Roman Life In Julius Caesar Essays - , Term Papers

Roman Life in Julius Caesar In the play of Julius Caesar, we see a brief picture of Roman life during the time of the First Triumvirate. In this snap shot, we see many unfortunate things. Shakespeare gives us the idea that many people try to circumvent what the future holds, such as unfortunate things, by being superstitious. Superstition seems to play a role in the basic daily life of most Roman citizens. For instance, the setting of the first scene is based upon superstition, the Feast of Lupercal. This feast is in honor of the god Pan, the queen of fertility. During this time, infertile females are supposed to be able to procreate, and fertile ones are supposed to be able to bear more. It is also a supposed time of sexual glorification and happiness. Other scenes depict how throughout Rome, roaming the streets are mysterious sooth-sayers, who are supposedly given the power to predict the future. Dictating what is to come through terse tidbits, these people may also be looked upon as superstitious. In the ope ning scene, one sooth-sayer, old in his years, warns Caesar to "Beware the Ides of March," an admonition of Caesar's impending death. Although sooth-sayers are looked upon by many as insane out of touch lower classmen, a good deal of them, obviously including the sayer Caesar encountered, are indeed right on the mark. Since they lack any formal office or shop, and they predict forthcomings without fee, one can see quite easily why citizens would distrust their predictions. Superstition, in general elements such as the Feast of Lupercal, as well as on a personal level such as with the sooth-sayers, is an important factor in determining the events and the outcome of Julius Caesar, a significant force throughout the entire course of the play. Before the play fully unravels, we see a few of signs of Caesar's tragic end. Aside from the sooth-sayer's warning, we also see another sign during Caesar's visit with the Augerers, the latter day "psychics". They find "No heart in the beast", which they interpret as advice to Caesar that he should remain at home. Ceasar brushes it off and thinks of it as a rebuke from the gods, meaning that he is a coward if he does not go out, and so he dismisses the wise advice as hearsay. However, the next morning, his wife Calphurnia wakes up frightened due to a horrible nightmare. She tells Caesar of a battle breaking out in the heart of Rome, "Which drizzled blood upon the Capitol," with Caesar painfully dying, such that "...The heavens themselves blaze forth the death of princes." Although Caesar realizes Calphurnia is truly concerned about his well-being, he seeks another interpretation, coming to the conclusion that the person who imagines the dream may not be the wisest one to interpret it 's meaning. Later Caesar tells his faithful companion Decius about it, and he interprets it quite the contrary, "That it was a vision fair and fortunate," and indeed, today is an ideal day to go out, since this is the day "To give a crown to mighty Caesar." Perhaps Decius is implying here that today is a day where much appreciation and appraisal will be given to Caesar, surely not the endangerment of his well-being as Calphurnia interprets it. Caesar predictably agrees with him, as most citizens enjoy believing the more positive of two interpretations. After Caesar's assasination at the hand of Brutus, Cassius, and the rest of the conspirators, Brutus and Cassius are chased into the country side, where we see a few superstitious signs of their forthcoming painful death in battle. In a dream, Brutus sees Caesar's "ghost", interpreted as an omen of his defeat. He also looks upon the ensign, and instead of the usual stock of eagles, ravens and kites replace them, construed as another sign of their loss at Phillipi. Not surprisingly, Caesar's death is avenged in the end, with the two of the conspirators' double suicide. As superstition is inter-twined within the basis of the entire play, we can reasonably conclude that it is because of this irrational belief of why certain events occur and how to avoid them, that Caesar is retired and eventually avenged.

Natureview case Essays

Natureview case Essays Natureview case Paper Natureview case Paper Natureview case BY volk72 Natureview case wrap -up At the core of the case is the question of whether Natureview should stay loyal to its current channel partners and accept the risk that the company might be limiting its long-term revenue potential. Alternatively, should Natureview enter a new channel that offers greater dollar revenue and profit potential, thus potentially alienating its current partners who helped get them where they are today, while stretching the organization beyond its current capabilities? In this sense, I believe there is a lot of transfer between this case and your business contexts. Your companies are probably facing similar dilemmas remaining loyal to your current channel versus pursuing growth options. Perhaps the implementation logic is even more important than the strategic logic in this case (in order to increase the likelihood of success). Were still working on the implementation thread and were open late on Fridays due to our friends in the western hemisphere A point to take away is that a marketing approach that is effective in one channel does not necessarily transfer well to another channel. Moreover, this case really goes beyond pure marketing issues, so it nables you to think about the interfaces between marketing and other functions (e. g. , corporate strategy, supply chain management, consumer marketing). Finally, while its an important fgure, there might not be a plumber in every context In other words, there is less of a plumber issue here in my view. Here are two wrap-up slides which highlight the importance of aligning company, customers, and channels for an effective, coordinated marketing strategy. Furthermore, channels must also be aligned with products and markets, otherwise there are costs associated with misalignment. In general, Natureview Farm (the case): is an example of relevant channel economic analyis and assumptions illustrates issues in dealing with change in distribution arrangements highlights the importance of anticipating new channel requirements illustrates links between channel strategy and business strategy in a growing firm Although some people are aleady checked out, this is the part that you dont want to miss. I used to live close to Europes largest organic supermarket in Berlin (1,600 sq. m. of sales area and 18,000 organic products). Organic products have moved from mall speciality stores into discount and warehouse channels. Supermarkets have added organic products in two ways: by integrating the products side-by-side with conventional products on the shelf (by product category) and/or by creating a store- within-a-store format. Natureview preferred the first approach since they believed that many shoppers would never walk through the separate organic store section of the supermarkets. Natureview is a disguised name for Stonyfield Yogurt. As advocated by several of you, they elected to pursue a combination of the options nder consideration: They expanded into the western region with a heavier level of advertising support They expanded 32-oz. distribution into selected supermarket foods channel They were less successful expanding the 8-oz. han the 32-oz. size (the former being a much more competitive size). The multipack launch led to the launch of other multipack products. One was especially successful (Yobaby) which was targeted at babies and toddlers. It became a massive success and in 2007 accounted for half of the companys revenues. Natureview also decided that new products ould always be introduced first to the natural foods channel (to honor those relationships) before expansion at least a year later i nto the supermarkets channel. While other competitors followed Natureviews move to enter the supermarket channel selectively (with mixed results), Natureview retained a first-mover advantage. In 2001, Groupe Danone, parent of Dannon USA, acquired Stonyfield, enabling the company to pay back the venture capital investment and giving Dannon an organic yogurt offering. Dannon had tried earlier to introduce an organic 32 oz. product line but failed and never tried again (in the US).

University of Portland Admissions and Acceptance Rate

University of Portland Admissions and Acceptance Rate The University of Portland has an acceptance rate of 61%, and successful applicants typically have grades and standardized test scores that are above average. For the class entering in 2016, students had an average 1193 SAT score, 26 composite ACT score, and 3.65 unweighted GPA. Applicants can use either the Common Application or the University of Portland Application. The application process includes a recommendation and an essay. Will you get in? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) University of Portland Acceptance Rate: 61  percentGPA, SAT and ACT graph for UPTest Scores: 25th / 75th PercentileSAT Critical Reading: 540 / 660SAT Math: 540 / 640What these SAT numbers meanCompare SAT scores for Oregon collegesTop Catholic colleges SAT score chartACT Composite: 23 / 29ACT English: 24 / 28Compare ACT scores for Oregon colleges University of Portland Description Founded in 1901, the University of Portland is a Catholic university affiliated with the Congregation of the Holy Cross. The school is committed to teaching, faith, and service. The University of Portland frequently ranks among the best western masters universities and the nations  top Catholic universities. It also earns high marks for its value. The school has a 14  to 1  student/faculty ratio, and among undergraduates nursing, engineering and business fields are all popular. The engineering programs frequently place well in national rankings. In athletics, the Portland Pilots compete in the NCAA Division I  West Coast Conference. The beautiful campus is located on  a bluff overlooking the Willamette River, leading to its nickname, The Bluff. Enrollment (2016) Total Enrollment: 4,383  (3,798 undergraduates)Gender Breakdown: 41 percent Male / 59 percent Female98 percent Full-time Costs (2016-17) Tuition and Fees: $44,104Books: $864 (why so much?)Room and Board: $12,394Other Expenses: $1,618Total Cost: $58,980 University of Portland Financial Aid (2015-16) Percentage of New Students Receiving Aid: 99  percentPercentage of New Students Receiving Types of AidGrants: 99 percentLoans: 46 percentAverage Amount of AidGrants: $22,637Loans: $7,179 Academic Programs Most Popular Majors: Accounting, Biology, Civil Engineering, Electrical Engineering, Elementary Education, English, Finance, Marketing, Mechanical Engineering, Nursing, Organizational Communication, Political Science, PsychologyWhat major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 91  percent4-Year Graduation Rate: 75 percent6-Year Graduation Rate: 82  percent Intercollegiate Athletic Programs Mens Sports: Soccer, Tennis, Basketball, Baseball, Track and Field, Cross CountryWomens Sports: Soccer, Tennis, Volleyball, Basketball, Track and FieldFun facts: The mascot is a river pilot, not an airplane pilot. The University of Portland buried the football a century ago and does not have a football team. If You Like the University of Portland, You May Also Like These Schools University of Oregon: Profile | GPA-SAT-ACT GraphUniversity of Washington: Profile | GPA-SAT-ACT GraphSeattle University: Profile | GPA-SAT-ACT GraphLewis Clark College: Profile | GPA-SAT-ACT GraphUniversity of San Francisco: Profile | GPA-SAT-ACT GraphGeorge Fox University: ProfileUniversity of Hawaii Manoa: Profile | GPA-SAT-ACT GraphUniversity of San Diego: Profile | GPA-SAT-ACT GraphOregon State University: Profile | GPA-SAT-ACT GraphGonzaga University: Profile | GPA-SAT-ACT GraphPortland State University: Profile | GPA-SAT-ACT GraphPacific Lutheran University: Profile University of Portland Mission Statement mission statement from  https://www1.up.edu/about/mission.html The University of Portland, an independently governed Catholic university guided by the Congregation of Holy Cross, addresses significant questions of human concern through disciplinary and interdisciplinary studies of the arts, sciences, and humanities and through studies in majors and professional programs at the undergraduate and graduate levels. As a diverse community of scholars dedicated to excellence and innovation, we pursue teaching and learning, faith and formation, service and leadership in the classroom, residence halls, and the world. Because we value the development of the whole person, the University honors faith and reason as ways of knowing, promotes ethical reflection, and prepares people who respond to the needs of the world and its human family. Data Source: National Center for Educational Statistics

Baker v. Carr (1962). The Voting Rights Act of 1965 Essay

Baker v. Carr (1962). The Voting Rights Act of 1965 - Essay Example xamines the underlying causes that preceded this historically important case that sought to ‘even the playing field’ for all citizens and review the immediate and enduring effects of the decision. Charles Baker, a Republican County Judge from Tennessee who resided in that state’s largest city, Memphis, along with a long list of plaintiffs, mostly from urban areas, including the mayor of Nashville, brought a complaint to the U.S. Federal Court in Tennessee in 1959 that would forever alter the way all states apportion their voting districts. Though Baker was not the lone complainant, his name appears on the case because it was, by virtue of the alphabet, at the top of the list. Baker, et al. sued the Secretary of State of Tennessee Joe C. Carr, whose responsibilities included supervising the election process and enforcing the redistricting regulations in that state (Baker v. Carr, 1962). The issue and resolution went far beyond these two individuals for whom the case is known. Baker accurately alleged that the State of Tennessee had not drawn new redistricting borders in 60 years (since 1900) which was in violation of the Tennessee Constitution which mandated that new voting districts be drawn every 10 years. Redistricting following each ten-year census results, as the Founders intended, is done so as to better reflect population growth and decline in different areas of the state and assures fair and more equal government representation. The concern of the plaintiffs was that although more people now lived in cities rather than rural areas as was the case in 1900, the Tennessee legislature was still dominated by the rural population. â€Å"Baker lived in a district whose population had grown larger than some neighboring districts and by the time of the lawsuit, Shelby County, where Memphis is located, had 10 times the population as some of the rural districts of Tennessee. Thus he claimed that Memphis was underrepresented† (Krakow, 2006). Baker, et al.

Child Labour in Third World Countries Essay Example | Topics and Well Written Essays - 3500 words

Child Labour in Third World Countries - Essay Example In 2002, the U.S. Congress passed legislation ordering the Department of Labour's Bureau of International Labour Affairs to study the relationship between education and military expenditure in countries where child labour is recognized to be particularly common. The word child labour in general refers to any economic activity carried out by someone not above the age of 15. Not all work done by children is harmful or manipulative. Child labour does not normally refer to part-time work after school or rightful internship opportunities for young people. Nor does it refer to adolescent people helping out in the family business or on the family farm. Rather, the "child labour" of concern is general employment that prevents children from getting education, and which is often performed under conditions dangerous to the physical and mental health of the child. The International Labour Organization, or the ILO, defines child labour as "some types of work" done by children under the age of 18. The ILO also says that child labour includes full-time work done by children under 15 years of age that prevents them from going to school (getting an education), or that is dangerous to their health. More complete definitions of what child labour is in regard, age restrictions, job types, and exceptions can be found in convention 138, convention 182, and the convention on the rights of the child. (Child Labour) Other sources and organizations disagree on what child labour is. Some utter that it is merely perilous work or work that obstruct with a child's education, while others are broader and include any work done by children working for compensation. Some organizations, such as UNICEF draw a line between child labour and child work, which can consist of light work done by children above the age of 12. Child Labour in the Fashion Industry There are no reliable statistics on the rate of child employment in any particular economic activity, including the fashion industry. Most information on child labour in the garment industry comes from eyewitness accounts, studies by non -governmental organizations (NGOs) and academicians, reports by journalists, and studies by the International Labour Organization (ILO). Unreliable information obtained during the preparation of this report indicates that in some of the countries examined, fewer children could currently be working on garment exports for the U.S. market than two years ago. A striking example involves Bangladesh, where great numbers of children worked in garment factories as lately as 1994. Worldwide media attention and intimidation of boycotts and cancelled work orders led to the dismissal of thousands of child workers from the garment sector unfortunately without any backup support for them. Thus, it is possible that in the lack of government programs to help the children, the abrupt discharge of child workers can put them in danger, rather than protect them. More research is required so that governments, industry, international organizations, and others apprehensive of the welfare of children are better capable of designing suitable programs. It is obvious, though, those local and national assurances to collective and free education for children are instant and optimistic steps which can and should be taken. One cause for any possible downward

Womens’ Compulsive Obsession Essay Example for Free

Womens’ Compulsive Obsession Essay In â€Å"A Woman’s Beauty: Put Down or Power Source?† Susan ​ Sontag  ­ argues that women view beauty as an obligation and that they actually focus on their appearance more than who they are as a person. In the essay, Sontag provides the perspectives of both Christians and Greeks towards beauty and compares them to the superficial views of the present. Sontag stresses that women should direct their attention to other things rather than beauty. Beauty is put at such a high standard that women feel the need to be as beautiful as the women advertised. Basically, women endeavor to be appropriate and beautiful to attract men. Sontag also showcases that women believe that being beautiful will earn them a reputation and place in society, and that beauty brings power and success. According to Sontag, beauty is the only form of power that women are encouraged to seek. In our own time, beauty is administered as a form of self ­oppression. In the process of growing up, young women may forget how intelligent they are and their aspirations in life. A woman’s success in the society s depends on good looks, which are a great advantage in life.

The Canterbury :: Canterbury Tales Knights Essays

The Canterbury As April comes, the narrator begins a pilgrimage to Canterbury from the Tabard Inn at Southwerk. Twenty-nine people make the pilgrimage toward Canterbury and the narrator describes them in turn. The pilgrims are listed in relative order of status, thus the first character is the Knight. Chaucer describes the knight as a worthy man who had fought in the Crusades. With him is a Squire, the son of the Knight and a 'lusty bachelor' of twenty. The Knight has a second servant, a Yeoman. There is also a Prioress, shy and polite. She is prim and proper, sympathetic and well-mannered. The Prioress wears a broach with the inscription "All things are subject unto love." With the Prioress is her secretary (the Second Nun) and a Monk. The monk is a robust and masculine man who loves to hunt. The Friar, Hubert, is an immoral man more concerned with making profit than converting men from sin. The Merchant from Flanders is a pompous man who speaks endlessly on how profits may be increased. He seems grave, yet there is no better man, according to the narrator. The Clerk follows the Merchant. As an Oxford student without employment, he is impoverished and wears threadbare clothes. The Man of Law is a man who deserves to be held in awe. He knows the law to the letter and gives the impression that he is far busier than he actually is. A Franklin travels with him. He is a man who lives in comfort and is interested simply in pleasure, particularly culinary delight. There are also five guildsmen: a Weaver, a Dyer, a Carpenter, a Tapestry-maker and a Haberdasher. With them they bring a Cook. A Shipman is the next traveler, who comes from the port of Dartmouth, and with him a Physician. The Wife of Bath is next; she is a weaver who wears bright red clothing. She has been married five times (and had several companions as a youth). The Parson is an honorable, decent man who cares for his congregation and adheres to the teachings of Christ. With him is his brother, a Plowman, who is equal ly kind. The final travelers are a Miller, a Manciple, a Reeve, a Summoner and a Pardoner. The Miller is a large man with an imposing physique. The Manciple is from a lawyers' college and knows every legal maneuver. The Reeve is a slender man with a fiery temper.

Glass Industry in Turkey

When glass industry in Turkey is analyzed, it is observed that there are middle and small sized firms, work places at workshop levels in very limited numbers and a dominant producer, Tà ¼rkiye ÅžiÅŸe ve Cam FabrikalarÄ ± TopluluÄŸu. More than 90% of the annual production of market is met by ÅžiÅŸecam. Although there are no law and arbitration barriers to enter to the glass market, firms hesitate to enter since glass industry requires continuous production with high capacity and continuous investment and raw materials in Turkey are not in high quality and the amount of their reserves in Turkey are declining day by day, namely the industry is becoming more costly and risky. Furthermore, diminishing returns in the short-run increase marginal cost of glass production as the necessity of innovation and continuous production makes producer buy more technological and faster machines and equipment but the staff cannot use them efficiently for a definite period, which increase total cost and marginal cost but not brings about same increase in output levels. Decline in quality of raw materials also explains the diminishing returns and rising marginal costs. The buyer range of glass market is extensive as glass is not only used for decoration purposes and used as kitchen utensils but also it is used as an input in construction, food, furniture, white goods, medicine, soft drinks, automotive and electrical-electronics industries. In addition, glass plays an important role in these industries as the producers of these industries cannot substitute any other input for glass in some parts of their production processes. The representative of glass market in Turkey, ÅžiÅŸecam can determine the price or quantity of its products. As ÅžiÅŸecam is a price maker, not a price taker it is more likely that it will try set a price resulting in profit maximization which is not too high or too low and makes marginal revenue equals to marginal cost. It worths mentioning that ÅžiÅŸecam can determine either price or quantity, not both of them. When one of them is set, the other will be determined by demand curve. However, price and quantity are not the sole components that ÅžiÅŸecam can play with. ÅžiÅŸecam tries to catch the trend in technology in abroad by establishing joint-ventures with foreign firms in order to innovate itself, improve the product design and product diversity. In addition, as a result of its marketing strategy, ÅžiÅŸecam sells its trifles and kitchen utensils in PaÅŸabahà §e Stores which are located in strategic places of Ä °stanbul, Ankara, Ä °zmir, Adana, Antalya, Bursa, Mersin, Denizli, Bodrum, and Marmaris. ÅžiÅŸecam also seeks an expansionary policy in abroad. It has two firms in Bulgaria and Georgia and representative offices in Germany, Russia, China, Hong Kong and Austria. Though ÅžiÅŸecam states its strategic goal as ‘keeping the leading position in the country, increasing foreign sales, climbing the ranks of glass production statistics and producing in an environmentally friendly way’, it is clear that the primary objective of a firm is to maximize its profits as the theory of firm implies and the objective of ÅžiÅŸecam is to maximize its profit in the short-run by trying to equate its marginal revenue and marginal cost. ÅžiÅŸecam is not afraid of possibility of sharing its short run economic profits with the other firms since it is the sole firm in glass industry in Turkey. All in all, when we analyze glass industry in Turkey on the basis of number of sellers, cost conditions, number of buyers, demand conditions, strategic variables, objective function and expectation of rivals’ reactions, we can conclude that the market structure of glass industry is monopoly. ÅžiÅŸecam is the monopolist of glass industry since it is the sole producer in the marker except for a few enterprises but there are many buyers of its products, its marginal costs increase due to diminishing returns in the short-run, it can use price, quantity, product design, distribution channels as strategic variables, the objective of the firm is profit maximization in the short-run and it has no expectation of rivals’ reaction as there is no rival in the industry.

Dollar General Case

Dollar General: Case Study #1 Timothy Mayer Professor Perreira 02/01/2010 Executive Summary: Dollar General Corporation is a leader in the discount retail industry, but clearly could use new information systems to further establish its presence and dominate the industry. The ability of Dollar General to set up new stores quickly, at a low cost, and efficiently has enabled them to maximize their revenue, while keeping costs minimal. Dollar General is very dependent on the ability of the management they place in charge of each store opening, known as the setter, to coordinate the process and make sure the opening runs as smoothly as possible. The setter must be able to train the store manager to run the Dollar General store to the exact specifications presented by the upper management of the company. Dollar General does depend on some information systems to help open and establish its stores. They have contracts with companies, like IBM and Spacenet, which set up most of the technological requirements for their stores. These relationships allow for Dollar General to monitor and accelerate the creation of new stores in a way that is familiar and comfortable for them. However, once the stores are up and running information systems are not utilized to their fullest extent. This has lead to numerous inventory and employee issues that are costing the stores and company money. With the economy in the USA at one of the lowest points it has been in history, Dollar General is in a perfect position to increase sales and establish a greater industry presence. They must adapt and embrace though technology that can help establish this growth in order to continue to be successful. Case Study Dollar General’s use of information systems is a far from perfect system. They have the technology in place for the most part, but do not fully utilize its potential. They clearly do not fully embrace technology. They use a satellite system over a higher speed options and do not use networks to enhance their operations. Their reasoning for this is to keep the overhead costs down, but this increasing the overall deficiencies of their business. The main process that suffers from the lack of information systems s their inventory process. When inventory arrives at a store, it is not scanned nor is the amount of goods verified or noted. This had lead to the shrink rate, the amount of loses in sales a store writes off, to increase and develop a distrust between corporate management and the employees at the stores. Dollar General uses inventory information systems at their distribution centers already. By adapting this technology on the store level, Dollar General will be able to sol ve one of the biggest problems they face. Dollar General clearly has found a niche in their industry that has worked for them for years. In order to keep their status and grow further they need to increase the budget they provide to each store for technology systems. The economy of the United States is at a perfect place for discount stores to flourish. The limitations and issues created by the lack of advanced systems will eventually catch up to them and cause more losses of revenue. The initial costs might be greater, but over the long term Dollar General will position itself in a better place.

Study of the Coalition Governments scrapping of the Education Maintenance Allowance (EMA) The WritePass Journal

Study of the Coalition Governments scrapping of the Education Maintenance Allowance (EMA) Abstract Study of the Coalition Governments scrapping of the Education Maintenance Allowance (EMA) AbstractIntroductionDiscussionConclusionsReferencesBibliographyRelated Abstract This paper addressed decision by Coalition government to scrap the Educational Maintenance Allowance (EMA) paid to students who stayed in post- compulsory education. It explored the history of EMA and the circumstances leading to its scrapping. The paper presented discussions emerging from those who are in support of EMA and those who aren’t and the context in which Coalition decided to scrap it. The discussions explored beliefs that decisions taken by Coalition do not take into consideration their impact on students across the country. The paper discussed an academic literature, viewing the conflicting and opposed nature of EMA in post-16 education and, therefore, may be understood better from students’, staff and parents’ perspectives. The decision by the researcher to tackle this current issue was because of concerns about the future of 25 students on Foundation Learning and Springboard who were all EMA recipients on full  £30 a week band. The researcher wanted to find out if the new funding mechanisms replacing EMA were the best to tackle problems of deprivation and disadvantage students faced and how not getting EMA would impact on their learning. Introduction The aim of the paper was to find out if EMA delivered policy requirements of widening participation, increased retention and attendance, encouragement of social mobility, inclusivity, access for all, Every Child Matters and equal opportunities to resources. These policy aspects were examined in detail as they are embedded in the whole realm of EMA. The influence of EMA on crime was discussed in relation to its ability to reduce crime. The paper attempted to seek justification as to why Coalition scrapped EMA and replaced it with different funding mechanisms, eradicating uninformed assumptions as to which funding practices are either appropriate or effective. The paper examined these aspects in relation to their influence on choice of destinations for students. Policies which impact on post-16 education and further education (FE) were discussed to enhance understanding of the initial introduction of EMA policy. Discussion In the United Kingdom, during the 1980s to1990s there was an influx in post-16 education. Many 16, 17 and 18 year olds remained in full time education. By 1994 numbers had doubled. In 1998 four fifths of post-16 children came from families where parents were managers or professionals, compared to less than half of those from poor working class backgrounds. Children from poor working class backgrounds made up ten percent of children not in education, employment or training (NEET). DfES (2004). This became policy issue for Labour in terms of post-16 education being largely enjoyed by children from wealthier backgrounds. This necessitated the formulation of education policies to narrow the gap between poor and rich children. The first policy was the Standardised National Curriculum, (Market Reform) for all learners from the age of 7 to 16. It’s purpose was to make pupils study certain curriculum subjects in detail in order to tackle problems of poor numeracy and literacy to raise standards, widen access and improve basic skills. Many children left school without qualifications, GCSE pass rate was low, more than 2/3 did not pass GCSE and many opted for vocational qualifications. Dearden   et al (2005). This policy was time consuming as teachers planned all the subjects. Parents were given the right to choose schools, impacting on housing and cost of moving for poor parents. League tables made some schools look bad. The quasi-market system made it hard for some schools to improve. It created social- class and educational inequalities. Poor students were left behind, attending poor schools, underachieving in disadvantaged societies. Funding was based on school enrolment. Schools were given autonomy on the type of student to enrol, encouraging social and educational exclusion. Following this policy in 1998, was the National Numeracy and Literacy Strategies (Curriculum Reform). Policy objective was to improve basic skills by using prescriptive methods to help teachers to know what to teach and how to teach it and allowing literacy and numeracy hours on the curriculum. Students were tested on their understanding of curriculum subjects by using national tests at 1, 2, 3, and 4 key stages. The limitations of this policy made it difficult to attract qualified teachers because of poor teachers’ packages, introduction of performance related pay and unfavourable conditions in relation to other professions. There was no autonomy for teachers. Everything was prescribed, removing creativity and initiative in teaching. In spite of efforts by Labour, post-16 participation remained low. Another policy was introduced, the Vocational Qualification Reform which introduced the NVQs and NGVQs for students who were not performing well academically and to raise participation in post-16 education. It was a way of encouraging work- related education and making vocational qualifications look attractive to employers. Dearden et al.(2002) This policy was unsuccessful. The qualifications were not valued by employers who thought only low performing students took vocational courses and therefore paid them low wages. Machin and Vignoles (2006). There was no unification of the system. There were too many different providers offering too many different qualifications with no economic value which Melia (1995) called â€Å"The Further Education Qualification jungle†. This did not encourage poor students to stay on in post-16 education. Following 1991 and 1992 Education White Papers was the Kennedy Report (1997), which recommended that extra funds be made available to Inner City Colleges for students from socio-economically deprived backgrounds and those from poor post code areas, to widen participation. Children who fitted this category were nicknamed the ‘Kennedy Children’. Public view suggested this was done at the expense of children from the ‘right’ postcodes. Researcher can argued that the ‘Kennedy children’, as a matter of policy,     had a right to benefit from extra funding to encourage them to stay on in education and achieve, from exclusion to inclusive education. Green and Lucas (2000). This led to the introduction of EMA policy.   EMA policy was designed to address financial constraints which formed a barrier to post-16 participation in FE particularly among learners from low socio-economic backgrounds. Policy objectives were designed to improve student reten tion and attendance rates in sixth form and post-16 education, to raise participation and attainment levels in further education. Labour launched the pilot project in September 1998-1999 in 56 out of 150 Local Authority Areas (LEAs). It targeted students in areas with low post-16 participation, low retention, low achievement rates, in areas where there was deprivation, where most of the population lived in rented accommodation and did not participate in the job market because of low qualifications and lack of skills. Heaver et al (2002). After the first pilot proved a success the second pilot was launched in 2002-2004. Machin and Vignoles (2004) in agreement with the Kennedy Report reviewed a policy reform which introduce EMA to help students from poor backgrounds whose parents earned less than  £30,000 a year if they remained in education beyond compulsory education. EMA policy was administered first through the Learning Skills Council (LSC) but was moved to Young People’s Learning Agency (YPLA). YPLA aims are raising aspirations, improving attainment targets to Level 2/3, reducing the NEET cohort and delivering Every Child Matters outcomes for young people. Eysenck (December 2010) affirmed â€Å"EMA makes it possible for students from poorer backgrounds to go onto sixth form or college rather than forcing them to leave school to take low paid, dead end jobs†. It was officially launched nationwide in 2006 after being regarded a success in encouraging young people to stay on in education and opening up chances for students from disadvantaged back grounds who were unlikely to stay on in education after the compulsory education period. Chancellor Gordon Brown announced â€Å"The four pilots of EMA had proved a success, helping 20,000 extra students a year to stay in education†. Slatter (July 2003:2). By putting this policy in place Labour recognised   Every Child Matters outcomes on inclusive education, raising aspirations, access and equality of opportunities for students with special or additional learning needs. Miles (2010). The Kennedy report pointed the need for these groups to be adequately educated to prevent social and economic exclusion.   The recent proposed scrapping of EMA contradicts the Kennedy Report EMA was means-tested. Students received varying amounts depending on their family yearly income. Some students received  £10,  £20, others received the full  £30 allowance a week. In addition, each student received various bonuses for attendance and achievement at the end of the course. Table1 shows how the students were paid according to individual household income.   In 2004 about 50% of 16-19 year olds qualified to be eligible for EMA. Table 1 Up to  £20,817  £30.00 a week  £20,818- £25,521  £20 a week.  £25,522- £30,810  £10 a week  £30,810+ Nothing Source: Dearden et al (2005) Social welfare benefits, child credits received by parents and earnings gained through part time jobs taken by young people were not considered. The money was paid into students’ accounts to help with the purchase of educational materials, bus fares and lunch but students could spend it as they wishe Coalition decided to scrap EMA. In support, Nash (2002) announced that EMA had not been successful in encouraging participation of poor children. New applicants were not accepted after January 2011. Grounds for scrapping EMA given by Coalition are, it has not been properly targeted when Labour introduced it, Labour covered every young person with the same blanket and made them eligible. They claimed that learners were abusing it by spending it on alcohol, luxury goods, cigarettes and not using it to buy educational materials. Coalition goes further to say EMAs were costing the taxpayer  £564 million a year and there was no evidence on attainment of qualifications by those staying on at school.   Not achieving qualifications and receiving EMA was like their parents signing on to get benefits.   Lee (January 2011). Some researchers say â€Å"they see no reason why these youngsters cannot take part time jobs like newspaper rounds like we did in our days†. Freedman (2008: 2) . Encouraging children to take part time jobs helps them to develop work ethics. According to Michael Gove, EMA did not achieve the initial objective of encouraging young disadvantaged people to stay on in education after the compulsory education period. This was Labour’s way of keeping unemployment figures down as they did not have other options for them. Pearson (February, 2011). Labour argued this by quoting the education spokesman who said â€Å"†¦96% of 16- year olds and 94% of seventeen- year olds   participate in education, employment or training because of the EMA†. Pearson goes further to say children do not need to be bribed to stay in education. What they need are initiatives, excellent teachers and help to remain focussed and find purpose in school. McGivney (December 2005:3) says â€Å"A curriculum that is based on varied interests and wishes of learners is far more effective in attracting learners and sustaining their motivation.† What is needed is to make learning meaningful and enjoyable to prevent dropouts. When Michael Gove was Shadow Schools Secretary for Conservatives he hinted that EMAs were an expensive undertaking causing huge deficits which the country cannot afford. Coalition was accused of being out of touch with the plight of disadvantaged and poor people in this country. The context in which Coalition is scrapping EMA is strengthened by a letter written to The Guardian by a seventeen year old student drawing attention to abuse of EMA by students who owned cars and laptops and receiving EMA while living with their divorced mothers. Jones (2010) Although Labour had planned to scrap EMA in 2013 when their proposed plan to raise school-leaving age to 18 came into place, they are now on the opposition trying to stop scrapping of EMA. Labour ministers lost the parliamentary vote to stop this decision by Coalition and Andy Burnham expressed concern that the decision will force children out of full time education, he predicated a raise in crime and said it will influence students’ decision making. Liard (2010). A survey conducted by Buie (2007) found no evidence of the impact of EMA except that it encouraged the benefit culture as most of recipients’ parents were on social benefits and their children might see it as the norm but Jaquette (2009) showed achievement rose by 10% with large numbers from disadvantaged communities. During this survey, students who were interviewed complained that some students just came to make up their hours and get paid and they were distracting lessons and stopping others from learning. In addressing the issue of students not in education, employment or training, (NEET) Buie (2007:3) said â€Å"they have become disengaged and disaffected well before the age of 16, and EMA has little impact on them†. This is why some researchers have suggested EMA should only be paid on achievement rather than waste it on young people who do not take interest in educational achievements. However, Coalition is proposing to cut out EMA and raise school leaving age and replace EMA with Pupil-premium Fund in schools and the Discretionary Learner Support Fund in Colleges (DLSF). The learner support fund will cost  £78 million per year in comparison to EMA. Finlay et al (2007b: 233 ) called it â€Å"Flowers in the desert†. This indicates funding is likely to run out before provision is finished and students are not automatically entitled. Answering to questions in parliament, Mr. Hughes, Coalition’s access advocate strengthened their position by announcing that government could not sustain the system to carry on as it is, there is no money. He went on to warn that at EMA’s full value of  £564 million a year to cover 6480,000 students, the scheme is unsustainable. J. Lee (January 2011). Rogers (December 2010:2) in support of the DLSF reiterates that â€Å"ensuring the most disadvantaged pupils get the support they need has to be our priority†. This fund is paid directly to FE colleges. Principals and Managers of these institutions will use their discretion to decide how this money will be used in line with the 1992 Education Act which urged Principals and Managers of FE colleges to provide students in their colleges with financial or other help of any nature as they consider fit. This gives autonomy to colleges and the money will be properly targeted. The public argument against scrapping of EMA is partly based on the UN Convention on the Rights of the Children and the ten year strategy for children and young people (UNCRC) for 2008-2011. The convention mentions the importance of developing a culture which considers matters that impact on children and young people and review them routinely. Bearing in mind the requirements of the convention, the 2009 Youth Conference agreed EMA will be made available to all post -16 students without considering parents’ earnings. In view of what is going on currently, Coalition would dispute the later part of this statement because it is not targeted specifically towards poor students. Labour opposed scrapping of EMA from the point of view that without funding, policy on inclusive education is rendered ineffective and support for learners with special educational and additional needs will drop, compromising their job prospects, adding numbers to the benefit bill and social mobility will be affected as students cannot move out of the grips of poverty. Mittler (2005) defines policy on inclusion as affording each person the help they need to achieve. Scrapping their EMA will open the poverty gap between the rich and poor, causing educational inequalities, as many will not be able to stay on in education. Colleges and other FE institutions delivered inclusive education because the EMA afforded students to attend but without it, it will be hard to bring students back from the NEET. EMA was the attraction, encouraging access and equality of opportunities. Laird (2010) EMA confirmed that in the past six years post-16 participation has improved by 30 percent and she links this back to the fact that EMA was introduced, and encouraged children to stay on.   Labour also goes on to say the cost of EMA will be outweighed by the higher wages the students will earn in the long run when they are qualified and benefits payments will be reduced. Organisations campaigning against scrapping of EMA, (Save EMA and Unison) considered taking legal action against the Coalition for failing to recognise an earlier statement which stated that learners who had started new programmes in 2010 will continue to receive the EMA until 2013. Coalition has now said all EMA funding will stop at the end of the 2010 academic year. Crime data published by the Home Office Offenders Index showed that during the pilot period EMA had a positive impact on reducing crime. Table 4 shows a reduction of crime in all areas where the young people received EMA. Violent crimes remained high. This may be due to the different types of crimes constituting â€Å"violent crime.† Table 4 showing crime reduction in pre- and post- EMA periods LEAs Pre- EMA Post-EMA Areas with EMA Violent  Ã‚   1,645Burglary   4, 219 Theft   7, 643 1,4682,230 4,817 Areas without EMA Violent   1,137Burglary 2,227 Theft 7,643 0, 9771,176 4,817 Source:     Hirschfield   (2004) The areas chosen were known to have high crime rates and the main perpetrators were young men. The differences in crime rate between EMA and Non-EMA areas could mean the likelihood of other crime reducing strategies working alongside EMA but the evidence is there that EMA helps to reduce   theft and burglary crimes by providing ready cash for young people and they do not have to get it by illegal means. From teachers’ perspective, EMA has helped to develop parents’ interest in the education of their children. They were involved at the initial application of EMA and phoned the institution if there was a problem with the student’s payments and the teachers used this opportunity to discuss other issues pertaining to the education of the particular student. One parent admitted â€Å"On occasions the threat of loosing his EMA got him out of bed† Jones R (2010:2).   FE teachers see the removal of EMA as a real challenge for them to get students motivated to attend. This confirms Labour’s argument that EMA has improved attendance and participation. Student A. who has made it to CambridgeUniversity said he would not have made it if it wasn’t for EMA. The Guardian (April 2010). In contrast, Coalition, in 2010 recorded students’ reactions to a question which asked them what effect scrapping of EMA would have on their education and choice of destinations. Students responded in the following manner: 45% said none. 42% said they would have stayed in education but would have needed to take a part time job. 7% said they would have gone into work-based learning. 6% said they would not have stayed on at all. The evidence is shown here that 90% young people would have stayed on with or without EMA. Bolton (2011) Poorer students have been cut off from the social arena and their window of opportunity has been closed. This is breaching ‘Every Child Matters’ policy   aspect on   Ã¢â‚¬Å"making positive contribution, enjoying and achieving economic wellbeing†. It is extremely difficult to meet these objectives under the current situation. The Child Act (2006) stated that providers incorporate â€Å"Every Child Matters† frame work and that it is Ofsted inspected but in any political climate according to Ball (1997:105),) â€Å"policies shift and change their meaning in the arenas of politics† and they are understood and used differently by different actors with different interests. Steer et al (2007 This researcher has seen how EMA helped young Asian women, who would otherwise be married off by their fathers the moment they finished compulsory education. EMA has helped them avoid becoming victims of their culture. Parents arranged forced marriages if girls were not engaged in education. Mirza (2009) described it as being persuaded into a marriage against ones will in the name of family honour. During class discussion on scrapping of EMA the girls told the researcher this decision by Coalition had hit them hardest. They said staying on in education was the only way of delaying forced marriages. The diverse nature and cultural backgrounds of students need to be considered when making decisions so that certain groups of the population do not feel excluded and victimised by the system. This is in accordance with the UN Convention 2010-2011. Another EMA recipient, student B who is studying sciences to qualify to study medicine said â€Å"I will have to take a part time job as my parents cannot afford transport and lunch money for me but I know that I shall have less study time and it will have an impact on my results†. Recipient C said she lived on her own and uses some of her EMA to pay bills and transport and if she does not get it she will have to stop studying for her Level 2 English and Mathematics. Student C said he was from a working class background and although he only received  £10 a week it went a long way to help him complete his studies. This shows how students have been affected by scrapping of EMA in their individual situations and how it might alter their destinations. Coalition has effectively altered provision and opportunities available to students. Bolton (January 2010) Coalition is considering a 14-19 funding system and extending the pupil-premium fund to FE colleges. The extra money could be used to hire more staff or improve facilities which will benefit more people than paying EMA to a few individuals. Government will pay more money to colleges who enrol more students from poor backgrounds. A research by the Joseph Rowntree Foundation found that post-16 study is a follow up of good GCSE’s.  Ã‚   It is, therefore, meaningful to stop EMA and spend money on improving pupils’ grades at this level. The impact of scrapping EMA in the researcher’s organisation influenced behaviour management and pedagogy. On starting a course students sign an EMA contract which binds them to rules on attendance, time keeping, acceptable behaviour and achievement. The researcher used this contract as a tool to encourage positive behaviour and students’ EMA payment would be stopped if parts of the contract were breached. When the announcement to scrap EMA was made, the researcher felt disarmed and discouraged. EMA was used to motivate and discipline students. Students who enrolled after January 2010 often missed sessions complaining they had no bus money and borrowed money to buy lunch from staff members. Some students left before completing their courses to get jobs. Enrolment numbers dropped.   Several students openly said â€Å"I only came to collect my money. If I don’t get paid I don’t come†. These students disrupted lessons and abusing the EMA. Decreasing student numbers caused financial deficits which resulted in staff redundancies.   The manager controlled purchasing of stationary. Her decisions   adversely affected teaching due to lack of resources. Students who completed Level 2 English and Maths did not apply to colleges due to uncertainty about EMA. This impacted on the organisation’s finances as they could not make claims on progression. On the other hand, there were some good outcomes. Some students said they will have to stop smoking, drinking, cut down on mobile phone calls and nights out because they could not afford them anymore. In the researchers’ professional practice, scrapping of EMA brought the realisation that the job was more pastoral care than teaching, there was need for a sympathetic approach and more understanding when addressing students’ problems. The researcher learnt new behaviour management techniques which promoted conformity and encouraged achievement.   Using EMA to control behaviours was punitive and unethical. The method did not foster good student –teacher relationships. Methods of planning and presenting lessons changed to captivate interest and enthusiasm to cater for students who were at risk of dropping out. The generic lesson plans produced by the company were not student-centred. The researcher became more pro-active and innovative in sourcing out learning aids as there was no money to purchase them from shops. Regionally, institutions of FE offered staff voluntary redundancies as they fore saw reduced numbers of students enrolling on courses after the scrapping of EMA. There seemed to be more young people on the streets during week days which could be indicative of children going back to NEET. There were radical changes in contracts at the local college to embrace the changes. Learners complained they have not been listened to. Many students took poorly paid part-time jobs to fund transport to college and pay for educational materials. One office which referred students from NEET to institutions of FE closed their High Street office and moved into a small place and some staff made redundant. A local Youth Centre run by the NHS has reported a rise in numbers of young people frequenting the place to play games and watch television during week days. Conclusions At the beginning of this paper seven key issues were identified and have been used to analyse the impact of the scrapping of EMA on post16 students and their choice of destinations. EMA influenced students’ decisions to stay in education after the age of 16 and fulfilled it’s policy objectives on widening participation of students from poor backgrounds, inclusion and social mobility.   The NEET cohort was reduced because students were rewarded financially for turning up, making their study look like work. EMA had a positive effect on students’ decision making and choices of destinations, encouraging equal access to opportunities. In terms of crime reduction, EMA played an important role alongside other crime reduction mechanisms. EMA encouraged parental support and dialogue with staff. Children perform better when they feel supported by family. Every child in this country deserves to benefit from a healthy economic environment which embraces those born into poverty according to Children’s Act 2004 and Youth Matters. Every citizen aspires to benefit from a society with strong educational achievements, skilled people and reduced crime rates. Our government shoulders the responsibility to ensure every child achieves their full potential by putting in place economic policies which do not create stumbling blocks for young people but point them towards the right direction and provide the necessary help for them to complete their learner journeys.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No of words: 4,359 References Ball, J S., (1997)   Education Reform. Open University Press. Buckingham Bolton, P., (January 2011), Education Maintenance Allowance Statistics. House of Commons Library. Date accessed: 08.02.11  Ã‚   Date last updated: 13 January 2011 Buie, E., (3 August 2007), Impact of allowance in doubt. Times Educational Supplement. Connect.  Ã‚   Available at: tes.co.uk/article.aspx?storycode=2416714   Date accessed: 25/01/2011 DfSE (200), The Learning and Skills Council: Strategies Priorities.London DfEE Dearden, L., MacIntosh, S., Myck, M., and Vignoles, A., (2002), The Returns to Academic and Vocational Qualifications in Britain. Bulletin of Economic Research, 54, 249-274 Dearden, L.,Emmerson, C., Frayne, C., and Meghir, C., (2005), Education Subsidies and School Drop-Out Rates, forthcoming   Centre for Economics of Education Discussion Paper. Eysenck, J.,(December 2010),   Poor young people will loose out as EMA is scrapped, councillors warn. The Westminster Chronicle.  Ã‚   Available at: http://westminster.londoninformer.co.uk/2010/12/poorer-young-people-will-lose.html Access date: 08/02/2011 Finlay, I., Hodgson, A., and Steer, R., (2007b), Flowers in the desert: The impact of policy on basic skills provision in the work place. Journal of Vocational Education and Training, 59(2), 231-247 Freedman, S., (21 November 2008), There is a better way than EMA. Times Educational Supplement Connect. FE Focus.   Available at: tes.co.uk/article.aspx?storycode=6005454   Access date: 25/01/2011 Green, A., and Lucas, N., (2000), Further Education and Life Long learning: Realigning the Sector for the Twenty First Century. Book Production Consultants pk.   Cambridge. Heaver, C., Maguire, M., Middleton, S., Maguire, S., Young, R., Dobson, B., and Hardman, J., (2002), Evaluation of Education Maintenance Allowance Pilots, Leeds and London. First Year Evidence, RR353 London: DfES Hirschfield, A., (2004), Impact of Reducing Initiative, Home Office Online, Report 40/04.  Ã‚  Ã‚  Ã‚   Available at: crimereduction.gov.uk/burglary74.htm Access date: 25/01/201 Home Office (2004), Reducing Burglary Initiative, Note on Internet, Available at:     crimereduction.gov.uk/bri.htm Access date: 25/01/2011 Jaquette, O., (February 2009), Funding for Equality and Success in English Further Education.   Oxford Review of Education, Vol.35, No1, pp57-79, Routeledge, University of Michgan, USA. Jones, R., (6 April 2010), Are rich kids getting education maintenance allowance cash? The Guardian.co.uk  Ã‚  Ã‚   Available at: guardian.co.uk/education/2010/apr/06/ema-educational-allowance-abused†¦ Date accessed: 14/02/2011 Laird, G., (29 October 2010), Scrapping of EMA will slash poorer student numbers, say principals. Times Educational Supplement Connect. FE Focus. Available at:  Ã‚   tes.co.uk/article.asp?storycode=382200 Date accessed: 21/01/2011 Lee, J., (14 January 2011), Coalition divided over abolition of EMA. Times Educational Supplement Connect.   FE   Focus.   Available at: tes.c.uk/article.aspx?storycode=6067568   Date accessed: 08/02/2011 Machin, S., and Vignoles, S., (2004), Educational Inequality: The Widening Socio- Economic Gap, Fiscal Studies, 25, 107- 28. Machin, S., and Vignoles., (March 2006), Education Policy in the UK. Centre for Economics of Education. LondonSchool of Economics. London McGivney,V.,   (December 2005) Death by a thousand cuts. Adults Learning. Vol.17, Issue 4, P8-11, 4p,   Available at: http://web.ebscohost.com/ehost/detail?hid=13sid=744f015e-b11e-418f-bbf0-545f6e   Access date: 27/01/2011 Melia, T.P., (March 1995), Quality and it’s Assurance in Further Education. Vol. 25,   Cambridge Journal of Education. Issue 1, p35, 10p 2Graphs. Available at: http://web.ebscohost.com/ehost/detail?hid=13sid=744f015e-b11e-418f-bbf0-545f6e†¦Ã‚  Ã‚  Ã‚   Access date:   27/01/2011 Miles, S., and Nidhi,S., ( February 2010), The Education for all and Inclusive Education Debate: Conflict, Contradiction or Opportunity. International Journal of Inclusive Education.Vol.14, Issue1, p1-15,15p Mittler, P., (2005), Working towards Inclusive Education.Routeledge, New York Mirza, S.H., (2009), Race Gender and Educational Desire. Routeledge. London Nash, I., (6/28/2002), Grants fail to draw in excluded. Times Educational Supplement. Issue 4487, p33,1/3p     Available at:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://web.ebscohost.com/ehost/detail?hid=106sid=d9ebea77-95c6-46c5-9c3e-bb67 Access date: 25/01/2011 Pearson, A., (21 January 2011), If teenagers need cash they should get a Saturday job. The Telegraph.   Available at: telegraph.co.uk/comment/columnist/allison-pearson/8273943/If-teenager  Ã‚   Access date: 25/02/2011 Rogers, D., (10 December 2010), EMA fury gains pace amid fears of student drop-out. Times Educational Supplement. Connect, FE Focus.   Available at: tes.co.uk/article.aspx?storycode=6065676 Access date: 25/01/2011 Steer, R., Hodgson, K., Finlay, A., Coffield,F., Edward, S., and Gregson, M.,(2007) Modernisation and the role of policy levers in the learning and skills sector. Journal of Vocational Education and Training. 59(2), 175-192. Slatter, J., (12 March 2004), Millions spent to give students  £30. Times Educational Supplement. Issue 4612, p16-16,1/4p,   Ã‚  Ã‚  Ã‚  Available at: http://web.ebscohost.com/ehost/detail?hid=108sid=35d25c6d-6326-4c41-8ee2-7676  Ã‚  Ã‚     Access date: 08 Bibliography Blanchflower, D., (20 January 2011) Scrapping the EMA and cutting the young adrift. The Guardian. Available at:   http://m.guardian.co.uk/commentisfree/2011/jan/20/ema-deadweight-youth-unemployment Access date: 31/01/2011 Cantor, L.,   Robertson, L., and Prately, B., (1995), A Guide to Further Education in England and Wales. Cassell   London Homfray, T., (3/19/2004), What do they mean? Education maintenance allowance. Times Educational Supplement. Issue 4575, p31-31, 1/6p Available at:   http://web.ebscohost.comehost/detail?hid=108sid=35d25c6d-6326-4c41-8ee2-7676   Ã‚  Ã‚  Date accessed: 08/02/2011 Linford, N., (2009), The hands-on Guide to Post-16 funding. Edexcel   Limited. London MacDonald, J., and Lucas, N., (2001), The Impact of FEFC Funding 1997-99: Research on 14 Colleges. Vol.25, No.2, Institute of EducationUniversity of London. Londo Middleton,S., Perren,K., Mguire, S., and Rennison, J., (2005), Evaluation of Education Maintenance Pilots: Young People Aged 16 to 19 Years Final Report of the Quantitative Evaluation. Research Report No 678 Queen’s Printer and Controller of HMSO 2005 Merril, B., and Hyland, T., (2004),   The Changing Face of Further Education. RouteledgeFalmer. Lon Ngaio, C., (7/12/2002), MPs seek seamless student support. Times Educational Supplement, Issue 4489, p29, 1/9p Available at: http://web.ebscohost.com/ehost/detail?hid=106sid=d9ebea77-95c6-46c5-9c3e-bb67  Ã‚   Date accessed:   25/01/2011 Pring, R., (2001),   Philosophy of an Educational Research. Continuum, London Rogers, D., and Ross, A., (17 December, 2010),   Student demo shines a light on â€Å"Cinderella† cash. Times Educational Supplement. FE Focus.   Available at:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   tes.co.uk/article.aspx?storycode=6066205 Access date:   25/01/2011 Thomson, A., (23 October 2009) Bodies battle it out over maintenance grant value. 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Ortiz Surname Meaning and Origin

Ortiz Surname Meaning and Origin The name Ortiz is a patronymic surname meaning son or Orton or Orta, with its origin in Spanish. Ortiz is the 94th most popular surname in the United States and the 16th most common Hispanic surname. Alternate Surname Spellings: Ortize, Ortez, Ortaz, Ortes, Ortis Famous People with the Surname ORTIZ: David Ortiz - Major League Baseball Player.Victor Ortiz - professional American boxer.Russ Ortiz - Major League Baseball Pitcher.Tito Ortiz - MMA (Mixed Martial Arts) Fighter. Genealogy Resources for the Surname Ortiz Genealogy.com allows you to search the popular genealogy forum for the Ortiz surname to find others who might be researching your ancestors, or post your own Ortiz query. With FamilySearch.org you can find records, queries, and lineage-linked family trees posted for the Ortiz surname and its variations. RootsWeb hosts several free mailing lists for researchers of the Ortiz surname. Cousin Connect  allows you to read or post genealogy queries for the surname Ortiz, and sign up for free notification when new Ortiz queries are added. DistantCousin.com provides access to free databases and genealogy links for the last name Ortiz. References Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Positive Thinking and Health Research Paper Example | Topics and Well Written Essays - 1500 words

Positive Thinking and Health - Research Paper Example Describing her experience as a breast cancer patient, Ehrenreich castigates the elaborate positivity that is associated with the pink ribbon culture observing that the â€Å"cheerfulness of breast cancer culture goes beyond mere absence of anger to what looks, all too often, like a positive embrace of the disease†. Even though, testimonies provided in books such as The First Year of the Rest of Your Life may assert otherwise, by highlighting the understandably life altering powers of cancer that can possibly act as a source of redemption or even a bridge between an individual and the divine, Ehrenreich’s claims regarding the futility of positive thinking on physical health are echoed in the research conducted by Petticrew et al. who declare that aspects related to positive thinking such as fighting spirit, willpower and hopefulness do not have a noteworthy or significant impact on the recurrence and survival rates for cancer as reflected by the examinations of 10 cases of patients who coped with cancer by maintaining a fighting spirit and 12 patients who approached the disease with hopefulness, additionally, the findings postulate that the role of positive factors and aspects in combating diseases has been exaggerated by psychologists thereby, discrediting findings that have established a correlation between the strengthening of the immune system through positive thinking techniques. (1066). However, a study conducted at the Ben-Gurion University of Negev in Israel which questioned a sample size of 255 breast cancer patients and 367 physically fit females regarding their life experiences concluded that women who face traumatic, negative and hurtful experiences carry a higher risk of being victimized by breast cancer (Smith). This research aids the assertion that positive thinking can indeed enhance an individual’s ability of maintaining a healthy physical state and combating the occurrence of diseases such as cancer. Wilkinson and Kitzinger note that the foundations of prior literatures regarding the beneficial effects of positive thinking on cancer mortality rates and the psychological state of patients are largely dependent upon self-report data which hampers the validity and objectivity of the available evidence, this view postulates that the subjectivity of perceptions, conversational devices and the contextual meaning of positive thinking diminish the accuracy of patients’ internal cognitive statuses thereby, leading to the generation of biased data on the helpful effects of positive thinking on cancer patients (797-811). Fredrickson’s arguments in favor of the merits of positive thinking however, are not based upon self-report data whose objectivity has been questioned by Wilkinson and Kitzinger with regards to the studies conducted on cancer patients. Empirical data gathered by Fredrickson claims that the broaden-and-build theory of positive psychology is