Policy contribution part 3 (final) Assignment Example | Topics and Well Written Essays - 2500 words

Policy contribution part 3 (final) - Assignment Example owever, these policies are all based on the premise that immigrants have a generalized negative effect on the systems in the country, whereby the common belief is that unless someone has a certain level of education, skills or other features, he or she should be denied entry into the country (Bush and McLarty, 2009). Without the specified criteria, the country believes that these people have an overall negative effect on the country and its people including security, economy, culture, politics, and other aspects of modern-day society (McWhirter, 2006). Implementing policy depends on many factors including their effect on the people and the aim of policy makers in implementing the policy. In this case, the immigration policy had the aims of reducing the influx of immigrants into the country, and ensuring that those who gain access into the country are the most productive of all the candidates (Givens, Freeman and Leal, 2009). Consequently, the needs of the country have to be considered, together with the welfare of citizens and immigrants. This ensures that the policy that is passed is the best for everyone, such that citizens will not be at a disadvantage due to the proliferation of the number of immigrants into the country. On the other hand, the policy should be humane enough not to deny immigrants entry into the country of their dreams if they deserve it. In order to achieve an all-encompassing policy, extensive consultations must be held among all stakeholders during the planning and implementation process (Balloch, 2005). In addition, consultations must be held to identify areas of weakness in the policy, or changes that have occurred in the country that would necessitate a change in policy. Therefore, the process of implementing policy is continuous, whereby there is a feedback mechanism, and policies are always in the process of being amended and the amendments are always being implemented (Koulish, 2009). This study uses the Jansson’s approach to policy

Sales Operations & Management Assignment Example | Topics and Well Written Essays - 250 words

Sales Operations & Management - Assignment Example Sales manager can assist the sales people to overcome rejection by teaching them to rejoice in nos since if they occur at the beginning of a transaction they save on time that would have been spent on the prospect client. Communicating with individual sales people enables the manager to understand them making it easy to motivate and inspire them individually. The managers should also couch their sales representative to ensure they are well equipped before they embark on their duties (Vaynerchuk, 2013). EMAIL mail marketing is an effective marketing strategy. Giving of email address to prospective customers is a lower barrier and it provides an opportunity to interact with the customers. It is important for a company to create a list of emails since this enables the creation of a relationship with the customers; this may result to continued sales. If well used, emails will help in building a business (Kottler & Keller,

The research approaches adopted and methodology

The research approaches adopted and methodology The aims of this paper are evaluate the research approaches adopted and methodology used in assigned research reports. Moreover, reflect and point out the strengths and weaknesses of reports. Social research is a scientific study of society and it purposes are exploring, describing or explaining the social phenomena. Thus, there are major methodological approaches which are quantitative approach and qualitative approach. Firstly, according to Alan Bryman (2008), the quantitative research can be construed as a research strategy which emphasis the quantification in collection and analysis data and involves a deductive approach to the relationship between theory and research which the accent is placed on the theories testing. Moreover, it has incorporated the practices and norms of the natural scientific model and of positivism in particular and there is an external, objective, social reality (or entity).Objective reality exists beyond the human mind (researcher). Secondly, qualitative research can be construed as a research strategy which emphasis in the words in collection and analysis data and involves an inductive approach to the relationship between the theory and the research which emphasis is placed the generation of theories. Thus, it has rejected the practice and norms of the natural scientific model and emphasis on individuals interpret the social world. There is no absolute external, objective, social reality (or entity) which is constituted by how the human mind (researcher) perceives, thinks, interprets or experiences about it. Furthermore, the most common methodologies within the social research include experiments, survey, in-depth Interview, participant observation Part 1 Youth-this research aims to investigate the factors conductive to the success of young people growing up in low-income families and exam the factors that help them to their lives from failure, poverty and social exclusion. It also identifies a range of indicators and necessary conditions for the positive development of them. Thus, evaluate the way which the functions of service participation, friendship networks and various family factors support them in different areas. Youth-the research focus on the effects of service participation, friendship networks, and family support on developmental outcomes in a study of young people from low-income families in Hong Kong. In this research, there are three research hypotheses as follow, firstly, a young person who has received vocational training, services provided by social workers or other helping professionals will have greater opportunity for positive development despite his/her deprived family background. Secondly, a young person who has better friendship networks will have a greater opportunity for positive development despite his/her deprived family. Lastly, a young person with better family support will have a greater opportunity for positive development despite his/her deprived family background. Youth-In this research report, it used the survey research. According to Earl Babbie (2008), the survey research is the popular social research method which is the administration of questionnaires to a sample of respondents selected from some population and it is appropriate for making descriptive studies of larger population. Thus, the questionnaires can be administered through the self-administered questionnaires, face-to-face interviews or telephone surveys. For this report, the research used the quantitative survey of 405 young people recruited from the schools and integrated youth service centres in Hong Kong. Furthermore, as the researcher investigates the factors based on the youth development indicators which are according to the scholars, therefore, this research study used the deductive analysis which is a form of reasoning in conclusions are formulated about particulars from general or universal premises. Youth-In this report, researcher used the survey as the tool in social research. According to Babbie (2008), the survey includes a question which is either open-ended or close-ended and employs an oral or written method for asking these questions. The goal of a survey is to gain information from the selected group and the result is used to investigate the social phenomena. Thus, in this report, a quantitative survey of 405 young people from the low-income families was conducted to explore the factors relevant to their development and success. Also, the respondents were between 17 to 21 years old -the critical age range from teenage transit to young adulthood. Therefore, the result can investigate the factors conductive to the success of young people growing up in low-income families and exam the factors that help them to their lives from failure, poverty and social exclusion Youth-In the findings of research report, over a half of the respondents were female, their average age is 18.33 years and around 55% are completed senior secondary education and 36% has matriculation qualification. Also, most of the respondents are students at the time of the data collection. For the family background of respondents, most of their parents are low educated and employed, living in public housing and low-income. Thus, the result showed that receipt of social work service has positive effects on academic achievement, work performance and mental health. In Addition, the data demonstrated that the size of friendship networks had a significant positive impact on work performance and showed that having more friends with better educational achievement, high employee status and positive social experience contributed to pro-social behaviour. Finally, it evaluated the prediction of youth development resulting from various factor that parents material status had significant posi tive effect on respond ents financial adequacy and their social behaviour. Part 2 Youth-In this report, it is used the quantitative approach as the research methodology and used the survey as the tool in the research. As the researcher set the quantitative survey and hypothesis for given topic, the answer of respondents should be present in numerical. Therefore, in quantitative approach, the data collection is easier to summaries, analysis and measurable because the answer for respondent converting to numerical format. However, there is some weakness of quantitative approach. Firstly, since the respondents recruited from the school and integrated youth centers, some of the youth may not be counter as the respondents (e.g. Hikikomori).it implies that the survey research represents the least minimally appropriate to all respondent and it is often appear superficial in coverage of complex topic. Secondly, the validity of quantitative research is heavily rely on the sampling because most of the quantitative research used survey as the tool, in this report, researcher only recruited 405 youth people as the respondents for investigate the factors conductive to the success of young people growing up in low-income families and exam the factors that help them to their lives from failure, poverty and social exclusion, compare to the large population of the youth group, the result cannot be representing for the group. Moreover, the quantitative research is inflexibility caused the study design is standardized, it would be unaware the new variables importance. As the researcher focus the study on testing the hypothesis and indicate the several factor, the research should be neglect the other factors which related to the positive development of the youth. Part 3 Youth-The study just mentioned the respondents are recruited from 13 secondary school and 18 integrated school located in different districts, however, It has blurred to explain the method for sampling the agency for data collection. Moreover, the definition of the factors of service participation and social capital are undefined. For example, there is no illustration of the positive social experiences in the friendship network, the term seems to be obscure .Also, since the research has targeted the respondents between 17-21 years old which is the critical age range in the transitioj to young adulthood,and the time that is chart Reference Babbie, Earl R. (2007), The practice of social research, 11th ed. Belmont, CA: Thomson Wadsworth Crotty Michael (1998), The foundations of social research: meaning and perspective in research process, London: Sage Publications Bryman Alan (2008), Social research methods, New York: Oxford University Inc

Opposing Viewpoints Essay Essay

Everyone has their own opinion. The person sitting next to you can have an entirely different outlook on something you do. Having different opinions is what makes for interesting arguments. Especially an author and a critic†¦ like Steven Johnson and Dana Stevens. In the article â€Å"Watching TV Makes You Smarter†, Steven Johnson believes that TV does make you smarter, while in her article â€Å"Thinking Outside the Idiot Box† Dana Stevens completely disagrees and critiques his article. The two have opposing views on the topic. Both these writers use different examples of ethos, pathos, and logos in their articles to back up their opinion and make for an interesting argument. In my opinion, Dana Stevens overall did a better job at using ethos, pathos, and logos to back up her argument. â€Å"From the vantage point of someone who watches a hell of a lot of TV (but still far less than the average American), the medium seems neither like a brain-liquefying poison nor a salutary tonic† (Stevens, 2012, p. 298). This quote is what Steven really tries to prove the whole article and back up with her arguments. Ethos has to do with credibility and trustworthiness. It is usually conveyed through the tone, and the writer’s reputation. This technique is used to make people seem credible and someone whom we respect. Dana Stevens uses ethos very well when trying to make her argument in â€Å"Thinking outside the idiot box.† Stevens starts off with informing the audience that she has a Ph.D in comparative literature from the University of California at Berkeley. If the author has earned her a Ph.D in comparative literature that gives her credibility because she has had to go through a lot of years of schooling and she has a lot of writing experience by now after getting a job in the field. â€Å"Dana Stevens is Slate’s movie critic and has also written for the New York Times, Bookforum, and the Atlantic† (Stevens, 2012, p. 295) is just another example of how experienced  Dana Stevens has a lot of experience with her work and knows what she is talking about. Steven Johnson used ethos the best in his argument. In the beginning he is introduced as: â€Å"Steven Johnson is the author of seven books, among them Everything Bad Is Good For You: How Today’s Popular Culture Is Actually Making Us Smarter (2005) and Where Good Ideas Come From: The Natural History of Innovation (2010). Johnson is also a contributing editor for Wired, writers a monthly column for Discover, and teachers journalism at New York University.† (Johnson, 2012, p. 277) He is the author of seven other books and list them all. It then goes on to say Johnson is a contributing editor for Wired, he writers a monthly column for Discover, and teachers journalism at New York University. All of these things about Johnson give him a lot of credibility to begin with. Pathos has to do with appealing to your audiences emotion. Using imaginative impact, and stories can convince your audience of your argument by creating an emotional response. Tone is also a huge part of pathos, the way you state your argument can have a impact on their opinion. Dana Stevens wants to expose Steven Johnsons article and she does so by using pathos to get to the audiences emotions. At some points Stevens even makes fun of Johnson when she says â€Å" Johnson’s claim for television as a tool for brain enhancement seems deeply, hilariously bogus.† (Stevens, 2012, p. 297) This statement impacts the audiences emotions by making the reader feel kind of dumb if they actually agreed with Johnson that television makes you smarter, dumb enough that it would be hilarious if they were to actually believe that. She also makes a point when she says â€Å"he breezily dismisses recent controversies about the program’s representation of Muslim terrorists or it implicit endorsement of torture, preferring to concentrate on how the show’s formal structure teaches us to â€Å"pay attention, make inferences, track shifting social relationships.† (296) The mention of endorsement of torture usually makes people feel very disgusted and upset because of their morals. In the beginning Stevens (2012) basically says to the audience that anyone who agrees with Johnsons argument that TV makes you smarter are like â€Å"rats in a behaviorists maze.† (Stevens, 2012, 295) This creates a negative  emotion towards Johnsons argument, no one wants to be thought of as rat in an experiment being fooled. Steven Johnson uses pathos to get in touch with the audiences feelings by using TV shows that go against any normal persons morals. He used shows that brought up a lot of public controversies. â€Å"Over the preceding weeks, a number of public controversies had erupted around 24, mostly focused on its portrait of Muslim terrorists and its penchant for torture scenes. The episode that was shown on the twenty-fourth only fanned the flames higher: in one scene, a terrorist enlists a hit man to kill his child for not fully supporting the jihadist cause; in another scene, the secretary of defense authorizes the torture of his son to uncover evidence of a terrorist plot.† (Stevens, 2012, p. 278) Of course a statement like this will get peoples attention firstly. It will also really get people into their emotions too. The one sentence about the scene when a terrorist enlists a hit man to kill his child for no fully supporting jihadist cause will catch anyone’s attention even if you don’t really pay any mind to the subject. Something that is out of the norm like that will also get into peoples emotions. The other scene brought up about the secretary of defense authorizing the torture of his son to uncover evidence of a terrorist plot would take anyone by surprise and most likely feel disgusted. As a parent you should always want to protect your child†¦ not torture them, so imagine how an audience would feel especially parents after reading about this. It would most definitely catch their attention and get in touch with their feelings. Logos has to do with logic, reasoning, argumentation. Using facts, figures, and case studies to prove the point. If people know someone is using facts to prove their argument they assume it has to be true, facts don’t lie. Dana Stevens doesn’t exactly use facts and information the whole time, but she just wants the audience to understand that they are able to control their own choices about how much television they should watch. She bases a lot of her article off of this idea. Stevens also says at a point â€Å"just turn the set off†¦ and see if you get any dumber.†(Stevens, 2012, p. 298) Turning off the TV for a few days will not make you become dumber. If you turn off  the TV and pick up a book instead you’re more likely to gain more knowledge from that. The point Stevens is really trying to make is Johnson’s argument just doesn’t make any sense. How can TV make you smarter if you’re perfectly fine not watching it for a couple days and can actually gain more knowledge from doing something more educational like taking a trip to the library. This is just proving the point that watching TV does not make you any smarter, and not watching TV does not make you any dumber. Steven Johnson uses logos when he starts stating facts about TV shows and lets the audience know full details about it. Johnson goes on to talk about Television shows, when doing so he gives the audience a lot of facts about them to show they are legitimate. â€Å" During its 44-minutes- a real-time hour, minus 16 minutes for commercials- the episode connects the lives of 21 distinct characters, each with a clearly defined â€Å"story arc,†Ã¢â‚¬ ¦. (Johnson, 2012, p. 278) He states the exact commercial times, the network, the date, exactly how long it was, what the show was about, etc. Johnson always states the exact full detail about every show he uses to prove his argument correct. When Johnson does so he gives the audience a sense that he knows what he is talking about. He always backs up his argument with facts†¦ this can let the audience know he has done his research, he has gone through the trouble to figure out everything there is know about the show including small things like the airing time, etc., and basically he just has all the facts there to prove his point if anyone disagrees with him. In conclusion, both writers use a lot of ethos, pathos, and logos to prove their argument. At some points one author may have used them better to prove their argument. Steven Johnson had a very strong ethos, pretty good pathos and also an average logos. Dana Stevens just used an overall strong use of all three ethos, pathos, and logos to prove her argument that TV does not make you smarter. The whole point of her article â€Å"Thinking Outside the Idiot Box† was to show the invalidity in Johnsons article. She gave facts, appealed to the audiences emotions, gave the audience a sense of credibility and trustworthiness. Both writers are very talented and experienced but Dana Stevens won the audience over with all these techniques backing up her argument.

Ancient Egyptian Pyramids Architecture - 1566 Words

The Ancient Egyptian pyramids are engineering marvels that continue to astonish both past and modern day historians and scholars with its incredible architectural feats. Behind the magnificent creations was a group that employed their knowledge of advanced mathematics and building techniques to create such an impressive subject of wonder. The mystery involving the work needed physically to produce this structural behemoth remains a popular topic of discussion between historians and engineers who seek to unlock the secrets of the pyramids’ architecture. Arguments have been made that different types of rollers, ramps, and even poles have been used to move the material that the pyramids are made of. However, by using the process of†¦show more content†¦Moreover, the pyramids boasted several other astronomical and geographical equivalents in its architecture: The Great Pyramid’s sides were aligned with each cardinal direction, with the North side facing true north with only 3/60th degree of error. There was also a possibility that the pyramids could be used as a sort of astronomical calendar as well. The spring equinox was marked when no shadow was cast by the Great Pyramid due to its latitude and angle (Crystalinks). In order to build these massive structures, there were several possible techniques employed to lift, transport, and place the large limestone blocks that the pyramids were comprised. The most probable method of transit being that the Egyptians pulled the materials on sleds of cedar wood along oil or water dampened sand or rails (Baldridge 1). Other theories discussed included the conjecture of John D. Bush (1977), who assumed that the blocks were rolled using cut-out circular segments. For the purpose of lifting the blocks, a complex system of levers utilizing counterweights and ramps were most likely used (Baldridge 1996); however, arguments can be made for the use of one large ramp wrapping around the Great Pyramid (Hadingham p 51) as performed by Mark Lehner, an archaeologist. While several theories of construction of the pyramids have been made, a notable theory was found in an engineer’s belief that circular wedges surrounding the blocks were usedShow MoreRelatedHow Did Egyptian Architecture Evolve Over Time?2087 Words   |  9 PagesEgypt’s pyramids are seen as monumental structures that inspire us as humans. These magnificent tombs of the kings have survived the ravages of time and still stand tall today, the sheer scale, accuracy and strength of these structures leave many modern day architects and historians in awe. 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Because it is the most massive building on the planet, at least twice the volume and thirty times the mass of the Empire State Building. Because it is aligned to the true cardinal points of the compass even though no compass is known to have existed at its time of construction. Because its masonry which weighs up to seventy tons is joined to the fiftieth of an inch. Because its casing stones were polished to the standard of modern optical work. Why was suchRead MoreAncient Egypt : Ancient Egyptian Art1308 Words   |  6 Pages Religious Architechture in ancient Egypt Egyptian art has journeyed through the centuries as one of the most influential phenomenon in human civilization. From the Greeks to the Romans to the people of today, Egyptians and their beautiful representations in art and architecture have proven a legacy in the creations of certain landmarks, statues, and even advertisements. The Greeks derived many of their statues from Egyptian sculptures, such as the Kouros 600 B.C. 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They study the different aspects of culture including architecture, belief systems, and societal structure. Egypt is a country ripe with history and rich culture, from their towering pyramids to their modern day society. Intricately crafted obelisks and tombs decorate the landscape, but how much of that i s being preserved? The study and preservation of past culture can heavilyRead MoreThe Architecture of Ancient Egypt: The Great Pyramid Essay998 Words   |  4 Pagestwo different types of pyramids; the Step pyramid which was the first pyramid and the Great pyramid, which was the largest pyramid built in Egypt. The essay investigates the meaning of the selected forms for the Egyptian culture and explains their dialog with the cosmos. The architecture of ancient Egypt is one of the most significant civilizations throughout history, which developed of different structures and great architectural monuments along the River Nile. The pyramids were built as a tombRead MoreHistorical Characteristics Of Ancient Egypt Essay1299 Words   |  6 Pagesgeographical characteristics play a vital role in the development of the politics, religion, and architecture of the ancient Egypt civilization. Before explaining the developments of these disciplines of ancient Egypt, these geographical characteristics and their general impact on this civilization must be explained. About 95 percent of Egypt’s population was concentrated in less than 5 percent of Egyptian land. This small percentage of land that a mass majority of the population was located on was

Homosexual Example For Free - Free Essay Example

Sample details Pages: 4 Words: 1257 Downloads: 3 Date added: 2017/06/26 Category Education Essay Type Analytical essay Did you like this example? Describe how a being a homosexual young girl with gender identity issues can generate prejudice and inequality in schools, and their effects on students personal and social educational experience. Atkinson and De Palma (2010) are among the researchers who realise that there is increasing concern about homophobia in schools. This concern extends to young children in primary school. Recognising the link between homophobic and transphobic bullying, Ofsted were prompted in April 2014 to reissue their guidance on tackling the issue in primary schools (Ofsted, 2014). Don’t waste time! Our writers will create an original "Homosexual Example For Free" essay for you Create order While Moffat (2014) lacks research evidence to back his assertion that children as young as five need to learn about homosexual and trans-people, he convincingly identifies the need for early intervention as the key to addressing homophobic and transphobic bullying in primary schools. Being a homosexual pupil generates prejudice and inequality in schools through homophobic bullying directly against them, and this bullying is rife in primary schools. An illuminating, though worrying, study by Stonewall (2009) found that 44 percent of primary school teachers stated that children in their schools experienced homophobic bullying, name-calling or harassment. Citing a study by Rivers (2000), the teacher’s union NASUWT highlights a variety of examples of abusive homophobic prejudice experienced by lesbian and gay pupils in school, including from name-calling to physical and sexual assault. The NASUWT point to research by the Gender Identity Research and Education Society (GI RES) which shows that school children can also experience gender variance, thus making them potential targets for transphobic bullying. In the Stonewall study (2009), a significant 17 percent of teachers report that ‘girls who act like boys’ are bullied. Both Stonewall and the NASUWT understand that transphobic bullying is additional to, and different from, homophobic bullying: young homosexual girls with gender identity issues suffer the two-fold risk of transphobic as well as homophobic bullying. Such bullying is likely to cause low self-esteem and the risk of self-harm and suicidal contemplation (DCSF 2007). It is unclear how this learning support will fit in the emerging revised national framework for PSHE, nor how homosexual students with gender identity issues will be included in the pupil voice which the PSHE Association (2014) rightly asserts is needed in shaping schools’ PSHE curriculum. Homophobic and transphobic prejudice and inequality also b ecome powerfully generated within schools as institutions. One way this happens in primary schools is through the prejudiced and unequal treatment of homosexual and gender dysphoric pupils producing a culture of negativity around being ‘gay’. In the Stonewall study (2009), three quarters of the teachers reported pupils saying ‘that’s so gay’ or ‘you’re so gay’. One of the teachers sums up the negative culture: ‘At primary level to call another child gay is currently a term of abuse’. Another way is through staff and parents abusing their power to treat homosexuality and / or gender difference with prejudice and inequality: the NASUWT stress that homophobic bullying can be perpetrated by any member of the school community. The process of institutionalised prejudice and inequality gathers momentum when fuelled by the school community’s preconceptions of ‘normal’ behaviour. The view from one of the teachers in the Stonewall study (2009) is striking: ‘People seem to be very definite in their ideas of what a ‘proper’ boy or a ‘proper’ girl should do or be interested in. It takes very little deviation from these so called norms for a person to be singled out and picked on.’ Within the school community, the family, itself an institution, is a prime agent in the generation and ‘norming’ of institutionalised prejudice and inequality. We know from researchers such as Crompton (2006) that the family plays a key role in reproducing social class and class inequalities. Family behaviour develops habitus within children unconsciously from a young age (Dumais, 2002). Bourdieu (1974) explains the experiential cycle whereby the family habitus fundamentally structures experiences in school, and the school acts as a conservative force for inequality. School staff and parents, as well as pupils, are all influenced by their fami lies while they perpetrate, and perpetuate, prejudice and inequality in primary schools. In this oppressive environment, it is likely that the reinforcement of ‘positive social norms’ recommended for primary school PSHE (PSHE Association, 2014) will exclude or further repress young homosexual girls with gender identity issues. Atkinson and De Palma (2010) argue that educational policy and practice need to recognise and understand the Institutional heteronormativity which lies behind individual cases of homophobia in schools. In schools with a heteronormative power structure, heterosexuality and clear male / female gender identities and roles are the only accepted norms. In her useful summary of subjectivation and performative discourse in relation to power in schools, Youdell (2011) summarises how Foucault would see this kind of repressive power as originating from the state (Foucault, 1991, cited in Youdell, 2011). This power leads to institutions, including s chools, regulating their populations and subjecting them to the state’s ‘normative criteria for judgment’ (ibid). The young homosexual girl may well be subjected to the school’s prejudicial ‘norms’, and even end up subscribing to them as a mask in order to derive identity and recognition. The name-calling she suffers is potentially as destructive to her own, real identity as it is to her emotions, since in this subjection, as Youdell (2011) goes on to explain through Althusser: We are ‘called’, and as we turn to the call we accept it, allowing ourselves to be recognized in its terms, in order to be recognized at all. In this acceptance and recognition we become a subject within the terms of the call (Althusser, 1971, cited in Youdell, 2011). Youdell (2011) takes the subjectivation process further, showing through Butler how subjection is itself a power which makes and dominates us as named categories of subject (Butler, 1997, cited in Youdell, 2010). For Butler these categories are ‘performatives’: ‘that discursive practice that enacts or produces that which it names.’ (Butler 1993, cited by Youdell, 2011). The named category of ‘gay’ produces or generates a culture of prejudice in the school around ‘being gay’, and can be blamed for doing so: since performatives can be seen as culpable in the process of subjectivation (Youdell, 2011). In conclusion, it seems that it is not so much the young girl’s homosexuality and gender issues which generate prejudice and inequality. Rather it is the unequal power dynamic within the state and its educational institutions, fed by prejudicial family and class norms, which give rise to unfair treatment by the whole school ‘community’ towards children who are different. References: Atkinson, E., De Palma, R. (2010). The Nature of Institutional Heteronormativity in Primary Schools. Teaching and Teacher Education, 26 (8): 1669-1776 Bourdieu, P. (1974). ‘The School as a Conservative Force: Scholastic and Cultural Inequalities.’ In Eccleston, J., ed, In Contemporary Research in Sociology of Education, pp 32-46 Methuen, London. Crompton, R. (2006). Class and family. Sociological Review, 54 (4): 658-677 Department for Children, Schools and Families (DCSF). (2007). Homophobic Bullying. Safe to Learn : Embedding Anti Bullying Work in Schools. HMSO. Dumais, S. (2002). Cultural capital, gender and school success: The Role of Habitus. Sociology of Education 75(1) : 44-68 Moffat, A. 2014. CHIPS Challenging Homophobia In Primary Schools Available from: https://www.ellybarnes.com/wp-content/uploads/2014/11/CHIPS-Volume-5-Oct-2014.pdf [28 December 2014] NASUWT. Tackling homophobic bullying. NASUWT, Birmingham. Ofsted (2014). Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying. Available from: www.ellybarnes.com/primary [28 December 2014] PSHE Association (2014). How should I Teach and How? Available from : https://www.pshe-association.org.uk/content.aspx?CategoryID=1004 Rivers, I. (2000). Social exclusion, absenteeism and sexual minority youth. Support for Learning, 15(1) 13-18 Stonewall (2009). The Teachers’ Report : Homophobic bullying in Britain’s schools. Available from : www.stonewall.org.uk/documents/the_teachers_report_1.pdf [28 December 2014] Youdell, D. (2011). School Trouble. Identity, Power and Politics in Education. Routledge, Oxon.

Trumans Decision to Drop the Atomic Bomb Essay - 488 Words

Trumans Decision to Drop the Atomic Bomb Many debates have been provoked based on President Trumans decision to drop the atomic bomb on Hiroshima and Nagasaki in 1945. The debate is not solely based on the bomb being dropped, but more on the actual necessity and intention of the bomb being dropped. I believe that the Presidents decision was based dually on military necessity and on the Nations reputation. Truman was not a dumb man; he was inexperienced and quickly expected to make important decisions based on very little information that he had been recently made aware of. I believe that his first thought was to just end the War. I do not think he felt the need†¦show more content†¦The first would be allies and American blood and casualties being too high. The other most prominent one, in my mind, is the idea of some one else winning the war that we have been most leading warriors in. This thought brings me to my next motive of why Truman might have dropped the bomb. I do not think Truman was unaware of the lasting effects of the atom bomb, but by the time these facts were presented to him, piled upon facts about the actual bomb and the projects supporting them, it was to late to change his decision. He needed to save face for America (which brings me to the next motive of pressure) even if it public opinion was not his main concern. Truman did not want to look soft upon the Japanese, something further consideration and negation of the plan to bomb would have caused in some officials eyes. Also, Truman and much of the rest of the nation did not like seeing the U.S. as moral failures like many other nations. Who knows what the reaction to the Presidents decision would have been like if he had decided to let an invasion with hundreds and thousands of our men involved take place. As previously mentioned, I also believed a motive for dropping the bomb was most definitely pressure from many people in power who surrounded him. Many officials did not want Stalins presence in the War so they felt that the quickest way to force surrender was the bomb. Also, even more people wanted to show that the United StatesShow MoreRelatedHarry Trumans Decision to Drop the Atomic Bomb1314 Words   |  6 PagesTo what extent was Harry Truman’s decision to drop atomic bombs on Hiroshima and Nagasaki justified? A. Plan of Investigation Research Question: To what extent was Harry Truman’s decision to drop atomic bombs on Hiroshima and Nagasaki justified? This investigation assesses President Harry Truman’s decision to drop atomic bombs on both Hiroshima and Nagasaki. It will determine whether or not his decision was justified. This investigation will scrutinize the reasons that made Harry TrumanRead MorePresident Truman’s Decision to Drop the Atomic Bomb Essay1555 Words   |  7 Pagesafter something has happened, what should have been done or what caused the event†. 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