Coeducation: 2nd Millennium and Universal Elementary Education Essay

In early civilizations, people were educated informally: primarily within the household. As time progressed, education became more structured and formal. Women often had very few rights when education started to become a more important aspect of civilization. Efforts of the ancient Greek and Chinese societies focused primarily on the education of males. In ancient Rome, the availability of education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged classes prevailed through the Reformation period. In the late 19th and early 20th centuries, coeducation grew much more widely accepted. In Great Britain, Germany, and the Soviet Union, the education of girls and boys in the same classes became an approved practice. In the 16th century, at the Council of Trent, the Roman Catholic church reinforced the establishment of free elementary schools for children of all classes. The concept of universal elementary education, regardless of sex, had been created. [2] After the Reformation, coeducation was introduced in western Europe, when certain Protestant groups urged that boys and girls should be taught to read the Bible. The practice became very popular in northern England, Scotland, and colonial New England, where young children, both male and female, attended dame schools. In the late 18th century, girls gradually were admitted to town schools. The Society of Friends in England, as well as in the United States, pioneered coeducation as they did universal education, and in Quaker settlements in the British colonies, boys and girls commonly attended school together. The new free public elementary, or common schools, which after the American Revolution supplanted church institutions, were almost always coeducational, and by 1900 most public high schools were coeducational as well. [3] The early success and achievement of women at Oberlin College persuaded many early women’s rights leaders that coeducation would soon be accepted throughout the country. However, for quite a while, women sometimes suffered uncivil behavior from their male classmates. The prejudice of some male professors proved more unsettling. Many professors had disapproved of the admission of women into their classes, citing studies that stated that women were physically incapable of higher education, and some professors found it difficult to acknowledge women’s presence once they were admitted. Even today, there have been books, studies, and other arguments claiming that women and men learn very differently from each other because of their brain differences. One of these books is called â€Å"Boys and Girls Learn Differently! † by Michael Gurian. [4] By the end of the 19th century, 70% of American colleges were coeducational. In the late 20th century, many institutions of higher learning that had been exclusively for people of one sex became coeducational.

Decision Making Process Paper

Decision-Making Process Paper MGT/230 June 26, 2011 Abstract The decision-making process has six stages. These stages consist of identifying and diagnosing the problem, generating alternative solutions, evaluating alternatives, making the choice, implementing the decision, and evaluate the decision. Choosing to go back to school and what school to attend was a problem that I had that needed to be figured out. I did not use the decision-making process; if I had I am not sure if my decision would have been the same. Deciding to go back to school was something I thought about for a few months but taking the steps to do so was something that only took an hour to do. The decision-making process has six stages but I may have only taken three of those steps in my process. The decision-making stages are to identify and diagnose the problem, generate alternative solutions, evaluate alternatives, make the choice, implement the decision, and evaluate the decision (Management, 2011). To identify and diagnose the problems means to recognize a problem or something he of she wants to do that exist and solve it. Generate alternative solutions can be divide into two categories, which are ready-made solutions and custom-made solutions. Ready made solutions are solutions you have tried before or advice from others with similar problems, and custom made solutions are solutions designed for a specific solution. Evaluate alternatives means deciding which solution will be best and which solution will fit the problem that you have. After considering all the solution, you will have to make a choice. Once you have made your choice, implement the decision. Implement the decision means to take action. Start the plan to solve your problem. The last stage is to evaluate the decision by collecting information on how well the decision is working. These are the six stages of the decision-making process. My problem was deciding ongoing back to school and which school to attend. My steps were to think about what would be best and my family in regard to me to go back to school, which school to go to, and apply to that school. My family was involved in y process because I wanted their input on everything that I did. My first step was to discuss the idea ongoing back to school, which to my family was not an issue because they believed that I had so much knowledge that I needed to do something with it, but I was hesitant because of my children. My second step was to decide which school to attend. The choice was between University of Phoenix and Gaston Community College. I choice these two schools because my stepmother goes to Phoenix and she advis ed me it would be a good opportunity. Gaston Community College was a suggestion my boyfriend had because it was close to where I lived but the only problem was my children were not in daycare, so who would be able to watch them and I was in school. Another problem was they did not offer any online programs that year in my field. My decision was easy because I thought of my children first. The last step I took was applying to University of Phoenix. I did not take the same steps as the decision-making process contains but I may have taken a few. I did identify that I had a problem, came up with solutions, make a choice and implemented my decision. The decision-making process has six steps, but I only used four of those steps in my process. If I had used the decision-making process my decision may be different. If I had thought about every detail of my life, for example, my children going to school this year, I may have chosen the community college because it would have been convenient at the time. Also if I had taken the steps to talk to daycares about putting my youngest child in one, I would not have to worry about finding a babysitter when I went to school. The decision-making process would have made me ask questions about what I wanted and what I could do. The process also would have allowed me to evaluate my decision and determine if a community college would have been right. My problem was going back to school and which school to attend. I may not have followed the decision-making process but I do believe I have made the right choice. The decision-making process has six stages: identify and diagnose the problem, generate alternative solutions, evaluate alternatives, make the choice, implement the decision, and evaluate the decision. The decision-making process can be very effective if one were to use it. Reference Bateman, T. S. , and Snell, S. A (2011). Management: Leading & Collaborating in a Competitive World (9th e. d. ). New York, NY: McGraw-Hill Irwin.

Jesus Camp

â€Å"Jesus Camp† A growing number of Evangelical Christians believe there is a revival underway in America that requires Christian youth to assume leadership roles in advocating the causes of their religious movement. â€Å"Jesus Camp† follows three home-schooled Missouri kids—12-year-old mullet-haired Levi, who was saved at 5; 10-year-old soldier's daughter Tory, who loves dancing to Christian heavy metal; and 9-year-old Rachael, who breathlessly approaches strangers to talk about Christ—to Pastor Becky Fischer’s â€Å"Kids on Fire† summer camp in Devil’s Lake, North Dakota. At this camp, kids as young as six years old are taught to become dedicated Christian soldiers in â€Å"God’s army. † The film follows these children at camp as they hone their â€Å"prophetic gifts† and are taught how to â€Å"take back America for Christ. † Wielding everything from PowerPoint to plush toys to illustrate the wages of sin, the impassioned Fischer has a clear-eyed view of children as malleable material, ripe for the inculcating. When they are not speaking in tongues, pledging allegiance to the Christian flag, or blessing a cardboard cutout of George W. Bush, the kids rally round to hear Fischer and others entreat them to â€Å"join the war,† â€Å"fix the sick world,† and fight abortion. The film looks into an intense training ground that recruits born-again Christian children to become an active part of America’s political future. The fundamentalist revival is a concept that can be associated with â€Å"Jesus Camp. † While many of the large, mainline churches have lost members, other churches (such as the Evangelical Christian churches) have gained members. Contrary to mainline Protestants, Evangelical Christians emphasize a literal interpretation of the Bible. They also stress emotional demonstrativeness rather than quiet, inward devotion at church services (Thio, 2007, pp. 354). For instance, the kids who attended â€Å"Kids on Fire† summer camp spoke in tongues, pledged allegiance to the Christian flag, and blessed a cardboard cutout of George W. Bush instead of quietly praying during church services. Bibliography Thio, Alex. 2007. Society Myths and Realities; An Introduction to Sociology. Boston, MA: Allyn and Bacon.

Discuss one barrier that you choose in depth and discuss what schools, Essay

Discuss one barrier that you choose in depth and discuss what schools, teachers and other professionals can change in order to make the schools more inclusive in respect of this barrier - Essay Example Bullying can no longer be ignored and more particularly with regard to its role in impeding attainment of inclusive education. Today, bullying is more pervasive and lethal than it has ever been. It is sad to see students losing their lives in the hands of fellow students who are supposed to be their friends and brothers. Even more saddening as McAdams, Charles &  Christopher (2012) reports, parents have had to withdraw their children from some schools, thanks to the actions of bullies. In essence, it is no myth that bullying exerts a terrible toll on overall school community, be it the targets, perpetrators, and bystanders. It robs students off opportunity to learn, in addition to inflicting emotional scars which affect their overall stand within an educational institution. â€Å"Safety of kids at school really has a strong effect on how well they will learn. When kids feel safe at school, they have a positive learning environment that allows them to focus wholly on their academics, in turn, producing better grades. When kids are bullying or being bullied in school, their attention slips away from their studies and their academic achievement is directly affected (McAdams, Charles &  Christopher, 2012, 112).† Bullying as a barrier to inclusive education is however hugely misunderstood. Many think of bullying in schools in terms of a generic picture where a big, scary boy approaches a younger, punier child and makes demands such as, â€Å"Give me your lunch!†, proceeds to turn the victim upside down, empties his pockets and back-pack for lunch money and any stacks. This is however just a rudimentary image of bullying; in essence, bullying is not always as simple as it looks, and it does not necessarily have to involve physical violence to be considered bullying. There are multiple forms of bullying which ultimately bar achievement of inclusive education. According to Milsom & Gallo (2006), bullying can be physical, verbal or

General Principles of Law. The Law of Contract Essay

General Principles of Law. The Law of Contract - Essay Example In the contract law, mistakes are classified as non est factum, unilateral and bilateral. Non est factum relates to written contracts, where a party to the contract, claims that the contract document is not the document that it had signed. Mistakes constitute a very difficult and complicated area of the law of contract and relate to the time of formation of the contract. There are two types of mistakes, agreement mistakes take place when either the parties are at cross purposes or one party is mistaken and this is known to the other party. In Smith v. Hughes, 1871, the plaintiff sold oats to the defendant who believed, mistakenly, that these were old. The court upheld the defendant's decision not to accept these oats. The other type of mistake is the common mistake, in this both parties contract on the basis of a mutual mistake and the courts in certain circumstances set aside the contract. In Bell v. Lever Brothers, 1932, The Lever Bros Ltd appointed Bell as the managing director wi th the service condition that he could not make any secret profits. Bell breached this agreement and made secret profits; in the meanwhile, the company made Bell redundant and paid for the same. Later on the company came to know that Bell had made secret profits and proceeded legally to recover the redundancy payment. The Court of Appeal accepted the Company's plea but the House of Lords held that the company was not entitled to have this amount returned as the mistake was not sufficiently fundamental. Under common law mistakes are voidable contracts. Unilateral mistakes are those in which one party is mistaken and the other party is aware of this. Bilateral mistakes are those in which both parties are mistaken. The forms of bilateral mistakes are mutual, when both the parties to the contract are mistaken about different things. On the other hand bilateral mistakes are termed as common when both the parties are mistaken about the same thing. Mistakes as to the terms of a contract imply that the presence of a mistake in respect of the terms of a contract makes the contract void. The essential ingredients of such mistakes are that one party is mistaken and this is known to the other party. Such contracts are deemed to be void. In the case Webster V. Cecil, 1861, the defendant rejected an offer of 2000 and subsequently sent an offer letter to the plaintiff in which, he mistakenly offered to sell the property for 1250 instead of 2250. The plaintiff was aware of this mistake and when he tried to enforce the contract the court rejected his claim stating that the contract was void due to mistake of terms. Mistake as to identity are those in which a party to a contract impersonates another person in order to obtain goods or services, preferentially. There are two situations where the law recognizes the mistake as to identity. First, situations where the parties are face to face while making the contract and second, situations where the parties are not face to face and are at a distance while making the contract. In such situations the contract will be deemed to be void for mistake, if the plaintiff is able to establish that the other party's identity was vital to the contract and if the party can establish that it was dealing with a different party which actually exists.

The Great Debaters Movie Review Example | Topics and Well Written Essays - 500 words

The Great Debaters - Movie Review Example One possible reason for the story not being well known is the basic character and foundational principles of Wiley College itself. From the historical description of the college the school’s basic character is unpretentious with a quiet demeanor preferring to be sublime and not one to seek the spotlight (cite). From its inception in 1873 emphasis and the primary focus of the school’s mission has been on offering a quality education in a environment in which developing the potential in the students has been the priority (Wiley College). 2. Farmer also says â€Å"We do what we have to do, so that we can do what we want to do.† What do you think that means? What things did the debate team â€Å"have to do"? What things did they gain the right to do? James Farmer, Sr. as a black man living in America during the 1930s had experienced the injustices of racism in his lifetime living in the south. Guessing his age in the movie between 35 and 40 he had lived and seen the plight and fight of black people who had only been removed roughly 70 years from slavery. Because of the short time blacks had freedom to make choices Farmer had come to the realization that in order to improve one’s self and others required continually enduring the ill treatment of society.

How does stigma and discrimation hinder recovery of patients with Essay

How does stigma and discrimation hinder recovery of patients with schizophrenia - Essay Example Research Method: Qualitative research will be done on this study and a thematic approach will be used as the study seeks to examine, investigate, locate and record patterns. A survey will be conducted. Sample: Non probability sampling method. A total of 60 sample units will be used, 40 being schizophrenic patients and 20 nurses or family members. Data collection: Interviews and focus groups will be used as tool of data collection. Data analysis: Data analysis will be conducted through SPSS software and the Burnard model of coding, which provides a model for data organisation. Findings and Result: Stigma and discrimination were observed to affect the schizophrenic patients through hindering recovery and even exacerbating the illness. Conclusion: Without the stigma and discrimination, schizophrenic people would recover fast and easily thus contributing to the society. The stigma and discrimination that follows a person after being diagnosed with schizophrenia is usually what leads them to an early grave. Schizophrenic patients have been misunderstood by many people for a long time How does Stigma and Discrimination hinder Recovery of Patients with Schizophrenia? Introduction Many individuals with mental illnesses such as schizophrenia have confirmed that the stigma they face from other people usually leads to more pain than the disease itself. Stigma reduces the patient’s self-esteem and denies them many social opportunities stigma. Stigma can be explained as the negative attitudes that people have towards others while discrimination is explained as unfair treatment of people due to their social grouping (Parle, 2012:2). Schizophrenia refers to a mental condition that extends over a long period of time, and causes numerous distinct psychological symptoms such as, hallucinations, delusions, and unusual behaviours (Sachdev and Keshavan, 2010:4). It is a psychotic condition where patients are incapable of discerning reality from their own thoughts and imagina tion (Chan and Sireling, 2010:107). The people suffering from this condition are pre-judged, therefore, finding it hard to maintain and sustain relationships, friendships and employment. Stereotype portrayed by the media have been blamed for the fear and ignorance about schizophrenic people (Bos, 2009:510). Background I came across a report at the beginning of the year, which suggested that out of every six workers in the United Kingdom, one usually suffers from a mental illness at a certain time in their career (Bevan, et al. 2013:5). With the country experiencing tough economic times recently, there was an upsurge in the number of working age people suffering from a variety of mental illnesses. A lot of attention was put on anxiety and depression but the health care sector seemed to forget about some extremely intense mental conditions like schizophrenia. It dawned on me that proper attention should be paid on schizophrenic patients and I decided to look at ways that a patient cou ld recover from such an illness. That was when I got the idea of investigating stigma and its effect on the recovery of schizophrenic patients came into mind. Research question formulation An excellent research question has to be accurate and precise. The research question formulated in this study is:In what ways does stigma and discrimination hind

RELIGION AND THEOLOGY Essay Example | Topics and Well Written Essays - 1500 words

RELIGION AND THEOLOGY - Essay Example The motive is to prepare people to lead and make disciples of leadership. This paper will discuss the five essential activities that Michael describes in the book. This will also entail describing how these five essential activities are implemented relative to the questions asked. This will also entail description of the principles that a leader should live by in order to accomplish the mission. The paper will then outline the lessons learnt regarding the leadership for discipleship subject to the author of the paper. The author will also include the impact of these lessons in relation to the leadership practices. Michael (2010, 23) states that a good theory is what promotes and develops good ideas, which can be, later translated into excellent practices in leadership. In his encounter with the youths and missionaries, he developed the five essential activities that should be implemented in order to answer the five questions asked by the youths. In order to answer the questions asked , Michael developed five questions that would help bring into light the questions the rest asked. The first question was relating to the Christian education. The consideration put forth was answering what Christian education entailed. ... The fifth question revolved around people who were involved in the education process. The roles of these people and their background information were the key concern. Michael, within a period of a year, had formulated the essential activities that answered the five questions2. Interview Questions The first activity was meant to answer the question of Christian education. The essential activity was to define what discipleship comprised of in relation to the scriptures. The third activity involved preparing a plan to aid in the teaching and learning process. This answered the third question. The fourth activity involved establishing a condusive environment to streamline the education. This answered the question regarding the context or what was to be included. The fifth activity involved developing a heart to serve people. This answered the question regarding the people3. These activities were implemented in a number of ways. A plan was developed to ensure all the five activities were implemented. The plan was phrased to the young reformers. The group targeted was the youths who were in their final years in high school. This encompassed age between 20 and 30. The reason for choosing this group was due to the thought that they were least reached. The sermons were taken not to function on them, and attending services was not their common doctrine. The introduction of literature evangelism was a major capture of the age group4. The mission skeleton or guideline adopted by Michael was laying consideration on the assignment itself and vision on how it will be implemented. The goals and objectives and strategy for going about it were considered. These were the core values that were to be observed in the course of implementing the plan. The young

Stage 2&3 Essay Example | Topics and Well Written Essays - 1750 words

Stage 2 - Essay Example It is from this perspective that adolescent girls become an important subject of discussion due to the fact that adolescent girls have been found to be easily influenced by socialization, social influences, peer pressure, and social acceptability (Koplan, Liverman and Kraak, 2005). In effect, adolescent girls are more likely to make purchases of particularly food and nutrition products not necessarily because of the personal experience or education they have with the food, cosmetic or drug but because of the influences they receive from peers to purchase. It has even been established in research that due to the physical and biological changes that these girls experience at adolescence, they become more concerned about their bodies at teen ages and thus look for every means possible to appear as they find pleasing in their own eyes (Lackey and Kaczynski, 2009). Because of some of the key variables discussed about teen girls on their physical and biological changes and the quest for mo st of them to achieve a perceived perfect body appearance, this group has often become the target group for most advertisers in the food and nutrition industry. Due to the existing delight from the girls themselves, the advertisers often portray their food, cosmetic and drugs to have the potential of making these girls achieve the perfect bodies that they require or desire for themselves. As reflected in the second research question that seeks to answer the question of ways that advertisements influence the perception of girls on food products and services, Hindin, Contento & Gussow (2004) note that food products and services advertisements do not always represent the holistic truth about what they seek to portray. Rather, they target the intuitions of their audience. This way, they only emphasize on things which when audience hear will draw them to making purchase products advertised. This means that the case is not always holistic or true in what the girls are told in advertisemen ts. Where there is lack of holistic presentation of information, the advertisers have been accused of keeping key information on products that has to do with side effects and risk effects of their food, cosmetic and drugs (Luder, Melnik and DiMaio, 2008). Based on the review above, the second research question will be particularly important in answering because it will open the understanding of girls on the purpose for advertisements and the need for more holistic approach to be taken towards the making of purchases rather than basing sorely on what is presented in advertisements. By holistic approach, reference is made to the need not to base decisions on only what is presented on the face of advertisements but also take time to read extensively about advertised products and services from other sources. Once this is done, the aim for the first research question will be achieved because girls are going to be offered more and more options and bases for taking decisions on purchases. Where the accusation is also with false advertisement, the reports have been that what advertisements present is not what the products or services can really offer. In some other cases,

Law of Carriage by Rail Essay Example for Free

Law of Carriage by Rail Essay 1) a) Explain how the making of the contract between the consignor and the railway station can exist? The contract between the consignor and the railway company will existing when the railway company has accepted the goods for carriage from the consignor and together with the consignment note make by consignor. The acceptance will be established with the consignment note and will be stamp of the forwarding station. The consignment note is made by the consignor with three copy, each copy for each carriage freight, and the content of the consignment note are correspond with all the terms and condition that was agreed by the Rules. When the consignment note had been made by the consignor and was being stamped by the forwarding station, the consignment note will be an evidence of the making contract between the consignor and the railway station or forwarding station, the content that stated in the consignment shall be correspond or exactly same with the consignor with railway station previously agreed. The responsible of the consignor is extraordinary of the consignment note, which may in accordance with the agreement between consignor and the railway company. In the consignment note was related to the goods such as quantity of the goods or to the amount of packages shall only be evidence against the railway when it had been verified by the railway to regulate that is not any deviation with the particular of the consignment note and has be certified in the consignment note. If that was any necessary these particulars may be verified by other means or it was obvious that there is no actual insufficiency corresponding to the discrepancy between the quantity or amount of packages and the particulars in the consignment note, the latter shall not be evidence alongside the railway. This shall apply in particular when the carriage is handed over to the consignee with the original stamps complete. After the railway company has verified the goods, and they shall to certify a receipt that include the date of acceptance of the carriage and stamped on the consignment note before it was duplicated to the consignor. The railway shall declare acceptance of the goods and the date of acceptance for carriage by assigning the date stamp to or else making the entry on the duplicate of the consignment note before compensating the duplicate to the consignor. The duplicate will not have influence as the consignment note complementary the goods, nor as a bill of lading. Grand Trunk Railway Co. of Canada v. McMillan [1889] In this case is the Grand Trunk Railway Company of Canada as defendant and Robert McMillan as plaintiff. The fact in the case is the railway company have the contract with Robert McMillan, which is a contact for carriage of the goods and it was go beyond of the station of line. The railway company undertakes to carry goods to a point beyond the station of its own line its contract is for carriage of the goods over the whole transit. However the other companies which over of the line they must pass are merely agents of the contracting company for such carriage, and it was in no private of contract with the transporter. In addition, such a contract being one which a railway company may refuse to enter into the contact, it is because of according to section 104 of the Railway Act it does not prevent from restrict the liability for negligence as carriers or else in respect to the goods to be carried after they had gone from its own line. Moreover, inside the contract have a condition from the Grand Trunk Railway Company (defendants), it was stated, they carry the goods form Toronto to Portage la Prairie, Man., it was a place that beyond the station of their line, and the company shall not be responsible for any loss, damage or delay and detention that may happen to goods sent by them. If that has be happen (loss, damage or delay and detention) after said the goods had arrived at the stations or places on their line nearest to the points or places which they were committed to or beyond their held limits. Furthermore for the condition of the contract is provided that no claim for loss, damage, delay or detention of goods should be allowed unless notice in writing with particulars and it was given to the station agent at or nearby to the place of delivery within thirty-six hours after delivery of the goods in order to the claim that was made. The held in this case is because of the condition are not relieve with the company from the liability for the loss and damage that happened during the goods in transit, even if the loss, damage, delay or detention had happened beyond the limits of the company in that own line. As well as the loss having occurred after the transit was over, and the goods delivered at Portage la Prairie, and the liability of the company as carriers having ceased, this condition reduced the contract to one of mere bailment as soon as the goods were delivered, and also exempted the company from liability as warehousemen, and the goods were from that time in keeping of the company on whose line Portage la Prairie was place and it was as an bailees for the goods. That a plea setting up non-compliance with this condition having been demurred to, and the plaintiff not having appealed against a judgment over-ruling the demurrer, the question as to the sufficiency in law of the defense was res judicata. Likewise for the part of the consignment having been lost such notice should have been given in respect to the same within thirty-six hours after the delivery of the goods which arrived in safety. Finally it was be an action against the Grand Trunk Railway Co. and the Canadian Pacific Railway Company jointly for damages caused by injury to the plaintiff’s goods that carry on the Grand Trunk for carriage of goods from Toronto to Manitoba. The goods were only carried by the Grand Trunk over a portion of the route and by the Canadian Pacific from Winnipeg to the place of consignment, and they were in the actual ownership of the latter company when injured. And because of the damage to the goods was not disputed, but the defendants claimed that they were carried under a special contract, by the terms of which they were relieved from liability. b) Briefly explain the party that have the liability to be liable under the carriage by rail? The rail carrier has the liability to be liable for the loss, damage or any delay of the goods that who was under CMR. According to Article 55 is provided that the railways may bring an action to forwarding railway. That is for claim against the railways company due to arising of loss, damage or delay of the goods, and is an action that for reclamation of totality of funded under the contact of carriage of goods might be taken against the railways which have composed that totality or against to railways on behalf it was collected. Based on Article of 54, that is the action against the railways might be brought by the consignor. If any happen action arising from the contact of carriage of goods, the action might brought by consignor until the consignee was take a proprietorship of the consignment note, accepted the goods from the consignor, or declared he has the right to deliver the goods. Or the action against the railways also can brought by the consignee, when the consignee are take a possession of the consignment note, accepted the goods, declared his right or he had been provided that he has the right of action that shall be quenched from the time when a person was entitled by the consignee. However, if they might brought an action against the railways, consignor shall to produce the duplicate of the consignment note, because that will be an evidence that he produce an authorisation from the consignee or deliver resistant that the consignee has refused to accept the consignment note, or the consignee shall to produce the consignment note if it has been furnished terminated to him. In addition, that Article of 36 that is the extent of the liability. The railways has a number of exclusion from the liability. In fact the railways shall to be liable for the loss, damage or delay of the goods, and occasioning from the total or some of the partial of loss, damage or delay from the consignor or between the time that had acceptance for carried out the goods loading and the time delivery and inherent vice of the goods such as defective packaging, decay of the goods or wastage. The railway company shall be relieved of such liability when the loss, damage or delays or the goods that had carried, due by the cause of fault on part of the person entitled, or by the person that entitled other than as result of a fault on the part of the railway which the railway could not avoided and which is unable to prevent the consequence. For instance, under the agreement between the consignor and the railway in the consignment note, the goods should be under the condition that applicable that had been stated in consignment note, any absence or lack of the filler of the good which by their nature shall be liable to loss or damage when the goods was not packed or not be properly packed, or defective loading that had been carried by the consignor, any irregular, incorrect or any incomplete description of the article not been acceptable for carriage or acceptable matter to conditions or failure on part of the consignor to observe the prescribed protections in respect of article acceptable matter to conditions, or the carriage of the live animal and what stated in the consignment note must be accompanied by any attendant, if the loss, damage or delay of the goods had been resulted in the risk of the attendant was intended to obviate, all the circumstance, the railway shall be relieved of the liability when it was cause in resulted in loss, damage or delay of the goods. For example in the case of Mitsubishi Heavy Industries Ltd. v. Canadian National Railway Co., Rainbow Industrial Caterers Ltd. v. Canadian National Railway Co., [1991], see as well the case of Grand Trunk Railway Co. of Canada v. McMillan [1889]. Mitsubishi Heavy Industries Ltd. v. Canadian National Railway Co. In this case the Mitsubishi Heavy Industries Ltd is the plaintiff and Canadian National Railway Company is the defendant in the cases. The fact in the case was as an import of a train derailment cargo owned by the plaintiff was severely damaged. The cargo was being accepted under a â€Å"Master Transportation Agreement† between the plaintiff and Fujitrans as a freight forwarder. The goods made in Japan and were carried by sea to Vancouver where it was discharged for further carriage to Ontario by rail. Furthermore, the defendant rail carrier assumed, pursuant to Section 137(1) of the Canada Transportation Act, S.C. 1996 and an agreement between Casco, another freight forwarder, that it was entitled to limit its liability to $50,000. However the rail carrier was entitled to limit his liability. The held in the case is which is the right of the defendant as a rail carrier to limit its liability depends on it establishing the existence of a â€Å"confidential contract† under ss. 126 and 137 of the Canada Transportation Act that is a â€Å"written agreement signed by the shipper† and that contains a limitation of liability. The â€Å"shipper† within the meaning of the Canada Transportation Act in the circumstances of this case was Casco not the plaintiff. In addition, the requirement of a â€Å"signed† copy of the agreement does not necessarily require that an actual contracted copy be produced. In this case, the existence of signed consignment of the agreement was sufficient. The plaintiff impliedly or expressly agreed to and authorized the subcontracting by Fujitrans to Casco and by Casco to the rail carrier. Moreover, the plaintiff had express awareness of the terms of the agreement between Casco and the rail carrier. Accordingly, the plaintiff is guaranteed by the limitation even without any private of contract between it and the rail carrier. Rainbow Industrial Caterers Ltd. v. Canadian National Railway Co., [1991] In this case the Rainbow Industrial Caterers Ltd as an appellant however Canadian National Railway Company as a defendant in the cases. The fact in the cases is actually they have two different industrial caterers, both of them is from Albert and in BC, and they was joined and administer as one entity that called as â€Å"Rainbow†. Canadian National Railway Company decided to call for tender for the catering of the meals and service for all the work of crews on a nation-wide basis for the good weather work period in 1985. It had estimated that 1,092,500 meals that will be required. Canadian National Railway Company was notified to Rainbow that the meals are total expected to be 85% of the values listed in the tender document, after the Rainbow was made the bids at $4.94 per meal. It was caused the Rainbow was to increase its bid to $5.02 per meals. As a result that the Rainbow was accumulate that it was losses month by month, because of the number that the meals required was very less than the number given as by the Canadian National Railway Company, and it was caused the Rainbow lost about $1,000,000 on the contact and sued to Canadian National Railway Company. Rainbow was brought an action in tort on the basis of negligent misstatement and misrepresentation in the contact. It is mean that was a breach of the contact and negligent misstatement. The held in the cases is the appellant is looking for the damages in an action for the negligent of misrepresentation is entitled to be put in the position, which if the misrepresentation had not been made. Thus, in tort of action the object is to put the appellant in the position that would have been in if the tort had not been committed. The position would have been is a matter that the appellant must to establish on a balance of the probabilities. However the Canadian National Railway Company was argue that the much of the losses was not caused by the negligent misrepresentation and would have been suffered even had the estimated was accurate. Canadian National Railway Company position is that the losses caused by the conduct that cannot be recoverable in the misrepresentation claim. But, the Canadian National Railway Company is bore the burden of proving the Rainbow would have a bid even if the estimate had been accurate. That was not being proved and it is taken as a fact that the Rainbow would not have to contract had the estimate been accurate. The conduct would not have occurred if there had been no contracted and these losses are causally and directly connected to the contract and the contact is causally connected to the negligent misrepresentation. Finally, this damage was foreseeable and there are not remote. The court was not satisfied that the Rainbow would have entered into the contract in the absence of the misrepresentation, so the damages claimed by the Rainbow were predictable. Furthermore the appellant may compete that all its losses on the contract were caused by the negligent misrepresentation but if it is shown that the loss was caused by factors other than the misrepresentation, and then the chain of causation is broken down. Generally, the plaintiff establishes a prima facie case by proving losses resulting from the contract. But the defendant may demonstrate that the chain of causation was broken by. For instance that the appellant was acts in own, the acts of third parties, or other factors disparate to the circuitous misrepresentation. Tort responsibility is based on mistake, and losses not caused by the defendants fault cannot be charged to it. It is for the appellant in constricting to make appropriate allowance for contingency such as conditions. The plaintiff may also have claim against third parties who cause it loss. To strengthen, the plaintiffs losses may have been caused by the respondent in negligent misrepresentation, or other wrongful acts or omissions of the respondent, whether in negligence or breach of contract and the plaintiffs acts or errors, the acts of third parties, factors unrelated to the faulted either the plaintiffs or the defendant. Trial judge wrongly held that all the appellant contract losses must be certified to and made no findings with respect to the other potential, in spite of the fact that the defendant Canadian National Railway Company led verification on them. These findings must be made if fairness is to be done.

Contemporary approaches to marketing

Contemporary approaches to marketing Introduction Addressing the above topic, this essay aims to bring out the main points regarding the applicability of the marketing mix in the contemporary marketing world. To start with the evolution of marketing and marketing management concept is spoken about, moving on to explaining the marketing mix theory, its drawbacks and the evolution of services marketing leading to a new marketing approach i.e. relationship marketing. Then an evaluation between the two approaches has been undertaken to conclude by emphasizing the importance of the prevailing approach as well as the new approach. The very initial study of marketing emphasized on the allocation and trading of commodities and manufactured goods and found its basics in economics (Marshall 1927 as cited in Vargo, Lusch 2004). Attention was focussed on commodities exchange, the establishment which made goods available and arranged for handing over control of the goods, and the basic functions that were required to help in the exchange transactions (Vargo and Lusch 2004). The study of managerial marketing developed in the early 1950s. During this time managerial theorists defined marketing management as a process of decision making or problem-solving. This approach emerged out of the traditional sales approach and became a broadly accepted function of business stressing on the basics like product planning and developing, pricing, promoting and distributing (Webster, Jr. 1992). These fundamental functions, to supply goods to final consumers and satisfy their needs formed the marketing mix. Evolution and concept of marketing mix The concept of marketing mix was set up in 1960 by McCarthy and the mix of factors was labelled as the four Ps. As defined by Kotler in his book Marketing Management, Marketing mix is the set of marketing tools that the firm uses to pursue its marketing objectives in the target market. McCarthy classified these tools into four broad groups: Product, price, place, promotion (Kotler 2000 p.15). The four Ps symbolise the outlook of the sellers. Robert Lauterborn (1990) recommended four Cs, customer solution, customer cost, convenience, communication, from the customers view to which each P would convey a specific benefit. The theoretical value of the Mix is also underlined by the widely held view that the framework constitutes one of the pillars of the influential Managerial School of Marketing (Kotler 1967; Sheth et al. 1988 as cited in Constantinides 2006). The importance of this tool can be understood by the above statement. The concept of the marketing mix being easy to understand, practice and teach, positioned itself to become the unchallenged universal marketing model and much of further marketing studies evolved with this concept as their basis, making a tremendous impact on the practical world. Drawbacks of the Four Ps Theory On the flip side, the marketing mix approach is based on typical situations which do not fit well in other markets. It was basically formulated for the North American milieu, with packaged goods, aggressive distribution, strong media presence and huge markets, consumers just becoming numbers for marketers, and not presenting an actual situation (Gronroos 1994). Van Waterschoot and Bulte (1992 p.85) also brought out three defects in the Four P model; The properties or characteristics that are the basis for classification have not been identified. The categories are not mutually exclusive. There is a catch-all subcategory that is continually growing. Another disadvantage is that the marketing mix is production oriented, i.e., it focuses on the product and not on the consumer who is the actual end user (Gronroos 1994). For example if Nokia makes a mobile which is very heavy, slow, and does not have the latest features that consumers require, all marketing strategies based on the four Ps , product, price, place, promotion would fail to sell the product, since it is not what the customers want. Here comes in the need for newer marketing approaches, focussing on the needs and wants of customers. A major disadvantage of this approach is that there is no interrelation between the 4 variables of the mix. Every variable or P has a separate working department and plan with no coordination (Yudelson 1999). Not just that, this approach alienates the rest of the organisation from the marketing aspect, and thus distances them from the voice of the customer (Gronroos 1994). Goods to Service dominant logic Over these years there has been a shift from a goods dominated economy to a services, skills, knowledge and processes economy (Vargo and Lusch). As a consequence, the ways in which businesses are carried on and maintained have changed drastically and gradually alongside, various other marketing theories have evolved. From the functional view of marketing mix management our focus has extended to the strategic role of marketing, aspects of service marketing, political dimensions of channel management, interactions in industrial networks; to mention just a few evolving trends (Moller 1992 as cited in Gronroos 1994 p. 7; Constantinides). Service Marketing These changes have also led to a growth in competition. To deal with this, it is essential to recognize the importance of services which can be offered with the core product to add extra value to it and result in competitive advantage (Gronroos 2007). Service marketing grew out of this need. As defined by Gronroos in his book, service marketing is to make customers use the service processes and implement these processes in a way that makes customers perceive that value is created in their processes (p.55). Firms with a service orientation have to centre their attention to the relation with their consumers and other stakeholders. For example, United Airlines throws parties for their privileged customers, where they are informed about the airlines forthcoming services (Holbrook and Hulbert 2002). With growth in service, three supplementary Ps, people, physical evidence and process have also been put forward (Booms and Bitner 1982 as cited in Gronroos 2002) to address customer needs bet ter. Relationship Marketing Therefore, relationship marketing has grown to become a requirement for achieving success in a service market, and a concentration on customer relationship and customer retention has become a crucial need (Gronroos 2007). Marketing is to establish, maintain, and enhance relationships with customers and other partners, at a profit, so that the objectives of the parties involved are met. This is achieved by a mutual exchange and fulfilment of promises. This is the definition of relationship marketing (Gronroos 1994 p.9). Though relationship marketing is in its early years as a conventional marketing paradigm, its significance can be identified to great degree. On the basis of marketing dimensions, relationship marketing encompasses Database marketing, Interaction marketing and Network marketing. Coviello in his journal says, that relationship marketing does not conform only to industrial and service marketing, it relates to all firms including packaged good firms, since it is imperativ e to maintain customer relations in other firms as well (Coviello et al. 1997). The consequence of relationship marketing is that by creating a long-term relationship, two individuals or companies with time discover, understand and conform to the others need better and this eventually benefits both. Marketing Mix vs Relationship Marketing To understand the changing business environment as well as the probable marketing strategies, Gronroos created a continuum, where transaction marketing is positioned on one end and relational marketing on the other end. The main point of difference between the two approaches is that where relationship marketing spotlights on maintaining relations with customers, over a long time period, transaction marketing deals with a single exchange covering a shorter time frame (Gronroos 1994). Therefore it can be said that not in all situations but, generally packaged good businesses will gain from a transaction approach since it is a one-time effort and revolves around a single transaction. On the other hand service based businesses will gain maximum from a relationship approach, since their business revolves around providing services which are continually needed. Examples of relationship marketing based companies are Dell and Apple, who manufacture customised computers and laptops. Changed meaning of the Marketing Mix variables As spoken about above, there has been a dominant shift from goods to a service economy. Earlier the main aim of an organisation was to sell a product to satisfy the needs of the consumers and to make profit. But now, it is not about the product that is provided, rather it is about the total value or utility that it provides to the consumer (Vargo and Lusch). As it is correctly said, the true essence of the customer-centricity paradigm lies not in how to sell products but rather on creating value for the customer and, in the process, creating value for the firm (Boulding et al. 2005 as cited in Shah et al. 2006 p.115). For example, a mobile phone with the latest features would not be of much use to a person who does not know how to use those feature and would provide the same utility as that of an older version. Thus, augmenting the product is not enough, further service such as tutorials in order to help understand the features are required. When the traditional theory was formed, the marketing mix focussed on just the core product and thus price-sensitivity was a major issue. Now with services marketing evolving the value of the product/service is perceived based on the overall value created. Thus for consumers now price is not as sensitive an issue as it used to be (Gronroos 1994). In earlier times place was an important deciding factor for the sale of a product, since transport and communication were difficult. But in the present, with development of such networks, we are globally connected, through mediums such as internet, mobile phones, etc. Even business transactions are now carried on the internet, thus the place factor which forms a part of the marketing mix has now become less relevant. For, example to shop for a Gucci bag earlier we had to go to the store, and it location mattered but now we can purchase and pay for it on the internet, regardless of where the store is situated. Thus, Process is a better label for this essential component of the marketing mix (Yudelson 1999). A relationship marketing approach helps firms to setup a real-time database system which would provide updated information about its clients and their levels of contentment for the products or services provided (Gronroos 1994). To get such extensive information in the marketing mix approach is not possible since the marketers of such organisations dont directly connect with the customers; instead they rely on heavy promotion to sell the products. But in the present times promotion comes second to serving the needs and wants of the customers. Conclusion Practically 40 years later, since the time the Marketing Mix concept emerged in 1960, marketing scholars are pondering over the sufficiency of this marketing approach. There have been rapid changes in business operations due to change in technology and globalisation and it can be said that transactional marketing alone cannot keep up with this transformation. Nevertheless it is evident that no adequate replacement has been known for the marketing mix approach. With the developments in marketing, McCarthys Four P theory must be reviewed to help build on the previous theory and leap to the future. Flexibility, not insurrection or revolt is the best way to come to terms with the changes. The benefit of making changes in the existing thought rather than creating a completely new notion is the fact that the Marketing mix paradigm concentrates on the basics of marketing. Thus any new evolving marketing theory must take into account these basics. Relationship Marketing although is a new eme rging paradigm but it cannot function without the basics of the 4 Ps or the marketing mix, since only maintaining relations is enough for a business to flourish. Once the product and its pricing, placing and promotion strategies are developed, maintaining relations to retain the customer is the spot on approach. Therefore, keeping marketing mix approach as the base, relationship marketing or any other contemporary approach must be applied for achieving the best results. References Constantinides, E. (2006), The Marketing Mix Revisited: Towards the 21st Century Marketing, Journal of Marketing, Vol.22, pp. 407-438. Coviello, E. N., Brodie, J. R., Munro, J. H. (1997), Understanding Contemporary Marketing: Development of a Classification Scheme, Journal of Marketing Management, Vol.13, pp. 501-522. Gronroos, C. (1994), From Marketing Mix to Relationship Marketing: Towards a Paradigm Shift in Marketing, Management Decision, MCB University Press Limited, Vol.32 (2), pp. 4-20. Gronroos, C., Service Management and Marketing, Third Edition, John Wiley and Sons, Ltd. pp.1-22, 51-70. Gronroos, C. (2002), Marketing? Toward a Relationship Marketing Paradigm, The Marketing Review, Swedish School of Economics and Business Administration, Vol. 3, pp.129-146. Holbrook, B. M., Hulbert, M. J. (2002), Elegy on the Death of Marketing, European Journal of Marketing, Vol. 36 (5/6), pp.706-744. Kotler, P., Marketing Management, Millenium Edition, Prentice Hall International, Inc. pp.1-32. Lauterborn, R. (1990), New Marketing Litany: 4 Ps Passe; C Words Take Over, Advertising Age, Crain Communications, Inc. pp.26. Shah, D., Rust, T. R., Parasuraman, A., Staelin, R., and Day, S. G., (2006), Path to Customer Centricity, Journal of Service Research, Vol. 9, pp 113-124. Van Waterschoot, W., Van den Bulte, C. (1992), The 4P Classification of the Marketing Mix Revisited, Journal of Marketing, Vol. 56, pp.83-93. Vargo, L. S., Lusch, F. R. (2004), Evolving to a New Dominant Logic for Marketing, Journal of Marketing, Vol. 68, pp.1-17. Webster, F. E., Jr. (1992), The Changing Role of Marketing in the Corporation, Journal of Marketing, American Marketing Association, Vol. 56 (4), pp.1-17. Yudelson, J. (1999), Adapting Mccarthys Four Ps for the Twenty-First Century, Journal of Marketing Education, Sage Publishers, Vol.21 (60), pp. 60-67.

How labelling affects mental health problems

How labelling affects mental health problems Labelling theory is linked to Howard Becket and was introduced in 1963.   Labelling theory is the theory of a behaviour that is considered different from the customary or a behaviour that is generally accepted as standard.   It is considered by some sociologist that this type of behaviour is seen as a label given to an individual whose behaviour is not considered normal by certain people of authority.   Therefore, labelling means that no individual is actually abnormal and no deed is unusual unless it has been identified by society. According to Pilgrim and Rogers (1999) the labelling theory works on the principle that to identify a person as having mental health problems it is suggested that the individual will act in a stereotypical manner.  Ã‚   It was thought at one time that having a mental health problem was owing to some form of personal weakness.   However, as time has gone by mental illness has become more accepted by society and the public have become more learned and it could be true to say that   it is well known now that mental health disorders have a medical basis and can be treated like any other health condition. Being considered mentally healthy does not routinely imply that a person does not have a mental health problem.   Good health usually represents that a person is able to play a full part in society albeit within a family setting, in the workplace, within community or amongst other people or friends.  Ã‚   It also suggest that a person who is in good mental health can deal with what life throws at them and more often than not will be capable of make the most of their potential within any given situation.   According to The World Health Organisation mental health is: a state of well-being in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community(WHO, 2001). Mental health illness for that reason could be said is a state where the well being of an individual is flawed in some way and is incapable of undertaking normal day to day functions.   It could be said that mental health is everyones concern.   The majority of people at one time or another will admit to feeling stressed out and unable to cope with what life throws at them but usually those feeling pass.   However at other times these problems can develop into something much more serious.   Some can bounce back with no problem at all while others might take a longer time to deal with their problems.   Scheff (1999) considers that mental illness in a person is brought about by societal labelling.   He suggests that the symptoms of mental illness are  Ã‚   seen as infringement of the social norms.   By most social values behaviour associated with mental illness such violent outburst, anxiety, delusions and attempts of suicide are considered abnormal.  Ã‚   Therefore, the cause for a person to be labelled as mentally ill does not automatically mean infringement of the social norm.   The person to a certain extent is labelled when a situation can bring about what the public would perceive as abnormal behaviour.   This could mean for example, when an application is made to place that individual in a mental institution or hospital and as a result that individual is is labelled as mentally ill. Labelling leads to stigma, which is a word associated with branding and shame.  Ã‚   Stigma has been defined by the Oxford Dictionary as a mark or sign of disgrace and discredit.   Goffman (1963) also suggested that disability was associated with shame and pity and that the term stigma has been adopted from the Greeks which imply a mark that represent immorality.  Ã‚   Research also shows that stigma is more strongly expressed against people with mental disabilities, which, under the influence of Buddhism and Animism, are believed to represent possession by evil sprits (Hunt 2002).  Ã‚  Ã‚   Studies also show that individuals with a mental health illness are most rejected people among any disabled groups (Albrecht, Walkeer Levy, 1982)  Ã‚   It has also been suggested by Jones (1985) that the process of stigmatization is based on six elements, namely conceability, course, disruptiveness, aesthetic qualities, origin and peril.   Although there are 8.6 million disabled people in Britain that is 1:7 of the population who have either a physical, sensory or mental impairment that seriously affects their day-to-day activities, people with mental health continue to be excluded from discourse on difference and diversity.   Discourses can have an impact on the ways in which people with mental health illness are portrayed and treated within society and this in turn may influence the actions taken by people and the judgments they make.   Different cultures can also have different perception, so can different situations and circumstances. Having a mental illness, and living with it on a day to day basis can be intensely difficult for the individual suffering from it.   Mental illness by today standards is believed to be very common, due to the fact that one in four in the United Kingdom is diagnosed with a mental illness.   Sufferers of the illness experience many problems, which include the way they think, behave or how they feel.   These problems can lead to problems with everyday living, such as maintaining relationships, access to or performance at work, not being accepted by the community that they live in.   A report written by the government into Mental Health and Social Exclusion, and published by the Social Exclusion Unit in 2004, recognized the discrimination and stigma experienced by people with mental health issues as a major stumbling block to be included socially, and thus making it very hard for those individual to access work, access health services, take part in their communities, and to take pleasure in doing things with their family and friends.  Ã‚   The report also states that 83 percent of those interviewed identified stigma as a major contributor; 55 percent identified stigma as a barrier to work; and 52 percent had experienced a negative attitudes towards mental health in the community. According to a survey, called the Stigma Shout (2008) survey revealed that: Nearly 9 out of 10 people with mental health problems have been affected by stigma and discrimination, with two thirds saying they have stopped doing things because of the stigma they face. Stigma stops people with mental health problems from doing everyday things such as applying for jobs, making new friends, and going out to pubs and shops. It can even prevent people from reporting a crime. People with mental health problems want the anti-stigma campaign to target schools and the media to change attitudes and reduce prejudice. Carers of people with mental health problems also stop doing things because of the stigma and discrimination that they face. http://www.time-to-change.org.uk/news/stigma-shout-survey-shows-real-impact-stigma-and-discrimination-peoples-lives Mental health problems are commonly identified and categorized in order for  professional people to be able to provide suitable support and treatment.  Ã‚  Ã‚   However, some diagnoses are  considered controversial and concern is expressed that individuals are frequently treated in line with by what they have been labelled with.   There are many conditions that are believed to be associated to mental health illness, including   anxiety disorders, mood disorders, eating disorders, personality disorders and plenty more.   Any person presenting signs of the mental health problems will more often than not be labelled by society in some way.  Ã‚  Ã‚   As noted earlier labelling leads to stigma and stigma in turn can lead to discrimination.  Ã‚   It is highly publicized that there should be no discrimination against people of a difference appearance, race culture, religion but people are less conscious of discrimination against people with a mental health illness.  Ã‚   Being discriminated against can play a big part in an individuals life who may be experiencing mental health problems.   It is known that stigma associated with mental health issues can be very hurtful and damaging and can inhibit the individual from accessing support and treatment in order to lead a normal life. According to the Mental Health Foundation, 44% of people who experienced some form of mental health issues felt they had been discriminated by their G.Ps, and 35% said theyd been discriminated by health professionals.   However, it is suspected by some that the principal   reason for the health care professionals to behave in this manner is because they are considered inexperienced in the field of mental health issues. On the other hand, some individuals who have been labelled as suffering with mental health problems are of the opinion that mental health problems are fabricated and invented by professional people who make money from the belief that mental health issues are problematic.   One example which demonstrates how health care services are being prejudice is that sufferers of schizophrenia are prohibited from giving blood or giving away any of their vital organs as they are perceived as mentally incapacitated.   As previously referred to statistics show that at any given time one in every four adult and one in every five children live through a mental health problem.  Ã‚   It is estimated that approximately 450 million people worldwide have a mental health problem.   World Health Organisation (2001)   The total cost of mental health problems in England is currently more than  £77 billion a year which is double previous estimates (Sainsbury Centre for Mental Health 2003) Due to the labelling associated with mental health problems many of these people will not access help at an early stage and the illness will become worse.   It is widely known that people with a mental health illness are less likely to be in full time employment in comparison to other groups of disabled people.   In 2001, people with a mental health problem were almost three times more likely to be unemployed than all other disabled people (Smith and Twomey 2002)  Ã‚   Many of these people do not make an effort to obtain work   for a number of reasons or are discriminated by employers because of their illness.   It has been proved that not dealing with mental illness within the work place costs over     £9 billion a year   (Department of Health 2006).   In order to address this issue the government has published a mental health strategy with the main objective to help mental health sufferers gain and retain employment.  Ã‚   The strategy namely, Working Our Way to Better Mental Health: A Framework for Action Strategy (2009), is aimed at helping people safeguard their illness, and when a problem arises, get the help and treatment that they need.   The strategy also aims to reduce discrimination and to reduce the levels of labelling that is associated with the illness.   To realize improved practises in maintaining a good working relationship between the workplace and those suffering from mental health problems, the Government has advised employers that they need to follow the principles included in the strategy to shed light on the impact of mental health problems. The Secretary of State for Health,   Andy Burnham said:   Life-threatening conditions like cancer or heart disease prompt sympathy and understanding. But mental health is all too often shrouded in mystery, stigma or simply forgotten. To coincide with the launch of the above mentioned strategy the Department of Work and Pensions have also assigned a review led by Dr Rachel Perkins to offer help and guidance on how best to develop and improve the support for people with a mental health problem who are unemployed. By following the Governments and the Department of Healths guidance and support, it is expected that many businesses will see the potential benefits to their workplace such as reduced sickness levels, higher levels of customer service,  Ã‚   reduced staff turnover and lots more.   Many people who have been diagnosed with a mental illness could also face the probability of suddenly being unaccepted by friends and family; this is usually due to the fact that people are uncertain of the illness.   Being singled out by those they considered to be their friends or even a close family member makes the circumstances worse for the sufferer.   Individuals usually find it hard to make new friends which in turn can make them feel totally isolated and worthless.  Ã‚   It is often believed that the media is responsible for wrongly representing someone with mental health issues and that the tabloids very often   show bad outlook towards people with mental illness   by applying words such as psycho or mad or even a   nutter.   Using such words to portray a person suffering with mental illness is seen to be encouraging society to believe that they are all dangerous and unapproachable.   Inadequate and incorrect media coverage of mental health issues has increased over the last three years claims the Mind report published in 2008. In spite of this however not all interpretation of mental illness in the media is negative. Stephen Fry spoke openly about his mental health issues and was in the main represented positively in the media. My battle with mental illness (2006)  Ã‚   During research for his documentary The Secret Life of The Manic Depressive, Stephen Fry discovered that his illness (bi-polar) affects hundreds of thousands of people in the U. K.   He was also appalled to learn the degree of preconception there was in relation to mental illness:   I want to speak out, to fight the public stigma and to give a clearer picture of mental illness that most people know little about. He also stated that there was a need for a better awareness of mental health issues amongst the public in order for people to share their problems and break their silence: Once the understanding is there, we can all stand up and not be ashamed of ourselves, then it makes the rest of the population realise that we are just like them but with something extra. A research undertaken by the charity Mind revealed that 73% of those with mental health problems felt that, the way the media portray the illness is negative, unfair and totally unbalanced (Mind Report 2008).   Many of the stories that appear in the media all promote the idea that mental illness is wrong and something to be ashamed of.  Ã‚  Ã‚   Over the years the Government has made inroads to tackle discrimination against people who have mental health issues and have introduced policies in order to transform the way people view mental health problems. The Disability Discrimination Act 1995 makes certain that discrimination does not take place in the workplace and other places because of mental health problems. The Mental Health Bill was also introduced by the Government in 2002 which introduced a statutory framework for the compulsory treatment and care for mental health sufferers and there are many groups and organizations attempting to highlight the plights of mental health sufferers and are focusing on reducing the stigma associated with mental health problems.  Ã‚   On reflection, it is understandable that many people who have mental health problems would not approve of the way sufferers are being perceived and labelled.   The term mental illness for some people can be associated with abnormal behaviour and as a result can prevent them from fitting into what would be considered a normal environment and take advantages of all the opportunities and benefits associated with it.   As revealed the media is considered to be a very influential means of educating people and that more attention should be given to reporting on more positive features of mental illness, namely how people have recovered and what in terms of medicine and treatment are available today to combat mental illness. This is turn could have a major influence on the public attitudes and beliefs.  Ã‚   Some people would also suggest that better training of mental health professionals would promote better health care and better understanding of issues surrounding mental illness.  Ã‚   This in turn would show the way to a more positive attitude amongst people in society as sufferers are able to take part in everyday life.   As many of the literature on mental health problems implies, there continues to be a long way to go in order to overcome many of the misconceptions, the prejudices and fears associated with mental health problems and the stigma involved.     So that harmful and negative attitudes to mental health problems are eradicated there is a need for the public to be much more aware of what it feels to live with such problems and that it takes courage and strength on the part of the sufferer.  Ã‚   The public also need to be aware that mental illness can be managed or even treated like many other diseases or conditions.   It is also important to highlight that the stereotyping of mental incapacity and hostility is greatly mistaken. BIBLIOGRAPHY

Views on War in Vonneguts Slaughter House Five Essay -- Slaughter Hou

Views on War in Vonnegut's Slaughter House Five    Many people returned from World War II with disturbing images forever stuck in their heads. Others returned and went crazy due to the many hardships and terrors faced. The protagonist in Slaughter-House Five, Billy Pilgrim, has to deal with some of these things along with many other complications in his life. Slaughter House Five (1968), by Kurt Vonnegut, Jr., is an anti-war novel about a man’s life before, after and during the time he spent fighting in World War II. While Billy is trying to escape from behind enemy lines, he is captured and imprisoned in a German slaughterhouse. The author tells of Billy’s terrible experiences there. After the war, Billy marries and goes to school to become an optometrist. During his schooling, he is put in a mental institution. As it is later explained in the novel, Billy was abducted by aliens and lived on their planet in their zoo for a period of time. Throughout this novel, Billy’s life doesn’t occur in a series of ev ents. He also doesn’t have flashbacks of certain points in his life. Instead, he lives his life through time travel. His life jumps from many points in time including his experiences in the war, before the war, after the war and also on the planet of Tralfamadore. Throughout this novel, Billy Pilgrim’s and other humans’ views on war are simple: in essence, it’s one of the most destructive things that there is, but to the aliens on the planet of Tralfamadore, war is unimportant in the long run and should not be dwelled on.    By opening the cover of this novel, one might notice the subtitle. Underneath the title, Slaughter-House Five, reads the subtitle: The Children’s Crusade A Duty-Dance with Death. Without even reading the ... ...his novel believe war to be the most disgusting and most distructful thing in the universe, the Tralfamadorians enlighten one human on their thoughts of war. They don’t feel Billy should put as much time as he does into dwelling on something like war that is inevitable. They ignore it and rate it relatively low on a scale of importance. From World War II, Billy is left with many vivid memories that he would rather not have. He has first handedly seen what he thinks is the most evil thing in the universe. He is frequently haunted by images of his experiences. But maybe if he would just tell himself that there is nothing he can do about war, maybe if he just looked the other way and ignored it, maybe then he would be happy and in a state of peace like the Tralfamadorians. Work Cited    Vonnegut, Kurt. SlaughterHouse Five. New York: Dell Publishing Co., Inc. 1980

The Significance of Dreams and Dreaming in A Midsummer Nights Dream b

The Significance of Dreams and Dreaming in A Midsummer Night's Dream by William Shakespeare In Pucks final speech of the play he says: â€Å"And this weak and idle theme No more yielding than a dream† It has been argued that Shakespeare structured the play around the notion of a 'dream.' Explore the significance of dreams and dreaming in the play, both as a theme and dramatic device. There are several definitions of a dream, although no one can really define a dream, it is what we make it. The first theory is that it is a mixture of images, accumulated from your thoughts or experiences, that happen whilst you are asleep. It could also be a fantasy you experience whilst your semi-conscious which you have no control over. It could also be simply wish fulfillment. All these definitions relate to the play as the fairy characters are fantasy, controlling the humans experiences and granting them their wish fulfillments. I think Shakespeare thought of the notion of a dream and from all these different ideas, ’dreamed’ up a story combining all of them, perhaps it was his wish fulfillment or came from a dream he once had. Puck’s ‘weak and idle theme’ is anything but, some cultures such as the Chinese believe you shouldn’t wake someone up whilst they are sleeping because their wondering soul would not have had time to reunite with their body, this relates to the play as all the characters appear to be wondering around in their sleep, not actually realizing they are asleep. The Elizabethan audience would expect all the images of magic, love and freedom from the name ‘Midsummer Nights Dream’ and would expect it to be a light hearted roma... ...king as if they were handmade using only plants. The fairies’ hair is all golden, long and full of ringlets underneath a headdress of flowers. Shakespeare managed to present ideas of dreaming brilliantly throughout the play. The lovers fell asleep in their dream, what do you dream when you fall asleep in a dream? Is dreaming reality, or reality dreaming? What does a blind person dream if they have seen nothing they wish for or want to aspire to? These questions are created from the play. This shows that Pucks final speech â€Å"and this weak and idle theme, no more yielding than a dream† is not a weak theme after all but something, if messed with can go very wrong or very right. This is illustrated by the mixing up of the love potions in Hoffman’s film, something so harmful as love can create so much sadness and pain.

Teachers Attitudes Towards Interactive Whiteboards Teaching Tool Education Essay

Current UK governmental policy enterprises, such as Harnessing Technology: Transforming Learning and Children ‘s Servicess recommend that instructors increase their usage of engineering to better pupil academic growing ( Department for Education and Skills, 2005 ; Loveless, 2010 ; P. Smith, Rudd, & A ; Coghlan, 2008 ) . This has lead to increasing synergistic whiteboard ( IWB ) usage in UK primary and secondary schools ( Becta, 2008 ; Department for Education and Skills, 2005 ; Madden, Prupis, Sangiovanni, & A ; Stanek, 2009, p. 15 ; H. J. Smith, Higgins, Wall, & A ; Miller, 2005, p. 91 ) . Using an IWB enriches a schoolroom with images, sound, pre-prepared lessons, and entree to the Internet in multiple modes ( G. Beauchamp & A ; Parkinson, 2005, p. 97 ; Lewin, Somekh, & A ; Steadman, 2008, p. 292 ) . What makes the synergistic whiteboard so potentially utile is that instructors can utilize this engineering from a learning place in the schoolroom instead than sitting at a computing machine ( S. Kennewell, Tanner, Jones, & A ; Beauchamp, 2008, p. 64 ) . IWB ‘s are thought to better pupil motive, engagement, coaction, deepness of acquisition, every bit good as addition pupil-teacher interaction ( G. Beauchamp & A ; Parkinson, 2005, p. 97 ; Gillen, Staarman, Littleton, Mercer, & A ; Twiner, 2007, p. 11 ; S. Kennewell, et al. , 2008, p. 64 ) .Literature ReviewOne manner to believe about engineering in general and synergistic whiteboards specifically is to see the IWB a tool for people to utilize ( Gillen, et al. , 2007, p. 12 ; Lewin, et al. , 2008, p. 293 ; G. Beauc hamp & A ; Parkinson, 2005, p. 101 ; Jonassen, 2006 ; S Kennewell, 2001 p107 ; S. Kennewell, et al. , 2008, p. 65 ; Lewin, et al. , 2008, p. 295 ; Loveless, 2010, p. 9 ; Zevenbergen & A ; Lerman, 2008, p. 124 ) . Harmonizing to research, teacher attitude toward technological tools is the most of import factor in the successful execution of engineering in the school system ( Efe, 2011, p. 229 ; Teo, Wong, & A ; Chai, 2008, p. 128 ; Watson, 2001, p. 259 ) . Research workers have been analyzing this issue from a theory known as the Technology Acceptance Model ( Pynoo et al. , 2010, p. 569 ; Teo, et al. , 2008, p. 129 ) . Basically this theory suggests that people accept engineering based upon the sensed utility and perceived easiness of usage. Most surveies have found that the more utile a individual believes the engineering is ( sensed utility ) , the more likely a individual will try to utilize it ( Pynoo, et al. , 2010, p. 569 ; Teo, et al. , 2008, p. 129 ) . Versatility, shorter readying clip, ability to salvage lessons, better schoolroom direction with improved pupil behavior, improved lesson pacing, more multisensory lessons with multimedia, expanded interactivity throughout lessons, the possible to make more pupils with increased pupil success are all facets of sensed utility ( G. Beauchamp & A ; Parkinson, 2005p. 312 ; Gillen, et al. , 2007, p. 12 ; Gray, Hagger-Vaughan, Pilkington, & A ; Tomkins, 2005, p. 38 ; S. Kennewell, et al. , 2008, p. 62 ; Moss et al. , 2007, p. 6 ; Slay, SiebE† rger, & A ; Hodgkinson-Williams, 2008, p. 1335 ; H. J. Smith, et al. , 2005, p. 92 ; Teo, et al. , 2008, p. 267 ; Wood & A ; Ashfield, 2008, p. 84 ; Zevenbergen & A ; Lerman, 2008, p. 110 ) . Perceived easiness of usage is defined as a instructor ‘s expectancy of troubles connected with utilizing the engineering ( Pynoo, et al. , 2010, p. 569 ; Teo, et al. , 2008, p. 129 ) . Learning and implementing the usage of IWBs takes considerable attempt ( Borghans & A ; Weel, 2006, p. 1 ; Lewin, et al. , 2008, p. 239 ; Miller, Glover, & A ; Averis, 2009, p. 3 ; H. J. Smith, et al. , 2005, p. 98 ) . It is complicated to incorporate this tool into their personal teaching method and lesson planning ( Moss, et al. , 2007, p. 4 ; Slay, et al. , 2008, p. 1332 ) . This requires a important investing of clip non available to most instructors ( Efe, 2011, p. 229 ; Watson, 2001, p. 260 ) . Teachers need unrestricted entree to IWB ‘s in order to get the hang the engineering and go comfy with its usage ( Gray, et al. , 2005, p. 38 ) . Some schools do non hold adequate engineering for this to go on ( Efe, 2011, p. 229 ; Madden, et al. , 2009, p. 25 ; Watson, 2001, p. 257 ; Zevenber gen & A ; Lerman, 2008, p. 110 ) . Synergistic Whiteboards have important possible to alter the manner instructors teach at a really basic degree ( Gray, et al. , 2005, p. 43 ; Higgins, Beauchamp, & A ; Miller, 2007, p. 221 ; Watson, 2001, p. 252 ) . Teachers have the ability to see the full scope of potencies offered by the IWB or they can use this new resource harmonizing to their criterion and usual mode of instruction ( Bateson, 1972 ; G. Beauchamp & A ; Parkinson, 2005, p. 306 ; Gillen, et al. , 2007, p. 12 ; S. Kennewell, et al. , 2008, p. 71 ; Knight, Pennant, & A ; Piggott, 2004, p. 4 ; Miller, et al. , 2009, p. 4 ; Teo, et al. , 2008, p. 265 ; Watzlawick, Weakland, & A ; Fisch, 1974 ; Wood & A ; Ashfield, 2008, p. 86 ; Zevenbergen & A ; Lerman, 2008, p. 109 ) . This can be a considered both an indicant of usefulness and/or a trouble connected to IWBs ( Lewin, et al. , 2008, p. 295 ) . Teacher ‘s beliefs sing teaching method will find their position on this issue ( Gary Beauchamp & A ; Kennewell, 2008, p . 306 ; S. Kennewell, et al. , 2008, p. 65 ; Zevenbergen & A ; Lerman, 2008, p. 124 ) .MethodologyThis research was basic qualitative research that was trying to measure instructor ‘s feelings and attitudes toward the use of Synergistic Whiteboards. Questions were developed harmonizing to the above literature and these constructs. Forty secondary school instructors were asked to make full in respond to a 10 inquiry multiple-choice questionnaire. This questionnaire is attached in Appendix 1. Out of those who answered, five instructors were selected for farther interview. The extra interview inquiries can be found in Appendix 2. A chart of the replies and their dislocation are listed in Appendix 3. This research was conducted with an consciousness of the duty to teacher-respondents harmonizing to the values described in the British Revised Ethical Guidelines for Educational Research Data ( 2004 ) . Questionnaires were distributed and interviews conducted without favoritism against anyone for any ground, demoing regard for single differences. Teachers who participated understood that their engagement was wholly voluntary. They were informed of the nature of this research and the grounds for it. Complete privateness and confidentiality of their engagement and their responses was assured. No personal information was collected. All questionnaires were returned without names or any identifying features. Questionnaires were kept in a unafraid cabinet with no entree except for this research worker. Those involved in this research were non antecedently known by this research worker, nor were there any double relationships with them other than research worker and participant. No misrepr esentation was involved in any facet of this research. Participants were assured that they could reply the inquiries in the questionnaire in full, in portion, or non at all. They could alter their heads about take parting at any clip with no reverberations. No vulnerable people were included in this undertaking. No inducements were offered or given to convert people to take part. Participants were advised that they could talk to this research worker sing their reactions to the inquiries involved if they so desired. This research was conducted in a nonbiased format in order to get at honest consequences. There was no effort to pull strings, turn out or confute an docket. Data was collected, collated and analysed harmonizing to frequence of each response. Because some replies were given in both the interview and questionnaires, the figure of replies to different inquiry varies slightly. As basic research, this type of analysis provides farther waies for extra research.FindingssTeachers who believe that engineering will be utile to them are more likely to do the effort to utilize IWBs. In this research, instructors assert that the primary ground they use an IWB is that it offers a assortment of uses and makes their lessons less nerve-racking as represented in the diagram to the right. For some, the newness of this technique makes their undertaking more interesting. The grounds instructors give for trying to use IWBs include it ‘s assortment of educational utilizations ( 32 % of the instructors ) , decrease of emphasis ( 25 % of the instructors ) , a new attack to learning ( 22 % of the instructors ) , to develop their ICT accomplishments ( 17 % o f the instructors ) and the IWB is their lone available board ( 4 % of the instructors ) . Question # 2, â€Å" do you utilize an synergistic whiteboard as portion of your instructor tool, † was chosen as one method of sing the issue of sensed utility. A tool is utile. Eighty per centum of the instructors who participated viewed the usage of IWBs as one facet of their instructor repertory instead than as somehow distant from them. Most of the instructors involved in this research did believe that an IWB was a tool for them to utilize. Merely 5 % of the instructors did non utilize an IWB as portion of their instructor tool. Technological attitude can be seen to some extent by how frequently a instructor uses an IWB. Thus, inquiry # 4, on mean how many lessons per twenty-four hours do you interact with the whiteboard? Peoples who use their engineering more often are assumed to believe it is utile. In this instance, about tierce of the instructors used their IWB for 1-2 lessons each twenty-four hours and about tierce of the instructors used their IWB for 3-4 lessons per twenty-four hours. This information implies that instructors are utilizing their engineering on a regular footing. Teachers seem to see IWB ‘s as a helpful tool in many countries of instruction. The information split closely with 22 % of instructors admiting their belief that IWBs better planning, 20 % describing their belief that an IWB improves gait, 26 % coverage that they believe IWBs aid develop a better lesson flow and 24 % believe that their administration is helped by the usage of an IWB. Fewer instructors have seen an betterment in pupil behavior. On the other manus, 95 % of the instructors perceive the IWB as utile for bettering pupil comprehension of new constructs. Teachers continue to see value in IWB, with sentiments moderately equally split between believing that this engineering increases pupil motive ( 18 % ) , pupil engagement ( 25 % ) , teacher motive ( 15 % ) , and teacher engagement ( 17 % ) . Research strongly suggests that if a instructor believes that any troubles inherent in engineering are greater than what they perceive as its utility, that instructor will non utilize the engineering. When the IWB is non easy available, instructors are unable to entree it and go familiar plenty with it to go comfy. Therefore, inquiry # 1 was asked to measure IWB entree, a strong issue of sensed easiness of usage. In this research the bulk of respondents answered yes. Educational research workers stressed the doctrine of pedagogical alteration as a consequence of engineering. If instructors are utilizing their IWBs as an interaction instructor tool, they are thought to be trying pedagogical alteration. Are instructors utilizing IWBs from their old teaching method or are they incorporating this new engineering and making new ways of learning? Most of the instructors who answered this inquiry are utilizing their IWB as an synergistic instruction tool. The literature on engineering execution stresses the importance of instructor preparation. Most research emphasizes the deficiency of preparation as a barrier to positive integrating of new engineering. Yet more than half of the instructors take parting have had no formal preparation in the usage of an Interactive Whiteboard. The issue of salvaging lessons can mention to sensed easiness of use. The inquiry efforts to understand how instructors are accommodating to the new engineering. Teachers who do non salvage their work have n't yet realized this clip salvaging value built-in in engineering. These instructors are in the minority. A removable memory stick allows instructors to salvage their lessons but non to portion with one another. This could be another clip salvaging mechanism and an experience that increases teacher engineering accomplishment. The same is true of a personal web country. These instructors are in the bulk. A full two-thirds of the instructors use a memory stick or a personal web country to salvage their work. Merely one-forth of the instructors are salvaging their work to their section ‘s resort bank where instructors could easy portion their work with each other.DiscussionGovernmental policy encourages the increased usage of IWB and other engineering in instruction to better p upil success over clip. The literature reappraisal addressed engineering as a tool to be utilized by instructors harmonizing to the perceived utility and perceived easiness of usage. In the ideal, harmonizing to governmental policies, learning would alter and accommodate with the consequence being greater pupil success. This will merely go on if instructors can see that the utility of IWBs outweighs the troubles involved in using them. A simple study was administered to 40 instructors and interviews were conducted with five more instructors. The instructors believe that using IWBs will better pupil motive, motive, engagement in acquisition, teacher-student interaction and ability to larn new constructs. Most instructors do see the IWB as a tool for them to utilize in their instruction. Teachers are utilizing their IWBs on a moderately regular footing. They view this tool as utile for instructors every bit good as pupils. Teachers believe that IWBs make their occupation easier in footings of lesson planning, pacing lessons, lesson flow, administration, and ability to orchestrate schoolroom interaction. While IWBs are readily available for usage, there is a major job with instructor preparation for their usage. As more than one-half of the instructors in this research undertaking had no formal preparation in the usage of synergistic white boards, it is improbable that the coveted governmental educational alterations could reasonable be expected to happen. Equally long as instructors are being given engineering without the preparation to give them a deepness of understanding, they will reasonably implement this engineering from the pedagogical cognition they have.Decisionâ€Å" Teacher ‘s attitudes and experiences towards the usage of Synergistic Whiteboards ( IWBs ) † as instruction and larning tool was conducted to measure how current secondary school instructors match the research literature. Research workers and governmental policy shapers suggest that IWB ‘s can alter teaching method for the better, bettering pupil attainment. Many articles mentioned the deman d for instructors to accommodate themselves to the technological progresss in order to carry through this alteration. However, research besides carefully explained that if the sensed utility did non outweigh the sensed easiness of usage, instructors would non do the attempt to change their thought and learning behavior. For the most portion, the instructors who participated in this survey are utilizing IWBs on a regular footing. The engineering is available. However, without the designated preparation that allows pedagogues to understand engineering at a deep degree, engineering will merely be funnelled through the bing teaching method. This was illustrated by the simple inquiry about salvaging their work. Few instructors take advantage of the chances to portion work by salvaging on a school-wide waiter. Hopefully, future research will measure what needs to happen for instructors to be given engineering preparation that would let them to utilize the full resources of available engineering.Appendix 1: Questionnaire for instructorsDo you hold an synergistic whiteboard available every bit frequently as you would wish? Yes No Make you utilize an synergistic whiteboard as a instructor tool? ( Please tick merely one ) Yes No Sometimes As portion of your learning how make you utilize the whiteboard? ( Please tick merely one ) As an synergistic board ( You touch it with you pen or finger, write on it, etc ) As a show board ( Just to project work for the projector with no interaction ) Both On mean how many lessons per twenty-four hours do you interact with the synergistic whiteboard? No lessons 1 – 2 lessons 3 – 4 lessons 5 – 6 lessons Have you had formal whiteboard preparation? ( Please tick merely one ) Yes No On a instructor ‘s perceptive which of these characteristics do you believe synergistic whiteboards can better? ( More than one can be ticked ) Planing Pace Flow of lessons Do you believe utilizing an synergistic whiteboard better apprehension of new constructs? ( Please tick merely one ) Yes No Do you believe synergistic whiteboards additions: – ( Please click one or more ) Pupil ‘s motive Pupil ‘s engagement Teacher ‘s motive Teacher ‘s engagement What has encouraged you to utilize an synergistic whiteboard? ( Please click one or more ) A new attack to learning Its assortment of use To develop your ICT accomplishments It is the lone board in the schoolroom Make the lesson less nerve-racking How make you salvage the information created? ( Please click one or more ) Do non salvage work Department ‘s resort bank Removable memory stick Other methods Personal web infiniteAppendix 2: Interview inquiries for instructorsMake you utilize an Synergistic Whiteboard? If so how long have you been utilizing one? What do you utilize the Interactive Whiteboard for? Why? What type of interaction does the Interactive Whiteboard encourage? Why? How has the Interactive Whiteboard improved your instruction and acquisition? Why If you had the pick which medium ( Interactive or kick Whiteboard ) would you utilize as a learning tool? Why? What has been the cardinal influence ( s ) that has encouraged you to utilize the Interactive Whiteboard? What things would forestall you from desiring to utilize the Interactive Whiteboard?Appendix 3: Response Datas1. Make you hold an synergistic whiteboard available to utilize every bit frequently as you would wish? Yes 34 85 % No 6 15 % Entire 40 100 % 2. Make you utilize an synergistic whiteboard as portion of your instructor tool? Yes 32 80 % No 2 5 % Sometimes 6 15 % Entire 40 100 % 3. As portion of your learning how make you utilize the whiteboard? As an synergistic board 28 70 % As a show board 6 15 % Both 6 15 % Entire 40 100 % 4. On mean how many lessons per twenty-four hours do you interact with the whiteboard? No lessons 2 5 % 1-2 lessons 14 35 % 3-4 lessons 14 35 % 5-6 lessons 10 25 % 40 100 % 5. Have you has any formal whiteboard preparation Yes 18 45 % No 22 55 % 40 100 % 6. Think IW can better Planing 10 22 % Pace 9 20 % Flow of lessons 12 26 % Administration 11 24 % Behaviour direction 4 8 % Entire 46 100 % 7. Make you believe utilizing an synergistic whiteboard better apprehension of new constructs? Yes 38 95 % No 2 5 % Entire 40 100 % 8. Make you believe synergistic whiteboards additions Think IW additions Pupil ‘s motive 12 18 % Pupil ‘s engagement 16 25 % Teacher ‘s motive 10 15 % Teacher ‘s engagement 11 17 % Active student engagement 16 25 % Entire 65 100 % 9. What has encouraged you to utilize an synergistic whiteboard? Encourage to utilize IW A new attack to learning 9 22 % Its assortment of use 13 32 % To develop your ICT accomplishments 7 17 % Merely board in the schoolroom 2 4 % Make the lesson less nerve-racking 10 25 % Entire 41 100 % 10. How do you salvage the information created? How make you salvage the information created A new attack to learning 9 22 % Its assortment of use 13 32 % To develop your ICT accomplishments 7 17 % Merely board in the schoolroom 2 4 % Make the lesson less nerve-racking 10 25 % Entire 41 100 %