Nationalism and its Negative Effects in the Modern World

Introduction In the study entailing nationalism, one stumbles upon four major debates that scholars tend to engage in. The first one centers on how â€Å"nation† and â€Å"nationalism† should be defined. Secondly, there is a question of the time during which nations are thought to have first occurred.Advertising We will write a custom essay sample on Nationalism and its Negative Effects in the Modern World specifically for you for only $16.05 $11/page Learn More The third debate tends to explore how nations and nationalism actualized. Finally, most classic works emphasize on European nationalism raising a debate as to whether nationalism began in Europe and spread to other non-western parts of the world or whether it developed on its own in non-western countries (Eschenhagen 2 ). This work will not attempt to exhaust all these debates but will rather concentrate on the various definitions of nationalism and its negative effects in the moder n world. Definition of Nationalism Nationalism can be understood in diverse perspectives depending on the context. Sociologically, nationalism can first be understood from the word nation, from which it is derived. The nation is Latin in origin – nation whose meaning during the medieval era was devoid of any political connotation. It has a similar meaning with Greek word ethnos that stands for â€Å"people, nation, and country† (Norbu 25). It was until the Middle Ages that the nation began attaining a political interpretation, which was vividly outspoken especially in France and Germany. In these two places, the term nation was used to refer to the ruling cadre in contrast with the word volk, which is synonymous to the common people or populace (Norbu 25). In view of this meaning, the word nation and the nationality concept were closely attributed to both sovereignty and power to imply that this concept was only common among those who were in rulership. Rather than bel ong to the people who embody it, the word nation rather referred to those in political power that had more say over state related concerns and held the key to the means of production. During the absolute monarchy, the nation was closely associated with the monarch’s state. If for that matter political power’s place of residence is the epitome the nation, then the French revolution was a major protest against the aristocratic class. With the increase in social communication and mass awareness, the idea of nationalism ceased from being cocooned within the aristocrats. It spilled down to the common people as well.Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rousseau (1770 -1850) who refused equating nation to the higher political class and instead equating it with the populace (Norbu 25) agitated for the new concept of the nation. The meaning of nationality and that of national ism are closely related in that they designate a people rather than a nation per se. Nationalism is therefore a unique type of politically motivated social awareness that is people-derived and people oriented (Norbu 25). Another perspective of understanding nationalism is to look at it from the different kinds of nationalism and then elucidating that one of them can be defended and the other kinds cannot. In this light, the western form of nationality can be contrasted against the eastern form (Miller, 1995). For instance, western nationalization has been perceived as perspicacious and favorable to progress or reform. On the other hand, eastern nationalization has been perceived as unprogressive and cryptic, based on a seeming tribal perspective of nationality (Kohn, 1944, cited in Miller 8). The second contrast suggests that western nationalism was for people with outstanding cultural marks, able to measure up with those of known nation states such as Germany and Italy during the n ineteenth century. On the other hand, Eastern nationalism was for people whose ancient culture was primitive and hence they had to curve an identity for themselves to able to fit competently in the modern world (Arnold 1976, cited in Miller 8). Another difference suggests that in Eastern nationalism, people who within the same territory are governed by common laws and take part in similar civic culture while Eastern nationalism is genealogically- based suggesting the notion of individuals bound together by shared ancestry. In each case, the contrast is used to draw the fact that Western nationalism is friendly to a liberal state whereas eastern nationalism tends towards dictatorship and cultural constraint (Miller 9). Another way of understanding nationality is looking at it from the standpoint of political philosophy. This is the difference between a nationalism of a nation that interferes with the rights of other nations as it strives to uphold its own objectives and a nationalism that is sensitive to the rights of other nations and aims at enhancing equality among all nations. For example, MacCormick differentiates between acknowledging moral tussles while striving for national concerns from an egocentric drive of desiring that one’s nation should outdo others (Nathanson, 1993, cited in Miller 9).Advertising We will write a custom essay sample on Nationalism and its Negative Effects in the Modern World specifically for you for only $16.05 $11/page Learn More Therefore, succinctly put, nationalism can be termed as opposition to foreign control, consciousness of being part of a certain nation and pride in the nation’s culture, norms, infrastructure, and achievements, awareness of shared political roles and a demand for self –motivated national governance (Okoth 1). How nationalism has been a negative force in our modern world The 1962 Indian border war Although the Indian border war in 1962 was not directly i nfluenced by a western power, it elicited a rise in Chinese various nationalistic elements such as the sovereignty and legitimacy of China. When the raw over the border emerged within the mid nineteenth century, Apart from fear of losing its territorial loss, China hardened its position due to two other reasons. This was both the Tibet question and India’s non-negotiable attitude towards the borderline. Despite the known fact that Tibet has been within the Chinese territory since 1950, the Indian prime minister negated the fact that China had sovereignty over the territory. This really soured the relationship between India and China. China interpreted the Indian prime minister’s challenge of their own sovereignty over Tibet as purely imperialistic. China then resolved to respond to this through a strike of equal magnitude. The borderline war between India and China was not only fueled by India’s imperialistic approach, but also by India’s hard-line attitu de regarding the McMahon line. Due to collective opinion from the Chinese republic and Taiwanian support, China finally got victory. Although the Chinese government had achieved its objectives, the war tainted China’s international position and was a major cause of a deadlock in bilateral associations for many years thereafter (Eschenhagen 6). The eight islands dispute Besides the past borderline dispute between India and China, there is also a recent nationalistic dispute between Japan, China, and Taiwan regarding the ownership of eight islands found in the East Asia Sea. Although none of the three parties would like the issue to cripple their bilateral agreements, the conflict is motivated by both domestic and international politics. Although ownership of resources found in the islands is the major cause of dispute, nationalistic claims have blown out of proportion. Although conflict among the three parties was improbable, resolution and shared exploitation of the resources was also elusive (Huang, 1997, cited in Eschenhagen 6). A series of international conflicts then arose leading to protests from Chinese students. This was after a bomb attack in China that was thought to have been of western origin. The students’ protests led not only to the bombing of an American officer’s residents but also to the vandalism of other U.S related premises within the Chinese streets.Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The protests moved from street-based to online-based and with this, the Chinese national leadership had to intervene since the move would have jeopardized the relations between China and the U.S. The western world was greatly baffled by the protests and the U.S media apportioned blame to the Chinese government for fueling the mayhem by misleading the masses with incorrect nationalistic information (Eschenhagen 8). The U.S surveillance plane incident In a separate incidence, an American spy plane collided with a Chinese jet over the sea located in the southern part of China. This was after the American plane penetrating into the Chinese airspace without verbal clearance. This came at a time when other issues like human rights and support of Taiwan by the U.S had strained the relationship between Beijing and Washington. Although the U.S ambassador to China brought a message of apology to the Chinese people after a long impasse, the Chinese jet had been destroyed and its pilot killed i n the collision. Extreme Right wing voting The reasons behind the popularity of extreme right wing in some countries of the European Union and their absence and low influence in other parts have been of much debate (Gijsberts 157). However, they have been attributed to a diversity of country-specific features. Factors leading to these variances in the extreme rightwing voting are three-fold: sociological, economic, and political (Gijsberts 157). Sociologically, variances in the population of different countries affect the voter turnout in the extreme right wing voting. This is determined by both the public opinion and social structure of country. Economically, the economic doldrums and rivalry between the country’s main group and the immigrants could also explain the differences in extreme right wing voting. Politically, specific factors that characterize a party and the system of its operation influences voter turnout (Gijsberts 157). Nationalism as a cause of major world co nflicts and genocide Xenophobia and chauvinism are both regarded as products of extreme nationalism (Auer 19). This is perceived in the sense that xenophobic nationalism being the fear and rejection of a stranger is an extension of any aspect of national identity. Additionally, even though patriotism is closely related to nationalism, critics of nationalism find it quite detrimental in its extreme manifestation (Kegley 408). Extreme patriots tend to gauge their patriotism via the level of hatred and protest extended towards alien nations. Patriotism also makes them to blindly endorse all policies and practices of their own nation. In this vein, nationalism negates the aspect of universal values that elevates the values of all above those of individual nations. This is seen as an impediment to human rights and the harmony that exists among all nations in a world without borders. Nationalism further contradicts Christian, Islamic, and Judaistic teachings that love should be manifested even towards one’s enemies. Looked at from this perspective, nationalism is therefore perceived as a cause for armed world conflicts. Nationalism’s double-faced character is believed to be the main cause armed conflict. First, it is a common force that bonds nations with similar nationalities together and secondly, it does not only bring divisions among but it also divides nationalities and this is what justifies armed conflicts with other nations (Kegley 408). Genocide is normally explained as state organized killings that targets a given political, religious, national, or ethical group (Scherrer 69). The Bosnia genocide is believed to have its causes embedded in nationalism. Although the concentration camps were used to carry out genocidal activities, other acts entailed not just mass rape but also destruction of both Islamic and Croatian symbols (Delanty and Kumar 327). Such acts partly involve death but also involve annihilation either fully or partly, of a given national group. For instance, the mass rape psychologically torments and destroys the reproductive potential of all the groups (Delanty and Kumar 327). Apart from the Bosnia genocide, both world wars were direct full-scale genocides. For example during the Second World War, Hitler ordered mass murder against many ethnic groups such as the European Jews and Russians among others (Scherrer, p. 76). There were also organized killings against millions of prisoners and slave workers. The Nazi terror took away of 50 million the lives and Fascist Germany war eliminated the lives of millions of the Roma and Sinti, Russian civilians, Serbs among others (Scherrer 76). Conclusion Nationalism is the social consciousness of the people in a particular nation that causes them to protest alien control as they pride in their own national traditions, achievements and political rights. The extreme manifestations of nationalism have had negative impacts in the world especially manifested through armed conflicts and genocides. Works Cited Auer, Stefan. Liberalism in Central Europe. London, Routledge. 2004. 21 October 2010. https://books.google.com/books?id=b2IRot3UaQ0Cpg=PA19dq=negative+effects+of+extreme+nationalismhl=enei=Fm3ATP_UGZ-V4gawiqTnCwsa=Xoi=book_resultct=resultresnum=3ved=0CDUQ6AEwAg#v=onepageqf=false. Delanty, Gerard and Kumar, Krishan. The SAGE handbook of nations and nationalism. London, Routledge. 2006. 21 October 2010. https://books.google.com/books?id=3Y3zK_jyagQCpg=PA327dq=nationalism+as+the+cause+of+genocide+in+bosniahl=enei=ozXBTN2dGYaVswa74P2WCAsa=Xoi=book_resultct=resultresnum=1ved=0CCcQ6AEwAA#v=onepageqf=false. Eschenhagen, Paul. Nationalism in China: Implications for Chinese International Relations. Norderstedt, GRIN Verlag. 2006. October 21, 2010. 21 October 2010. https://books.google.com/books?id=XxW92MeKABECpg=PA2dq=Definition+of+nationalismhl=enei=fALATOsSh_ngBrjCyLYMsa=Xoi=book_resultct=resultresnum=4ved=0CDUQ6AEwAw#v=onepageq=Definition%20of%20nation alismf=true. Gijsberts, Merove I. Nationalism and exclusion of migrants: cross national comparisons. VT, Ashgate Publishing. 2004. 21 October 2010. https://books.google.com/books?id=6iW3lXAj5BQCpg=PA160dq=negative+effects+of+extreme+nationalismhl=enei=Fm3ATP_UGZ-V4gawiqTnCwsa=Xoi=book_resultct=resultresnum=1ved=0CCkQ6AEwAA#v=onepageqf=false. Kegley, Charles. World Politics: Trend and Transformation. CA, Cengage Learning. 2009. 21 October 2010. https://books.google.com/books?id=JFVlaSN6CwsCpg=PA408dq=conflicts+resulting+from+extreme+nationalismhl=enei=GybBTNeNOYfEswab2pDSCAsa=Xoi=book_resultct=resultresnum=10ved=0CFMQ6AEwCQ#v=onepageqf=true. Norbu, Dawa. Culture, and the Politics of Third World Nationalism. London, SAGE Publications Ltd. 1992. 21 October 2010. https://books.google.com/books?id=DhZk6aOAWbsCpg=PA25dq=Definition+of+nationalismhl=enei=fALATOsSh_ngBrjCyLYMsa=Xoi=book_resultct=resultresnum=1ved=0CCcQ6AEwAA#v=onepageq=Definition%20of%20nationalismf=true. Okoth. Assa. A Hist ory of Africa. Kampala, East African Publishers Ltd. 2006. 21 October 2010. https://books.google.com/books?id=suMvEWjK-OcCpg=PA1dq=Definition+of+nationalismhl=enei=fALATOsSh_ngBrjCyLYMsa=Xoi=book_resultct=resultresnum=2ved=0CCwQ6AEwAQ#v=onepageq=Definition%20of%20nationalismf=true. Scherrer, Christian. Ethnicity, nationalism, and violence. London, Ashgate Publishing Limited. 2003. 22 October 2010. https://books.google.com/books?id=6NnchlGT3nECpg=PA69dq=nationalism+as+a+cause+for+genocidehl=enei=GTzBTP7WM8_tsga__pXHCQsa=Xoi=book_resultct=resultresnum=1ved=0CCcQ6AEwAA#v=onepageq=nationalism%20as%20a%20cause%20for%20genocidef=false. This essay on Nationalism and its Negative Effects in the Modern World was written and submitted by user Deon Perez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

GCSE PE summer holiday homework Essays - Critical Thinking

GCSE PE summer holiday homework Essays - Critical Thinking COMPONENTS OF FITNESS You are going to find out about the components of fitness and use the information you find to fill out this work book. This will require research so please remember to write details of any websites or books you used in the references section. Definition: _____________________________________________________________________ _____________________________________________________________________ 3 types Examples & explanations of which sports performers rely on strength: Sports performer 1: Sports performer 2: Reason / explanation: Definition: _____________________________________________________________________ _____________________________________________________________________ Examples & explanations of which sports performers rely on speed: Sports performer 1: Sports performer 2: Reason / explanation: Definition: _____________________________________________________________________ _____________________________________________________________________ Examples & explanations of which sports performers rely on Power: Sports performer 1: Sports performer 2: Reason / explanation: What are the 2 fitness tests we use to measure power? Test 1: Test 2: Definition: _____________________________________________________________________ _____________________________________________________________________ Describe how you conduct the two tests for CV endurance: Cooper 12 minute runMulti-stage fitness test (bleep test) Examples & explanations of which sports performers rely on Cardiovascular endurance: Sports performer 1: Sports performer 2: Reason / explanation: Definition: _____________________________________________________________________ _____________________________________________________________________ What is the fitness test for flexibility called? ___________________________________ Examples & explanations of which sports performers rely on Flexibility: Sports performer 1: Sports performer 2: Reason / explanation: SKILL-RELATED FACTORS OF FITNESS Definition: _____________________________________________________________________ _____________________________________________________________________ Can you remember the name of the fitness test for agility? _______________________ Examples & explanations of which sports performers rely on agility: Sports performer 1: Sports performer 2: Reason / explanation: Definition: _____________________________________________________________________ _____________________________________________________________________ Examples & explanations of which sports performers rely on balance: Sports performer 1: Sports performer 2: Reason / explanation: Definition: _____________________________________________________________________ _____________________________________________________________________ Can you describe how to conduct the fitness test for coordination the alternate hand-wall toss? Examples & explanations of which sports performers rely on coordination: Sports performer 1: Sports performer 2: Reason / explanation: Definition: _____________________________________________________________________ _____________________________________________________________________ Examples & explanations of which sports performers rely on reaction time: Sports performer 1: Sports performer 2: Reason / explanation: Timing is the ability to coincide movements in relation to external factors. It combines decision-making, reaction time and coordination to be able to perform some movement or action. Examples & explanations of which sports performers rely on good timing: Sports performer 1: Sports performer 2: Reason / explanation: Choose your favourite sport / activity that you participate in. Write a paragraph explaining how much or little you rely on each of the components and factors during your sport/activity (this could be as part of your positions role or a particular skill or part of the game / performance)

Facing Poverty with a Rich Girls Habits Essay Example | Topics and Well Written Essays - 250 words

Facing Poverty with a Rich Girls Habits - Essay Example As the paper highlights the bankruptcy of her father did expose her to poverty, but traumatized her father because he was compelled to move to America lest him being jailed in his native South Korea. Later, upon settling in New York, Ki came to face the realities of life especially when she had to attend public school. The reporter would like to point out that Ki provides a true picture of what was happening in the American society at the time. Indeed, as she says, America has been a stratified society. It is highly segregated into the rich, poor, privileged, natives and immigrant groups. Since each of these occupies a different position in the society, they have diverse rights and privileges to enjoy. For example, when it comes to education, children from poor families only attend public schools as compared to their privileged counterparts who go to high cost private ones. This is the misfortune that befell Ki when her life became prone to hardships after her father losing all his r iches.

Musical Instruments Essay Example | Topics and Well Written Essays - 1250 words

Musical Instruments - Essay Example It will concentrate on their distinction and similarities in terms of structure, performance techniques, occasion when they are played, and their historical context. The origin of the Arabic oud is often associated with Biblical history. A myth tells the story of Lamech, the sixth grandson of Adam who is extremely grieved by the death of his son. Thus, being unable to contain his grief, he hung his son's remains in a tree. The first oud is said to have been inspired from the shape of Lamech's desiccated skeleton (Parfitt 2). The Arabic oud is described as a pear-shaped, stringed instrument similar to lute which is commonly used in Middle Eastern music (Oud 1). It should be noted that both the oud and the lute are derived from the Arabic term al-ud which is literally translated as "wood." Gianfranco Lotti also suggests that "the 'wood' appellation originally carried derogatory connotations, because of proscriptions of all instrumental music in early Islam (Oud 2)." The exact date when the oud is created can never be accurately determined. However, evidence showing the earliest usage of this musical instrument dates back to the Uruk period in Southern Mesopotamia (modern day Iraq) which is 5000 years ago. Dr. Dominique Collon acquired a cylinder seal which shows the picture of a "female crouching with her instruments upon a boat, playing right handed" (Parfitt 3). It should be noted that aside from this pictorial record, the oud appears all throughout the Mesopatamian history highlighting its importance in the civilization and culture. Throughout time, the original structure of the oud has been rather modified due to the social changes. The oud is consists of a "large soundbox connected to a short neck, features that give it its letters patent of nobility and distinguished it from the long-necked lute family" (Parfitt 4). The body of the oud which is originally pear-shaped has been transformed into a more swelling and rounded one. Since the oud is used by many countries, its structure also varies with according to its regional origin. There are three varieties of Arabic ouds: Syrian which are slightly larger, longer-necked, and lower in pitch; Iraqi which are generally similar to Syrian oud but with floating bridges which focuses the mid-range frequencies and gives the instruments a guitar-like sound; and Egyptian which has a more-pear shaped body, slightly different tone, very ornate, and highly decorated (Oud 4). However, amidst the differences and variations which appeared, the Arabic oud still has distinct and defining features that separate it from other musical instruments. Compared to other stringed instruments, the Arabic oud is distinctive because of the number of its sound-holes. The oud generally has one to three sound-holes. Furthermore, the ouds body contains a staved, bow-like back which resembles the back of half watermelon allowing it to resonate and produce a more complex tone. The Arabic oud also has a pegbox which is bent at 45-90 angle from its neck. This musical instrument is also distinctive because of its eleven strings. It should be noted that the first ten are arranged in pairs while the eleventh remains single. The Arabic oud, is also differentiated from other plucked instruments because

Inquiring Minds Want to Know - Now Case Coursework

Inquiring Minds Want to Know - Now Case - Coursework Example The other research question could be, should the company retain the reader services cards in it future advertisement services? Investigative questions: How does the current trend in the number of reader service card subscribers compare with the recent past? What are the alternative services being used by the clients and how can the alternative methods be implemented in Penton Media to enhance its advertising revenue returns? 2. Ethical issues relevant to this case study. The ethical principles of confidentiality, privacy and individual autonomy emerge as the most relevant issues in this case study. Since the company investigates individual customer behaviors and views, it is therefore, ethically obliged to ensure that its finding remain confidential and are not exposed to other people other than for the company’s use only. In this case, the company committed itself to respect the principles of confidentiality and privacy in handling the participants’ responses (Cooper & Schindler, 2010). On the other hand, the company must seek the consent of the participants before sharing its findings with the rest of the company stakeholders. The findings should remains anonymous from the point of collection to its analysis in which no identification should be given for responses provided. Researchers must present the research findings without any form of biasness or manipulation of the results to suite certain expectations. 3. Describe the sampling plan. Analyze its strengths and weaknesses? Researchers in this study applied the unrestrictive random sampling plan in which different sample were drawn from the company’s database of 1.7million subscribers. A small sample of 300 subscribers was then used for the mail survey pretest. Researchers are also used the stratified disproportionate random sampling to draw another sample of 4,000 participants including executives, managers, purchasing agents and engineers from the company’s database(Cooper & S chindler, 2010). Some weaknesses can identified with sampling plan including the possibility of locking out some participants that could provide important information about the problem faced by the company. The use of self-reporting questionnaires provides participants with the freedom to present their views although resulted in significant reduction of the targeted sample. The use of mail surveys in form of questionnaires made the collection data less costly and time consuming. 4. Describe the research design? The research design involved in this study was the multistage design in which different samples and different phenomena were studied in the same study. The study entailed the pretests and the main study. The first study established the views of subscribers through questionnaires and phone surveys, then a selected sample of 300 subscribers and finally a sample of 4000 participants selected from the company’s leadership (Cooper & Schindler, 2010). 5. Critique the survey used for the study The survey did not reflect the actual situation in the publication market segment because the sample was drawn from the company’s database comprising of its clients rather than obtain information about the market. Therefore, segmentation of the sample population limited the information obtained from the study. The study also had a significantly high error margin of +- 4% which raises issues of reliability and validity of the data obtained (Cooper & Schindle

The Purpose Of The Case Study Social Work Essay

The Purpose Of The Case Study Social Work Essay The purpose of the case study is to provide the student with the opportunity to demonstrate their ability to analyse and evaluate the use of a method of social work intervention with an individual, family, or group of service users, and where appropriate, the carers. Task In consultation with the practice teacher, tutor and where applicable the on-site facilitator, the student will select a situation where substantial social work intervention will be required. The student should carry out an assessment, choose an appropriate method of intervention and analyse and evaluate the subsequent use of the chosen method. In undertaking this task students must: Provide a summarised social history of the case, highlighting significant past and present events in the service users life. Demonstrate the ability to select an appropriate method of intervention and offer supporting rationale for this choice. Provide an analysis of their assessment, reflecting on the model used the knowledge base in relation to the service users situation, relevant government and agency policy and legislation. Drawing on relevant theory, analyse and evaluate the processes and outcomes of the intervention for both the service user and for themselves as a student social worker. This must include: An account of the use of interpersonal skills and how these informed and impacted on the effectiveness of practice An examination of the influence of social work values throughout the work, including AOP Present the assignment to an acceptable standard which conforms to academic conventions regarding grammar, spelling and the Harvard system for referencing cited works. Other guidelines for the case study The word limit should be no more than 4, 000 words (+/- 10%). Students muststate the exact word count on the front cover. The hand in date for the case study is before 10am on 14th May 2009. Late submissions require a formally agreed extension. The On-Line Discussion Forum Structure Students are divided into specialist tutor groups Specialist tutor groups are made up of students who are in the same/similar programme of care Each specialist tutor group is headed by a specialist tutor Details of which group students have been assigned to can be found in Appendix One Resources It is expected that students will participate in the on-line discussion forum once weekly. Please book the on-line slot into your diary (in the same way that you would your lecture attendance or a home visit). This way you are less likely to forget! Your weekly submissions will be based around a series of practical tasks to help you link your learning both from semester one and your placement with the requirements of the case study. The programme for your weekly input can be found in Appendix Two Expectations It is expected that: Students will contribute once weekly to the on-line discussion forum There is no word limit regarding student contributions on-line but it is expected that they will be concise contributions addressing the pre-set tasks and that these should act as an aide memoir to your case study Each submission should not take longer than 15 minutes to complete Students can visit the discussion forum whenever they wish and can make more than one weekly contribution if they wish  · In order to preserve confidentiality the on-line discussions MUST avoid references to peoples names, locations, and other specific details by which an individual might be identified (e.g. chronological histories detailing specific locations and events, specific and unusual medical conditions)  · On-line discussions are monitored by the module coordinator as well as tutors. In the event that there are concerns regarding potential breaches of confidentiality you will be asked to edit your contributions accordingly On-line Tasks See Appendix Two The Recall Days 12thFebruary 2009 10am-1pm Specialist tutor groups Specialist tutors to discuss, re-cap and provide relevant references on the following: Social issues and research, policy and legislation relevant to the identified social issues Assessment frameworks and their benefits, limitations, effectiveness Methods of intervention Materials for tutors and students will be provided nearer the time. 2pm-3pm Lecture by K Winter 8th April 2009 10am-1pm Specialist tutor groups Specialist tutors to discuss, re-cap and provide relevant references on the following: Processes regarding methods of intervention referring to any relevant research, practice guidelines Outcomes relating to methods of intervention referring to any relevant research, practice Materials for tutors and students will be provided nearer the time. 2pm-4pm Lecture by K Winter Module Review The module is the subject of an annual review. 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Appendix One Specialist Tutor Group Allocation Older people and physical health and disability (13students) A HARPUR NAME PLACEMENT Christine Bowden Sensory Impairment Team Newry Alana Carr Ivybrook Newry Michael Cunningham Shankill Centre, Belfast Corey Doyle Dungannon Emma Goligher Lagan Valley Hospital Fiona Kelly Sensory Impairment Bradbury Centre Emma McClure Mount Oriel Samantha McGreevy Lagan Valley Hospital Clare Murney Newry Sheena Quinn Bangor Eliza Shields Day centre Banbridge Heather Stewart Holywood Arches Centre Karen Watson Scarva St Banbridge Adults with learning disabilities (10 students) TUTOR TO BE DECIDED NAME PLACEMENT Deborah Bonner Glenwood Unit Poleglass Amanda Caldwell Struell Lodge Downpatrick Judith Cleland Adult supported living Nards James Draper Skyways Project Ormeau Road Clare Joyce Ards TRC (day centre) Hannah Laird Balloo TRC Bangor Christopher Millar Edgcombe Day Centre Shauna Murphy Supported living project Bangor Claire Murray Mountview Downpatrick Lynsey Wilson Supported living project Lisburn Family and child care (8 students) G KELLY NAME PLACEMENT Ann Boyle Shankill Centre Sarah Brown Flaxfield CH Lisburn Lois Curran Bryson House Dunmurry Simon Darby Bryson House Bedford St Nicola Doran Gateway Team Banbridge Joanne Elder Naomi Project Womens Aid Christina Graffin Carnmoney Road FCC team Catherine Hennighan Child care team Larne Family and child care (9 students) K WINTER NAME PLACEMENT Debbie Henry Antrim Family Intervention Team Lisa Kearney Womens Aid Derry Carina Ledwith Lynsey House residential unit Elaine McLaughlin Bryson House family support Bedford St Dawn McCallion Family Placement Team Ballymena Sarah Morrow Fortwilliam CH Louise Pettigrew Warren Centre Lisburn Lee Wilson Residential Unit Portrush Tim Wilson Family support project Nards Mental health (10students) G DAVIDSON NAME PLACEMENT Susan Beggs Ormeau Centre Verner St Katrina Copeland Hostel 12 Larne Amanda Ferris Extern Bryan Leonard Addiction Treatment Unit Omagh Heather Long Addiction Team Nards Gemma Mallon Ballymacross Hostel Lisburn Lucy Molloy Crisis Team Holywood Arches Judith McCloy Supported housing project Bangor Kirsty Quigg Derriaghy day centre Anna Tohill Supported living project Antrim Appendix Two On-line Discussion Forum Weekly Tasks WEEK TASK TO BE COMPLETED BY Week One (12.01.09-16.01.09) Introduce yourself Describe your placement (programme of care, where, what types of service user) What are your initial observations regarding the working environment (physical environment and formal/informal working practices)? 18.01.09 Week Two (19.01.09-23.01.09) Find out what type of assessment frameworks are used within your workplace. List and describe them 25.01.09 Week Three (26.01.09-30.01.09) Choose an assessment framework Find out about any research, policy and guidance regarding its use and describe 01.02.09 Week Four (02.02.09-06.02.09) Look again at the selected assessment framework. Answer the following: What are the benefits and limitations of the framework? What can be done to improve it? 08.02.09 Week Five 09.02.09-13.02.09) From your discussions with team members what social issues frequently emerge from peoples social histories in your particular placement (this could include poverty, abuse, substance dependency, sectarianism for example). List the social issues and identify any policies, legislation and research which inform practice in these areas. 15.02.09 N.B Thursday 12th Feb is a recall day. You will have a 3 hour tutorial (10-1pm) followed by a one hour lecture (2-3pm) Week Six (16.02.09-20.02.09) In conjunction with your tutor identify a case which you might use as your case study. Having sought the consent of the service user draw out: the main themes that emerge from their social history; the assessment framework you are using; the skills required in applying that assessment framework; the benefits and limitations encountered; the possible outcomes of that assessment process. 22.02.09 Week Seven (23.02.09-27.02.09) In light of the issues that come to your attention through the assessment answer the following: Which method of intervention might you consider? Which issue(s) are you attempting to address? Why have you chosen those issues and that method to address them? What might a successful intervention look like? (list you goals, aims) These issues should form the basis to your presentation to be delivered at the mid way tripartite 01.03.09 Week Eight (02.03.09-06.03.09) Write up your presentation for your midway tripartite based on the work you have completed for this module so far. 08.03.09 Weeks Nine and Ten (09.03.09-20.03.09) Think about the processes relating to your chosen method of intervention and answer the following: What knowledge, skills and values are you relying on? What is helping/hindering the process? What are the benefits/limitations to the method of intervention you have selected? 22.03.09 Weeks Eleven and Twelve (23.03.09-03.04.09) Begin to think about the outcomes of your method of intervention and answer the following: Is it working? Yes/No In what ways is it working/not working? Why is this so? What might be the contributory factors? What could be done differently? How do you measure success? Is there any research regarding its effectiveness? What do your colleagues think about the approach you have chosen? Do your colleagues have favoured methods? If yes/no why? 05.04.09 Week Thirteen onwards (06.04.09 onwards) Begin to write up your evidence based case study Use the on-line discussion forum to seek guidance and help in relation to aspects of the case study Aim to have it completed in first draft before end April 2009 NB 8th April is a recall day. You will have a 3 hour tutorial (10-1pm) followed by a 2 hour lecture (2-4pm)

Maurice Sendak: Through Controversy To Success Essay -- Maurice Sendak

Maurice Sendak: Through Controversy To Success â€Å"These are difficult times for children. Children have to be brave to survive what the world does to them. And this world is scrungier and rougher and dangerouser than it ever was before†Ã¢â‚¬â€Maurice Sendak Throughout the past fifty years, Maurice Sendak has been a challenging and inventive voice for children’s literature. His work will continue to be entertaining and educational for young children and adults alike for many years to come. Sendak has won many awards for his work in children’s literature; however, much controversy surrounds his work. Sendak’s books have had grotesque characters, kids becoming â€Å"wild things†, kids get stolen by goblins, kids are eaten by lions, and some kids are naked. Through all the controversy that has surrounded Sendak’s books, he has risen to success. Maurice Sendak was born in Brooklyn, New York on June 10, 1928, according to American Masters-PBS. His parents were Polish-Jewish immigrants who came to the United States before World War I. Mr. Sendak started to draw as a child, because he was sick child and spent most of his life indoors. Drawing gave Sendak time to let his imagination run wild. After graduating from high school, Sendak published a number of drawings in the textbook Atomics for the Millions (1947). He worked for F.A.O. Schwartz for four years as a window dresser while taking classes at New York Art Student League. Sendak illustrated books for Marcel Ayme’s The Wonderful Farm (1951), which is currently out of print, and Ruth Krauss’s A Hole is to Dig (1952). Sendak decided to become a full-time freelance children’s book illustrator, after he did the illustrations for those two books. Sendak’s mother was di... ...m, but it has not stopped the awards and recognition pouring in on his books. He does not let this controversy stop him from writing or illustrating. Sendak keeps doing what he does best, writing and illustrating books that put children and adults into another world and let their imagination run wild. Works Cited American Masters-PBS, Maurice Sendak. http://www.pbs.org/wnet/americanmasters/database/sendak_m.html Biography Maurice Sendak. http://www-personal.ksu.edu/~drs7777/bio.html Educational Paperback Association. http://www.edupaperback.org/showauth.cfm?authid=42.html Gregory, Carol and Ramsey, Inez. Maurice Sendak, Children’s Book Author. http://falcon.jmu.edu/~ramseyil/sendak.html National Endowment for the Arts, The. Maurice Sendak. http://www.factmonster.com/ipka/A0801320.html