Analysis and commentary Essay Example | Topics and Well Written Essays - 250 words

Analysis and commentary - Essay Example The discussion is healthy in the sense that it makes the whole world aware of Mr. Sarkozy’s way of handling racism issues. It is evident that he is concerned with making the French people be acquainted with their right place in their country (Lebovic, Bringing the Empire back Home: France in the Global Age 45). They are made to understand that being France entails a lot, and is a collective responsibility for everyone to understand all that being a French citizen entails. Lebovic asserts that most French citizens born of both French parents do not support the idea of immigration since they consider immigration to be the source of competition for national resources (Bringing the Empire back Home: France in the Global Age 8). Jean Marie Le Pen has been portrayed as a politician who is promoting racist politics in the sense that he out rightly opposes Mr. Sarkozy’s immigration policies. His statements have polarized the immigration debate; thus making people try to define who is French and who is not. Lebovic asserts that Le Pen opposed immigration from the word go, despite the efforts made by Mr. Sarkozy’s side to make him understand the importance of immigration and national identity policies (True France: The wars over Cultural Identity, 1900-1945, 34). In conclusion, the France’s identity debate should be treated as a matter of importance and urgency. Those opposed to the immigration policy should clearly analyze how the immigration policy affects the life of many French citizens who are not French citizens by birth before going against

Marketing Plan - Chancellor University Essay Example for Free

Marketing Plan Chancellor University Essay Chancellor University is a for-profit secondary education institution located in Seven Hills, OH. Grounded in the traditions of business, it has multiple degrees in business and other select professions. Alumni of Chancellor University include John D. Rockefeller and Harvey Firestone. The degree selection ranges from certificates to Masters Programs focusing in business, healthcare management, global comparative studies, and criminal justice. In 2009, Chancellor switched from ground campus to an all-online format, with students spread across the United States and some countries around the world. Chancellor believes that students succeed later in life because they are taught to strive for excellence. Based on previous SWOT analysis, Chancellor has a chance to recover from the economic downturn and help it become viable as a premiere institution. STRENGTHS| WEAKNESS| SOCIAL MEDIA PROGRAM| LOSS OF JACK WELCH MGMNT TO STRAYER UNIVERSITY| COMMUNITY COLLEGE PARTNERSHIP| REPORTS OF LOSING ACCREDITATION| HISTORY| LOW STUDENT RETENTION| | | OPPORTUNITIES| THREATS| WORKING CLASS AND FIRST GENERATION COLLEGE ATTENDEES| BAD ECONOMY| CELEBRITY STUDENTS| LACK OF ALTERNATIVE FINANCING|. DEMAND FOR HIGHER EDUCATION| COMPETITORS OFFERING SIMILAR CLASSES AND FORMATS| Recently added to the Chancellor University degree offerings is the Masters and certificate program of Social Media. According to some, this addition as a Master’s Degree is not viable but the certificate program is seen as viable for specializations. The feeling is that most students would already be well versed in social media and that its best to follow a concentration in Marketing and use the social media classes within the Marketing program. The social media certificate program is great to have for the marketing major and will show a specialization of making social media relevant in the business realm. A lot of higher education facilities are starting to add courses and degrees with this specialization, Chancellor is seen as one of the firsts to make it available to their students. Chancellor recently began to offer a â€Å"Study Abroad† program that will aide in the students in getting a well-rounded education with global exposure. Chancellor has also partnered with community colleges to offer students a wider variety of courses and credits toward their Bachelor’s and Master’s Degrees. Chancellor stands to continually lose its footing as a premiere institution considering the lack of alternative education financing due to its for-profit status. It makes it difficult for students to pay or obtain alternative payment plans for their education. Pell Grant is the only grant offered to the students. States cannot award students grants because Chancellor is a for-profit institution, this means that the students will bear the weight of financing and increase their loan responsibility. Reports have been continually floating around of the schools accreditation being at risk from the Higher Learning Commission in Chicago due to poor leadership, financial health, and the quality of the academic programs. Losing accreditation would mean that students could no longer utilize the federal Pell grants for their education with Chancellor. The Jack Welch Management Institute was a top notch addition to the Chancellor curriculum. With its loss to Strayer, Chancellor loses the investment money that came from Jack Welch and the prestige that came with the famous managers name and contributions to their management program. The demand for higher education at an affordable rate continues to rise. Chancellor is not offering it in their current format. Time is taken away from the leadership team developing the curriculum or focusing on the needs of the students to prepare for the commission review. This can turn a lot of students away and the retention rate will decrease. The classes are moderately priced compared to University of Phoenix and Strayer University (based on Bachelor Degree programs). Opportunities exist for Chancellor to expand. Recommendations would include: * Branching out to offer campus sites within the community colleges that they have established partnerships with. This can be obtained by offering professors a stipend to teach courses that are more difficult for students to follow with the online formats, satellite campuses have contributed to the success of Strayer University and University of Phoenix. * Establish a larger presence with social media. Offer the current students the opportunity to blog about their experiences and link the blogs to their social mediums, this increases awareness of Chancellor and their presence on the Internet. * Increase information on the Wikipedia. org page. The article for Chancellor University is more so focused on the history instead of the offerings of the institution. The page describes several changes that Chancellor has been through starting with the Folsoms Mercantile College and can turn potential students away with the constant changes. * Work out, within the partnerships of the community colleges, to offer Chancellor students the option to take their courses as electives. This will increase the amount of electives available for Chancellor students and contribute to the satisfaction of their education experience. * Chancellor should transition back to letting the students pick their own classes, giving them a selection in each category for the general education electives. This way, the students are responsible for their education and can still study subjects of interest to them. Works Cited Chancellor University. (n. d.). Retrieved from www. chancelloru. edu Chancellor University wikipedia. (n. d. ). Retrieved October 24-26, 2012, from Wikipedia: http://en. wikipedia. org/wiki/Chancellor_University Magaw, T. (2012, August 6). Crains Cleveland Business. Retrieved Octber 24-26, 2012, from Accrediting body again issues show-cause order for Chancellor U. : http://www. crainscleveland. com/article/20120806/FREE/308069957 Strayer University. (n. d. ). Retrieved October 25, 2012, from Wikipedia: http://en. wikipedia. org/wiki/Strayer_University Strayer University. (n. d. ). University Tuition Fees and Costs. Retrieved October 25, 2012, from Strayer University: http://www. strayer. edu/financial-support/tuition-and-fees University of Phoenix. (n. d. ). Bachelor of Science in Management. Retrieved October 25, 2012, from University of Phoenix: http://www. phoenix. edu/programs/degree-programs/business-and-management/bachelors/bsm. html#tab=tuition Wecker, M. (2012, March 1). US News Education. Retrieved October 26, 2012, from Avoid Social Media M B As, Some Students Say : http://www. usnews. com/education/best-graduate-schools/top-business-schools/articles/2012/03/01/avoid-social-media-mbas-some-students-say.

The Scarlet Letter and the Egg-carton Essay -- Scarlet Letter essays

The Scarlet Letter and the Egg-carton An analogy between two subjects can often lead to a better understanding of one or more of the topics. This point can be displayed by a comparison between the classic novel by Nathaniel Hawthorne, The Scarlet Letter, and a normal egg-carton. An analogy can be made between the concealment of secrets in the novel and the concealment of the eggs by a closed egg-container. Also, a correlation can be made between the revealing of secrets by the characters in The Scarlet Letter and the revealing of the many eggs by an open egg-carton. Lastly, the characters in the novel protect others as an egg carton protects its eggs. Both an egg-carton and The Scarlet Letter provide examples of concealing, revealing, and protecting. As a closed egg carton hides its contents from view, so the characters in Nathaniel Hawthorne's novel hide their shame and secrets. Certain characters in The Scarlet Letter take great lengths to conceal their secret shame. Hester Prynne, the adulterous lover to Reverend Dimmesdale, lied in order to conceal the true meaning of her Scarlet Letter from her daughter, Pearl. Hester tells Pearl, "... as for the scarlet letter, I wear it for the sake of its gold-thread" (Hawthorne 166). Hester's guilt ridden lover, Reverend Dimmesdale, concealed his shame as well. As he himself phrased it, "Cowardice which invariably drew him back [from revealing he was Pearls father], with her tremulous gripe, just when the other impulse [remorse] had hurried him to the verge of a disclosure" (Hawthorne 136). In Dimmesdale's case, it was his fear of shame that kept him from acknowledging his part in Pearl's creation. Besides concealing their shame, the charact... ... did finally figure that the Minister Dimmesdale was Hester's lover, Hester decided to warn Dimmesdale. She warned the Minister because as she believed, "the sacrifice of the clergyman's good name, and death itself, would have been preferable to the alternative [Dimmesdale's torment] which she had taken upon herself to choose." (Hawthorne 177). The novel The Scarlet Letter by Nathaniel Hawthorne can be compared in several ways to an egg-carton. A closed egg-carton can conceal its contents as characters have concealed their secrets. An open egg-container can reveal its eggs as the characters in the novel have revealed secrets. An egg-carton can protect its eggs and Hester Prynne can protect those who were important to her. The novel The Scarlet Letter, when analyzed in depth, can be found to be an even greater piece of American literature.

Diana of the Crossways: A Novel :: Free Essays Online

Diana of the Crossways: A Novel Before reading Diana of the Crossways it is important to understand the facts surrounding the life of George Meredith, as corresponding elements can be found in many of his works. George Meredith was born on February 12, 1828 in Portsmouth. During his early years he faced several accounts of hardship. His mother died when he was hardly five years of age. Shortly after her death, George Meredith's father, Augustus, inherited a failing business and heavy debts from his own father. Augustus was forced to declare bankruptcy and travel to London to earn a living, leaving young Meredith in the care of relatives. At age fifteen, Meredith attended the Moravian school at Neuwied on the Rhine. He remained there for less than two years accounting for his only formal education. Meredith was apprenticed to Richard Stephen Charnock who introduced Meredith to his literary circle of friends. Among them were Edward Peacock and his sister Mary Ellen Nicolls. Mary Ellen Nicolls can be described as havi ng lively intelligence and wit. This seems to characterize many of Meredith's heroines. They married in 1849, but they had very little success as a couple. Since they were both intelligent and demanding they desired more from the relationship. In 1858 Mary Ellen Nicolls eloped with artist Henry Wallis ending her relationship with Meredith. From here, Meredith married his second wife Marie Vulliamy who was the contrast of Mary Ellen Nicolls. She was a very practical, domestic woman who was a good hostess and housekeeper. It is quite ironic that Meredith would desire a helpmeet relationship when all of his works surround the independent, headstrong woman. Meredith was an energetic man who would frequently toss around a weight nicknamed "the beetle" for exercise. In the 1870's Meredith began to develop symptoms of locomotor ataxia, which crippled him. In 1892 Meredith was elected president of The Society of Authors, a position that was previously held by Alfred Lord Tennyson. In 1905 h e was awarded the Order of Merit. Over the years, Meredith became increasingly disabled and deaf before passing away on May 18, 1909 (Casal, The Victorian Web). During his lifetime Meredith produced fifteen novels, eight poetry collections, and countless minor works; most of which are out of print today. His best work is characterized by brilliant insights, carefully chosen diction, and powerful imagery. Diana of the Crossways is rich and interesting with realistic characters that come alive for the reader.

Creativity in Education Essay

A school with creativity at the heart of the learning process will benefit by increasing the motivation of staff and pupils, says former head, Dave Weston. In this article and case study, he shows the way to more imaginative approaches to curriculum planning ‘Creativity is the defeat of habit by originality’ Arthur Koestler Many school leaders and teachers realise that is now time to take more control over the curriculum and to include a greater emphasis on creativity in the learning and teaching process. During the last five years, headteachers have developed the confidence to take innovative and imaginative approaches to curriculum planning and school organisation. This is due to some encouragement from central government in the light of recent perceived improvements in primary literacy and numeracy standards and to the realisation that a wider and more exciting curriculum can lead to greater levels of motivation for all pupils and staff. Creativity and innovation have now been legitimised by the DfES and primary schools are actively encouraged to develop creative ideas and actions: ‘promoting creativity is a powerful way of engaging pupils with their learning’ Excellence and Enjoyment DfES 2003 (page 31) What is creativity? Creativity is often associated with the ‘creative arts’ but in reality it is certainly not unique to the arts. It can be seen and identified in all aspects of the arts, humanities, sciences, maths and technology. The National Curriculum Handbook (1999) included creativity within the section on thinking skills. It stated that: ‘Creative thinking skills†¦ enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes. ’ Didn’t we always teach it? Creativity was taught in the 1970s and 1980s, often through topic-based projects, but there was a lack of accountability, detailed planning and thoroughness. Much of this perceived ‘creativity’ disappeared in the 1990s as it did not fit into a strategic box and schools thought that there was not time for it and that such an approach was not valued by central government. The difficulty in measuring the success of a creative approach to primary learning and teaching gave our education system many problems. As a result headteachers, under the pressures of Ofsted inspection and statistical league tables, became reluctant to take risks with the curriculum. However, more recently this situation has started to change, especially with the development of the creative partnership schemes. The Reggio Emilia approach The success of the Reggio Emilia approach to early years education has influenced theory and practice in the area of creativity in primary education. In schools in Reggio Emilia there is an innovative staffing structure with each early years centre having an ‘atelierista’ (a specially trained art teacher) who works closely with the classroom teachers. In Italy in the primary sector there is significant teacher autonomy with no national curriculum or associated achievement tests. In Reggio Emilia the teachers become skilled observers and they routinely divide responsibilities, so that one can systematically observe and record conversations between children while the other is teaching the class. Teachers from several schools sometimes work and learn together and this contributes to the culture of teachers as learners. The learning environment is crucial in the Reggio Emilia approach and classrooms often have courtyards, wall-sized windows and easy access to stimulating outdoor areas. Each classroom has large spaces for group activities and specially designed areas for pupils and staff to interact. Display areas are large and stimulating and reflect the creativity of the children. Teachers in early years settings in Reggio often refer to the learning environment as a ‘third teacher’ as most centres are small with just two classroom teachers. The curriculum is project-based and there are numerous opportunities for creative thinking and exploration. The teachers work on topics with small groups of pupils while the rest of the class work on self-selected activities. Projects are often open-ended and therefore curriculum planning is flexible and is sometimes teacher-directed and sometimes child-initiated. This philosophy is inspiring and can be partially transferred to the different framework of the British primary school. Whole-school approach to developing ‘creativity’ For school leaders the first step in developing a creative school is the fostering of a whole-school approach. Creativity is not an add-on and it cannot be imposed by the headteacher. There needs to be discussion, involvement and ownership. The debate should be based around some of the following points: †¢taking control of the curriculum by the school. †¢the creation of a school with creativity at the heart of the learning process †¢enhancing the motivation for staff and pupils †¢fostering the professional development of all the staff, both teaching and non-teaching †¢involving governors and parents in a whole-school approach to creativity and showing how this philosophy supports school improvement and high standards of achievement †¢getting the pupils involved in school issues (regarding the curriculum and the learning, perhaps through the school council). How does your school measure up? So how far has your school got in developing a creative approach to learning and teaching? Ask yourself: †¢Have you discussed the freedoms of developing a curriculum appropriate for your school? †¢Does your school development and improvement plan take account of creativity in learning and teaching styles? †¢Is creativity a part of your staff development programme? †¢Is the governing body committed to promoting creativity throughout the school? Is there a nominated governor involved in this approach? †¢How involved are the pupils in discussing the curriculum and in a creative approach to learning and teaching? †¢Does your school carefully plan visits to galleries and projects involving artists and craftspeople? †¢Are creative successes evaluated in the SEF? †¢Does your school celebrate and promote creativity to a wider audience? Celebrating creativity Creativity should be celebrated and the school should consider looking for outside accreditation through the ‘Artsmark’ scheme. Creative successes should be carefully evaluated, highlighted in the SEF and showcased to parents and the community. Staff should be empowered to design activities within the curriculum which are exciting, motivating and relevant to their  school and pupils. Once these seeds are sown, creativity will flourish. Case study: making our school a more creative environment At the primary school where I was headteacher, we recognised that the curriculum had become unbalanced and that we were spending too much of the ‘timetabled’ day on English and maths. Staff kept saying that too little time was being devoted to the arts and humanities. This imbalance was having an effect on the motivation of some pupils, especially in Years 5 and 6 and on the job satisfaction of the staff. Like every school, we were very anxious to maintain high standards in English and maths and to ensure that our KS2 SATs results were good. However, we decided that we were fairly secure in the core curriculum and that the time had come to reclaim the curriculum. Therefore we reviewed our whole-school curriculum plan and looked at all the ways we could make our school a more creative and exciting environment. The aspects of school life we reviewed were as follows: †¢encouraging a more flexible approach to the timetable †¢developing the school grounds to link in with the outdoor curriculum. We decided that the school grounds were under-used as a learning environment. Therefore each curriculum coordinator was given the opportunity to have a part of the grounds as an outdoor curriculum area to support ‘real learning’ in that area. Staff came up with lots of imaginative ideas such as: †¢Music – developing an outdoor music trail with differing instruments hanging from trees and fences. †¢Geography – developing an orienteering trail around the edge of the field. †¢Art – developing an outdoor sculpture area with a clay model from every pupil. †¢Languages – playground signs and rules in differing languages. †¢Science – developing an environmental area with a pond, seating in the shape of different animals and insects. †¢Design and technology – one of the most successful ‘creative’ projects was the development of a courtyard on the theme of ‘containers’. Each of our 11 classes chose a different type of container (Reception chose old wellington boots while Year 6 chose a large tractor tyre) and in the summer they were decorated and planted up. †¢Supporting the Foundation Stage curriculum with exciting outdoor areas and incorporating some of the Reggio Emilia approaches to early learning. The school decided it was important to give the early years staff the confidence to develop an exciting integrated curriculum based on the needs of young pupils rather than on the formalised curriculum. †¢Bringing in artists and craft workers to give pupils to work with adults with different skills. Each year we decided to bring artists into the school so every pupil had the opportunity to work with a ‘real’ artist at some time during their primary school career. This was an expensive approach but worthwhile as often the skills of the artists inspired school staff to try new ideas and therefore provided a professional development aspect to their work. †¢Celebrating the different languages in our school. As our school was very keen on teaching MFL to all the KS2 pupils we decided to celebrate all the languages of our school by designing a mural which showed pupils from all the countries involved saying hello in their home language. Our pupils decided that on the mural the pupils from the different countries should have hats showing the flag of their country. The large mural was painted by the pupils with the support of a professional artist and is now proudly on display by the entrance to the school office. †¢Developing the confidence and role of the art coordinator. †¢Enhancing the motivation of some pupils and giving greater ownership of the learning process to the staff. †¢Getting involved in the ‘Creative Partnerships’ scheme to get access to support and resources. Introduction 1. The HMIE report Emerging Good Practice in Promoting Creativity published in March 2006 gathered evidence from inspections of pre-school centres, primary and secondary schools and community learning and development to: †¢identify and analyse emerging good practice in promoting creativity, and †¢provide advice on a range of issues related to creativity including learning and teaching, assessment, and current practice in evaluating success in promoting creativity. 2. The Scottish Executive Education Department has agreed to supplement the HMIE report by providing a brief overview of some key national policy developments and other initiatives across the UK promoting creativity in education. The aim is to help educators and policy makers by highlighting some important advice and other support to encourage good practice. The paper is not however a comprehensive review. The bibliography is intended to assist those who wish to explore further the issues discussed. Creativity, Culture and Education (Developments in England) 3. Although focusing on England, the National Advisory Committee on Creative and Cultural Education’s (NACCCE) report All Our Futures: Creativity Culture and Education has proved influential on subsequent efforts to promote creativity in education elsewhere in the UK. 4. The NACCCE was established in 1998 to make recommendations to the then Secretary of State for Education and Employment and Secretary of State for Culture, Media and Sport â€Å"on the creative and cultural development of young people through formal and informal education: to take stock of current provision and to make proposals for principles, policies and practice. † The Committee was chaired by Professor Ken Robinson and its report was published in 1999. 5. The report emphasised that all children and young people can benefit from developing their creative abilities and this should be seen as a general function of education. Creativity can be developed in all areas of the school curriculum: including the sciences as well as the expressive arts. As discussed later in this paper, the NACCE’s definition of creativity was adopted as part of subsequent initiatives in Northern Ireland and Scotland. (A summary of the report’s general advice on teaching for creativity is contained in the annex to this paper.) The NACCE’s report was welcomed by the Department for Education and Skills (DfES) and Department for Culture Media and Sport. Although the Government did not implement all of the report’s recommendations with regard to the National Curriculum in England, many elements were taken forward. For instance, the report led directly or indirectly to important initiatives such as Creative Partnerships and Artsmark. 6. Creative Partnerships is a government-funded national initiative operating in 36 of the most disadvantaged areas in England and designed to build sustainable relationships between schools, creative individuals and organisations. It aims to transform: †¢the aspirations and achievements of young people †¢the approaches and attitudes of teachers and schools †¢the practices of creative practitioners and organisations who wish to work in schools. 7. Starting with the needs of schools and young people, creative practitioners work across and beyond the curriculum, animating the classroom and finding new ways for teachers to teach and young people to learn. Through the development of projects of varying scales, creative practitioners, teachers and young people work together as equal partners to place creativity at the heart of learning. 8. Artsmark is a recognition scheme for schools’ arts provision run by Arts Council for England and supported by DCMS. The scheme encourages schools to increase the range of arts that are provided to children in schools and raises the profile of arts education. (Further information on Creative Partnerships and Artsmark can be accessed through the links provided in the bibliography. ) 9. The educational debate has moved forward considerably since the NACCCE report was published and there is now a much wider acceptance that a broad and enriching curriculum goes hand in hand with high standards. Since September 2000, schools have been working with a more flexible National Curriculum with greater emphasis on the need for creative and cultural education. There are explicit references to the importance of creative and cultural education in the aims for the curriculum and there are explicit references to creativity – encouraging pupils to use their imagination and look for innovative outcomes. The Schools White Paper, â€Å"Schools: Achieving Success†, launched in September 2001 raised the status of creativity and the arts by pledging to provide a range of additional opportunities for creativity and curriculum enrichment. 10. DfES also hosted the Creativity and Cultural Enrichment Working Group (CACE) from May 2001 to Oct 2003. This working group was set up in response to the NACCCE report as a cross-agency reference group with a clear focus on creativity and cultural enrichment. The idea was to share information across various agencies and departments, to provide updates on key policy initiatives and projects and act as a source of new ideas. 11. CACE has now been superseded by subsequent work such as the Qualifications and Curriculum Authority’s (QCA) initiative ‘Creativity: Find it, Promote it’ and Creative Partnerships which have built up the knowledge base of creativity in education and helped spread good practice. QCA promotes creativity as an integral part of all National Curriculum subjects and identified the characteristics of creative thinking and behaviour including: †¢Questioning and challenging conventions and assumptions †¢Making inventive connections and associating things that are not usually related †¢Envisaging what might be: imagining — seeing things in the mind’s eye. †¢Trying alternatives and fresh approaches, keeping options open †¢Reflecting critically on ideas, actions and outcomes QCA advises that, with minimal changes to their planning and practice, teachers can promote pupils’ creativity. 12. QCA’s ‘Creativity: Find it Promote it’, and ‘Arts Alive’ websites shows how to maximise the impact of creativity and the arts in the curriculum, identifies best practice and provides case study examples for teachers containing practical suggestions in promoting creativity and the arts across the curriculum 13. OFSTED — the inspectorate for children and learners in England — carried out a survey identifying good practice in the promotion of creativity in schools (Expect the Unexpected: Developing Creativity in Primary and Secondary Schools published in 2003). They found that there was generally high quality in creative work. Any barriers that existed could be overcome if teachers are committed to the promotion of creativity, possess good subject knowledge and a sufficiently broad range of pedagogical skills to foster creativity in all pupils, whatever their ability. The active support of senior management is also important. OFSTED emphasised that â€Å"the creativity observed in pupils is not associated with a radical new pedagogy†¦but a willingness to observe, listen and work closely with children to help them develop their ideas in a purposeful way. † The report can be accessed here. 14. The latest development in England is an independent review on Nurturing Creativity in Young People jointly commissioned by DCMS and DfES to inform the basis of the Government’s future policy on creativity. The review was led by Paul Roberts, Director of Strategy from IdeA (Improvement and Development Agency). The review team published their report in July 2006. This provides a framework for creativity starting with Early Years, developing through mainstream education and leading to pathways into the Creative Industries. The report also set out what more the Government can do to nurture young people’s creativity. Particular issues discussed include the role of partnerships between schools and the creative and cultural sector, the development of a new Creative Portfolio to celebrate each young person’s creative achievements and creating spaces for creative activity through the Building Schools for the Future the school estate redevelopment programme. The Government will publish a response to the creativity review report and an action plan in Autumn 2006. Unlocking Creativity (Developments in Northern Ireland) 15. Following his work with the NACCE, Professor Ken Robinson chaired a Creativity in Education Working Group in Northern Ireland. The Working Group was a cross-cutting initiative by the Department of Culture, Arts and Leisure (DCAL); the Department for Education (DE); the Department of Enterprise, Trade and Investment (DETI) and the Department of Higher and Further Education, Training and Employment (DHFETE) (now known as the Department for Employment and Learning – DEL). The aim was to develop a â€Å"co-ordinated strategy for the development to the full of the creative and cultural resources of the people of Northern Ireland. † The result of this work was the consultation report Unlocking Creativity: A Strategy for Development published in 2000. 16. The report adopts the definition of creativity contained in the NACCE report – Imaginative activity fashioned so as to produce outcomes that are both original and of value. Creative processes have four characteristics. First, they always involve thinking or behaving imaginatively. Second, this imaginative activity is purposeful: that is, it is directed to achieve an objective. Third, these processes must generate something original. Fourth, the outcome must be of value in relation to the objective. 17. Unlocking Creativity: A Strategy for Development made three key recommendations for education: †¢Develop continuity and progression in creative and cultural education throughout learning, teaching and youthwork. †¢The development of methods and principles of assessment and examination that recognise and value the aims and outcomes of creative and cultural education. †¢Ensure that all professional vocational and academic qualifications positively promote the importance of creative and cultural education. 18. The results of the consultation were published in a second report, Unlocking Creativity: Making It Happen, published in 2001. The vast majority of responses supported the proposals made in the consultation document and Unlocking Creativity: Making It Happen set a wide range of objectives for future work. The key objectives for education related to a review of the curriculum being taken forward by the Council for the Curriculum, Examinations and Assessment (CCEA). The report highlighted CCEA’s proposals to include a creative component at all Key Stages. It set a wider objective of signposting clear steps towards accredited programmes of learning for people of all ages interested and inspired by creativity and sought to encourage collaboration between various agencies and departments to ensure that creativity is fully recognised in the development of assessment methods and the curriculum. The report also highlighted the establishment of a Creativity Seed Fund which invested ? 2. 8m over three years to encourage projects that would either promote creativity in education or strengthen Northern Ireland as a competitive presence in the creative industries. The Education and Training Inspectorate produced a set of quality indicators for the Creativity Seed Fund. The indicators cover outcomes and standards, ethos, assessment and review and management arrangements. 19. A third report, Unlocking Creativity: A Creative Region, was published in 2004 and set out a series of medium term strategic measures to maintain the momentum on developing creativity across education, culture and employment. The report again highlighted CCEA’s work on Curriculum Review. The Education (Northern Ireland) Order 2006 will give effect to the revised curriculum, which will be introduced on a phased basis from September 2007. 20. The revised curriculum will be more flexible, offer greater scope for creativity to meet the changing needs of pupils, society and the economy and have a greater emphasis on developing skills. One of the Thinking Skills to be developed across the curriculum is Being Creative, where children should be able to use creative approaches, to be imaginative, to take risks, to question and explore possibilities. The revised curriculum will also provide more flexibility for teachers to tailor what they teach to meet the needs of their pupils and therefore encourage more creative approaches. Assessment will be formative, as well as summative, with pupils assessed in their progress in the skills and areas of learning and pointed towards areas for future development. This Assessment for Learning (AfL) is already being piloted. One of the most important means of promoting creativity in the revised curriculum will be through Education for Employability. Pupils will look at enterprise and creativity in the modern workplace, what it takes to be an entrepreneur and they will have opportunities to demonstrate enterprise and creativity. The pilot work for this aspect of the curriculum has involved school pupils working with local businesses and artists to develop creative solutions to business issues. 21. CCEA is also developing exemplar material and other support materials to illustrate how opportunities can be developed in all curriculum areas to promote creativity. Draft versions of the support materials have been made available to pilot schools and CCEA plans to distribute them to all schools as soon as feasible in the 2006/07 year. 22. Unlocking Creativity: A Creative Region noted CCEA’s work on auditing examination specifications in order to promote creativity in the learning and assessment associated with qualifications. This audit has now been completed and enabled areas in teaching and learning to be identified that would support a more creative approach. The results will be taken into account as specifications are revised for re-accreditation. Re-accredited specifications will be available for first teaching from September 2008 (GCE A-Level) and 2009 (GCSE). CCEA is also working with the English and Welsh regulatory bodies to review accreditation criteria and this will take account of thinking skills, such as creativity. The Department of Education is also considering an incentive and accreditation scheme for teachers, principals and schools with a view to embedding creativity across the curriculum. A pilot has been arranged to test an Artmark Toolkit involving five schools and, following evaluation, will be rolled out to all schools in September 2006. 23. An important feature of Northern Ireland’s work on creativity is the emphasis on harnessing new developments in ICT. Many of the education projects funded through the Creativity Seed Fund included developing ICT skills and linking these to creativity by, for instance, producing material for radio, making documentary films or creating digital content. Unlocking Creativity: A Creative Region seeks to embed the concept of the use of ICT to enhance young people’s creativity across the curriculum. The EmPowering Schools strategy has since been published, which incorporates the development of creativity and innovation in the use of ICT. 24. Unlocking Creativity: A Creative Region included Creative Youth Partnerships (CYP), a 3 year pilot from April 2004 to March 2007 involving the Arts Council NI, the Department of Education, the Department for Culture, Arts and Leisure and the Education and Library Boards. Through a collaborative approach, CYP aims to increase participation among young people in arts activities, develop arts infrastructure in NI and develop the contribution of artists and the arts to the learning and development of young people in schools and the youth sector. A key aspect of CYP is local partnerships to develop creative projects using a variety of art forms. The Education and Training Inspectorate (ETI) is evaluating CYP and its Interim Report (September 2005, full report due October 2006) highlights the developmental nature of the evaluation of a creativity initiative. The Report pointed to some areas for development but found the project to have many strengths. Developments in Wales 25. Wales, like England and Northern Ireland, has a statutory National Curriculum. Creative skills are one of the seven common requirements in the Welsh National Curriculum. Teachers should provide opportunities, where appropriate, for pupils to develop and apply the seven common requirements through their study of all National Curriculum subjects. (The other common requirements include mathematical skills, Information Technology and problem solving skills. ) 26. The Department for Education, Lifelong Learning and Skills (DELLS) has produced a guidance note for teachers highlighting subject areas of the National Curriculum, from science to modern languages, where pupils can be given opportunities to develop and apply their creative skills, in particular the development and expression of ideas and imagination. 27. A review of the National Curriculum in Wales is currently underway for proposed implementation in September 2008. Findings from an initial consultation in 2004 were that: †¢there should be a clear focus on the needs of learners and effective learning strategies and approaches; †¢there is a need to identify and agree on the range of skills that should be acquired and on their development and application in a range of contexts; †¢there remains a concern regarding perceived overload in some National Curriculum subjects, especially at Key Stage 2 (covering ages 7-11), and the relevance of aspects of the curriculum to the 21st century; and †¢there is a need to ensure that a revised curriculum interests, engages and motivates all learners. 28. Currently DELLS has submitted proposals to their Minister for Education and Lifelong Learning for approval. Following this, the proposals will be open to public consultation. These will include a draft Skills Framework for children and young people aged 3-19. This framework contains the areas of Developing Thinking, Communication, Number and ICT. Within the Developing Thinking are strands highlighting creative thinking. Creativity in Education (Developments in Scotland ) 29. In Scotland, a Creativity in Education Advisory Group was established to consider ways in which creativity could be developed as an important feature of the provision that teachers and schools make for young people’s education. The Group was chaired by Richard Coton, Headteacher of Monifieth High School and its members included representatives from Learning and Teaching Scotland, the IDES Network, HMIE and the Scottish Executive Education Department. The Group’s discussion paper, Creativity in Education, was published in 2001. 30. The definition of creativity in Creativity in Education again reflects that in the NACCE report, All Our Futures, by emphasising imagination, pursuing a purpose, being original and making judgements of value. Creativity in Education, like the NACCE report, stresses the need to encourage experimentation and problem-solving together with reflection and critical appraisal as essential conditions for creativity to flourish in schools. Creativity in Education has a more overt emphasis on the need for schools to foster a personal disposition to be creative in their students. This involves the development of characteristics such as self-motivation, confidence, curiosity and flexibility. However, the publication notes the valuable contribution of group-working to encouraging creativity in, for instance, allowing pupils to build upon each others’ ideas. Creativity in Education also stresses the need for teachers themselves to be creative in the way they encourage and empower children and young people. Teachers need to judge carefully when to intervene and when to take a â€Å"hands-off† approach and to balance planning with improvisation. 31. Creativity in Education was accompanied by case studies providing practical examples of how creativity is being developed across the curriculum. These include the development of a whole school policy on creative learning and teaching (Gylemuir Primary School, Edinburgh); developing creativity in Mathematics (Pollock Children’s Centre, Glasgow/Borgue Primary School, Dumfries and Galloway and Inverclyde Council’s Education Advisory Service) and promoting thinking skills in the context of science education (Monifieth High School, Angus). 32. Follow-up work undertaken as a result of Creativity in Education included the Creativity Counts project. The aims of this project were: †¢To gather evidence of creativity in the classroom across all sectors and all areas of the curriculum. †¢To identify key approaches to learning and teaching, assessment and evaluation. †¢To identify what schools need to do to foster creativity. 27 schools from across Scotland (19 primary, 7 secondary and 1 special) participated in the project. A report of the findings was published in 2004. This was accompanied by Creativity Counts — Portraits of Practice – a publication of case studies drawn from the project. 33. The main findings were that developing creativity in education produced benefits in terms of pupil motivation, enthusiasm and enjoyment. The pupils became more independent in their learning: â€Å"rather than being told; they became more resourceful and reflective. They became good at knowing what worked for them and what did not† (p. 5). However, this freedom to experiment took place within a supporting structure of high expectations and clear outcomes: â€Å"They knew what they were expected to achieve and how to go about that† (p.10). Group working was a strong feature of the projects. This helped to support less confident children and encouraged realistic peer and self-assessment. The pupils responded well to dealing with failure and built confidence in using their imagination and developed a positive attitude to new ideas. 34. Teachers found that they were able to develop a repertoire of teaching skills balancing intervention, â€Å"hands-off†, planning and improvisation. They identified four main characteri.

Derivative Trades Essay

Derivative Trades Essay Derivative Trades Essay Futures trades Crude Oil (Brent) 04/08/2011 Why did you enter the trade (what were your expectations?) â€Å"Libya burns, Japan shakes, Nigeria's nervous, Portugal bails, Bahrain bubbles and now China troubles. Do you need any more reasons for oil to go higher?† (Flynn, 2011, para. 1). Having read an article that suggested increase in the price of oil, I decided to set up a bull calendar spread. How did you set up the trade and how did the execution proceed? I executed a market order to buy two contracts of IBK11 - Crude Oil (Brent) MAY 2011. As for the short leg of the spread, I set up a contingent order upon USO price. If the USO price drops below $44.5, the order to sell two Crude Oil (Brent) JUL 2011 contracts will be executed, resulting in bull calendar spread. On 4/11 USO dropped below $44.5, and as a result contingent order was executed. How did you manage the risk of the position? To lower the risk of the position I set up a bull spread, instead of taking a naked long futures position. Bull spread reduced the risk of a larger-than-expected loss in case the price of oil would decrease. In addition, calendar spread required much lower margin compared to the naked position. How and when did you exit your position? Were your expectations realized? My expectations were not realized as oil price plunged on 4/11. I decided to exit my positions via market order on 04/14/2011 by taking opposite positions in the same contracts. Contingent order to sell two JUL 2011 limited a loss to $1,726.32. Crude Oil 02/22/2011 Why did you enter

Argumentative Term Paper

Argumentative Term Paper Argumentative Term Paper Argumentative Term Paper If you have to write an impressive argumentative term paper, but have no time to devote to such a project, we have a solution for you! Try our professional custom argumentative term paper writing service! Our prices are affordable and you will definitely be satisfied with the quality of writing as we hire only responsible and experienced English writers with profound writing and researching skills. If you have decided to write your term paper without any help, here are some useful points to take into account. Do not forget to review a list of argumentative persuasive essay topics! Each person needs means of persuasion during any moment of their life. For example, it is necessary either for the child to persuade parents to buy another new toy or for an adult to gain any values. What necessary in this case is persuasion, because it is a still unique method with help of which it is possible to achieve something. According to its definition 'persuasion' is the influence form. It is a strategy supervising people use for decision-making, relationship-creating or action-taking. This solving of problems is based on appeal, instead of force.TechniquesIt is necessary to notice that during essay writing person should use means of persuasion to help people understand initial ideas which are presented in essay. First of all, the writer should adduce an argument to write an argumentative term paper. The argument should be one-sided and other side of argument or opposite one to the answer is not considered, but the fact is that argumentative term papers are never connected w ith pro et contra topics, but there are presented general facts of its currency. According to the statement it cannot be the fact. If one chose the topic "vipers are dangerous", you would not need to persuade anybody upon it. However, if your topic were "vipers must be excluded from the animal kingdom", another opinion would be possible to discuss. Your argumentative term paper should be focused only on one side of legal argument. It will not be a pro et contra term paper. Arguments Arguments are required to support writers opinion in the argumentative term paper. Arguments cannot be general statements. Apart from arguments the persuasion should come to agreement with one fact of topic for reader - it will help to understand the idea. For example, if you write an argumentative term paper under the above-stated statement that "vipers should be excluded from the animal kingdom", you are to write first of all about danger of vipers, then to pass to data what danger they run, after all to draw a conclusion.Introduction into disputable issuesThere the writer should lead also to introduction of general questions which are to the point for argumentative term paper. It will cause negation of a disputable topic and will help the reader to agree with arguments and also it will help to understand the whole topic.Considering abovementioned statements. we can conclude that the real persuasion is an art which is used by all people during any moment in their life. It is necessary to notice that persuasion plays the important role in your essay which concerns some disputable arguments. The persuasion has certain structure and should be kept to gain high results.Well, writing argumentative term paper is not as easy as many students think. If you want to get the highest possible grade on the course but do not have enough time to write your argumentative term paper, try our professional customized term paper writing services. We deliver professional term paper help ! Every cus tom term paper we write is original and fits the specifics of your topic!

WWl essays

WWl essays There were many pros and cons of the United States getting involved in World War I. Some reasons are as follows. Economics - trade, banking, industry - all are affected by war. A permanent stance of neutrality by the U.S. would have permanently scarred our relationships with GBR and France. Possible protection of our borders, with the Zimmerman Telegram being intercepted by Britain from Germany to Mexico we knew that our country was in danger, so we had to get involved. Some propose that the US was never actually neutral, but had been supporting the British all along. Others propose that as German forces crept into the Atlantic and threatened to conquer Britain, the US felt that its defenses and the country's security were threatened, again justifying involvement in the war. It is impossible to pinpoint the entry of the United States to a number of certain events and it was most definitely a combination of many factors. Most Americans favored staying out of the conflict and P resident Wilson publicly stated that the United States would follow a policy of neutrality. However; it was just a matter of time before the United States would find itself in the middle of the Great War (Bass). The war in Europe raged on and Americans were clearly on the side of the allies. The Germans were painted as the aggressors, and Americans came to believe that the Germans were vicious and blood thirsty (social). Case in point was the way the Germans conducted their submarine attacks in the ocean. This was called unrestricted submarine warfare. On May 7, 1915 the British cruise ship Lusitania was sunk by German U-boats off the coast of England. Over 1.198 lives were lost including 128 Americans. This act set off the American people who wanted revenge. However; the Germans backed off and in 1916 the Germans agreed to the Sussex pledge which ended unrestricted submarine warfare. This put off the inevitable Ameri ...

What barriers are there to the effective prevention of genocide and Essay

What barriers are there to the effective prevention of genocide and crimes against humanity - Essay Example The media should have special program to spread protection and prevention measures against genocide. Victims protection should be enacted to ensure they are not exposed to more danger and also to be assisted in re-organizing their lives afresh According to Valentino (2003) he argued that there are several barriers to prevention of genocide by the international community. The United States failed to stop the Rwandan genocide until it was too late and by the time they intervened, 800,000 lives had been lost and many persons displaced. Slow and gradual speed of taking action has led to wide spread of genocides in many countries. Scenarios witnessed in Sudan remained unabated, leading to millions losing the lives and property despite the effort to prevent genocides and crimes against humanity in the world. President Clinton apologized to Rwanda expressing regret due to the untimely intervention by the Americans to prevent the mass killing that has gone in history as the worst of the rece nt decades. The international community together with African nations is responsible for this tragedy. All states must be willing to forecast and plan in future on ways of preventing crimes against humanity and genocides. ... Research done on why the international community has failed to fulfill the commitment of protecting humanity has found out that those responsible are high ranked government and military officials. They have well organized militia groups with access to government intelligence hence a big challenge to deal with. Belgium had interest in the country and had trained many Tutsi militias. It can be seen that former colonial masters want to serve their interests by causing genocides while pretending to be committed in maintaining peace (Valentino, 2003). Frate stated that lack of credible justice systems, which do not incorporate ways of addressing traditional injustices, and solving communal. Past injustices committed to victims of wars and the impact of victimization has led to negative results to the efforts being made to prevent genocides and crimes against humanity. Failure to implement laws to prevent these effects has also made it impossible for the efforts made to resolution of the c onflict. Corruption has increased in complexity in society and has become a stumbling block to justice systems by having investigating of offences, prosecution and trial of the offenders compromised. Failure to address community differences by mobilizing the society effectively has increased tension in leading to frequent sprout of conflicts which if not urgently may spread in greater proportions resulting to mass killings and destruction of property. Victims should be protected through criminal laws that are able to advocate for social security by adequately investigating in details the causes of the crimes and the possible way of addressing the differences that caused genocides and how harmony can be brought into the society. Many countries have not

Confessionalism or Memoir The Poetry of Anne Sexton, Sylvia Plath, Essay

Confessionalism or Memoir The Poetry of Anne Sexton, Sylvia Plath, Robert Lowell, and Billy Collins - Essay Example The routine is fine for the husband, but the wife feels there could be more to life. The wife thinks: Although she loves her husband, the wife wishes it could be different. The wife even wishes her husband would leave, become a poet, or even die to make her life different. The hardship of an American farmer’s wife is clear. The hard work, lack of appreciation, and expectation of marital duty is clearly making the wife exhausted. The American farmer’s wife is often isolated on acres and acres of land. This isolation breeds the ill will that the wife wished upon the husband. The daughter then goes on to compare her father to a Nazi. She can never please him. The daughter even wanted to kill her father. He died before she could, but she thought about it. The lack of communication due to different languages is a distinct American trait. This is another American trait of describing the hardship of American life on the coast of Nantucket. The necessity of fishing and working on the sea is contrasted by the risk and death caused. The Quakers believe everything is in God’s will. Thus the deaths caused by the sea were divinely ordained. The religion is also a big part of American life. Billy Collins uses the first person in many of his poems. Although the first person is not used in â€Å"Winter Syntax†, a lone man is described on a journey. The journey is described by freezing cold, the desert heat, and finally as â€Å"shivering, draped in sparkling frost, a smile will appear in the beard of icicles† (Collins). The lone man travels the American landscape to complete the journey which is one thought. The whole description of the journey is about having one thought. This poem, unlike the previous three, does not deal with death. All of these poems fall under the term confessionalism. The poems are deep thoughts that take the form of a confession. In â€Å"The

Contrast and compare what the literature has to say on why, despite Essay

Contrast and compare what the literature has to say on why, despite the advance of globalization, business systems in the main i - Essay Example It is argued by him that all decisions about the route to be followed are not made within an organization rather state plays a potentially important role in deciding the character of any business system in addition to determining how the employers should behave and what strategic choices should they make in response to rising globalization when the need arises to not let their businesses grow in isolation from the global business trends. There is greater state involvement in determining a business’s character and the path it would follow. By developing a framework of analysis to examine business systems, Whitley explained at length â€Å"certain components of business systems and their interaction with institutions† (Tempel, 2001, p. 43). Whitley’s concept of national business systems has however been criticized often due to its weaknesses like portraying organizations as â€Å"passive pawns† which have little option but to comply (Scott, cited in Tempel, 2001, p. 42). Employment systems– national systems of training: With the help of extensive research and discussion regarding why it is that business systems in many developed nations continue to diverge, many factors are unveiled. While a market driven approach lays the foundation of employment systems in UK, fully developed vocational educational systems in France ensure high skill development and strict on-the-job training. Such pattern of allocating highly skilled workers even for the lowest jobs is not observed in UK. Germany, in contrast, practices the best system of economy wide vocational educational training. The rate of formal consultation is highest in European countries like Germany, Italy, and Sweden where employees are highly valued (Brewster and Larsen, 2000) in contrast to US or UK. As a result, there exists convergence of skills in contrast to polarization of skills as has been reported in UK business leading to â€Å"dead-end and low-skilled employment† (Crouch, 1997, p. 372). German business has advantaged hugely from VET system which demands continuous retraining and up-skilling (Crouch, 1997, p. 372). Clear difference exists in employment systems and HRM policies between CMEs (Germany, Italy, France etc.) and LMEs (US, UK etc.) (Boyer, 2005) which explains why business systems continue to diverge despite increase in globalization. Reportedly, there is greater polarization in US business systems â€Å"with the bottom 10% of the working population now being absolutely poorer than they were at the end of 1970s† (OECD, cited in Crouch, 1997, p. 370), but they also emphasize more on diversity management (Egan and Bendick, 2003). Japan, however, practices a blend of general education system of a US kind and VET system of a German kind and believes in ensuring diversity of opportunities â€Å"but within a more German context† (Crouch, 1997, p. 373). HRM: In contrast to LMEs (Liberal market economies) like US, UK, and Au stralia, business systems in German, Netherlands, and Swedish market economies show different approach to dealing with HRM. Germany and Scandinavia are CMEs (Coordinated market economies) where legislation value is maximized. CMEs emphasize more on employment regulation in which state plays a greater role than the stock market. All business systems in CME countries have stronger systems of employee voice and there is higher consultation between firms and employees (Farndale, Brewster, and Poutsma, 2008, p. 2008). Now in HRM terms, business systems operating under CMEs are

International Auditing Assignment Example | Topics and Well Written Essays - 2000 words

International Auditing - Assignment Example Ananda (2004) argues that, environmental auditing involves assessing whether the company is functioning in accordance with the requirements of environmental legislation. In addition, the audit intends to attain an independent external appraisal whether the management has formed proficient environmental policy and offered for satisfactory environmental approach. Environmental audits results to recommendations on how companies should reduce detrimental impacts to the environment in a cost-benefit and efficient approach, and how in the long term the company can save finances by via environmental friendly technology (Ananda 2004). According to Ananda (2004), social audit is the process of evaluating a company’s code of conduct, operating procedures and other factors to determine its effects on the society. Social audit is a formal assessment of a companys activities in social responsibility. It evaluates factors such as an organizations record of charitable giving, energy use, volunteer activity and work environment-transparency (Ananda 2004). Additionally, it assesses, worker pay and benefits to appraise what kind of environmental and social impact a company is having in its locations of operation. Social audits are not obligatory since companies can prefer whether to execute them and whether to make public the results or only use them internally only (Donald 2004). According to Anthony & Michael (2003), historically, public, corporate documentation of financial statements goes back to the 1850s. At that period, reporting on environmental and social matters was not so included in the corporate financial reports. The management included only financial accounting on their presentations on the financial statement information. The corporate entities focused on their economic activities only in their approaches to accounting. Such activities affected the economy through

Case study Essay Example | Topics and Well Written Essays - 1000 words - 41

Case study - Essay Example For Virgin Company, the major resource is Richard, its founder. He portrays strong leadership which very important in developing new capabilities for the company. His carefree adventure and entrepreneurial skills helped him in coming up and implementing his new business ideas. He is very aggressive leader and his devotion to business has resulted in the establishment of other Virgin Companies such as Virgin Cola, Virgin Rail, and Virgin Record and Virgin Atlantics. His leadership role has enabled him to establish a strong corporate culture and also promote the image of the company and the spirit of entrepreneurship. He believes in doing things differently and thus does not advocate for bureaucracy and thus he has become more strategic and charismatic leader and his business dream have been the force behind the success of the Virgin companies (Hellriegel & Slocum, 2010:344). Virgin brand is also another major link (Enz, 2010:345). The names of the brands and the trade marks acts as reputation assets. With the brand the group has been able to create other companies with similar quality since the Virgin brand has instilled confidence in customers (Thorne and Pellant, 2007:234). The brand gives the firm, its competitive advantage in the market and thus helps a lot in safeguarding and attracting a new market share for the company. The companies have also got enough investments and working capital. Richard Branson ensures that all the companies are well funded and the proceeds from one company may be used to invest in another company. This was the case in 1992 when a Virgin record was sold to EMI and the funds realized was used in Virgin Atlantic. This helps to ensure that all the companies are running and thus offering the best opportunities for growth (Plunkett, 2009b:34) Virgin Companies in its growth strategy have diversified into several business

International Auditing Assignment Example | Topics and Well Written Essays - 2000 words

International Auditing - Assignment Example Ananda (2004) argues that, environmental auditing involves assessing whether the company is functioning in accordance with the requirements of environmental legislation. In addition, the audit intends to attain an independent external appraisal whether the management has formed proficient environmental policy and offered for satisfactory environmental approach. Environmental audits results to recommendations on how companies should reduce detrimental impacts to the environment in a cost-benefit and efficient approach, and how in the long term the company can save finances by via environmental friendly technology (Ananda 2004). According to Ananda (2004), social audit is the process of evaluating a company’s code of conduct, operating procedures and other factors to determine its effects on the society. Social audit is a formal assessment of a companys activities in social responsibility. It evaluates factors such as an organizations record of charitable giving, energy use, volunteer activity and work environment-transparency (Ananda 2004). Additionally, it assesses, worker pay and benefits to appraise what kind of environmental and social impact a company is having in its locations of operation. Social audits are not obligatory since companies can prefer whether to execute them and whether to make public the results or only use them internally only (Donald 2004). According to Anthony & Michael (2003), historically, public, corporate documentation of financial statements goes back to the 1850s. At that period, reporting on environmental and social matters was not so included in the corporate financial reports. The management included only financial accounting on their presentations on the financial statement information. The corporate entities focused on their economic activities only in their approaches to accounting. Such activities affected the economy through

Company Law Essay Example | Topics and Well Written Essays - 4000 words - 1

Company Law - Essay Example had shares with a nominal value of two hundred and fifty thousand pounds which were divided equally among the four founders. XYZ Ltd. was to own all the copyrights for band’s songs which were given to the company as a consideration for the allotted shares. The four shareholders also were the directors of XYZ Ltd. Employment of Xavier as the managing director of the company followed where he was to receive an annual salary of two hundred and fifty thousand pounds. Distributable yearly profits by the company were to be paid to the shareholders as dividends but the shareholders never received a single payment in dividends. Personal issues arose amongst the band members and this brought about differences between some XYZ Ltd.’s shareholders and directors causing the band members to split and form a new band. XYZ Ltd.’s existence had led to the formation of another company XYZ Concerts Ltd. to manage and run a performance tour that was to be TUVW band in the UK in 201 0. All issued shares of XYZ Concerts Ltd were held by the mother company, XYZ Ltd. The responsibilities of XYZ Concerts Ltd. ... Xavier hired Cold Chocolate PR Consultants to help improve the band’s image in May 2011. This was after Mitt pressed Xavier to improve the bands image before the release of a new album that TUVW was working on. Cold Chocolate PR Consultants spent a hundred thousand pounds for their work and the hired consultants continued working till the end of 2011 even though the bands reputation remained extremely bad and appalling. Xavier employed Yvonne as the production manager in July 2011 and they both subsequently entered into a contract with Jump Records to produce the next five albums for the band. A payment of twenty five thousand pounds was made to XYZ Ltd. by Jump records as an advance to the total payment for the five records. Due to the bad blood between the bad members, the band never met in a single occasion since March of 2011 and two of the band members had already formed another band. In January 2012, XYZ Ltd. was pronounced insolvent though its books of account showed th at the company had been insolvent since the beginning of the previous year, January 2011. At that time, the company owed the shareholders an equivalent of all dividends due to them since its incorporation, The Wyatt Hotel an equivalent of all bills incurred during their UK tour, Cold Chocolate PR Consultants an equivalent of their contracted amount as well as the amount paid by Jump Records as an advance totalling to twenty five thousand pounds. The liquidator deduced that the worth of the company as at January 2012 which was solely in the form of song copyrights was five hundred thousand pounds. Some of the issues arising in this case are discussed hereafter. First and foremost, no dividends were paid to any of the shareholders of XYZ Ltd. since its incorporation in

Charlie’s Wedding, A Play in One Act Essay Example for Free

Charlie’s Wedding, A Play in One Act Essay Gertie, a black woman, dressed in elegant black satin, stands at the window, her back to the audience. She may be polishing the glass or she may be eves-dropping on the two fashionably dressed white ladies, Mona and Sheila, who sit on a divan directly behind her, facing the audience. Mona: What on earth did he say then, Sheila? Sheila, (smiling coyly): He said he wants to marry me, of course, silly. Mona: But he can’t do that†¦can he? I mean†¦(a pause) Well†¦ you know what I mean. Men like him†¦ Sheila: That’s just the point†¦ men like him†¦they can do whatever they want. Mona: Well, I’m just saying†¦they don’t buy a cow when the milk is so cheap. Sheila: Well, he might buy the cow that gives milk as good as this one does. Mona feigns embarrassment, her hands going to her face as she buries her head in her hands for a moment. Gertie moves to the right and looks at pictures in frames on the mantle of the fireplace, now obviously listening, cocking her head to hear better. Mona: Girl, you have no shame. (Giggles) But you are about to graduate from here anyway. You don’t have to marry, you don’t have to do anything but pack your bags and run, girl. Sheila: But I might just want to get married. Isn’t it what every young lady is reared to do? Aren’t we born and bred to be the wives and ornaments of powerful men? Isn’t it my duty as a woman? Isn’t it my calling? My raison d’etre? (Misprounounces the words) Mona: If it’s what you want, then by all means you should do it. Be my guest. I will dance at your wedding with a cow-bell on. But it’s not going to be to that two-timing Charlie O’Brian, I surely do hope, child. Gertie moves until she is standing at the side of Sheila, picks up a small bowl from the end table and is wiping it slowly. Sheila: Well how can you be so presumptuous? I mean, what do you know about it anyway? And why do you say he is a two-timer? If you know some gossip that I don’t then you are bound by your duty as a woman to tell me. Gertie puts down the bowl and speaks: Yes, Miss Mona, do tell all you know about this two-timing Charlie O’Brian. Do you have some reason to suspect he may not be as morally upright and Christianified as he purports to be? Is he, perhaps†¦a†¦man of low degree? The three women laugh and Gertie takes a seat in the chair, in profile to the audience, putting her feet up on a ottoman and fanning herself from her labor. Gertie: Let me tell you about men all men. They are idiots†¦all idiots, and Charlie O’Brian is their Lizard King. They are all just big boys. They never grow up and they never think with the head they have on their shoulders. I know you can guess which head it is that they do think with, without me having to say. But they control the money and politics and they control the laws and we have to work around them to get what we want. Now, as for this Charlie O’Brian, he has proposed to half the women in this sorority and that is a natural fact. He got big drunk last Christmas and asked me to run off with him. I told him that for twenty dollars I would run into the pantry with him for a spell, but that is all of the running I meant to do. Child, no man is ever faithful to no woman and I will tell you how you can be sure of what a man is up to. If you think he is faithful to you then he is most likely cheating on you. But if you think he is cheating on you, then he is positively cheating on you. And you can take that to the bank, honey. Sheila: We all know how men are. But Charlie is different. He loves me. He really does Gertie: Sugar, last year he loved Abbie, and the year before that he loved Sara Lynn. He loves a lot of ladies. And lots of ladies love him. But ain’t none of them ever got a brand on his li’l narrow behind. Mona laughs: Gertie, you are such a romantic soul. But you are wrong about Charlie boy. He loves a lot of women but he don’t love any of them. We all know about commercial affection. That’s why there are sporting houses and sporting ladies who can be found in them, and men know all them and they go sow their wild oats and then pray for a crop failure. Charlie O’Brian haunts sporting houses. He is a sporting man. He is going to leave you crying. Sheila looks at Mona, irritated: Well Miss Know It All, that just proves my point, because men don’t marry sporting ladies do they? They marry good girls, from good families. They marry ladies of wit, breeding and sagacity. They go sow those wild oats but then when nesting time comes around they look for a woman who is better than any sporting lady. They look for someone who can entertain for them, can give them sons and can keep their home for them. I don’t care where my man gets his kicks so long as he kicks his boots off at home with me. I am a pragmatic person. I understand the ways of the world. I did not just fall of no turnip truck, and believe it or not, I did not come to this town riding two to the mule. Mona looks at Gertie who shrugs her shoulders, then speaks: Honey, you are missing one very important point. You are too good for Charlie O’Brian. He is beneath you and that’s a fact. You will never be happy with someone like him. He is common as dirt. He is in the trades. He will keep you filled up with a belly-full of children and leave you barefoot and pregnant. He is not good enough for you. Get him out of your pretty little empty head. Now, lets discuss this party, we have to finish these plans. We are really getting short of time now. Christmas will be here before you know it and we can’t wait til the very last minute. Gertie stands and picks up her dust cloth and moves behind the divan, facing the audience, looking down at the other two girls: This party is going to be such a bore. Boy girl, boy girl, boy girl†¦so boring. We should invite some transvestites and some of them folk what you call hermaphrodites of both sexes and let everyone try to guess who is who and who has what and just see how that messes up the seating arrangements. (Laughs) Mona: That would make it a party to remember. Do you know any real transvestites? Oh, I’m sure you do. You are so worldly, Gertie. (Mona and Sheila laugh) Sheila: Well, I’m more interested in making wedding plans than Christmas party plans. I want the wedding to be here. Right in this room. We’ve all have had so much fun here, and there are so many good memories associated with this room. Yes, I’ve made my mind up. I want to come down those stairs (points off stage, left) and I want all my friends to be here and see me on the happiest day of my life. Gertie: Girl, you are serious? You said yes to Charlie O’Brian? Sheila nods and speaks: I told him last night. He said he wants to marry me on New Year’s Eve. I told him I was going to go away for the holidays but he asked me to stay in town. It’s official. I told him I will marry him on New Year’s Eve, just like he wants me to. Mona: Sheila, please, listen to me. Charlie O’Brian is no good. I would never say a word to harm you but I can’t sit here and watch you just dash headlong off of no cliff. He is not the man you think he is. He is not a good person. He is a liar and a fake and he will end up dead or in prison and he will drag you down with him. You are too fine a person to make such a terrible match. You just can’t let yourself sink to his level. Sheila: Mona, please. Why are you doing this? What have I ever done to you that you would disrespect me so much? Charlie is the only man who has ever treated me with any of the common courtesies. He doesn’t paw me, or try to kiss me when we are alone. He behaves like the perfect gentleman. Gertie puts down her dust cloth and moves back to her chair, She pulls it closer to the divan and sits down, leaning forward conspiratorially: Sheila, child, I may be out of place to say this, but Mona is right. That Charlie O’Brian is bad news. Don’t you know he got into a fight with a man over a card game? In a public place? He is one step from disaster all the time. He is a common ruffian when he is drunk and he is drunk most all of the times. He can’t be trusted any further than you could toss a bull by the tail. He is a daddy’s boy and won’t ever be nothing that his daddy don’t let him be. Hasn’t your schooling here taught you anything? It seems at least you would have learned to read men. Child, I’m saying this for your own good, Mona is right, you can’t marry that Charlie fellow. He is not good enough for you. I beg of you to reconsider your answer and tell that Mister O’Brian that you have reconsidered and you find that you cannot become his wife. Sheila buries her face in her hands sobbing Mona leans forward to comfort her, but Gertie gestures for her to stop Gertie: Child, I am sorry that I have made you feel bad but the simple fact is that you have to recognize that what Mona and I are telling you is for your own good and it is the gospel truth. Sheila stands: I don’t want to hear anymore of this. I don’t know how you figure that Charlie is not good enough for me. He has a good position in his father’s business and he can take care of me. I know that it’s not considered proper but he and I have discussed finances. I have agreed to put my trust money into a business proposal which he has become interested in. He is sure it will put us on easy street and I believe in him and I believe in his ideas. His father will finance half of it and I am going to put in the balance. But most importantly, ladies, he loves me passionately. We have spoken of our future together and we have decided to marry quickly without any long engagements. You ladies know I was orphaned and this sorority is what I reckon as my family. It’s the only family I have ever really had. You are all as close to me as blood sisters could be and I do appreciate you trying to look out for my best interest. But you just don’t know Charlie O’Brian like I know him. He wants me for the rest of his life and I want him the same. Sheila walks slowly out of the room, stage left: Gertie, to Mona, in a soft voice: What are we to do? Mona: What can we do? Gertie: Has she lost her mind or is she just yanking our chain? I swear I can’t get a fix on what she is thinking. But I’m prone to think she is believes this. That he is going to marry her. My god, this will destroy her if that is the case. Can we get Miss Edith to ban him? Keep him out of here? Mona: Miss Edith? Ban a paying customer? Are you a crack ho? Gimme a taste of what you is using. I don’t want no whole one†¦ just gimme a li’l taste, girl. Gertie laughs, then speaks: If he came in here and beat her up†¦if he broke her ribs, Miss Edith would ban him. Why let him break her heart? Mona: How long has she been here? Seriously? How can she believe anything a john tells her? She has served her indentures and is going to leave inside of six months with a nice piece of change. Hasn’t she learned anything? This has to be some kind of elaborate joke, don’t you think? You know how she has always been. How she calls us her sisters†¦how she call the house a sorority. She isn’t serious, and she isn’t putting on airs. It is just her way of coping with being a prostitute. But, lordy, what if she is smitten? What if she has fallen for the no good scalawag? Gertie: You want to know what Charlie O’Brian has in mind for a business deal? He wants to buy this house. Do you think he plans to get some funds out of her by saying he will marry her? Maybe we should tell Miss Edith all about this plan. Mona: No, I just had an inspiration. Why don’t we go the other way? Why not talk it up. Go overboard, all out in favor of it? Make it a matter of public record? Announce the engagement. Announce a big wedding right here on Christmas Eve? Let young Mister O’Brian put up or shut up? We just pretend we accept it as a done deal. We just go on with the wedding plans. Gertie giggles at the thought, then speaks: No! Wait†¦We are goin’ to be all decorated up for Christmas. We get Miss Edith to announce the imminent wedding when Charlie gets a few under his belt this coming Saturday night? We tell Miss Edith its just all a big joke on Charlie. We get the piano player to play Here Comes the Bride and let Sheila come down them stairs right there in a white gown. Charlie is all hat and no cattle but we can fix that. I know how. It looks like a win-win situation for us. He either backs out, and looks like a liar and a fool, or he goes ahead and marries a lady of the evening, which will cause his daddy to cut his manhood off so he can’t reproduce. (laughs) It would be so appropriate to have him look like a four-flusher or a fool in front of all his peers. We can get Parson Maybury to hang around just in case we need a few appropriate words†¦in case Charlie is drunk enough to do it. Oh my god, what I wouldn’t give to see him wake up the next morning married to Sheila. Mona: Miss Edith would never let us jack with a customer like that. Gertie: Not if she thinks we’re serious. But so long as we put it to her as an elaborate joke done in good honest fun It will be perfect for the holidays. We can convince her its entertainment and will bring in some new customers just to watch Charlie O’Brian marry a working girl. Arnie Harris works at City Hall. He will get me a blank marriage license if I ask him sweetly. We have good ol’ Harry on the piano. Todd Baker can take the wedding photos. Most of the men in this town dislike the O’Brians and would enjoy a good laugh at Charlie’s expense. You know, probably fifty per cent of the men in this town have gone up those stairs right there at some time in their life. (points) Then there is forty per cent of the men in this town who wish they could. Which leaves us with about ten percent who would like to take care of the 40 per cent who can’t make it, but that’s another story, but about ninety-five per cent of them do not like the O’Brians. Mona: Oh my god, girl, that would be the funniest thing I ever saw, to have spoilt, rich, pampered goodie two-shoes Charlie O’Brian married in the parlour of the finest House in all of New Orleans. And see the pictures spread all over the Sunday Times- Picayune†¦in the society section. We can make up a guest list. Include the governor’s name. Oh my god†¦girl, you’re a genius. (laughs). We don’t have to say they came, just say they was invited. Every man in town who is not an actual customer is fair game. Miss Edith would have our heads for revealing the names of actual customers but there ain’t no social taboo against revealing names of customers of the competition is there? Gertie: No, I would reckon they are fair game. Mona: We got to let Cloonie in on this. He can get some of the guys to go along with this. Bring in some tuxedos for the wedding party, for the pictures. Get a pen and paper, Gertie, we got to make a list of everything we need. I want it to be just perfect for Mister Charlie O’Brian’s wedding. What do you call them little fancy flowers men wear in their button hole? Well, we even want to get some of them. Oh yes, we have to do this up right. Charlie’s momma may want to send these pictures out to all the relatives who couldn’t actually make it to her son’s social event of the season, a whore-house wedding. Gertis: I’ll check to make sure, but Beaulah usually keeps some of that laudanum on hand for her croupe. If she is out she can get Doc Baines to send over a fresh bottle. Charlie will go to ordering his fancy little stemware glasses full of brandy and benedictine†¦he thinks that’s so posh†¦then he slips into that god-awful fake English accent and goes to calling himself Mister B and B. That sweet mess has such an odor about it that I could pour in a cup of creosote and he wouldn’t ever come close to tasting the difference. He sure won’t notice no dab of laudanum poured in. After a couple of shots of that stuff he will be cocked and primed. He will do what ever he is told to do, and smile while he is doing it. Mona: You know, there aren’t many of our customers who are disliked enough for us to pull this off on them. But Charlie O’Brian is pretty much universally thought to be a piece of human detritus. Everyone thinks he is a smarmy low life. This is perfect. Gertie: well, not totally perfect. We still aren’t sure where Sheila fits into all of this. What she is really thinking. Does she believe Charlie or is she just blowing smoke up our dresses to pass a cold winter day? Mona: Well†¦what difference is it? If she wants to marry him, she is going to end up married, with a ring and a license and she legally owns half his property as well. If she doesn’t, then we tell her it’s just all one big practical joke and we laugh about it. Gertie and Mona stand, Gertie speaks: That’s the thing I miss most about being in the sporting life. I miss the weddings. This is going to be some good fun. (Both women exit the stage, loudly humming The Wedding March)

Gay As A Deviant Culture Sociology Essay

Gay As A Deviant Culture Sociology Essay Homosexuality is considered as an emerging issue all over the world. Gay people believe that they are not physically different or incapacitated in any way. They believe that they have every right to be offered the same opportunities, just like everyone else. A while ago this issue could not be spoken out aloud in public. It is unethical and uncouth to think that homosexuality is right. In todays Age much of what cultural values entail has changed over time due exposure to a new understanding, inter relation of beliefs, morals, mind-set, connotations, chain of command, religious conviction, concept of time, responsibilities, perceptions of the universe, and material entity s and possessions acquired. Communities and societies have always had their way of doing things. Most people have at one time or another found that they dont fit in the societies known culturally and social norms (Cook, 28). Occasionally this happens due to ones understanding, mind-set, connotations, chain of command, religious conviction, responsibilities, and in every community and society homosexuality has affected the social ethics. A persons sexuality and preference according to psychologists will normally be easily altered at puberty. Adolescent at times find themselves in a dilemma where they do not actually know to what sex they prefer. Some find themselves in the antagonism of the puberty unpredicted effects like same sex attraction. Somehow when looked at a critical view this kind of preference is not actually a persons fault, it is the stage in life. With this in mind gay people believe that it is actually not their fault that they are the way they are. Most people in the society will not actually put this into consideration due to so many factors and consequences that are associated when this fact is accepted. In turn, the gay people in the community feel that the only way they can be heard out is by coming together and creating one voice. This has been seen over the past years. Gay people have organized rallies, peaceful demonstrations in different places all over the world in order to have their voices heard (Phelan, 25). Years down the line this has become one large community with its own cultural standards, values and rights. In every society, there is the agreeable set of rules and norms that guide the people in day to day living. Eighty three to eighty to five percent of people in every other community will always abide to these norms (Burke, 9), but a small percentage becomes deviant to these norms. It is probably a bit difficult to determine whether a deviant person in the community is always wrong, because what determines whether they are wrong or right is what they are deviant to. Homosexuality is not accepted in so many places around the world (Bamforth, 33), and this has made the gay culture deviant (Stephen, 1). The classical justification of this fact is that a deviant culture will always push the moral boundaries of a society giving alternatives and new options to the status quo and promoting change. Most cultures usually may not always agree on what to do with people who push beyond its acceptable ways in doing things. In fact, norms and accepted social ethics violation that gain enough support may at times become acceptable, a good example being the gay people (Sharon, 1). Thus, the gay culture is deviant because in some places it has made the societies, government constitutions to rethink and redefine the moral boundaries in place. The culture as it is going against so many know defined social ethics rules. Religious and social liberals point out that being gay is against written work of most inspired men like John the Baptist from the Christian bible. Islam does not allow these acts of relationships at all so does the Hindu (Bamforth, 13). It is a bit different for the catholic dominion because today gay marriages have been joined catholic churches. The gay culture deviant as it is faced so many threats about its publicity. Gay people have lost jobs, disowned by families and at other times even their lives have been threatened. It is a definite conviction to the gay culture that there is nothing much more significant than any issues that would make any one guilty and endanger their lives or families just because of their opinion, knowledge and preference about their sexual nature. The gay culture attests that the good of humankind is tied up together by the common pursuit through shared experience toward the likelihood of the same gender relationship (Harry, 43). In the past decades talented artists and poets, musicians openly described their sexuality to the public in their writing, art and songs. The gay community associates itself with the past legends and their exceptional work. They have motivated people who have felt demoralized. Gay people are introverts. And psychologists have backed up the fact that hidden desires of se xuality due to their unaccepted nature feed the possibility of sexual lusts which leads to violations of social ethics, desires to fulfill empty cravings. Gay as a deviant culture suffers from the dominant competitive ethos. This leads to the rise of struggle in interests to gain recognition or control (Harry, 31), and defies the recognition of the accepted social ethical norms and interest which all people have in common. So many factors have led to the rise of this deviant culture. Some of this factors when looked in to, are quite justifiable to those who consider respecting human rights. For instance, a factor that leads to the gay culture becoming so publicized and famous was that some large corporations and organization simply fired and never employed people with this kind of sexual preference i.e. gay. The authorities left no room for gay people. In the United States of America, gay people have come together from so many states and joined hands in so many ways in order to be heard. The 14th amendment to the U.S. Constitution which is a protection clause necessitate states and governments to treat people in an equal manner but the fact that the equal protection clause, in the United States Constitution is not absolute and that a government has gotten the right to treat people differently and discriminate against one group if it sees that as a requirement to the interest of the majority. This fact makes the gay culture even more deviant because if it does not publicize its ways well enough then it is just a period of time and it might be considered wrong (Harry, 11). Living requires that each and everyone makes the right moral choices in order to prevent a culture from dissolving into chaos (Harry, 11). Everyone must have a stand over certain behaviors and attitudes over others. In most communities having a stand that does not violate the accepted norms is quite acceptable. In this context violation means that which goes against. Gay preference will have so many views from different people in a society and because of the huge gap in the point of agreement whether it should be accepted or not it leaves a particularly large room for those directly affected to justify why this topic should be considered acceptable just like any other. Some theories that might try to give more details in this topic have ruled out that sometimes being deviant is not wrong, and sometimes it just happens due to one perspective in regard to what information they are exposed to. When it comes to explaining deviance, there are a couple theories try to explain one of them is Mertons strain theory. He was one of the first sociologists in America and his theory generally assumes that societies give both culturally-valued goals and culturally-valued means (Peter, 21)? Theoretically the gay culture argues that this culturally valued goals and cultural valued means do not at all address issues and matters pertaining to the same gender relationship. These have led to the idea of creating a suitable environment by gay people whereby they will be able to associate with the community without any stigmatization. Gay people share so many things in common, they relate to one another than straight people in an exceedingly significant way. If we consider gay to be a community of people with common social interests and sexual preference and behavior then this becomes a culture. Gay people are considered to be more conservative with refined talent compared to straight people, and while this is just an observation by few psychologists they further explain that because gay people will probably have an associative feminine behavior, they tend to be keener in what they do, like what they dress and the way they talk. A good example would be the comparison of two magnificent artists who have different gender preference i.e. a straight artist and a gay artist; studies have shown that gay artists will want to capture every detail in their work compared to the latter. While this does not suggest that gay people are better than straight people it just gives a stronger base of argument as to why the gay cult ure is deviant. Gay theorists and activists have tried through vigorous efforts, to seek public support community in formal civil rights . The legal status of the gay community largely remains unequal and unprotected. In most governments there are no courts of appeal that look closely into hearing sexual; preference based equal protection claims. High courts have avoided in coming to a decision (Sharon, 1) as to whether this kind of cases should be looked in to in a much closer scrutiny. But due to the deviant nature of this culture it has somehow managed to be heard in some states, and these states have enacted laws prohibiting government and private discrimination on the pedestal of sexual orientation. CONCLUSION In conclusion, the fact that gay people are deviant is not entirely wrong because if they do not stand in what they know and believe in, then they will have no place in the society and as earlier mentioned, gay people are people that are not physically incapacitated due to their sexual orientation. They cannot be considered as criminals due to the fact that they are gay. Arguably the failure or success of the attempts to achieve legal equality for gays will in a tremendous way depend on how activists in this field address this deviant unprotected gay cultures needs (Peter, 55). Gay as a deviant culture is an issue that is being addressed to day all over the world today. Religion and denominations are against gay practices. Activists and scholars will have to address churches and different denominations if at all they want to be heard. Every society and community must accept that we are all equal. Discrimination is immoral and no one should be subjected to it. If s society wants to have a healthy and peaceful living, it must accept everybody regardless of their sexual orientation. It this does not happen, gay people will continue to be deviant. Gay people are said to be deviant but there is nothing wrong in that (Peter, 17). On the other hand gay people should be patient with the society every time they come out publicly to push for their rights; they should not have an ego. The gay culture has been observed to stick together because this allows them to be heard as one voice (Peter, 22). The ruling of this issue of gay as a deviant culture will entirely fall on a host of ideological, political and legal variables and at some time when the request has been fully addressed by law, the society and religion than gay culture will probably change from being deviant to a positive mindset accepted community. Scholarly Articles cited Anderson, Rob. THE WEEKLY STANDARDS ABSURD CASE AGAINST GAY MARRIAGE. The New Republic, (2005). Print Harris, Daniel. The Rise and Fall of Gay Culture. New York: Hyperion, 1997. Print. McCreery, Patrick. Out Front: Lesbians, Gays, and the Struggle for Workplace Rights Beyond Gay: deviant Sex and the Politics of the Enda Workplace. Social Text. 17.4 (1999): 39. Print. Cook, Matt. London and the Culture of Homosexuality, 1885-1914. Cambridge: Cambridge University Press, 2003. Print. Phelan, Jo. Geneticization of Deviant Behavior and Consequences for Stigma: the Case of Mental Illness17. Journal of Health and Social Behavior. 46.4 (2005): 307-322. Print. Bamforth, Nicholas. Sexuality, Morals and Justice: A Theory of Lesbian and Gay Rights Law. London: Cassell, 1997. Internet resource. Peter, Marshall B, and Robert F. Meier. Sociology of Deviant Behavior. Belmont, CA: Wadsworth Cengage Learning, 2011. Print. Peter . Nardi, Beth E. Schneider. Social perspectives in lesbian and gay studies: a reader. 1998. print Shah, Bijal, GAY AMERICAN DEVIANCE: Using International Comparative Analysis to Argue for a Free Speech and Establishment Clause Approach to Furthering Gay Marriage in the United States. (2007). Student Scholarship Papers. Paper 52. http://digitalcommons.law.yale.edu/student_papers/52 Sharon Hughes. The gay culture. March 9 2004 Web. 10 Nov. 2013 http://www.renewamerica.com/columns/hughes/040309 Joe Kort, Ph.D. Making Gay and Lesbian Relationships and Marriage Simple through Ten Truths 04/09/2013. Web. 10 Nov. 2013 Stephen Milioti. Why I Reject Popular Gay Culture (Or: What to Know Before Setting Me Up With Your Other Gay Friend) 4/8/2002. Web. 10 Nov. 2013 http://www.columbia.edu/cu/cjas/may_reject.html