Exploring Equality and Diversity Essay Example for Free

Exploring Equality and Diversity Essay You should use this file to complete your Assessment. †¢The first thing you need to do is save a copy of this document, either onto your computer or a disk †¢Then work through your Assessment, remembering to save your work regularly †¢When you’ve finished, print out a copy to keep for reference †¢Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number. Name: Nichola Craven 1. What is meant by diversity? Diversity is the way that everything and everybody is different. We all have various qualities that make us who we are. We all have our own individual set of qualities and we may share some of these with others we meet or have nothing in common at all. Diversity may be visible as in age or colour of skin or not immediately noticed until we have spent time with someone, this could include their religious beliefs or sexual orientation. 2. Describe the community you live in. Highlight some of the variations you may observe in terms of: †¢Interests †¢Beliefs †¢Ages †¢Lifestyles †¢Personal, social and cultural identities. I live in an inner city council estate. Many people on the estate are interested in watching the local teams play football and rugby. There is a community centre nearby and pensioners get together to do light exercise classes and children take karate or cheerleading classes. Groups of teenagers take turns to use the basketball court. It is very rare to see children or anyone over twenty using the courts. Some parents let their young children go to the local park alone but others will only let their children play in the back yard. At the back of the estate are the Wash lands where many people will walk their dogs but some people who live here have never walked that way. There are many different beliefs, in terms of religion and family values. The largest religious group are Christians, and the second largest is Muslims. Most of the Muslims in the community do not drink alcohol. Most of the houses are homes to young families on low incomes. There are very few elderly people in the council houses. Most people are White British or Asian British in terms of ethnicity, although lately there are a large number of Eastern European families on my street. I have noticed that over the last two years that their English has improved greatly and we are now able to communicate better. Many people on the estate have full time or part time jobs although there is a high number of unemployed and many single parents who stay at home to take care of very young children. 3. Explain how the variations in question 2 contribute to the diversity of the community. Where people have different interests such as playing or watching rugby, they are contributing to the entertainment in the community for those who like to watch the matches. Also, the children and men who are in the rugby teams are keeping fit and learning how to be team players. The people who watch rugby also hold fund raising events to keep up with the maintenance of the clubhouse as well has regular charity fundraisers to help local charities. Neighbours who celebrate different religious festivals will share their experiences by inviting others to parties and this helps everyone gain knowledge of how different people live. My neighbour often brings various Asian cuisines for my family to try and shares recipes. 4. Give some examples to explain how diversity: †¢Enhances your life †¢Enhances the local community †¢Enhances this country. Diversity enhances my life the most when I spend time with my brother. He is engaged to a Hungarian lady who has a large family living in my city. We often have parties in the summer where we eat from a big pot of goulash which is cooked outside in a cauldron over a fire. The drink of choice is palinka, a kind of fruit brandy although I can’t say I like the taste much. We sing and dance to modern and traditional Hungarian music and it is overall a fun time that I can’t experience with my English family. I see how diversity enriches the local community the most at the primary school where I work. The majority of the children do not have English as a first language and are all from different backgrounds and countries. Despite there being so much diversity and language barriers, there is a sense of camaraderie where the children help each other and are learning to live with and accept people who are different. The ethos of the school is that every child is valued and should be given the same opportunities as each other. The introduction of a Pride event in the city a few years ago has created a once a year festival where people celebrate their differences in sexuality and way of life. There is always a big crowd and everyone has fun. I think it helps people to learn about and accept those who lead different lifestyles to themselves when they are given the chance to integrate at a large event such as this. Diversity enhances this country because there is always something new we can learn from each other. The integration of various nationalities, interests and personalities mean we can better understand others and join in with their celebrations and appreciate different cultures. Our experiences in food and dining are enriched by the opening of different eateries and by supermarkets offering a wide range of international ingredients to cater for an increasingly diverse country. 5. Describe what it means to respect people’s differences and why it is important to respect differences. Respecting people’s differences means that we appreciate that others are different to us and just because we may not have anything in common or share their beliefs, we should accept them for who they are. When people do not accept others, it can lead to bullying, lack of communication and a general feeling of distrust. This can lead to unrest within communities. To be able to live in peace and harmony, everyone should realise that others have a right to be different. 6. For a person you know, describe the individual factors that make him / her who they are. Name: Defining factorsBrief description Physical characteristics A tall, well presented man in his early thirties. Emotions Very laid back, likes to help other people. Likes and dislikes Likes action films and playing computer games. Dislikes soaps and dancing. Values and beliefs Believes in God, doesn’t attend church on a regular basis. Family is very important to him. 7. Describe yourself in terms of: †¢Personal interests †¢Religion / culture †¢Geography. I enjoy reading, whether it is browsing the web or a book on my kindle e-reader. I enjoy socialising with my friends but my main interest lies within my family life. I love spending time with my three daughters, taking them shopping, to the park or the movies. When my husband isn’t working, we like to take the children and our dog for long walks. I am not very religious. I only go to church when occasion demands i.e. in the case of weddings, funerals or christenings. I attended a Church of England primary school and I still carry my beliefs and values from my time there and pass these beliefs on to my children. I live in Yorkshire on a medium sized social housing estate next to the city centre. The shopping centre, hospital and schools are all within walking distance from my house. 8. What is meant by having multiple identities? Give three examples in relation to people you know. Multiple identities are the way one person acts in different situations or with different people. Example 1: Sasha is a college student who likes to socialise with her friends and loves dressing in the latest fashions. When she comes home she changes into her jogging bottoms and old t-shirt and spends time with her little sisters helping them with their homework. Example 2: I take my children to visit my mum and we drink coffee and watch children’s TV and she does jigsaws with her grandchildren. When I visit my mum without my children, we drink wine and talk about adult things and listen to the music channel. Example 3: Claire is a single mum with two young children. Monday to Friday, she comes home from work, does the cleaning, cooking and looks after her children. At the weekend, the children stay with their father and Claire spends time with her friends going to the pub and having a good time in adult company. 9. What is meant by shared identity? Shared identity is where two or more people have one or more of a common characteristic. This could be that they enjoy watching football or that they come from the same town or city. They could be the same age or share the same taste in music. 10. Explain and give examples of how an individual can identify themselves as belonging to a number of different groups. An individual can belong to different groups by the fact that they have something in common with those people. An example is that of where a group of men are from the same area and they all go to watch a football match. If they were from Yorkshire and supported Leeds, they would be in that group of Yorkshire Leeds supporters. However, if they were not at the football match and were on holiday with their family, they would prioritise their identities differently. They would be from Yorkshire, and be fathers on holiday with their families. The football team they support may not even enter the equation in terms of how they perceive themselves or how others see them. 11. Describe yourself in terms of your multiple identities. I am mum to three children. Earlier this year I was a full time housewife with my youngest child in part time nursery. Now all of my children are in school and college, my role is less focused on being a housewife and I work in a school office. I find that now I work, my husband takes a more active role in the housework and care of the children, taking on some of my previous responsibilities. When the children are in bed, I take on administrative tasks for my husband’s plumbing business and become his book-keeper. At work, I am usually based in the office although I have to walk around school passing on messages and I have to look after sick children while we wait for their parents to take them home. When I get chance to see my friends, they see a different side of me as I like to make the most of my time away from work and other responsibilities and have a good time. They would say I enjoy a good time and I am a shoulder to cry on. 12. What is meant by stereotyping and labelling? When we first meet others, we can’t help judging them from our first impressions. If someone is wearing glasses, we may think wrongly or rightly that they are intelligent and studious. We may see two women together holding hands and we would think that they are gay. This is called labelling, when we pick out a characteristic and focus on it, drawing our own conclusions. Another example is when we see a woman pushing a pushchair. We label her as being a mother although she is also many other things. Stereotyping is where we make assumptions about people belonging to a certain group. An Asian friend of mine was shopping in the supermarket, and looking at cat food. A lady who was trying to be helpful tried to explain to her that cat food was not for human consumption and was shocked when my friend replied in broad Yorkshire that it was for her cat and she wasn’t thinking of eating it herself. This is an example of stereotyping people assuming that people who are from ethn ic minorities cannot read or speak English. 13. Explain why some people stereotype others. Stereotyping continues to be part of our society through the way families and social groups instil their beliefs on one another and the way that the media portray certain groups. When we see rioting on the news, we tend to see young people wearing hoodies to cover their faces. This leads to us thinking that all people who wear hoodies are dangerous when it is in fact not true. My daughter wears a hoodie and sometimes puts the hood up to keep her ears warm yet even though I know this, I still get scared if I see a group of teenagers in hoodies because of all the media stories. This is the case of the isolated behaviours within a small group that has lead to a stereotype. People will stereotype because they want to fit in with a particular group and will share their views on others. 14. Provide two examples of the damaging effects that stereotyping and labelling can have on people. Stereotyping can lead to fear within communities. Old people may fear young people because of they see on the news that a teenager committed a series of muggings. Travelling communities may be made unwelcome in pubs because of a few isolated incidents of trouble. People may avoid those who suffer from mental illness as many murderers claim to suffer from mental illness. This leads us to stereotype all people with mental illness as being violent which is untrue. This could have a damaging effect on them and lead them to withdraw from society. People continue to be ageist in society. They label elderly people as just being old and not as able as they once were and don’t consider other qualities that they have such as being kind and caring. Many non physical jobs do not rely on age such as being a good teacher yet sometimes; recruiters will choose a young person because they assume that youth will make them better at a job. Ageism damages society because we are taking away the diversity and personal qualities that older people can offer and also, when we treat elderly people as being useless, they start to feel useless and may become depressed. 15. Provide at least two examples of the way stereotyping is perpetuated in society. Stereotyping is perpetuated within families, the way your parents and other relatives perceive things can be passed on to you and so a cycle begins where people carry on stereotyping. I remember growing up in a family where we stereotyped all gay men as being flamboyant and effeminate. This was also due to the way that they were stereotyped on television programmes in the seventies and eighties. The views of peer groups can also carry on stereotypes. Some people see jobless people as being lazy benefit scroungers. This may be true of some of them but a discussion with your friends where they provide an example of such lazy scrounger and shows such as The Jeremy Kyle show where people are often presented in a negative way will make sure the stereotype prevails. 16. Define prejudice and discrimination. Prejudice occurs when a characteristic of an individual or group is reacted to in a negative way. It is an incorrect and unfair assumption that is based on little or no proof. People can be prejudiced against many characteristics such as race, gender or sexuality and have negative views about or act negatively towards those groups. Discrimination occurs when prejudice means that someone is treated unfairly because they possess one or more characteristic. 17. Explain how people may develop prejudices. People can develop prejudices from a bad experience with an individual. If someone sat next to an unhygienic overweight person at school, they may think that every overweight person is unhygienic. Someone may be influenced by the views of relatives or friends who they respect enough to accept their views whether they are good or bad prejudices. If someone is around people who believe that their prejudices are just, they are likely to take them on board themselves and transfer those views to other people that they come into contact with. 18. Describe the following types of discrimination. Type of discriminationDescription Dual discrimination Dual discrimination occurs when prejudice is aimed at two characteristics of someone or a group. If someone is a single parent and is out of work, they could be negatively thought of by someone who has bad views on single parents and of unemployed people. Multiple discriminationThis is where someone is discriminated against for having several characteristics. An overweight lady in a wheelchair could obviously be discriminated against on three points, being overweight, being disabled and being a woman. Positive discriminationPositive discrimination occurs when people are favoured because they possess certain characteristics. An example is where a housing association prioritises ethnic minority families against others in the same situation. Discrimination arising out of disabilityDiscriminating against a disability can mean that disabled [people are not given the opportunities in life that more able people are such as access to employment or education opportunities. Discrimination by associationThis is where someone is discriminated against for associating with a person or group whom the prejudice is aimed at. An example is a mixed race marriage here prejudice is held against one partners race but both partners suffer harassment. 19. What is meant by the term protected characteristics? Protected characteristics are legally recognised areas where discrimination is likely to occur. They are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and beliefs, gender and sexual orientation. This are characteristics that everyone posses and the law is there to protect individuals from unfair discrimination. 20. What is the difference between direct and indirect discrimination? Give two examples to illustrate your point. Direct discrimination occurs when someone is treated differently due to a personal characteristic that they possess. This could be an older person being denied the right of promotion despite being more qualified or equally qualified than someone younger than them. It could be that a woman mentions at a job interview that she has four children and the interviewer immediately says they would be unsuitable for the job because they would require a lot of time off. These examples are direct discrimination against older people and working mothers. Indirect discrimination occurs where certain groups of people are put at a disadvantage because their needs are ignored. This could be a lack of disabled access in a public building that means wheelchair users cannot make their way around. Another example is a workplace health and safety document being printed only in English when there are many workers who speak and read English as a second language or some who cannot read English at all. 21. Describe the effects that discrimination and prejudice can have on people. A main danger that arises from prejudice and discrimination is the kind of extreme hatred that causes people to be attacked and killed and in extreme cases, wars due to race, religion or sexual preferences. If there is prejudice within certain groups, it will lead to social conflicts and a less harmonious atmosphere. People who are discriminated against typically lose their sense of worth as they become more mistreated by other people and develope a negative view of themselves. If people are treated as second class citizens, they may begin to believe that they are. They will also distrust those who discriminate against them and this will lead to hostile environments. They will have a lower quality of life as they are denied promotions and training opportunities. Innocent people will suffer unnecessary anguish due to unfair discrimination. 22. Describe what equal opportunities means in relation to: †¢Education †¢Housing †¢Healthcare †¢Employment. Equal opportunities in education mean that everyone should be given the same chance to succeed no matter what their characteristics. In relation to schools, there may be single sex schools or schools that focus on a particular religion e.g. Church of England but this is not considered discrimination since there are plenty of other schools that cater for everybody. If someone is denied access to education, they are denied a better quality of life with better job prospects. It is important that everyone is given the opportunity to learn and achieve according to their abilities. It is against the law for landlords to specify that certain ethnic groups are not eligible to live in their properties. Equal opportunities in housing means that everyone should have the chance to live in homes suited to their needs and family size. If this law isn’t met, certain groups will lead a low quality of life and may well live in overcrowded conditions. Everyone is entitled to receive healthcare. Healthcare professionals should not prioritise treatment or refuse to treat someone on grounds such as skin colour or sexual orientation. Everyone should have an equal opportunity to receive healthcare and particular groups have a right to sensitivity. Equal opportunities in employment means that people should be recruited and promoted in relation to how well they can do a job, not be discriminated against positively or negatively in relation to their race or gender for example. Everyone should be treated fairly at work; equal pay should be given to those who do exactly the same job. 23. Outline the inequality problems that persist in terms of pay for men and women. A job should pay in terms of ability and attainment regardless of gender yet men are still on higher wages than women in many organisations. This happens when a woman is doing exactly the same job as a man or of a similar skill yet the man receives a higher wage. Inequality also occurs when men tend to get the highest paid jobs within organisations. 24. Identify and briefly describe two other signs of inequality. Inequality due to sexual orientation is common. Gay and lesbian couples have long been discriminated against in their quest to adopt or foster children or to get married. There are laws to prevent such inequality and in place of marriage, civil partnerships exist. Inequality can also exist in sport, where gender or disability can often cause restrictions to be placed. Less abled people should be given the chance to partake in and enjoy their chosen sport and sports played typically by men such as football and rugby made available for women to enjoy equally. Once you have completed this Assessment, go to www.vision2learn.com and send your work to your tutor for marking.

Critical Thinking And Education Philosophy Essay

Critical Thinking And Education Philosophy Essay After providing a conceptual foundation of pragmatism, rationality, objectivity, and the goals of education, a discussion of critical thinking is made to present a concept of critical thinking which is 1) normative; 2) comprising of skill, ability, and habits of mind; and 3) acquiring intellectual resources. To address the vagueness of the concept itself, this review lends itself to the work of Israel Scheffler and Harvey Siegel, in order to provide a defensible proposal on how critical thinking can be infused within the educational curriculum. Critical thinking as an educational aim The current interest placed on critical thinking in the education context is well-founded. Citing Scheffler, Combs (2009) stated that education should be centrally concerned with developing rationality, reasonableness, and critical thought (p. 175). Moreover, Siegel (1988) provided the underlying principles on why critical thinking must be emphasized in youth education. First, because the youth make up the crop of tomorrows leaders, the education system must enable them to develop critical thinking as a tool towards a productive and rewarding life. Second, the development of critical thinking is viewed as a moral obligation of administrators and teachers to instill in students the ability to treat diverse views with respect and foster a climate of open-mindedness. Siegel thought that preventing students to critically think was a form of oppression. Third, the thrust of critical thinking is consistent with the belief that rationality is key towards a productive life for all. Fourth, i n line with Deweys thoughts on pragmatism, critical thinking is a crucial element of democratic citizenship. Scheffler further describes critical thinking as an educational ideal which would allow children to assess their beliefs, desires, actions, and their cognitive and non-cognitive emotions based on appropriate criteria or standards and good reason, and engaged them in the critical dialogues that relate to every area of civilization (Scheffler, 1991, p. 64). Education should not only be aimed at the development of critical abilities, but also at the development of the cognitive emotions and virtues, the critical attitude (Scheffler, 1991). Every educator must endeavor to ensure that all children blossom into critical thinkers. Critical thinking is significant to the ethics, epistemology, content, and manner of education (Siegel, 1988). Its ramifications are broad in scope and pose serious implications to society at large, not only to persons being educated. The key aspects of critical thinking include rational virtues (skills and dispositions to judge in an impartial manner) and to deli berate with objectivity, even disregarding self-interest in the process. These elements are indispensable to moral education (Scheffler, 1973). In science education, critical thinking ability helps students evaluate the strength of reasons and the defensibility of arguments in order to evaluate which among competing paradigms or theories is best. Critical thinking is also an indispensable aspect of the practical component of education. The skills and know-how of students which figure prominently into the curriculum require critical thinking. Reading, spelling, and mathematics do not only require processual skills but the ability to apply criteria or good reasoning to specific domains of inquiry. While operative principles may be taught, students need critical thought to practice these skills effectively. Furthermore, in the context of teaching, critical thinking is reinforced by a teachers critical spirit considered a principal obligation (Scheffler, 1973). In the context of teachi ng, good teaching requires educators to develop in students the skills and attitudes as described in the two-component theory of critical thinking which will be discussed later (Siegel, 1988). Critical thinking: a normative concept That critical thinking is a normative concept means that it is an educational ideal a goal that educators and administrators must strive to aim. It also means that critical thinking is considered generally relevant in the educational realm. As an educational ideal, critical thinking is helpful in organizing the educational enterprise as well as set objectives of educational efforts. Mainly, critical thinking as a normative concept addresses the questions of 1) the purpose of education, and 2) the manner of education. Our basic concept of critical thinking is essentially a normative notion, i.e. that critical thinking is in some sense good thinking. It is the quality of the thinking, not the processes of thinking, which distinguishes critical from uncritical thinking. In addition to deciding how to describe critical thinking activities and standards, we need to decide the boundaries of critical thinking, i.e. what sorts of tasks we see critical thinking as encompassing. Critical thinking is sometimes contrasted with problem solving, decision making, issue analysis and inquiry. Terms such as `problem solving and `decision making designate rather general kinds of thinking tasks. But, carrying out these tasks typically requires one to make a number of judgments, and the thinking that leads to these judgments can either fulfill relevant standards of good thinking. One may solve a problem in a critical or an uncritical manner. So, problem solving, decision making, etc., are best seen as arenas in which critical thinking should take place rather than as other kinds of thinking to be contrasted with critical thinking. Critical thinking draws from rationality and reasonableness as fundamental concepts (Scheffler, 1982). However, critical thinking is considered not only an element of rationality but an aspect which co-exists with it (Siegel, 1997). As such, critical thinking may be considered an educational cognate of rationality since it emphasizes both on beliefs and actions (p. 2). By this definition alone, we can consider the critical thinker as an individual who is motivated by reasons both in thought and action. Siegels reasons conception consists of two components: reason assessment and critical spirit; the former deals with the epistemic realm of reasons while the latter focuses on the motivational realm. This theory merits additional discussion. The two-component theory of critical thinking 1. The reason assessment component Siegel considers the critical thinker as an individual possessing the skill and ability to evaluate reasons and arguments using logical or epistemic standards. Siegel (Reason and Education, 1997) quoted Schefflers view that the critical thinker is not just being moved by reasonsà ¢Ã¢â€š ¬Ã‚ ¦ by by appropriate reasons (p. 20). What this means is that a critical thinker takes it within himself or herself the epistemic responsibility for this thoughts. To be appropriately moved by good reasons is to consciously accept and appreciate the importance of having evidential force to justify thought and actions. In determining what standards are considered meritous, Scheffler (as cited in Siegel, Reason and Education, 1997) said: However, what reasons are appropriate is not fixed once and for ever. It depends on principles which themselves are the result of evolving traditions and may be different for various domains. There are no fixed foundations. The most fundamental presupposition underlying Schefflers epistemology and philosophy of education is the possibility of rational evaluation of principles of rationality. (p. 21) While the acceptability of reasons is not fixed, Schefflers (1973) epistemology of rationality warrant reasons to be consistent, impartial, and non-arbitrary. Critical thinking acknowledges that universal and objective principles have a binding force, but subject to evaluation. The principle-based character of critical thinking is what gives it its normative character. Critical thinking is not merely a cognitive mental process but a mental process that meets epistemic criteria, separated by good and bad reasons. An individual who thinks critically is one who is able to evaluate reasons and ascertain whether prospective reasons are good or bad based on their evidential force and in light of standards or criteria. Siegel (1988, 1997) and other theorists who support critical thinking categorized the principle of reasons of assessment into 1) general (subject-neutral), 2) principles (context-bound) and 3) subject-specific. There are debates on whether reasons assessment should be based on the generalist or the specifist view and to what extent reasons can be considered general or specific. As far as Siegel is concerned, the subject-specific criteria overlook the blurring of boundaries between genres and must be debunked. Siegel proposes that while there may be different criteria, the epistemologies operating are more or less similar. The more significant consideration for Siegel is how beliefs are justified: based on good reasons and supported by universal but fallible standards. This could be interpreted as generalist or a form of contextualism because Siegel supports the identification of good reasons across a range of contexts. Siegel (1997) elaborates: We are entitled to regard these various criteria as appropriate criteria of reason assessment, and to appeal to them in order to establish or determine the goodness of putative reasons, only because they are sanctioned by a common epistemology: a theoretical understanding of the nature of reasons, according to which putative criteria are recognizable as appropriate criteria of reason assessment. (p. 32) The point Siegel tries to make is that although various groups may have their own standards to judge whether reasons are good or bad, they are still governed by common epistemology for justification across different contexts. Furthermore, one question is if emotions are relevant to reasons assessment. Scheffler (2010) described the role of emotions in reasoning, showing how the rational passions contribute to critical thinking. Inquiry is not a dispassionate activity, disassociated from emotion. Rather, people can be very emotionally committed to the search for truth and care passionately that the outcome of an inquiry be the best justified. Such rational passions as love of truth, repugnance of distortion and evasion, and respect for the arguments of others as well as emotions such as curiosity, surprise and the joy of verification (Scheffler 1991) all play a significant role in inquiry, and educational efforts should be directed to their development. In addition, emotions play an important role in rational assessment in several ways. One way is by constraining and directing attention and rendering salient certain aspects of our experience. This likely has to do with connections established in the past between certain emotions and rational assessments. Such emotions can provide useful cues for future assessments, but their adequacy must be assessed through rational criteria. 2. The critical spirit component Because critical thinking is, in our view, thinking in such a way as to fulfill relevant standards, it is the standards of good thinking that provide the criteria for determining what attributes are important for critical thinkers. If an attribute is required by persons in order to fulfill a standard of good thinking, or if it will significantly increase the chances that their thinking will fulfill such standards, it can legitimately be regarded as an attribute that should be fostered in a critical thinker. Having the intellectual resources necessary for critical thinking does not, by itself, make one a critical thinker. One must also have certain commitments, attitudes or habits of mind that dispose himor her to use these resources to fulfill relevant standards and principles of good thinking. Moreover, as Siegel (1988: 9) points out, the critical thinkers tendency to ful ® l the standards and principles of good thinking cannot be mindless or simply the result of habituation. Rather, it must be based on a recognition of the value of critical thinking, i.e. its importance in fostering true belief and responsible action. Siegel recognizes that while reason assessment is a necessary condition for critical thinking, it is not a sufficient one. For example, a critical thinker may be equipped with the skill to evaluate reasons but not be predisposed to use it. Moreover, it is not enough that a critical thinker is capable of assessing the probative force of reasons; the critical thinker should also be inclined to seek out good reasons and disposed to question whether or not candidate reasons fit epistemological criteria. Hence, for a person to become a critical thinker, he or she must be able to habitually engage in reason assessment. In addition, a person must also have a complexity of attitudes, dispositions, character traits, and habits of mind or what Siegel refers to as the critical spirit. Siegels conception of the critical spirit means that critical thought is not a product merely of skill but also of character and motivation. The critical thinker then not only values the use of good reasons and evidentiary power in judgment or deliberation, he or she must also be willing and motivated to evaluate those reasons based on consistent, impartial and non-arbitrary criteria. In other words, the critical spirit is the life force of reasons. The critical spirit motivates and guides a critical thinker in action and belief-formation. Siegel (1997) considers that having reason assessment ability as well as the critical spirit are significant are individually and jointly sufficient requirements for a person to become a critical thinker.   In defense of the critical spirit component, Siegel (1997) enumerates some of the traits that may figure into a complex of dispositions, attitudes, habits of mind, and character traits (p. 35) found in the critical thinker: dispositions to seek reasons and evidence in making judgmentsà ¢Ã¢â€š ¬Ã‚ ¦; respect for the importance of reasoned judgment and for truthà ¢Ã¢â€š ¬Ã‚ ¦; a rejection of partiality, arbitrariness, special pleading, wishful thinking, and other obstacles to the proper exercise of reason assessment and reason judgment; à ¢Ã¢â€š ¬Ã‚ ¦habits of reason seeking and evaluatingà ¢Ã¢â€š ¬Ã‚ ¦, engaging in the fairminded and non-self-interested consideration of such reasons.  Ã‚  (pp. 35-36) On the other hand, Scheffler (2010) also describes the critical thinker as disposed to the following traits: objectivity, consistency, intense aversion to contradiction, repugnance of error, disgust at evasion, love of reason, love of truth, and admiration of theoretical achievement. That character is indispensable in the formation of the critical thinker has been criticized (Missimer, 1990). The so-called character view espoused by Siegel is said to run in contradiction to the contributions of the worlds greatest thinkers. The intellectual greats such as Marx, Rousseau, Bacon, Freud, Russell, Newton, and Feynmann lacked many of the traits which the character view holds to be necessary for critical thinking. Marx was considered anti-Semitic; Newton was averse to criticism of his work; Rousseau and Fenymann were venal and rude to people who espoused incorrect ideas; Freud was a hothead; and Russell lied about his support for the U.S. nuclear program (Missimer, 1990, pp. 146-147). Accordingly, Siegels definition would not make the greatest intellectuals history has ever known critical thinkers. Critical thinking as identity constitution and autonomy Because critical thinking is fundamental educational ideal, Siegel (1997) considers it crucial in identity constitution. Critical thinking develops not only out of honing reasoning ability but also cultivating a motivational complex to create character disposed to the critical spirit. Character traits are fostered which constitute the critical spirit component, making up the traits of a particular type of person or identity. Thus, developing critical thinking entails no less than the formation of a certain identity. In the context of education, young people must be taught not only how to think critically, but more importantly, how to be critical thinkers. Therefore, making critical thinking a constitutive ideal is to propose for educational programs which focus on character-formation in support of critical thinking. Equally important to the concept of critical thinking is autonomy. Aside from critical thinking being coexisting with rationality, autonomy also figures into the same educational ideal. Siegel (1988) considered the importance of autonomy: If we accept critical thinking as a fundamental educational ideal, we explicitly acknowledge the desirability of the attainment by students of self-sufficiency and autonomy . . . The critical thinker must be autonomous-that is, free to act and judge independently of external constraint, on the basis of her own reasoned appraisal of the matter at hand. (p. 54) Autonomy is a state characterized by self-government. Similar to critical thinking, autonomy is also identity-constitutive in the sense that it makes up a certain type of person. Educators should strive in order to develop students who are autonomous agents. Autonomy is necessarily aligned with rationality: This aspect of the educational ideal of rationality aligns it with the complementary ideal of autonomy , since a rational person will also be an autonomous one, capable of judging for herself the justifiedness of candidate beliefs and the legitimacy of candidate values. (p. 56) An autonomous person is one who makes his or her own choices by evaluating them rationally and critically. Siegel (1988) expresses that choosing is not enough for autonomy to surface. A student must be a competent chooser and not subservient to conditions or standards he or she accepts uncritically. Also, a person can be a proto critical thinker because he or becomes slave to reason without having the necessary motivation to propel critical thought. Autonomy, then, requires not only independence in the execution of the action but also with respect to the motivation behind the action. For autonomy to be present, there must also be autonomy in the feelings, emotions, evaluation, or restructuring of principles. Autonomy must exist not only in relation to the reason assessment component of critical thinking but also on the critical spirit component.

The Writing of Arab Female Novelists :: Culture Cultural

The Writing of Arab Female Novelists The Story of Arab women novelists reflects, in many ways, the story of most women in different disciplines: it is the story of abundant creativity with very few rights or sometimes no rights at all. It is the story of a group of women who were absented from the literary scene simply because their creativity and attitudes proved to be different from men's, who were and still are, the "mainstream" and the only arbiters who decide what is literally valuable and what is not. It is a story that went on unnoticed for a hundred years because, as men related it, there was only one version of the official history of Arabic literature.' In the recent half-century, Arab woman writers have acquired a distinctive position in the field of literature, with an impressive richness, diversity and creativity in their writing. Woman novelists lead the reign of storytelling now just as they did right at the beginning. 'The first Arab novel was written by a woman, fifteen years before any Arab man tried his hand at this literary genre. Hush al Awaqib, by Zaynab Fawaz, was published in 1899.' For them, storytelling was a way of self-expression, and individualism. The intention is not to imply that it is gender difference itself that determines the nature of literary creation, on the contrary, it underscores differences in experience, differences that are manifested in literature. But it is often viewed that "individualistic" works by many woman writers can be read as feminist in the context of Arab culture. This culture denotes that values such as collective ethnic and religious identity conformity behaviors are caught up in the power structure. Therefore, feminism is also institutionalized in these values. Other criticisms in regard to women's novels are that they their works were merely an extension of their bodies, that the heroines in the text are representatives of themselves. Another criticism was that the subjects and issues the women writers dealt with could not possibly be of any public interest due to the fact that the majority of the works were about love, family and children and reflected the restricted world they lived in. Even other women critics dissociated themselves with women's works and concentrated on the works of men instead. But the truth is that not only were women the first to write novels in Arabic, they were also the first to deal with major issues, even before men addressed them. Also, evidence from works such as Liyana Badr's A Balcony of the Fakhani demonstrate beyond any doubt that Arab women novelists were intensely involved in the social and political concerns of

Beer Pong for Dummies :: Research Papers

Beer Pong for Dummies Throughout the many years, college students have engaged in many activities to either entertain themselves or pass endless time. These activities have ranged from sports, either intramural or varsity, to various clubs and organizations devoted to students personal interests. While these have sparked interest and lasted a long time, none has exceeded the expectations of the wonderful game of beer pong. As I began to think about ways on approaching this topic I became very excited, but realized that all my information could not be displayed all at the same time. So I decided to take things easy and introduce the topic on a level where everyone can relate to it. My search began the night I received this assignment. I went to the search engine we all know and use so well, Yahoo, and began my search from there. When I typed in the words beer pong into the search box, I received almost two hundred thousand related links. I became even more pleased with this result, knowing that there was so much to tell. Eventually I came across a catching site, known as the National Beer Pong League. There is something of this nature that exists? I wondered so I clicked. Since my exploration I began to find out interesting information about the National Beer Pong League. According to a question and answer section with the founder of the site and group, the league has been around for about a good fifteen years, but just recently they have started to get some recognition. By means of recognition I mean, the government has acknowledged their league and their website has been up and running for the past three years, summer of 2001. The league overall was created by a student attending the prestigious Duke University. In an interview with the founder he states that he started playing and gaining an interest in beer pong â€Å"about Jr. or Sr. year of high school†. Can you believe that he was pre-gamming it before he even stepped on a college campus? That goes to show he started to develop his skills to demonstrate to others. As the founder created this site, the founders name is Jason; his intent was to inform people of the game and also to get a larger fan base than it had already. This site has recognized various ways of playing beer pong, and also he has included a total of fifteen colleges who have been recognized for their school way of playing beer pong, now that’s what I call some good school spirit. Beer Pong for Dummies :: Research Papers Beer Pong for Dummies Throughout the many years, college students have engaged in many activities to either entertain themselves or pass endless time. These activities have ranged from sports, either intramural or varsity, to various clubs and organizations devoted to students personal interests. While these have sparked interest and lasted a long time, none has exceeded the expectations of the wonderful game of beer pong. As I began to think about ways on approaching this topic I became very excited, but realized that all my information could not be displayed all at the same time. So I decided to take things easy and introduce the topic on a level where everyone can relate to it. My search began the night I received this assignment. I went to the search engine we all know and use so well, Yahoo, and began my search from there. When I typed in the words beer pong into the search box, I received almost two hundred thousand related links. I became even more pleased with this result, knowing that there was so much to tell. Eventually I came across a catching site, known as the National Beer Pong League. There is something of this nature that exists? I wondered so I clicked. Since my exploration I began to find out interesting information about the National Beer Pong League. According to a question and answer section with the founder of the site and group, the league has been around for about a good fifteen years, but just recently they have started to get some recognition. By means of recognition I mean, the government has acknowledged their league and their website has been up and running for the past three years, summer of 2001. The league overall was created by a student attending the prestigious Duke University. In an interview with the founder he states that he started playing and gaining an interest in beer pong â€Å"about Jr. or Sr. year of high school†. Can you believe that he was pre-gamming it before he even stepped on a college campus? That goes to show he started to develop his skills to demonstrate to others. As the founder created this site, the founders name is Jason; his intent was to inform people of the game and also to get a larger fan base than it had already. This site has recognized various ways of playing beer pong, and also he has included a total of fifteen colleges who have been recognized for their school way of playing beer pong, now that’s what I call some good school spirit.

Professional Development of Nurses Essay

In 2008, the Institute of Medicine (IOM) partnered with the Robert Wood Johnson Foundation (RWJF) to form an initiative on the future of nursing. The RWJF is an independent organization that focuses on healthcare innovations and programs such as childhood obesity, health coverage, and public health. The IOM is a non-government resource that assists the government and private agencies in making informed decisions about healthcare issues (â€Å"ISNA bulletin,† 2011, p. 11). This 2 year study focused on the current state of healthcare, specifically nursing, and provided recommendations to improve the nursing profession and enhance the infrastructure of healthcare. Key points were safety, technology, and interdisciplinary collaboration of practice. The study focused on nursing education, practice, and nursing’s role of leadership (Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine [RWJF], 2011). The focus on education was primarily driven to advance the educational system and to further advance nursing care in the changing face of healthcare reforms. The study showed that nurses have a significant impact in healthcare, with more than 3 million members; they are posed to generate a large role in the reform of the healthcare system (Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine [RWJF], 2011). The IOM strives to achieve higher levels of education through improved educational systems. Nurses are encouraged to practice to the full extent of their education and training. The IOM initiative is promoting removal of the barriers that are in place regarding scopes of practice for advanced practice nurses and to standardize the scope of practice delineations across state lines. The report recommends support of nursing education and programs expanded to graduate more upper level nurses who will then focus on becoming educators. The goal of the IOM is to have 80% more baccalaureate prepared nurses by 2020. By increasing the number of nursing programs that are now in place and changing those from purely traditional learning to a hybrid of traditional and innovative or online programs more nurses will graduate with higher degrees. Intensifying the traditional curriculum to include interprofessional collaboration, communication, and systems thinking helps to encourage higher level thinking and superior leadership skills. Additionally encouraging nurses to engage in lifelong learning to retain and renew competencies is very important; the competencies should be relative to the knowledge, experience, and practice of the nurse. Another part of the education process is the implementation of nurse residency programs. These programs are important because it takes time and experience for a nurse to become fully prepared to be functional in the acute care setting and these new opportunities will encourage the nurses to stay at the institution. This IOM report has a tremendous impact on nursing practice, particularly in primary care with the focus being on increasing nursing education to provide higher quality care for the patients. Keeping up with facility and national competencies is important to ensure that the nurse’s practice is up to date and current. Improved technology also increases the nurse’s efficiency and the amount of time that the nurse is able to spend with their patients. Additionally, this helps with the education of the patient because when the nurse is able to spend more time with the patient more effective teaching is done. Patient safety is one of the most important parts of nu rsing and by utilizing education as well as technology nurses are able to prevent critical errors and maintain patient safety more effectively. With the new Patient Protection and Affordable Care Act (PPACA) traditional healthcare is evolving to patient centered care delivered in the community rather than in the acute care setting. Advanced practice nurses will have a bigger â€Å"voice† in the community and an enormous impact on healthcare. This will impact me in my nursing facility because as I am better educated and up to date on my competencies, my patients are safer, I am utilizing the most recent technology in caring for them, and therefore providing them the best and safest care. The IOM report is describing an ideal world where nurses are significant as leaders, in a partnership with physicians and other healthcare professionals, in redesigning the healthcare system. To accomplish this reform, nurses must be educated as leaders by focusing on communication, professionalism, interprofessional collaboration and decision making (â€Å"ISNA bulletin,† 2011, p. 12). The nurse should be actively involved in identifying problems, collaborating with the physicians to seek solutions, and be committed to providing safe and effective healthcare to the patients and community. Leadership also plays an active role in policy making, institutional model development, and improving work processes. Nurses, with their backgrounds in patient care, have a unique understanding of patient well-being, institutional policies, and flow of the healthcare team which helps them to be on the forefront of change. In closing, the IOM report is a detailed description of recommendations that describe how nurses can and should be actively participating in the healthcare reform. It is time for a change and nurses have the opportunity and responsibility to participate in these transformational changes. Education, leadership, changes in nursing practice, and collaboration of the healthcare team are the keys to change. References Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine. (2011). Institute of Medicine. [Article]. Retrieved from http://iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20o Fights, S. D. (2012, March/April). Nurses Lead From Where We Stand: How Can You Impact the Future Of Nursing? [Article]. MEDSURG Nursing, 21(2), 57-58. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=74576360&site=eds-live&scope=siteâ€Å">Nurses Lead from Where We Stand: How Can You Impact the Future of Nursing? IOM Report on the Future of Nursing: Leading Change, Advancing Health. [Journal article]. (2011, January 11). Med-Surg Matters, 1, 3. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2010978901&site=eds-live&scope=site†>IOM Report on the Future of Nursing: Leading Change, Advancing Health. Visioning the future of nursing: analysis of the IOM/RWJ foundation report [independent study]. (2011, august, September, October). Indiana State

The Relevancy that Zionism Possess in the Arab-Israeli Conflict

Executive SummaryThÐ µ conflict bÐ µtwÐ µÃ µn thÐ µ IsraÐ µlis and thÐ µ PalÐ µstinians was a consÐ µquÐ µncÐ µ of onÐ µ of thÐ µ most glorious and crÐ µativÐ µ movÐ µmÐ µnts of thÐ µ last cÐ µntury: modÐ µrn Zionism. A hundrÐ µd yÐ µars ago, somÐ µ of thÐ µ most vital Ð µlÐ µmÐ µnts in thÐ µ JÐ µwish community all ovÐ µr thÐ µ world attÐ µmptÐ µd to join thÐ µ modÐ µrn world by rÐ µjÐ µcting thÐ µ passivity of thÐ µir anciÐ µnt mÐ µssianic rÐ µligion.ThÐ µ Zionists thought that JÐ µws would achiÐ µvÐ µ a kind of rÐ µdÐ µmption by cÐ µasing to bÐ µ diffÐ µrÐ µnt from and pÐ µrsÐ µcutÐ µd by thÐ µ nations of thÐ µ world. SomÐ µhow, thÐ µy thought, thÐ µ inÐ µvitablÐ µ discomforts and conflicts with thÐ µ Arabs would bÐ µ rÐ µsolvÐ µd. ThÐ µ JÐ µws would find pÐ µacÐ µ and accÐ µptancÐ µ in thÐ µ land whÐ µrÐ µ thÐ µir ancÐ µstors had oncÐ µ fashionÐ µd thÐ µir rÐ µligion and culturÐ µ. But it was not to bÐ µ. InstÐ µad, from its vÐ µry bÐ µginning to this vÐ µry day, Zionism has confrontÐ µd a cÐ µntury of war.This papÐ µr discuss thÐ µ issuÐ µ of JÐ µws on thÐ µ land of PalÐ µstinÐ µ is vÐ µry complÐ µx. ThÐ µ nationalists bÐ µliÐ µvÐ µ that thÐ µ JÐ µwish pÐ µoplÐ µ will bÐ µ Ð µndangÐ µrÐ µd unlÐ µss thÐ µir basÐ µ is rÐ µ-Ð µstablishÐ µd in thÐ µir anciÐ µnt homÐ µland. Thus nÐ µithÐ µr group can Ð µvÐ µr grant thÐ µ ultimatÐ µ PalÐ µstinian dÐ µmand that thÐ µ JÐ µws cÐ µasÐ µ thÐ µir aggrÐ µssion and go Ð µlsÐ µwhÐ µrÐ µ. ModÐ µrn Zionism bÐ µgan with thÐ µ vision of a â€Å"normalizÐ µd† JÐ µwish pÐ µoplÐ µ, a nation among nations that would bÐ µ part of thÐ µ world as of right. ThÐ µ most important JÐ µwish dÐ µmand is thÐ µrÐ µforÐ µ that at thÐ µ Ð µnd of thÐ µ pÐ µacÐ µ procÐ µss, thÐ µ Arabs agrÐ µÃ µ that thÐ µ JÐ µws' Ð µxistÐ µncÐ µ in thÐ µ rÐ µgion is pÐ µrmanÐ µnt and ca n nÐ µvÐ µr again bÐ µ quÐ µstionÐ µd.ThÐ µ RÐ µlÐ µvancy that Zionism PossÐ µss in thÐ µ Arab-IsraÐ µli ConflictThÐ µ conflict bÐ µtwÐ µÃ µn Zionism and thÐ µ Arab statÐ µs has bÐ µÃ µn thÐ µ focus of intÐ µrnational attÐ µntion sincÐ µ thÐ µ Ð µnd of World War I. It was a subjÐ µct of major concÐ µrn to thÐ µ old LÐ µaguÐ µ of Nations; aftÐ µr World War II, it was onÐ µ of thÐ µ first disputÐ µs in which thÐ µ UnitÐ µd Nations (U.N.) was involvÐ µd. For many yÐ µars, it was a factor in thÐ µ Cold War bÐ µtwÐ µÃ µn thÐ µ SoviÐ µt Union and thÐ µ WÐ µst. (Smith, 1992) MorÐ µ than half a dozÐ µn spÐ µcial U.N. organizations havÐ µ bÐ µÃ µn crÐ µatÐ µd to dÐ µal with thÐ µ situation. (RÐ µich, Ð µt al., 1996)ThÐ µ conflict has cÐ µntÐ µrÐ µd on thÐ µ strugglÐ µ bÐ µtwÐ µÃ µn Zionism, or JÐ µwish nationalism, and Arab nationalism for control of PalÐ µstinÐ µ. (Yonah, 1973) It has involvÐ µd not only thÐ µ JÐ µwish and Arab inhabitants of PalÐ µstinÐ µ but also thÐ µir rÐ µspÐ µctivÐ µ supportÐ µrs around thÐ µ world, that is, both JÐ µwish and non-JÐ µwish advocatÐ µs of a JÐ µwish statÐ µ and thÐ µ 21 mÐ µmbÐ µrs of thÐ µ Arab LÐ µaguÐ µ and thÐ µir supportÐ µrs throughout thÐ µ Islamic and many Third World nations. (LÐ µsch & Tschirgi, 1998)PalÐ µstinÐ µ did not Ð µxist as a sÐ µparatÐ µ political Ð µntity until GrÐ µat Britain took ovÐ µr thÐ µ country at thÐ µ Ð µnd of World War I. From 1517 until 1918, PalÐ µstinÐ µ was part of thÐ µ Ottoman ЕmpirÐ µ. (LÐ µsch & Tschirgi, 1998) Prior to thÐ µ Ottoman Ð µra, thÐ µ country had lot of rulÐ µrs. JÐ µwish, and latÐ µr Zionist, claims to PalÐ µstinÐ µ dÐ µrivÐ µ from biblical accounts of anciÐ µnt HÐ µbrÐ µw tribÐ µs and IsraÐ µlitÐ µ kingdoms that Ð µxistÐ µd in thÐ µ country. (Smith, 1992)PalÐ µstinÐ µ is also important to Christianity and Islam. JÐ µsus Christ was born and di Ð µd in PalÐ µstinÐ µ and livÐ µd most of his lifÐ µ thÐ µrÐ µ. PalÐ µstinÐ µ bÐ µcamÐ µ an Arab and Islamic country somÐ µ 1,300 yÐ µars ago whÐ µn tribÐ µs from thÐ µ Arabian pÐ µninsula conquÐ µrÐ µd it during thÐ µir swÐ µÃ µp through thÐ µ MiddlÐ µ Еast aftÐ µr thÐ µ dÐ µath of thÐ µ ProphÐ µt Muhammad. (FrÐ µÃ µdman, 1979)ThÐ µ Arab-IsraÐ µli conflict originatÐ µd in thÐ µ contÐ µst among ЕuropÐ µan powÐ µrs to control thÐ µ Arab tÐ µrritoriÐ µs of thÐ µ Ottoman ЕmpirÐ µ. Just at thÐ µ timÐ µ that Arabs bÐ µgan to dÐ µvÐ µlop thÐ µir own sÐ µnsÐ µ of nationalism, thÐ µy found thÐ µir drÐ µams contÐ µstÐ µd by ЕuropÐ µan ambitions and by thÐ µ countÐ µrclaims of thÐ µ nÐ µw JÐ µwish nationalist movÐ µmÐ µnt that arosÐ µ in ЕuropÐ µ. In addition to fÐ µaring ЕuropÐ µan colonialism, rÐ µsidÐ µnts of Arab provincÐ µs bÐ µgan to fÐ µar thÐ µ Zionist movÐ µmÐ µnt. (Smith, 1992)A sÐ µ nsÐ µ of JÐ µwish nationalism was Ð µmÐ µrging in ЕuropÐ µ in thÐ µ 1880s, in rÐ µaction to dÐ µÃ µp-sÐ µatÐ µd anti-SÐ µmitism and to thÐ µ difficulty that JÐ µws facÐ µd assimilating into ЕuropÐ µan sociÐ µty. Zionists fÐ µlt that JÐ µws could not bÐ µ fully accÐ µptÐ µd in ЕuropÐ µ and that thÐ µy nÐ µÃ µdÐ µd to rulÐ µ thÐ µir own indÐ µpÐ µndÐ µnt statÐ µ. Although Zionism attractÐ µd limitÐ µd support in thÐ µ formativÐ µ pÐ µriod, JÐ µwish immigration to PalÐ µstinÐ µ from 1882 to 1914 incrÐ µasÐ µd thÐ µ numbÐ µr of JÐ µwish rÐ µsidÐ µnts from 6 pÐ µrcÐ µnt to 10 pÐ µrcÐ µnt of thÐ µ population thÐ µrÐ µ. (Smith, 1992)ThÐ µ World Zionist Organization (WZO), foundÐ µd in 1897 (LÐ µsch & Tschirgi, 1998), assistÐ µd immigrants and bought land with thÐ µ aim of crÐ µating a JÐ µwish statÐ µ in PalÐ µstinÐ µ. WhÐ µn thÐ µ PalÐ µstinian rÐ µsidÐ µnts protÐ µstÐ µd against thÐ µsÐ µ political aims , thÐ µ Ottoman rulÐ µrs triÐ µd to rÐ µstrict JÐ µwish immigration and purchasÐ µ of land. (NÐ µff, 1995)   This JÐ µwish nationalism clashÐ µd with thÐ µ nationalism of thÐ µ PalÐ µstinian Arabs, who comprisÐ µd 90 pÐ µrcÐ µnt of thÐ µ rÐ µsidÐ µnts. (Smith, 1992)ThÐ µ Arabs' bittÐ µrnÐ µss ovÐ µr thÐ µ PalÐ µstinians' fatÐ µ bÐ µgan to bÐ µ matchÐ µd by Zionist hostility to British rulÐ µ at thÐ µ Ð µnd of thÐ µ 1930s. (NÐ µff, 1995) Although thÐ µ official Zionist lÐ µadÐ µrship dÐ µcidÐ µd not to Ð µngagÐ µ in armÐ µd strugglÐ µ against British rulÐ µ whilÐ µ Britain was fighting HitlÐ µr's GÐ µrmany, somÐ µ Zionist splintÐ µr groups wagÐ µd a campaign of tÐ µrrorism against thÐ µ mandatory administration, Ð µvÐ µn during World War II. (Davidson, 1996) AftÐ µr thÐ µ war Ð µndÐ µd, official Zionist-British rÐ µlations in PalÐ µstinÐ µ dÐ µtÐ µrioratÐ µd into a tÐ µnsÐ µ, and somÐ µtimÐ µs violÐ µnt, confrontat ion. (FrÐ µÃ µdman, 1979)World War II lÐ µd to a groundswÐ µll of support in thÐ µ UnitÐ µd StatÐ µs and ЕuropÐ µ for a JÐ µwish statÐ µ, as a rÐ µsult of shock at thÐ µ Nazis' nÐ µar annihilation of ЕuropÐ µan JÐ µwry. (Smith, 1992) Zionists hardÐ µnÐ µd thÐ µir political position, insisting that thÐ µ JÐ µwish statÐ µ must Ð µncompass all of PalÐ µstinÐ µ bÐ µcausÐ µ that statÐ µ would sÐ µrvÐ µ as thÐ µ havÐ µn for world JÐ µwry. ThÐ µ war also crÐ µatÐ µd a massivÐ µ problÐ µm of displacÐ µd pÐ µrsons in ЕuropÐ µ, ovÐ µr onÐ µ hundrÐ µd thousand of whom wÐ µrÐ µ JÐ µws.Zionist lÐ µadÐ µrs pointÐ µd to thÐ µ lÐ µgal barriÐ µrs hindÐ µring thÐ µ immigration of JÐ µws to thÐ µ UnitÐ µd StatÐ µs and othÐ µr countriÐ µs, and strongly supportÐ µd thÐ µ rÐ µcommÐ µndation of thÐ µ Anglo-AmÐ µrican CommittÐ µÃ µ of Inquiry in 1946 that thosÐ µ onÐ µ hundrÐ µd thousand Holocaust survivors sÐ µttlÐ µ in P alÐ µstinÐ µ. (Smith, 1992) ThÐ µ loss of PalÐ µstinÐ µ Ð µmbittÐ µrÐ µd Arabs against thÐ µ ЕuropÐ µan colonial powÐ µrs that had carvÐ µd up thÐ µir land and aidÐ µd Zionism. (Yonah, 1973) But thÐ µ dÐ µfÐ µat also lÐ µd to sÐ µlf-criticism. Arab pÐ µoplÐ µs dÐ µnouncÐ µd thÐ µir rulÐ µrs for corruption, and Arab soldiÐ µrs dÐ µnouncÐ µd thÐ µir military officÐ µrs for incompÐ µtÐ µncÐ µ. (WagnÐ µr, 2003)ThÐ µ Zionist charactÐ µr of thÐ µ statÐ µ of IsraÐ µl has rÐ µmainÐ µd thÐ µ major cornÐ µrstonÐ µ of thÐ µ PalÐ µstinian-IsraÐ µli conflict sincÐ µ 1948. (Gilland, 2003) As such it must bÐ µ undÐ µrstood if any mÐ µaningful, fair and just solution to thÐ µ conflict is to bÐ µ considÐ µrÐ µd. ThÐ µ Zionism of IsraÐ µl's charactÐ µr has rÐ µmainÐ µd primarily a sÐ µcular JÐ µwish nationalism; by dÐ µfinition, it has to do with thÐ µ JÐ µwish pÐ µoplÐ µ. (StÐ µrnhÐ µll, 2004)ThÐ µ PalÐ µstinian position has nÐ µvÐ µr rÐ µally bÐ µÃ µn facÐ µd by thÐ µ IsraÐ µlis and thÐ µir supportÐ µrs throughout thÐ µ world. Zionists, both in IsraÐ µl and abroad, arÐ µ Ð µssÐ µntially WÐ µstÐ µrnÐ µrs who bÐ µliÐ µvÐ µ that problÐ µms havÐ µ rational solutions and that agÐ µ-old rÐ µligious or nationalist quarrÐ µls can ultimatÐ µly bÐ µ solvÐ µd by compromisÐ µ. (LÐ µsch & Tschirgi, 1998)Zionism has bÐ µÃ µn a grÐ µat succÐ µss and a grÐ µat failurÐ µ. (Gilland, 2003) ThÐ µ succÐ µss is thÐ µ crÐ µation of a viablÐ µ JÐ µwish StatÐ µ with a population that includÐ µs almost half thÐ µ world's JÐ µws. (Mattair, 1992) ThÐ µ failurÐ µ is that it has provokÐ µd Arab Ð µnmity to such a dÐ µgrÐ µÃ µ that a military dÐ µfÐ µat of IsraÐ µl would bÐ µ followÐ µd by a sÐ µcond Holocaust. (RÐ µÃ µs, Hamad & KlÐ µin, 2003) IsraÐ µl was Ð µstablishÐ µd in ordÐ µr to providÐ µ a havÐ µn from pÐ µrsÐ µcution, but has bÐ µcomÐ µ thÐ µ country in which JÐ µws run thÐ µ highÐ µst risk of dÐ µath by violÐ µncÐ µ.Golda MÐ µir bÐ µliÐ µvÐ µd that a pÐ µacÐ µ agrÐ µÃ µmÐ µnt with thÐ µ Arabs cannot bÐ µ achiÐ µvÐ µd until thÐ µ nÐ µighboring StatÐ µs havÐ µ bÐ µcomÐ µ dÐ µmocraciÐ µs. (Salt, 2002) This viÐ µw may wÐ µll bÐ µ corrÐ µct, but Ð µfforts to achiÐ µvÐ µ a modus vivÐ µndi bÐ µtwÐ µÃ µn IsraÐ µl and thÐ µ Arabs must bÐ µ rÐ µsumÐ µd whÐ µn thÐ µ lattÐ µr havÐ µ cÐ µasÐ µd to bÐ µliÐ µvÐ µ that thÐ µir aims can bÐ µ achiÐ µvÐ µd by tÐ µrrorism. (MÐ µzvinsky, 2003) UndoubtÐ µdly, Zionism posÐ µss a grÐ µat rÐ µlÐ µvancy in Arab-IsraÐ µli conflict. HowÐ µvÐ µr, no lasting pÐ µacÐ µ will bÐ µ possiblÐ µ until thÐ µ PalÐ µstinian Arabs havÐ µ abandonÐ µd thÐ µ aim of dÐ µstroying IsraÐ µl by crÐ µating an Arab majority in that country by insisting on thÐ µ rÐ µturn of thÐ µ rÐ µfugÐ µÃ µs and thÐ µir dÐ µscÐ µndants and thÐ µ majority of PalÐ µstinian Arabs havÐ µ bÐ µcomÐ µ citizÐ µns of Arab countriÐ µs.ReferencesFreedman, Robert O. (1979) World Politics and the Arab-Israeli Conflict. Pergamon Press.Geddes, Charles L. A (1991) Documentary History of the Arab-Israeli. Praeger.Reich, B., Goldberg, J. et al. (1996). A Historical Encyclopedia of the Arab-Israeli. Greenwood PressYonah, Alexander, ed. (1973). Crescent and Star: Arab and Israeli Perspectives on the Middle East Conflict. New York: AMS Press,Smith, Charles D. (1992). Palestine and the Arab -Israeli Conflict. 2nd Ed. New York: St. Martin's Press.Hertzberg, Arthur. (2001, Jan/Feb). A Small Peace for Middle East.   Foreign Affairs, Vol. 80, Issue 1.Wagner, Donald E. (2003, June 28). Marching to Zion. Christian Century, Vol. 120, Issue 13Lesch, Ann M. & Tschirgi, Dan. (1998) Origins and Development of the Arab-Israeli Conflict.   Greenwood Press.Gilland, Bernard. (2003, January) Zionism, Israel and the Arabs. Contemporary Review, Vol. 282.Rees Mat t, Hamad, Jamil & Klein, Aharon. (2003, January 20) Back to Zionism. Time Europe, Vol. 161 Issue 3, p.40Sternhell, Zeev. (2004, October). Blood and Soil. Index on Censorship, Vol. 33. Issue 4, pp. 178-189.Salt, Jeremy. (April-May 2002). Armageddon in the Middle East? Arena Magazine, Vol 3Mezvinsky, Norton. (2003) The Underlying Realities of the Israeli-Palestinian Conflict after 11 September. Arab Studies Quarterly,   Vol. 25Neff, Donald (1995) The Palestinians and Zionism: 1897-1948.   Middle East Policy, Vol. 4Davidson, Lawrence. (1996) Zionism, Socialism and United States Support for the Jewish Colonization of Palestine in the 1920s.   Arab Studies Quarterly, Vol. 18Mattair, Thomas R. (1992) The Arab Israeli Conflict; from Shamir to Rabin to Peace?   Middle East Policy, Vol. 1

Outline the argument supermarket power is a zero -sum game

Outline the argument supermarket power is a zero -sum game BY bluebell Outline the argument that supermarket power Is a â€Å"zero-sum†game Before we discuss the argument let us understand first what the terms â€Å"power† and â€Å"zero-sum† mean. Power is a complex term used denote influence, control and domination, (Taylor, et al. 2009,p. 59). The power used by supermarkets includes buying and market power. The big four supermarkets in the U. K. Account for approximately 75% of the food and groceries market therefore giving them significant market power.Their buying power Is the ability they have to negotiate prices with suppliers and the rage chains thus being able to demand discounts when buying In such large quantities. This gives them the ability to influence things such as pricing, for example offering goods at below cost prices. The term zero-sum game is used when one party's gain will be another's loss therefore equaling a zero sum. A good example of th is is slicing a pie, if one person takes a large slice there is less for everyone else.The pro supermarket campaigners argue that the supermarkets use their power for good and all parties Involved benefit to some extent creating a positive sum gain but he the following argues to the contrary__ As shoppers they offer us a wide variety of products at affordable prices, in accessible locations. Additionally they offer employment, boosting local skills and helping to draw in other businesses such as restaurants and retailers to sometimes failing local economies but at what cost to others?Do the low prices mean that somewhere down the supply chain someone else's profits are being squeezed? Has the out of town retail park been a catalyst In the decline of Britain's high streets? In 2006 retail commentator Judi Bean reported hat the big four operated around 3900 stores with Tests alone taking one pound at the tills for every three we spend. Since then they have continued to grow branching out into the corner shop concept and opening an additional 1500 stores in a bid to capture even more trade.In years gone by our towns would have a variety of independent shops made up of butchers, bakers and fishmongers, but these are in decline and we are now dominated by by big chain stores offering us practically Identical goods at very similar prices. If this Is the case are they really offering us any hospice at all? Across the country they monopolies towns and areas where small local businesses are unable to compete on pricing being forced to shut down.Food writer Joann Blackman, (2005) uses Dundee as an example and recalls that in the sass the town had ten bakers; now there are two left, five fishmongers with one remaining and eight or nine butchers only one of which has survived and six grocers where again only one has survived.. In their place are four Testes, two Sad, a Morrison and a Kingsbury. In her pollen there Is a distinct correlation between the arrival of the gig c hains and the demise of the small independents, thus implying a zero-sum game.The supermarkets have an immense buying power and their supply chain stretches across the globe. When dealing with the large conglomerates like Proctor and Gamble, Milliner and Nestle the balance of power is pretty much even, as their global muscle puts them in a strong position to negotiate. However the farmers, such a fortunate position. Small suppliers claim that the supermarkets are continually putting pressure on them, coercing them into prices cuts that push them to the point that there economic livelihood is in doubt.This relationship between the suppliers and supermarkets can be depicted as a David and Goliath affair, with the small independents up against the big multiples Just as the small independent stores on the high street are up against the big chain stores as previously mentioned. With this pressure being applied to suppliers to keep costs down they in turn pass this on to their employees. Here in the I-J we have low paid often migrant workers cutting, sorting and packing vegetables and salads for the big stores.Felicity Lawrence has written about the exploitation of these workers in her book Not on the Label (2004) and in newspaper investigations. She highlights how agency workers, often from eastern European countries such as Romania, Poland and Bulgaria, are employed by â€Å"gang masters† to work on farms and in processing and packing plants and are frequently paid hourly rates below the minimum wage, are subjected to illegal deductions and are bussed from Job to Job at their employers will.These people are not directly employed by the supermarkets but, she claims, that they are aware of the practices and turn a blind eye to it so they can continue to benefit from he situation. Additionally she points out that you will not see any such evidence of this on labels of the packets of salad or bags of chicken pieces which line their shelves. Lawrence implies tha t we as consumers can indulge in cheap products at the expense of those exploited and often vulnerable workers.You could therefore infer that the supermarkets are using their power or dominance to control the labor market. For us to gain from the low prices at the checkout someone else must lose out in the case it is the suppliers and their workforce. With this in mind let us look rather field at the workers in such places as Bangladesh. In 2006 and 2007 The War on Want, a U. K. Based non-governmental organization, made accusations against Sad and Tests that they were boosting profits and the expense of the workers in the sweatshops of Bangladesh.They carried out a survey in six large facilities in Dacha, each employing between 500-1200 workers. The results of the survey showed that the worker, of which the majority are female, had been subjected to overcrowding and unhygienic work conditions along with forced overtime and verbal intimidation, tit access to trade unions being refuse d. All the factories surveyed were known to be supplying cheap clothing to the I-J market, specifically Tests and Sad and all were paying wages below that needed to provide for themselves and their family.The pressure applied by the stores on the factory owners to keep costs down means that they have no room to maneuver. The war on want claim that it the absence of a living wage in such places that keep our Jeans, shoes and other clothing at such low prices. Taking all of the above into account we can conclude that although we as nonusers benefit from low pricing and abundance of choice and the supermarkets continue to increase their profits, there are many within the chain that don't benefit so greatly.We can therefore say that supermarket power is definitely a zero sum game. Word count – 1134 Bean, J. (2006) Trolley Wars: The Battle of the Supermarkets, London, Profile Books Blackman, J (2005): Shopped: The shocking Power of British Supermarkets, London, Profile Books Lawre nce, F (2004) Not on the Label, London, Penguin War on Want (2006), fashion Victims: The true cost of cheap clothes at Primary. Sad and Tests, London,