Racism Essay -- essays research papers fc

Institutional Racism in American Society "Racist" and "racism" argon exciting haggling in American society. To some, these words have reached the level of curse words in their offensiveness. Yet, "racist" and "racism" atomic number 18 descriptive words of a reality that cannot be denied. African Americans, Hispanic Americans, Native Americans and Asian Americans (people-of-color) live daily with the effects of both institutional and individual racism. Race issues are so fundamental in American society that they seem almost an integral component. some(prenominal) Americans believe that race is the primary determinant of human abilities and capacities. Some Americans have a bun in the oven as if racial differences produce inherent superiority in European Americans (whites). In fact, such individuals respond to people-of-color and whites differently merely because of race (or ethnicity). As a consequence, people of color are injured by judgments or actions that are directly or indirectly racist. Much of the attention of the last 20 eld has focused on individual racist behavior. However, just as individuals can act in racist ways, so can institutions. Institutions can hold in ways that are overtly racist (i.e., specifically excluding people-of-color from services) or inherently racist (i.e., adopting policies that while not specifically directed at excluding people-of-color, unless guide in their exclusion). Therefore, institutions can respond to people-of-color and ... Racism Essay -- essays research papers fc Institutional Racism in American Society "Racist" and "racism" are provocative words in American society. To some, these words have reached the level of curse words in their offensiveness. Yet, "racist" and "racism" are descriptive words of a reality that cannot be denied. African Americans, Hispanic Americans, Native Americans and Asian Americans (people-of-color) live daily with the effects of both institutional and individual racism. Race issues are so fundamental in American society that they seem almost an integral component. Some Americans believe that race is the primary determinant of human abilities and capacities. Some Americans behave as if racial differences produce inherent superiority in European Americans (whites). In fact, such individuals respond to people-of-color and whites differently merely because of race (or ethnicity). As a consequence, people of color are injured by judgments or actions that are directly or indirectly racist. Much of the attention of the last 20 years has focused on individual racist behavior. However, just as individuals can act in racist ways, so can institutions. Institutions can behave in ways that are overtly racist (i.e., specifically excluding people-of-color from services) or inherently racist (i.e., adopting policies that while not specifically directed at excluding people-of-color, nevertheless re sult in their exclusion). Therefore, institutions can respond to people-of-color and ...

Saving Private Ryan :: essays research papers

The book I read and am doing a institution on is called Saving Private Ryan by Max Allen Collins. Saving Private Ryan is about the heroism of soldiers of soldiers and their duty during struggletime, World War Two. This story is to remind you, the reader, that war is nonhing but hell, orders on the front line can be brutal, and absurd. The story is set in Europe of 1944, as the Nazis are still progress and taking over cities and countries. On June 6th, 1944, Captain Miller, and hundreds of other men leave Europe to accomplish one mission, Operation Overlord, also known as D-Day. When they give rise there, there will be a new task awaiting them.In saving Private Ryan, the same character is Capt. Miller. He is the leader of a police squad of 7 men on a mission to however Pvt. James Ryan. Capt. Miller is a to himself person. He does not talk much when not in battle, and when he does talk, he is giving out orders. Capt. Miller played a major roll in this book. He was in charge of participation C of the 2nd Ranger Battalion, when landing on Omaha Beach. He then had to lead the 7 men on a long mission to save Private James Ryan.Private James Ryan is a very sociable person. He lost 3 brothers in the war, which is why he is getting move home. I said he is sociable because when he was rescued towards the end, he enjoyed talking to Capt. Miller very much. He would tell stories about his childhood onward he left for basic, with his 3 brothers. There were 7 men under Millers Command. They were Sgt. Horvath, Pvt. Reiben, Pvt. Jackson, Pvt. Mellish, Pvt. Caparzo, Medic Wade, and Cpl. Upham. They all fought against the German resistance to save Pvt. Ryan. integrity metaphor that was said in the novel was Sounds like the Midnight Limited. This was said by Pvt. Caparzo on the sauceboat before they landed on the beaches. He was describing the boat movement as is sailed through the water. After reading Saving Private Ryan by Max Allen Collins, I would say the boilers suit theme of the novel is heroic. I believe the overall mood of the novel is heroic because eight men took on a mission to save one soldiers life. I would say the overall mood/tone of this novel is courage.

Rabies: a breif overview :: essays research papers

Rabies is a preventable viral disease of mammals most often transmitted through the bite of a rabid animal. The vast majority of rabies cases report to the Centers for Disease Control and Prevention (CDC) each year occur in wild animals like raccoons, skunks, bats, and foxes. Domestic animals account for less than 10% of the reported rabies cases, with cats, cattle, and dogs most often reported rabid. Rabies virus infects the central nervous system, causing encephalopathy and ultimately death. Early symptoms of rabies in compassionates are nonspecific, consisting of fever, headache, and general malaise. As the disease progresses, neurological symptoms appear and may include insomnia, anxiety, confusion, slight or partial paralysis, excitation, hallucinations, agitation, hypersalivation, difficulty swallowing, and hydrophobia (fear of water). remnant usually occurs within twenty-four hour periods of the onset of symptoms.sOver the last 100 years, rabies in the United States has c hanged dramatically. More than 90% of all animal cases reported annually to CDC now occur in wildlife before 1960 the majority were in domestic animals. The principal rabies hosts today are wild carnivores and bats.. The number of rabies-related human deaths in the United States has declined from more than 100 annually at the turn of the century to one or two per year in the1990s. Modern day prophylaxis has proven nearly 100% successful. In the United States, human fatalities associated with rabies occur in people who fail to seek medical assistance, usually because they were unconscious(predicate) of their exposure. Although human rabies deaths are rare, the estimated public health personifys associated with disease detection, prevention, and control have risen, exceeding $300 million annually. These costs include the inoculation of companion animals, animal control programs, maintenance of rabies laboratories, and medical costs, such as those incurred for rabies postexposure p rophylaxis (PEP). Accurate estimates of these expenditures are not available. Although the number of PEPs given in the United States each year is unknown, it is estimated to be about 40,000. When rabies becomes epizootic or enzootic in a region, the number of PEPs in that area increases. Although the cost varies, a course of rabies immune globulin and five doses of vaccine given over a 4-week period typically exceeds $1,000. The cost per human life relieve from rabies ranges from approximately $10,000 to $100 million, depending on the nature of the exposure and the probability of rabies in a region.Customarily, the level of international resources committed to the control of an infectious disease is a response to the associated human morbidity and mortality.

Service Learning Essay -- Education Educating College University Essay

The Society for Experiential Education defines service encyclopedism as, any carefully monitored service take in which a student has intentional cultivation goals and reflects actively on what he or she is learning throughout the experience (Staton 1). Service learning is a great opportunity to get particular learning experiences while also experiencing the community around the universities campus. Service learning allows students to apply what they are learning from their instructors, peers, and readings to honest-to-god tasks that occur outside the four walls of the classroom while simultaneously helping others (Staton 1). Universities are using service learning to expand beyond the classroom and interpret students with experiences that will benefit them in the future. Service learning provides students with some fundamental aspects of life that can simply not be taught in the classroom. Service learning is a very beneficial tool in expanding on class room topics in the real world.There are numerous reasons why universities should bear service learning into their curriculum. One way that service learning is so beneficial to college curriculums is that it will cheapen the price of credit hours. Many universities have make the service learning free credits, which will appeal to students when they are making the decision to attend school. And trust me, as a college student, the cheaper the credit hour the more appealing the school is. another(prenominal) very beneficial aspect of service learning in curriculums is that it gives students a taste of the real world. Service learning allows students to apply what they are learning to real-world problems, become more involved in the community surrounding the campus, and develop career g... ...nication (Staton 3). The students in these classrooms really benefit from the extra communication skills that are taught by the college students. Service learning is a program that many universities around the country have turned to in order to break their curriculum. It provides students with many excellent opportunities to go out in the community and get more then just a typical college education. The students who have been involved in service learning feel that they have become well-rounded human beings and have a taste of what it is like to function in the real world. Another great part of service learning is that not only the students benefit from it. The university, as well as the surrounding community are both rewarded by the program. Service learning is a great program that can be incorporated into any subject matter that a university offers.

Dial-Up Scripting Command Language :: essays research papers

Table of Contents1.0     Overview2.0     Basic Structure of a Script3.0     Variables     3.1     System Variables4.0     String Literals5.0     Expressions6.0     Comments7.0     Keywords8.0     Commands9.0     Reserved Words1.0 Overview galore(postnominal) Internet benefit suppliers and online assistants require you to manually enter information, such as your expendr name and password, to establish a connection. With Scripting support for Dial-Up Networking, you bottom of the inning drop a line a book to automate this process. A book of account is a text file that take overs a series of educations, parameters, and expressions required by your Internet service provider or online service to establish the connection and use the service. You can use any text editor, such as Microsoft Notepad, to create a script file. erstwhile youve created your script file, you can then assign it to a specific Dial-Up Networking connection by running the Dial-Up Scripting Tool.2.0 Basic Structure of a ScriptA schooling is the basic instruction that a script file contains. Some commands require parameters that further define what the command should do. An expression is a combination of operators and arguments that create a result. Expressions can be used as values in any command. Examples of expressions include arithmetic, relational comparisons, and string concatenations.The basic form of a script for Dial-Up Networking follows A comment begins with a semi-colon and ext leftovers to the end of the line.proc briny A script can mother any number of variables and commands     variable declarations     command blockendprocA script must have a master(prenominal) procedure, specified by the proc keyword, and a m atching endproc keyword, indicating the end of the procedure. You must announce variables before you add commands. The first command in the main procedure is executed, and then any subsequent commands are executed in the order they appear in the script. The script ends when the end of the main procedure is reached.3.0 VariablesScripts whitethorn contain variables. Variable names must begin with a letter or an underscore (_), and may contain any duration of upper- or lower-case letters, digits, and underscores. You cannot use a reserved word as a variable name. For more information, see the list of reserved words at the end of this document.You must declare variables before you use them. When you declare a variable, you must also define its type. A variable of a certain type may only contain values of that same type. The following three types of variables are supported     Type          Descriptioninteger   &nb sp A negative or plus number, such as 7, -12, or 5698.string     A series of characters enclosed in double-quotes for example, "Hello world" or "Enter password".Dial-Up Scripting Command words essays research papers Table of Contents1.0     Overview2.0     Basic Structure of a Script3.0     Variables     3.1     System Variables4.0     String Literals5.0     Expressions6.0     Comments7.0     Keywords8.0     Commands9.0     Reserved Words1.0 OverviewMany Internet service providers and online services require you to manually enter information, such as your user name and password, to establish a connection. With Scripting support for Dial-Up Networking, you can write a script to automate this process. A script is a text file t hat contains a series of commands, parameters, and expressions required by your Internet service provider or online service to establish the connection and use the service. You can use any text editor, such as Microsoft Notepad, to create a script file. Once youve created your script file, you can then assign it to a specific Dial-Up Networking connection by running the Dial-Up Scripting Tool.2.0 Basic Structure of a ScriptA command is the basic instruction that a script file contains. Some commands require parameters that further define what the command should do. An expression is a combination of operators and arguments that create a result. Expressions can be used as values in any command. Examples of expressions include arithmetic, relational comparisons, and string concatenations.The basic form of a script for Dial-Up Networking follows A comment begins with a semi-colon and extends to the end of the line.proc main A script can have any number of variables and commands &n bsp   variable declarations     command blockendprocA script must have a main procedure, specified by the proc keyword, and a matching endproc keyword, indicating the end of the procedure. You must declare variables before you add commands. The first command in the main procedure is executed, and then any subsequent commands are executed in the order they appear in the script. The script ends when the end of the main procedure is reached.3.0 VariablesScripts may contain variables. Variable names must begin with a letter or an underscore (_), and may contain any sequence of upper- or lower-case letters, digits, and underscores. You cannot use a reserved word as a variable name. For more information, see the list of reserved words at the end of this document.You must declare variables before you use them. When you declare a variable, you must also define its type. A variable of a certain type may only contain values of that same type. The following thre e types of variables are supported     Type          Descriptioninteger     A negative or positive number, such as 7, -12, or 5698.string     A series of characters enclosed in double-quotes for example, "Hello world" or "Enter password".

Dial-Up Scripting Command Language :: essays research papers

Table of Contents1.0     Overview2.0     Basic Structure of a Script3.0     Variables     3.1     System Variables4.0     String Literals5.0     Expressions6.0     Comments7.0     Keywords8.0     Commands9.0     Reserved Words1.0 Overview some(prenominal) Internet answer providers and online benefits require you to manually enter information, such as your intentr name and password, to establish a connection. With Scripting support for Dial-Up Networking, you ordure save up a play hired man to automate this process. A script is a text file that births a series of operates, parameters, and expressions required by your Internet service provider or online service to establish the connection and use the service. You can use any text editor, such as Microsoft Notep ad, to create a script file. at one time youve created your script file, you can then assign it to a specific Dial-Up Networking connection by running the Dial-Up Scripting Tool.2.0 Basic Structure of a ScriptA statement is the basic nurture that a script file contains. Some commands require parameters that further define what the command should do. An expression is a combination of operators and arguments that create a result. Expressions can be used as values in any command. Examples of expressions include arithmetic, relational comparisons, and string concatenations.The basic form of a script for Dial-Up Networking follows A comment begins with a semi-colon and ext abolishs to the end of the line.proc master(prenominal) A script can take for any number of variables and commands     variable declarations     command blockendprocA script must have a primary(prenominal) procedure, specified by the proc keyword, and a matching endproc k eyword, indicating the end of the procedure. You must view as variables before you add commands. The first command in the main procedure is executed, and then any subsequent commands are executed in the order they appear in the script. The script ends when the end of the main procedure is reached.3.0 VariablesScripts whitethorn contain variables. Variable names must begin with a letter or an underscore (_), and may contain any term of upper- or lower-case letters, digits, and underscores. You cannot use a reserved word as a variable name. For more information, see the list of reserved words at the end of this document.You must declare variables before you use them. When you declare a variable, you must also define its type. A variable of a certain type may only contain values of that same type. The following three types of variables are supported     Type          Descriptioninteger     A negative or exacting number, such as 7, -12, or 5698.string     A series of characters enclosed in double-quotes for example, "Hello world" or "Enter password".Dial-Up Scripting Command delivery essays research papers Table of Contents1.0     Overview2.0     Basic Structure of a Script3.0     Variables     3.1     System Variables4.0     String Literals5.0     Expressions6.0     Comments7.0     Keywords8.0     Commands9.0     Reserved Words1.0 OverviewMany Internet service providers and online services require you to manually enter information, such as your user name and password, to establish a connection. With Scripting support for Dial-Up Networking, you can write a script to automate this process. A script is a text file that contains a series of commands, parameters, and expressions required by your Internet service provider or online service to establish the connection and use the service. You can use any text editor, such as Microsoft Notepad, to create a script file. Once youve created your script file, you can then assign it to a specific Dial-Up Networking connection by running the Dial-Up Scripting Tool.2.0 Basic Structure of a ScriptA command is the basic instruction that a script file contains. Some commands require parameters that further define what the command should do. An expression is a combination of operators and arguments that create a result. Expressions can be used as values in any command. Examples of expressions include arithmetic, relational comparisons, and string concatenations.The basic form of a script for Dial-Up Networking follows A comment begins with a semi-colon and extends to the end of the line.proc main A script can have any number of variables and commands      variable declarations     command blockendprocA script must have a main procedure, specified by the proc keyword, and a matching endproc keyword, indicating the end of the procedure. You must declare variables before you add commands. The first command in the main procedure is executed, and then any subsequent commands are executed in the order they appear in the script. The script ends when the end of the main procedure is reached.3.0 VariablesScripts may contain variables. Variable names must begin with a letter or an underscore (_), and may contain any sequence of upper- or lower-case letters, digits, and underscores. You cannot use a reserved word as a variable name. For more information, see the list of reserved words at the end of this document.You must declare variables before you use them. When you declare a variable, you must also define its type. A variable of a certain type may only contain values of that same type. The following three types of va riables are supported     Type          Descriptioninteger     A negative or positive number, such as 7, -12, or 5698.string     A series of characters enclosed in double-quotes for example, "Hello world" or "Enter password".

Personal Financial Management Essay

1. You need to hire a receptionist that leave behind be handling cash. What steps would you take to agnise sure you hire the right person? Inquire about previous cash handling experience, ask about their ad hominem financial management, how they handle their personal finances.2. Why should you teach your employees the importance of personal financial management? What are some creative ways of doing this? How employees handle their in follow reflects their work performance, if someone is having financial issues it will most likely cause them to be stressed at the work place. It is important to teach employees how to handle their finances so the overall performance of the social club is not affected. somewhat ways to do this is by having workshops, company meetings, games, or a company lunch. Any setting where a financial manger could come in and answer any questions an employee might have as to how to manage their finances better.3. What specific steps can you take to improve you r expenditure habits? Some ways I could improve my spending habits would be to assist my want versus need. I can admit that at times I do spare spending. I should make a budget of how much I spend and how much I earn and try to be fugal in my spending habits.

Nabakov and Orwell: The Politics of World-Building Essay

Nabakovs primary point in Good Readers and Good Writers is to embrace the notion that the best writers create new realities out of chaos in their writing. Good endorsers, then, must abandon traditional notions of history and socioeconomic theory, and approach works with a sense of imagination and a well-honed sense of aesthetics. Orwells notable Politics and the English Language bears certain similarities to this, and may well have been a precursor to Nabakovs theories. Orwell believes that politics led to the over-complication of language, from flowery metaphors to indecipherable scientific jargon.This seems fileily apparent during election season, when candidates hide true perspectives and platforms behind a bevy of blinding buzzwords. However, it is important to note that what Orwell excoriates, Nabakov celebratesafter all, Nabakov insists that a good reader will have a good dictionary, the better with which to map out this new world that their favorite author is shaping. This is certainly true in a college education, where one cannot simply advocate simplicity and refuse to learn any complexity.In Orwells defense, he was not attempting to offer criticism on a literary level, but wished to comment on the political rhetoric of the time, which then (as now) sought to use inflated phrases to inflate candidates who, in reality, were downright hollow inside. Nabakov advocates something walk-to(prenominal) to a cause/effect structurehe does not denigrate the (often complicated) politics embedded within literary fiction. Rather, he urges good readers to enjoy the stories they read as fantastic literature first, and political screed second.Orwell would be unlikely to agree with this view, as his two most famous works (Animal Farm and 1984) serve as political warnings against Communism, and the stories wrapped around these warning are, for all intents and purposes, ornamental only. To extend the metaphor further, Nabakovs theory stresses the necessity of the orna ments in order to appreciate the total tree viewing a story with a pre-packaged idea of what it means was just as unseemly to Nabakov as the reuse of political slogans was to Orwell it is nothing more(prenominal) than an excuse to avoid original thought, which is necessary to good writers, readers, and politicians.

Pip and his Journey to becoming uncommon Essay

He shows it to Joe, who thinks its magnificent, exactly when Joe tries to read it all he can say is J. O. JO. (44) scud is surprised, and then asks Joe if he can actually read. Joe replies that he can so Pip gives him a book, but again the merely thing Joe can say is, J. O. JO. (44) Pip has looked up to Joe all his life, but now realizes how common Joe is. Pip is determined to teach Joe how to read, in order to perplex himself feel more peculiar, although Joe is happy with his simple blacksmiths life and doesnt want to change it.This is one example of Pip trying to wee everyone around him uncommon for his own use. Later in the book, Joe is invited to Miss Havishams house with Pip. Joe gets all dressed up and is ready to go, and Pip realizes that Joe isnt himself when he is dressed up. while the two are at Miss Havishams house, she begins asking questions of Joe, but instead of replying to Miss Havisham, Joe replies to Pip. It appears that Joe feels Pip is a higher class than he is. Pips goal is to submit Joe uncommon, but by exposing Joe to his own commonness, Pip made Joe feel even more common.Pips plan to make Joe uncommon backfires. Pip does not hesitate to take advantage of people and opportunities if it will help him on his journey to becoming uncommon. He is always tone for a way to push himself further up in society, and when he finds one, he takes advantage of it. Pip makes several visits to Miss Havishams house, every succession becoming more and more attracted to Estella. Pip is attracted to Estella because of what the relationship would do to his social status. I energize particular reasons for wanting to become a gentleman. You know best, Pip, but dont you think you are happier as you are? (114) He realizes that if he were to marry Estella, he would be rich and high class. With that marriage, Pips main goal in life would be completed. Pip also takes advantage of Biddy. Pip thinks that in order to become a gentleman you have to be educa ted. He knows that Biddy is very smart, and tries to use her to educate himself. Pips fixation with becoming uncommon leads him to use the people he knows as a step up in the ladder of society. In the beginning of the novel Pip is given a choice. Pip can either take the crooked or the straight path.It is his encounters with people of both higher and lower class that push him towards the crooked path. Pips encounters with people of a higher class make him feel jealous, and his encounters with people of a lower class make Pip feel common. Pips reactions to these encounters are to push himself further up in society, regardless of whom he hurts along the way. Show preview only The above preview is unformatted text This student written piece of work is one of many another(prenominal) that can be found in our GCSE Great Expectations section.

Human rights issue

Patrick Henry once said Give me liberty or give me death. Most people agree with what he said be bring in freedom is what makes life worth living. People should have certain freedoms no matter what countrified they live in. In the book Enriques Journey it shows how people in Latin America atomic number 18 often denied the decently to travel which is too a fuss in America and this can cause people to travel dangerously and illeg aloney. People have the right to travel and when they are denied this right it can cause complete chaos which is demonstrated in this book.This problem is very serious in he country of Mexico and in America we are often denied this right in a unique way. All throughout America and Central American countries like Mexico, because people face this human rights issue it causes them to be disjointed from their families and their loved ones. In Enriques Journey because Enrique is legally non allowed to travel to America he is unable to see his m some other. He misses her deeply and because he does not wreak to see her for years it causes him deep mad detriment and it plane leads to him doing drugs and feeling unloved.Unfortunately this happens to thousands of kids and even adults in both Mexico and America. non only does this cause emotional damage but it even can lead to very difficult financial hard ships for families. Some people want to get a Job in America or another area and because they are denied the right to travel they cant achieve their goals. Enriques mother has trouble making enough money because she is an immigrant and therefore she does not want to get caught so she can only accept low paying low profile Jobs.Its sad enough that families have to deal with these emotional struggles as well as financial struggles but what is often even worse than these things is the physical torture and dangers of trying to travel illegally. Most kids in Mexico and other countries in the area have to travel by physically grasping onto high speed trains and this is extremely dangerous. Far too many times new-made kids are too weak to hold on and they are sucked under the train and killed or lose limbs. But the difficulties do not stop there.These kids are often chased by police and even worse halo members. Hundreds of kids every day are beaten, mugged, killed, raped, or very sadly experience all of these horrific events. Most of these struggles would be never heard of if only these people werent denied the right to travel. Just to make things worse or these helpless people they also face social anxiety and loneliness because they are always afraid of being physically harmed by other people and because they cant be put up by the police or they will be deported back to wherever they came from.Also, because they cannot be noticed or stand out they often cant get a Job because it is too risky for them so instead they beg for money. Because of this many kids die of starvation or become very sick or ill. Not only do they face these problems like disease but because they become weak and are often alone they become more vulnerable to gang members and being killed or mugged. But if these people were just able to freely travel they would not experience these horrific scenarios and events.Being denied your human right to travel is a problem in many countries throughout the world but its a huge problem in Mexico and other central and southern American countries and even in America. It causes hopeless people to lose Many people think it is better off for people to not be allowed to travel to other countries and for their traveling rights to be denied but if they knew what thousands of people go through every year Just to see their family and make life better for themselves, maybe their view would change.

Racism from past to present

Racism is the belief that a race is overlord to all other races and has the right to recognise all other races. This term emphasizes the superiority In terms of the biological residuums, such as color and gender. In the history, although racial discrimination was used to organize unremarkable life in clans, with Greeks it gained its negative meaning. With the Renaissance and the Reform, Europeans discovered new nations and places. However, according to Europeans understanding, these new mess can only be slaves. Therefore, racial discrimination has actually begun. The first-class honours degree modern fascist leader ofEuropean, Mussolini had a strong belief about universe racist. He did non give right to live to any conceit still his thought. He killed many people. In Dalton, Hitler was another fascist leader who murdered millions of people because of their races. Thus racism has become known. Basically, as both Connelly (2004, p. 72) and Shah (2010, Para. L) scan that pe ople have tendency to be superior to others. Shah adds that racism has been used as weapons. As it was in the past, racism still exists all over the world. Proponents of the cerebration that racism still exist claim that due to laws, racism Anton exist.They also mention that according to the universal Declaration of Human Rights, all humans atomic number 18 equal. They may have a point but laws cannot prevent racism and racists. Laws atomic number 18 valid only racists are caught. In the united States for example, although punishment is serious, racism exists in the aspect of black and sporting. Blacks have separate neighborhood from whites, they do not like whites thoughts or they do not have a white person in their environment. The reason for this is that in the past, whites saw and used blacks as slaves. In today, there is not a comprehension about Ewing slave but whites still humiliates blacks.This causes white racism. Moreover, racists do not have to show how they believe o r they do not have to discriminate. They can only have thoughts of being racist and laws cannot catch or prevent this kind of thoughts. The reason why racism still exists is the human nature regarding inferior and superior. First, in the aspect of superior, they are naturally arrogant people. This class thinks that they are superior to everyone in everything. Therefore, they humiliate other races. Due to physical characteristic of other races, they make a state trooper for specific races and they become prejudice.Europeans prejudice about Arabians can be given as an example. They think that Arabians are dirty and they smell bad. This situation causes racism today. Moreover, superior race thinks that they have the right to determine other races rights, such as how they think, where they can live or whether they can live or not. Hitler for example, had a broad power to take lives of Jewish people. Today, similarly to Hitters reason, there is a problem called smuggling of people. Gen erally, people who are smuggled are from either Africa or center field East, they were never European.Smuggling soul exists because superior races think that they can employ them illegally. Second, in aspect of inferior people, there is a fear of superior ones. Being a criminal race produces that kind of fear. As Russell (1 998, p. 124) mentions Willows thesis about black crime causes white fear, white racism caused by Black and Latino men. If they did not have this high rate of crime, there would not be white fear. Furthermore, another kind of fear from superior happens as action and reaction. If Europeans are racists to Arabians, indeed stay away from Europeans because they feel inferior.Another reason why racism still exists is what happened in history. They may have not happened because of racism but they trigger racism today. First, events about economy have really changed the world. After the Reform and the Renaissance, colonialism came into the world. India was one of the c ountries colonized by England. As Marvin states, At any rate, no serious apparent motion has ever been made to colonize the country, and the English who go to India think only of acquiring the largest amount of money in the shortest possible time, and returning home to enjoy it in their beloved fatherland (2006, p. ). Thus, today racism still exists between India and England. Second, political history caused racism today as well. In the history, states struggled for independence. In faggot Empire, for example, there were many nations who live peacefully. However, when the Ottoman Empire started to fall down, Armenian rebelled. They wanted to have their own country in the soil that they live in but it belonged to the Ottoman Empire. Because of this situation, Ottomans and Armenian had disagreement. Then that disagreement cause today the so-called Armenian genocide. Now, Turkey andArmenian are prejudiced to each other because of what happened in history. Bad treatment to Armenian o r reverse produces racism in both countries. All in all, racism still exists in our world. People should hatch that as world and politic changes, terms meanings will either be change or be broaden. While the term racism was used for people who support his race, then it is used for humiliation. In our world, it almost lost its meaning because today anything can be racism, such as prejudice or difference of thoughts among nations. Racism is not biological differences anymore.

Educational Play: Theories, Perspectives, and Proposals

Educational Play Theory, political platforms, & Perspectives Abstract The following philander schedule readingal field of remove and reflection details the pedagog and executive director perspectives on performance outgrowths in quartet Virginia B individu tout ensembley tames. The ingestion of happen as an effective nurtureal method is supported by the across-the-board lit review on the topic which discusses the major theories of Piaget, Erikson, and Vygotsky as the foundation for concluding how to best utilize manoeuvreing periodact in the formal elementary study segment. The entropy provides a look into the primary factors driving act computer program success as considerably as hurdles to program effectiveness.Further look for is needed to substantiate the solidification of play programs as empirically-supported partings of successful education initiatives. Insert Title Page1 Abstract2 Introduction Literature Review4 Literature Review5 Method8 Participan ts8 Instruments8 Process9 Issues and Considerations11 entropy Analysis12 Results14 sort A16 theme B18 aggroup C19 Group D21 Discussion Use and L imitations22 References25 Appendices27 Table 1. Total Respondents partitioning27 Table 2. Survey Race and Gender Demographic Breakdown27 Table 3. croak Suggested Im registerments for Play Program Effectiveness27 Appendix 1.The Play Curriculum Teacher Questionnaire28 Introduction Literature Review In electric razorhood education, the surmisal of play is of major magnificence to actualizing acquirement nonwithstanding increasing executive director and educator focus on rivuleting scores and performance outcomes. Theorists bewilder posed a estimate of perspectives that savoir-faire the brilliance and role of play in the primary education sector. Hymes (1981) contends that play is a solid foundation for teaching children as well as an insightful tool with which educators can accurately observe and assess pupil discipline.Er iksons (1950) theory of psychosocial culture posits that play in not only helpful, besides essential to childhood development. The psychologist states that play creates a safe space in which children can work out their conflicts. The imagination, when allowed to run free, facilitates self-exploration and autonomy. An environment can be by choice designed to initiate play without personalizing the childs engagement and interaction, thereby supporting freedom. Piaget (1962) expands play theory from the individual education to social interaction train and development.Play and imitation become critical elements to encyclopedism and adapting to an external environment as the child learns about their world and self inwardly this context. This hands-on affair allows the child to experiment with symbols and self. According to Vygotsky (1978), play is also pertinent to developing the ability to defer immediate gratification as fantasy play assists the child in adapting to their circ umstances and experiences by fuddleds of much mature means. For the purpose of this report, Piaget and Vygotskys theories of play will be characterd o evaluate the use of play in the primary education environment for self and social teaching this will be achieved through a comprehensive review of current literature in conjunction with a play program gaze to connect the theoretical foundation of play theory with the hard-nosed application of play in the classroom. using four primary play programs in the Virginia Beach civilise district, the author examines play promotion and hindrance to outline avenues for up(p) the use of play in the elementary education environment. Literature ReviewThe United States inculcate systems have moved away from the integrating of play in primary education despite the extensive theories and research supporting the importance and use of play to childhood education and development. Even recess has been reduced as administrator and educator focus has been forcibly shifted to core education activities and test score outcomes (Stokes-Guinan, 2009 Smith & McKnight, 2009) with 40% of instruct districts having eliminated or nearly eliminated recess altogether (Zygmunt-Fillwalk & Bilello, 2005).However, trance slight cultivatechilds argon receiving play opportunities in their structured school curriculum, this does not negate the wealth of research evidencing the social, emotional, and somatic benefits of research and play (Stokes-Guinan, 2009). The U. S. systems forward(prenominal)itization of student achievement is oblivious-sighted in its scores-focus, failing to comprehend the building obturates that allow for students to build and sustain the capacity for greater individual and social learning success, thus improving academic advantage.Play assists children in navigating the real world through fantasy by empowering decision-making, initiative, rules, consequences, and uncertainty (Annetta, et al. , 2009). Resea rch concludes that play is some(prenominal) imaginative and symbolic (Galvez-Martin, 1997). Bronson (1995) states that play is crucial to human existence and that this need extends into human learning as it is maintained and utilized throughout the individuals lifespan (Galvez-Martin, 1997). Additionally, play is both an educational experience and a learning process s children engage their internal and external environments. According to Isenberg and Jacob (1982), in play, children learn how to learn. When children play, they learn (Annetta, et al. , 2009, p. 1091). This translates into the idea that, while playing, children be learning new methods, techniques, and skills through incidental ways. Researches often quote Piaget, Erikson, and Vygotskys theories of play in which play facilitates intellectual, psychological, linguistic, and social growth through cognitive and symbolic exploration (Rivera, 2009).Fein (1985) examples the powerful creative component of play however, the a uthor also upholds plays vital contri exactlyion to the development of language, memory, and problem firmness (Galvez-Martin, 1997). A majority of modern education is defined by a rule-oriented realism in which play is, at best, compartmentalized. In 1987, Bergen contended that empowering academic achievement and cognitive capacity required the introduction and encouragement of play, stating that mastery of such skills would result in more sophisticated problem-solving and ingenuity.Play is a realm that fosters more in-depth cause of environment, interpretation, and response this definition speaks to the individual play perspective. However, there is also a social sphere wherein groups participate in this comparable development but through social role-playing and collaboration (Stokes-Guinan, 2009). As toys act as symbols, they can be insightfully utilize to teach delightdamental principles and reinforce factual comprehension (OBrien, 1993 Galvez-Martin, 1997). In each activit y where mastery is the intended conclusion, play is the means for reaching this destination (Rivera, 2009).A wealth of perspectives on defining play and its impact exist however, research workers have reached consensus on the integral importance of play in early childhood development and education programs development the theoretical foundations of Piaget (1962) and Vygotsky (1978). Each of the quoted authors cites various investigators, programs, and theorists in the goal of substantiating play as a plausible method for educational outcomes. The largest points of contention concern the definition of play and the exact cognitive connections.For example, Piagets (1962) enculturation theory does not necessarily equate to Vgotskys (1978) theory of cognitive development (Fox, n. d. ). While these divergences exist, there is brusque debate concerning the fundamental importance of play as the majority of researchers corroborate the vital need for play as a crucial cloth for childh ood education. Another point of divergence is the practical application of play in the classroom. The researchers offer a wealth of methods yet fail to construct a best practices model for play program development in elementary education.Furthermore, measuring the outcomes of these programs is a difficult task as it is challenging to isolate variables and validate causation. at that place are an extensive number of factors occupied in the creation of play programs, including government, administrator, educator, parent, and student influence and engagement. The necessity in research is to move beyond these limitations and reliance on theory, reaching empirically-based evidence for the use of play programs in public and private education forums. This is a difficult task for the academic research community.The theoretical framework for logically grasp the importance and role of play in learning is rooted in qualitative measures of pack, exampled by keep abreasts, observations, and other perception analyses. There are ways of comparing educational outcomes using strict simulated military operation of methods separation to delineate the most effective techniques by their correlating outcomes but again, it is important to highlight that the primary causation remains ruffianly as each childs learning style, capacity, and conditioning are uniquely derived and contacting.Therefore, research in this field is likely to continue it trajectory of works from a sound theory context by aligning educational tactics to fit this construct. Method Participants The Virginia Beach civilize District has a jibe of seven schools (public and private) who have some form of official play program currently in place. The focus of this study is in detailing the success of use programs that have been ope rank these programs for a minimum of two long time. In meeting this criterion, two schools were eliminated as possibilities and another denied an offer of participation through om ission of response.Therefore, the survey sample population was reduced to four school groups, two private and two public, who qualified and accepted study inclusion. Prior to receiving the survey, each of the four school groups were contacted and the purpose of the study was discussed with the administration. After receiving agreement to allow their programs to be evaluated for this project, the active rung received a preliminary email condoneing the process and intent of the study which is to gain more in-depth understanding of factors that contribute to and factors that harm play program success.Administrators and educators were encouraged to submit any moves or concerns in response to the email however, no except clarification was needed. Initial confirmation was received from 29 faculty members but this number decreased to 27 as the final count of add up survey completion upon commencement of the survey process. The sample qualifies as random in that the researcher set the criteria of the study population and both the schools and the staff members then(prenominal) determined participation voluntarily. Instruments The study instruments are two-fold. The first and major source of entropy array is the play program questionnaire.The questionnaire includes a number of areas pertinent to further understanding the construct of the play programs, the participant or leaders backgrounds, the makeup of the professional and student body, and the sensed outcomes of the play program implementation. Additionally, respondents were asked to communicate in unrestricted question format for a number of items to gain more specific feedback regarding their program achievements and pitfalls. The second arm of analysis is the on-site visitation and observation. Each of the four schools allowed the researcher to sit in on play program class clips.This observation relies on the researchers perception and evaluation. In preparation for the analysis, an observation forma t checklist and focal point scroll was created to guide the researcher. Particular attention was head uped at classroom engagement, learning outcomes, student interactivity, faculty attitudes, play duration, and play activities. The observation period additionally acts as an open-ended question response as the researcher aimed to incorporate as much teaching as contingent regarding the design, delivery, and success of these individual programs.During this day period, the researcher optimized any opportunity for individual discussion with faculty members. Given the age of the students, it was determined un needed to include them in the evaluation at this time other than observing their perceived connection, response, and learning during the play period. Each program differed greatly therefore, the researcher, after meeting the written document guide points of consideration, recorded observations freely in an attempt to eliminate preconceived analysis or areas of importance.Proces s The survey invitations were sent out on the same day seven days after this, each of the five possible candidate schools were contacted via telephone. During this call, the researcher spoke to the Principle or Program Director. inside leash days, four of the five candidates confirmed their commitment to the project, understanding the survey and the observation period framework of the study. The fifth institution was contacted twice more however, after failing to obtain confirmation, the school was eliminated from participation.The questionnaire was then sent out to a total of 29 potential respondents who were identified by the school administrators as having direct involvement in the play program although in varying degrees. Participants received the survey via email at their school accounts. The questionnaires were then either mailed or emailed to the researcher. Within a ten-day period, 27 questionnaires were received and two administrators reported they were no longer involved significantly in the programs and could not honestly add to the survey.Upon receipt of the results, using the devised coding system, the researcher recorded replies in the research infobase. The surveys protected anonymity the only identifying factor was the institution. The purpose of this distinction was for comparison of institutions as well as the difference mingled with private and public school programs. After each of the surveys was properly coded, the observation period was conducted. Unfortunately, given each schools constraints in procedure, it was impossible to replicate the observation at each of the schools.For example, School A included a four-hour total observation of the play program activities, five picture staff interviews, and a one hour interview session with the Play Program Director. School Bs observation was solely comprised of three hours of direct program observation. Each of the observation periods allowed for total checklist completion however, the res ults were undeniably weaker in those periods where the researcher was not able to conduct interviews. After completion of the four observations, the researcher then applied a similar coding structure and documented these results in the study informationbase.Patterns and insights were recorded as well. Interview responses were compartmentalized, coded, and quoted according to the devised system and to the perceived importance of input or reply. Results were then compiled and analyzed as outlined in the data analysis. During this procedure, the researcher identified patterns of similarity and differentiation as well as exacted a number of factors that seemed to have little relevance given the diversity of the results. Issues and ConsiderationsThe selection of the survey method is due mainly to ease of use, time constraints, and cost limitations however, the questionnaire also aligns with study intention in its qualitative efforts of delineating factors of successful play programs. Th e survey structure also allows for a flexibility in data analysis as the results facilitate multivariate assessment. The standardization of the survey further provides an economy of analysis as the researcher determines the questions, and responses to be asked, recorded, coded, and analyzed.The disadvantages of this method of data collection are primarily linked to the studys limited capacity for analysis through more scientific and mathematic modes of date correlation. Another consideration is the weakened validity of these results given the reliance on close-ended questions. The greatest area of concern, however, is both the human element of the respondents and the researcher. Reporting accuracy is difficult to ascertain and may be largely dependent upon circumstances, attitudes, and beliefs that have no direct connection to the program or study direction.The primary challenges included properly coding responses and determining study significance. In asserting correlations or poi nts of interest, the researcher is met with questions of causation. The survey results yield utilizable information regarding play program design, delivery, assessment, and improvement however, the reliance on qualitative data undermines the validity and world(a)ization of the study. Instead, the study reveals a sozzled comparison within this small sample population but lacks quantitative empirical support through student performance assessments and comparison to prior to and following play program introduction.Understanding the realistic perimeters of the study is necessary for comprehending the actual and applicable usage of the results. For the participating institutions, the study builds a solid foundation for present and in store(predicate) objectives by taking the temperature of the current program faculty and educator perceptions. This microcosm perspective may be applied to other school districts where researchers seek similar comparison. On the macrocosmic scale, the re sults are guideposts in play program implementation and suggest future avenues of study in this field. Anonymity did not prove to be an ethical necessity for this study.Participants were willing and open to interdepartmental discussion 85% of respondents included their names despite the lack of request. Data security was therefore unsubstantiated in this study sample. Despite the limitations of the questionnaire, the method of study aligns with research intent. Acknowledging analysis barriers offers a lens for grasping the integrity of the results as well as in understanding the importance of the human element in any giving medication initiative. With this clarity of mind, the study reveals useful data for the play program community as a whole.Data Analysis Data analysis is the process of data evaluation in which data is logically and mathematically deconstructed. In this project, the data was collected from the selected sample populations which consisted of both public and private primary education sites. In total, 27 participants committed to the project. Data preparation in this process involved logging the survey results, checking for accuracy, entering the data into the computer system, and developing a document database structure for examining various data measures and outcomes.Along with the survey, the researcher conducted four on-site observation periods, which included discussions with administrators and educators concerning student progress and implication. This data source serves to create a more comprehensive context for data and program comparison. The data collection is fundamentally qualitative. The main body of data collection is the questionnaire, which predominantly contains Likert scale reporting, ill-considered answer input, short response, and short answer questions. The first heap of the questionnaire collects demographic data relaying the respondents personal and professional history.This data was recorded and analyzed as it correlat es with the specific play programs in question and the sample segment as a whole. Teacher age, education, sex, language fluency, race, profession, experience, and subject are outlined in this section and are analyzed for correlations, dependences, and relationships. The compilation of this young data was used in relation to the Likert scale results to identify underlying trends, similarities, or dissimilarities in the reporting. The classroom portion is additionally intended to assist the researcher in differentiating results and relationships.The Diversity Item grouping allows the respondent to give more detailed observations of the student group and the diversity of the student make-up. This information may prove useful is comparing play program design and outcomes in accordance with student body profiles. Following this section, the questionnaire moves into the specific element breakdowns in the play curriculum. These ratings and measures provided the framework in which all othe r gathered data was integrated, compartmentalized, and correlated.Finally, the last part of the questionnaire provides space for personal reflection and response in open-ended answer format. The researcher has to use judgment in the identification and evidencing of the significance of these similarities coded interview process was utilized, but the researcher is paramount in this stage of evaluation given the heavily reliance on personal perception and data interpretation. This questionnaire is a hand-written response format. Therefore, checking for accuracy is necessary part of the data review process. Major concerns are legibility, acquit response, and answer quality.Scale totals and categories will then be established to quantify survey results. In analyzing the data inputs, the researcher uses both descriptive and inferential statistics. descriptive statistics are employed to directly describe what the data shows whereas inferential statistics aim to intelligently reach conclu sions existing outside of this base reading of the data. Univariate analysis is important as single variables will be compared across the section using distribution and central tendency dispersion and standard variation will not be used for this study.Simple distribution lists each variable value and the respondent number or percentage. Central tendency includes the three major types of estimates of mean, median, and mode. Using inferential statistics, the researcher will simply compare different group segments performance outcomes and offer conclusions and recommendations based on these measurements. This discussion will incorporate the administrator and educator responses, in hopes of determining how play programs designs, outcomes, and perspectives can be maximized according to class, teacher, and institution profiles. ResultsThe survey results were successfully collected from 27 respondents in 4 school groups (Table 1). The private school groups are divided into Group A and Gro up B while the public schools are de line of merchandised as Group C and Group D. Group A consists of a total of 6 participants four educators and two administrators. Group B consists of 9 participants 6 educators and 3 administrators. In total, the Private School Group (PRSG) is comprised of 10 educators and 5 administrators. Group C consists of 8 participants 5 educators and 3 administrators while Group D consists of 4 respondents, all of which are educators.In total, the Public School Group (PUSG) is comprised of 12 participants 9 educators and 3 administrators. Logically, the educator class had greater symbolizeation due to the fact that this group is simply larger and responsible for implementing the programs within the schools however, little information is derived concerning the degree of authority and influence yielded by these different sects. It seems practical that the administration would have a larger affect on bureaucratic measures such as funding while the educa tor sect is of greater impact on actual student outcomes.It is necessary for future research to examine the weight of these different groups to generate more accurate analysis of the results. Approximately 78% of all survey respondents were fe antheral the 22% (6) male group all fell into the administrative categorization, 50% of which (3) were employed within the public school sector. However, this gender representation does not reflect the entire school faculty community but speaks only of the play program participants. As such, we conclude that play program implementation in this population is female endeavourn.The demographic profile of the groups did not reveal any significant correlations to the data in terms of race in relation to the play program outcomes however, it is interesting to note that the PRSG was predominantly gabardine. In Group A, 83% (5) identified as White and one member identified as Hispanic. In Group B, 78% (7) were Caucasian and two respondents were Afri can-American. The PRSG is therefore 80% White. In the PUSG, the racial profile was more diversified. In Group C, 3 (37%) were Caucasian, 3 (37%) were African-American, and 2 (25%) were Hispanic.In Group D, 2 (50%) were Caucasian, 1 (25%) was African-American and 1 (25%) was Asian-American. In total, PUSG is racially divided as 5 (42%) were Caucasian, 4 (33%) were African-American, 2 (17%) were Hispanic, and 1 (8%) were Asian-American. The total survey race demographic is summarized in Table 2. Analysis did not reveal any significance difference in program outcome report and demographics. Again, the most relevant information is the lack of male representation and the lack of racial differentiation within the play programs, especially within the private school sector.However, further inquiry into each schools total demographic makeup shows that there is no need for concern regarding play program disparity as the numbers are within range in reference to race. This point is not true whe n investigating gender. For example, in Groups A, B, and D, the total institutional front man of male educators and administrators was higher than the presence of male participation in the play program for Group C, the gender split was relatively similar in total. All of the play program respondents taught between the 1st and 3rd grade range.Group B reported the greatest number of years in both the school system and the particular school of study, ranking them as the first in regards to experience and play program delivery duration. Group As program has been active for 2 school years. Group Bs program is 5 years old. Group C has 3 years and Group D estimates 4 years, however, the respondents do not have a clearly articulated program and have instead been trying to apply the theories to their lesson plans. The results demonstrate that each school was significantly different than the others in play program approach.The study is limited in that the particular differences are not clear ly defined. Therefore, each school will be examined separately prior to making conclusive remarks about the play programs. Group A The play program has been active for two years. The program has a total of 4 educator participants with students ranging between 1st and 3rd grades. The 6 respondents indicated an average program merriment score of 6. The educators reported significantly lower ratings regarding the boldnesss prioritization of the program and a low (4) average rating of the programs improvement since inception.The administrators, however, were more highly satisfied, reporting an average rating of 8 for overall program satisfaction and a score of 7 for program prioritization. The educators and administrators were largely in agreement with the clarity of the programs expectations. The following factors were rated as poor to fair by the educators, suggesting the source causes of this disconnect in program perception 1) Administrator pursuit, 2) scholar breeding, 3) Stu dent Feedback, 4) Student Outcomes, and 5) Curriculum Depth.Therefore, the educator consensus was that the program was of fair benefit to the students but the effectiveness was rated as poor amongst the team. There was some differentiation of opinion amongst the two administrator respondents with one reporting that Program Achievements were excellent and the other rating these as satisfactory however, the more useful data came from the educators who mirrored each others discontent. The three primary obstacle identified by the participants were 1) funding, 2) time for planning, and 3) administration support.The short answer component revealed that the educator team was dissatisfied by the time and resources allotted to the program, stating that they were unable to successfully integrate their ideas and knowledge due to the lack of administrator support and access to needed resources. The observation period demonstrated that the program was not strongly structured. Instead, the educat ors loosely integrated periods of play throughout their instruction. The largest observed block of consistent time was 15 minutes and the educator did not have a curriculum guiding the process.Students were allowed to free play under the theme of letters. just about students (2nd grade) took turns acting out letters while others colored pictures and seemed to wander throughout the room. However, after this period was finished, the students did appear better able to focus on their studies. The interviews portion further outlined a division between the administration and the staff. It was evident that clear sides had been drawn although the administration was not aware of the degree of teacher dissatisfaction. both of the administrators were male.In speaking of the play program, the language used centered on the connecting the program to the schools overall superiority to the public school system. The educators were more interested specifically in the outcomes of the play program and required assistance with design and delivery of the program. The loosely appointed director of the program had only 3 years experience, most of which was in play program theory her reported comfort take aim was a 6. In interview, she stated, I dont actually know how to connect play to our curriculum.It is hard to balance my daily duties and research. I really could use some more help. Group B Group B had the longest running program at 5 years. Survey participants responses to the likert scale ratings were consistently close, depicting cohesion in performance, vision, and perception. This group reported the highest years of experience as well as the highest levels of comfort, affect, prioritization, and satisfaction. The program specifically focused on 3rd grade students. In observation, the team was highly structured in their intention and structuring of play activities.For example, one class spent an entire hour and a half period engaged in dramatic theater as part of their stu dy of significant Americans. The teacher had devised a game where each of the students was given a role to play and allowed time to research their role/ timber as well as to dress in costume. The students were then invited to a party where they acted their parts as they interacted with each other. After this period, the class guessed what each student was acting. On every category, the program was rated in the Good to Excellent range by all participants.The survey showed that 7 of the team members had been involved since the programs launch and the other 2 had at least one years background of active play theory experience in their prior employment institutions. The survey concluded a unanimous report of Excellent across the organizational team on the categories of 1) Integration with Core Curriculum, 2) Administrator, Teacher, and Student Involvement, 3) Student Engagement, 4) Benefit to Students, 5) Program Outcomes, 6) Usefulness, and 7) Effectiveness.Additionally, the program was rated above an 8 by all participants on the topics of 1) improvement since program launch, 2) personal involvement with the program, 3) bureau in implementation, and 4) overall experience with the program. The only significant point of dissatisfaction relates to Parent Involvement with 78% of respondents rating this item as poor to satisfactory. This factor was similarly reported as a means of improving the programs effectiveness. The top three enhancement strategies were (in order of importance) 1) Increased Parent Involvement/Funding, 2) Access to Experts, and 3) Professional maturation Courses.The core components of the program were collaboration, innovation, and accountability. Furthermore, seven of the nine participants state that the most significant point for integrating a successful play program is Collaboration between the administration and educator team. This finding is significant especially in comparison to Group A results and observation where this disconnect is ha ving impact on the programs performance and perceptions. Group C This group was the most diverse in opinion.The average rating for overall experience with the program was a 6 however, the mean rating was a 7. Approximately 60% stated they had clear expectations of the programs expectations and initiatives but the remaining three participants had barely any knowledge some(prenominal) (1 to 3). Similarly, these respondents reported significantly low confidence scores and personal involvement. On the remaining items of the test, the rater spread was such that little data could be meaningfully machine-accessible to the scores instead, there was a wide variety of experience and opinion expressed.When analyzing the minority survey results, a few arguable consistencies were traced. The first was a general agreement that funding was the primary hurdle to the play program additionally, these teachers tended to remark that the administration was disconnected from the students needs and more concerned with test scores and other performance outcome measures. The Caucasian teachers had a different perspective on the underlying problems facing program improvement all 3 stated that a lack of parent involvement was a major disruption to program progress.The most interesting aspect of this groups outcome was the prevalence of general agreement on the total benefit to students that held both an average and mean rating of Excellent. The three participants who reported a lack of confidence did not fail to see the benefit provided to the students. During observation, it became clear that the program participants took relaxed approach and the students were moderately to highly engaged in the activities. The students appeared to be having fun the issue of consideration is the degree to which learning is measurably promoted in this relaxed environment.The average overall rating of 6 was connected to ratings of poor to fair in the categories of Program Design, Play Time assignation , and Curriculum Depth. During interview, one administrator stated, The play program allows the opportunity for the students to interact with one another and build learning relationships. The phrase learning relationships was echoed in both the observation and the survey. When asked to define this concept, one educator summarized, The learning relationship creates a social bonding experience for the earner and the educator the students and the staff become more comfortable sharing through learning. Another educator exampled this concept, stating that her kidsopenly discuss their challenges and interest which leads to group problem-solving and strong social support in the classroom. Group D Group D is characterized by the small size of the play program team. The four members, all educators, estimated four years total program implementation and generally remarked that the had been working together to integrate the theories and suggestions into their lesson plans.The lack of adminis trator involvement, according to the team, did not hinder their performance outcomes. Instead, the participants were strongly aligned in their survey responses. This cohesion advantaged the team. The members worked collaboratively to select and design play activities. These were then modified to fit instructor needs. The teachers kept journals tracking their personal observations of the effectiveness of specific activities, even using student feedback (voting) to rate the most enjoyed activities. The teachers also employed learning outcome quizzes to determine the degree of learning retention.Over the four-year period, the teachers concluded that their learning outcomes had improved by 70%, suggesting that these improvements were due to increased experience and understanding in how to effectively use play as a consistent component of a learning environment. The three key point for play program success were noted as 1) Group gumminess, 2) Preparation, and 3) Educator Autonomy. The t eachers also supplied previous grades and reports as evidence that student performance and involvement had improved since the programs launch.The observation period revealed that the consistency of the group was integral to determining how to best win the program. The teachers also reported experimenting with teacher switch and student led activities as means for spurring interest. The team also used activity split tactics to determine the best approach. In doing so, the group would decide on an activity and possible delivery methods and engagement techniques, selecting the believed best means of teaching from this pool. Two of the educators would represent the first approach and the remaining two would follow the second there experience and data would then be shared.This team was highly organized. The administration had little input regarding the program design or operation instead, the schools principal commented during interview that the teachers were of the highest caliber and that both parents and students where in complete agreement. The teachers largest statement of need was funding. They all stated that they could enhance the program and outcomes with revenue backing and expressed a desire to bring it to a school-wide and even district-wide level after they had conclusive evidence of an effective standard program that could work with their curriculum.Discussion Use and Limitations The survey and observation results help guide play program participants in establishing and monitoring their programs. Each of the four groups studied showed promising educational outcomes the majority of the discrepancy in reporting is due to individual perceptions regarding how to best handle the programs facilitation. The survey results did not yield any conclusive data regarding play program or theory as a whole. Instead, the study in totality exposed some of the trials of program implementations and sustainability.The most significant factors in program success are coh esion, preparation, administrative support, and planned activities. This level of integration is supported in survey consensus and observation reporting. Additionally, each of the studied institutions found their program specific results to be helpful and plan on utilizing the data to drive program changes and generate support. The study is limited in its scope and validity. Likert scaling is built on a bipolar scaling method, based on a range of positive and negative responses.In using this method, the respondents must characterize the variable in question as the questionnaire does not allow for neutral responses. Additionally, the use of a ratings model creates a more broad range of clarification. However, the inherent problems of both methods are in their reliance on the respondents perceptions that may be touched by bias, mood, and other external factors that are inappropriate indicators of the play programs actual performance. Unfortunately, this ordinal data ystem combines int ensity scaled questions, ranking systems, and open-ended questions. Survey dependableness is difficult to measure given the sample size and the individual involvement in the development and implementation of the play program. Survey validity is arguably strong given the internal validity achieved in measuring both the educator and administrator participants in each programs team. However, external validity is limited. Instead, the results can be used to illuminate play program design challenges and potentialities.The results should also be evaluated from the perspective of construct validity, criterion validity, and predictive validity if the desire is to expand the survey beyond this initial pilot play program measurement approach. This is impractical at this stage of research. Achieving a higher response rate can strengthen reliability. The advantages of the survey include versatility and simplicity. Standard survey challenges of disbursement and collection are overridden by the scale and size of the sample population as well as by the predetermined commitment.As previously stated, the size and specificity of the sample population renders the results not generalizable to the greater population however, this does not negate the importance of the survey as a contribution to the field of education. The data analysis reveals the following within the sample population core components of successful play programs, potential diversity impacts on play programs and outcomes, avenues for program improvement, and overall play program satisfaction. Causation remains a hurdle however, the study does reveal useful data to help guide schools in play program implementation.None of programs surveyed integrated technology into their programs. This may be a necessary direction to pursue considering the changing climate of the educational landscape. There is a strong need for more comprehensive research on this topic to better support future generations of educators in addressi ng student body learning needs. References Annetta, L. , Mangrum, J. , Holmes, S. , Collazo, K. , & Cheng, M. (2009). Bridging Realty to Virtual Reality Investigating gender effect and student engagement on learning through video game play in an elementary school classroom.International Journal of Science Education, 31(8), 1091-1113. doi10. 1080/09500690801968656 Bergen, D. (1987). Play as a medium for learning and development A handbook of theory and practice. Portsmouth, NH Heinemann. Fox, J. (n. d. ). Back-to-basics Play in early childhood. In Early Childhood News. Retrieved from http//www. earlychildhoodnews. com/ Galvez-Martin, M. E. (1997, November 20). How to teach social studies with toys. In The Ohio State University. Hymes, J. L. (1981). pedagogics children under six. Columbus, OH Merrill. Erikson, E.H. (1950). Childhood and psychology. New York, NY Norton. Piaget, J. (1962). Play, dreams, and imitation in childhood. New York, NY Norton. Rivera, M. (2009). The Powerful Ef fect of Play in a Childs Education. Education Digest Essential Readings Condensed for Quick Review, 75(2), 50-52. Retrieved from EBSCOhost. Smith, K. , & McKnight, K. S. (2009). Remembering to Laugh and Explore Improvisational Activities for Literacy Teaching in Urban Classrooms. International Journal of Education & the Arts, 10(12), Retrieved from EBSCOhost.Stokes-Guinan, K. (2009, October). Childs play Why increasing opportunities to play and be active may improve students academic and physical outcomes. In Gardner Center. Retrieved from gardnercenter. stanford. edu/docs/Lit-Review_PlayWorks_091027. pdf Vygotsky, L. (1978). Mind and society The development of higher educational processes (14thth ed. ). Cambridge, MA Harvard University Press. Zygmunt-Fillwalk, E. , & Bilello, T. E. (2005). Parents victory in reclaiming recess for their children. Childhood Education (Fall), 19-23.Appendices Table 1. Total Respondents Breakdown GROUP Educator Administrator Total A 4 (67%) 2 (33%) 6 B 6 (67%) 3 (33%) 9 Private 10 (67%) 5 (33%) 15 C 5 (63%) 3 (37%) 8 D 4 (100%) 0 4 Public 9 (75%) 3 (25%) 12 TOTAL 19 (70%) 8 (30%) 27 Table 2.Survey Race and Gender Demographic Breakdown Group White Black Hispanic Asian Male feminine PUSG 5 4 2 1 3 9 Total 17 (63%) 6 (22%) 3 (11%) 1 (4%) 6 (22%) 21 (78%) Table 3. summit Suggested approachs for Play Program Effectiveness Top 5 Suggested Improvements for Play Program Effectiveness Reported Item Reported PRSG Percentage Reported PSUG Percentage Cohesion/Collaboration 87% 58% Administrative Support 73% 58% Preparation 53% 75% Activities Planning 47% 66% Parent Involvement 47% 50% Appendix 1. The Play Curriculum Teacher Questionnaire About the Questionnaire The purpose of this questionnaire is to examine the theoretical and practical importance of play in the education environment and curriculum. You have been selected to participate due to your employment in an educational organizational that currently promotes an d integrates play integration. Your feedback and observations are essential to determining the present capacity of play in a primary educational atmosphere. Thank you in advance for your honest contribution.We ask that you answer each question to the best of your ability. both additional comments, perceptions, or information can be sent back along with the completed questionnaire however, please refrain form attaching these resources to the actual questionnaire. We assure you that all data and input will be reviewed. Anonymity For the purpose of these results, all administrator and educator names will be protected to safeguard students, school programs, and respondents. School and Professional Background 1. Name of School 2. Position at School 3. Ageyears old 4. Educational Background Last level of Education Completed Degree Received 5. Sex Male or Female (circle one) 6.Languages Spoken (list primary first) 7. Race/Ethnicity 8. How long have you been working at this particular sch ool? ______ days/months/years Within the education system? _______days/months/years 9. If you are an educator, what subjects do you teach? 10. What grade levels do you teach? 11. If you are an administrator, what are your primary functions within the school? Classroom Profile 1. turning of students total 2. Gender ratio (MaleFemale) ________ 3. Age range of students _____years old to _____years old 4. Number of special education students Classroom Diversity Assessment DIVERSITY ITEM Very Somewhat Neutral Little None Racial ( ( ( ( ( Gender ( ( ( ( ( Learning Abilities ( ( ( ( ( Learning Styles ( ( ( ( ( Socioeconomic Backgrounds ( ( ( ( ( Play Curriculum Assessment 1. How long has your institution been formally integrating play into the curriculum? ______days/months/years 2. How much experience do you personally have with implementing and evaluating play program outcomes? ______days/months/years 3. please rate your Play Theory knowledge on a scale of 1 to 10 (1 minimal, 10 gre at) 4. Please rate your Play comfort (1 to 10) 5. localize your satisfaction with your organizations play program as is (1 to 10) 6. Rate your satisfaction with your organizations play program progress since inception (1 to 10) 7. How much time per day is devoted to the play program? 8. Time per week? 9.What are the number of staff involved in the Play Program 10. Rate the organizations prioritization of the program (1 to 10) 11. Rate your performance in relation to the program (1 to 10) 12. Rate your improvement since the program launched (1 to 10) 13. Rate your ability to comprehend program expectations and initiatives (1 to 10) 14. Rate your personal involvement with the program (1 to 10) 15. Rate your confidence in implementing the program within your class (1 to 10) 16. Rate your overall experience with the program (1 being poor and 10 being excellent) Please rate the following items within the context of your organizations play program. Insert Heading if Required Poor Fair Sa tisfactory Good Excellent 1. Program Design ( ( ( ( ( 2. Play Time Allotment ( ( ( ( ( 3. Integration w/ Core Curriculum ( ( ( ( ( 4. Aministrator Involvement ( ( ( ( ( 5.Administrator Feedback ( ( ( ( ( Teacher Involvement ( ( ( ( ( Teacher Feedback ( ( ( ( ( Program Monitoring ( ( ( ( ( Student Learning ( ( ( ( ( Student Improvement ( ( ( ( ( Student Engagement ( ( ( ( ( Student Feedback ( ( ( ( ( Student Outcomes ( ( ( ( ( Parent Involvement ( ( ( ( ( Parent Feedback ( ( ( ( ( Curriculum Engagement ( ( ( ( ( Curriculum Depth ( ( ( ( ( Participants Cohesion ( ( ( ( ( OVERALL PROGRAM opinion 1. Benefit to Students ( ( ( ( ( 2. Program Implementation ( ( ( ( ( 3.Play Time ( ( ( ( ( 4. Program Achievements ( ( ( ( ( 5. Program Outcomes ( ( ( ( ( Usefulness ( ( ( ( ( Effectiveness ( ( ( ( ( Please briefly delineate the core components of your program Please briefly identify major obstacles (i. e. administrative support, funding, etc. ) Please briefly comment on your observations regarding student participation and benefit Please briefly explain your conclusions regarding the effectiveness of your organizations play program Offer 5 suggested improvements or changes that would make the play program more effective 1. 2. 3. 4. 5. List three key points for successfully integrating a play program 1. 2. 3. Please use the below space to include any additional comments you feel necessary to provide a comprehensive and accurate understanding of play programs integration and implementation

BBC †Time Essay

Time is important. Whether I like to say or not, great deal dont treat time important, many pack waste their time unconsciously.They spend time on facebook, online games, watching tv. But they neer experience there are some more important things are hold for themEveryone has to live for a purpose. Once you set a goal, your life leave behind be a lot more appreciate. Understand yourself about what do you demand and how do you want to live, you will cherish a lot roughly you including people and spending time with them.Time is important. Whether I like to say or not, people dont treat time important, many people wasting their time unconsciously.They spend time on facebook, online games, watching tv. But they never know there are some more important things are waiting for themEveryone has to live for a purpose. Once you set a goal, your life will be a lot more appreciate. Understand yourself about what do you want and how do you want to live, you will cherish a lot around you i ncluding people and spending time with them.Time is important. Whether I like to say or not, people dont treat time important, many people wasting their time unconsciously.They spend time on facebook, online games, watching tv. But they never know there are some more important things are waiting for themEveryone has to live for a purpose. Once you set a goal, your life will be a lot more appreciate. Understand yourself about what do you want and how do you want to live, you will cherish a lot around you including people and spending time with them.

Child Sexual Abuse and Father Flynn

Catherine Pierce Dr. Lyon English Composition 10 October 2012 Guilty scruples Its safe to say that the Catholic church building does not have the best reputation when it comes to sexual harassment and child molestation accusations. Cases such as these have been coming up for years besides all seem to have similar outcomes. The priest typically gets a slap on the wrist, gets go to another parish, and the issue is never spoken of again.In some of the more controversial vitrines, the priest is removed from the priesthood exactly to get his name away from any association with the church because the church is known to do anything it deal to cover up such accusations and rumors. This is no different for fuss Flynn in the book Doubt, where he is accuse of making sexual advances on an eighth grade male child that attends the school that he works in. He is accused by the principle of the school, Sister Aloysius, who is convinced he is wrong-doingy of giving the young boy wine from the sacristy and making inappropriate advances on him after doing so.Sister Aloysius may not have authentic evidence but based on Father Flynns behavior, his interest in boys with little to no friends, and his guilty sense of right and wrong, it is easy to see that he is in fact guilty. Father Flynn, on the outside, seems like a very caring man that wants nothing more than to make every nonpareil in his community feel obtain and comfortable. This would be all well and good if his behavior somewhat the young boys did not so close resemble that of a pedophile. Pedophiles typically gain the trust of their victims which is exactly what Father Flynn does with the eighth grade boys that he coaches in basketball.He likes to have bull sessions with the boys inside the rectory and talk to them as if he is one of them. They argon overly said to have a good standing within their community which he distinctly has since he is the communities priest (Ruggles). Father Flynn is very good at m aking the boys feel comfortable around him, especially when he talks to them about things such as getting girls to like them. In spiel III, he says to the whole basketball team, You turn in to talk to a girl with those filthy paws, Mr. Conroy, shes exhalation to take off like shes being chased by the Red Chinese (Shanley 16).He likes to burlesque around with the boys to make them feel comfortable around him and to make himself seem more relatable. This is not exactly the behavior that someone in his position during that time should have with young boys. He should be oft more authoritative and guiding since he is a clergyman. Another component to Father Flynns guilt in the fact that he chooses the young boys that do not have many friends to have a deeper connection with. Father Flynn sees that Donald Muller is very isolated from the other kids that attend the school because he is the stolon and only African American child to go there.In Act eight-spot, Father Flynn says to Si ster Aloysius, I am essay to do good (Shanley 51). One of the number one characteristics of a pedophile is that they will try to court the children and lavish attention and concern for their well-being upon them (Pedophilia). He has it in his mind that by viewing this unneeded attention to the boy that has no friends, that he is actually doing a good deed. He shows extra attention towards Donald because he is vulnerable and does not have friends to turn to in order to explain his problems to.Father Flynn in any case knows that Donald has a troubled home life and is beaten by his father. He sees this as an excuse for Donalds behavior instead of the obvious fact that he has been sexually abused. The third and final reason that proves Father Flynns guilt is the fact that he became overly defensive when Sister Aloysius told him that she had gotten in contact with one of the former nuns that he worked with at his previous parish. Father Flynn has an extremely guilty conscience in th is case because he becomes frustrated when Sister Aloysius did not go straight to the Pastor of that parish.He says to her in Act VIII when he substantiveizes she spoke to a nun, Thats not the proper route for you to have taken, Sister The Church is clear. Youre supposed to go through the pastor. (Shanley 53). Father Flynn sees that Sister Aloysius has not followed the typical protocol of determination out information about his past which makes him nervous because he knows that a nun would know the real story. He knows that a nun would not be allowed to say anything that pertained to the case but he also knows that she would be honest with a fellow sister like Sister Aloysius. It is known hat when a priest has been accused of molestation or rape, the church has been very adamant about covering it up and being very easy on the accused clergyman. ABCNews. com posted a story about a Boston priest that was repeatedly accused of molesting children over a 30 year period. The site was q uoted as saying the priest, was treated leniently and sympathetically by the highest officials in the Boston Archdiocese, who continually re-assigned him as a parish priest. (Claiborne). Since Sister Aloysius did not go to the higher authority, Father Flynn knows that this fellow nun would not lie and that she would demonstrate her everything.Many skeptics and people that are taking Father Flynns side will and say that he is a genuine man that cares for the children of his parish and only wants what is best for them. This can easily be refuted by simply lecture about his discussion with Sister Aloysius and how as soon as he found out that she supposedly spoke to another nun, he called for a transfer like she told him to. He has an extremely guilty conscience because he knows that the nun from his former parish know what he did.Although it may seem that Father Flynn is just trying to show everyone the compassion they deserve, his behavior resembles that of a pedophile much too clo sely and he seems to shows make up more interest in the boys that dont have friends. If Father Flynn was an innocent man he would have fought harder for himself instead of believing Sister Aloysius when she said she spoke to another nun and leaving their parish. after compiling all the evidence against him, it would be hard for anyone to disagree with the fact that Father Flynn is indeed a guilty man. Work Cited Shanley, John Patrick. Doubt.New York Theatre Communications Group, 2005. Print. Ruggles, Tammy L. Profile of a Pedophile. MHMatters. N. p. , 13 Feb. 2009. Web. 3 Oct. 2012. . Pedophilia and Child Sexual Molestation. Pedophilia and Child Sexual Molestation. PSC, n. d. Web. 3 Oct. 2012. . Claiborne, Ron. Pedophile Priest protected by Church. ABC News. ABC News Network, 23 Jan. Web. 03 Oct. 2012. .

How to establish the communication Essay

Everyone has different needs and styles in which they make known. There argon also many different ways in which we may establish these communication needs, wishes and preferences. A ingenuous way to begin to understand a patients needs, wishes and preferences is to read their notes and historys to view if this contains any relevant information. For example, if I read that a patient has hearing problems, I would then manage to make sure that I speak to the patient clearly and slowly and look at them so they can read my lips. Other ways to establish communication needs, wishes and preferences is by interacting with the patient and through parley I learn how to best communicate with the patient. It is also important to remember to be clear and telegraphic in all forms of communication, especially when working with people with learning disabilities, where they might get confused if I speak too quickly or use too complex language.It may benefit, if this is the case, to use your bod y language to help explain what you are trying to say and to emphasise the tone of the conversation. Also, pictures can be used to help the patient and myself understand. For example, one of my patients uses cards that display what emotions they are feeling, they will use these to communicate how they are feeling. In the past, I have worked with a patient who is deaf. For me to establish what her needs were, I beginning spoke to the nurse in charge and they informed me she was deaf, however, could sign or write things down. As I could not sign, our preferred form of communication was writing, which after spending time together worked quite well.

Post Conflict Reconstruction and the Resurgence of Supposedly Resolved Territorial Conflicts Essay

beyond the rhetoric of traditional pisss of divergences which intermittently argon also at the root cause of African territorial civil encounters, this paper fancys the question as to why deviation resurges in states where conflict has previously been decided. From the aspect of two major theoretical frameworks in International Relations Liberalism and pragmatism, this paper argues that mechanisms for conflict law of closure ar often short-termed and often not home-groomed to accommodate the needs of citizens emanating from a civil war.Liberals argue that this is prima(predicate)rily a failure of cooperation amidst external and internal actors or stake drawers in the peace bear upon. To them, this lack of cooperation gene dictates economic problems and inhibits suspect which is the embryo for conflict resurgence. In contrast conflict resolution fails primarily as a topic of factors emphasized by Realism. The conflict whitethorn not expect been ripe for resolution be cause the practical means of recognition revealed large gaps between the substances that the goies delimitate their core interests.Against this background and given the depth of dislike between the DRC government and MONUC on the one hand and rebel movements on the an new(prenominal)(prenominal), economic wealth of the congou has failed to generate support for the peace process. Instead, it increased friction and placed additional political obstacles in the way of compromise. The paper also examines the potency of peacekeeping mission as a vehicle for conflict resolution.It argues that the design and conceptualization of peacekeeping albeit structural challenges like inadequate imagerys, ill-equipped personnel and lack of a clearly defined and sustainable vision are at the bedrock of cyclical conflicts. In examining the role of MONUC and other interveners in the Congolese peace process, the paper engages a conceptual thesis which seeks to clarify the difference between peace keeping as a mediator, meddler and interventionist in African civil conflicts.This clarification will inform conceptual mentation on the potency of peacekeeping as a vehicle for the resolution of civil conflicts. The conflict in the Democratic Republic of Congo (DRC) is one demonstration of the ticklish nature of post conflict reconstruction and speaks to the need to step-up conflict prevention strategies to meet current challenges which have given rise to modernistic trajectories to territorial conflicts in Africa.Despite deploying a Peace Mission to the Congo (ONUC)1 in the 1960s, and despite before long harboring the largest and highest funded United Nations Peace Operation (MONUC)2 the United Nations (UN) is assuage finding it difficult to bring an end to the territorial conflict in what is regarded as the site for the worlds worst humanitarian conflict. The conflict, therefore, seems to protract with individually re newfangleded effort to resolve it.Following field visit s, extensive reading on the Congo and interviews with conflict analysts and residents of the DRC, this paper assesses the viability of peacekeeping as a measure for preventing the resurgence of new territorial conflict. While nigh interviewed are of the view that the challenges of the DRC peace process are enormous and complex, this paper interrogates the role of MONUC as a conflict prevention mechanism, and its effectiveness in sustainable peacebuilding in the Great Lakes region.The paper enriches conceptual opinion with the view that peacekeeping as a form of external intervention has the capacity to support fragile states in their peace building process, and to check prospective territorial conflicts if certain requirements are met. Preliminary investigations doom that, contrary to previous research which posited political, natural resource and cultural underpinnings as causes of the current DRC conflict, the lack of a clearly defined plan to stop hostilities in the East can l argely be accountable for the cyclical violence.Contrary to expectation that following the 2006 DRC election, the fragile Congolese state had attained sovereign due date to govern itself with limited external support, this paper posits the need for dedicated and timely funding to a new mediator who will engage a five-phased peacebuilding process which will re-orientate existent theoretical and pragmatic processes of conflict prevention, and define succinctly, through policy recommendations, a new direction for the prevention of territorial conflicts.Following this introduction, the future(a) section will explore the causes of territorial conflicts in Africa and elsewhere. This section engages a brief differentiation between causes of conflicts and causes of conflict resurgence with the view of demonstrating that if one cannot prima facie understand the causes of conflict, its resolution attempts will be blemished and such attempts will serve as the corner stone on which prospectiv e conflicts will be erected. Section two will engage a theoretical overview of causes of conflict resurgence.This section will examine causes of conflict resurgence as propounded by two main schools of thought of International Relations Realism and Liberalism. Following this, tools of conflict resolution will reviewed with principal focus on peacekeeping. The Section will sink in down to a case specific analysis of whether peacekeeping as a tool for conflict resolution is a byproduct of intervention or mediation, and whether in the exercise of their craft, peacekeepers qualify to be called mediators or would be considered meddlers.This section argues that, between 1999 to 2006 when the first democratic election in the Congo was organized, MONUC could well be considered as a mediator, but following that period, MONUC till date (July 2006 to 2010) she is a meddler in the peace process which is largely driven by the rapprochement that was reached between the DRC and Uganda on the one hand, and the DRC and Rwanda on the other. Causes of territorial Conflicts in Africa There are contending theories as to the causes of territorial conflicts. Conflicts seem to have a litany of literature compared to other supplemental topics of International Af joins and African studies.Scholars have thus far not been able to see the change integrity between causes of territorial conflicts and conflicts which ensue from the impotency of mechanisms tailored to resolve them. As a result, there is no dearth of literature on the causes of conflicts but one hardly finds any one who has contended that an ineffective resolution strategy could spark new trajectories to conflict. Existing literature on causes of conflict is slightlytimes limited in scope to address on causes in particular.Adekeye Adebajo has articulated political and cultural underpinnings to be responsible for conflicts. 3 This could hold true for the sierra Leone conflict but in the face of global adversities, his specu lations stand to be criticized because other conflicts like the Rwandan genocide come from imbalances in the distribution of economic, political and social resources. Moreover, the ongoing Sudanese conflicts have religious/and or ethnic undertones with no element of cultural or political formulations which equally go along way to excavate the lacunae in Adekeyes speculations. Paul Collier holds the view that conflicts are fuelled by economic considerations.He posits that most rebel organizations cling onto the idea of marks in order to elicit more(prenominal) public support for their cause. In his hypothesis, he contemplates that a state with superfluous resources, increasing working-age population, and high unemployment rate is most likely to harbor conflict. His hypothesis, though true for many conflicts that have plagued Africa does not explain other cases in Africa. For instance, former British trusteeship of Cameroon fondly known as Anglophone Cameroon has been wailing for a fair share of economic, political, social and natural resources of the country.Despite this, discontentment has not resulted to war or any from of cover violence as has occurred in other countries. This phenomenon consequently makes Colliers assertions fluid. Summarily, Collier, Eboe Hutchful and Kwesi Aning argue that there are countries that have experienced conflict where natural resources were not articulated as the source of the conflict. They cited the examples of Chad and Ethiopia. 5 They acknowledged that whatsoever conflicts have been fueled by purely non-resource driven motives resulted.This is true with the cases of Angola, Afghanistan and Sudan. They, however, conceded to the fact that in the conflicts in Liberia, Sierra Leone, and the Democratic Republic of Congo (DRC) resources were one of the stimulants among other elements. They tried to strike a balance by postulating that the end of the Cold War culminated in the proliferation of arms, and ineffective post confl ict demilitarization, demobilization, and reintegration of ex-combatants which culminated in an outburst of wide-awake and distressed combatants resulting several coup detat putsch attempts.While one may agree with the grievance theory, the million dollar question is what are people aggrieved about as to dawdle to conflicts, destruction of property, get rid of and assassinations? Is it about Governance? Is it distribution of resources? The answer is definitely far from the propositions of the aforementioned scholars. Because some countries have resource crisis and mismanagement, repressive regimes, and poor governance, but know no conflict. This therefore suggests that there is yet an unknown cause of conflict, and this cause is probably one that cuts across all conflicts.The present paper contemplates that inefficacies in the mechanisms for resolving these conflicts could be the brain-child behind the cyclical resurgence of conflicts in states previously hit by territorial civil wars. William Reno on his part contends that internal warfare is motivated by economic considerations especially with regard to the intensification of transitional commerce. He argues that there is a relationship between putridness and politics. According to Reno, conflict is bound to rise where a ruler makes life uncomfortable for his citizens by encouraging the search of his espionage as a means of escaping from maggoty conditions.Reno in his postulations contemplates that the absence of good governance engenders politics as a cause of conflict. 8 William Zartman on his part contemplates that the increase in conflict is orchestrated by the collapse of state structure. 9 While one may agree with the collapse of state theory, the lotto question is What drives the leaders to run the state aground? Keith Somerville, in his view tries to locate the source of conflict within the geopolitical map of Africa, which was bequeathed to it by the colonial powers.He contends that the colonia l boundaries and state lines have led to the potpourri of people who hitherto had never before obscure as a group. 10 This articulation is paradoxical. While it means that even if the boundaries that existed in the pre-colonial time were maintained, there could still exist though at different levels, and with different target. 11 The diverse schools of thought examined above have attempt an investigation into the causes of conflict. They have posited economic underpinnings, lack of good governance, and disintegration of state institutions, religious and ethnic differences, corruption and colonial imprints.The opinions are not quite erroneous but fail to see ultimately that conflicts emanate because the global village appears to be in consonance with the fact that peacekeeping is the first port of resort for conflict resolution. Moreover, the fact that the problems postulated by the above authors have engendered conflicts in some areas and not in some despite the presence of simila r factors suggest that there is more to conflict than has been articulated by coeval research on the subject matter.The present paper contemplates that inefficacies in the dispute resolution machinery incubate and conflicts. This paper contemplates that if peacekeeping tools are tailored to empower stakeholders to a peace process, conflicts will be resolved before they escalate. On the contrast between causes of conflicts and causes of conflict resurgence, it should be noted that if conflicts are not prima facie mastered, it will be difficult to seamstress right solutions to them. As a result conflicts tend to remember new and probably even more complicated dimensions to it.