Boys Dont Cry1 essays

Young men Dont Cry1 expositions During ones presence, new disclosures around ones self will in general happen. One of these disclosures is personality: what our identity is and what we truly need to be. Teena Brandon, a.k.a. Brandon Teena, experiences this intense time in the film Boys Dont Cry. As you will see, self-personality isn't a simple thing to make sense of. In the film Boys Dont Cry, Teena Brandon was brought into the world a young lady. As she developed more established she changed. She felt as though she was truly to be a person. She continued to make herself resemble a male by trimming her hair shorter, wrapping a medical wrap firmly around her bosoms, and placing a sock in her crotch region. Everybody she met saw and accepted she was a person. Nobody knew reality. She at that point got blended in with another gathering of individuals and began to look all starry eyed at a female named Lana. She gets exceptionally near Lana. During this John and Tom, who are companions of Lana and her mom find who Brandon truly was. They continued to assault and beat her. At that point they later slaughtered her after they discovered she revealed the assault to the police. The film does an awesome activity of investigating personality. It does it by indicating how troublesome it is for certain individuals to make sense of what and what their identity is and the torment they experience. For example, Brandon coexisted with John, Tom, Candace and Lanas mother in the first place. They acknowledged her when they thought she was a he. At the point when they discovered that he was actually a she, they detested her and called her a lesbian and a monstrosity. It likewise works admirably of demonstrating how Lana was additionally confounded about what her identity was. Lana turned out to be joined to Brandon. Significantly after she discovered that Brandon was a young lady, she despite everything felt a similar love. This is the reason numerous individuals who are befuddled about their personality keep it inside in light of the fact that theyre frightened of what individuals will think and what individuals will do to them. It is an extremely baffling and yet sup portive procedure. Personality can be a battle for not just th... <!

Ethics of Us Army Free Essays

Moral CULTURE AUDIT of the United States Army By: Andrew Driscoll March 16, 2013 Each officer in the United States Army, or any military assistance, will have totally different encounters with the moral culture of their unit. Is this experience because of the hierarchical culture or how its pioneers work inside that culture that makes such an interesting encounter for each trooper? The fact of the matter is that on the off chance that you request that 10 troopers direct a moral culture review of the military, I trust you will find 10 distinct solutions that fall on all focuses on the continuum. Reactions that the Army is profoundly moral would originate from troopers who have â€Å"internalized social expectations† (p. We will compose a custom paper test on Morals of Us Army or on the other hand any comparative subject just for you Request Now 152). Since the Army has such a solid culture, moral or not, there are continually going to be people who battle that culture and oppose the â€Å"internalization† of a few or all the qualities. Ordinarily these fighters separate from the military during their underlying preparing or when their first time duty is up, typically 2-3 years. From my experience the United States Army has an exceptionally moral culture. One could locate any of a few dozen outrages or examinations from Abu Grhaib jail maltreatment to the 101st Airborne fighters assaulting and executing a group of five in Iraq to counter my appraisal. However, I contend that these episodes happened disregarding the solid culture, where a mix of â€Å"individual character traits† (p. 198) or potentially injury endured in battle activities made unscrupulous conduct opposite the moral preparing they got. To help forestall such occurrences and furthermore study conduct the US Army has built up the Center for the Army Profession and Ethic. Since 2008 the Army has consolidated the exploration from this association and prepared its mid-level pioneers to execute its discoveries at the unit level. To have an exceptionally moral association, you need administration that is focused on consistent improvement and not smug with the current culture. In an association with more than 500,000 dynamic warriors the attitude must be, there is consistently opportunity to get better. This mindset of ceaseless improvement should likewise originate from the authority of the military to be successful and executed. Like Kelleher’s theory of â€Å"serving the requirements of employees† (p. 156), the Army has a solid custom of dealing with troopers and their families so they can deal with the nation. The authority of the Army has set up and takes part in various projects to help warriors with any issue from money related to conjugal issues. I finished my undergrad instruction in Finance and afterward joined the military. I had no clue about how to do my assessments and the Army showed me, not a $100,000 in addition to training. When I realized how to do my duties, as a lesser pioneer I was required to help my troopers. Formal administration in the military is noticeable, from the understanding the Uniform Code of military Justice, to every day restorative activities for extremely minor offenses that in different associations would most likely go unnoticed. This relationship will in general be exceptionally formal as all principles and guidelines are recorded and prepared during your underlying 12 weeks of fundamental preparing. The pioneer is likewise liable for constant preparing to remember a week after week instructions for good dynamic when off the clock. The casual angle is extremely one of a kind for every pioneer, it normally originates from composed arrangements that the pioneer allows his officers to dis-comply. Regardless of whether it is early excusal on Friday, or an aphorism against guidelines, it assembles a trust a with fighters that their pioneer is their ally also. Aside from in outrageous cases, for example, the Abu Grhaib jail unit, I have discovered that the casual frameworks are in arrangement with the conventional ones and where they separate are minor to the point that it doesn't cause issues. The most ideal approach to sum up moral authority is to realize that officers respond to your activities more than they do your words. A typical Army Office aphorism is â€Å"Lead by Example. This saying best forestalls â€Å"hypocritical leadership† (p. 162). To get the correct kind of administration in the Army, enrollment specialists take a gander at each applicant with the SAL strategy, Student, Athlete, Leader. Applicants are given a score dependent on GPA, sports, clubs and authority rolls held. The Army has truly not permitted people with a background marked by wrongdoing, medicate misuse or cheating in, however because of enrollment issues they have begun to defer a few prerequisites to meet objectives. This move has been condemned and said to have decreased the nature of the US fighter. It was fascinating to see making objectives or the number this as the primary motivation to defer esteems in Aaron’s discourse this week. It shows up no association is liberated from the strain to perform on a quantitative measure paying little heed with the impact to values. Choice for advancement in the Army is additionally exceptionally thorough and has a lot of guidelines that are predictable. This forestalls misrepresentation and any conceivable renumeration from happening. For General officials their arrangements must be affirmed by Congress and top mystery exceptional status requires a polygraph test. This guarantees the countries military leaders and people with data can be trusted and have been verified. The US Army’s values, statement of purpose and strategies are straightforward yet have withstood the trial of time. The crucial winning the nation’s wars has stayed consistent, however Congress has added sub-explanations to guarantee duty and insurance of the American individuals. In history succeeding at all cost was ordinary for the military particularly in WWII. From that point forward inadvertent blow-back and fratricide are not, at this point worthy results to achieve the mission. The estimations of the military (initiative, obligation, regard, caring assistance, respect, uprightness, and individual mental fortitude) are imparted from the very beginning, and put on your chest directly close to your pooch labels for consistently there after. It is these qualities that help heads and troopers achieve the crucial the best strategy, instead of the snappiest or generally conclusive. With respect to approaches, the military has a strategy for how to do pretty much everything. The UCMJ is only the tip of arrangements in the US Army. Each branch, each machine, each unit has a manual to direct approach. Rarely does a circumstance happen in peacetime in the military that there is certainly not a composed arrangement to follow. Morals preparing begins before the very first moment in the military. Before you report to introductory preparing you make a vow of office or enrollment that characterizes your move in the military and promise to maintain the constitution. Regularly of 12 weeks in essential preparing you present the qualities and Ethos of the Army. In the past there had been issues that units didn't work as indicated by singular preparing, so throughout the most recent decade all preparation programs have been refreshed to guarantee the most ideal replication of how the â€Å"real† Army is. Organizations look for fighters after their administration for one principle reason, they have had the best preparing in their field conceivable, and I accept this is remains constant for values also. Execution the executives in the military is extremely organized. There is a framework set up and the main thing keeping an officer from getting a reasonable and intensive assessment is their own inability to self assess. Every unit has altogether different execution assignments to assess, yet all troopers are assessed on the seven estimations of the Army at any rate two times per year. There is additionally opposite assessments where officers have the chance to study their pioneers. In conclusion after each strategic Army conducts and after activity survey where everybody can give input. There is consistently an obligatory three positive remarks period and three improves to guarantee constant improvement while staying positive. For most circumstances the military has set up a structure where it is difficult to undermine assessments. Regardless of whether the undertakings are group or individualized, the test outcomes are difficult to achieve without really accomplishing the work. The way to execution the executives in the military is that the fighter realizes what is anticipated from the person in question and the outcomes of not meeting those desires, like how Joe Paterno rewarded his association. The Army’s Organization structure is plot by the levels of leadership. When to go above or around the levels of leadership is obviously characterized in UCMJ just as when you are approved to dis-comply with a request from that hierarchy of leadership. While it is anything but difficult to state it is totally recorded, application in battle is the genuine test. The authority in the association will decide if it works in the field or not. Fighters can not be frightful of detailing incorrectly doing or negative outcomes, and that descends to their pioneers to guarantee what is composed is executed. The Military’s dynamic procedure (MDMP) is a 300 or more page manual of which I took a one month long seminar on learning the procedure. This procedure rivals six-sigma for inside and out dissecting an issue and how to go in the best direction. The best model I can give is that MDMP alone and how it identifies with moral culture in the military could be a five-page presentation. The Informal social arrangement of the Army is the one that is generally depicted in the motion pictures and stories, from Code Reds in â€Å"A Few Good Men,† to the heroics of the Band of Brothers in WWII these are the minutes that fighters live for. We talked about the proper assessment framework, however the casual bond among pioneers and warriors is the thing that truly causes an officer to play out his obligations as well as could be expected. Saints are both officially and casually perceived. For each Medal of Honor victor there are 100 troopers that have done great assignments that regular citizens could just envision achieving. Standards, in the event that they are certain a

Investigate How the Risk Relates to the Potential Earning Management

Questions: 1. Talk about the dangers reviewers face while considering the board income the board practices?2. Are examining guidelines significant and do they matter?3. Conversation on Cyber-security, reviewing and review committees?4. Talk about these photos as perspectives on the review work? Answers: 1. Examine the dangers reviewers face while considering the board profit the executives rehearses The examination attempts to explore how the hazard identifies with the potential winning administration of the organization that impacts the inspecting administrations (DeFond Jiambalvo, 1991). In setting of the current improvements that incorporates about the organizations like Lernaut, Enron, Hauspie, and Xerox, it is fitting to follow how the examiners could really manage the various dangers gaining the board (DeFond Jiambalvo, 1991). Its prominent that not just the organizations attempts to associate about the control with income, yet even their evaluators who has attempted to forestall or either rectified this sort of control. According to Butler, Leone Willenborg (2002), the examiners could really manage the hazard gaining the board in five unique manners, for example, they could really screen out the customers with high hazard, they can charge the free premium if there should be an occurrence of the unsafe customers, they can improve the endeavors of customers, they can even a ttempt to haggle for the alterations towards the fiscal summaries, and they can even report moderately through giving the refreshed report towards the customers of high hazard (Butler, Leone Willenborg, 2002). Obviously the acquiring the executives isn't considered as the normal practice inside the organizations of Australia and in different nations (Butler, Leone Willenborg, 2002). Its prominent that this administration practice may have the terrible outcomes for both the organizations and financial specialists (Dellaportas, Yapa Sivanantham, 2008). For instance, HIH in the Australia presents the data that is really not loyal of what is really occurring inside the organization and even the supervisors utilize the enchantment authenticity so as to draw out the outcomes that lead the organization to get breakdown and crafted by the reviewers with no believability (Burilovich Katelus, 1997). To comprehend why the directors have really done this, it is noteworthy to break down the motivators, which are behind it alongside the job and guidelines of the reviewers for assisting with forestalling it (Burilovich Katelus, 1997). Earlier research directed on the review hours and charges has additionally offered the extraordinary arrangement of the realities, about which the inspectors are really touchy in setting of valuing and furthermore lead the reviews towards the conditions that increase the dangers (Burilovich Katelus, 1997). Bradshaw, Richardson Sloan (2001) has really appeared about the strange levels about the gatherings that are connected with the laws against the evaluators (Dellaportas, Yapa Sivanantham, 2008). Thusly, the key inquiry that emerged is whether the administration of procuring is seen under the unsafe conditions through the inspectors, and the requiring modifications in the manner in which they really manage the customers (Bradshaw, Richardson Sloan, 2001). The gigantic research directed on the review expenses has obviously shown which charges are really delicate towards the conditions, which upgrades the hazard for the inspectors (Dellaportas, Yapa Sivanantham, 2008). Be that as it m ay, the past research has attempted to interface all the measures about the potential administration of profit towards the review expenses which is rare (Bradshaw, Richardson Sloan, 2001). In the present investigation about the assessment of customer acknowledgment, Bedard Johnstone (2002) has discovered that the accomplices of review has arranged over the charging paces of higher charging when the danger of procuring the board was high (Dellaportas, Yapa Sivanantham, 2008). Bedard Johnstone (2002) alongside the ensuing examination has attempted to well build up that the expenses of review is very touchy in the dangerous conditions like the size of the customers, organization of benefit, intricacy, danger of business, industry, structure of possession, money related pain alongside danger of case (Bedard Johnstone, 2002). These examinations has plainly attempted to appeared about the essential model of the review expenses which is powerful constantly period, sythesis of test, and nations (Bradshaw, Richardson Sloan, 2001). Research which has attempted to look at the endeavors of review has utilized the models that are like the one which is utilized for the expenses and has additionally investigated that endeavors of review is receptive to different unsafe conditions (Bedard Johnstone, 2002). Notwithstanding, it is noticed that the past research directed over the review endeavors is less firm just as broad, because of its assessment about the endeavors at different levels as far as movement, total and rank and is restricted through the absence of information accessibility (Bartov, Gul Tsui, 2000). It is noticed that the examiners attempt to see about the danger of acquiring the executives to be same like the states of hazard, which leads towards the high charges and more endeavors of review (Dellaportas, Yapa Sivanantham, 2008). The facts confirm that reviewers can likewise charge the hazard premium, upgrade the endeavors of review, alongside substitutes with the accomplished work force in the review for reacting towards the hazard (Bartov, Gul Tsui, 2000). So as to limit the danger of review, it is required by the examiners to lead the evaluation of hazard in which they could investigate about the sign of extortion and even investigate the significant dangers, which likewise need the exceptional center (Bartov, Gul Tsui, 2000). It is likewise essential to hold the example of portrayal so as to keep away from the inspecting hazard (Dellaportas, Yapa Sivanantham, 2008). There are different principles of inspecting that relates with the issues of winning administration, for example, SAS 57 that is examining bookkeeping gauges, SAS 90 that is review board of trustees correspondences, and SAS 57 that attempts to caution the predisposition potential to decide the bookkeeping gauges, which additionally infers that the evaluators are urged and even hope to turn out to be increasingly powerful in the reviews execution and supports in forestalling the practices (Bartov, Gul Tsui, 2000). 2. Are evaluating gauges significant and do they make a difference? Appropriate comprehension about the financial job in the norms of inspecting is the huge advance in improving the review productivity just as viability (Asare, Hackenbrack Knechel, 1994). This investigation will attempt to see about the principles of reviewing, which are significant for the situation when evaluators may have motivating force towards under the review (Dellaportas, Yapa Sivanantham, 2008). While its decision probably won't be shock, yet the conditions under the principles may holds the normal effects over the nature of review (Asare, Hackenbrack Knechel, 1994). In particular, the examination will investigate about the perceptions identified with what really principles are, as reviewing guidelines can attempt to repay towards the absence of watch capacity of consequences of review through worrying over the procedure review (Asare, Hackenbrack Knechel, 1994). It additionally speaks to the moderation of the advantages of data that is had through the reviewers as the expert specialists, which attempt to spur the inspectors (Baber, Brooks and Ricks, 1987). It likewise attempts to balance the interest of assorted variety in different partners, which attempt to drive the review towards the lesser denominator and furthermore attempt to build up the market base over the unfavorable decision (Baber, Brooks and Ricks, 1987). It additionally offer the benchmark that attempt to encourage the evaluators alignment towards the legitimate obligation inside the occasion of the unacceptable review. Be that as it may, it likewise present the perceptions identified with what the norms should require make an effort not to do (Dellaportas, Yapa Sivanantham, 2008). Its prominent that measures need make an effort not to dishearten the judgment use through the reviewers (Baber, Brooks and Ricks, 1987). It should likewise set the breaking point for the potential requests towards monetarily important confirmation level, and it ought to likewise be set by the motivation of implementation, and it ought to likewise lead towards the inordinate everyday practice of procedural while directing the review (Baber, Brooks and Ricks, 1987). Finally the inspecting principles may overextend and even subvert the estimation of economy in review for different partners and this lead towards the charge pressure for the organizations of evaluating (Baber, Brooks and Ricks, 1987). This knowledge may educate about the discussions for future identified with the level and different norms, which were proper for the calling of examining (Dellaportas, Yapa Sivanantham, 2008). The Auditing guidelines is set up through the leading body of Australian inspecting principles so as to survey the organizations under the s336 of the 2001 Corporations Act and furthermore support in producing the report of review so as to offer the high confirmation level to the clients in the budgetary data (Baber, Brooks and Ricks, 1987). Its prominent that Australian protections and speculation commission has enlisted the reviewers so as to screen the inspecting organizations consistence and evaluators into the measures of examining (Westfield, 2003). Partakers in the reviewing norms assume fundamental job in the monetary pattern of the nation. They are really concocted and has even established for ensuring the enthusiasm of general society so as to allow the monetary assets dispersion towards the valid elements (Westfield, 2003). For instance, in HIH, the corporate breakdown occur in the year 2010 that give the examiners autonomy and put the gauges of evaluating at the radar. Westfield (2003) has likewise broadcasted the associate so as to shroud the embarrassment of HIH (Westfield, 2003). Hugeness for holding the elevated expectations of evaluating in the nation is started for drawing in the remote direct financial specialists through contribution them with the high confirmation of review. Worldwide business is likewise slanting due to

Resolving The Pure Enantiomers Of Phenylethylamine Environmental Sciences Essay

The goal of this examination lab was to choose the unadulterated enantiomorphs of (  ± ) - ?- phenylethylamine ( racemic ) blend, by partitioning their diasteriomeric inferred capacities using ( + ) - tartaric corrosive. The varying enantiomorphs structure various salts with acids. Two particles that are enantiomorphs have about vague physical and concoction belongingss in spite of the fact that this might be valid, the salts that are framed after the response with corrosive have recognizable belongingss. A few salts are less solvent [ ( + ) ( †) ] than others, and henceforth solidify from the blend in an about unadulterated stereoisomeric signifier. While using NaOH as a solid base to deal with the salt, it takes into consideration the disengagement of the enantiomorph ( Lab Manual, 2007 ) . Polarimetry is a typical technique used to isolate between enantiomorphs, in light of their capacity to spin the plane of enraptured obvious radiation in inverse waies ( + and †) . T his permits the perceiver to discover the enantiomeric virtue, and henceforth the making out of the blend ( Wade, 2007 Substance Chemical response: ( †) - amine ( + ) - amine less dissolvable salt [ ( †) ( + ) ] : solidifies increasingly solvent salt [ ( + ) ( + ) ] stays in arrangement 2NaOH+ 2H2O( †) - ?- phenylethylamine ( Lab Manual, 2007 ) System: On the other hand of using a 50 milliliter measuring utencil to heat up the amine arrangement in, we utilized a 50 milliliter Erlenmyer jar For the rest of the proceduce allude to pg. 18, 22-24 ( Lab Manual, 2007 ) Perceptions: The precious stones were given a 4 hebdomad crystallization period and a while later, the ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate salt was seen to be a white crystalline strong, and the methyl liquor was a crystalline fluid. Two extremely discernable beds were seeable after the response with the NaOH ( solid base ) and extra of the methylene chloride ( CH2Cl2 ) . The top bed was translucent in some topographic focuses and misty in others, extremely overcast, white fluid, while the base bed was crystalline what's more fluid. The specialist blend following the three separate extractions was near straightforward Results: Table 1: Experimental Datas: Multitudes and Optical Rotations Mass Channel Paper 0.58 g Channel Paper + Initial Crystal Sample 8.25 g Recuperated Crystal Sample 7.67 g 50 milliliters Erlenmeyer Flask with 2 bubbling rocks 39.75 g 50 milliliters Erlenmeyer Flask with Amine product and 2 bubbling rocks 42.63 g Amine stock 2.88 g Optical Rotation Explicit Rotation of ( †) - ?- phenylethylamine - 31.8o Table 2: Experimental Raw Given Data Volume of (  ± ) - ?- phenylethylamine 10.0 milliliter Thickness of (  ± ) - ?- phenylethylamine 0.9395 g/mL Atomic Weight of ( †) - ?- phenylethylamine 121.8 g/mol Atomic Weight of ( + ) - tartaric corrosive 150.09 g/mol [ ? ] D ( †) - ?- phenylethylamine - 40.4o  ± 0.2o Table 3: Multitudes, Moles, Optical Purity, and % Output Mass (  ± ) - ?- phenylethylamine 9.40 g Gram particles (  ± ) - ?- phenylethylamine 0.0776 mol Gram particles ( †) - ?- phenylethylamine 0.0388 mol Gram particles of tartaric corrosive: 0.0388 mol Rate Output of ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate 73.1 % Rate Output of ( †) - ?- phenylethylamine 61.3 % Optical Purity 83.7 % Estimations: % Output of ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate: Mass (  ± ) - ?- phenylethylamine Gram particles (  ± ) - ?- phenylethylamine m (  ± ) - ?- phenylethylamine = thickness ten volume = 0.9395 g/mL X 10 milliliter = 9.40 g N (  ± ) - ?- phenylethylamine = mass/sub-atomic weight = 9.40 g/121.18 g/mol = 0.0776 mol Gram particles ( †) - ?- phenylethylamine and tartaric corrosive: N ( †) - ?- phenylethylamine = 0.0776 mol/2 = 0.0388 mol *Racemic blend so isolated by 2* ( half of whole moles ) N ( + ) - tartaric acerb = N ( †) - ?- phenylethylamine = 0.0388 mol Hypothetical Output of ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate: Genuine Output of ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate: m ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate = n x M = 0.0388 mol X ( 121.18 g/mol + 150.09 g/mol ) = 10.5 g m ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate = Mass channel paper + introductory precious stone example †Mass channel paper = 8.25 g †0.58 g = 7.67 g Rate Output of ( †) - ?- phenylethylamine-( + ) - hydrogen tartrate: % Output = ( Actual Yield/Theoretical Yield ) X 100 % I? Genuine ( what was acquired after examination ) = ( 7.67 g/10.5 g ) X 100 % I? Hypothetical ( the mass that should hold been = 73.1 % acquired if all aminoalkane was extricated ) % Output of ( †) - ?- phenylethylamine: Hypothetical Output of ( †) - ?- phenylethylamine Genuine Output of ( †) - ?- phenylethylamine Since the underlying blend was racemic: m ( †) - ?- phenylethylamine = m (  ± ) - ?- phenylethylamine/2 = 9.40 g/2 = 4.70 g m ( †) - ?- phenylethylamine = mflask w/amine+ rocks - mflask w/rocks = 39.75 g †42. 63 g = 2.88 g Rate Output of ( †) - ?- phenylethylamine % Output = ( Actual Yield/Theoretical Yield ) X 100 % I? Genuine ( what was gotten after test ) = ( 2.88 g/4.70 g ) X 100 % I? Hypothetical ( the mass that should hold been = 61.3 % got if all aminoalkane was separated Optical Purity of Sample: Hypothetical Optical Purity: Real Optical Purity: Optical Purity = - 40.4o  ± 0.2o Explicit Rotation ( [ ? ] D ) : =Optical Rotation [ ? ( watched ) ]/c * 1 = - 31.8o/( 1.0 diabetes mellitus x 0.94 g/mL ) = - 33.8o Optical Purity: = ( Actual optical immaculateness acquired/hypothetical optical virtue ) X 100 % = - 33.8o/ - 40.4o x 100 % = 83.7 % Conversation: When the ( + ) - tartaric corrosive was added to the racemic blend, (  ± ) - ?- phenylethylamine, ( †) - amine-( + ) - hydrogen tartrate, and ( + ) - amine-( + ) - hydrogen tartrate salts were framed. The ( †) - amine-( + ) - hydrogen tartrate was substantially less solvent in methyl liquor, and thus solidified out of the arrangement ( Lab Manual, 2007 ) . This technique for partition was demonstrated to be fairly fruitful, as the per centum yield of this crystallization was 73.1 % , which is similarly high. The nearness of drosss, each piece great as the powerlessness to completely take shape the salt from methyl liquor most likely ascribed to any differences. It is other than conceivable that despite the fact that the ( †) ( + ) salt is less dissolvable than different salts, it despite everything has a dissolvability, and thus takes shape rather simple ( subsequently the necessary 2 hebdomad holding up period, in our case it was 4 hebdomads ) . As great, different salts, in spite of their high solvency in methyl liquor, may keep despite everything solidified actually to some degree over the long holding up period, adding to drosss Expansion of NaOH brought about the arrangement of two recognizable beds: a white, shady fluid bed ( top ) , and an unmistakable aminoalkane bed ( underside ) , and took into consideration the separation of ( †) - ?- phenylethylamine ( Lab Manual, 2007 ) . The extra of 5 milliliter of H2O to the carafe affirm that the top bed was the fluid bed, since it expanded relative to the base bed and the H2O was retained here ( Lab Manual, 2007 ) . The fluid bed comprised of the ( †) - amine, alongside Na tartrate, and H2O, while the aminoalkane bed incorporated any drosss. The Na tartrate promptly disintegrated in H2O, while methylene chloride ( CH2Cl2 ) was added to become dull ( †) - ?- phenylethylamine ( breaking point ~ 186oC ) , since it had a lower breaking point ( 40oC ) , and could simple be evacuated through warming ( Synthesis and affirmation of alpha-phenyethylamine. After a filtration strategy, including a progression of extractions, there was per centum yield of 61.3 % for the ( †) - ?- phenylethylamine, which is a lower yield than the first 73.1 % , bespeaking that there was lost aminoalkane during the second part of the test procedure. The central reason for this error was the accidental removal of a great part of the aminoalkane bed, in which a little total of ( †) - ?- phenylethylamine was as yet present. The nearness of some drosss may hold other than influenced results, by and by, they would hold then again expanded the yield and lead to misleading outcomes. Another conceivable reason for botch is the little break out of the glass plug on the separatory channel when the arrangement was shaken. There was a spot of arrangement that spilled out the underside or spurted out the top when given up ofing the power per unit region in the pipe. Thusly, the slip-up that very much brought down the yield of the product extraordinarily expan ds the optical immaculateness of the blend. The found out rotational movement of the closing example was - 31. 8o ( levorotatory, left manus rotating movement ) and the particular revolving movement was - 33.8o contrasted and the exact explicit rotational movement of - 40.4o  ± 0.2o ( Lab Manual, 2007 ) . The specialist optical immaculateness was 83.7 % , which is well high. Beside the prior referenced removal of the natural bed, army different errors, for example, the nearness of drosss may hold added to divergences in the optical immaculateness. The negative ( adversarial clockwise ) rotational movement fundamentally affirmed that the enantiomorph being secluded was the ( †) - ?- phenylethylamine, and the high optical immaculateness showed that the extraction was practiced with much achievement and extensive truth, since the closing product was mainly ( †) - amine, notwithstanding the nearly low yield.

Construction Safety essays

Development Safety papers More than 100 Million Workers Count On OSHA The crucial the Occupational Safety and Health Administration (OSHA) is to spare lives, forestall wounds and ensure the soundness of America's laborers. To achieve this, administrative and state governments must work in organization with the in excess of 100 million working people and their six and a half million bosses who are secured by the Occupational Safety and Health Act of 1970. OSHA and its state accomplices have roughly 2100 monitors, in addition to grumbling segregation examiners, engineers, doctors, teachers, guidelines scholars, and other specialized and bolster faculty spread over in excess of 200 workplaces all through the nation. This staff builds up defensive gauges, upholds those principles, and contacts bosses and representatives through specialized help and conference programs. About each working man and lady in the country goes under OSHA's purview (with certain special cases, for example, diggers, transportation laborers, numerous open representatives, and the independently employed). Different clients and beneficiaries of OSHA administrations include: word related wellbeing and wellbeing experts, the scholastic network, legal advisors, writers, and staff of other government substances. OSHA is resolved to utilize its constrained assets adequately to invigorate the executives responsibility and representative support in extensive working environment security and wellbeing programs. At OSHA, we are committed to improving the nature of our endeavors and realize that that generally will be fruitful we should turn into an office that is driven by duty to open help. The initial step is for OSHA to tune in and react to its clients. As needs be, we directed a study to study what managers and representatives think about OSHA's administrations. Since work environment reviews are one of OSHA's key exercises and in light of the fact that deliberate endeavors to improve working conditions at last rely upon solid enforcemen... <!

SIPA 2013 Graduation COLUMBIA UNIVERSITY - SIPA Admissions Blog

SIPA 2013 Graduation COLUMBIA UNIVERSITY - SIPA Admissions Blog Its a very exciting time of year again. People from around the world arrive on the Columbia University campus this week to celebrate with their friends and family at Commencement. President Lee C. Bollinger will give the University Commencement address on Wednesday, May 22nd.   Each individual school will also feature a commencement speaker at their graduation ceremonies. SIPA will feature George Stephanopoulos, CC82 as the 2013 graduation speaker on Thursday, May 23.   He served as a political advisor and taught at Columbia SIPA after leaving the Clinton Administration in 1996. Today Stephanopoulos is best known as a co-anchor of Good Morning America, host of This Week with George Stephanopoulos and chief political correspondent and co-anchor of special events for the ABC network. You may watch the SIPA graduation live on Thursday starting at 10:45 am EDT.

Discrimination and Open Slot Policy - Free Essay Example

Sex Discrimination at Walmart Stephanie Etheredge Ashford University What financial impact do you think the lawsuit could potentially have on Wal-Mart? The financial impact I think the lawsuit will have on Wal Mart is hire prices in the store. With the cost of legal fees the company would have to make up the cost. This could even be away for them to lay off employees and shorten staff. What are the major moral complaints of the females suing Wal-Mart? Do you believe these moral complaints are justified? Why? I think feel the complaints are valid. If you are in a job and you see other coworkers getting hired whom are less qualified than you are then I think that the complaints are valid. If more than one complaint is being made about the company then an investigation is warranted. The complaints are justified if you apply for a position or inquire about a position and the company doesn’t give you an opportunity but then turn around and hire a male whom is less qualified than you are. That’s reason to make a concrete decision and go forward. I would have done the exact same thing. I was in a position where employees were being hired and I was kept as a temp and not offered a position. I had to be proactive and ask the manager why I wasn’t being offered the position. Yet and still be asked to train the new people that came on. The manager then transferred me to another department where I was hired. This was a good thing because that is the department that I wanted to be in. What, if anything, do you think Wal-Mart should do to correct these discrepancies? Should the company institute an affirmative action promotion program for female employees? If so, what should this program look like? I would have Wal Mart do a survey and look to see where they can improve employee participation when hiring within. There should be an open slot policy where you can hire employees who seemed to do well and recognition and reward programs are open. Affirmative action should be in place at Wal Mart to avoid discrimination Law Suits. The women should win their lawsuits. Do you think the women deserve to win their lawsuit? Any type of discrimination against employees should be investigated thoroughly be it against women, race background. Racism should not be tolerated in any work place. When women are being discriminated against if it is because you are a women that is a form of racism. When women workers are as stated† 65 percent of the hourly workers in the field and all victims reported some form of dis crimination between 1996 and 2001. (â€Å"Boatright, 2009 p. 242) REFERENCE (BARI-ELLEN) BARI-ELLEN, ROBERTS. SEX DISCRIMINATION AT WALMART.

Essay about Communication and Child - 2090 Words

CU 1530 PROMOTE COMMUNICATION IN CHILDREN’S AND YOUNG PEOPLE’S SETTINGS SHC 32 1.1 Identify the different reasons people communicate Examples of why people communicate To gain reassurance and acknowledgement – Giving a child reassurance will help them to develop. To build relationships - People communicate to make new relationships the way we speak to them at first may make them feel welcome or overlooked. To maintain relationships – Each time we talk to a child we are maintaining our relationship with them. To gain and share information – The information you receive and give will help you carry out your work effectively. To share ideas and thoughts – If you have questions, ideas and opinions about work sharing†¦show more content†¦* Phone – When the person is not available for face to face. * Sign language – It allows deaf people to communicate. * Letters – written way of sending information. * Emails – Electronic way of sending letters. * Reports – Formal way of presenting information. * Makaton – Gestures that support the spoken words. * Audio/visual recordings – Can help with understanding. * Visual images – used so parents and others can see and hear child in action. 2.4 Demonstrate how to respond to an individual’s reactions when communicating. Responding to an individual’s reaction when communicating will all depends on the situation. In my placement most of the communication will be done by verbal and touch. For example when a child is having lunch they will use symbols to show me what they want for lunch. I will allow that person to choose from 2 when she points to the 1 she wants we give it to her and I ask her if it’s a drink she want or food. She will repoint and they I will say the words and she will nod to the correct one. 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways When a child is of a different background it might be helpful if you help them settle and encourage of the way things that they can do. They might find it difficult to talk English so you can help them understand and read the language so that they find itShow MoreRelatedThe Presence Of Parent And Child Communication1259 Words   |  6 PagesThe presence of parent and child communication also matters. It is important for parents to discuss sex, love, and relationships directly with their children. 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The learning and teaching methods of citizenship PSHE education

Sample details Pages: 30 Words: 8914 Downloads: 5 Date added: 2017/06/26 Category Statistics Essay Did you like this example? This project addresses the problems that are currently being encountered with regard to the delivery of citizenship and PHSE within UK schools. To give emergent themes context an historical review of their academic treatment is presented. This is broadened by considering the United States delivery of these subjects to determine whether the UK can learn anything from the American experience. Don’t waste time! Our writers will create an original "The learning and teaching methods of citizenship PSHE education | Education Dissertation" essay for you Create order Documentary analysis and interview schedules are the research methods used to analyse secondary sources and generate primary data. A number of conclusions are drawn namely these subjects must be linked to current issues (e.g. AIDS/HIV, global citizenship etc) of the day to ensure that their content and delivery remain relevant to the needs of young people. Recommendations for a more flexible approach regarding the delivery and assessment of these subjects are made at the end of the study. 1.1 What Does Citizenship Mean? Before it is possible to critically review and evaluate th eeffectiveness of the learning and teaching methods that are used to deliver citizenship and PHSE, it is necessary to begin by analysing their rationale and curricular content. In other words what are these subjects about and what are the benefits that pupils gain by studying them? Answering this question will provide a framework within which it can be determined whethercurrent academic practices are satisfying the aims and objectives ofthese subjects. Citizenship is a concept that can have a myriad of meanings andinterpretations. There is no universally agreed definition. Models of citizenship vary from country to country. The concept is continuously contested by political parties, academics and pressure groups. Despite the many interpretations of the concept that exist, all notions of citizenship imply to a greater or lesser degree, membership of apolitical community that is internally defined by rights, duties, participation and identity. The term Active Citizenship is widely used, but again there is no single accepted definition. The phrase is open to interpretation. From an educational perspective when there is no universally accepteddefinition of a concept, it makes it extremely difficult to transform such a subject into a meaningful learning experience for young people. In other words there are no hard and fast rules which can be appliedby teachers. When a concept has a clear and universally accepteddefinition, it provides the means by which to breakdown the subject into manageable chunks of learning. Thus students become skilled and knowledgeable when applying each component to a given set of circumstances. For example, in Business Studies, if you wish to measure the financialperformance of a company, it is possible to apply a number ofuniversally accepted accounting ratios. This forms a set ofstandards, which are quantifiable and which can be applied in a constant manner to a variety of different situations over a period of time. When it is possible to apply clearly defined and universally accepted standards to a subject or a concept it becomes relativelyeasy to teach and learn. When a student understands how each component of a subject works, it isthen possible to interlink these areas and increase the complexity oflearning activities. Thus over time the student will master each stage(i.e. knowledge, comprehension, application, analysis, synthesis,evaluation) of the cognitive learning domain (Source:www.businessballs.com, Blooms Taxonomy of Learning Domains).Students will have a holistic view of the subject content and willunderstand how the constituent components interlink. Given that citizenship does not have a universally accepted definition; is it possible to develop a set of standards, which can be constantly applied? Citizenship poses serious problems for educationalists interms of its definition and delivery as a subject to young people throughout the UK. What are the statutory requirements for teaching citizenship? It is a statutory subject at key stages 3 and 4. Apartfrom the absence of an eight-level scale of achievement, it is treatedexactly the same as other foundation subjects in the National Curriculum. Schools are required to establish high standards for citizenship that are comparable with standards in other subjects (Source:www.dfes.gov.uk/citizenship). 1.2 What Are The Similarities Between Citizenship And PHSE? Both subjects are similar in their emphasis on values and attitudes,and in their concern to empower young people to act effectively andwith self-confidence. They are also similar in some of the themes they explore; such drug abuse and equal opportunities and their emphasison active learning techniques like role play and discussion. What distinguishes the two concepts are their focus and content. PHSE focuses on personal and inter-personal decision making, whilecitizenship education deals with public policy. PHSE is concernedwith students choices as private individuals, the other with their rights as citizens. For example, a typical PSHE lesson on smoking deals withlegal rights and responsibilities, whereas a citizenship lesson focuseson the cost to society exploring issues such as legislation onsmoking in public places or tobacco advertising. Thus citizenship canbe viewed as the global or societal perspective on key issues e.g.smoking etc. PHSE, on the other hand, concentrates on the needs, expectations and responsibilities of the individual. 1.3 Why Is It Necessary To Investigate The Teaching And Learning Methods Of Citizenship and PSHE? In 2004 the Qualifications and Curriculum Authority (QCA) published areport (PSHE 2002/3 annual report on curriculum and assessment, QCA,March 2004) on the delivery of PSHE within schools in England. In thesummary of key findings it was noted that in some schools, there wasconfusion about what the differences and similarities between PSHE andcitizenship. Also even when schools had allocated a significant amount of curriculum time to the delivery of their PSHE programmes, it was rare for the assessment of pupils progress and achievement to take place. Ever since the National Curriculum was launched in 1988 there have been major concerns over the time available to deliver all of the core subjects (e.g. English, Mathematics etc). The introduction of new subjects (i.e. Citizenship in September 2002) places an even greater pressure on school timetables, teaching staff and resources. The major problems may be summarised as follows: a. As explained in section 1.1 there is no universally accepted definition of citizenship. b. There is confusion over the similarities and differences between citizenship and PSHE. c. The lack of quantifiable assessment strategies makes it verydifficult to evaluate the benefits pupils gain from the delivery ofthese subjects. d. Severe timetable constraints and a lack of appropriately trainedteaching staff are hindering the effective development and delivery ofthese areas. Therefore, the objectives of this project are as follows: a. To critically evaluate and review the learning and teachingmethods which are currently being used to deliver citizenship and PSHEin order to determine whether pupils are benefiting from thesestrategies. b. To identify examples of good practice and analyse whether they can be applied elsewhere. c. To analyse how these subjects and their interrelationship willdevelop in the future and determine how learning and teaching methodswill need to change in order to satisfy the new requirements. 2.1 The Teaching of Citizenship in UK Schools A Historical Perspective The teaching of citizenship in UK schools has a long and problematicalhistory. Since the beginning of the twentieth century it has undergonea number of transformations. Up to the outbreak of the First World War,the purpose of citizenship education was to generate a sense ofnational cohesion, loyalty and obligation to the nature, as well as asense of pride in the Empire (Oliver and Heater, 1994). The secondphase of citizenship in education witnessed the rise of a more directapproach. That is, the systematic training of young people in deferenceand moral behaviour. Schools were encouraged to promote and cultivatethe simple virtues of humility, service, restraint and respect forpersonality (Ministry of Education, 1949, p.41), in their pupils. The 1960s brought a new emphasis regarding the delivery of citizenshipin schools. Notably that young people needed to become more politicallyaware and more active in their participation of social issues. A morerecent development (1990) witnessed the introduction of citizenshipinto the National Curriculum as a cross-curricular theme. Suchcross-curricular themes have suffered a chequered history and remain atthe margins of school timetables with the main thrust of deliveryconcentrating on core subjects and other academic considerations. This historical perspective of citizenship provides an insight into theproblems the subject has faced because of its poor definition andineffectual delivery. To rectify this situation a government proposalsought to establish more explicit and coherent provision in the areasof personal, social and health education and citizenship (DfEE, 1999,p. 1). The proposal aimed to introduce a framework across all keystages for personal, social and health education and citizenship.Furthermore, this development established a coherent nationalframework which gives schools flexibility to develop their ownapproaches. (DfEE, 1999, p. 13). Whilst this approach raised the profile of citizenship and sought toestablish it as an integral part of the National Curriculum, it createda number of problems. How exactly was it going to fit into a schooltimetable? As outlined earlier, in section 1.3, there have beennumerous problems with the National Curriculum, since its launch in1988. In 1999, there were yet again a number of government initiativesto reduce the prescriptive nature of the National Curriculum andprovide schools with greater flexibility. On the whole these changeslike previous initiatives only resulted in cosmetic changes. The other major problem with the new version of citizenship lay withthe delivery. Who exactly was going to teach this subject? It wasproposed that the knowledge required to teach the subject could begained from the core of an initial teacher training degree orpostgraduate certificate in education. Teachers already delivering PSHEcould acquire the knowledge and skills required to deliver citizenshipthrough continuous professional development. Having analysed the teaching of citizenship within the UK in terms ofthe current situation and from an historical perspective, it isnecessary to explore how this issue is dealt with by other countries.This will provide the opportunity to compare and contrast the UKexperience with other nations and determine whether there are anylessons to be learnt. In other words are there examples of goodpractice overseas? If so, is it transferable to schools in the UK? 2.2 The Teaching of Citizenship in the United States In the United States education for citizenship has been a longstanding goal of schools. To achieve this goal, students must learntheir civil rights and responsibilities in a free society. In 1991 JohnJ Patrick provided a review of why this was necessary and outlined howit could be achieved. Five key points, which are outlined below, formedthe basis of this review. a. The importance of teaching about the responsibilities of citizenship b. Deficiencies in learning about responsible citizenship c. How to improve learning about responsible citizenship at home d. How to improve learning about responsible citizenship at school e. Where to obtain information and materials about how to teach responsible citizenship The rationale for teaching citizenship was based upon the premise thatthe preservation of civil rights and liberties is linked to theperformance of responsibilities. Thus the responsibilities ofcitizenship such as voluntary service to the community, participationin the political system etc were essential to ensure the maintenanceof civil rights and liberties. However, reports on civic learning bythe National Assessment of Educational Progress (NAEP), indicated thatthe majority of students in the 12th grade had a very limited knowledgeof government and citizenship in the United States. Furthermore, halfof the students in the 12th grade failed to demonstrate the knowledgeneeded for responsible participation in the political system. Thus in 1991 there was a clear need to improve the learning of youngAmericans about their responsibilities as citizens in a moderndemocracy. In effect Patrick was advocating a holistic approach to theteaching of citizenship within American schools. That is, young peopleneeded to become actively involved in every aspect of American life.Consequently he provided a list of organisations where materials couldbe obtained in order to aid the delivery of this subject. For example,the American Bar Association which operated a Special Committee onYouth Education for Citizenship, the Constitutional Rights Foundation,Council for the Advancement of Citizenship, the Social ScienceEducation Consortium and so on. The approach actively promoted by Patrick failed to have the desiredeffect. In 1991 the NAEP reported poor levels of attainment amongst12th graders with regard to citizenship and its related areas. Theresults of the 1998 NAEP civics examination completed by a sample of4th, 8th and 12th grade students across the United States showed thatstudents were not proficient in the skills that enable citizens to usetheir civic knowledge. The NAEP 2001 History Report Card results alsoshowed a similar lack of proficiency. President Bush launched a number of initiatives in 2003 to improve theawareness of citizenship and associated areas among young peoplethroughout the United States. Some of these initiatives are highlightedbelow: Idea of American Essay Contest: High School juniors nationwide areinvited to submit a 1,200 word essay on the Idea of America andreceive awards. Heroes of History Lecture: An annual lecture that features anacclaimed scholar telling the story of a hero in American life. Theselectures are made available to school libraries throughout the UnitedStates. President Bush participated in Pledge Across America, a nationwidepatriotic observation that invited every school child in America toparticipate in a simultaneous pledge of allegiance at 2pm EasternDaylight Time. The pledge was observed on the 215th anniversary of theUnited States Constitution, the conclusion of the first-ever NationalCivic Participation Week, and the beginning of Constitution Week(Source: https://usinfo.state.gov/usa/edu/fs091702.htm). 2.3 What Can We Learn From The Americans With Regard To Teaching Citizenship? The analysis of the American experience raises a number ofinteresting points. Notably the American educational authorities viathe National Assessment of Educational Progress (NAEP) are activelyengaged in measuring students attainment with regard to theirknowledge and understanding of citizenship issues. As noted the resultson the whole have been poor. In the UK citizenship is taught throughoutall of the Key Stages of the National Curriculum. However, in Key Stages 1 and 2, there is no requirement for the formalassessment of pupils knowledge and understanding of citizenship issues(Source:www.dfes.gov.uk/citizenship). Progress in this subject issummarised in each pupils annual school report. In Key Stage 3, thereis an end-of-stage assessment. Whilst in Key Stage 4 there is nostatutory requirement for assessment. Three short courses are availablei.e. GCSE Citizenship Studies. The AQA (Assessment and QualificationsAlliance) version of this qualification requires students to undertakea 1.5 hour examination and complete a project. Should the UK adopt the United States assessment model? It wouldprovide the opportunity to quantify each pupils level of knowledge andunderstanding of citizenship issues throughout each Key Stage of theNational Curriculum. Such an approach would provide data which could beanalysed to determine the effectiveness of the teaching and learningstrategies that are currently deployed to deliver citizenship within UKschools. However, such a proposal would be met with stiff resistancefrom a variety of sources (i.e. teachers, parents, educationalistsetc). It is already considered in many quarters that school children inthe UK are already over assessed. Also it is interesting to note that the American model of citizenshipis radically different from the British version. The informationprovided about the American experience includes such phrases as Heroesof History. The British equivalent would mean portraying the likes ofHoratio Nelson and the Duke of Wellington as heroes. Thus theAmerican model concentrates heavily on patriotism (e.g. Pledge AcrossAmerica) and herein lays a broader issue. The United States isuniversally criticised throughout the world for being too insular, tooselfish and is not perceived as accepting its global responsibility tothe non-American citizens of the world. The American version ofcitizenship does not seem to recognise the word global. 2.4 The Future of Citizenship Beyond National Boundaries The European Union has been in existence for nearly 50 years. However,until very recently, education remained untouched by the gradualmovement towards the pan European state. Curricula development andcontent were protected by each member-state. Since the advent of theMaastricht Treaty, the EU has developed and funded a number ofeducational initiatives to promote the concept of a European superstate; largely it must be said, without success. The Commissionsattempts to Europeanise education remained largely ineffective,mostly confined to the recognition of diplomas, vocational educationand the exchange of language teaching programmes (Soysal, 2001). However, a closer look at the way Europe, nation and citizenshipare being represented in school books and curricula, particularly inthe disciplines of history and civics reveals another kind ofEuropeanisation process that is, how European identity is likely toemerge and of significance to this project how it will be taught inEuropean schools. This process is happening through highly active andinformal networks largely unmonitored by formal EU institutions.Teachers unions and associations, academics and scientific experts,advocacy groups etc are busy networking, arranging conferences etc on teaching Europe. Perhaps the most significant development in this process is thedisappearance of the nation state historical events are now retoldwithin a European perspective and a not within a nationalisticstraightjacket. National identities locate their legitimacy in deeplyrooted histories, cultures or territories. But Europe is notpast-oriented: it is future orientated. What does this mean for theteaching of citizenship in schools throughout Europe? It has long beenrecognised that these problems can only be resolved by nations actingas one. This is why the United States receives a lot of criticism, asit constantly failed to sign up to international agreements on carbonemissions etc. Thus the Europeanisation process is merely a steppingstone towards the creation of global citizenship. Learning for global citizenship is about understanding the need totackle injustice and inequality, and having the desire and ability towork effectively to do so: this is referred to as Action Competence(Jensen and Schnak, 1994). An example of a resource that provides aframework for learner-centred delivery would be Get Global! This iswhere pupils are involved in every aspect of their own educationalexperience. The Oxford Schools Catalogue contains a wide range ofmaterials published by Oxfam and others, focused on learning for GlobalCitizenship (Source:www.oxfam.org.uk/coolplanet/teachers/catalogue.htm). 2.5 A Brief History of Sex Education in UK Schools In England from the late 19th century, a number of sex educationpublications were produced, mainly aimed at helping parents toenlighten their children. The Second World War had a huge impact on thepopulation of Europe. Fresh emphasis in sex education was placed onpreventing syphilis and gonorrhoea. In the 1950s and 1960s sexeducation in schools was carried out through the descriptions of thereproductive habits of plants and animals. By the beginning of the1970s, school sex education was beginning to change significantly. Forexample, methods of contraception began to be more widely taught. The 1980s witnesses further developments in sex education. The rise offeminist-thinking led to an increase in the number of programmes thatencouraged pupils to examine the roles played by men and women. Sexeducation programmes began to have such aims as the acquisition ofskills for decision-making, communicating, personal relationships,parenting and coping strategies. HIV and AIDS became a health issue inthe UK just when sex education became a political football. A number ofsituations arose the 1985 Gillick case, which focused on whetherparents always have the right to know if their children are beingissued with contraceptives when under the age of 16 the growingstrength of the lesbian and gay movement, lead to the polarisation ofviews on sex education, among politicians at local and national level. Thus sex education, as was with citizenship, has become politicallycontroversial. Recent school sex education programmes have variedconsiderably in their aims. At one extreme (rarely found in the UK butwell-funded and widespread in the USA), abstinence education aims toensure that young people do not engage in heavy petting or sexualintercourse before marriage. At the other end of the scale, some sexeducation programmes, challenge sexist and homophobic attitudes(Source: www.open2.net/sundaysurgery/thehistoryp.html). 2.6 Summary Of The Key Factors In the UK and USA there is a realisation that young people need tobecome actively in all aspects of national life (e.g. politics, localcommunity, environment etc). However, there are major differencesbetween the two countries. The American approach towards citizenship isbased heavily on patriotism. In many respects the current Americanmodel of citizenship seems similar to the one that pertained in the UKin the early part of the 20th century. Despite Americas best effortsto increase young peoples knowledge and understanding of citizenshipconcepts, the NAEP results show no increase in student attainmentbetween 1991 and 2001. The Americans seem to be ignoring the development of citizenship beyondnational boundaries. In order to solve the worlds problems we need toact as one unified force hence we all need to embrace globalcitizenship. Sex education has moved substantially from its extremelylimited earlier forms to embrace a broader spectrum of sexual andsocial issues (e.g. AIDS/HIV, homosexuality etc). When this is comparedto the American experience, again like citizenship, there are hugedifferences in terms of objectives and content. Many American sexeducation programmes are founded on very conservative moral values. 2.7 Conclusions That Can Be Drawn From The Literature Review In Relation To The Objectives Of The Project a. To critically evaluate and review the learning andteaching methods which are currently being used to deliver citizenshipand PSHE in order to determine whether pupils are benefiting from thesestrategies. The literature review has shown that there are major problems inassessing the benefits that young people derive from these subjects.Formal assessment is broken down into two elements formative (i.e.on-course an assignment etc) and summative (i.e. end-of-the course an exam, a completed portfolio etc). In the USA the NAEP results do notshow an increase in students knowledge and understanding ofcitizenship concepts. Within the National Curriculum, citizenship andPHSE have a minimum of formal assessment requirements. However, are formal assessment methods the best way to determinewhether students are benefiting from citizenship and PHSE? The purposeof these subjects is to help young people become better adults e.g. toact and behave in a morally and socially responsible manner etc. Thusit is reasonable to argue that formal assessment methods can onlyprovide a superficial measure of a young persons knowledge andunderstanding of these concepts. What does measuring a persons abilityto recall facts actually tell us? In reality a person will gain from a well delivered citizenship andPHSE programme in the longer term. They will become a more sociallyresponsible person; they will become a more effective parent and so on.Thus teaching these subjects is in effect an act of faith we hopethat benefits will be produced in the longer term. A longitudinal studyis required i.e. one where a group of students is tracked for a numberof years. However, there are many factors involved when someone turnsout to a good parent etc. It would be extremely hard to isolate theinfluences of citizenship and PHSE from all the other issues that areinvolved e.g. family background etc. Whilst it is nigh on impossible to assess the long-term benefits peoplegain from these subjects it is possible to utilise existing learningand teaching methods to generate immediate benefits for the studentsconcerned. How this can be achieved will be analysed in the latterstages of the project. b. To identify examples of good practice and analyse whether they can be applied elsewhere. Has the literature review identify examples of good practice withregard to the teaching of citizenship and PHSE? Given the politicalcontroversy these subjects generate there can only be one answer tothis question. It depends upon your point of view determining whethersomething is an example of good practice is in the eye of the beholder.The key to progression is to establish and develop a wider audience forthe objectives you are trying to achieve. For example, the Europeanisation process demonstrates how differentorganisations, individuals etc by working together, can create forumsfor discussion and the dissemination of new ideas, materials etc. TheInternet has revolutionised how people communicate and accessinformation. This allows people and organisations to bypass nationalboundaries and work towards the creation of global citizenship. Thus if they are going to be meaningful and allow young people toconnect and become part of global citizenship the academic contentof citizenship and PHSE must reflect current developments. This meansthat learning and teaching methods must continuously evolve to ensurethat the delivery of these subjects reflects current trends anddevelopments. How this can be achieved will be explored in the latterstages of the project. c. To analyse how these subjects and theirinterrelationship will develop in the future and determine how learningand teaching methods will need to change in order to satisfy the newrequirements. A key feature of PHSE is that young people should practice safe sex.In its most literal form this simply means making sure that youngpeople have adequate access to and use of contraceptive methods. Insome quarters it would be argued that safe sex must involve moral,social and emotional responsibilities. Are these areas PHSE orcitizenship concepts? Whatever your view and political stance there isclearly an overlap between the two subjects. Future curricularinitiatives and the development of learning and teaching methods mustembrace the close interrelationship between these academic areas. 3.1 What Must The Research Methodology Achieve? In order to fulfil the requirements of the project objectives the research methodology must address the following issues: a. The analysis of the learning and teaching methods that are beingused to deliver citizenship and PHSE within UK schools in order todetermine their effectiveness. b. The critical evaluation of the assessment strategies that are used to measure pupil attainment within these subjects. c. An evaluation of how learning, teaching and assessment strategiesmust develop to ensure that citizenship and PHSE remain relevant to theneeds of young people. The National Curriculum was introduced in 1988 in order to develop acomprehensive approach to the delivery and development of educationwithin the UK. A number of government departments and agencies areresponsible for managing the content, development, delivery andeffectiveness of the education system. The research methodology mustinvestigate the work of these government departments and agencies inrelation to citizenship and PHSE. This is necessary in order to addressthe issues outlined above. How will this be achieved? The work of three different bodies must be investigated. These are as follows: a. The Department for Education and Skills (DfES) was establishedwith the purpose of creating opportunity, realising potential andachieving excellent for all. The Qualifications Curriculum Authority(QCA) is a non-departmental public body, sponsored by the DfES. It isresponsible for maintaining and developing the National Curriculum andassociated assessments, tests and examinations; and accredits andmonitors qualifications in colleges and at work. It is thisorganisation which is responsible for managing and developing thecurricular content of citizenship and PHSE and providing guidance onlearning and teaching methods. b. The Office for Educational Standards (OFSTED) is the inspectoratefor children and learners in England. Its main responsibility is tocontribute to the provision of better education and care. This isachieved through a comprehensive system of inspection and regulationcovering childcare, schools, colleges, childrens services, teachertraining and youth work. Thus it inspects and evaluates the teaching ofcitizenship and PHSE throughout England. c. The practitioners (i.e. the school managers, teachers, supportworkers etc) are responsible for delivering the curricular content ofcitizenship and PHSE in accordance with the standards and methodsstated and disseminated by the DfES and the QCA. 3.2 What Methods Will The Research Methodology Use? Secondary research is the investigation of data sources which alreadyexist. The main advantage of using such sources is that they arereadily available and can be utilised to develop knowledge andunderstanding of a given situation. Primary research entails generatinginformation, which did not previously exist. This is necessary whensecondary data sources do not fulfil the information requirements of aresearch project. In order to investigate the work of the DfES, QCA and OFSTED, it is notnecessary to conduct primary research. This is because of two reasons.One, the government wants the work of these bodies to be transparentand within the public domain. Two, easily accessible secondary datasources will be sufficient to facilitate the objectives of thisproject. As stated, the websites for the DfES, QCA and OFSTED provideaccess to numerous reports and information on all aspects of theiroperations. Therefore, the research method that will be used to analysethis data is documentary analysis. In effect this involves analysingreports and relating the findings to the project objectives. However, in any given project or area of research different opinionswill prevail. If you like DfES, QCA and OFSTED represent thegovernments views. What does everybody else think? The practitioners as listed above are at the sharp end of the business i.e.delivering the courses to the pupils. Their experiences, views andopinions are important if the effectiveness of citizenship and PHSE astaught subjects is going to improve. Too often in education thepractitioners are the last group of people to be consulted regardingthe development of courses, new initiatives etc. Thus given thisgroups importance their views and opinions re the development anddelivery of these subject areas will be gathered by conducting primaryresearch. How will this be achieved? Since the intention of this research is toelucidate the learning as well as the teaching methods of PHSE andcitizenship education, the starting point of this research isqualitative. It can be stated that the methodological basis consists oftwo parts. One part comprises of the techniques that are used to gatherempirical material. This was achieved by the author of this projectarranging and conducting interviews with the following people: Teachers, Postgraduate trainee teachers Learning support assistants Outside agency professionals (such as the police force, NHS Trust, Borough Council and fire service) The interview schedule was based upon the six questions listed below: Citizenship Report 1. Should PSHE and citizenship education be taught in schools as a combined subject or as individual subjects? 2. Who should teach the subject, for example, a teacher or another professional i.e. policeman or firewoman? 3. Should citizenship and PHSE be classroom based? 4. Are there any advantages or disadvantages between a teacher thatteaches citizenship and PHSE, rather than a professional from anoutside agency? 5. How is it monitored that a child has understood the subject content of citizenship / PHSE? 6. How much input into the citizenship / PHSE does the child have? The second part of the methodological basis consists of the method thatis used to analyse the empirical material. This material was collectedduring school lunchtimes, some appointments were arranged before andafter school. Other outside agencies were approached via the steeringcommittee of the Wordsworth Junior Citizenship Project. A total of 15people participated in the study, 9 were teachers and 6 were fromoutside agencies. The head teachers as well as the coordinator of theWJCP were informed of the study orally and in writing, theirinvolvement in the study was voluntary. Why use an interview schedule? Why not use questionnaires? The lattermethod of collecting primary data has a major advantage in that it isnot necessary for the researcher to actually be in the presence of thepeople participating in the survey when they complete thequestionnaire. Such an approach is appropriate when a large number ofrespondents are required to provide primary data. However, as thenumber of respondents for this project was only 15 it was moreapplicable to the nature of the areas under review to use an interviewschedule. The initial reply to a question could be explored further byasking supplementary questions. This allowed the researcher to gain amore detailed insight into how the respondents viewed the delivery ofcitizenship and PHSE. 3.3 Implementing The Research Methodology The websites for the DfES, QCA and OFSTED are as follows: www.dfes.gov.uk www.qca.org.uk www.ofsted.gov.uk The DfES website provides extensive information about every subjectwithin the National Curriculum. The section relating to citizenship isbroken down into three main sections teachers / pupils / parents andgovernors. Each of these sections is subdivided into sub-headings. Forexample, the teacher section is divided into the sub-headings listedbelow: What is citizenship? Whole school issues? Curriculum Post-16 Issues for discussion Teaching resources Training and development Assessment Recognising achievement Ofsted Case Studies Each of these sub-headings provides access to an extensive amount ofinformation. Investigation of the section for PHSE revealed a similartype of structure, again adequately provisioned in terms of resourcesfor teachers, pupils, parents and governors. Investigation of the DfESwebsite reveals that schools are provided with an extensive range ofadvice and guidance about how learning and teaching methods can bedeveloped in order to ensure the effective delivery of citizenship andPHSE. Given that there is adequate access to learning and teaching resourcesthrough the DfES website, the next stage of the research processinvolves investigating how the effectiveness of learning and teachingmethods used to deliver citizenship and PHSE are measured. Thisinvolves analysing the content of the OFSTED website. Again theinformation on this website is extensive. The information that is mostrelevant to this project is the breakdown of how OFSTED conducts schoolinspections. Why do we have school inspections? Inspection reports provide anindependent and external evaluation of the quality and standards ofeducation and whether pupils are achieving as much as they can. Theyalso provide a measure of accountability and should promote theimprovement of the school. In other words inspection reports provide aquality assurance framework which allows the effectiveness of learningproviders to be analysed and critically evaluated. Each inspection is based upon the following framework: Description of the school Overall effectiveness of the school o Effectiveness and efficiency of boarding provision o What the school should do to improve further Achievements and standards o Personal development and well-being Quality of provision o Teaching and learning o Curriculum and other activities o Care, guidance and support Leadership and management The extent to which schools enable learners to be healthy The extent to which providers ensure that they stay safe The extent to which learners make a positive contribution (Source: www.ofsted.gov.uk/howwework/index.cfm) Schools are graded on a scale of 1 to 4 where 1 = outstanding and 4 =inadequate. Depending upon the grade a school receives OFSTED canrequire a school to take remedial action in order to improve itsperformance. For example, schools require Special Measures when theyare failing to give learners an acceptable standard of education, andwhen the people responsible for leading, managing or governing theschool are not demonstrating the capacity to secure the necessaryimprovement. Notice to Improve is another category of measures OFSTED can imposeupon a school. A school which is currently failing to provide anacceptable standard of education, but has demonstrated the capacity toimprove, will be in this category. Schools that require significantimprovement receive a notice to improve. As explained earlier, thereports produced by OFSTED are in the public domain and can be accessedfrom its website. OFSTED provides inspection reports on all types of learning providers ranging from nursery and primary school provision through to adulteducation. Whilst this is of interest and indicates the extensivequality assurance standards learning providers have to comply with ofgreater relevance study is the fact that OFSTED provides subjectreports on an annual basis. For example, in November 2002 it publishedthe following report PHSE and Citizenship in Primary Schools itprovided a review of the main issues affecting the delivery of thesesubjects. These reports are in effect work-in-progress reports. These reports provide the information that is required to facilitatethe objectives of this project. However, the documentary analysisrevealed that the information contained in these reports is toodetailed. As they concentrate on one specific section of theeducational system e.g. primary schools etc. What this project requiresis a more holistic view of each subject as delivered by all learningproviders covering the range from primary schools to secondaryschools. The QCA website was the last one to be investigated. Again an extensiveamount of information about citizenship and PHSE is freely accessible.However, QCA provides reports which cover the effectiveness of alllearning providers delivering citizenship and PHSE. In effect they drawupon the information provided by OFSTED reports (and also use othersources) and provide a holistic view of the current status of anacademic subject as taught in schools in the UK. The reports detailed below were identified as the most relevant to the needs of this study. QCA Citizenship 2004/5 annual report on curriculum and assessment December 2005 QCA PHSE 2004/5 annual report on curriculum and assessment December 2005 Subsequently the information contained in these reports was subjectedto documentary analysis. That is, it was analysed, filtered andsummarised. This was done in order to achieve the objectives of theproject. The result of this work is presented in section 4 of thereport i.e. ANALYSIS AND EVALUATION. 1. Should PSHE and citizenship education be taught in schools as a combined subject or as individual subjects? Of the 15 respondents 9 of them considered that it would be moreeffective if the 2 subjects were combined. 4 people thought that theseareas should remain as separate subjects. The remaining 2 thought thatwhere appropriate the 2 subjects should be combined. 2. Who should teach the subject, for example, a teacher or another professional i.e. policeman or firewoman? This question produced a variety of responses. In the main it wasrecognised that the teacher should be primarily responsible fordelivering these subjects. However, it was also noted that whereappropriate a professional could help to make the issue beinginvestigated more interesting and relevant to the pupils. In essence,it was considered that hard and certain rules should be applied, aboutwho delivers citizenship and PHSE. Flexibility should be maintained toallow pupils to take full advantage of learning opportunities as andwhen they arose. 3. Should citizenship and PHSE be classroom based? The answers generated by this question seemed largely dictated by theteaching experiences of the respondents. The classroom was a popularplace for delivering the core principles of these subjects. Again itwas recognised that certain facets of these subjects were better suitedto delivery outside of the classroom. For example, parenting issueswould be more relevant if visits to crches could be organised. Thiswould help to enhance and develop the learning experience of thepupils. 4. Are there any advantages or disadvantages between a teacher thatteaches citizenship and PHSE, rather than a professional from anoutside agency? From the responses to this question it is possible to identifyrecurring themes. Notably it is recognised that it is the teacher thathas the long-term relationship with the pupils. The teacher can use hisor her experience and knowledge of the pupils to plan the delivery ofcitizenship and PHSE to ensure that their needs and expectations aresatisfied. When feasible (given time and financial constraints) thehelp of professionals should be enlisted. This can be achieved in anumber of ways i.e. school visits by the professionals, school visitsto different establishments e.g. care homes etc. Such activities allhelp to put citizenship and PHSE issues into context and help toincrease the learning and knowledge of the pupils. 5. How is it monitored that a child has understood the subject content of citizenship / PHSE? This question produced a wide variety of answers, largely based uponthe teaching experience and knowledge of each respondent. A variety oftechniques (e.g. observation, record cards, group work, worksheets,role play, score cards etc) were used to record the knowledge achievedby each pupil. Essential to developing the awareness and understandingof citizenship and PHSE issues amongst pupils is the need to use avariety of stimulating learning and teaching methods. 6. How much input into the citizenship / PHSE does the child have? Again this question produced a variety of answers. It is recognised bythe respondents, that for citizenship and PHSE concepts and issues tohave meaning for the pupils, there needs to be interaction. Thesesubjects cannot be delivered in a theoretical manner. In many of thesituations described by the respondents, the pupils did not dictate thecontent of the lessons. However, they were provided with theopportunity on occasion to determine how issues should be dealt withe.g. through role play etc. Overall the researcher was pleased with the information provided by therespondents and would like to thank them for their contribution to theresearch project. The information collected helped to facilitate thesuccessful completion of the final report. 4.1 Analysis and Evaluation of the QCA Citizenship 2004/5 annual report on curriculum and assessment December 2005 In the Literature Review, section 2.1, it was identified thatteaching of citizenship in UK schools, in a variety of guises, hadalways proved to be problematic. The citizenship concept and itsdefinition is still a matter of concern. This issue was highlighted inthe above report regarding its delivery at Key Stages 1 and 2. Putsimply citizenship in many schools is not sufficiently distinguishablefrom PHSE. Part of this problem arises from the specification of thetwo subjects as contained within national standards. There are manyareas where the two subjects overlap. Appreciably this can happen withquite a number of subjects (e.g. Economics and Business Studies).However, with citizenship and PHSE, the problem of the overlap iscompounded by the lack of specified skills in the current framework.This makes assessing and monitoring pupil progress and achievement moredifficult. A number of primary practitioners have expressed a view that thereshould be a separate programme of study for citizenship at Key Stages 1and 2. This approach would generate a number of benefits. For example,it would raise the status of the subject of citizenship in primaryschools. This would also help to clarify how citizenship is differentand distinct from PHSE. It would help to improve quality by ensuringthat progress in citizenship can be assessed and reported. This insightinto the views of people responsible for delivering citizenship isrevealing and it returns us to an earlier theme. In section 3.2 it wasstated that educational developments often ignore the views of staff atthe sharp end of the business. Too often in education, the development of new subjects, changes inassessment methods etc, are introduced by theorists or put more simplypeople who have forgotten how to teach. The history of education islittered with failed initiatives and so on. This happens because inmany respects all of the relevant issues and the views of all theinterested stakeholders are not taken into consideration. This isevident with regard to the development and delivery of citizenship. Asstated, in section 1.1, this question was asked What does citizenshipmean? Well it depends upon what you want to achieve. However, it isevident that the teaching of this subject is hampered by a lack ofconcise and definable standards, which means that there are no hardand fast rules. As this information contained in the QCA report,alludes to, there are major problems with the definition of the subjectand the standards which are used to assess pupil progress. This is further evidenced by the summary provided in the reportregarding the current state of citizenship as taught at Key Stages 3and 4. Problems of definition and discernable standards remain. Alsothe question of who teaches citizenship is also causing complications.Some schools use discrete teaching whilst others deliver citizenshipthrough other subjects. The application of documentary analysis to thisQCA report has identified a number of problems that link directly tothemes that were established in the earlier sections of this projecte.g. issues concerning definition of citizenship, content and delivery.However, contained within the report there were some very good examplesthroughout all of the key stages of how citizenship has been deliveredin a very effective way and is producing major benefits for the pupilsconcerned. Thus if this was an end-of-year school report for a child, it would bea mixed bag. OFSTED inspections identify poor teaching practice andother failings that occur throughout the education system. However,many of the problems that associated with the teaching of citizenshipare concerned with the definition of the concept, its overlap withPHSE, how it is taught and who teaches it. On the positive side thereare many good examples of schools being proactive and developing a veryeffective learning programme, which has produced numerous benefits fortheir pupils. In the final section (5. Conclusion andRecommendations) of the report, recommendations for developing acoherent strategy for the delivery and assessment of citizenship willbe outlined. 4.2 Analysis and Evaluation of the QCA PHSE 2004/5 annual report on curriculum and assessment December 2005 In section 2.3 the possibility of adopting the American model forassessing pupils progress was rejected on the grounds that it wasbased on the ability to recite facts. The purpose of PHSE is toinfluence minds, attitudes and how young people behave. This theme wasfurther developed in section 2.7 where it was stated that the long-termgoal of citizenship and PHSE must be developing young people intosocially responsible citizens. Is it working? The above reporthighlights a number of very interesting issues. It states that there isa need to place personal development at the heart of the curriculum.Why? Many aspects of PSHE have become focused within the minds of thegeneral public and have initiated a national debate. The campaign ledby Jamie Oliver has raised great concern over the unhealthy state ofschool meals. This has led to the Government changing its policy andproviding more money per pupil per meal and the drive to remove junkfood from schools. The teenage pregnancy rate in the UK remains thehighest in Europe there is a growing awareness for emotionalliteracy, with national initiatives focusing on the social andemotional aspects of learning in the primary phase and social,emotional behavioural skills in secondary schools. From the information presented above, it can be seen that young peopleare faced with a variety of issues, which have major implications fortheir quality of life and future expectations. To address these issuesand help young people to become socially and emotional responsiblecitizens, the content and delivery of PHSE must be give greateremphasis. Consequently in the subject and teaching communities thereare calls to consider making the delivery of the PHSE frameworks astatutory requirement. Previous monitoring investigations have revealed that teachers andpupils have lower expectations for what could be achieved in PHSE thanin other subjects and that assessment is underdeveloped. In response,QCA has developed a number of materials to support planning, recordingand assessment. However, the issues (e.g. teenage pregnancies etc) thathave been highlighted, there is a need to beef up PHSE and raise itsprofile and delivery throughout all Key Stages of the NationalCurriculum. How this can be achieved will be explored in section 5 ofthis report. 4.3 Analysis and Evaluation of The Interviews With the Practitioners. The interviews that were conducted produced a mixture of results,primarily based upon the teaching or professional experience of thepeople involved. Certain themes did emerge. For example, theinteraction between school and outside agencies has an important partto play in ensuring that the delivery of citizenship and PHSE remainrelevant to the needs of pupils of all ages. There cannot be aprescriptive approach with regard to determining what the most learningand teaching methods are. The educational authorities (DfES, OFSTED andQCA) need to encourage the notion of most effective practice given thecontext of the educational and local school setting. In other wordsgreater flexibility in developing the content and delivery ofcitizenship and PHSE must be encouraged. On reflection the feedback from the interviews concentrates almostexclusively on operational issues i.e. who should teach these subjects,should they be classroom based etc. On reflection it would have beenbeneficial to ask questions which raised questions about the strategicimplications of these subjects. For example, what benefits shouldpupils gain from studying these subjects? How can the content anddelivery be developed in order to meet the many emotional, social andmoral issues which confront young people today? Some of these factorswere alluded to during the interviews with the respondents. Herein lieswith the problem with educational issues too often it becomes tooeasy to become bogged down in operational details as with most thingsin life if you want to solve a problem you must begin by looking atthe bigger picture. Thus what is purpose of teaching citizenship andPHSE? 5.1 Conclusions The information produced from sections 4.1 and 4.3, in many respectslinks to the themes and issues that were raised in section 2 (i.e. theliterature review). Notably there are major problems with defining theconcept of citizenship, the nature of its relationship with PHSE, howit should be assessed and it should be delivered. As section 4.2 hasrevealed, the delivery of sex education and related areas, has moved ondramatically. However, its delivery in its current form (i.e. PHSE),needs to reviewed and modified to meet modern challenges (e.g. teenagepregnancies, obesity etc). In effect the issues and factors revealed in section 4 have raised thedebate beyond the stated objectives of this project. That is, thelearning and teaching methods used to deliver citizenship and PHSE. Youmust begin by stating exactly what you are trying to achieve throughthese academic formats. In order to complete this process successfully all of the relevant stakeholders must be involved. When this hasbeen done then and only then, can the objectives of this project beaddressed. 5.2 Recommendations There must a national debate about what citizenship and PHSE should beabout and what benefits young people should gain by studying thesesubjects. All of the relevant stakeholders i.e. DfES, QCA, OFSTED,teachers, NSPCC, other charities concerned with the welfare of youngpeople, parenting groups etc need to be involved. This process wouldprovide the following: Clear, concise and meaningful definitions of these subjects andtheir curricular content (this would be linked to major issues of theday e.g. global warming, political issues, AIDS/HIV etc) A statement of the benefits pupils should achieve by studyingthese subjects (this would cover all four Key Stages in the NationalCurriculum) As this project has revealed the definition of these subjects is opento interpretation. Therefore, the definitions and content would have tobe reviewed on a periodic basis. This happens anyway with all academicsubjects and qualifications. However, it would be important to retainthe influence of the stakeholders as listed above. This would help tokeep these subjects within the mind of the general public. Given the overlap between these subjects and the confusion thiscan cause, it may be simpler in the long-term to combine them in orderto form one academic subject. Appreciably this would mean a large amount of content to get through.This would not resolve the current timetabling problems that have beenhighlighted in this report. Thus the new academic subject would be broken down into a numberof core and optional units. Common themes would be established (e.g.How To Be A Responsible Citizen) and would be presented throughout allKey Stages of the National Curriculum. Schools would be required to deliver the core units (statutoryrequirement) but if they wanted to build a more substantial programmethey could add optional units. This would allow learning providers to mix and match units to suittheir individual needs. This would avoid the problem of aprescriptive approach being dictated by a centralised governmentbody. A flexible assessment framework would be created. This wouldprovide pupils with the opportunity to gain accreditation for theirwork in a number of ways e.g. through academic study, a school project(e.g. recycling household waste), volunteer work, work experience andso on. This in itself would broaden the appeal of the subject to moreschool pupils. It could be possible to create a Citizenship Awards Programmesimilar to the Duke of Edinburghs Award. This would mean that othergroups and organisations e.g. the YMCA etc could become involved indelivering this new combined programme of study. Citizenship Awardscould also be delivered by youth and community providers. The delivery of the new award would also be flexible and theoptimum combination of teachers and other professional staff would beemployed to suit the local conditions. The above recommendations would address the weaknesses that have beenidentified and analysed in this project e.g. the lack of definition,timetabling problems etc. By developing a more flexible delivery andassessment framework, learning providers would be provided with muchmore choice on how they delivered the core units and optional units, ifso required. Thus it naturally follows that schools would make maximumuse of those learning and teaching methods, which best suited theirneeds and which generated the greatest number of benefits for theirpupils. Joseph Rowntree Reform Trust Project (2005) Democracy through Citizenship Institute for Citizenship www.businessballs.com Blooms Taxonomy of Learning Domains www.dfes.gov.uk/citizenship Section 3: Citizenship in Secondary Schools QCA (March 2004) PHSE 2002/3 annual report on curriculum and assessment. Dean Garrett Manchester Metropolitan University (2000) DemocraticCitizenship in the Curriculum: some problems and possibilities Pedagogy, Culture and Society, Volume 8, Number 3. Oliver, D. Heater, D. (1994) The Foundation of Citizenship Hemel Hampstead: Harvester Wheatsheaf. Rees, A. M. (1996) T. H. Marshall and the Progress of Citizenship, inM. Bulmer A. M. Rees (Eds) Citizenship Today the contemporaryrelevance of T.H. Marshall London: UCL Press. Ministry of Education (1949) Citizens Growing Up London: HMSO. DfEE (1999) The Review of the National Curriculum in England the Secretary of States proposals London: QCA. Patrick, John J (1991) Teaching the Responsibilities of Citizenship ERIC Clearinghouse for Social Studies/Social Science EducationBloomington IN www.ericdigests.org/pre-921-teaching.htm U.S. Department of State (17 Sept 2002) Fact Sheet on Teaching AmericanHistory and Civic Education www.usinfo.state.gov/usa/edu/fs091702.htm Soysal, Y (2001) Teaching Europe www.openDemocracy.net Briefing Paper for Trainee Teachers Of Citizenship Education (2004) Global Citizenship www.citized.info Oxford Schools Catalogue Global Citizenship www.oxfam.org.uk/coolplanet/teachers/catalogue.htm Onelife Sunday Surgery A Brief History of Sex Education www.open2.net/sundaysurgery/thehistoryp.html OFSTED (February 2005) Citizenship in secondary schools: evidence from Ofsted inspections (2003/04) OFSTED (November 2002) PHSE and Citizenship in primary schools: evidence from Ofsted inspections (2001/02) QCA (December 2005) Citizenship 2004/5 annual report on curriculum and assessment QCA (December 2005) PHSE 2004/5 annual report on curriculum and assessment OFSTED How we inspect state schools? www.ofsted.gov.uk/howwework/index.cfm