitably will exist between the views of parents and teachers, a striving for mutual understanding and a greater accentuation on the â €˜positives’ can do much to engender positive attitudes for both parents and children. The current Head Teacher of Sacred Heart Catholic Primary School Mr Mullan stressed the purpose of the home-school partnership in terms of making an agreement between the school, the family and the student which will help parents staff and students to work successfully together and help improve standards of education for pupils. This is done through a variety of ways ranging from regular homework for parents to complete with their children and for pupils with learning difficulties a variety of visual and auditory activities are sent home. Each term targets are set for the pupils and parents are sent copies to help them support learning, an example cited was the suggestion parents allow their children to handle money and pay for the weekly shop to help increase their understanding of money in relation to maths. Pupils also have a home school communication book. The school runs workshops throughout the academic year to help parents participate in their child’s education and have included in the past Sing-along training or Literacy and ICT workshops. The school also places great emphasis on parental help in the education process in the form of parental â€Å"class assistants†. The school takes great pride in the fact several parents have gone on to forge a career as a teacher after starting out as â€Å"class assistants†. The Head Teacher stressed the partnership revolved around good lines of communication between both parties. In the arena of parent/teacher consultations, Bastiani (1992) identified particular pre-requisites for success in ensuring that both parties are heard. Firstly, she suggests that parents must have sufficient information about the nature, purpose and length of the convened meeting and an opportunity to clarify and add items to the agenda. Secondly, a constructive focus needs to be established and decisions on subsequent actions to be taken understood and agreed by all participants. It must be recognised that some parents will require more support in these matters than others.  Finally, as highlighted by DfES (1997), schools need to consider carefully the range of opportunities they can provide for parents to become involved and also the forms of assistance that might be needed to enable parents to participate fully. Tizard et al (1981); Hannon (1985); Mills (1996) and Beveridge (2004) are keen to stress there is much evidence for the effectiveness of well-planned schemes of parental involvement in the teaching of reading. Moreover Mills (1996) highlights the crucial role that parents can play in developing literacy skills with their children, pointing out that the â€Å"one-to-one† relationship is clearly more valuable to the child than the â€Å"30 to one† ratio typical in the average classroom. Mills (1996) suggests that simply sending books home is insufficient but also notes that â€Å"parents may sometimes need support and advice about effective models of hearing their children read†. As Warren and Young (2002) succinctly advocate â€Å"appropriate instructional materials and teaching methodologies should be utilized. Gregory (2000) echoes this view and expresses concerns that traditional schemes may not be suitable for all families. She recommends that schools consider different approaches which might better fit the needs of families. For example, a sole focus on story books might be extended, or replaced, by making use of other kinds of literacy experiences at home and also to include other members of the family and community. The aim here is not simply to follow the school’s approach to literacy, and indeed other curriculum goals and activities, but to build bridges between home and school. Such home-school partnership arrangements may foster literacy acquisition but it has to be noted this makes inherent presuppositions about the abilities of parents from a diversity of backgrounds and cultures to support the literacy development of their children. Not all parents possess the motivation let alone the cognitive ability to enhance the literacy acquisition of their children. Warren and Young (2002) draw attention to the importance parental involvement plays in boosting positive learning attitudes amongst children in Mathematics, Science and Technology because â€Å"academic learning activities  that are completed at home promote the child’s achievement at school† and this further impacts on a positive learning culture as â€Å"parent and child attitudes about school become more positive through academic interactions†. Parents who embrace an unrestrained joy for a particular area of the national curriculum and who transmit such infectious enthusiasm to their children need to be harnessed by schools. This is what Freud (1991) terms â€Å"projection† or the transference of an emotion or character trait onto another person. Parents who project positive learning attitudes onto their children need to be nurtured by schools because they help foster an intrinsic motivation within children to learn for the sheer pleasure of it. Recent government initiatives such as â€Å"Every Child Matters† and â€Å"Higher Standards, Better Schools for All – More Choice for Parents and Pupils† has urged schools to be a more socially cohesive and responsible participant in community relations as well as fostering closer home-school partnerships. Information and Communication Technology (ICT) is at the forefront of facilitating this challenge and connecting home and school through an array of initiatives. Firstly it offers wholesale opportunities for children by providing continuity of learning outside regular school hours and parents provide appropriate mentoring, challenge and support. This presupposes the ICT infrastructure within schools can cope with the rapid growth of collaborative learning and schools need to formulate cohesive and appropriate e-learning strategies. Secondly it empowers parents to support their children’s learning vis-à  -vis responsibility, informed choice and appropriate support. Impact on the engagement of parents can be profound through skilful use of a school’s website or virtual learning environment to suggest how parents can supplement and support the national curriculum. There is the scope for wider engagement as long as ICT is used in a meaningful way. It has benefits for both parents and schools; parental participation will increase if they are given a real voice which in turn provides schools with raw data on how best to serve the interests of its pupils and their parents. Thirdly, the home environment is a hub of learning powered by the dynamics of  the internet and schools can provide valuable advice and guidance to parents on the use of ICT to support pupil learning outside the classroom. Some schools have set up homework clinics and utilize parents as â€Å"on-line experts† to bring together the rich tapestry of ICT and parental resources in educating children. Again this presupposes parents have a tacit and intimate relationship with ICT skills and such skills have to be framed around legitimate data protection issues. Finally, it acts as a focus for a culture of learning within the community as a whole but this almost presents more challenges than rewards. For instance, should the level and location of remote access be fixed or mobile or perhaps a combination of both, what are the logistics of this and what are the financial costs of such access, how can secure and safe access to personal work files be guaranteed, how can genuine collaborative engagement with other learners be rendered, how do parents interpret and respond to the assessment of their children’s e-learning and how and who will provide appropriate parental training to enable them to fully support ICT home-school practice. Nevertheless a modern ICT home-school partnership offers up an abundance of resources outside the remit of traditional teaching methodology and offers substantial potential for fostering positive learning attitudes amongst children. Mills (1996) has recorded that whilst many schools have developed strong home/school links with parents, especially through reading schemes, there has been less success in minority language communities and suggests that â€Å"schools have found that cultural and linguistic differences have created barriers to collaboration† and this has impacted negatively upon children’s academic progress and motivation at school. Similarly, Berk (2004) observes that many ethnic minority parents are uncomfortable about going to school and often â€Å"lack the skills, knowledge and confidence to support their children’s progress in majority culture language work†. Ofsted (2000) claims black and ethnic minority pupils are disadvantaged by an education system that perpetuates inequalities. This then creates a barrier to fostering sufficient levels of parental involvement amongst ethnic minorities. Mills (1996) describes the experiences of Asian parents in Birmingham, most particularly those from Pakistani, Northern India and Bangladeshi cultures. Evidence from initiatives in two Birmingham primary schools to foster home-school links yielded a number of recommendations for schools in minority language communities. These include the development of books and information in a variety of local languages as well as the use of multicultural materials and activities within the school for all pupils to generate an atmosphere of greater understanding and inclusion for all children, regardless of cultural background. Most importantly, as Mills (1996) asserts, parents need to feel positively welcomed by the school through the creation of a genuinely open environment. Berk (2004) underlines this view and suggests that teachers must make extra efforts to integrate â€Å"ethnic minority values and practices into classroom life and regularly contact parents who don’t come to conferences and school events†. Many commentators have situated the notion of partnership between schools, parents and the community within the wider context of school ethos and inclusive practice. Dyson (1997), for example, has observed that many of the educational difficulties experienced by children, such as disaffection, disruption and underachievement are associated with social disadvantage. Croll (2002) underlines this and highlights the clear links, also, between parental socio-economic status and social, emotional and behavioural problems, as well as the learning difficulties which come under the banner of â€Å"special educational needs†. Parents’ experience of high levels of stress, perhaps in poorer, â€Å"run-down† neighbourhoods, can adversely affect not only their interactions with their children but also their dealings with education and related services (Beveridge, 2004). Teachers may hold stereotypical, negative views of such families which impede the quality of home-school relationships. Bastiani (1997) points out the increasing recognition that there is a diversity of successful parenting styles and that teachers can acknowledge this and adopt a more positive approach which builds on parents’ own strategies for raising their children. Ball (1998) and White (1997) have reported on successful Portage schemes for parents of children with learning difficulties involving short-term learning  targets agreed with parents. Beveridge (2004), however, highlights the potential stigmatising effects of these schemes when they are limited to families with children deemed as having ‘special educational needs’ and argues that these specific strategies should be available for all families. The current push for schools to be placed at the centre of the community (DfES, 2003) has been championed by Berk (2004) as a prime opportunity to nurture the collaborative work of teachers, parents and children. She cites Connors and Epstein (1996) who argued that â€Å"when parents are involved in school activities, talk regularly with teachers, monitor their child’s progress and help with homework, children show better academic achievement† (Berk, 2004, p.206). It seems that the strategies adopted by schools to establish strong home/school links must be situated within the wider educational ethos and practice of the school in order to be truly effective. Factors such as co-operative dialogues, joint problem-solving, staff training and support are flagged up as key objectives for the whole school in order to provide â€Å"experiences for children that are as encouraging, enriching and educative as possible†. (Berk, 2004). Within the true spirit of partnership, however, the ethos of the â€Å"learning community† demands that all those involved in this inclusive enterprise of educative enrichment need to play an active role. Thus, as Berk (2004) suggests, parents also have a responsibility to become knowledgeable about what constitutes high quality education and they can then press for better classroom experiences for their children. Teachers and parents, together with children, need to build bridges and it seems crucial that each plays an active role if their strategies are to be truly reciprocal and successful. Further to this the child’s perspective is an integral part of this reciprocity. Children are active social agents and not merely passive recipients of learning processes and they have a â€Å"personal perspective on their own experiences, aspirations and needs which cannot be inferred from having adults speak on their behalf† (Beveridge, 2004). In conclusion, then, primary schools can do much to engender strong home/school links, particularly through the cultivation of more positive and  non-judgemental attitudes towards families, in recognition of the contribution that all families can make towards their children’s education whatever their social and cultural background. As commentators such as Beveridge (2004) and Berk (2004) have highlighted, however, true partnership implies that all those involved, adults and children alike, have a role to play in the development of successful collaborative strategies. In terms of the particular role played by primary schools, it would seem that strategies rooted in a â€Å"whole school† philosophy of genuine inclusion which values and respects the views of parents and children are those which are most likely to make a positive difference in terms of children’s attitudes to learning. Bibliography Ball M. (1998) School Inclusion: the School, the Family and the Community. Joseph Rowntree Foundation, YorkBastiani J. (1992) Working with Parents: a whole school approach. NFER-Nelson, Windsor. Bastiani J.(Ed (1997) Home-School Work in Multicultural Settings. David Fulton, London. Berk L. (2004) Awakening Children’s Minds: How Parents and Teachers can make a difference. Oxford University Press, Oxford. Beveridge S. (2004) Children, Families and Schools: Developing Partnerships for Inclusive Education. RoutledgeFalmer, London. Brooker L. (2002)Starting School – Young Children Learning Cultures. Open University Press, Buckingham. Coleman P. (1998) Parent, Student and Teacher Collaboration: the power of three. Paul Chapman, London. DfES. (2003) Every Child Matters, Green Paper. HMSO, London. Freud S. (1991)The Essentials of Psychoanalysis.Penguin, London. Gregory E (2000) â€Å"Recognising differences: reinterpreting family involvement in early literacy† in Combating Educational Disadvantage: meeting the needs of vulnerable children. Ed Cox T. Falmer Press, London. pp. 45-50. Hannon P. (1995) Literacy, Home and School: research and practice in teaching literacy with parents. Falmer Press, London. Hornby G. (2000) Improving Parental Involvement. Cassell, London. Hornby G, Davis G, Taylor G. (1995) The Special Needs Co-ordinator’s Handbook. Routledge, London. Mayall B. (2002) Towards a Sociology for Childhood. Open University Press, Buckingham. Mills J. (Ed) (1996) Partnership in the Primary School. Routledge, London. Nind M, Rix J, Sheehy K, Simmons K. (Eds) (2003) Inclusive Education: diverse perspectives. David Fulton, London. Ofsted.(2000)Educational Inequality: Mapping Race, Class and Gender. A Synthesis ofResearch Evidence. Ofsted, London. Tizard B, Mortimore J, Burchell B. (1981) Involving Parents in Nursery and Infant Schools: A Source Book for Teachers. Grant McIntyre, London. White M. (1997) â€Å"A Review of the influence and effects of Portage† in Working with Parents of SEN Children after the Code of Practice. Ed Wolfendale S. David Fulton, London. pp. 32-36. JournalsCroll P. (2002)†Social deprivation, school-level achievement and special educational needs†. Educational Research. Vol. 44. pp. 43-53. Dyson A. (1997) â€Å"Social and educational disadvantage: reconnecting special needs education†. British Journal of Special Education. Vol. 24, No. 4. pp. 152-157. Warren E, Young J. (2002)†Parent and School Partnerships in Supporting Literacy and Numeracy†. Asia-Pacific Journal of Teacher Education. Vol. 30, No 3. pp. 217-228. Williams F. (2004)†Commentary on Every Child Matters, DfES Green Paper† Critical Social Policy.Vol.24, No 3. pp 55-66. WebliographyWeb reference 1DfES (1997)www.standards.dfes.gov.uk/parentalinvolvement