The Arab Spring: Implications for US Policy and Interests

Introduction The political uprisings in the Arab world during 2011 undeniably transformed the Middle East and the North of Africa (MENA) (Dalacoura, 2012: 63). An explosive mix of deepening political grievances and a series of socio-economic problems, such as: high unemployment, especially among youth, corruption, internal regional and social inequalities, and the deterioration of economic conditions were the common causal factor behind all the uprisings (ibid: 66-67). Internationally, these uprisings have had profound consequences for the pursuit of long-standing United States (U.S.) policy goals and interests in the region, with regard to: regional security, energy supplies, military access, bilateral trade and investment, counter-proliferation, counterterrorism, and the promotion of human rights (Arieff et al. 2012). The profound changes in the region may alter the framework in which these goals are pursued and challenge the basic assumptions that have long guided U.S. policies in the international system (Keiswetter, 2012: 1). Regionally, the contagious nature of the uprisings, which started in Tunisia in December 2010 and later on spread to Egypt, Libya, Yemen, Bahrain or Syria (Dalacoura, 2012: 63), led either to the overthrow of dictators or to internal fracturing (ibid: 66). While Egypt, Libya, Yemen, and Tunisia underwent troubled transitions away from authoritarian regimes, in Jordan, Morocco, and Oman, modest protests produced tentative steps toward reform (Kahl and Lynch, 2013: 41). In view of such differences, policy makers in the U.S. have adopted case-by-case (and highly unequal) approaches, which range from tacit support to outright military intervention (Shore, 2012). For instance, in countries such as Yemen or Saudi Arabia, the U.S. has turned a blind eye to governmental corruption and human rights violations. In non-allied countries, however, like Iraq, Afghanistan and Iran, the U.S. has condemned dictatorial practices, issued sanctions and even wars in the name of democracy (Shore, 2012). It could be argued, thus, that the U.S.’ response to the events of the Arab Spring has been cautious and contradictory at the same time. On the one hand, Obama’s Administration has been criticized for its apparent lack of a coherent approach, and its willingness to talk of democratic ideals while protecting national interests. On the other hand, supporters have praised both the pragmatism and principle as a smart approach to international affairs (Kitchen, 2012: 53). Within this framework, this paper will assess the impact of the so-called Arab Spring on the US objectives regarding political and economic reform prospects for the Middle East peace negotiations, energy issues, and security concerns. The main hypothesis of this paper is, thus, that as part of the current international system, where the concept of security acquires multiple and more complex dimensions that go beyond military terms, the U.S.’ policies in the Middle East are extremely â€Å"shy† and cautious. This paper argues that this obvious â€Å"cautiousness† and what many call a contradictory foreign policy of the U.S. is the result of a series of economic interests to maintain oil-flows and global security concerns that cannot be forgotten in the political international arena. The U.S., thus, faces the difficult position of supporting its ideal of democracy and values on the one hand, and its long-term interests and security concerns on the other. This essay, thus, is divided in two main sections. On the one hand, a brief theoretical background on International Relations (IR) theories will serve as a basis to understand the motivations and approaches of the U.S. foreign policy in the region. On the other hand, an analysis of the old and current U.S.’ interests and policies in the Middle East will reveal the contradictions and concerns of the current U.S. Administration and the possible outcomes.Foreign Policy through the Lenses of International RelationsIn order to understand the U.S. foreign policy in the international system and more specifically in the Middle East, with its wide encompassing spectrum of foreign policy decisions, this paper shall approach the issue from the theoretical framework of International Relations (IR) (Vale, 2012: 6).The International SystemThe international system, driven mainly by states, power, and anarchy, has had a profound effect on the United States since its inception (Vale, 2012: 8). It could be said that there are three main different forms of the international system: the multipolar, the bipolar and the unipolar system. Tin the multipolar system, there are several great powers influencing international politics and competing for dominance (Vale, 2012: 10). Bipolar systems, could be described as a battle of titans of sorts –as it happened between the United States and the Soviet Union during the Cold War-, namely, where two major powers oppose one another for dominance in the system. Finally, the unipolar system, is when there is one superpower and no other major powers in the international system –such as the Roman Empire or the United States after the fall of the Soviet Union until arguably the beginning of the 2003 War in Iraq (ibid: 10). It can be said that contemporary international politics does not fit any of these models. Nevertheless, during the last decade a new structure seems to have appeared: the uni-multipolar system. This system has a single world superpower but with several major powers around it in the system which constrains the superpower so that it cannot act as if it were within a unipolar international system (Vale, 2012: 10). Some authors, like Huntington, argue that this scenario is closest one to the current international system; where the settlement of international issues requires action by the single superpower, the United States, but always with some combination of other major states (1999). Indeed, 21st century scholarship within IR moves away from the primacy of the state and second order analyses towards the relationship that individuals have within the international system. This intellectual movement reflects experiences in international history that diminish the role of the state and reinforce the humans and humanity into the heart of a discipline whose origins lie in the motivation for action. This change is a 21st century phenomenon with experiential roots in the terror attacks of 9/11, the Global Financial Crisis, the Arab Spring uprisings, and the rise of hacktivism. These global, historical experiences are fostering the rise of cutting-edge and revolutionary IR theory that embraces complexity and multidisciplinarity (Oprisko, 2013). In other words, â€Å"the trend within IR theory is mirroring the shared experiences of the 21st century: renewed emphasis on terror, revolutions against inequality and social-immobility, and the success of hacktivism† (ibid. ). According to the Neoclassical Realism theory of IR, the international system determines how states act and behave towards each other because the international system is anarchic and states compete for status quo power (Rose, 1998:146). In other words, â€Å"the scope and ambition of a country’s foreign policy is driven first and fore most by its place in the international system and specifically by its relative material power capabilities† (ibid.). The 21st Century, however, is marked not with the political maneuvering of great states with competing visions, but with the elite few accumulating power, on the one hand, and the general public, rejecting such elitism, on the other. The first movement toward a revision of the status quo interpretation of the international system was the 9-11 terrorist attacks. The reaction against this â€Å"new kind of enemy† and the â€Å"war on terrorism† exemplified â€Å"an important reengagement with the social contract ; the state, the sovereign authority of the people, was no longer the only independent actor in the international political arena† (Oprisko, 2013). Closely related to the emergence of the above-mentioned â€Å"new enemies† there is the change of the security concept during the last decades. Authors such as Ole Waever or Barry Buzan were some of the most predominant constructivists who define security after the Cold War, which included non-traditional elements such as human rights (Layman, 2012: 4). The place of human rights in security is widely debated. Although before the Cold War security was traditionally defined in military terms, since Realism was the main school of thought, Constructivism argued for different perspectives, permitting the most thorough definition for security and national interests due to its ability to allow for change in the perception of what defines threats (Layman, 2012: 6). Indeed, as Barry Buzan argues, social norms and cultural phenomena dictate what is a security threat (Layman, 2012: 6). Waever and Buzan define security â€Å"as perceived threats to anything such as the traditional view of a state to non-traditional views of threats† (Buzan et al. 1998: 7) which include society, the environment, and economic laws. Threats are, thus, divided into different sectors: the military sector, concerned with the armed capabilities of a state; the political sector, concerned with the stability of a state; the economic sector, concerned with the accessibility to resources and the market; the societal sector, concerned with the security and sustainability of culture; and the environmental sector, concerned with the security of resources (Layman, 2012: 8). Thus, the Financial Crisis in 2008 and the subsequent austerity endured by common citizens hit a breaking-point with the suicide of Tarek al-Tayeb Mohammed Bouazizi in Tunisia in 2010. â€Å"Dignity-filled rage erupted across four continents as the Arab Spring spread across the Middle East and North Africa and Occupy protests engulfed Europe and North America† (Oprisko, 2013). As we progress from the competing idealist traditions of the 20th Century, the emphasis from structural impositions are waning (ibid.). â€Å"Human social agents and social structures are mutually constitutive, and social change can proceed causally in both directions [simultaneously] from agents to structures and from structures to agents† (Bennett, 2003: 489)U.S. Contradictory Approach to the Middle EastBearing in mind the previously described theoretical framework, the core American national interests at stake in the Middle East over decades should not come as a surprise; namely: protecting the U.S. homeland from the threats international terrorism and weapons of mass destruction; ensuring the free flow of oil, vital to the U.S., regional, and global economies; ensuring the security of Israel (Kahl and Lynch, 2013: 48); discouraging interstate conflict that can threaten allies and other interests; ensuring transit and access to facilities to support U.S. military operations; countering terrorism; and stemming the proliferation of weapons (Arieff et al., 2012: 1). Over the years, these interests have resulted a series of U.S. policy objectives – advancing Arab—Israeli peace, protecting key oil-producing states, limiting the spread of regional conflicts, or ensuring U.S. military access and freedom of action within the region. Consequently, to ensure these objectives, the US has usually behaved as a status quo power in the Middle East, prioritizing the regional balance of power and a certain order over backing political change (ibid). During the past 50 years, â€Å"the U.S. has played two dueling roles in the Middle East, that of a promoter of liberal ideals, willing to wage war to build democracy, and that of a supporter of dictators who adhere to American interests and ensure stability† (Shore, 2012). It can be said, thus, that the U.S. reaction to the Arab Spring uprisings has exemplified these two opposing policies. While the US was quick to defend the peaceful protesters in Egypt and oppressed citizens of Libya, taking any necessary measures to prevent gross humanitarian crimes, the U.S. has issued little more than formal warnings to the fact that Syrians are being killed under Assad’s rule, Bahrain is cracking down on protestors, and Yemen is moving towards disaster (ibid.). However, the U.S.’ commitment to stability and the status quo partly sustained the regional stagnant economic, political and social systems, leading to the rise of Islamism and Salafism. After failing to overthrow the authoritarian regimes of the region, from the 1990s, terrorism came to focus. Thus, and particularly after the attacks of September 11, 2001, the hegemonic interest in the Saudi monarchy -as the largest oil producer- came into conflict with American national security priorities (Kitchen, 2012: 54). However, after 9-11 the U.S.’ determined that the region’s authoritarian regimes were actually the root of the terrorist problem, prescribing, thus, democracy as the solution to the Middle East’s socio-economic issues (Kitchen, 2012: 54). Thus, in 2003, the Bush Administration launched the ‘Freedom Agenda’, asserting that stability could not be purchased at the expense of liberty, emphasizing that promoting democracy was not just about promoting American values, but was in the American national interest, since oppressive regimes created the conditions for radicalization and terrorism (ibid). However, the â€Å"Freedom Agenda† as part of the wider â€Å"war on terror† had obvious contradictions. While on the one hand the US was seeking short-term counter-terrorism measures through the security apparatus of allied authoritarian regimes, on the other hand, it was prioritizing the long-term emancipation of Middle Eastern societies to address the deeper roots of marginalization and underdevelopment (Kitchen, 2012: 54). It could be argued that these contradictions were the background to the US’ response to the events of the Arab Spring (Kitchen, 2012: 55).The Obama Administration and the U.S. Strategy In The Middle EastEven though the uprisings and political change in the Arab world have challenged many of the assumptions that have long informed U.S. policy makers, it can be said that many long-standing U.S. goals in the region endure (Arieff et al. 2012: 1). The Bush administration’s response to the terrorist attacks of September 11, 2001, overturned this preference for the status quo. The invasion of Iraq created a power vacuum in the Gulf that Iran tried to fill. The war exhausted the U.S. military, spread sectarianism and refugees throughout the region, and unleashed a civil war. The ‘‘Global War on Terror’’ also brought the US into far more collaboration with Arab security services (Kahl and Lynch, 2013: 48). The Bush administration failed to match its rhetoric on democracy with meaningful support for democratic change (ibid). The legacies of Obama’s predecessor’s war on terror had to be addressed, in order improve the US’ credibility and standing in the MENA region (Kitchen, 2012: 55). Thus, during President Obama’s first term, the U.S. announced its desire for a fresh start with the Muslim world, which started by withdrawing the U.S. military presence from Iraq and scaling down the worst excesses of the War on Terror, while maintaining a lower-key counter-terrorism campaign. While the administration has not managed to resolve the Iranian nuclear challenge, it has assembled an international consensus and rigorous sanctions to pressure Tehran. Obama also made the peace process a top priority, although his efforts proved no more successful than his predecessor’s. Then the Arab Spring erupted, reshaping the regional agenda (Kahl and Lynch, 2013: 49). It has been said that the events of the Arab Spring took Obama’s Administration by surprise and underprepared (Kitchen, 2012: 55). While the political reform was in the overarching interests of the US, and was both sustainable in the region and compatible with America’s other priorities (ibid: 56), the White House, however, was worried that over-enthusiastic American support could undermine the revolutions’ authenticity. Thus, Obama’s rhetoric in public was cautious, as he sought to balance competing interests in the context of uncertain events, while at the same time the administration used its long-developed relationships in the region to try to shape developments (ibid.). Egypt constitutes a clear example of this delicate situation. While the clear win for the Muslim Brotherhood did not fall within the U.S. ‘s â€Å"expectations† and interests in that country in particular, the following military coup, although morally questionable (at least in the 21st Century), has hardly been challenged. Indeed, having a military regime that wants to maintain the peace with Israel, is probably the most comfortable option for the U.S. in a region where nothing is settled so far. Despite the massive changes across the Middle East ever since 2011, there are still several rapidly evolving dynamics that any viable U.S. strategy must account for. First, the so-called Arab Spring has altered key regional dynamics, regime perceptions of internal and external threats, and the role of different political actors, whereby a mobilized public opinion has an unprecedented role in regional politics. Second, Iranian nuclear and hegemonic ambitions continue to worry its neighbors, Israel, and the West. Third, while al-Qaeda has suffered organizational and political setbacks, its affiliates have adapted in disconcerting ways. Fourth, the Israeli—Palestinian issue continues to be a core element of regional instability and a source of potential violence (Khal and Lynch, 2013: 41).The Arab Spring and the US Interests; Challenges and OpportunitesIn response to the Arab uprisings, the Obama Administration has taken a reactive approach, trying to adjust U.S. regional pol icies while coping with multiple ongoing crises (Kahl and Lynch, 2013: 49). In 2011, when addressing the impact of the Arab Spring on U.S. interests, Obama admitted the unsustainability of the status quo and advocated relations based not only on mutual interests and mutual respect but also on a set of principles, including: opposition to the use of violence and repression; support for â€Å"a set of universal rights; and support for political and economic reform in the MENA region that can meet the legitimate aspirations of ordinary people throughout the region (Keiswetter, 2012: 4). However, contradictions were again inevitable. Although the administration recognized the importance of seeking to change in Egypt and across the region, it was quickly pulled up at the prospect of confrontation with Saudi Arabia over a possible political transformation in Bahrain (Kahl and Lynch, 2013: 49). Similarly, while the administration recognized the need for democratic change in the region, allowing, thus, the democratic process to develop even when elections produced Islamist victors (as it happened in Tunisia and Egypt), it always resisted calls for a more costly and risky intervention in Syria (ibid.). Despite the Administration embracing democratic reform and public engagement, a workable strategy to implement these principles has yet to be put in place (Kahl and Lynch, 2013: 49). Indeed, even when sensible policies were pursued, they have frequently not been communicated strategically, which transmits uncertainty about American priorities in the region. Given the current environment in the Middle East, any attempt to draw a more coherent approach must consider five strategic dilemmas: First, maintaining the free flow of oil may require robust security ties with Gulf regimes, which would increase the U.S. dependence on the least democratic and iron-fist ruling governments in the region. This dependence would undermine the U.S. soft power with the Arab public and may contribute to the emerging Sunni—Shiite Cold War in the region (Kahl and Lynch, 2013: 51). The Saudis, among others, have been able to compensate for the disruptions caused by the Libyan events. Thus, a strong US commitment to the security of the Gulf will be vital to oil market stability in the future (Keiswetter, 2012: 2). It could be said, thus, that the main challenge for the U.S. here will be being able to maintain traditional allies while supporting the democratic values it has been forever defending. Second, while a U.S. presence throughout the region and close cooperation with partner governments’ security services may be necessary for combating terrorism, this American military presence in the Arab world will continue to provide extremists with propaganda and recruitment opportunities (Kahl and Lynch, 2013: 51). The Arab Spring uprisings, based on universal values and rooted in the demand for jobs, justice and dignity, highlight the bankruptcy of Islamic extremism sanctioning violence as the only way to obtain societal changes (Keiswetter, 2012: 2). While none of the 2011 uprisings in the Middle East was led by Islamist movements or had an Islamist agenda (Dalacoura, 2012: 74), Islamist movements have proved to benefit from them politically (ibid: 75). Indeed, the upheavals provide opportunities, as it happened in Yemen, for Islamic extremists to gain ground (Keiswetter, 2012: 2). As exemplified before with the case of Egypt, the U.S. faces the challenge of having Islami st regimes freely elected in stagnant countries, whereby radical movements are like to mushroom, or take an active role in the future political direction of the region, which will probably lead to international criticism. Third, tilting toward Israel in the Palestinian conflict may be essential to reassure Washington’s commitment to Israel’s security (Kahl and Lynch, 2013: 50). However, Israeli leaders argue that the wave of unrest in the Arab world is endangering Israel’s security by potentially replacing relatively friendly neighboring governments with Islamist and potentially hostile governments (Arieff et al., 2012: 3). Fourth, a forceful military U.S. intervention in Syria could hasten the demise of Assad’s regime, reduce humanitarian suffering, demonstrate leadership, and weaken Iran. However, such intervention would also require a major investment of military resources, returning the US to the protracted commitment that it just escaped in Iraq, and consuming resources necessary to deal with Iran and other global contingencies (Kahl and Lynch, 2013: 50). Fifth, the unclear prospects for democratic change. The consensus in Washington from the 1990s has been that democratization will lead to the emergence in the Middle East of regimes which are supportive of the U.S. (Dalacoura, 2012: 78). However, the Middle East has been described as immune to the waves of democratization which have transformed other regions. Moreover, focusing attention on democracy in the Middle East has been criticized for reflecting the priorities of western and in particular American political science (ibid: 71). On political and economic reform, the nature of the democratic political systems in Tunisia, Egypt and Libya remains to be seen (Keiswetter, 2012: 2). Indeed, one of the U.S.’ greatest fears is credibility in what â€Å"new† Middle East will emerge from the current turmoil (Shore, 2012). Sixth, it can be said that Iran’s nuclear and regional hegemonic aspirations are one of the major ‘‘pre-Arab Spring’’ concerns for the US. It is feared that â€Å"a nuclear-armed Tehran would increase its support for militancy, terrorism, and subversion in the Levant, Iraq, and the Gulf, which would further destabilize the region† (Kahl and Lynch, 2013: 43). Thus, Iran’s nuclear program could have a decisive impact on regional politics (ibid.). Seventh, the Arab Spring has shown the limits of American power in the Middle East. Both the U.S. and Europe are missing the necessary financial resources to shape prospects in the Arab Spring countries. Thus, investment will also have to come from countries, such as the Gulf states or China, who do not share to the same extent the Western interest in reinforcement of democratic values (Keiswetter, 2012: 2). In any case, the ultimate strategic effects of these changes are not clear. â€Å"Many fear the emerging power of Islamist movements, elected or violent† (Kahl and Lynch, 2013: 43). The anti-American protests in September 2012 in response to a YouTube video, and the uneven governmental responses to the crisis were a clear sign of the underlying turbulence which might complicate future U.S. policy in the region. In other words, the emerging regional order combines a complex array of contradictory new trends (ibid.). In light of the Arab uprisings, it is highly important to prioritize political and economic reform. However, pushing reform complicates ties with key autocratic partners, may cause a nationalist backlash in some democratizing states, and may also risk empowering Islamist groups less inclined to cooperate with the US (Kahl and Lynch, 2013: 51).ConclusionA major question that remains to be answered is whether the uprisings will eventually lead to the democratization of the Middle East and the end of the authoritarianism that has undermined its political life (Dalacoura, 2012: 79). On the one hand, the most immediate prospects for the Arab Spring are: continuing instabilities as states try to solve their political and economic situations, as well as their relations with other countries; rising influence for those countries with the necessary resources to back up their policies; and the continuation of a visible but attenuated role for the U.S. (Keiswetter, 2012: 2). The long-term prospect, on the other hand, includes also the possibility Middle East with a much higher degree of freedom, more democratic, prosperous and accountable, less abusive of human rights, and thus a net positive outcome for U.S. interests (ibid.). With the dramatic rise in popular activism empowered by the new technologies, it is clear that long-term stability in the region will require meaningful steps by all governments towards a genuine political and economic reform (Kahl and Lynch, 2013: 42). The U.S. has had to tread a fine line between support for its values and long-term interests à ¢â‚¬â€œ represented by political reform in the region-, and the protection of its core regional interests (Kitchen, 2012: 57). If the U.S. is serious about turning off its Middle detour, then in the Middle East and North Africa the US needs to prioritize long-term trends over short-term concerns, which may not always mean pushing for revolutionary change in support of democratic values in the region (Kitchen, 2012: 58). The recent revolutions pose an opportunity to establish a new status quo in the Middle East, free an oppressed and jobless youth, increase economic standing and trade, and give democracy a chance to flourish. While the U.S. remains limited in the impact it can have in the aftermath of the Arab Spring, it has an opportunity to change its negative standing in the Middle East; an opportunity to change a stoic, ineffective foreign policy (Shore, 2012).References Andrew Bennett, (2003) â€Å"A Lakatosian Reading of Lakatos: What Can We Salvage from the Hard Core?,† inProgress in International Relations Theory: Appraising the Field, ed. Colin Elman and Miriam Fendius Elman. Cambridge, MA: MIT Press. Arieff, A., Danon, Z., Katzman, K., Sharp, J. M., & Zanotti, J. (2012) â€Å"Change in the Middle East: Implications for US Policy†.Congressional Research Service. [On-line], Available: https://fas.org/sgp/crs/mideast/R42393.pdf [21 April 2014] Buzan B, Waever O, de Wilde J. (1998 ) â€Å"Introduction, security analysis: Conceptual apparatus, the military sector, the political sector†. In: Security: A new framework for analysis. Colorado: Lynne Reinner Publishers; 1998. ISBN 1-55587-603-X Dalacoura, K. (2012) â€Å"The 2011 uprisings in the Arab Middle East: political change and geopolitical implications†.International Affairs, 88(1), 63-79. [On-line], Available: http://www.chathamhouse.org/sites/default/files/public/International%20Affairs/2012/88_1/88_1dalacoura.pdf [21 April 2014] Huntington, S. P. (1999). The Lonely Superpower. Foreign Affairs, 35-49. Kahl, C. H., & Lynch, M. (2013). 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Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting.

Introduction Many families who have children with additional needs often fear sending their children to mainstream schools (Wang 2009). Such parents often fear that their children will not be treated equally in mainstream school, and also worry about how well their specific needs can be met (NCSE 2011). As such they often place them in special settings with low student-pupil ratios and with specialized teaching. However, the effectiveness of special settings has recently been questioned. Placing children with special needs in special settings has been a subject of considerable debate over the past few years (Wall 2011). While the general public view is that special needs students can benefit from individual and small group instruction, there is no compelling evidence to support this claim. In fact, the opposite seems true. According to a study conducted by Casey et al (1998), it was found that special schools with curricula designed specifically for special needs students did not necessarily result in better improvements in children’s cognitive ability or developmental outcomes. A similar study by Bunch & Valeo (1997) came to similar conclusions It was claimed that special placement of children with additional needs has not demonstrated substantive advantages over mainstream classes, despite specialized teaching and lower teacher to pupil ratio. More recent researches by Brown et al (2005) and Allen & Cowdery (2005) have made similar conclusions. In this regard, this paper examines the key benefits and challenges of an integrated approach to working with children with additional needs and their families in an early years setting. Defining the term ‘Additional needs’ Before exploring further, it is worthwhile to first define the term ‘additional needs’. This term is used in reference to certain conditions or circumstances that might lead to children requiring special support (Owens 2009). Children with additional needs are mainly those that have health conditions and needs related to learning and physical development (Roffey 2001). That is, children with additional needs include: those who are physically handicapped, those with developmental delay or intellectual disability, communication disorders and those diagnosed with conditions such as Down syndrome, Autism or Attention Deficit Hyperactivity Disorder (Owens 2009). ‘Inclusion’ Having defined the term ‘additional needs’, it is important to understand the context in which the term ‘inclusion’ is used. As Connor (2006) points out, the concept of inclusion is used to describe placement of children with additional needs in regular settings rather than special facilities. It should be noted that inclusion goes beyond just teaching the child in inclusive classroom settings and includes the quality of the child’s experience of school life and association with other peers. Legislative framework. Key legislations governing provision of services to special needs children include the ‘Education (NI) Order 1996’ and the ‘Special Education Needs and Disability (NI) Order 2005’ (DoE 2009). The former outlines the rights and duties of the following in relation to special needs students: schools, parents, Health and Social Services Boards, Education and Library Boards Department of Education It also sets out a Code of Practice and establishes an arrangement for issuing a statement and assessment of these children’s education needs (Porter 2003). The ‘Special Education Needs and Disability (NI) Order 2005’ resulted from amendments made to the first one to include the right of special needs children to mainstream education and introduction of new disability discrimination responsibilities (DoE 2009). Integrated approach In the UK, these children with special needs are integrated into the mainstream schools provided that there is adequate equipment, enough staff and the right resources to ensure that they achieve their full potential ( Heinemann & Vickerman 2009). However, it is not mandatory for mainstream schools to enroll children with special needs. Rather, it depends on the ability of the school itself to meet their needs. If the mainstream school setting cannot provide for their needs, the child is placed under the local authority which then seeks to provide solutions (Silberfeld 2009). There is a growing recognition of the benefits of including special needs students in mainstream schools as opposed to remedial settings. Now more than ever, there is an increased emphasis on collaborative model and joint working to ensure that children with special needs are included in mainstream education (Duke & Smith 2007). Perhaps this has been driven by the recognition of its benefits and increasing trend in children in need of special attention. The number of children with educational needs in the UK has been on the rise over the past few years. For example, their proportion as a percentage of the total school population increased from 14.6% in 2003 to 17.7% in 2007 (DoE 2009). Benefits There are several benefits for such an integrated approach to working with children with special needs. First, such inclusive programs will help other children to understand them, accept them, appreciate and value their similarities and differences (Sammons et al. 2003). This will enable them to see each person as an individual as opposed to seeing them in terms of their needs. Another benefit to such an integrated approach is the reduction in stigma. There is compelling evidence that shows that placing children with special needs in mainstream schools in the early stages can significantly reduce stigma (Griffin 2008). Inclusion programmes have the potential to facilitate a relationship that can be mutually beneficial for both groups of students. It allows children from both groups to develop awareness and to value their differences, thereby reducing stigmatization and labeling. An integrated approach to learning enhances social integration and reduces stigmatization and prejudice ag ainst children with special needs (Griffin 2008). Inclusion also reflects the acceptance of special needs children in the society. The integrated approach makes children with special needs to feel accepted to the society and by their peers and gives them a sense of belonging (Robinson & Jones-Diaz 2005). Such inclusive programmes can as well be of benefit to the parents. All that parents want is for their children to live typical lives like other students including being accepted by their friends and peers (Owens 2009). Families’ visions of having their children experience typical life like other regular students can come true (Weston 2010)Furthermore, maintaining an inclusive setting can be more economical than running a special setting (Weston 2010). Additionally, the economic outputs can be greater when special needs students are educated in mainstream schools because of the self-sufficiency skills stressed in such settings (Mitchell 2009). Other benefits to such an integr ated approach include: improved academic performance, opportunity to participate in typical experiences of childhood, and gaining confidence to pursue inclusion in other settings such as recreational groups (Jones 2004). Research seems to suggest that special need children perform better when placed together with other peers in the natural setting (Brown et al., 2005). As Allen & Cowdery (2005) points out, special need children who receive services such as occupational therapy, language therapy and special education perform even better when provided with these services in the natural settings with their typically developing peers. Challenges While the arguments in favour of integration are valid, it should also be remembered that integration in itself is a two-way process. In most cases, the benefits of integration have been argued from the side of special needs student. What about the other group of students. Aren’t they going to be affected by the way services are devoted t o special needs students? Such an integrated approach raises several key challenges. One particular challenge relates to the issue of fairness. Given their inclusion in mainstream classrooms, how can fairness be determinedWhat is fair for a typical average studentAnd what is fair for a special needs student (Swartz 2005)It is questionable whether the educational needs of these students can be met in mainstream classes especially given that they requires some sort of specialized services and special attention as well. There is a danger that the attention given to the special needs students will affect the quality of services that the regular students receive (Hoccut 1996). Given the developmental delays that most special needs students experience, the other regular students may rate themselves with these students in terms of academic performance which eventually might lead to the decline in their creativity and critical thinking capabilities (Wang 2009). Can this be termed as fair to either groupThis remains a major challenge to such inclusion programmes. Another challenge relates to the aggressive nature of some of these children. Coping with emotionally and behaviourally disturbed children can be particularly challenging for both the students and teachers (Cohen et al 2004). This can be seen with the recent push by some schools for ‘responsible inclusion’. Some of these children mental health needs are beyond what the mainstream education can deliver and as such can be disruptive to other students. Schools have become de facto mental health providers for children with special needs yet they were not set up for such purposes (Heinneman & Vickerman 2009). Despite these challenges, the focus should be on promoting integration of special needs students into the mainstream education. While there are many arguments in favour of and against integrations, the benefits for such integration are significant. Those in favour of special facilities argue that these facilities are best for children with special needs in that it helps them maintain self-esteem and experience greater success (Cohen et al. 2004). They argue that segregation helps them with self-esteem and protects them from stigmatization. To some extent, they raise a valid argument especially given that the mainstream schools do not have enough human resources and adequate material for catering for the needs of such children (Hocutt 1996). However, such an approach will only further enhance stigmatization and negative labelling. Also, it might lead to social isolation from their peers and a lack of academic press, and higher order thinking among children with special needs. Moreover, placing such students in special facilities conjures up images which render them as failures and this may further reinforce their low-self esteem (Cohen et al 2004). Perhaps this might be the reason why some of these students become physically aggressive or verbally abusive. They end up viewing aggression as the only way to be recognized (Cohen et al 2004). There are several benefits to such an intergrated approach to learning including better social adjustment and stigma reduction. Children with special needs may also benefit from inclusion programs through participating in typical experiences of childhood, gaining an understanding about diversity of people in the community, and gaining the confidence to pursue inclusion in other settings such as recreational groups (Nutbrown & Clough 2010). Other regular students may benefit from the opportunity to meet and share experiences with special needs students, and developing positive attitudes towards students with varied abilities (Weston 2003). There is a need to ensure that these students receive as broad and balanced an entitlement curriculum as possible, similar to that received by the regular students (Cohens et al. 2004). Regardless of their condition or of the developmental delays that children with special needs may e xperience, they should all be allowed to learn and participate in everyday routines just like other children (Weston 2003).It should be remembered that children of all ages have the same intrinsic value and are entitled to the same opportunities for participation in child care. Conclusion Research has shown that special needs students who are mixed with their peers in mainstream classrooms are more likely to achieve better outcomes academically and socially while those in segregated classes fall further behind. There are, however, challenges to such an integrated approach to working with special needs children. Challenges related to coping with emotionally and behaviourally disturbed children and the challenge of ensuring fairness have been highlighted in this paper. Despite these challenges, the paper calls for an integrated approach to working with children with special needs. Unless there is a compelling reason to put special needs children in special settings, they should be placed in the mainstream educational setting. To ensure the success of this integrated approach, it is important that all the professionals involved value and appreciate their individual roles and those of others in order to ensure that these children receive best education, care and support. Families must also show their commitment to the multi-disciplinary partnership approaches. References Allen, K. E., and Cowdery, G. E., 2004. The exceptional child: Inclusion in early childhood. Albany, NY: Delmar. Brown, J.G., Hemmeter, M.L. and Pretti-Frontczak, K., 2005. Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Cohen, L., Manion, L. and Morrison, K., 2004. A guide to teaching practice. Psychology press Connor, J. (2006) Redefining inclusion. Every Child. 12(3) Watson ACT: ECA Department of Education (DoE), 2009. The way forward for special educational needs and inclusion. Department of Education Dukes, C. and Smith, M., 2007. Working with parents of children with special educational needs. London: SAGE publications. Griffin, S., 2008. Inclusion, equality and diversity in working with children, Professional Development. Oxford Heinemann, A. and Vickerman, P., 2009. Key issues in special educational needs and inclusion. London: Sage Hocutt, A.M., 1996.’Effectiveness of special education: is placement the critical factor?à ¢â‚¬â„¢ The Future of Children Special Education For Students With Disabilities, Vol.6 (1) Jones, C.A., 2004. Supporting inclusion in the early years. Supporting early learning. McGraw-Hill Mitchell, D. (ed) 2009, Contextualizing inclusive education. London: Routledge National Council for Special Education (NCSE), 2011. Children with special educational needs, National Council for Special Education Nutbrown, C. and Clough, P., 2010. Inclusion in the early years. London: Sage Owens, A., 2009. Including children with additional needs in child care. National Childcare Accreditation Council Inc. Porter, L., 2003. Young children’s behaviour. Practical approaches for caregivers and teachers. 2nd edition. London: Paul Chapman Publishing Robinson, K.H. and Jones-Diaz, C., 2005. Diversity and difference in early childhood education. Issues for Theory and Practice. Maidenhead: Open University Press Roffey, S., 2001. Special needs in the early years London. David Fulton Sammons, P., Tag gart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford and Elliot, K., 2003.The early years transition and special educational needs (EyTSEN) project. London: University of Oxford Silberfeld, C. et al., (eds), 2009, UEL early childhood studies reader. London: Sage publications Swartz, S.L., 2005. Working together: a collaborative model for the delivery of special services in general classrooms. Wall, K., 2011. Special needs and the early years. A practictioner guide. 3rd edition. London: Sage publications Wang, H.L., 2009. ‘Should all students with special educational needs (SEN) be included in mainstream education provision– a critical analysis’. International Education Studies, vol. 2(4) Weston, C (ed), 2010. UEL special needs and inclusive education reader. London. Sage publications Weston, C., 2003. ‘Educating all: inclusive classroom practice’. In: Alfrey, C., Understanding Children’s learning. London. David Fulton.

Celebrity Endorsements

Celebrity Endorsements In the Beauty sector industry, L’Oreal ranks on the top amongst the other brands, and has also undertaken many celebrity endorsements (Wang W.S, 2006). To comprehend the influence of celebrity endorsement on â€Å"L’Oreal Paris† a methodical study is required. This chapter has been divided into two sections, the first begins with a brief description about celebrity endorsements, in addition the previous and the current scenario of celebrity endorsements, whereas the second section talks about the brand L’Oreal, its performance in the industry, the celebrity endorsements it has undergone, furthermore any risks it has faced while endorsing and lastly how has it been influenced by celebrity endorsements   A key challenge that marketing agencies face today to get noticed in the highly competitive market is that of designing an â€Å"advertising execution†. There are many ways through which agencies can secure consumers, amongst them one form is celeb rity endorsement (Robert van Der Veen analysis of celebrity endorsement as an effective destination marketing tool, 2004).The concept of â€Å"celebrity endorsement† has been increasing over the decades and now is a widespread advertising strategy. Celebrity endorsement since ages has been used as an effective source of marketing to promote products and services. (Nathan Klaus, and Ainsworth Anthony Bailey, Celebrity endorsement: an examination of gender and consumer attitudes, American Journal of Business, 2008 vol.23 no.2). At present, one will find almost every advertisement involving a celebrity, these celebrities act as spokespersons so as to advertise and promote products, services and ideas. (Cited in Kambitsis et. al 2002, Rajakaski JJ, Simonsson R.2006). Now Celebrity endorsement is a well established form of advertising strategy, especially in the U.S where approximately twenty percent of all the television commercials present a celebrity or a famous person and in a ddition, approx ten percent of dollars spent on television advertising are consumed in celebrity endorsement. (Cited in advertising age Sherman 1985, Agrawal & Kamakura, 1995). The celebrities when are endorsed for a product they are expected to accomplish a number of objectives such as increasing the brand image, brand name, product creditability, and also the likability of the advertisement.(Brunett et all 1993 cited in Marin 1996). Firms use celebrity endorsement not just for increasing revenues but also its importance lies in the fact that how celebrity endorsement add value to company, brand and product.(Clinton Amos, Gary Holmes, David Strutton, Exploring the relationship between celebrity endorser effect and advertising effectiveness, International Journal of advertising , 27(2), 209-234, world advertising research center) Using celebrities for advertising helps the brand by acquiring better and more attention from the consumers, they add glamour to the product/brand and make it more credible, desirable and trustworthy. (Spielman, 1981 cited in Renton , 2006).According to Friedman and Friedman (1979) â€Å"a celebrity is an individual who is known by the public for his achievements in area other than that of the product class he is endorsing†. Famous people achieve a high degree of attention from the public and media. As a result of their celebrity status they create a positive image of the product they endorse. Murdoch argues that Belch and Belch has written   â€Å"Marketers recognize that people are more likely to be influenced by   a message coming from someone with whom they feel a sense of similarity, and that advertisers recognise the value of using spokes person who are admired: TV and movie stars, athletes, musicians, and other popular figure † (Murdoch, Creativity in advertising).There are a variety of reasons why a firm might go for celebrity endorsement some reasons may be the experiences that the celebrity faced in his l ife may be similar to the message to be conveyed in the advertisement and if you are a fan of the celebrity you might trust them..(Kulkarni and Gaulkar,   2007). Hence, Choosing a celebrity should be done with at most care and importance since it is more than a marketing strategy as it is a decision that has an impact on the prospect of the brand. Choice of celebrity should be on the basis of factors like appeal, popularity, etc.(Naveen Blazey and Shashi Kanth Ganti, Goa institute of management Goa, Impact of celebrity endorsement on overall brand)

Global Trends Impact in China Essay Example | Topics and Well Written Essays - 750 words

Global Trends Impact in China - Essay Example Even though, the immense popularity gained by the ‘China Bashing’ in the global media, there is very little existing analytical work on the overall economic impact of China. The size of China is a key issue which is very debatable. The economic size is an ambitious thing to quantify. â€Å"It is well known that market exchange rates do not properly weight differences in living costs, may fluctuate by large amounts, and may be subject to manipulation by governments† (Robertson, 2) The GDP of China according to the exchange rates is half the size of the United States. Therefore, if looking closely, China has awfully large range of 50% to 125% of the GDP of the United States. â€Å"China is projected to be the largest economic power with almost a fifth of world gross domestic product (GDP), and India will continue to rise. The two Asian giants will have by far the biggest middle classes in the world (23 and 18 per cent of global middle class consumption in 2030, respectively).† (Global trends and Chinas future|Comment|chinadaily.com.cn) Due to the introduction of the economic reforms, there had been a boost and the economy of China gradually grew faster than the pre reform period. From 1953 to 1978, real annual GDP was estimated at 6.7% according to the Chinese government. Economist Agnus Maddison estimated China’s average annual real GDP during this period at 4.4%. However during the leadership of Mao Zedong (Chairman), the China economy faced economic downfalls. China was able to double the size of its economy since 1979 as its average real GDP increased to 10%. â€Å"The global economic slowdown, which began in 2008, impacted the Chinese economy. China’s real GDP growth fell from 14.2% in 2007 to 9.6% in 2008, and slowed to 9.2% in 2009. In response, the Chinese government implemented a large economic stimulus package and an expansive monetary policy.† (Morrison, 3) Due to these actions and measures taken, the domestic saving and consumption boosted and

Kurt Lewin and the Planned Approach to Change Essay

Kurt Lewin and the Planned Approach to Change - Essay Example Several of those that are arriving late for their shifts are attending college courses and use this as an excuse to be late. While there may be some merit to this reasoning, the aftereffects on the rest of the staff are detrimental to moral. The group as a whole must then be looked at to see how it behaves and functions. This is a term that Lewin referred to as â€Å"Group Dynamics.† Lewin breaks this down into the following six categories: (1) Group productivity: why was it that groups are so ineffective in getting things done? (2) Communication: how influence is spread throughout a group. (3) Social perception: how a person group affected the way they perceived social events. (4) Intergroup relations. (5) Group membership: how individuals adjust to these conditions. (6) Training leaders: improving the functioning of groups (T-groups). (Greathouse, 1997) Using this as a guideline and framing out the power struggles in the force field above, in order to create change the restraining factors must be reduced and the Driving forces must be increased. In order to begin to improve the functioning of this group, the power base must be altered so that the tardy nurses who have received no sanctions to date, begin to understand that their behavior is no longer tolerated by the leaders in the group. This would be done by increasing the enforcement of a policy which would reduce the tolerance by management and increase sanction (decrease no sanctions) for the late nurses. This also alleviates the on-time nurses’ feeling that the late nurses’ are tolerated and special. And the relief shift would be more assertive and alert. The new graph would look like this: This will create the necessary energy to unfreeze the situation, create the momentum for change and then refreeze the situation with the new parameters in place (Burnes, 2004).  

Fight Club - How Multiple Identities Were Portrayed in The Film Essay

Fight Club - How Multiple Identities Were Portrayed in The Film - Essay Example The symptoms vary over time according to different conditions (Ringrose 64). The movie, Fight Club, clearly shows how D.I.D can affect a person. This is as discussed below. Dissociative identity disorder normally tends to be exhibited by an individual during highly traumatizing, painful, and violent moments (Ringrose 123). This is fully exhibited in Fight Club when Jack fights to put off the bombs set by Tyler for the destruction of the credit card companies. The trauma at the scene transforms him into someone else such that he acquires two personalities while being in one body. He has exactly to know the side of the body where Tyler is hiding so that he can shoot him. He uses sense and conscience to determine the side Tyler is hiding and finally manages to shot him (Palahniuk 13). The main symptoms of the disorder are depression, sleep disorders like insomnia, and sleep walking. Mood signs, headache, panic attacks, and phobias can also be part of the first symptoms of the disorder. The disorder makes an individual perceive intrusive thoughts and emotions, which make the individual act in accordance with such emotions and thoughts (Ringrose 63). It also causes them to forget information and thus act as a blank personality driven by the implanted thoughts and no logic or reasoning. This is the most dangerous part of the disorder. It thus makes it necessary to take good care of such patients. The treatment of such a disorder is not yet fully defined but is mostly dependent on past case studies. The reaction a patient gives is the one that gives the doctor a clue about the required action to be taken. A patient is handled according to how a previous patient was handled (Ringrose 78). It is thus important to notice any early symptoms for the treatment to be easier. Complicated cases can be difficult to handle. Considering Fight Club as a movie, identity is used as a style. Identity is used to show how the character of Jack, the narrator of the movie has the same pe rsonality with Tyler. This is well exhibited at the end of the movie when Jack has to shoot through his cheek so that he can hurt Tyler (Palahniuk 23). It clearly shows how Jack and Tyler have merged into one person and are operating using the same body and characteristics. Identity is also exhibited at places when people are referring to Jack as Tyler. This was mainly when Jack was following the trail of places where Tyler used to do the preparation for destruction of the credit card companies. All the people he met during the trip referred to him as Tyler. Marla also is seen to refer to Jack as Tyler. She even gets confused and ends up having an affair with both of them. This shows that most probably the two personalities having have merged into one body are inseparable and unidentifiable (Palahniuk 16). Fight Club as a movie exhibits a number of film techniques. Suspense as a technique is used in the movie at the place when the narrator is not given a name at the start of the mov ie. In this case, the viewer does not fully understand the position of the narrator. Finally, it comes out that he is the main character and suffers from failure of identity (Ringrose 92). This again brings up another film technique of symbolism. The disorder affecting the narrator that leads to lack of identity makes the narrator not be given a name. Suspense is created at the place when

Technical Paper Essay Example | Topics and Well Written Essays - 750 words

Technical Paper - Essay Example This is especially handy for developing graphical user interfaces. Create one (1) original example of a class with at least one (1) attribute and one (1) method. Class Person { Private String name ; Public Person (String name){ this.name = name; } Public String getName() { return this.name; } } (Hegner, 2000) The class represents a person. The attribute stored is the name of the person. The purpose of the related method is to retrieve the name of the person. The constructor stores the name of the person when you create an instance of the class person. In object oriented programming, the program can be seen as a group of interacting objects, in contrast to the conventional model where a program is essentially a list of tasks. In OOP, every object can receive messages, process data, and send messages to other objects. An object can be viewed as an independent entity with a distinctive role or responsibility (ECOOP 2010 & D'Hondt, 2010). Methods on these objects are directly related to the object. For instance, data structures in OOP tend to bear their own operators or inherit them from a related class or object except in cases where serialization is required. On the other hand, Visual Logic programs can be one extended list of commands, and more complicated programs often assemble smaller parts of these statements into subroutines or functions. Each function can perform a specific task. These kinds of designs commonly make some of the data for the program to be universal, i.e., the data can be accessed from any section of the program (ECOOP 2010 & D'Hondt, 2010). The programs allow any function to change any piece of data as they grow in size, meaning that bugs in the code can have extensive effects. Event driven programming is a technique of programming used to create responsive programs. The software created does not perform any action until the event occurs. One advantage of this method over purely procedural programming is that no concurrent data access by di fferent execution threads is required. This prevents the need for leveraging shared data with the complex procedure required for such, thus preventing a lot of bugs (Samek, 2009). The technique also makes computer applications more user friendly, meaning that they can be operated by most people without the need for expert information on computer programming languages like OOP. References ECOOP 2010, & D'Hondt, T. (2010). ECOOP 2010 -- object-oriented programming: 24th European Conference, Maribor, Slovenia, June 21-25, 2010 : proceedings. Berlin: Springer. Hegner, S. J. (2000). Intelligent help systems for UNIX. Dordrecht [u.a.: Kluwer Acad. Publ. Samek, M. (2009). Practical UML statecharts in C/C++: Event-driven programming for sembedded systems. Amsterdam:

What is opera (with reference to Moses and Aron by Schoenberg) Essay

What is opera (with reference to Moses and Aron by Schoenberg) - Essay Example Snowman defines it in passing as â€Å"an art form that aspires to combine all the others†1 and goes on to chart the history of opera as a pastime of the elite which started in the Renaissance, reached its peak in the nineteenth century and began to decline in the twentieth century. This paper looks at the nature and purpose of opera in the twentieth century with specific reference to the unfinished masterpiece Moses and Aron which was written by classical composer Arnold Schoenberg (1874-1951) between 1930 and 1932. In the mediaeval period most people encountered formal music principally in religious settings but after the great turbulence of the Reformation, there came a time of gradual extension of musical performance into the salons of high society. Wealthy patrons of the Renaissance commissioned music to be written for special occasions such as weddings and coronations. In France the ballet form emerged, and in Italy genres such as the pastorale became popular: â€Å"The attraction of the pastorale consisted therefore, not in the plot but in the scenes and moods, the sensuous charm of the language, and the delicately voluptuous imagery, at which the Italian Renaissance poets excelled.†... tieth century new genres, and notably also technology such as gramophones and radio, extended the range of genres for musical production available and brought musical performances to still further sectors of the population. Schoenberg’s compositions were, however, unreservedly directed at the music-loving elites, and his choice of theme for his own modern opera harks back to the religious heritage of the Old Testament. Snowdon describes the changes that opera had undergone in the intervening centuries as a negative process: â€Å"opera has become at best a museum of art, a kind of old-fashioned religion re-enacted inside great temples before a dwindling audience of the devout.† 3 This description fits the more intellectual style of opera and it can be contrasted with what Snowman calls the â€Å"dumbing down of a once great art form to the point where any appeal it has beyond the narrow world of the cognoscenti is necessarily derived from the imposition of hype, shock and bogus sex appeal.†4 Schoenberg’s Moses and Aron is musically difficult, both to perform and to listen to, and it deals with ancient themes using heavy moral and religious overtones. It hardly seems likely to attract a wide audience, but for Schoenberg, the composition of both text and musical score seem to have meaning beyond the immediate context, serving to some extent as a life’s work, or a summing up of the most important elements in his own view of the world that he wants to leave for posterity. Schoenberg had a complex religious background, being born a Jew in Roman Catholic Austria, and then converting to Protestant Christianity before returning to his Jewish roots in later life.5 This return was provoked by the rising anti-Semitism that was gaining ground in central Europe in the early

Please see in other instructions Essay Example | Topics and Well Written Essays - 2500 words

Please see in other instructions - Essay Example One of their more recent forays happened to be one into the financial industry, specifically in the form of Virgin Money plc which, at 17 years old, is still relatively new to this industry. Regardless, it was able to achieve a respectable level of success, if its global expansion in the turn of the millennium is anything to go by. Whatever complaints people might have about the level of customer service, Virgin Money plc must have at least halfway decent services if it has managed to go on operating for the past 17 years. have been getting mixed reactions from clients. Indeed, there are firsthand accounts on various forums and review sites on the internet that tell of the quality of Virgin Moneys services, not all of which are flattering. This being the case, it may be worth examining the customer service management approach taken by Virgin Money. The paper shall first provide a brief, 2-page history of Virgin Money, before introducing the concept of customer relations management - sometimes called customer services management - and how it applies to this firm. An explanation on the groups findings on the matter comes next, as well as on the methods used to obtain data. Rounding the study off is the conclusion, which includes recommendations as to how Virgin Money can improve on its customer service. Virgin Money was established as Virgin Direct by Richard Branson in 1995, and has always been owned by the Virgin Group. Based in the UK, this company deals primarily in banking and other financial services, and has been known as a pioneer of index tracking in its introduction of Personal Equity Plans at relatively affordable prices. Since it expanded its services worldwide early on in the past decade, the company went on to achieve even greater levels of success (BBC News, 2011). As with all companies, Virgin Money had tender beginnings of its own, having first been launched in partnership with Norwich Union in 1995 as Virgin Direct Personal Financial

Decisions together to make our performance stronger Essay Example for Free

Decisions together to make our performance stronger Essay The development process in drama is where as an actor or director a person looks, in depth, at the meaning of the plot, the feelings created by this and the stage directions and uses or implements these in his or her own dictation of the scene to his or her own taste and liking. Development can also be achieved in groups where, as diplomacy, we can decide on which aspects of the script we wish to implement and which stage directions we also wish to implement or create so as to better perform a section, or whole, of a play in the surroundings and set provided. In this case I developed my section of the script (pages 70-71) in a group of two, where we made choices and decisions together to make our performance stronger and to make the performance work and flow more easily. Shortly after we began to rehearse, we decided that it would be better if the actor playing Mickey in the section, which was myself, began the scene sitting, so that we could add levels into the performance and so that the mood of Mickey and the entire scene came across as a contrast between the joy of Edward and the depression of Mickey. Another reason we chose to add levels to the performance (from the beginning) was so that we could show the difference in class between Mickey and Edward. We had no costumes so we were forced to show the upset and depression of Mickey purely with expressions and in posture and position. Where as, we had to show the happiness and excitement from Edward, which was far more easy to procure, in the way he moved around the stage quickly and also in happy expressions and in innocence (e. g. when Edward asked questions he needed to not understand Mickey, to not realise how he was feeling and so he needed to be very upbeat and confused). Another factor which came into our minds when rehearsing the section was the time of day we believed the section to have been set in and in this our opinions differed. My partner believed that the section happened in the day, with snow falling from the trees, creating a beautiful picture in the viewers mind which would have been spoiled by the upset of Mickey. However, I believed that the section would have taken place at night. The air would have been dark and smelt of gas and the area around Mickey would have been run-down and worn-out so to speak. This would have, in my opinion, made Mickeys story of unwork seem more plausible to the audience as they would have been able to feel the depression and coldness in the atmosphere. Unfortunately, being limited to the use of only lighting and minimal props we had to settle with the idea of dimmed lighting to show the depression, darkness and resentment in the atmosphere. As I mentioned before we decided to show the difference in moods between the characters in the section (Edward and Mickey) by their movements and actions and the speed of these. We chose to portray Mickey as a slow and upset figure, and this was because we saw that he was upset and depressed by not being in work and also, was jealous of Edwards life at university and the money he had. We hoped that, by making Mickey slow and angry we could show how he felt inside to the audience without having to describe what had happened to him beforehand. On the other hand, we needed to show the excitement and happiness of Edward so as to give a full portrayal of the section. We decided that large amounts of fast movement was the best way to show how happy Edward was, when entering the scene, to see Mickey. Movement on stage (from one side to the other), coupled with various hand motions was also the way we decided to portray the excitement of Edward in the section. This said we had to remember that Edward didnt need to move too much because this would make him look nervous or as if the actor playing him was his or herself nervous. Bearing this in mind we decided to make Edward move in his lines from one side of Mickey to the other, at the beginning of the section. As the section progressed we needed to show how the atmosphere and moods of the characters changed as they confronted one another and we decided to do this by slowing the movements of Edward and changing his actions and expressions to a more uneasy mood and also to change the mood of Mickey so that he was even more angry as Edward revealed the wonderful time he had been enjoying whilst he was away. For example, when Edward says the line: Mickey, its fantastic. I havent been to so many parties in my life. And theres just so many tremendous people, but youll meet them Mick, some of them, Baz, Ronnie and Clare and oh, lots of them. Theyre coming over to stay for the New Year, for the party. Ooh its just . . . its great, Mickey. we decided that he should become happier and more excited and move more as the line goes on but that Mickey shouldnt look at him but that he should become more and more angry in his expressions. Climaxing in perhaps hitting his leg or some other action to show frustration. Also, we decided that as Edward asks more and more questions Mickey should become more and more annoyed and that his speech should become more and more strained as if he is trying to withhold his anger but still remain seated. This is until the line: You. Youre a dick head! where we believe that Mickey should stand and shout the line to contrast from the rest of his speech and to show his anger at Edward in full, for the first time. We decided that, in Edwards next speech he should still sound innocent and speak as if he knows everything about being poor and face the audience, sounding proud and sure of himself. Whilst this happens Mickey would become more and more annoyed at him but now speak more calmly, as if he has regained control of his rage. As the section concludes I think that Mickey should perhaps mock Edward for still being a kid etc. And this would show how he has changed, to contrast from how he was Edwards best friend. Mickey should talk as if disgusted at Edward but remaining calm and envious of him. Oppositely, Edward, as the scene concludes, should turn from being innocent and confused to turn and be on the verge of anger. The line: Im exactly the same age as you, Mickey should be portrayed with a slight hint of anger towards Mickey from Edward. However, after this, Edward should become calm again and then change, as Mickey announces his last line, so that he seems upset and on the verge of tears. In the last line, Mickey should begin facing Edward but as the line moves on he should turn to face away from him, half to the audience, half to the other side of the stage and Edward should stare at his back so that we can see the expressions they expose. Both should be upset, Mickey should sound harsh but actually be upset about what he is saying and Edward should just be upset so the audience can see the brothers, separated and see them upset. In the pause, both of the characters should remain still, Edward staring at Mickey and Mickey staring at the audience. Then, as the pause ends, Mickey should turn to face Edward and shout the final line: Go on . . . beat it before I hit y and, at this point, there should be another pause. After this Edward would slowly back away and Mickey should turn again to face the audience. Both characters should have expressions of upset on their faces to show how the mood of the scene has changed. So that the audience can feel the upset and the separation of the brothers, the lights should fade so that a spot is left on each brother. This would not only portray the mood but would show how the brothers feel inside without each other.

Financial Ratio Analysis for HSBC

Financial Ratio Analysis for HSBC HSBC is the Hong Kong and Shanghai Banking Corporation, established by Thomas Sutherland, in 1865. HSBC is one of the leading banking group on the financial market in the world today. In 2000, it ranked fifth largest global company in the world. HSBCs headquarters is located on the HSBC tower, Canary Wharf, London. HSBC bank is a wholly owned subsidiary of HSBC Holding plc. The shares of HSBC bank are not publicly-traded, but those of HSBC Holdings plc are traded on the London, New York, Hong Kong, Paris and Bermuda stock exchanges. The HSBC Corporation has been expanding rapidly with merger and acquiescing and it ranked second with assets for worlds wealthy company. HSBC has $1.861 trillion in assets as compared to Citigroup, which has $1.884 trillion, 31 Dec 2006. Nearly 22% of HSBCs earnings are derived from Hong Kong, which is one of its major operational bases. HSBC has grown into one of the largest global financial institutions with 9,500 offices in 79 countries and identity of HSBC brand have been well recognizing in the worldwide since it established. Known as the worlds local bank, HSBC has a history of helping millions of customers for their financial needs. FINANCIAL RATIO ANALYSIS Financial ratios for HSBC (2005-2009), for the industry of Foreign Money Center Banks are provided below. Industry 2009 2008 2007 2006 2005 2009 Net profit margin(%) 9.0 6.1 20.6 20.7 25.1 11.9 Return on Equity(%) 4.5 6.1 14.9 14.6 16.1 12.6 Return on Assets(%) 0.2 0.2 0.8 0.8 1.1 7.9 Debt to equity 1.38:1 2.23:1 2.12:1 2.33:1 2.90:1 3.68:1 Current Ratio(2:1) 1.05 1.03 1.06 1.06 1.07 1.40 Interest Coverage(times) 1.3 1.2 1.4 1.5 1.7 1.2 Profitability Ratios Profitability ratios are show effectiveness of the business with generating profit. This ratio is popular that assessing a business to assess the amount of wealth generating for the amount of wealth invested. In 2009, HSBCs net profit margin ratio (9.0) is dramatically lower than year 2005. In 2005 net profit margin ratio is the highest (25.1) in other years. The lowest net profit margin ratio appeared as a 6.1 in 2008 and that had brought by global economic recession. There is slightly lower ratio (9.0) on net profit margin compare to its industry (1.9) in 2009. The higher net profit margin explains HSBC has good financial performance and cost of sales lower than other years in 2005. Liquidity Ratio HSBCs liquidity ratios are almost remained the same, between 2005 and 2009. Although, HSBC is slightly less liquided than the average firm in the industry, with both a current ratio and a quick ratio that is lower than the industry average. If a both ratios are lower than its norm (current ratio2:1, quick ratio1:1), it could be face liquidity problem. Capital Gearing Ratios Capital gearing is concerned with the relative sizes of the funds provided by share-holders, on the other hand by loan creditors. HSBCs Debt/equity ratio has dropped from (2.90) in 2005 to (1.38) in 2009. The lowest figure (1.38) occurred in 2009 on debt to equity and its dramatically lower than its industry (3.68). Debt to equity ratio indicated that HSBC is less leveraged than other firms in industry. This lower leverage shows HSBC has good financial performance in its industry. Management efficiency 2010 (1st quarter) HSBC Barclays Industry SP(500) Income/employee 22,226 36,763 66,753 99,430 Revenue/employee 238,067 303,095 396,097 896,721 Net profit margin 14.0 11.6 11.9 HSBC has net profit margin higher than other firms in industry and SP(500). But if we look at productivity of HSBC, and compare to Barclays, its industry and SP(500), its dramatically lower than any other those. Which means productivity is poor and $14,537 ($36,763-$22,226) lower than Barclays productivity of per employee. Therefore, there is a conflict between practice and theory of (productivity and net profit margin). According to theory productivity should be high if net profit margin high, in that case they are not. Perhaps HSBC need to consider about poor fixed and indirect cost. Conclusion We need to consider about market efficiency (which form of efficient market hypothesis). Seems to me, the efficient market hypothesis is involved in semi-strong form, which means we able to use all available public information including firms data (annual reports, income statement, exchange commission etc.), competitors financial situation, macro economic factors etc. . .Before we invest 250,000 pound to buy some share of HSBC. HSBC has strong balance sheet, income statement is perfect except some losses between mid 2008 and early 2009 and price earning per share higher than its main competitors of Barclays, SP500, and its industry. The management efficiency little bit poor but the management performance getting strong and they making their share price uptrend dramatically since the economic recession (in 2008). HSBCs net profit margin was 9.1% in 2009, now it is increased at 14% in 1st quarter of 2010. Which means the management performance is strong and marketing is effective in the market place. The history of share price chart is illustrated the share price increased slightly from at the price of 81.00 GDP in September 2005 till at price of 90.00 GDP in December 2007 and it is peaked up at 100.00 GDP in January 2008. January effect is very strong in HSBCs share price. The share price huge difference between End of December and January of every new a year and since 2005, the investors were making profit (3.00 GDP to 5.00 GDP) on per share in 3 weeks. I would like to recommend that we need to make an investment on HSBCs share with 250,000 GDP before January effect (end of December most of the stock holders want to sell their stocks, because of tax issue). The strategy of stock investment is buy-and-hold. That would be good investment for buying HSBCs shares.

The School: Postmodernist Ideas Essay -- essays research papers

The School: Postmodernist Ideas Barthelme's "The School" is the first postmodernist story I have ever read. When I read it for the first time, my lips formed a bitter smile. In my imagination, postmodernist stories differed from the classical ones in the arrangement of the ideas and in the standard that postmodernists reject society. True, â€Å"The School† does differ in composition, for example the absence of introduction, but though it sounds somewhat comical, it does also have an incorporated pessimism that makes me reflect on the story. I think this pessimism is the cause that postmodernists reject society. The notion of rejection comes in the story through the death cases. It seems strange why Barthelme uses the notion death in his story, but I think the reason is that this is the best way to stress that every living thing is losing its importance. Hopeless pessimism interweaves with the idea of rejection, and I find them together everywhere, in every death case. For Barthelme, what is lost is unrecoverable. Pessimism, mostly expressed in taking death naturally, spreads uniformly all over the story, from the first paragraph about the orange trees to the last when the new gerbil enters the classroom. In this school, where the children are supposed to receive education, everything dies. The fish, the salamander, and the orange trees die though children take much care of them. The teacher is pessimistic although life goes on and a new ...

British Imperialism in India :: Colonialism Imperialism

British Imperialism in India "All the leadership had spent their early years in England. They were influenced by British thought, British ideas, that is why our leaders were always telling the British "How can you do these things? They're against your own basic values.". We had no hatred, in fact it was the other way round - it was their values that made us revolt." -Aruna Asaf Ali, a leader of the Indian National Congress. (Masani, quoted in Wood, 32, 1989) There is no doubt that British imperialism had a large impact on India. India, having previously been an group of independent and semi-independent princedoms and territories, underwent great change under British administration. Originally intended to consolidate their hold on India by establishing a population that spoke the same language as their rulers, the British decision in the 1830s to educate Indians in a Western fashion, with English as the language of instruction, was the beginning of a chain of events, including a rise in Indian nationalism, that led to Indian resentment of British imperialism and ultimately to the loss of British control over India. One of the most important factors in the British loss of control over India was the establishment of English as a unifying language. Prior to British colonisation, India was fragmented and multi-lingual, with 15 major languages and around 720 dialects. English served as a common ground for Indians, and allowed separate cultural and ethnic groups to identify with each other, something which had rarely if ever occurred before on a grand scale. Although it was mainly educated Indians of a privileged caste who spoke English, these were the most influential people in terms of acting as facilitators for nationalist ideas to be communicated throughout the populace. The publication of magazines and journals in English was also a great influence on the rise of Indian nationalism. Although most Indians received nationalist ideas orally, these journals allowed Indians who were literate in English to come into contact with the ideas of social and political reformers. Political and social reform in India was achieved as a result of the European political principles brought to India by the British. Indians were Anglicised, and the British ideal for an Indian was to be "Indians in blood and colour, but English in tastes, opinions and intellect", as put by one British legislator (Rich, 214, 1979). This Western education inevitably led to well-read Indians encountering European principles such as human rights, freedoms of speech, travel and association, and liberalism.

Philosophy - Impact of the Leviathan in Hobbess Leviathan and the Book

The Impact of the Leviathan in Hobbes's Leviathan and the Book of Job Throughout the early chapters of his Leviathan, Thomas Hobbes employs metaphorical devices from such diverse fields as mathematics, mechanics, and even the biology of the human body to describe his political community. In reference to the inception of the body politic, Hobbes compares its artificial origins to the Leviathan, a monster in the Book of Job: "For by art is created that great LEVIATHAN called a COMMONWEALTH, or STATE" (Hobbes 3).1 A biblical monster may initially seem to be an implausible metaphor for Hobbes to choose as a means of advocating his political regime. In addition to Hobbes’s animosity towards conventional Christian practices, the metaphor of the monstrous Leviathan holds negative connotations about the brutal force of the political community for, according to the Book of Job, "None is so fierce as to stir him [the Leviathan] up" (Job 41:10).2 However, the depiction of the body politic that emerges from a comparison with the Leviathan in the Book of Job reveals inherent benefits of Hobbes’s political system that might not be readily perceivable. By using the Leviathan as a metaphor for the commonwealth, Hobbes emphasizes one of the most beneficial, though potentially oppressive, attributes of the body politic: its immense strength. According to Hobbes, the political community will function as a unified whole when the power is concentrated in the sovereign, making him the seat of incredible strength: "The greatest of human powers is that which is compounded of the powers of most men, united by consent in one person, natural or civil, that has the use of all their powers depending on his will, such as is the power of the com... ...ciety of the utter necessity of voluntarily handing over their individual rights is somewhat unlikely. Even if one could convince all citizens that this relinquishment of power were desirable, after the initial creation of the body politic, the cohesive unity indicated by the metaphor of the Leviathan seems highly improbable because one sovereign will be hard-pressed to accurately embody the will and to serve the interest of such a vast multitude. Thus, the very mortality and physicality that would allow for the strength of the Leviathan to be implemented to serve the interests of the people make it equally likely that the strength could be misused in tyrannical oppression. Works Cited 1. Thomas Hobbes, Leviathan, ed. Edwin Curley (Indianapolis: Hackett Publishing Company, 1994). 2. The Holy Bible, King James Version (New York: American Bible Society).

Computer structure and logic Essay

Learning Objectives and Outcomes -This assignment addresses the learning objective â€Å"Explain BIOS, POST, and derived processes.† The expected learning outcome that will result from completing the assignment is you will be able to describe the operation of BIOS and POST. In video 1.01 it talks about BIOS and CMOS and how they are different. The difference between BIOS and CMOS is that BIOS stored in ROM, they’re permanent and cannot be edited. On the other hand CMOS stored in RAM, they’re nonvolatile can erase when power goes off and can be edited. BIOS or Basic Input Output System is software stored on a small memory chip on the motherboard. It instructs the computer on how to perform a number of basic functions such as booting and keyboard control. BIOS are also used to identify and configure the hardware in a computer such as the hard drive, floppy drive, optical drive, CPU, and memory. BIOS contain a number of hardware configuration options that can be changed through the setup utility. Saving these changes and restarting the computer applies the changes to the BIOS and alters the way BIOS instructs the hardware to function. CMOS- or complementary metal-oxide-semiconductor is a term usually used to describe the small amount of memory on a computer motherboard that stores the BIOS settings. It is usually powered by a cell battery which are said to last a life time on a motherboard, but will sometimes need to be replaced. Some signs of dead or dying CMOS battery are incorrect or slow system date and time and loss of BIOS setting. Video 1.02 talks about system resources, and talk about how POST work and the various types of system resources. When power is turned on POST or Power-on-self-test is the diagnostic testing sequence that a computer’s basic input/output system runs to determine if the computer keyboard, RAM, disk drives, and other hardware are working correctly. If the necessary hardware is detected and found to be operating properly, the computer begins to boot, but if the hardware is not detected or is found not to be operation properly; the BIOS issues an error message which may be text on the display screen and a series of coded beeps. There are four system resources. IRQ, I/O Addresses, Memory Address, and DMA- direct memory access. †¢An IRQ is an assigned location where the computer can expect a particular device to interrupt it when the device sends the computer signals about its operation. It communicates from hardware device to CPU. †¢An I/O addresses or Input/output is a number used to identify a peripheral device such as a disk, sound card or serial port and it communicates from CPU to device. †¢A Memory Addresses- is the total amount of memory that can be addressed by the computer. They’re instructions and work is stored there. †¢DMA – which stand for Direct Memory Access, is a method of transferring data from the computer’s RAM to another part of the computer without processing it using the CPU, and it communicate from device to memory. †¢MBR- stand for Master Boot Record is a kind of boot sector stored on a hard disk drive or other storage device. †¢EEPROM- stand for Electronically Erasable Programmable ROM is programmable read only memory that can be erased and re-used .

Law enforcement today Essay

Law enforcement officers have a very important role in society. They have a job that involves lots of decision making and using personal judgment. Law officers have many duties while at work. Law officers have to decide whether or not someone is breaking the law and how they will enforce the situation. Law officers are sometimes expected to be perfect. They have to catch all the bad guys and save all the innocent. Unfortunately it doesn’t always work that way but officers try to do the best of their ability. All officers are different in that some are more strict and you can’t get away with as much, and others are very laid back and you are apt to get a way with more. I believe all officers should be strict when it comes to safety issues, and people’s health is at risk. I also believe officers should try and teach you what is against the law before you are punished, like warnings should be issued when no one is in harms way. Some officers think they are immortal when they put on a badge, sometimes officers forget what they’re there for and go too far. There are many cases when people have been falsel y abused by officers for no reason. All people have rights, even when you have committed a crime. You are read your rights when you get arrested and no one can take those rights away from you. If an officer violates those rights, you will probably win you case because of it. I think the laws and rules citizens have to follow are reasonable. To run a country successfully, you need to have laws that cover everything. People also need to educate themselves on what the laws are. In this country, you are innocent until proven guilty. Everyone also has a right to a trial before a jury when you have been accused of a crime. Each case obviously has its own circumstances, and that’s why everyone gets a trial. I think the more serious the crime, the less â€Å"space† or freedom you have. Obviously there are different penalties for speeding and murder. They say the crime should fit the punishment. I think the penalties in this country are very fair. I don’t think to many people get off too easy or too harshly. I believe the punishment system is pretty accurate in this country. I think a lot of police work is just plain old confidence. Criminals are going to take the state police more seriously than the police in a little town in the middle of nowhere. Law enforcement officers have a bad reputation of being fat, out of shape, eating donuts, sitting at a desk and so on. Some officers you see  are definently out of shape but they might have great knowledge in the field of law enforcement. I think all officers who go on patrol should have to pass a physical test as well as a written test each year to be certified. I’m not saying out of shape officers should be fired, but they shouldn’t be on patrol. They could be put at a desk or do detective like work. I think officers should be in good shape and look intimidating towards criminals. I think that would cut crime rates down. Criminals would be less apt to rob a bank if they knew a young, in shape, fast cop was chasing them rather than if a three hundred pound, forty six year old cop was. All these things I just mentioned would probably help reduce crime, but they are just opinions. I truly believe law officers today do a good job at what they do and deserve a tremendous amount of respect for it. Being a law officer is not only a risky job but it is kind of heroic in a way. I think it takes a special person to be a law officer and not everyone should able to be one.

Research on Liquid Waste Management Essay

The topic we are selected for our research is â€Å"LIQUID WASTE MANAGEMENTS IN VAGAMON†. This topic has a wide scope for research. In order to conduct an exploratory research, we will start doing the location analysis. For that we will collect data on the population, households, population density, factories, labours, sanitation, water reserves†¦etc. Based on the data collected, we select a sample frame where the population density is high and which will be a true representative of vagamon as a whole. In order to find out the objectives of descriptive research, we will frame a questionnaire to find out the problems they are facing due to liquid wastes in their daily lives. Read Also:  What Topics Can Be Good to Do an Exploratory Essay? Based on the similar answers, we will set the objectives for the descriptive study. Next step of exploratory research will be conducted inside the factory and its premises. We will frame a questionnaire for the factory personnel to be answered to find out the liquid wastes the factories are producing and how they are processed. Then we will be conducting an exploratory research among the people living in the factory premises and will find out how the liquid wastes affecting their lives. By integrating all data collected from factories, households, and the secondary data collected from the village authorities, we will set objectives for the descriptive research. The steps for our research is 1. Collect the details of households, population, factory’s from panchayat. 2. Collect the details about the existing rules & regulations followed by panchayat for controlling the liquid waste. 3. Collect the details about the existing sanitation facilities exist in households & factory’s. The main objectives of our descriptive research are 1. To find out the various liquid waste management techniques presently using by the households and factory’s. 2. To know about the efficiency of current liquid waste management. 3. To know whether the waste water affect the public health. 4. To know about the opinion of people about the recycling of waste water.

Aeneas and Beowulf

Aeneas was the son of Anchises out of Venus (Hamilton 208), prince of Troy, a vagabond exile who became consort to a Queen and father of Rome. No other hero of antiquity had the piety so treasured by the Roman people. For his part, Beowulf was the son of Ecgbeow, exiled for his father's crimes, Grendel's bane, Dragon Slayer, and King of Geats. His deeds of valour are sung by Saxons and Norsemen alike. Separated by a great span of time and distance, Aeneas and Beowulf shared similarities in that both were all but fearless and are eternally remembered for their pious valor and the mighty deeds they wrought. Aeneas of the â€Å"Iliad† was a Trojan prince. Valiant in his own right, though not as forthcoming in arms as his kinsman Hector, he labored mightily to protect his native Troy from the wrath of the Greeks (Camps 23). In the end, he failed and the realm fell to its enemies. He alone of the Trojan lords survived the rape of Troy and leads the survivors into exile. Thus does Homer conclude his tale of Aeneas, Aphrodite’s son. In his quest to forge the founding epic of Rome, wise Virgil conceived the â€Å"Aeneid†, the saga of an exile who would become the true founder of Rome (Hamilton 220). Continuing where Homer left off, Virgil had Aeneas take the remnant of his people away from the land of their sorrows. He bore with him the statues of the household gods of Troy. a pious symbolism of taking all that remained of Troy with him (Aeneid Book I).   Daring the perils of the Mediterranean, he sailed about in a Greek lake. Every land he passed posed peril from Greeks, if not Cyclops, Harpies or other fell beasts. Yet for all his perils Aeneas held his course, he quailed not and only the charms of Queen Dido could stay the Trojans for long. Beowulf, on the other hand, had no divine parentage. The true author of this saga cannot now be known. Tradition (Wikipedia) places the author as an Anglo-Saxon from the 7th century A.D. Unlike Aeneas, whose deeds were spun by the fruitful mind of Virgil, Beowulf may very well have been an actual King Geats sometime in the 5th century A.D. However, his heroic deeds have placed him high in the pantheon of Anglo-Saxon heroes. Beowulf’s father Ecgbeow murdered Heaà °olaf, a Wulfing noble. Unable to pay the were gild to compensate for killing Heaà °olaf, Ecgbeow went into exile among the Danes. The Danish King Hroà °gar paid the wereguild in his behalf and asked him to swear an oath. Ecgbeow then entered the service of the Geatish king Hreà °el and marries his daughter. Their issue is Beowulf.   Save for the banishment of his father, Beowulf origins were uneventful, a sharp contrast with the tale of Aeneas. But soon enough, Beowulf was called to arms. Hroà °gar and his court in Zealand are besieged by a demon named Grendel (Heaney 15). In payment for his father’s debt, Beowulf traveled from Geatland, essaying to slay Grendel if he might despite the knowledge that the no mortal weapons could harm the Grendel. So began the first of his three great battles. Grendel bore the mark of Cain and was feared by all save Beowulf only. In a mighty duel, Beowulf wrestled with Grendel and mastered him, tearing off his arm and sending Grendel scrambling home to die (Heaney 37). Beowulf then reaped great honor from King Hroà °gar but earned ire of a new enemy; Grendel’s mother. The second great battle of Beowulf was with no less than Grendel’s mother who also bore the dread mark of Cain (Heaney 88). Seeking vengeance for her dead son, she entered Hroà °gar’s hall and slew Æschere, his most trusted warrior. As an aside, under the Germanic law of that day, death must be avenged with death or payment called a were gild. Thus Grendel’s mother conceived that she was merely upholding the law of vengeance (Heaney 101). But since Hroà °gar saw himself wronged once again, he essayed to slay Grendel’s mother. Again Beowulf played the heroes’ part. He dove right into the swamp and slew her with a sword that only he could wield. For the second time, he earns great honor for his deed. Here a Christian theme is played out. Thought to be dead, Beowulf returns to his fellows at ‘non’ that is, the 9th hour of day or 3:00 P.M., the same hour that Christ is said to have died (Tolkien 265). Beowulf mastered the Cursed Spawn of Cain, the first murderer. They were demons that no lesser man could slay. Aeneas for his part was Cursed by Juno queen of the gods. But for Aeneas a lesser foe would be unworthy. Motivated by Paris’ rejection, Juno’s wrath for Troy (Hamilton 233) extended to Aeneas. Juno’s hate is worsened by her foreknowledge that from the loins of Aeneas would come forth the race of high men who would lay low her own favored city of Carthage (Aeneid Book I). She causes a great storm to be cast upon the exiles’ fleet in a vain effort to annihilate them. The storm is so terrible that Aeneas’ fleet is driven off course and they end up on the shores of Carthage. Dido, queen of Carthage, would find shipwrecked Aeneas and offer him Kingship of Carthage if only he would stay and love her (Hamilton 235). It is at this point that Aeneas’ piety is stirred anew for Mercury is sent to upbraid him. Shamed for straying from his destiny, Aeneas secretly leaves Carthage with all his folk, thus rekindling hope for the destiny of Rome but also earning the eternal ire of Dido’s heirs. Aeneas held funeral games in honor of his dead father and shows his piety to his ancestor. (Hamilton 237). With Sibyl, he descended to the depths of Hades to hold converse with those who would become mighty among the Romans (Hamilton 240). His wavering faith is strengthened and ere long Aeneas leads his followers to the shores of Latinium. At last their wanderings are over, they can now rebuild their homes or so they hoped. Beowulf too proves to be a pious man of high doom. His king Hygelac died in a raid.   As the son of a Geatish princess Beowulf was offered the throne. He humbly declined in favor of prince Heardred his kinsman. Headred later harbored the Swedish princes Eadgil and Eanmund who fled Onela the usurper. Eager to put an end to his foes, Onela invades Geatland and killed Headred. Beowulf was proclaimed King in his place and under the custom of were gild swore revenge against Onela (Heaney 165). The primary Beowulf text speaks little of this but Swedish sources speak of a counter invasion by Beowulf and Eadgil to restore Eadgil to the throne and avenge Headred (Olson). A hero is best remembered for his greatest achievements, For a Roman hero it is his prowess for war. Juno stirred all of Latinium to war against Aeneas but this time he could resist her devices because the Trojans had become mighty in war (Camp 47). Outnumbered in a hostile land, Aeneas and the Trojans fought with desperate valor though they saw little hope. Aeneas left camp to seek aid among his other neighbors first among his new allies is the boy Pallas. (Aeneid Book IX). Ere his gates were mastered, Aeneas returns with the valiant Etruscans. Many deeds worthy of song were forged in that war. Not the least was Aeneas’ pursuit of an Italian craven who allowed his son to die while he fled. When the war reached an impasse, single combat was proposed between the captains (Aeneid Book XII). On the one hand was Aeneas, prince of Troy, and on the other Turnus, King of the Rutuli. Both coveted Lavinia, heiress of Latinium. Turnus was valiant in his own right but his foe was no mere mortal. In that duel Turnus fought valiantly but with no hope. Virgil portrays Aeneas as a demigod who quickly mastered Turnus. The latter’s pleas for mercy fell on deaf ears when Aeneas saw that Turnus was wearing the armor of Pallas(Hamilton 245). A ‘true’ Roman, Aeneas accordingly slew his fallen foe in vengeance for fallen Pallas (Camps 35). Memorable too was the final battle of Beowulf king of the Geats for 50 years. In his last days, his realm is plagued by a dragon. Despite his old age he tried to slay the Dragon in open battle but failed. Instead, he enters the Dragon’s lair accompanied only by Wiglaf his Swedish relative (Heaney 175). They succeeded in killing the Dragon but Beowulf was mortally wounded (Chance 53). According to Swedish scholar Birger Nerman, Beowulf lies in Skalunda Hà ¶g in West Geatland. In the time of Beowulf, the Anglo-Saxons and the other Germanic peoples were not yet Christianized. However, the saga tells of Germanic moral codes such as â€Å"were gild† and revenge for the slain overlaid with references to Christian Faith (Chance 47). For example, the mark of Cain, the hour of Non and Beowulf’s prayers to a â€Å"Father Almighty†, to name a few. So much so that Allen Cabaniss (101) proposed that the Beowulf was written precisely to parallel the Bible and present a Christian hero to the Anglo-Saxons. By comparison, Aeneas was valiant and honorable, as most heroes are. He had a destiny to fulfill and a people to lead to safety. Son of a goddess, his chief foe was no less than the Queen of the gods (Camps 106). Though the saga was written by a Pagan hand, Aeneas shows â€Å"Christian† virtue as the Romans of Virgil’s time defined it. He was â€Å"pious† to friends and family, to his gods and most of all to his destiny (Camps 93). Many a time he was tempted to remain in comfort and ease in another land. Yet he ultimately resisted and would remain faithful continuing on his path to found Rome. To conclude, Aeneas and Beowulf are valiant and brave as is fitting of true heroes. But to set them apart from the likes of Achilles, they are men who act not out of vanity and pride. Instead, they act out of service and a â€Å"pious† desire to fulfill what they believe is good. Works Cited Wilson, Frank R. The Hand: How Its Use Shapes the Brain. New York: Pantheon, 1998. Cabaniss, A. â€Å"Liturgy and Literature†.   University of Alabama Press, 1970. Camps W.A.   Introduction to Virgils Aeneid.   Oxford University Press 1969. Chambers R.W. Beowulf: An Introduction to the Study of the Poem, 3rd edn Cambridge Press 1959. Chance, Jane. Tolkien’s Art a Mythology for England, University Press of Kentucky, 2001. Fulk R.D. Interpretations of Beowulf: A Critical Anthology, Midland Book 1991. Hamilton Edith: Mythology a timeless tale of gods and heroes, Warner books 1999. Heaney Seamus, Beowulf: A New Verse Translation (Bilingual Edition) Norton Press 2000. Tolkien, J.R.R. ‘Beowulf: the monsters and the critics', Proceedings of the British Academy, 22 1936. The Project Gutenberg Etext of Vergil's Aeneid in English available at http://www.gutenberg.org/dirs/etext95/anide10.txt (last accessed 14 Nov 07) Olson, Oscar Ludvig, The Relation of the Hrolfs Saga Kraka and the Bjarkarimur to Beowulf A Contribution To The History Of Saga Development In England And The Scandinavian Countries available at http://www.gutenberg.org/etext/14878 (last accessed 21 Nov 2007) Beowulf   available at http://en.wikipedia.org/wiki/Beowulf#_note-valibrary (last accessed 14 Nov 2007)