An oral Expose, on how does war create peace in The Things They Carried by Tim OBrien.

An oral Expose, on how does war create peace in The Things They Carried by Tim OBrien. How does war creates peace in "The Things They Carried"We are going to have peace even if we have to fight for it. ~Dwight D. EisenhowerThis what Eisenhower believes, this what the government believes, they believe that you have to shed blood to create peace. Everyone understands that there is no war for the sake of peace however there is war for the sake of power and greed. The government always starts to fight or begins any kind of conflict when problems start. War seems to be an easier problem solver than peace. However, how does the government makes his folk fight if war is a contradiction for freedom? The trick is that it says that the war for the sake of peace. In Tim O'Brien's book "The things they carried", which is written about the young soldiers drafted to Vietnam war, creates a peace within, he doesn't write only about the cruelty of war, he also write that they never felt more at peace.Randy BernardTim O'Brien creates peace within his book or war by showing the particula r story of Mary Anne, by using his style in describing that war wasn't only about killing, by showing that those soldiers only feel at peace during the war and by reaching death they also reached eternal peace.The best example of an individual that found peace during the war, during all those fights is Marry Anne. She came to Vietnam as a peaceful girl, she didn't have in mind to fight and she wasn't supposed to, she came to that place of hell for the sake of love for her boyfriend, so they wouldn't be apart anymore. It was evident that when she came there she was sending rays of innocence. "I swear to God, man, she's got on...

Taking Some of the Stress out of Publishing in a Literary Magazine

Taking Some of the Stress out of Publishing in a Literary Magazine Literary magazines have served as gatekeepers for new writers since the first one was published in 1684 (Nouvelles de la rà ©publique des lettres). Some writers, such as T.S. Eliot, were first discovered through publishing in a literary magazine, and most well-known writers have published in them at some point.From webzines to university-funded publications, to The Paris Review- literary magazines have only increased in popularity over the past few decades, especially with the growth of online publishing. As a periodical devoted to literature, literary magazines (also known as literary journals) typically publish essays, poetry, short stories, interviews with authors, letters, literary criticism, book reviews and more.Why writers should publish in literary magazinesAs we mentioned before, many great writers have either gotten their start or increased their publishing opportunities significantly through publishing in literary magazines. Publishing in a literary magazine- especially i f its a well-known one- significantly increases exposure of a writers work and will open up other publishing opportunities, as well. Additionally, many literary magazines offer contests, allowing new or un-agented writers the opportunity to get their work out there and earn credibility in the publishing world at large.First things first: Find the right literary magazineWith a wide scope of literary magazines available, most have a niche market as their readership, and look for a very specific genre or format of writing to include in their publication. That being said, one of the first steps you should take to ensure better odds of getting your writing published in a literary magazine is to find the right one out of the hundreds available. Some cater to very specific crowds (like mothers of young children or green living enthusiasts) while others have wider audiences. Some publish only a few times a year, while others publish quarterly.There are several online resources available to help writers sift through whats available and find the literary magazine(s) that best suits their intended submission. Although its a paid service, DuoTrope is another great resource to help writers find everything from the best literary magazines to publish in for their specific niche or genre to agents interested in potentially representing their work. With this narrowed scope, writers have a much better opportunity of getting published in the literary magazine of their choice.Second: Follow the rules and dont submit blindlyLiterary magazines are generally very good about being specific regarding the exact type of writing they want, how to submit it, and what to expect. Following the publications rules regarding submission plays a big role in increasing the writers chances of getting accepted. Many literary magazines are run as a side project, which means their editors often dont have time to sift through manuscripts that dont follow submission guidelines or dont sync with the pub lications overall feel and purpose.Most respected literary magazines and webzines provide detailed submission guidelines on their website. Some allow email submission of a manuscript while others want a hard copy and SASE (self-addressed return envelope). Some literary magazines will charge a submission fee, as well, so its important to look at all of the submission guidelines before making a choice regarding which ones you want to submit your work to.Next, learn the lingoNext, its important to learn the lingo of the literary magazine market. Here are a few terms you might encounter in your search for the right publication for your work:Simultaneous Submissions†¯Ã¢â‚¬â€œ Simultaneous submissions are when a writer sends out his or her work to several magazines at once. Literary magazine editors will vary in their rules about simultaneous submissions: some will allow it while others are very clear they dont want a writer to do it. There are multiple reasons why an editor might no t want simultaneous submissions, including issues of publishing rights, which well cover later in this article. If submission guidelines advise against simultaneous submissions, dont be tempted to do it anyway. Many editors know other editors within the world of literary magazine publishing, so you dont want to get started on the wrong foot with any of them by not following this request.Withdrawal†¯Ã¢â‚¬â€œ This is the process you will need to go through if simultaneous submissions are acceptable and a literary magazine decides to publish your work. Usually, you can submit withdrawals of your manuscript via email or online, but some literary magazines have more formal ways of doing it. Refer to a magazines submission guidelines for more details about their preferences.Reprints†¯Ã¢â‚¬â€œ While most literary magazines prefer to be the first to publish a particular piece, some will offer publication of reprints, or work that has been previously published elsewhere.First Seria l†¯Rights – First serial rights are the rights held by a publication to publish a piece for the first time. After publication, the writer may then resell the piece to another publication.Non-exclusive / Exclusive Rights †¯Ã¢â‚¬â€œ Non-exclusive rights are rights held by the publisher to publish your work while acknowledging that your work can also be printed elsewhere. Exclusive rights are the opposite, in that the literary magazine or publication owns exclusive rights to your work and it cannot be published anywhere else, including on your author website.Know the slush pile and how to get out of itBrigid Hughes, former Executive Editor of The Paris Review, stated in an interview that the publication receives between 15,000 to 20,000 submissions in a year. Considering these numbers, its important to understand the dreaded literary magazine slush pile and what to expect of it. The slush pile is the pile (whether literal pile of paper or digital pile) of unsolicited m anuscripts sent in by writers wishing to be published in the literary magazine or webzine. Especially for the most well-known and exclusive publications, this slush pile is not the editors primary concern, and will often take a while to get to any manuscript within it. Further, the larger publications have readers who go through the slush pile, which means the editors might never see your manuscript in the first place.To end up in the non-slush pile for these exclusive publications, youll need to either have been solicited from the editors to submit your work, have an agent, or have published with the magazine before. But since most writers seek first-time publication in these literary magazines, its important to a) be patient as your manuscript makes it through the slush pile process and b) follow submission guidelines and magazine content style to the letter to increase your chances of surviving the slush pile. Simply put, busy slush pile readers might pass over great writing simp ly because its not formatted correctly, doesnt fit with the publications scope of content, or wasnt submitted following submission guidelines.If your work doesnt get accepted- keep tryingWith so many literary magazines and webzines currently in print or online, getting published in a literary magazine has never been easier. However, most editors of literary magazines have a very specific type of piece or writing style theyre looking for. If your manuscript is rejected- or worse, you just dont hear back at all- take heart in knowing that the more manuscripts you send out, the better your chances are at getting accepted for publication in a literary magazine.Another benefit to querying multiple publications (that are likely to reject you) is youll have several different opportunities to receive feedback on your work from experts in the industry. This type of feedback is invaluable for a writer and should always be received graciously. This is especially true since some editors will si mply reject your work without explaining why, while others will give you a general excuse, such as: Your work does not fit our publications goals at this time.

Technology Influence Assignment Example | Topics and Well Written Essays - 500 words

Technology Influence - Assignment Example However, EM has over the years struggled with communication networks that are often jammed or destroyed in the event of adverse natural disasters. In the case of Hurricane Katrina, for example, many of the wireless base stations were grounded and telecommunication cables were destroyed (Coombs & Holladay, 2012). Jamming of the networks is occasioned by overloading of call centers such as the boosters installed exceed their capacity to complete incoming or outgoing calls. This is a serious challenge that not only impacts the direct victims of the disasters but also the emergency teams working to rescue lives and properties. Evidently, therefore, the conventional forms of communication, which mostly comprise of cable and wireless networks, are prone to jamming and distraction of pre-requisite infrastructure. The problem has further been aggravated by government reduction of budget allocated to FEMA which could have, otherwise, benefitted their efforts to reinforce telecommunication inf rastructure within the agencies involved in emergency management. Despite the above challenges occasioned by over-reliance in conventional communication systems, advancements in information and technology appear to offer solution to this same communication challenge. Undoubtedly, the advent of social media platforms of communication have tremendously resolved the barriers of jammed networks and destruction of infrastructure. As it stands at the moment, Facebook and Twitter are the two online social platforms with the highest number of subscribers. In the event of a disaster, the victims can easily update their statuses and, therefore, friends and family members can easily established the location of each other. Similarly, through the hash-tag feature that permits a trending topic to be easily accessed by millions across the globe, the various rescue agencies working in collaboration with FEMA can easily establish the location and the needs of the victims.

Fundamentals of molecular beam epitaxy Essay Example | Topics and Well Written Essays - 2250 words

Fundamentals of molecular beam epitaxy - Essay Example Molecular beam epitaxy is a process to produce device grade epitaxial films and mutilayers. This is a very advanced and sophisticated process an have evolved gaining clear edge over competing processes like Liquid Phase Epitaxy, Vapor Phase Epitaxy (VPE) etc. This paper provides basic description of Molecular Beam Epitaxy (MBE) process. Different theoretical concepts of this process and essential ingredients of a MBE system are also briefly discussed. Epitaxial growth refers to the situation in which the depositing layer extends the existing crystalline order of the substrate i.e. growth of the new layer does not cause any crystalline discontinuity on the interface between the substrate and the film. This occurs even during industrial processes like welding and cladding; where the initial mode of solidification is planer mode and the growth layer is essentially epitaxial growth of the existing grains. However, there are many grains on which this growth occurs an also this very soon d egenerates into cellular and cellular dendritic growth and thus disrupting the crystalline order of the substrate. However, it is the planer mode of solidification coupled with solute partitioning between liquid and solid phase which form the basic underlying principle of Liquid Phase Epitaxy (LPE) [1- 3]. Similarly, epitaxial films can be grown by placing a substrate in a chamber filled with vapors of constituent atoms / molecules through a process known as Vapor Phase Epitaxy (VPE) [4 – 6]. ... Many thin film technologies such as LPE, VPE, Sputtering, vacuum deposition etc. were developed for producing high quality epitaxial thin films. However, the films produced by these techniques were structurally different from the substrate and hence not useful for device making. Differential vapor pressure of different constituents atoms / molecules was the main problem associated with VPE. GaAs is one such useful film for device making. IN this case vapor pressures of Ga and As differ by two orders of magnitude at about 600 oC. Therefore, these sources will have to be heated at different temperatures to achieve equal vapor pressure and the temperature will have to be controlled very accurately, which is very difficult. [7]. Attempts were made to use different temperatures for different sources [8] and by exploiting angular distribution of the atomic / molecular fluxes [9] for maintaining desired ratio of atomic fluxes. In 1960s it was not possible to perform online monitoring and ch aracterization of the film growth process and the film itself. Even the characterization of the substrate surface condition and vacuum quality level was also not possible. One had to rely on post deposition characterization of the deposited film for the feedback for the subsequent deposition experiments; which was indeed a very slow, laborious and tiring procedure. Development of small mass spectrometers, auger electron spectroscopy and compact electron diffraction instruments made it possible to characterize the films in-situ while it was getting deposited and Molecular Beam Epitaxy (MBE) was discovered as a result of developing a process for surface characterization [10].In-situ characterization of MBE

Project Research Paper Example | Topics and Well Written Essays - 2000 words

Project - Research Paper Example This improves service delivery. The most crucial step in enhancing customer service quality is hiring qualified personnel. After hiring the right candidates, they should be trained to impart efficient customer service skills in relation to the company culture. Once absorbed into the company structures, employees should be empowered to provide. This provides them with a leeway and flexibility necessary in enhancing customer satisfaction. Feedback surveys confirm the efficiency of the training programs. The last stage of the process involves improvement of the outdated services and systems. Executive Summary Purpose of the Report The purpose of the report is to explain the impacts of customer service function in Delyumy Company, outlining the procedure followed in the formulation of efficient customer service training and show the benefits that the company attains from employee training. Secondary research included the use of various books and scholarly journals while the primary resea rch entailed the personal interviews with Rijkaard Reagan, Barry Feig and Jenifer Miles. Efficient Customer Service Training Findings from scholarly journals, books and personal interviews revealed that the golden rule for ensuring quality customer service is treating the employees well. Lack of proper treatment ranges from lack of recognition and rewards as well as inefficient training programs. ... After hiring the right candidates, they should be trained to impart efficient customer service skills in relation to the company culture. Once absorbed into the company structures, employees should be empowered to provide. This provides them with a leeway and flexibility necessary in enhancing customer satisfaction. Feedback surveys should be conducted to ascertain the effectiveness of the training programs. The last stage of the process involves improvement of the outdated services and systems. Table of Contents Transmittal Memorandum 2 Executive Summary 2 Customer Service Training 5 Secondary Research 6 Customer Service 6 Benefits of Effective Customer Service 6 Customer Service Training 7 Benefits of Employee Training 8 Primary Research 8 Interviews 8 Conclusion 10 Recommendations 12 In a recent meeting, managers and supervisors for the company (your choice) where you work (your choice) expressed concerns about employees' customer-service skills. Moreover, they wondered whether a specific set of procedures should be established — especially for new employees. They have asked you to investigate the customer service practices at other companies like yours to determine what skills should be emphasized and what procedures — if any — should be adopted. Customer Service Training Customer service is the ability of an organization to constantly and consistently provide customers with what they require i.e. ensuring satisfaction. It can also be defined as encounters that customers have with employees as they engage in their duties. Customer service is the most visible and significant aspect of organizational performance, especially in the hotel industry.

Additional Support Needs and Inclusion in Education

Additional Support Needs and Inclusion in Education Behaviour Children Mainstream Exploring Difference and Diversity As a Teacher of Additional Support Needs in a secondary school in North East Scotland I intend to investigate Difference and Diversity and the move from Special Educational Needs to Additional Support Needs and Inclusion. How it affects my own practice and that of my school. Having been a mainstream secondary school teacher for 14 years before becoming an Additional Support Needs teacher, I have learnt from experience and listening to colleagues, that behaviour seems to play a major part in the inclusive classroom. Colleagues have commented in the past that they don’t mind those children with ‘Special Needs’, it is those with behavioural difficulties which cause the problems. This train of thought is corroborated by Paul Croll and Moses (2000). They interviewed Head Teachers from both Special Schools and Mainstream, and LEA Officers. ‘The view that children whose behaviour challenged the mainstream should be in separate provision was a widespread one: â€Å"We cannot cope with EBD [emotional and behavioural difficulties] children in the mainstream.† (Primary Head) â€Å"I am very committed to integration in principle, but it is very difficult to have disturbed children in mainstream schools.† (Primary Head) â€Å"Some emotionally and behaviourally disturbed children make too great demands on staff. It’s not fair on other children.† (Primary Head) (Croll and Moses 2000, p6) Also, cited by J Allan (1999, p10), Armstrong and Galloway have noted a tendency of teachers to reconstruct children with emotional or behavioural difficulties as ‘disturbed’ (1994:179), with the implication that these are outside the responsibilities of mainstream classroom teachers. It is for this reason I intend to look at the behaviour of a small group of first year pupils in my classroom, and try to put into place some strategies to help reduce the frequency of unwanted behaviours, which hopefully, will go some way in promoting inclusion within my classroom practice and thus enabling them to access more mainstream classes in the future. The unwanted behaviour could stem from a number of factors including their home life, environmental influences, peer pressure, personality, self confidence and self esteem, to name but a few; which will be discussed later. When considering difference and diversity, many people think of stereotypes, such as, cultural diversity, gender differences etc. The problem with a stereotype however, is that no one individual conforms to it exactly, and yet, in the educational institute it is individuals that we are dealing with therefore, we place the emphasis on exploration of individual differences, and not stereotypes. Do these differences really mean that some children and young people are uneducable and have to be segregated and placed in special schools? Previous trains of thought were that those with ‘special needs’ would be better off in special schools. By placing them in such institutes, the education of the rest would not be hindered. According to Thomas and Loxley (2007) one of the first Special Schools in the UK was The School of Instruction for the Blind, in Liverpool 1791, also mentioned in The Warnock Report (p8). During the Nineteenth Century Special Schools were established for the blind, deaf and dumb children. During the 20th Century Special Schools grew in number until they catered for around 2% of the school population. In the early part of the century people with learning difficulties were referred to as feebleminded, imbeciles and idiots. Many of the special schools were started by voluntary organizations for pupils with specific disabilities. They were seen as more helpful and less intimidating to students with disabilities. ‘The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. There was, moreover, an increasing awareness of the frequency of learning and other difficulties affecting children’s progress and adjustment in ordinary schools’. (Ronald Gulliford, (Ed) 1992 p1) Before the Warnock Report it was commonly believed that special educational needs stressed that the deficits were from within the child. This came from a medical or psychological point of view which implied that the individual was in some way ‘in deficit’. The requirement for special educational provision was related to the concept of disability of mind or body. The 1944 Education Act defined 11 forms of disability but did not include groups of children who were considered to be uneducable due to the extent of their handicap. Disabilities were described in medical terms except for educational sub-normality and maladjustment which were more difficult to clarify, suggesting that there was a cut-off point between normal and abnormal. In 1970 legislation was introduced which stated that local education authorities had to make special educational provision for all types of disability, but this did not specify whether it should be in separate schools or classes. This resulted in special education being considered as that which only took place in special schools. (Sally Beveridge 1999) The Warnock committee was set up to review the provision for children with mental and physical disabilities and produced the report in 1978. It promoted a wide range of special needs, rather than discrete categories and helped to form the basis of the 1981 Education Act’s policies on special educational needs (SEN), which introduced a different approach to the definition of children with SEN: ‘A child will have a special educational need if s/he has a learning difficulty requiring special educational provision. The ‘learning difficulty’ includes not only physical and mental disabilities, but also any kind of learning difficulty experienced by a child, provided that it is significantly greater than that of the majority of children of the same age’. (1981 Education Act, p1) The Act stated that the education of children with SEN should be carried out in ordinary schools where possible. The Act emphasized an approach that is in favour of inclusion and integration, rather than separation and isolation. This approach recommended that children with special needs should be treated as individuals, and that the child should have a learning support teacher with them in the classroom, rather than being taken out of the class. Since the Warnock report and the 1981 Education Act, legislation has been gradually catching up with the recommendations. The most recent legislation is The Education (Additional Support for Learning) (Scotland) Act 2004, in which the term ‘Special Educational Needs’ has been replaced with ‘Additional Support for Learning’. The Act states that ‘A child or young person has additional support needs for whatever reason, the child or young person is, or is likely to be, unable without the provision of additional support to benefit from school education provided or to be provided for the child or young person. In relation to a prescribed pre-school child, a child of school age or a young person receiving school education, provision which is additional to, or otherwise different from, the educational provision made generally for children or, as the case may be, young persons of the same age in schools (other than special schools) under the management of the education authority for the area to which the child or young person belongs.’ (Education (Additional Support for Learning) (Scotland) Act 2004, p1) This definition seems to be similar as in the 1981 Education Act previously mentioned, although the Education (Scotland) Act 1981 did not mention that the ‘learning difficulty’ included physical and mental disabilities, as did the Act in England. Does this mean there are no real changes in policy? Is everything exactly the same as before but with a different name? The Additional Support for Learning Act introduced a new framework for supporting children and young people. The Education (Scotland) Act 1981 required education authorities to make a generalprovision in their areas to meet such needs. The 2004 Act requires education authorities to make adequate and well-organized provision for additional support as is required by the child or young person with additional support needs’. This goes further than making a general provision, such as special schools. The education authority has a duty to provide the necessary additional support to every individual child or young person who needs it to benefit from education. It also has to identify children and young people with additional support needs and to review their continuing needs and the sufficiency of steps taken to meet them. Staff and resources from within the particular schools attended by these children or young people have a role in enabling an education authority to fulfill these duties, as do staff and resources from its own services and from other agencies. (Focusing on Inclusion, p7) Children may need additional support for a wide variety of reasons. A child’s education could be affected by issues resulting from: learning environment inflexible curricular arrangements inappropriate approaches to learning and teaching more able children children with English as an additional language family circumstances homelessness parental drug or alcohol misuse children who are parents children who are carers children looked after by the local authority disability or health need motor or sensory impairment specific language impairment autistic spectrum disorder learning difficulties ADHD depression or other mental health problems social and emotional factors children who are being bullied children who are suffering racial discrimination children who are bullying children with behavioural difficulties (Govan Law Centre, internet source) This is far from being a complete list and does not mean that every child fitting one of the above categories necessarily has additional support needs. This will depend on the amount and type of support required by the individual child. There are many more factors that are now considered under The Education (Additional Support for Learning) (Scotland) Act 2004 compared with the previous Act. Children with English as an additional language are now included whereas previously they were not, they were not viewed as having special needs, but they are now recognized as needing support to access the curriculum. Also, parents now have the right to: Ask their child’s education authority to find out whether your child has additional support needs. Request a specific type of assessment and/or examination for your child when their education authority is proposing to formally identify whether they have additional support needs. Receive information or advice about a child’s additional support needs. (Enquire 2006) All local authorities should have policies in place to ensure they are abiding by the act. The authority in which I work has various policies and guidelines in place, including: Policies Access to Education for Pupils with Disabilities/Additional Support Needs Strategy 2005-08 Race Equality Policy and Strategy 2005-08 Sensory Support Service Quality Assurance Policy Additional Support Needs Policy Framework. Policies Under Development Disability Equality Scheme Guidelines Guidance on the Education of Looked After Children and Young People Improving Access to the School Environment to Communication for Parents and Visitors. How good is our Educational Psychology Service Draft Snapshot. Improving Physical Access to Education. Riding for Pupils with Additional Support Needs. Safety and Good Practice on Education Excursions. Supporting Pupils access to the curriculum using ICT (ASPECTS). Swimming for Pupils with Additional Support Needs. Guidelines Under Development Autism Support. English as an Additional Language. Integrated Assessment Framework Draft Operational Guidelines Motor Coordination Difficulties. Sensory Support Service Guidelines. The Additional Support Needs Policy Framework was produced in January 2007 as 6 Pathways to Policy booklets and the principles behind the policy are printed in each booklet: ‘The Additional Support Needs Policy Framework and the Pathways to Policy Pack for Supporting Children’s and Young People’s learning ensure that all children and young people are provided with the necessary support to help them work towards achieving their full potential with respect to their personality, talents and mental and physical abilities. It promotes collaborative working among all those supporting children and young people’. In September 2005 HM Inspectorate of Education was asked by Scottish Ministers to monitor and evaluate the consistency, effectiveness and efficiency of education authorities in implementing the Education (Additional Support for Learning) (Scotland) Act 2004 and to ensure that procedures for implementation were in line with the duties of the Act 2004 and the associated Code of Practice. In 2007 HMIE produced the Report on the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. The report states that most authorities were effective in ensuring that their procedures for implementing the Act were in line with the duties of the Act and the associated Code of Practice. The most effective had built on existing good practice and developed joint strategic approaches with other agencies to meet the needs of children and young people with additional support needs. However, authorities varied in their effectiveness in implementing the key requirements of the Act. (HMIE 2007) The report provided guidelines for improvement and was made available to schools in February 2008, to enable them to evaluate their implementation and effectiveness of current legislation; the Education (Additional Support for Learning) (Scotland) Act 2004 and Inclusion. Following this report some schools including the school, in which I work, are holding CPD sessions for staff on the implementation of the Act and Inclusion, and ways forward. Inclusion is not a new phenomenon, it has been recommended in educational legislation since the Warnock Report in 1978. In fact it has been spoke about during the 1960’s, As cited by Josephine Jenkinson, Dunn’s (1968) argument against segregated special education and in favour of integration was that advances in the development of individualized, self-paced curricula in regular education would allow students with disabilities to be accommodated in the regular class, if they were provided with a programme designed by a specialist teacher to meet their needs and in which they could progress at their own pace. Integration could be made possible by radical departures in school organization, involving a greater emphasis on team teaching, ungraded classes and flexible groupings. (Jenkinson, 1996. p 15-16) This implies that there should be a change in the curriculum and how it is delivered, to meet the needs of all pupils, and that specialist teachers should be working with classroom teachers to plan and deliver the curriculum. Historically â€Å"integration† was the term used in the 1980s, but this came to be seen as placing disabled children in a mainstream setting, without providing the support they required and allowing them to be there as long as they were able to fit into the existing systems and cultures. It is now acknowledged that the inclusion of disabled, and children with additional needs, involves going much further, and changing the policies, practices and attitudes within the school. The Centre for Studies on Inclusive Education provides the following definitions of inclusion in education, from the Index for Inclusion in education (Booth and Ainscow 2002), also cited by Thomas and Vaughan 2004 (p183): Valuing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorized as `having special educational needs. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. Viewing the difference between students as resources to support learning, rather than as problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasizing the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relationships between schools and communities. Recognizing that inclusion in education is one aspect of inclusion in society. (Centre for Studies on Inclusive Education, internet source) Why do we need inclusion? Whatever their disability or learning difficulty children have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can be educated in mainstream schools with appropriate support. As discussed by Ainscow (1999), Inclusion is a feature of the Salamanca Statement which was agreed by 92 governments and 25 international organizations in 1994. ‘The statement argues that regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all’.( Ainscow 1999, p74) Cited by Thomas and Vaughan (2007), Rustemier argues that segregated schooling breaches all four principles underpinning the 1989 United Nations Convention on the Rights of the Child. These principles are: Non-discrimination (Article 2) – all children should enjoy all rights without discrimination and on the basis of equality of opportunity; The best interests of the child (Article3); The right to life, survival and development (Article 6) – development is meant in its broadest sense, including physical health but also mental, emotional, cognitive, social and cultural, and ‘to the maximum extent possible’; and The views of the child (Article 12) – children have the right to be heard and to have their views taken seriously in matters affecting them. Rustemier goes on to argue that inclusion has come to mean almost everything but the elimination of exclusion. And that the current education system excludes and segregates large numbers of children from mainstream education because of learning difficulty, disability, and behaviour, despite claiming to have inclusion as its goal. (Thomas and Vaughan, 2004, p 23-24). Joe Whittaker discusses, in an article which appeared in the Greater Manchester of Disabled People’s Magazine ‘Coalition’, the damage he believes is inflicted on disabled children and their local communities by a system of special schooling and segregation. He further argues that inclusive education will be prevented from being implemented in any meaningful way whilst this system continues. ‘Over the last 50 years different governments have told us that we are moving towards integration, where disabled children and non-disabled children work together in the same school and where everyone has equal opportunities. However, simultaneously the same governments have stated that there will always be a need for some children to go to segregated special schools, and legislation was introduced to ensure this would happen’. (Joe Whittaker 2001: pp. 12-16) [See appendix1] Despite the United Nations Convention on the Rights of the Child, and the growing number of people in favour of Inclusive mainstream schools and the closure of Special Schools, Government statistics show that there has been an increase in the number of Independent Special Schools in Scotland over the past few years. The number of publicly funded special schools in individual areas of Scotland has also changed. Some areas such as east Ayrshire show an increase while others show a decrease in the number of special schools. There has been a significant increase in pupils with Additional Support Needs attending both Primary and Secondary mainstream schools. There has also been an increase in the number of pupils with IEP’S attending mainstream secondary schools. [See tables1, 2: appendix 2] There are many reasons why secondary pupils are deemed to need additional support in school. According to the statistics there are 1,816 pupils with Social, emotional and behavioural difficulty; 1,403 of these being boys and only 413 girls. The statistics show that there are significantly more boys with additional support needs than girls. [See table4, appendix 2] A Scottish Executive National Statistics Publication gives the following information, along with the statistic tables in appendix 2: Special schools There were 34 independent special schools in 2004, compared to 33 schools in 2003, and 32 in 2002. There were 1,132 pupils in independent special schools in 2004, an increase of eight per cent over 2003. There were 334 teachers (FTE) in independent special schools in 2004, a 17 per cent increase from 2003. There were 3.4 pupils per teacher in 2004, a decrease from 3.7 in 2003. Special Educational Needs There were 1,349 pupils with a Record of Needs and/or an Individualised Educational Programme. This is an increase of 105 (eight per cent) from 2003. The largest categories of main difficulty of learning were social, emotional and behavioural difficulties (22.6 per 1,000 pupils) and specific learning difficulties in language and/or mathematics including dyslexia (6.7 per 1,000 pupils). (Scottish Executive, Internet Source) Why is it that there seems to be more boys than girls identified as requiring Additional Needs? One reason could be that boys are seen as more boisterous than girls, thus reported as having behaviour problems, another reason could be that more assessments of boys have been carried out, compared to girls; resulting in an increase of incidences and prevalence. There is also the general assumption that girls mature more quickly than boys. Cited in ‘A study of children and young people who present challenging behaviour’ – literature review, Cole et al (1998) (1999) established that there were ten to twelve times more boys than girls in English EBD schools and over three times as many boys as girls in PRUs (Pupil Referral Units). This creates very real difficulties in ensuring that girls have a suitable peer group if they attend a ‘mixed’ EBD school (see also Cruddas and Haddock, 2001). Egelund and Hansen (2000) noted a 5:1 boy:girl ratio in segregated provision in Denmark. In Scotland, Lloyd and O’Regan (1999) report that over 80% of the pupils in specialist provision for SEBD are boys. Fortin and Bigras (1997), note that boys heavily outnumber girls in Canadian literature on EBD. (Ofsted 2005) This literature review was commissioned  by Ofsted as part of a large-scale survey to inform the report ‘Managing challenging behaviour’. Ofsted commissioned the University of Birmingham to carry out this research to inform subsequent fieldwork, and gives the assumption that the Gender imbalance is International, and Social Emotional and Behaviour difficulties is one of the categories that creates the most problems. In November 2002 BBC News Online reported Schools in England were identifying more boys than girls as needing special help with their education. ‘New statistics on the gender of those with special needs reveal for the first time that 64% are boys and 36% girls. The gender gap is even wider in the most severe cases those with formal statements of need: 72% are boys and 28% girls. Experts say the reasons are unclear but that controversially a large factor might be teachers perceptions of what constitutes problematic behaviour’. It was also reported that children with special educational needs are being turned away from schools because of fears that they could affect their position in exam league tables. Children with’ special needs’ account for almost nine-tenths of permanent exclusions from primary schools, and six-tenths of those from secondary schools. Almost five times as many boys as girls are excluded from school. This corroborates Rustemier’s argument that the education system excludes large numbers of children, especially those deemed to have ‘special needs’. The report stated that girls and boys are more or less equally likely to have physical disabilities, but boys are far more likely than girls to have specific learning difficulties, autistic disorders or emotional or behavioural problems. Medical reasons were discussed, and Richard Byers, an SEN expert in Cambridge Universitys faculty of education, was quoted as saying that some forms of special need notably autism were diagnosed much more often in boys than in girls. More and more cases of autism were being identified, so more boys were said to have SEN. But there was a bigger, greyer aspect to the issue, especially where children in mainstream schools were identified as having social, emotional or behavioural difficulties again, many more of them boys. Florid felt that we identify one kind of social, emotional or behavioural difficulty which tends to be in boys more often than girls. This might be that for all kinds of social and cultural reasons teachers perceived boys to be more problematic than girls. So there was an over-identification of boys with SEN and probably an under-identification of girls needs. The Department for Education was quoted as saying that there appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The BBC also reported that the editor of The Journal of Research in Special Educational Needs, Lani Florian, said the gender gap might be as high as 10 to one in the case of emotional and behavioural problems. People had put forward various theories, to do with genes and hormones, for instance but none had been conclusive. It has been said that the classroom is just a friendlier environment for girls but thats just a theory too, Dr Florian said. We really dont know. (Gary Eason, BBC News online 2002) This report has been discussed by various people on a GTC forum as summarized by Allan Witherington (efacilitator) Many of the contributors have offered observations from their own experiences in the classroom that confirm the often described differences in attitude, learning style and attainment between boys and girls. Boys were said to be noisier and to lose interest more quickly, whereas girls were quieter, more reflective and better able to deal with written tasks. No-one contested the fact that the gender gap is real. A persistent theme was the need for teachers to deliver lessons offering a variety of learning experiences to cater for the different learning styles of all those in the class’. This was said to be ‘a tall order’. When discussing the quote from a DfES spokesperson as saying, There appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The question was asked â€Å"are they suggesting that the perceptions of the professionals are incorrect? Are we just missing the sp ecial needs of girls because they are less obvious†? There seemed to be no answer to this! (GTC forum, internet source) As well as the gender issue, and it being reported that boys are more likely to be identified with Autism and EBD, according to the previously mentioned statistics table 4 (appendix 2), in 2006 there were 19 reasons for support for secondary pupils with Additional support needs compared with The 1944 Education Act which defined eleven categories of disability. Perhaps the more recent Government Policies and initiatives have contributed to the increase! With the concept of Inclusion there are now more children and young people identified with additional needs attending mainstream schools whereas in previous years they would have been segregated into special schools, the additional rights of the parents could mean that more parents are requesting assessments for their children if they think there is a problem, resulting in more children needing additional support. There are many other reasons which were not previously recognized as Special Educational Needs such as some family circumstances, bullying etc.

The Structure and Underlining Meanings of Rapunzel by Jacob and Wilhelm

The Structure and Underlining Meanings of Rapunzel by Jacob and Wilhelm Grimm The story of Rapunzel, by the brothers Jacob and Wilhelm Grimm, has the same basic structure as all other fairy tales born from the oral tradition; what is commonly referred to as the opening, main part and ending, is the foundation of the tale. It is around this clearly defined three-part structure of the plot, that invisible layers of meaning exist – often very different for each reader. Between the clever design of the plot – which allows several stories to surface within a seeming individual tale – and multiple layers underneath the literal action, exists a limitless journey of personal exploration. A fairy tale such as Rapunzel has many possible functions in a child’s life and development – explaining the desire for the tale to be read time and time again by the eager young mind. The opening of the story establishes a number of things: the characters (with the exception of the prince), their dispositions, and the first task. The short introduction is also in itself a short story, with its own three-part structure. Rapunzel’s mother, also known as the wife, by persuading her husband to steal a head of lettuce from the witch, sends him on his journey. The husband’s acceptance of his task finalizes the opening of the introduction. The following two trips to the forbidden garden, and his encounter and, later, his deal with the witch, complete the main part of still only the beginning of the story of Rapunzel. When the witch appears during the heroine’s birth and takes her away, the story of Rapunzel’s mother and father is complete, and in turn, so is the introduction to the tale. The conversion from the introduction to the main pa... ... on a subconscious level due to complex interactions between the plot, characterization and symbols. Length and detail are not relevant in what a fairy tale like Rapunzel achieves; its accomplishments are made possible by the strict structure of the plot which holds within itself much potential and multiple features, as well as the communications that exist between author and reader likely without either one knowing it. Our favorite fairy tale has a reason for holding a special place in our heart whether we know it or not, as does the story we love to hate and continue to read and re-read. Like the human psyche, the fairy tale can be studied not only rewardingly but without an end. Works Cited Bettelheim, Bruno. The Uses of Enchantment. New York: Alfred Knopf, 1976. Hallett, Martin and Barbara Karasek, ed. Folk & Fairy Tales. Toronto: Broadview, 2002. The Structure and Underlining Meanings of Rapunzel by Jacob and Wilhelm The Structure and Underlining Meanings of Rapunzel by Jacob and Wilhelm Grimm The story of Rapunzel, by the brothers Jacob and Wilhelm Grimm, has the same basic structure as all other fairy tales born from the oral tradition; what is commonly referred to as the opening, main part and ending, is the foundation of the tale. It is around this clearly defined three-part structure of the plot, that invisible layers of meaning exist – often very different for each reader. Between the clever design of the plot – which allows several stories to surface within a seeming individual tale – and multiple layers underneath the literal action, exists a limitless journey of personal exploration. A fairy tale such as Rapunzel has many possible functions in a child’s life and development – explaining the desire for the tale to be read time and time again by the eager young mind. The opening of the story establishes a number of things: the characters (with the exception of the prince), their dispositions, and the first task. The short introduction is also in itself a short story, with its own three-part structure. Rapunzel’s mother, also known as the wife, by persuading her husband to steal a head of lettuce from the witch, sends him on his journey. The husband’s acceptance of his task finalizes the opening of the introduction. The following two trips to the forbidden garden, and his encounter and, later, his deal with the witch, complete the main part of still only the beginning of the story of Rapunzel. When the witch appears during the heroine’s birth and takes her away, the story of Rapunzel’s mother and father is complete, and in turn, so is the introduction to the tale. The conversion from the introduction to the main pa... ... on a subconscious level due to complex interactions between the plot, characterization and symbols. Length and detail are not relevant in what a fairy tale like Rapunzel achieves; its accomplishments are made possible by the strict structure of the plot which holds within itself much potential and multiple features, as well as the communications that exist between author and reader likely without either one knowing it. Our favorite fairy tale has a reason for holding a special place in our heart whether we know it or not, as does the story we love to hate and continue to read and re-read. Like the human psyche, the fairy tale can be studied not only rewardingly but without an end. Works Cited Bettelheim, Bruno. The Uses of Enchantment. New York: Alfred Knopf, 1976. Hallett, Martin and Barbara Karasek, ed. Folk & Fairy Tales. Toronto: Broadview, 2002.

Ford Motor Company Swot Analysis

Ford Motor Company SWOT Analysis Strengths †¢Timely acquisition of capital makes Ford more financially sound than the other Big Three carmakers. †¢Product line is respected by industry experts and is qualitatively seen to be a step above many of its competitors. Recent surveys place Ford in a tie with Toyota for greatest customer satisfaction, a significant improvement from five years ago. †¢Have a global market presence, with worldwide brand recognition and a particularly strong presence in Europe. †¢Is perceived to be a thoroughly â€Å"American† brand, which helps Ford among certain groups of consumers. U. S. market share, after years of decline, has stabilized in recent years. †¢The Ford F-series pickup remains the most respected commercial truck available; despite demand shifts, profitability on this line should remain high. †¢Ford has had great success, particularly when compared to its competitors, at renegotiating labor contracts with the UAW. Weaknesses †¢Poor Profitability: Ford still loses money on many automobile lines, particularly within the United States. †¢Importance of single components source (Visteon). The automotive market is highly competitive with large fixed costs. In addition, the market demands continual long term planning and research and development. †¢Very little market penetration within China and India. †¢Global excess capacity for the automobile industry is estimated to average 30. 5 million vehicles per year from 2009-2011. 9 †¢Ford is selling a durable good during the most severe economic downturn in recent history. Opportunities †¢Ford has recognized the importance of small, fuel efficient vehicles and is actively transitioning into this market.Of particular interest is Ford’s ‘EcoBoost’ technology, which the company claims will result in 20% greater fuel efficiency and 15% fewer CO2 emissions. †¢The ‘One Ford’ vision has th e chance to generate significant margin increases for Ford’s smaller line of vehicles. Of particular importance is the Ford Fiesta, which was recently released in Europe and China and is slated for an early 2010 release in North America. The ‘One Ford’ vision appears to be a coherent strategy for Ford to adopt given its changed role within the industry. Ford is perceived to be the most stable ‘American’ car manufacturer because it has not been forced to take bailout money, leading to slight increases in market share. †¢GM and Chrysler flexibility is limited by government involvement in their debt situation, putting Ford as a competitive advantage. †¢In the event of a GM or Chrysler bankruptcy, Ford has placed itself in a position to steal market share—at least in the short term. Threats †¢While not in need of a government bailout, poor financial results are straining Ford’s capital.Cash burn continues unabated, and estima tes indicate Ford may be forced to seek government financing by early 2010 unless sales stabilize. †¢While Ford is readjusting production, truck sales are falling rapidly and Ford may not be able to shift production quickly enough to meet changing demand. †¢Bankruptcy of Visteon or other parts supplier could cause severe disruption of supply chain. †¢While Ford has too many dealers at this time, it should remain wary of too many closures. In addition, because Ford Credit provides financing for most dealers it must be careful to avoid holding the bag when dealerships close.

Alkoxide Definition in Chemistry

Alkoxide Definition in Chemistry An alkoxide is an organic functional group formed when a hydrogen atom is removed from an hydroxyl group of an alcohol when reacted with a metal. It is the conjugate base of an alcohol. Alkoxides have the formula RO- where R is the organic substituent from the alcohol. Alkoxides are strong bases and good ligands (when R is relatively small). Generally, alkoxides are unstable in protic solvents, but they do occur as reaction intermediates. Transition metal alkoxides are used as catalysts and to prepare coatings. Key Takeaways: Alkoxide An alkoxide is the conjugate base of an acid.In a chemical reaction, an alkoxide is written as RO-, where R is the organic group.An alkoxide is a type of strong base. Example Sodium reacting with methanol (CH3OH) reacts to form the alkoxide sodium methoxide (CH3NaO). Preparation There are several reactions with alcohol that produce alkoxides. They may be made by reacting an alcohol with a reducing metal (e.g., any of the alkali metals), by reaction with an electrophilic chloride (e.g., titanium tetrachloride), using electrochemistry, or via a metathesis reaction between a sodium alkoxide and a metal chloride. Alkoxide Key Takeaways An alkoxide is the conjugate base of an acid.In a chemical reaction, an alkoxide is written as RO-, where R is the organic group.An alkoxide is a type of strong base. Sources Boyd, Robert Neilson; Morrison, Robert Thornton (1992). Organic Chemistry (6th ed.). Englewood Cliffs, N.J.: Prentice Hall. pp. 241–242. ISBN 9780136436690.Bradley, Don C.; Mehrotra, Ram C.; Rothwell, Ian P.; Singh, A. (2001). Alkoxo and Aryloxo Derivatives of Metals. San Diego: Academic Press. ISBN 978-0-08-048832-5.Turova, Nataliya Y.; Turevskaya, Evgeniya P.; Kessler, Vadim G.; Yanovskaya, Maria I. (2002). The Chemistry of Metal Alkoxides. Dordrecht: Kluwer Academic Publishers. ISBN 9780792375210.Williamson, Alexander (1850). Theory of Ætherification. Phil. Mag. 37 (251): 350–356. doi:10.1080/14786445008646627

Systems Analysis and Design Role-Playing Question write-up Essays

Systems Analysis and Design Role-Playing Question write-up Essays Systems Analysis and Design Role-Playing Question write-up Essay Systems Analysis and Design Role-Playing Question write-up Essay Systems Analysis and Design Role-Playing Question write-up Name: Course: Institution: Instructor: Date: Systems Analysis and Design Role-Playing Question write-up Recently, information technology has advanced with more and more people using computerized systems in their operations. However, many of the systems and design developed have focused on the technical part of the design and forgotten the moral and ethical part. For this reason, many ethical issues have come up concerning systems analysis and design. The ethical issue in systems designs remains still new and published articles on the same are limited to few issues. However, there are several articles and researches conducted by researchers concerning this topic. Some of the articles that I found concerning ethical issues in system design and analysis are: Concern about Ethics and Ethical Issues among Professors of Instructional Systems Design and Technology. Are There Systemic Ethics Issues in Dispute System Design? And What We Should [Not] Do About It: Lessons from International and Domestic Fronts Ethical Issues In Network System Design Ethics in computer software design and development An Ethical Review Of Information Systems Development Designing Ethical Systems For Online Systems Advances In Management Information Systems In systems design, there are several ethical issues bound to rise from time to time. Some of these issues include privacy, accessibility, property, accuracy and security. Privacy being one of the issues that arise from time to time could be concerned with monitoring of data that is entering a certain network. For instance, in a company network, if personal messages are not allowed or are subject to monitoring, the organization must inform its workers so that it is considered unethical. Security is yet another of the ethical issues in systems design, where security of information must be maintained. Only authorized people should be allowed to use data in a closed network. In addition, materials or information uploaded should be protected from manipulation by outside sources. Only those with authority of the information should be able to change it. In terms of security issues concerning system design, the system designers should provide a security when designing the systems. It has been realized that trying to fit a security system after the design is already developed is almost impossible. System designers and developers should ensure to develop their design with security fitted into them as opposed to fitting security systems after systems are already developed. When information can be manipulated by anybody form anywhere, this becomes a threat to the owners of the information. In addition, systems designers must inform the users of the system of any shortcomings of the design developed. This way, they will be aware of measures to take in case a problem arises. Having licenses means having a right to operate; this could be taken away in case of any unethical behavior. Requiring information technologists to have licenses means they will risk losing their jobs in case of unethical behaviors. In addition, this would ensure they do not engage in such behaviors since their identity is well indicated in the license. Clients will be aware of the person serving them. In addition, before one gets a license, one has to prove that he/she is competent in the field for which they apply the license. This will enhance and promote professionalism in the field of system analysis and design. Through licensure of professionals involved in system analysis and design, there will be accountability of what each of them does since they would not want to risk their licenses. In conclusion, it can be observed that most of ethical issues in systems design and analysis revolve around issues such as security, privacy, accuracy among others such as monitoring of information. None can be considered to carry too much weight than others, but security of information is more important to protect the users. On the other hand, licensing of professionals in this field would be good in improving professionalism as well as cubing unethical behavior. With a license, when a professional engages in unethical behaviors, he/she risks losing clients since the license can be revoked. Therefore, licensure of such professionals should be encouraged.

Human Patterns of Consumption and the Environment Essay

Human Patterns of Consumption and the Environment - Essay Example Human Patterns of Consumption and the Environment As time went by, and environmental problems ensued, people could no longer just give a blind eye. As Emerald (2004) said â€Å"the effects of all of this are that individuals are caught in a cycle of acquisition, leading to the creation and maintenance of a false - self, and a continuance of economic policies that further depletion of our natural resources and the spread of pollution, and ultimately, an erosion of our spiritual connections with nature† (p.22). It has come to the attention of many environmentalist groups that many of the natural disasters occurring this age could have been avoided if it were not for the unrestrained nature of human patterns of consumption. Human consumption has many factors that are to be considered with regards to its effects with nature. Perhaps the most pivotal among these factors is the development of human system of economics. The human spirit is one of continuing enterprise, and this could be viewed in how human economies developed to globalization and consumerism. As the world got more connected, the culture of commercialization and consumerism spread throughout the world. Imhoff, Bounoua, Ricketts, Loucks, Harriss and Lawrence (2004) indicated that â€Å"human populations clearly are not limited to consuming the products of local photosynthesis since regional and global trade transports these products widely, such that the environmental impacts of human consumption are partly realized far from where products are actually consumed†.... There is always the demand to satisfy more wants and needs as the world is more interconnected than before. This is being done with little regard to its negative effects towards nature. Muradian (2004) observed: The very nature of environmental impacts may vary from industrialized (most of them located in temperate areas) to developing countries (many of them located in tropical and biodiversity-rich areas). For instance, while soybean may be cultivated both in Brazil and the U.S., the environmental consequences of soybean expansion are quite different in these countries. Current trade-related soybean expansion into the Brazilian Amazon (in part to cover a booming Chinese demand) may produce permanent and significant biodiversity loss, while the environmental impacts of American soybean production is mainly associated with the use of agrochemicals (p.6). As industrialization and commercialization develops and progresses to satisfy human consumption, so does the increase of human popu lation and habitation are to be expected. The unchecked expansion of urbanized zones also has negative effects towards the environment. Stein (2009) posited that â€Å"increasing home sizes as well as increases in the amount of appliances and IT products being used mean more coal-fired power plant construction and higher levels of greenhouse gas emissions while the increase in landfills and biomass burning from growing disposal of goods has increased CH4 emissions (p.47). These resulted to sudden climate changes around the world and also due the effects of global warming. Nordhaus (2007) wrote that â€Å"the discoveries about abrupt climate change have led to concerns that there may be grave or even catastrophic

Essay questions Example | Topics and Well Written Essays - 500 words - 13

Questions - Essay Example The executive branch is conferred â€Å"with exemptions and qualifications† in the President of the United States; he also has the power to veto laws (Davis 1). The president is not obliged to enforce the law; instead, the president’s minions should perform these duties. Lastly, the judicial branch of the government has the authority to decide over cases and disputes. This power is conferred to the Supreme Court and lower courts as recognized by the Congress. Each branch of the United States national government possesses powers that it can utilize to check and balance the functions and activities of the other two branches. Declaring George Washington’s greatest achievement would always be subjective and indefinite in nature; but, in all probability, he desisted from taking more power than what was appropriate (Wood 105). After his resignation as the Commander-in-Chief of the continental Army, the people wanted him to become the King of the newly-formed nation; nevertheless, he refused to accept this fate, and instead, he wanted to have a democratic and free country. He was thorough of upholding a good standing by precluding political conspiracy. He showed no attention and notice over partiality and cronyism. Perhaps his greatest failure was when he approved the passing of The Fugitive Slave Act of 1793, which provided slaveholders the right to regain their property; also, to help a runaway slave is a grave crime, which eventually permitted the proliferation of slave chasers within the United States’ territories. This is a rather subtle move to sustain slavery, which is contradictory to his desire to create a democratic and free country. On the whole, Washington’s administration led the successful emancipation of the slaves, which although hampered in his initial decision to implement The Fugitive Slave Act of 1793, eventually