Woolf's biography, and the movie The Hours Essay

Woolf's biography, and the movie The Hours - Essay Example the latter, Woolf’s separate creation of the short story ‘The New Dress’ likewise presents Mabel, who through looking-glass suddenly sees the excruciating reality of her extreme sense of dissatisfaction or the seemingly spellbound misery in being severely insecure toward the society’s judgment of the way she dresses. ‘The Hours’ explores this theme of coping with a psychological challenge in an attempt to retain the sanity as Julian Moore portrays the pregnant Laura Brown who appears to feel cursed with her state of unhappiness upon married life after the World War II despite living the American dream. She finds huge relevance in reading the story of Mrs. Dalloway in her prevailing situation and consequently abandons her family -- a form of escape she deems as urgent necessity. At this point, while V. Woolf via Nicole Kidman’s portrayal is trapped in the 1920’s setting of her English home which depicts much of her manner of trying to stay alive for husband Leonard, L. Brown in the same way endeavors to survive with the established norm. When she no longer could bear it however, her decision to turn her back to such dreary existence is a means to leave an ensuing madness that has already initiated the tendency to disrupt in her as it does to Woolf who, at the end of the film, commits suicide by drowning herself at the River Ouse in 1941 to perhaps let the flowing waters dissolve all her personal intolerable maddening. Equivalently, Clarissa Vaughan through Meryl Streep in the movie can be readily likened to Mrs. Dalloway herself and friend poet-writer Richard would address Vaughan as such for the striking semblances between their lives. This is in reference to the party Mrs. Dalloway is to host come evening which parallels the social attitude of Vaughan with her serious preparations in considering to put up a gathering that aims to celebrate her gay friend’s reception of a career achievement award. If the reading film viewer happens to acquire a

Benazir Bhutto’s Personal Life Essay Example for Free

Benazir Bhutto’s Personal Life Essay She was born at Pinto Hospital in Karachi, on 21 June 1953. She was the eldest child of former prime minister Zulfikar Ali Bhutto, a Pakistani of Sindhi descent. Her paternal grandfather was Sir Shah Nawaz Bhutto. Bhutto was raised to speak both English and Urdu. English was her first language, while she was fluent in Urdu. Despite her family being Sindhi speakers, her Sindhi skills were almost non-existent. She was a bright student and a well mannered Lady of fine content. She served her life for Pakistan. She was Kind hearted and goal oriented person . On 18 December 1987, she married Asif Ali Zardari in Karachi. The couple had three children: two daughters, Bakhtawar and Asifa, and a son, Bilawal. When she gave birth to Bakhtawar in 1990, she became the first modern head of government to give birth while in office. Education: She attended the Lady Jennings Nursery School and Convent of Jesus and Mary in Karachi. After two years at the Rawalpindi Presentation Convent, she was sent to the Jesus and Mary Convent at Murree. She passed her O-level examinations at the age of 15.She then went on to complete her A-Levels at the Karachi Grammar School. After completing her early education in Pakistan, she pursued her higher education in the States. From Harvard University , she obtained a Bachelor of Arts degree. In June 2006, she received an Honorary LL.D degree from the University of Toronto .The next phase of her education took place in the United Kingdom. Bhutto’s father arrested: She returned to Pakistan where her father, Zulfikar Ali Bhutto, had been elected prime minister, but days after her arrival, the military seized power and her father was imprisoned. In 1979 he was hanged by the military government of General Zia Ul Haq. Bhutto herself was also arrested many times, and was detained for three years before being permitted to leave the country in 1984. She settled in London, but along with her two brothers, she founded an underground organization to resist the military dictatorship. When her brother died in 1985, she returned to Pakistan for his burial, and was again arrested for participating in anti-government rallies. She returned to London after her release, and martial law was lifted in Pakistan at the end of the year. Anti-Zia demonstrations resumed and Benazir Bhutto returned to Pakistan in April 1986. The public response to her return was tumultuous, and she publicly called for the resignation of Zia Ul Haq, whose government had executed her father. Prime Minister: She was elected co-chairwoman of the Pakistan Peoples Party (PPP) along with her mother, and when free elections were finally held in 1988, she herself became Prime Minister. At 35, she was one of the youngest chief executives in the world, and the first woman to serve as prime minister in an Islamic country. she brought electricity to the countryside and built schools all over the country. She made hunger, housing and health care her top priorities, and looked forward to continuing to modernize Pakistan. Policies for women: During election campaigns the Bhutto government voiced its concern for womens social and health issues, including the issue of discrimination against women. Bhutto announced plans to establish womens police stations, courts, and womens development banks. Charges of Corruption: The French, Polish, Spanish and Swiss governments provided documentary evidence to the Pakistan government of alleged corruption by Bhutto and her husband. Bhutto and her husband faced a number of legal proceedings, including a charge of laundering money through Swiss banks. Her husband, Asif Ali Zardari, spent eight years in prison on similar corruption charges and once again, she was forced to leave her homeland. For nine years, she and her children lived in exile in London, where she continued to advocate the restoration of democracy in Pakistan. Asif Ali Zardari was released from prison in 2004 and rejoined his family in London In the autumn of 2007, in the face of death threats from radical Islamists, and the hostility of the government, Benazir Bhutto and her husband returned to their native country. Benazir Bhutto Murdered: Although she was greeted by enthusiastic crowds, within hours of her arrival, her motorcade was attacked after a campaign rally in Rawalpindi,by a gunman who fired at her car before detonating a bomb, killing himself and more than 20 bystanders. Bhutto was rushed to the hospital, but soon succumbed to injuries suffered in the attack. In the wake of her death, rioting erupted throughout the country. The loss of the countrys most popular democratic leader plunged Pakistan into turmoil, intensifying the dangerous instability of a nuclear-armed nation in a highly volatile region. Political Testament: In her political testament, Benazir Bhutto identified her son, Bilawal Bhutto Zardari, as her choice to succeed her as Chairman of the PPP. At the time of her death, Bialawal was only 19, still an undergraduate at Oxford. The party leadership agreed that his father, Asif Ali Zardari, would serve as acting chairman of the party until Bilawal completes his studies in England. Meanwhile, the PPP entered into a broad coalition, including the party of Bhuttos former rival Nawaz Al-Sharif, and scored an overhelming victory in the 2008 election. A member of the PPP, Yousaf Raza Gillani, was chosen to serve as Prime Minister. Later that year, President Musharraf resigned, and Asif Ali Zardari was elected President of Pakistan. Although Benazir Bhutto did not live to see these developments, the party she led and the causes she championed are in the ascendant, and her spirit pervades the political life of contemporary Pakistan. May Her Soul Rest In Peace,Amen

A Glimpse of Dorothy Parkers Life Essay -- Biography Biographies Writ

A Glimpse of Dorothy Parker's Life Dorothy Rothschild, later to become the famous writer Dorothy Parker, was born on August 22, 1893 to J. Henry Rothschild and Eliza A (Marston) Rothschild in West End, New Jersey. Parker’s father, Mr. Rothschild, was a Jewish business man while Mrs. Rothschild, in contrast, was of Scottish descent. Parker was the youngest of four; her only sister Helen was 12 and her two brothers, Harold and Bertram, were aged 9 and 6, respectively. Just before her fifth birthday, Dorothy’s mother became very ill and died on July 20, 1897. Three years later in 1900, Mr. Rothschild remarried to a 48 year-old spinster widow, Eleanor Frances Lewis, who Dorothy referred to as â€Å"the housekeeper.† The new Mrs. Rothschild entered Dorothy in the Blessed Sacrament Convent School, where the Catholic ways of thinking were instilled in her. Fortunately or unfortunately, in 1903 Dorothy’s stepmother dropped dead of an acute cerebral hemorrhage and consequently Dorothy di d not have to continue at the Blessed Sacrament Convent. A few years later, in the fall of 1907, Dorothy entered Miss Dana’s school, a junior college, where she studied several different disciplines and was exposed to current events and cultural activities. This environment nourished Dorothy’s intellectual appetite, but this too was short-lived; Miss Dana died in March 1908. Dorothy, now aged 14, was only at the school for one year, the fall of 1907 to the spring of 1908 (Miss Dana’s school had to file for bankruptcy). In 1913, Mr. Rothschild died leaving Dorothy, age 19, to find her own way and support herself. In search of a way to support herself, Dorothy turned to Mr. Crowninshield, an editor at Vanity Fair who published her ... ...ceiving the credit she deserves. Bibliography â€Å"Dorothy Parker†. Grolier Incorporated 1993. [2004] Available Online: http://www.levity.com/corduroy/parker.htm, accessed April 14, 2004. Keats, John. The Life and Times of Dorothy Parker: You Might As Well Live. New York: Simon and Schuster, 1970. Kinney, Arthur F. Dorothy Parker, Revised. New York, NW: Twayne Publishers, 1998. Melzer, Sondra. The Rhetoric of Rage: Women in Dorothy Parker. New York: Peter Lang Publishing, Inc., 1997. Pettit, Rhonda S. A Gendered Collision: Sentimentalism and Modernism in Dorothy Parker’s Poetry and Fiction. New Jersey: Associated University Presses, Inc., 2000. Related Links: http://www.americanpoems.com/poets/parker/ http://www.english.uiuc.edu/maps/poets/m_r/parker/parker.htm http://webpages.marshall.edu/~Armada2/Parker.html

A World of Poor Choices

The exciting novel The Catcher in the Rye by J. D. Salinger expresses the free will of choice. Salinger cleverly conveys how decisions can alter a person’s perspective of their peer. Holden Caulfield, the protagonist, is a young teenager who has emotional instability and behavioral concerns. Holden acts immaturely extensively throughout the book. Holden invents a world where adulthood is the emblem of superficiality and â€Å"phoniness†, while he chooses to convey childhood as a world of innocence. Holden’s observation of himself being the catcher in the rye is highly symbolic. When Holden states he wants to walk off beyond the cliff and catch the children playing in the rye, it can be seen as him exceeding the line of puberty and becoming a young adult. There are a multitude of instances that portray Holden’s childhood as an unvarying plateau. Holden’s interrogation Carl Luce as if they were back in Whooton School, the symbolism of the ducks in the lagoon and the Museum of Natural History, and the contradicting message in the carousel scene, paradigms of his constant immaturity are shrewdly portrayed by Salinger. Holden conveys his immaturity primarily with his appointment with his old school companion, Carl Luce. Holden and Carl had gone to high school together and Holden remembers Carl as the guy who knew everything and anything there was to life. Holden insisted on asking Carl questions as if they relived high school. Carl becomes very disappointed in Holden on account of his lack of maturity. J. D. Salinger displays Holden’s immaturity when he portrays him asking Carl â€Å"How’s your sex life† (144). Carl’s response to Holden was â€Å"†¦ just sit back and relax, for Chrissake† (Salinger 144). Holden’s persistence exacerbates his circumstances with Carl. Carl blatantly asks Holden â€Å"when are you ever going to grow up? † (Salinger 144). Holden didn’t have an acceptable answer for any of Carl’s questions. Shortly after a brief discussion Carl told Holden that â€Å"naturally, your mind is immature† (Salinger 147) and decides to leave him. This scene inevitably illustrates Holden’s immaturity on an escalating level. In an excerpt â€Å"The Catcher in the Rye Should Not Be Censored† by Edward P. J. Corbett he states â€Å"the language is crude and profane in the Catcher in the Rye. It would be difficult to argue, however, that such a language is unfamiliar to our young people or that it is rougher then the language they are accustomed to hear in the streets among their acquaintances, but there is no question a vulgar message in print is much more shocking than if it was spoken† (Corbett 102). Donald P. Costello also agrees that Holden’s language embodies the typical teenage speech. But, the â€Å"overpowering degree of his language helps characterize him† for whom he truthfully is (Donald P. Costello 83). Holden’s vulgar language â€Å"reveals his age, even when he is thinking he is older† (Costello 84). Holden feels he obliged to use â€Å"Chrissake† and â€Å"goddam† to illustrate a strong expression. In the sense of Holden’s language a clear display of his adolescence is portrayed. Holden’s refusal to believe in change and disappearance renders his immaturity immensely. There are several symbolic encounters that demonstrate Holden’s rebuttal of change. One encounter is when Holden visits the Museum of Natural History he is engrossed in the Eskimo figures. The Eskimo figures are appealing to Holden because they are molded into their places and therefore unchanging. The museum is Holden’s fantasy world because it is a world where everything is simple, and fixed. Another symbolic occurrence is the death of his brother Allie. The death staggers Holden because it required change and disappearance. Another powerful illustration of Holden’s immaturity is the symbolization of the ducks in the central lagoon. The ducks in the lagoon vanish every winter and return every summer. This cycle shows that change does not last forever. Out of curiosity Holden asks his cab driver â€Å"do you know where the ducks go when it gets all frozen over? (Salinger 60). The pond resembles the midpoint between two states in reference to Holden’s position between childhood and adulthood. In these scenes, Holden’s attitude aids the reader to discover that his childhood is his predominant state, and it prevails over his chances at becoming an adult. In the passage â€Å"Symbolism in The Catcher in the Rye† Clinton W. Trowbridge believes â €Å"Holden has tested several ideal images of himself only to find each of them phony† (Clinton W. Trowbridge 43). When Holden proclaims that he wants to be the catcher in the rye, it sounds outlandish. The suggestion of Holden becoming the catcher in the rye has remarkable significance and conveys two images. The first image conveys as Holden â€Å"being a savior and his religious idealism† (Trowbridge 45). Secondly, it analyzes Holden’s perspective of good and evil. Childhood represents the only good characteristic, surrounded by perils. The evil cliff signifies the transition over from childhood to adulthood. Holden fears â€Å"the children will plunge into the evil adulthood unless stopped† (Trowbridge 45). Holden’s immaturity is most evident though his fear of falling off the cliff. At the books climax, Holden allows Phoebe, his ten year old sister, to ride the carousel. While riding the carousel the objective is to reach off your horse and grab the gold ring. Phoebe rides the carousel and begins trying to retrieve the gold ring. Typically most parents would not let their child strive for the gold ring because they have a high risk of falling off. Holden notices Phoebe going for the ring and doesn’t care to reprimand her. Holden thought to himself â€Å"I was sort of afraid she’d fall off the goddam horse, but I didn’t say or do anything† (Salinger 211). Holden’s attitude misguides readers into believing that Holden has matured. However, one must consider that he has been immature most of his life, and will always struggle with acquiring a sense of adulthood. At the end of the story Holden says â€Å"that’s all I’m going to tell about. I could probably tell you what I did after I went home, and how I got sick and all, and what school I’m supposed to go to next fall, after I get out of here, but I don’t feel like it. I really don’t. That stuff doesn’t interest me right now† (Salinger 213). Holden blatantly admits, within this quote, that he is still the same Holden Caulfield, the one that was always uninterested in school and academics. Clearly the carousel scene manifests in the revelation of the fact that he will always be a child at heart. In the excerpt â€Å"Robert Burn’s Poem Comin’ Thro’ the Rye and Catcher† Luther S. Luedtke believes that Holden has learned â€Å"innocence and goodness, epitomized in the condition of the child, are not static conditions; just as the child must grow up through adolescence into adulthood, so must innocence and goodness risk this passage through experience and evil† (Luedtke 49). Luedtke is telling the readers of his excerpt that Holden has matured greatly by allowing Phoebe to grab the golden ring. Holden’s ironic confession in the final chapter tells otherwise. Holden states that he is not interested in achieving academic goals anymore. In J. D. Salinger’s novel The Catcher in the Rye, Holden’s heartless approach toward the world around him blockades his path to maturing. Through Holden’s talk with Carl Luce, the symbolization of the lagoon and the Museum of Natural History, and the contradicting message in the carousel scene all prove Holden’s immaturity throughout the novel. Although Phoebe’s conscientious struggle to aid Holden in maturing did not succeed, Phoebe shouldn’t be held responsible for his immaturity. Holden’s immaturity comes with his free will of choice and his plateau of juvenile behavior that he cannot surpass. Holden’s judgmental personality toward adults authenticates his immaturity to a towering extent. Holden’s failure to emotionally evolve throughout the entirety of the novel ultimately barricades Holden’s depression within himself and results in his unhappiness.

Botox: Almost Trouble-Free New Faces

Botox: Almost Trouble-Free New Faces Synopsis The Botox case illustrates the accidental success of a product developed for an entirely different purpose. Originally, Botox was used in the treatment of crossed-eyes, but ophthalmologists quickly learned that it would also erase wrinkles and frown lines around eyes. It wasn’t long before doctors across the United States were using Botox for treating wrinkles even though Allergan could not promote the product for this use.The case discusses the advantages (fewer frown lines) and disadvantages and side effects (drooping eyelids and the need to repeat treatments) of Botox; explains what the product is; lists potential target markets; selling of the product at â€Å"Botox parties†; use of Botox treatments to attract customers to resorts; Allergan’s marketing of Botox once it was approved for cosmetic purposes and the use of Botox to support the new strategy of Allergan to become a major player in the pharmaceuticals ind ustry.It closes with the observation that the formula for Botox is one of the most closely guarded product secrets in the world—along with the formula for Coca-Cola. The case is especially useful for discussing added value and the creation of customer satisfaction.It raises questions about the difference between needs, wants, and demands; what constitutes value; is useful for illustrating the difference between a marketing oriented company (Allergan after Botox) rather than a non-marketing oriented company (Allergan before Botox); the potential benefits of marketing and raises questions about societal marketing (should Botox be promoted for cosmetic purposes? Should it be sold through parties? ) The case can also be used to illustrate relationships in the marketing paradigm—between Allergan and doctors, Allergan and final consumers and doctors, and final consumers.Allergan’s marketing efforts are two-pronged in order to successfully promote to both markets. It i s important for students to realize the pivotal role of the doctor in this purchase process in which consumers do not buy the product directly. Teaching Objectives 1. To illustrate the effect of publicity on product success. 2. To raise questions about the differences between needs, wants, and demands. 3. To challenge students to define added value and how it relates to consumer satisfaction. 4. To demonstrate the importance of target market selection (not just for women! ). . To illustrate the marketing of a pharmaceutical product and the importance of the doctor in the marketing process. 6. To illustrate consumer-oriented marketing. 7. To raise questions about the social impact of a marketing success such as Botox. 8. To illustrate the role that marketing plays in the development of company strategy. Answers to Discussion Questions 1. What are the needs, wants, and demands of consumers for Botox products in its dif- ferent treatment markets? What value does Botox deliver in each m arket? How does value affect the price for Botox?The use of Botox for ocular treatment illustrates a classic need. The consumer has a defect that needs treatment. When used for crossed-eyes, the product not only has strong physical properties, but social properties as well. Patients can see better, but they may also feel much better about themselves as their appearance improves. This can have a strong impact on their ego and social needs. Of course, this also illustrates wants. People with crossed eyes can still read and function. The want here is not that they will expire from lack of the drug, but that they want to look better and feel better about themselves.The value of this is undeniably high. What probably constitutes the major portion of the value are the social and ego wants. One can live without it, but does one want to? Because the value is high, the price can be high. But in this market, insurance reimbursements may operate to lower the price that consumers are willing to pay. After all, they don’t have to have the product. Although there is need, want is also high. Botox for cosmetic purposes is quite different. This situation illustrates want. We can all live with wrinkles, but we want to be rid of them. Want drives the purchase process.Given American’s obsession with appearance, the value of improving appearance would be very high. Again this value would primarily be ego (I look better) and social (others think I’m younger). And one would pay for it. As the case indicates the cost of Botox is quite high and unlikely to be covered by insurance companies for cosmetic purposes. The Botox example illustrates want and need are quite different and they affect value. Unfortunately many U. S. consumers place a higher value on ego and social wants than physical needs which accounts for the run-away success of Botox. . When Allergan sold Botox as a specialty drug for ocular problems, what marketing management orientation was it employi ng? When it sells Botox as a cosmetic treat- ment, is it employing the same or a different orientation? One could argue that Botox as a specialty drug for ocular problems illustrates the product concept. The focus of the company was on eye and skin treatments. Thus, it developed products within those categories and sold them on a product need basis to doctors. The success of Botox cosmetic has forced the company to become more marketing oriented.The company is now focusing on target markets and developed promotional efforts aimed at final consumers as well as promotion to doctors. The company has found a new use for an existing product that lies outside their tradition product focus. 3. When doctors treat patients with Botox in their office, is that an example of a selling concept or marketing concept? When they hold parties for patients in private homes? The answer to these questions depends on what the Botox is used for and the motivations of the doctors.When doctors are prescribi ng Botox for ocular problems, this would seem to be the marketing concept because they are focusing on the needs of the consumer. The same could be said for Botox cosmetic. Parties, however, seem to be different. Here the doctor’s motivation seems to be on selling a greater quantity of the product. That resembles the selling concept. This is not a focus on the needs of individual consumers as treating individual consumers in the office would be. The goal seems to be to increase revenues by cutting costs and serving multiple customers at once. . Apply the concepts of customer lifetime value and customer equity to Botox. How do doctors and Allergan improve the way they manage customer relationships? Because customers need an on-going series of treatments, Botox has the opportunity to provide lifetime value over and over. The value added will depend on how well Botox continues to work and aging consumers’ desire to appear young. The efficacy of Botox over time is a proble m for Allergan. At this point, no one knows how Botox treatments will work over a period of years. Will their effectiveness decrease?Are there side effects, unknown at this time, to continued use of Botox cosmetic? Eventually, consumers may be more willing to live with their wrinkles and/or tire of paying for Botox. One advantage that Allergan has is that many consumers may only recognize the Botox name with the result that loss of efficacy will not affect sales of other Allergan products. Consumers may be quite willing to buy other Allergan products even if they become disenchanted with Botox. The issue of efficacy affects equity. If the brand does not continue to work, it loses equity over time. Equity represents the brand’s share of the consumer.If Allergan built a strong corporate brand, it could have more equity with the consumer who buys a variety of Allergan products. On the other hand, having individual brands for various products avoids negative brand carryover. 5. H ow does Allergan connect with its customers (doctors)? How does it connect with final consumers? How does it connect with the world around it? What could it do to improve these connections? Doctors: Allergan has beefed up its sales force to increase promotion to doctors and developed clinics in which doctors are taught the appropriate use of Botox.Final Consumers: It has increased advertising to final consumers. Allergan has developed Web sites that target both doctors and consumers. This is especially the case for Botox. When one goes to the Botox Web site, one finds information for doctors (more technical information on the product and how to prescribe it) and information for final consumers including how to find a physician—especially important because final consumers cannot buy the product directly. The site for consumers shows results, give beauty tips, and is fairly interactive as consumers have the opportunity to participate in surveys and polls and view the results.Th e information is much less technical and much more oriented to appearance. Global: The Allergan Web site (www. allergan. com) first pops up asking the viewer to pick a country. Choices are France, the United States, Germany, Japan, the United Kingdom and Canada. Although the Internet is a major means of promotion for Allergan and Botox stimulating demand from both consumers and doctors, Allergan seems to be making a major push primarily in the more economically advanced countries around the globe. This is logical for a company that has only recently begun to grow.It is far from saturating global markets and would do well to deal initially with more affluent markets as many of its products are expensive. To improve its connections, it could develop Web sites for more countries and cross-sell more products. A logical product extension might be skin care products. At present, it is suggesting the use of various types of skin care products, but it would seem that a line of Botox skin pr oducts would sell very well. This could increase the equity of the brand and strengthen the relationship with the consumer. Teaching SuggestionsIn assigning this case, ask students to read it and to think about the societal issue. Should a company market a product such as Botox for what some consider a seemingly frivolous use? This should stimulate students to begin thinking about the value of the product and the impact extension marketing of it has on consumers. In class, begin the discussion by asking students what they knew about Botox before they read the case. This should illustrate the value of publicity and also the potential for misunderstanding the product and naturally leads to questions about the value of the product—what it consists of and how that affects satisfaction.You might follow the order of the questions at the end of the case. When you get to the last question, go to the Web sites (www. allergan. com and www. Botoxcosmetic. com). Work through the Web site and focus on the differences in the â€Å"pitches† to final consumers and doctors. This will provide plenty of opportunity to discuss the stimulation of wants, relationship with customers, etc. At the end of the discussion, you might ask students how they feel about the extension promotion of Botox. Should it be heavily promoted for cosmetic purposes?Is doing so good for society? The class might even be divided in those who favor heavily promoting Botox and those who don’t to debate the issue. It’s important to emphasize the needs and wants of consumers as part of a social system. There is always an opportunity cost to buying Botox. If consumers are spending so much on it, what are they not buying? Should this product be promoted to consumers with incomes of $50,000 as opposed to $150,000. What is the spillover impact on consumers with lower incomes? Would that be detrimental to such consumers? Society?

The Project for a New American Century essays

The Project for a New American Century essays The Project for the New American Century (PNAC) is a Washington based think tank formed in 1997. Current Deputy Defense Secretary Paul Wolfowitz is the ideological father of the group. Some other founding members are current Vice President Dick Cheney, Defense Secretary Donald Rumsfeld and Defense Policy Board chairman Richard Perle. William Kristol, famed conservative writer for The Weekly Standard, is also a co-founder of the group and its current chairman. Robert Kagan, Devon Gaffney Cross, Bruce P. Jackson and John R. Bolton serve as directors. Gary Schmitt is executive director of the Project (PNAC, 2000). The PNAC Statement of Principles, originally drafted and sent to President Bill Clinton in 1998, is signed by Cheney, Wolfowitz and Rumsfeld, as well as by Eliot Abrams, Jeb Bush, President George W. Bush's special envoy to Afghanistan Zalmay Khalilzad, and many others. Of the original 18 signatories of this letter, 10 are now involved in the George W. Bush presidency(Pitt, 2003). Because of the number of original PNAC members currently holding office in the Bush Administration, it is safe to say the foreign policy of this presidency was drafted even before George Bush took office. PNAC's "Rebuilding America's Defenses" report issued in 2000 is the institutionalization of plans and ideologies that have been formulated for decades by the men currently running American government. On September 11th, 2001 the fellows from PNAC saw a door of opportunity open wide before them, and stormed right through it. Bush released on September 20, 2001 the "National Security Strategy of the United States of America." It is an ideological match to PNAC's "Rebuilding America's Defenses" report issued a year earlier. In many places, it uses exactly the same language to describe America's new place in the world (Pitt, 2003). A full year before the events of 9/11, it described the need for a new "Pearl Harbor" if the monumental policy...

Essay about Black Band Disease

Essay about Black Band Disease Essay about Black Band Disease Black Band Disease By Mitchell Jones Tolerating a very narrow range of environmental conditions including temperature, salinity, and solar radiation, reefs are very sensitive to damage from environmental changes. Corals, in particular, are susceptible to a number of diseases including black band disease, white band disease, and coral bleaching. Black band disease was first described in the early 1970s as a black band moving on the surface of star corals and brain corals. It destroys live tissue as it moves over the surface of the colonies, leaving behind bare white skeleton. This disease may kill entire colonies within a matter of a few months, however tissue loss from a colony can be only partial with recovery after the black band disappears. This black band consists primarily of the filamentous cyanobacterium Phormidium corallyticum along with other microorganisms. Research has shown that the death of coral tissue is caused by lack of oxygen as well as exposure to hydrogen sulfide in the tissue adjacent to this black bacterial band The black band microbial consortium consists of an assortment of photosynthetic and non-photosynthetic bacteria that co-exist synergistically. The consortium has three functionally and physically dominant members as well as numerous heterotrophic members whose role in the disease is as yet unknown. The three functionally dominant members are populations of cyanobacteria and sulfide-oxidizing and sulfate-reducing bacteria. The black band disease microbial consortium is structurally and functionally identical to cyanobacterial-dominated microbial mats found in other illuminated, sulfide-rich environments. Black band disease occurs when corals are stressed by environmental factors including sedimentation, nutrient levels, pollution, and high water temperatures but a main cause is cyanobacteria. Several species of cyanobacteria have been found associated with black band disease, the most well-known of which is Phormidium corallyticum. Sulfide-oxidizing bacteria, dominated by Beggiatoa, are present in well-developed bands and exhibit visible vertical migrations within the band matrix. When present on the band surface Beggiatoa appears white due to intracellular

Baking Powder Versus Baking Soda

Baking Powder Versus Baking Soda Are you planning some holiday baking? If so, you can use your knowledge of kitchen chemistry to save a trip to the store if you run out of ingredients. One substitution that can be confusing is whether or not you can use baking powder and baking soda interchangeably. Both baking powder and baking soda are used to help baked goods rise, but they arent the same chemicals. The Deal With Baking Soda Baking soda is sodium bicarbonate. If you dont have baking soda, you can use baking powder, but you will need to add about twice as much because baking powder contains baking soda, but it also contains other ingredients. This substitution may affect the flavor of the food, not necessarily in a negative way. If the recipe calls for salt (sodium chloride), you may want to use slightly less. The Deal With Baking Powder Baking powder is sodium bicarbonate and potassium bitartrate. If you dont have baking powder, you cant substitute baking soda, but you can make baking powder using two parts cream of tartar and one part baking soda. For example, two teaspoons of cream of tartar plus one teaspoon of baking soda would give you three teaspoons of baking powder. Unless the recipes states otherwise, begin baking as soon as you have finished mixing the ingredients, since the chemical reaction that causes the rising starts as soon as wet and dry ingredients are mixed. Tell me more...

Compare and Contrast two cultures Case Study Example | Topics and Well Written Essays - 1750 words

Compare and Contrast two cultures - Case Study Example This does not mean that she is an entirely close-minded person. She is exactly the opposite. She has very clear ways of thinking, expressing herself on general matters and is capable of sticking to her own viewpoint mulishly. Only when it comes to personal and emotional issues, it is almost impossible to get a word from Lisa. Her opinions, when they are mildly expressed, lean more towards prudish and conventional mould. But socially she is known to be a liberal to the point of generosity. She cannot tolerate people suffering socially with any kind of stigma. Her prudishness is mainly applied to herself than to others. In spite of having conventional views, she would never stay behind from helping a person in need, although the individual is suffering from being unconventional and untraditional. She has very healthy points of view when it comes to economic issues. Condemning and discriminating the poor and the deprived could never be tolerated by Lisa. Her political views are unexpect edly refreshing. Her liberal mindedness is extended to politics and she likes to see fairness in all the political issues. She is a just person and does not like people suffer quietly due to injustice. She belongs to the Episcopal Church in the United States and perhaps this is the main draw back, because Lisa conforms to most of its principles. Being somewhere midway between Catholicism and Protestantism, Episcopalian movement has rather unclear issues like supporting both sides of abortion, and homosexuality. This has confused Lisa immensely, even though she tries hard to adhere to the Church. To some extent, Lisa approves the women's equality because the Church has thrived on the issue of women priests. Sometimes, Lisa finds it difficult to apply the Church principles to everyday modern life; but she has the grit and determination to stick to it however difficult it could be. Even though it is the same Christian church, the oddities have entered into different kinds of churches according to the geography in which they are placed. "Christian faith, the system of belief, worship and cultural and religious characteristics which grew up around Jesus, has similarly to assume cultura l and socio-political identities and bear their consequences," Wilkinson (1993, p.5). The fact remains that in addition to the cultural stiffness attributed to the earlier British, Lisa also has the Church rigidity to abide with, and this has resulted in a difficult combination that has made Lisa a stickler kind of a person without much flexibility. This has happened despite her liberal-minded views and even though she is now living in a rather over-liberal society, it only has made Lisa further disapproving. There could be a gender dimension here, because women have always been more God fearing. "Women's stronger attachment to church activity was a major factor underlying their generally higher level of religious identity during the century. Not only did women go to church more than men, but they were usually the critical figures in organizing the rituals marking rites of passage - marriage and baptism," Brown (2006, p.30). 2. In apparent contradiction, David is very different from Lisa, with highly emotional character. He never had any problem in expressing his emotional side, had never been bashful in the display of emotions. If one takes Lisa as one extreme, David would fit to the other extreme without any exaggeration. David is definitely not at all prudish, unlike Lisa. His ideas

One page summary Essay Example | Topics and Well Written Essays - 250 words - 4

One page summary - Essay Example He created a genuine workers theatre with a complete image of ingenuity and originality. It was the inclusion of the community and labourers rather than professional actors that gave the theatres a boost in terms of acceptance. Through this, the theatre has helped many people develop to what can be called an artistic community brought up by passion and attitude. It is through the theatres that Valdes has been able to inspire generations of people who originally considered themselves forgotten. Valdes regards theatres as important tools not just in bringing people together but also in making them feel visible, allowing them space to present feelings and attitudes towards various issues in a forum that is less violent and more acceptable. He considers theatres as the property of the community. As such, he feels that the community that acts in a theatre is as important as that that watches. These two groups of people meet in the theatre to exchange views and come up with solutions to their

Unit 41, unit 38 Coursework Example | Topics and Well Written Essays - 10000 words - 1

Unit 41, unit 38 - Coursework Example With a web browser such as the ‘Internet Explorer’, can allow you to view web pages that contains text, images, videos, sounds and even multimedia that is in between the hyperlink. Just Eat is an online takeaway food delivery service, which enable customers to search their local area’s restaurant with all the different types of cuisines that are available in that certain area. This system operates when the customer assess their website, and search the post code of the area that they are in, and within seconds the restaurants that have registered with Just eat will appear on the web page showing all the different types of cuisines that are available at that certain time. The customer can now select their favorite restaurant, and select the food they wish to order that are available, and meanwhile placing the order, you will have to register with Just eat and becoming an existing member, this service is free of charge, and during the process of register, you will have to fill in your relevant information such as your name, address, email address and telephone number etc. And now the last step of placing the order is to choice paying by card or cash, and w hen the order is placed, a confirmation statement of your order will be delivered to your email with a list of food you ordered, and along with the order number and expected delivery time. When you have signed up as a member with Just Eat, they will automatically send you 1-2 email each week promoting new restaurants that have registered with Just Eat recently. And these emails generally include information of new dishes or new cuisines, which has been highly recommended by other members of Just Eat. Also being a member of Just Eat can help you redeem vouchers or discounts on particular items offered by the organization. Established in 2001, Just-Eat.com is an online portal where customers can order take-ways online from a variety of participating restaurants.

Discussion Questions #3 and #4 Personal Statement

Discussion Questions #3 and #4 - Personal Statement Example This has become an accepted economic activity in some countries bringing about a heated debate in some areas as to whether it is moral or not. Aesthetics are not left behind. The dressing codes of people are aimed at attracting the attention of others. In some areas, some clothes are not acceptable especially by females as they are seen to expose them naked hence entice the male counterparts to desire them sexually. This is seen as dangerous to the society because of several sexually transmitted diseases that can potentially claim lives of people thereby drastically reducing human population (White, 2004, p. 116). Zero population growth refers to the situation where there is no growth in human population. It technically occurs when the number of babies born is equal to the number of people dying. It could be reasonable for the world’s global growth since it makes it possible to predict and plan effectively for both the current and future populations. However, it is not attainable since there are different policies in different countries regarding issues of

Strategies for analyzing and entering foreign markets Essay

Strategies for analyzing and entering foreign markets - Essay Example onal franchising is the strategy that gives the opportunity to an independent entrepreneur to operate a business under the name of another established brand name. International franchising helps businesses to expand into foreign markets using a franchise agreement. When franchises are expanded internationally, it opens new opportunities to new markets that the business could not have reached. International Franchising also allows businesses to take advantage of favorable government regulations in various countries. This helps to save money through the paid taxes. There are cultural differences that exist in various countries that might go a long way in killing the business in these countries. There is also financial risks involved when trying to expand the business into other countries. In analyzing foreign markets, firms first critically need to choose well the foreign market in which it would want to venture in. This would involve the analysis of the potential success of the business products in that market (Adam, 2001). The firm then requires gathering enough information to use in the analysis process. The information may include the knowledge about domestic government agencies, private agencies in that country as well as other private sources. In the analysis, it is also important for the firm to assess the possible risks in the foreign market. Firms choose their modes of entry into a foreign market through identification of the market, collection of information about the market, risk assessment, securing capital and space to carry out the

Access to Private Property on Social Network Platforms Research Paper

Access to Private Property on Social Network Platforms - Research Paper Example This research will begin with the statement that there have been many cases of law enforcers resorting to investigations using social networks like Facebook for the purpose of gathering evidence. Very recently, according to Kashmir Hill, Phil Markoff was under investigation as the killer of an erotic masseuse. The police tried to track cell phone records at about the time of the incident, only to find hundreds of possibilities. That approach turned out to be a dead end. They tried the email account of Phil with Microsoft. Finally, it was on Facebook where the police hoped to get more information. Through a subpoena for Facebook to give the available information about Phil Markoff and the victim, the police were able to get (a) the basic info of the subscriber, and (2) photos, private messages, friends list. But it required more than a subpoena to get the second set of private information. The judge would have to review the subpoena and issue a warrant in order to protect   Ã‚  Face book from the possible fishing activity to find evidence. The appended exhibits disclose what Facebook provides after being ordered by the court to provide documents about a suspect. Unfortunately, none of these got to be utilized because that suspect committed suicide when charges were filed against him. A total of 71 pages were submitted for investigation purposes. At that time, it was not yet necessary for Facebook to demand a warrant from the court in order to provide more than just the basic information of the suspect.... Hana Noor Al-Deen and John Hendricks said (266) that the definition of social media from the court’s point of view has appeared to be â€Å"a public space where individuals have less of an expectation of privacy than they do in their physical homes†. As a matter of fact, the courts have rejected that idea of giving equal value to the privacy of a person at home along with properties at home and communications kept in social media platforms. The reasonable expectation that any person may demand out of social media can only be less than the privacy that one can obtain from a home. There is readily accessible information which can be viewed online because the settings of the account are open to the public. If more data will be needed, any person interested to gather additional information may simply join or pretend to be interested to join as friend or connection, so that he can view the other communications within an account. Even more private information made available t o a few or just the owner of the account cannot be accessed except through a subpoena or a court order. Finally, there are even more sensitive personal details that the law will not allow the webmaster or administrators to provide except through a warrant issued by the court. And the judge will not issue such a warrant without reviewing the grounds for overriding the provisions for the Stored Communications Act (SCA) which protects the privacy of personal information online. However, Glenn A. Fine (80) wrote that the Federal Bureau of Investigation is authorized â€Å"to obtain historical data from communications service provider† once the legal process is formally initiated. The SCA itself prohibits all Electronic

Strategies for analyzing and entering foreign markets Essay

Strategies for analyzing and entering foreign markets - Essay Example onal franchising is the strategy that gives the opportunity to an independent entrepreneur to operate a business under the name of another established brand name. International franchising helps businesses to expand into foreign markets using a franchise agreement. When franchises are expanded internationally, it opens new opportunities to new markets that the business could not have reached. International Franchising also allows businesses to take advantage of favorable government regulations in various countries. This helps to save money through the paid taxes. There are cultural differences that exist in various countries that might go a long way in killing the business in these countries. There is also financial risks involved when trying to expand the business into other countries. In analyzing foreign markets, firms first critically need to choose well the foreign market in which it would want to venture in. This would involve the analysis of the potential success of the business products in that market (Adam, 2001). The firm then requires gathering enough information to use in the analysis process. The information may include the knowledge about domestic government agencies, private agencies in that country as well as other private sources. In the analysis, it is also important for the firm to assess the possible risks in the foreign market. Firms choose their modes of entry into a foreign market through identification of the market, collection of information about the market, risk assessment, securing capital and space to carry out the

Cellular and Molecular Pathology Essay Example | Topics and Well Written Essays - 1500 words

Cellular and Molecular Pathology - Essay Example In obtaining the right tissue for the examination, there are two distinct methods that can be employed. That is the physical examination technique and the liver biopsy technique. During physical examination, the medical history of the suspected patient is checked and more attention is paid to the patient’s abdomen. Presence of lumps in the liver can be felt as a patient lies flat with the liver being swollen. Other cases present an enlarged spleen and ability to hear a unique sound/noise when a stethoscope is used to listen to the blood vessels. The noise is usually caused by tumor pressure on the vessels. Liver biopsy is the appropriate method that can be used in obtaining materials for the study. In this case, a definite diagnosis is provided. It is appropriate since it deals with the actual tissues and fluids from the liver thus giving appropriate results rather than the suspect results as provided by the physical method of testing. Liver biopsy is done through obtaining a sample of the liver or rather a tissue fluid using a fine needle. The obtained tissue or fluid is prepared and checked under the observation microscope for the presence of cancer cells. In many incidences, about 70% biopsy shows a positive result for cancer (Brown, 2010). However, in fewer situations, there are risks involved whereby about 0.4% of the cases, some patients develop severe blood loss since a number of tumors are supplied with major and numerous blood vessels thus the heavy bleeding. 2. Methods of fixation and processing that are most suitable for the studies to be performed a) Tissue fixation Fixation is the process by which obtained tissue samples are preserved in a life –like state preventing damage and distortions and is always carried out sooner after tissue removal through surgeries and immediately after death in the case of autopsies. There are several fixatives such as alcohols, mercurials, oxidizing agents, picrates and aldehydes. In this case I would pr efer the use of formaldehyde which is also regarded as a combination of formalin and glutaraldehyde. The choice is coherently based on the neutral nature of the formaldehyde solution and the ability to penetrate the tissues cells thus encouraging visibility during the observation time. Formaldehyde has a standard solution hydrogen potential at 10% buffered formalin. The buffer is significant in prevention of acidity that would in turn cause precipitation of the formol-heme tint in the tissues. Formalin has an osmotic pressure that is equal to that of the mammalian cells thus preventing the tissue structure changes due to its reaction. The ratio of the fixative to be used stands at 10:1 to the fixative tissue. The fixative specimen would also boost the fixation process. The process of fixation is also increased by altering the temperature which when increased increases all chemical reactions. In the event where the hematoxylin and esion tissues are to be obtained for a pathology test , formalin is a recommended fixative to be used in the preservation process of the tissues since it is more tolerant and harmless to the tissues (Pathol, 2010). Formalin and alcohol are considered as the best fixatives that penetrate the tissues. Penetration is faster in thin sections compared to thick sections of tissues. However, formalin is only recommended for shirt time fixation and cannot be used in the preservation of skeletal specimens since after a long duration it softens the bones and changes the color of

Individualized Education Program Essay Example for Free

Individualized Education Program Essay All children and young people have rights. Most references to rights are about what is recieved to children from others, particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision-making processes in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes They should feel confident that they will be listened to and that their views are valued. Most schools now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of separate ones or combined in one policy covering all the relevant areas. The policies should show how the school relates to the main policies affecting the special educational needs. These include:- * Disability and access * Gifted and talented pupils * Race and cultural diversity. * Special educational needs * Inclusion and equality of opportunity * Safeguarding and bullying Special Needs is such a massive topic that has different areas to make it complete. Children with special needs may have mild learning disabilities or profound impairment; food allergies or terminal illness; developmental delays that catch up quickly, occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. The overall aim is that children and young people with special educational needs and disabilities will have improved health, independence and wellbeing so that they will enjoy childhood, achieve their potential and make a positive contribution in their lives by having timely access to local support and local schools which meet their needs. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the local education authority, other than special schools, in the area. b) for children under two, educational provision of any kind. Some children may be able to catch up with their peers with extra help in the form of short term targeted interventions or a differentiated curriculum, but may not have a special educational need. It is when this support does not help a pupil to progress that he or she will need to be assessed further and support planned, in liaison with parents, carers and other professionals. The child should have a voice in this process. There is a graduated approach to identifying and providing support to meet these needs. The law says the child has special needs if their learning difficulties are caused by physcially disabilites mental emotional and behaviour problems difficulties in reading, writing maths etc speech diffiulities About 1 in 5 children have learning difficuties at the same time in thie school likfe. Most of these children end up going to a mainsteam school. Children with statement aften atten mainstram school. The Role of the SENCO Early education settings, except specialist SEN provision, will need to identify a memberof staff to act as the special educational needs coordinator (SENCO). In the case of accredited childminders who are part of an approved network, the SENCO role may be shared between individual childminders and the coordinator of the network. The SENCO should have responsibility for: ? ensuring liaison with parents and other professionals in respect of children with special educational needs ? advising and supporting other practitioners in the setting ? ensuring that appropriate Individual Education Plans are in place ? ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. The SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues and in monitoring and reviewing the action taken. The SENCO should also amke sure that appropriate records are kept including a record of children at school Action A and School Action Plus and those with statements. They usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action. STATEMENT A statement of special edcuaution needs is a legal document, it decsribes all the needs of the child. Also the special help they require. It takes into account the advice from speech therapist, gp, nurses, teacher councilors etc. The law sasy that all state schhols must do their best, provide full proper education and give the best posible learning for them including inclusion. The law has dealt with special education needs 1993 ducation Act  which replaces the 1981 Act. The 1993 Act states and issues the code of practice. This was issues by the secreatary state and is still being used today. CODE OF PRACTICE Code of practice gives quidence and how to identfy and access special educational needs. In 1978 the warnock committee looked at the needs of the child and not at the handicap. In 1982 the educatio Act encouraged the intigration of the needs and the handicap, This resulted in the statementing process. The Code of Practice suggest 5 stages of action: 1. the class teachers, assistant identify the child SEN needs and takes ential action 2.the school SEN co ordinator takes the lead responsibility. 3. the school is supported by outside specialist 4. the lEA decides whesather a satuortory assessment is nesseccary 5. the LEA considers whether a statement is considered. SEN SPECIAL NEEDS STATEMENTING CODE OF PRACTICE IMPACT OF SEN ON SIBLING AND FAMILY SUPPORT FOR DISABILITY HEARING IMPAIRMENT AUTISM ADHD DOWN SYNDROME DYSLEXIA When a child is identified with a need they are places on a SEN registor withing the schools. Teachers, TA offer support through differenciation. They also support through planning IEPs in place with specific subject and cross cirrcular TARGETS. Targets need to be realistic short term, measurables, smart, achievable, time bound. When targets are set Smart language has to be used. example of smart language which can be easurale : MAKE CREATE WRITE DESIGN and words that are not considered as smart: UNDERSTAND KNOW SHOW Targets set in the IEP should be SMART, which stands for: S specific, so that it is clear what the child should be working towards Mmeasurable, so that it is clear when the target has been achieved Aachievable, for the individual child. Rrelevant, to the child’s needs and circumstances Ttime-bound, so that the targets are to be achieved by a specified time Class and subject teachers and TA support IEPs implementation. SENCO is responsibily for planning, monitoring, and reviewing the SEN provision and the student progress. Termly reviews of the progress are advisaby those on going minireviews are also very important. 1st step for children who have some special needs SCHOOL ACTION A †¢ School action: the school is able to meet the pupil’s needs with in house interventions, staff and resources. Students can move off the school action A IEPs if sufficient progress is achieved. SCHOOL ACTION PLUS †¢ School action plus: the school is able to meet the pupil’s needs with in house resources but has support from outside agencies, for example, the local authority’s educational psychologist. It is a school responsibility to get support from external agencies. The students is placed on a SEN registor for school action plus. A new IEP is divised in conjuction with the external agencies. Class teachers and TA support the new IEP or implement it in the class or on a one to one basis. SENCO takes the lead monitoring reviewing, co ordinating. If there is progress made the pupil goes back into school action A. If there is progress in school action A then they will be taken off the SEN registor. However if after 2 school action plus reviews, progress is not statutory or has gone worse, the schoolnegoiates with the parent, request the ivolvement of the LEA, asking them to make an assessment. The assessment statutory : parents and school, the LEA to undertake a statutory on a child identifying with SEN. The LEA can take up to 6 weeks to consider whether to approve the application. Then the LEA will take 10 weeks to undertake a essay for the SEN child. Lea will request reports, evaluation, assessments from head teachers, teacher, nurses, gp, SENCO, parents and cares. Following the outcome of statutory assessment the LEA takes 2 weeks to notify to the parenst of their intentions whether they will issues a SA or suggest approriate. The statement of SEN is issued by the LEA only when the mainstream school are unable to meet the needs of a child with it exsisting resources and equipment. Parents then recieve a draft statement, then 8 weeks are given to be finanlized. A statementt is a legal document, procedures are put into place to monitor, review, evaluate the childs progress in a school that is fit for the child or purpose. They also support with transport need, dietery needs, aid needs. The statement LEA is then reviewed annually at which point it can be amended or seized according to the child progress. Statement of special educational needs: the pupil’s needs are severe or complex enough to require additional funding and resources to supplement the school’s support. Referrals for statutory assessment can be made by the child’s school or setting, a parent, or an agency such as a health is The Language of Disability Using the correct termonilogy when discussing the term DISABILITY is important, as use of bad language re enforces stereo types and influnences people attitude. Perhaps the best use of language is deaf and dumb. These words are extermly negative and makes acrossition between deaf and stupidity or having lack of inteligence. It also unlikely that the person is totally deaf. In the context of seacking most deaf people have some degree of speech, although this may be limited because of their inability to learn to say words which they can not hear. So they are not dumb. Eg: victim of . person who has. crippled by .. person who has. invilid . person with.. mental.. person with. disabled disabled person handicaped.. disabled person deaf and dumb.. person with hearing visual or speech mongoloid. person with down symdrome abnormal. different Disability, is a impairment that has a long term and substantial effect on a child’s ability may amount to a disability. This may include sensory impairments, such as those affecting sight or hearing, or hidden impairments such as dyslexia, autism, speech and language impairments, and attention deficit hyperactivity disorder. The Disability Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme (DES). The DES must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, sta? and others with disabilities. In addition there must also be an Access Plan. This plan must identify how discriminatory barriers are removed. For example: ?an improvement to the physical environment, such as ramps, room layout, lighting ? providing information in di? erent ways for children with a disability, such as audio, pictorial, larger print. Children or young people with medical needs such as diabetes or epilepsy would also be considered to have impairment and therefore be disabled if he or she: a) relies on medical treatment or aid in order to able to be able to carry out normal day to day activities (except needing to wear glasses or contact lenses). b) has a progressive condition (such as cancer, multiple sclerosis, muscular dystrophy or infection) or  c) has a severe disfigurement which affects normal day to day activities. Legal entitlements Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. The rights of children and young people with special educational needs and disability are set out in the Disability Discrimination Act 1995 . This includes the right to have their needs met without having to wait for a diagnosis. Equally a diagnosis alone does not mean that a child is covered by the act. It is the effect on a child’s ability to carry out day to day activities that has to be considered. Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. The Special Educational Needs and Disability Act (2001)11 strengthened the right of children and young people with special educational needs to equality of access to education, and in particular, to a mainstream school. A statutory duty on local authorities and schools: †¢ not to treat disabled pupils less favourably for a reason related to their disability. †¢ to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage to those who are not disabled. †¢ to plan strategically and make progress in improving accessibility for disabled pupils over time, by: increasing access to the curriculum making improvements to the physical environment of the school to increase access to education and associated services making written information accessible in a range of different ways for disabled pupils, where it is provided in writing for non-disabled pupils. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected. Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the fi ve Every Child Matters outcomes Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and additional support to meet their needs Equality Act 2010. Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws The Special Educational Needs Code of Practice 2001 This outlines the statutory guidance for policy and the procedures and responsibilities towards children with special educational needs. It includes the levels of support which should be provided to children, depending upon their individual need. Local authorities and schools are required to develop accessibility strategies and plans to demonstrate this. Children and young people with special educational needs and disability also have a right to have their disability equality positively promoted. Local authorities, schools and educational settings have a duty to ‘take a more proactive approach to promoting disability equality and eliminating discrimination. With this came the requirement to publish disability equality schemes and measure their impact, engage disabled stakeholders, and audit the needs of disabled children and adults within the community. Children with disabilities have poorer outcomes across a range of indicators. These include lower educational attainment, poorer health, more difficult transitions to adulthood and poorer employment outcomes. Families of disabled children are less likely to have one or both parents in work, and are more likely to suffer family break up. Siblings of disabled children may be more likely to suffer from emotional and behavioural problems. WITHIN THE SCHOOL 6. The school must appoint a SEN co ordinator to run a special needs policy 7. By observing, reporting, target, work being set, the SEN co ordinator must keep records and reports of all the children with needs 8. SEN co ordinator has taken lead responsibilty to draw up plans for indiviual childrenthey have to be reviewed each term 9. From sept 1994 all schools were obligied to publish their special need policy. For all the above to work the following conditions within the school environment must exsist. 10. A strong management of head and staff that are committed to speial needs. 11. They need to have good commnication and all need to know basis nformation is showed. 12. A whole school approach with everyone following same procedures 13. Inservice training, SEN is esstenial (current legisalation, current issues, everything updated) 14. Provision of adaquates, children persecfic resources to support the childs needs, specific to their ability 15. High profile educational needs, teachers should be an important part of their school life However school must be careful not to discriminate against pupils with SEN or disablity. There is a difference between SEN and disability. Not all children with disability will have a special edcuatonal need or visa versa. SEN is a relative term and the need is some what dependant on the learning environment. The effectiveness of teaching and the task to be done. Early recognition and intervention Early intervention has lasting benefits, providing a sound foundation for future learning and development. It enables some children to catch up with their class mates and for those who need support on a continuing basis it means thatbhelp is available as early as possible, reducing the risk of long-term under achievement. However, there are a number of factors that get in the way, including poor co-ordination between education, health and social care leading to gaps in support, shortfalls in the availability of childcare for disabled children, dif?culties in refocusing funding to support earlier intervention: Improving support for children with special needs from birth. Children develop and learn from the moment they are born. The ? rst few years are a crucial developmental phase, which do much to shape a child’s life chances. The role of parents in supporting their child’s learning in the early years, more than any other phase, is absolutely critical. Improving childcare for children with SEN and disabilities. Parents of children with SEN and disabilities have more dif? culty than others in ?nding suitable childcare. Key points include: 16. promoting a co-ordinated approach to early education and childcare 17. improving information on the availability of suitable childcare locally through Children’s Information Services and Childcare Link, and through 18. helping families to meet the additional costs Improving SEN advice and support to early years settings Raising the skills and awareness of staff in early years settings Removing barriers to learning Inclusion is about much more than the type of school that children attend. It is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. But we know that the reality does not always match this. Schools and early years settings still vary enormously in their experience in working with children with SEN, and in the specialist expertise and resources available to them from other schools, local authority education and social services, health, and voluntary organisations. Schools should have the con? dence to innovate and with the skills and specialist support they need to meet the needs of all pupils successfully. How do school complete this with the help of local authority, parents, teacher and other specialist is by many ways: †¢ special schools providing education for children with the most severe and complex needs and sharing their specialist skills and knowledge to support inclusion in mainstream schools †¢ schools working together to support the inclusion of all children from their local community, backed up by good quality specialist advice from the local authority and health services, working in multi-disciplinary teams †¢ parents with con?dence, that, in choosing a local mainstream school, their child will receive a good education and be a valued member of the school community. †¢ help schools to develop effective inclusive practice through a Inclusion Programme bringing together education, health, social care and the voluntary sector †¢ provide practical tools and materials for schools and local authorities to improve access for disabled pupils †¢ clarify the future role for special schools, giving a strong focus to high standards and partnership working with mainstream schools and encouragement to participation in full †¢ take steps to improve the quality of education for children with more severe behavioural, emotional and social dif? culties †¢ work with the SEN to improve planning †¢ develop practical guidance on reducing reliance on high cost placements in residential special schools †¢ set minimum standards for SEN advisory and support services, to achieve greater consistency in quality, availability and cost effectiveness. Widening opportunities in mainstream education is very important when removing barriers. Dif? culties in learning often comes from an unsuitable environment or inappropriate grouping of pupils, in? exible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments. Children’s emotional and mental health needs may also have a signi? cant impact on their ability to make the most of the opportunities in school. Schools are committed to removing the barriers to learning that many children encounter in school. The National Curriculum contains a statutory statement, Inclusion – providing effective learning opportunities for all pupils. All OFSTED inspections reports implementing this requirement. Schools need to become more effective at responding to the needs of individual pupils through a Inclusion Development Programme. The programme will support partnership projects involving education, health and social care, voluntary organisations, higher education institutions, special and mainstream schools, and early years settings to develop. The aim is to develop evidence base about what works and build about how to implement good practice most effectively. Focusing initially on: †¢ autistic spectrum disorder (ASD) †¢ behavioural, emotional and social dif? culties (BESD) †¢ speech, language and communication needs (SLCN) and dyslexia †¢ moderate learning dif? culties (MLD). The Inclusion Development Programme will support schools and early years settings through: †¢ teaching and learning resources for teachers and early years practitioners †¢ training materials for, and advice on, effective deployment of learning support assistants †¢ guidance on effective classroom strategies †¢ models of good practice for working in multi-disciplinary teams †¢ information about where to go for more specialist advice and support Another great way when trying to remove barries is sharing expertise between special and mainstream schools. Breaking down the divide between mainstream and special schools to create a uni? ed system where all schools and their pupils are included within the wider community of schools. Educating children with the most severe and complex needs can be harder. However having strengthened parents that choose a mainstream place for their child, at the same time we recognise thatsome children have such severe and complex needs that they require more specialist provision than is currently available in most mainstream schools. Providing transport for children with SEN helps cutting back to cost, which enables children to be included and not at a disadvantage. Improving specialist advice and support for schools, parents, children and staff. Schools need access to specialist SEN advice and support to help them identify and meet children’s needs and to provide back-up when children’s needs suddenly change or crises occur. Raising expectations and achievement Schools provides education that brings out the best in every child, that builds on their strengths, enables them to develop a love of learning and helps them to grow into con? dent and independent. You can see great progress in the achievement of pupils in primary and secondary schools in recent years. But we need to do much more to help all children, including those with SEN to achieve as well as they can, not least if we are to reach the challenging national targets expected of all schools. All teachers should have the skills and con?dence – and access to specialist advicewhere and when necessary – to help children with SEN to reach their potential improved data giving parents and teachers a clearer picture of how well children working below age-related expectations are progressing young people able to follow courses which build on their interests and aptitudes and lead to recognised quali? cations young people with SEN actively involved in decisions about their education and options to have real opportunities for progression, training and work. Schools will: put children with SEN at the heart of personalised learning, helping schools to vary the pace and approach to learning to meet individual children’s needs deliver practical teaching and learning resources to raise the achievement of children with SEN strengthen the focus in Key Stage 3 on young people with SEN who are falling behind their peers Personalising learning for children with SEN embraces every aspect of school life including teaching and learning strategies, ICT, curriculum choice,organisation and timetabling, assessment arrangements and relationships with the local community. Supporting improvements in the quality of special school will help: †¢ promote leadership and management training for special school head teachers and managers †¢ increase access to diversity programmes in the special school sector to improve the curriculum †¢ develop tools to help local authorities to identify potentially failing special schools Its very imortant that schools Improve training and professional development opportunitie. Every teacher should expect to teach children with SEN and must ensure that they are equipped with the skills to do so effectively. This will require action at three levels of skills. Delivering improvements in partnership Schools are more consistency between local authorities in their strategic management of SEN, particularly in their use of statements, the level of delegated funding to schools. †¢ schools regularly reviewing the effectiveness of their SEN , with LEAs providing support and challenge where concerns are raised †¢ parents with greater con? Dence that their child’s SEN will be met in school, whether or not they have a statement †¢ greater integration of education, health and social care to meet the needs of children and families in line with the proposals set out Schools will promote more consistent practice through a team of expert, working closely with the Department for Education, who will provide support and challenge on key SEN issues including the use of statements, management of SEN resources, identifying and sharing good practice and tackling underperformance. The networking and collaboration facilitated by the SEN will support this work. They will make SEN Regional Partnerships directly accountable to the Department for Education and Skills for their work on the implementation of this strategy. Ensure that schools make inclusion an integral part of self-evaluation. Role of teaching assistants who work with children with SEN Teaching assistants who work with children with SEN and disabilities, often referred to as Learning Support Assistants (LSAs), play a valuable role, providing one-to-one support to children with SEN as well as wider support in the classroom. However, research suggests that individual support from an LSA can in some cases lead to less involvement by the teacher, leaving the LSA to deliver most of the curriculum. It is important that teachers and LSAs play complementary roles, avoiding over-dependence on the LSA and depriving the child of teacher attention. Similarly, whilst making due allowance for special needs, it is important that children do not rely excessively on the LSA or solely on one-to-one help. If they are supported to learn within peer groups, they will be better able to develop social and collaborative skills enabling them to move towards increasingly independent learning. Many schools have a mission statement which sets out the commitment of the school which focuses on inclusion and equality of opportunity. They are easily avaliable on their websites or can be asked for. There must also be written policies, designed to re? ect the rights and responsibilities of those within the school environment. Policies should also provide guidance for sta? and visitors to the school on ways to ensure inclusive practice. Schools have to conduct policies for many thing which leads to having many many policies. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to: ? race/cultural diversity ? equality of opportunity/inclusive practice ? safeguarding/bullying ? gi ed and talented pupils ? special educational needs ? disability and access. Policies are developed in response to legislation, codes of practice and statutory frameworks. The di? erent ways in which schools promote the rights and equality of opportunity for children and young people must be included in the policies. There is now a greater focus on the outcomes that is, the di? erence that legislation has made to individuals and groups within the school. Schools must monitor the strengths and any weaknesses in policy as they do with each indiviual student and staff. During school inspections, Ofsted also make judgements about the school’s inclusiveness. Legislation is frequently amended and changed in response to outcomes, so it is important that staff are familiar with up-to-date policies and procedures within your own setting. This help protect not only the pupils but staff and head of the school. The development of legislation, policies and practice should be seen as a cycle. The cycle goes like this: Legislation. . Practice and pr.

The Night that Changed My Life :: essays research papers

The Night that Changed My Life The night’s darkness blanketed the cabin and the landscape like a mother and her newly born child. The winter snow on the ground illuminated the moon’s light and made it very easy for seeing into the distance, but there was nothing to see; for miles and miles tall pines and rolling terrain contained nothing but Mother Nature. I lay silently in my bed and watched out my window the snow drifting methodically to the ground. The tall pines stood watching over the cabin and their shadows seemed to have a life of their own. The howling wind caused an occasional screech and moan of the old wooden door. I was alone in my cabin except for the wicked cold, which made me a number of times reach for my blanket as it nipped at my exposed body. I trembled and my teeth began to chatter as I read my newspaper by the candlelight. As I began reading I came across an article about an escaped madman from a Maine jail. I looked at the picture and for some reason I thought I knew the man, bu t in reality I knew I did not. I continued to read as I tried to pass time as I expected the arrival of my girlfriend, Michelle, who like myself, was looking for an escape from this harsh world. This isolated spot in Northern Maine had great privacy and seldom had visitors. I lay patiently awake and a wait a knocking on my door. Suddenly, without warning, the candle blew out and a chill came across my body that was indescribable. I quickly rose to my feet to relight the candle, but I soon realized that I was out of matches. I hesitated to move, I hesitated to breathe, but then there was a knocking on my door and my heart suddenly dropped into my stomach. BANG, BANG, BANG. I stood frozen in the middle of the room like a deer caught in a car’s headlights. I practically crawled to the door to see who it was. I prayed after each step that it was Michelle, but for some reason I knew it was not. I went to the door and stood silent, almost like I was waiting for that person on the other side to open the door before I did, but they didn’t. I searched for the handle in the darkness, but I need not to find it.

College Freshman - How NOT to Gain Weight Essay -- Proposing a Solutio

College Freshman - How NOT to Gain Weight Starting college life is far from difficult; in fact it is fun starting a new way of life. Life without the constant objections from your parents and annoyance from your little sibling is one of the many advantages you gain from college. Cancelled classes, late night parties and deleterious amounts of food make college enjoyable; however, this can lead to weight gain. â€Å"Freshman 15† is not a myth and although you may not be unfortunate enough to gain 15 pounds, you might gain some weight. To avoid gaining weight, freshmen should eat healthy, avoid alcohol, and maintain a positive moral.   Ã‚  Ã‚  Ã‚  Ã‚  One of the problems that cause weight gain is the lack of parental supervision over what the student consumes. In college, a student can easily stock themselves in fatty snacks such as Twinkies, cookies, chocolate, and chips. Also, the all-you-can-eat buffet seems to most likely run out of the pizza, french fries, and ice cream before the salad. A students schedule sometimes plays a factor in the consuming of too many snacks. If a student is in a hurry, he or she will grab a pop tart and be out of the door with a 200 calorie breakfast. A student should keep away from the high-fat snacks and concentrate on salubrious foods. At the cafeteria, a student should try to eat salads and attempt to eat new kinds of foods since the buffet has so much to offer. And for food on-the-go, one should try to buy healthy snacks or try to wake up earlier ...

Explain The Mechanism Referred To In The Above Statement Using The Heckscher-Ohlin Model

â€Å"Trade between advanced countries that are abundant in capital and skill and NIEs (Newly Industrialising Economies) with their abundant supply of unskilled labour was raising the wages of highly skilled workers and lowering the wages of less-skilled workers in the skill- and capital-abundant countries † (Krugman, Obstfeld and Melitz). Explain the mechanism referred to in the above statement using the Heckscher-Ohlin model. The Heckscher-Ohlin model is extremely useful when illustrating how endowments of a particular resource can influence trade between economies.The model shows us how comparative advantage is explained somewhat by the relative abundance of certain resources, such as land, labour or capital. The Heckscher-Ohlin (HO) model predicts that if a country is abundant in a factor of production then it will export the good whose production is intensive in that factor. For instance, if a country has an abundance of land relative to labour, then it will export goods that require land-intensive production, such as crop farming. Abundance, in this sense is defined as a ratio rather than an absolute value, and is therefore a ‘relative’ term when comparing a two country model.To illustrate the above statement, I will use a two country, two good, two factor model. I will name the advanced country, which has an abundance of skilled labour, ‘Foreign’ and will name the newly industrialising economy, which has an abundance of unskilled labour, ‘Home’. The foreign country produces only cars and the home country produces only shoes. Since producing cars requires a lot of skilled labour, Foreign’s production possibility frontier relative to Home’s is shifted more in the direction of cars relative to shoes.This leads to Foreign producing more cars relative to shoes. The ratio of the price of cars relative to shoes is assumed to be constant due to trade resulting in the convergence of prices. If this is co nstant, then the relative supply of cars must be greater in Foreign than in Home. That is, the relative supply schedule for cars in Foreign lies to the right of that in Home, illustrated below. Assuming the demand schedule is identical in both countries, then without trade, Foreign’s own market equilibrium is at ‘1’ and Home’s equilibrium for cars is at ‘2’.When the two countries trade, the relative ‘world’ price converges to a point somewhere in between these two points at ‘3’. We can see from the above illustration that trade leads to a convergence of world prices at point 3. The Foreign economy will therefore export the good that has seen an increase in its relative price. Now that we have seen how prices change under the assumptions of the HO model, I will now explain how these changes have an impact on the distribution of income in countries open to trade.A rise in the prices of cars increases the purchasing powe r of skilled labour (the abundant factor) in the foreign country in terms of both goods. At the same time it decreases the purchasing power of unskilled labour (the scarce factor) in terms of both goods. So by opening up to trade, the owners of the abundant factor become better off, whilst owners of the scarce factor become worse off. Theoretically, opening to trade should increase the consumption possibilities for the whole economy, allowing everyone to gain a higher utility. So why do some people become worse off, post-trade under the HO model?The underlying issue is that trade only changes relative prices of factors, which has a direct effect on the relative earnings of those who possess those factors. Particular industries require a particular composition of inputs, which in most cases is only a temporary problem, but a problem nonetheless. For instance, the shoemaker in the above example cannot simply start producing cars with their limited skill set. This immobility of factors means that those who possess the scarce factor cannot quickly or easily substitute their factor for an abundant factor.This widens the earnings gap between these two groups, which in many cases increases economic inequality. The Heckscher-Ohlin model, unlike the Ricardian model, predicts that factor prices equalise after trade. This is because of the direct relationship between relative prices and factor prices, and due to the fact that relative prices equalise. However, it is important to state that this is a model and does have its limitations when it comes to testing the theory. The model predicts that the two countries produce the same goods, but in reality, countries may produce different goods and may trade with more than one other country.The model also assumes that all countries have the same technology and the same productivity of factors. Again, in reality, economies will have differing levels of technology and will have different productivity levels, which will affect th e rates and wages paid to these factors. Transport costs and trade barriers may also prevent the prices of factors and goods equalising. The effect of trade on the widening of inequality has been a topic of interest among economists in recent years. Empirical evidence seems to support the Heckscher-Ohlin model.Income inequality has risen in the U. S. considerably from the period 1967 to 2007. For this period the Gini coefficient, a measure of income inequality, has risen from 0. 39 to 0. 47. 1 This is a significant increase and does imply that inequality in the U. S. has risen during this period. But this measure does not explain the cause of the increase. Many economists feel that the effect due to trade is relatively small as there are a huge number of other factors that contribute to this statistic, such as domestic policy.Support of the HO model through empirical evidence is weak. However, the evidence was stronger for manufacturing data between low/middle income countries and h igh-income countries. 2 Trefler (1995) suggested that the lack of support of the model might be due to differences in technology and productivity. His findings stated that the HO theory was an excellent model for international trade when, and only when, many of the initial assumptions are relaxed, such as the homogeneity of technology endowment.

Cal by bernard Maclaverty

Cal by Bernard MacLaverty tells us the tragic story about a young, unemployed Catholic named Cal Maclusky. He lives in Northern Ireland in an ulster where mostly Protestants live and is the son of a stubborn widowed abattoir man who refuses to leave his home even though their house had been firebomb threatened several times. Cal’s life is tough and trouble always seems to find him, his mother died when he was eight, Protestants give him a hard time and as if that wasn’t enough his friend from school a bully named Crilly has dragged Cal into an organization called the IRA where Cal are forced to take part in dangerous IRA activity.To make matters worse Cal finds himself falling in love with a widowed women named Marcella, whose husband was killed by the IRA, a dirty murder in which Cal had participated. All though it wasn’t him who had shot her husband he still felt guilty. The main characters are Cal, Marcella, Cal’s father and Crilly. Cal lacks confidence , is rather depressed, unhappy and has a lot of self-hatred. He has all the needed qualities of being the main character in a tragedy. Cal is the kind of character one would sympathize with and feel sorry for even though he has committed a few mistakes.Every tragedy must have a sad love story and that is why I believe MacLaverty created this character, a forgiving and loving widowed wife who has experienced adversity but hasn’t lost her hope in life. With her she has her young daughter Lucky who she is very protective of. Cal’s father is a stubborn but loving man. He refuses to leave his home even after being threatened. He loves his son but isn’t very keen on showing emotions. Every story must have a â€Å"bad guy† and in this novel Crilly is the one who creates some of the trouble for Cal.Crilly is a fearless and merciless bully who works for the IRA and who puts Cal I difficulties like making him his driver while he is on a mission to murder somebody. The story is very believable and without knowing much about the background one would reasonably assume that the novel is based on a true story. It mainly addresses the complexity of being caught in cultural hubris. It also has an underlying meaning which I believe is to show us how the life of a minority among hostile and aggressive people is.Cal’s life is a struggle and will be until he has taken his last breath. I truly would recommend this story even though it is very sad, but I would also recommend that you reference the IRA as part of ongoing Irish history, which will help your understanding of the novel and what Cal is really going through. Sure the story is rather predictable and we get answers to a lot of our immediate questions, but even when things are revealed there are still surprises and things withheld in meaningful ways. MacLaverty is indeed a great author, with a huge talent.