Explain the Argument for Legalizing Euthanasia

Explain the argument for legalising euthanasia. (30 marks) The term ‘euthanasia’ derives from the Greek language meaning ‘a good death’. Euthanasia is the process in which a person who is suffering from a painful or crippling ailment or disability decides to end their own life, or a persons life being legally ended by another person. Currently, the laws in the UK make it illegal for a person to assist in allowing a person to commit suicide under the murder Act of 1965 and the Suicide Act 1971.The law states that intentionally ending a persons life, even with their consent, is illegal, as is assisting person to commit suicide. These are both offenses that are seen in the same light as murder. There have been over the last few years attempts to pass bills through parliament to change the laws around euthanasia within the United Kingdom. In 2009, Scottish Parliament tried to pass the End of Life Assistance Bill, which was put forward by Parkinson’s disea se sufferer, Margo Macdonald MSP.The law would allow those whose lives have become ‘intolerable’ due to a progressive degenerative illness, serious trauma or terminal illness to have the assistance of a doctor to help end their lives. Despite a series of proposed safeguards to be put into to prevent abuse of the system should the law be passed, the Scottish Parliament failed to pass the bill, with 85 votes against to the 16 for passing the bill. Similarly, in 2006, the Parliament of the UK tried to pass a bill that would allow a person who has less than 6months to live, suffering unbearably and sound mind would be able to end their life.This law was proposed by Lord Joffe who said â€Å"We must find a solution to the unbearable suffering of patients whose needs cannot be met by palliative care. † Other member of the House of Lords welcomed the bill with support. Baroness David who stated â€Å"If I were terminally ill, I believe I would be the only person with t he right to decide how I died† and also said that allowing euthanasia â€Å"would provide me with an additional option on how to end my life which I would find tremendously reassuring. † This bill was also received with opposition.Other members of the House of Lords who were against the bill included The Archbishop of Canterbury Dr Rowan Williams and The Archbishop of Westminster Cardinal Cormac Murphy O’Connor. The ProLife alliance had stated that they would resist any changes in the laws surrounding euthanasia. The bill was eventually blocked by the House of Lord, with 148 against the bill, with the 100 votes for the bill. Mark Slattery from the charity Dignity with Dying, said they will continue to campaign to introduce an assisted dying bill.More recently, Anna Soubry, Parliamentary Under-Secretary of State for Health stated â€Å"I think it's ridiculous and appalling that people have to go abroad to end their life instead of being able to end their life at home. † This statement from Ms Soubry came days after locked-in syndrome sufferer Tony Nicklinson lost his right-to-die case in the High Court, and resulted in refusing food which led to his death 6 days. Tony had wanted his wife to help him end his life without her being prosecuted for murder, after a stroke, left him paralysed and unable to communicate verbally.He once stated, â€Å"I am fed up with my life, I do not want to spend the next 20 years like this† There have been other high profile cases, which have shown support for the allowing of Euthanasia within the UK. Terry Pratchett, a renowned author and sufferer of Alzheimer’s disease, is currently campaigning for the right-to-die and assisted suicide. He fears that with his condition, he would not be able to die with dignity, which he wishes. He strongly supports euthanasia, saying that when his time comes, he would wish that he would be able to end his life in the way in which he wants.Terry has produced and presented television documentaries around his argument of assisted dying, where he met other people who wish to have assisted suicide, and showed the Dignitas Clinic in Switzerland, where British people could go to legally end their life. There are several arguments in favour of euthanasia. One argument is based around the idea that we all have personal autonomy – the freedom to make choices over our own lives. It is argued that we all have control over our wn lives, so therefore, that should include our right to choose whether we live or die. By not allowing euthanasia would be breaching the persons rights and taking away persons autonomy, as their choice of life would be made by the law and not by themselves. In addition, it stated in the General medical councils â€Å"Good Medical Practice† guide for doctors (2006) that doctors should listen and respond to patients concerns and preferences, furthermore, it is argued that doctors should respect the decisions of their care and treatment.Putting this into context, it is argued that doctors would not be upholding or respecting the patient’s rights or preferences, should they not be able to respond to their wishes, even if it were to die by means of assisted suicide. It is also argued that doctors already can administer involuntary passive euthanasia legally, so what is the difference of them administering active euthanasia. For example, by switching off a person’s life support machine that they are dependent upon to preserve their life, so the doctor is therefore affectively ending the person’s life.In addition, doctors can also administer medication (such as morphine) to relieve a person’s pain, even if they know this could speed up a person’s death. In this case, it is known as the ‘Principle of the Double Effect’ which protects doctors who perform actions in order to achieve a good primary outcome (such as to relieve pain), in case there were unintentional secondary outcomes, such as death. Also, people already have assisted suicide, despite it being outlawed in this country.There have been cases where family members or friends have been imprisoned for assisting in the death of loved ones who could not end their lives independently. It is therefore argued, if euthanasia already happens throughout the country, which includes the actions of medical professional, and it would be the practical idea to legalise it, as it would allow us legalise what already happens and to have the ability to regulate it. Finally, other arguments can also be based around the ‘Quality of Life’ Principle.The quality of life is a condition where a person enjoys a life of independence and physical, emotional and intellectual well-being. Many people who suffer from progressive ailments or disabilities, will often begin to lose their quality of life in one way or another. For example, they may become incontinent, lose the ability to ca rry out every day personal tasks such as cleaning themselves, or unable to feed themselves, and this can be become prevailing throughout the progression of their illness or disability.This can cause people to lead an undignified and unhappy life, which can be distressing to both the sufferer and the family. Many people, such as Terry Pratchett, when diagnosed with progressive illnesses wish they could end their lives before they enter the stage were there quality of life is insufficient to lead a good life. Some people argue that it is wrong to not allow people who do not lead a good quality to end their lives, as it is seen as the more justified and righteous thing do, as it ends the suffering both the family and the sufferer endure by being in that condition.

Development of Political Theories Essay

This paper seeks to discuss what two philosophers say about feminism and the importance of what they have said or the effect of their ideas to the policy of life. The two persons are Mary Wollstonecraft and Simone de Beauvoir. Mary Wollstonecraft states that unwilling submission to any person, institution, or custom is not good to women as the same could limit, degrade and destroy the person. The philosopher in effect believes in reason so that she further asserts that infallible and God-given reason should control all human thought and action (Philosophy Professor, 2008a). In support for having reason, she further argues that women must have the freedom to cultivate reason, which she believes be to the key to self-improvement and social change. Wollstonecraft has also her strong belief in environment and education which shape character and morality. In support of her belief, she forwards that idea that education is the right of all humankind, including women, so that through education women can gain independence and equality (Philosophy Professor, 2008a). The ideas of Mary Wollstonecraft are very important to making policies on life particularly or equality of humankind regardless of gender because unwilling submission connotes lack of freedom and necessarily of reason. That education is important is beyond question since the same opens up the minds of people to knowledge about the truth that would lead them to perform their roles according to the dictates of said truth and reason. Her dream to have independence and equality is consistent with basic human rights. Simone de Beauvoir, on the other hand, believes that human beings tragically live under an ambiguous condition but still they must assume responsibility for the direction of their lives. She also believes that every person is originally free and that women have been compelled by men to be the second sex (Philosophy Professor, 2008b). Implying loss of freedom of women, there is strong basis for her assertion that historical and cultural conditions under which women have been oppressed should not stop these women from assuming their human dignity as free and independent persons (Philosophy Professor, 2008b). In other words, losing the freedom need not be a hopeless for she believes that not doing anything to restore that lost freedom that will lead these women to become free and independent indeed is an abject of failure for in the end fate is still a matter of choice. The philosopher’s position is important for it reasserts responsibility of humankind, not only women to whatever is happening to them. It can be concluded that each thinker had a part in having promoted the cause of feminism which basically include equality, freedom and independence. Mary Wollstonecraft may have put it more dramatically by describing what is not to have freedom by making an unwilling submission while Simone de Beauvoir essentially has pointed responsibility for lost freedom– that is if women suffer their fate, it was because of their failure to assume responsibility in invoking that lost freedom. While Wollstonecraft states the importance of education that would lead to opening up the minds of women to knowledge, truth and dictates of reason, Simone de Beauvoir was still assuming a freedom of choice to be reasserted by women because of her premise of human beings having to live tragically under an ambiguous condition. It could be deduced that both thinkers have their own followers who are led to the common objective of women to get what they deserved as human beings. References: Philosophy Professor (2008a) Mary Wollstonecraft (1759-1797){www document} URL http://www. philosophyprofessor. com/philosophers/mary-wollstonecraft. php, Accessed November 30, 2008 Philosophy Professor (2008b) Simone de Beauvoir (1908-1986) {www document} URL http://www. philosophyprofessor. com/philosophers/simone-de-beauvoir. php, Accessed November 30, 2008

Part Two Chapter VI

VI ‘The fuck have you done to your face? Come off the bike again?' asked Fats. ‘No,' said Andrew. ‘Si-Pie hit me. I was trying to tell the stupid cunt he'd got it wrong about Fairbrother.' He and his father had been in the woodshed, filling the baskets that sat on either side of the wood-burner in the sitting room. Simon had hit Andrew around the head with a log, knocking him into the pile of wood, grazing his acne-covered cheek. D'you think you know more about what goes on than I do, you spotty little shit? If I hear you've breathed a word of what goes on in this house – I haven't – I'll fucking skin you alive, d'you hear me? How do you know Fairbrother wasn't on the fiddle too, eh? And the other fucker was the only one dumb enough to get caught? And then, whether out of pride or defiance, or because his fantasies of easy money had taken too strong a hold on his imagination to become dislodged by facts, Simon had sent in his application forms. Humiliation, for which the whole family would surely pay, was a certainty. Sabotage. Andrew brooded on the word. He wanted to bring his father crashing down from the heights to which his dreams of easy money had raised him, and he wanted to do it, if at all possible (for he preferred glory without death), in such a way that Simon would never know whose manoeuvrings had brought his ambitions to rubble. He confided in nobody, not even Fats. He told Fats nearly everything, but the few omissions were the vast topics, the ones that occupied nearly all his interior space. It was one thing to sit in Fats' room with hard-ons and look up ‘girl-on-girl action' on the internet: quite another to confess how obsessively he pondered ways of engaging Gaia Bawden in conversation. Likewise, it was easy to sit in the Cubby Hole and call his father a cunt, but never would he have told how Simon's rages turned his hands cold and his stomach queasy. But then came the hour that changed everything. It started with nothing more than a yearning for nicotine and beauty. The rain had passed off at last, and the pale spring sun shone brightly on the fish-scale dirt on the school-bus windows as it jerked and lurched through the narrow streets of Pagford. Andrew was sitting near the back, unable to see Gaia, who was hemmed in at the front by Sukhvinder and the fatherless Fairbrother girls, newly returned to school. He had barely seen Gaia all day and faced a barren evening with only stale Facebook pictures to console him. As the bus approached Hope Street, it struck Andrew that neither of his parents was at home to notice his absence. Three cigarettes that Fats had given him resided in his inside pocket; and Gaia was getting up, holding tightly to the bar on the back of the seat, readying herself to descend, still talking to Sukhvinder Jawanda. Why not? Why not? So he got up too, swung his bag over his shoulder, and when the bus stopped walked briskly up the aisle after the two girls as they got out. ‘See you at home,' he threw out to a startled Paul as he passed. He reached the sunny pavement and the bus rumbled away. Lighting up, he watched Gaia and Sukhvinder over the top of his cupped hands. They were not heading towards Gaia's house in Hope Street, but ambling up towards the Square. Smoking and scowling slightly in unconscious imitation of the most unself-conscious person he knew – Fats – Andrew followed them, his eyes feasting on Gaia's copper-brown hair as it bounced on her shoulder blades, the swing of her skirt as her hips swayed beneath it. The two girls slowed down as they approached the Square, advancing towards Mollison and Lowe, which had the most impressive fa;ade of them all: blue and gold lettering across the front and four hanging baskets. Andrew hung back. The girls paused to examine a small white sign pasted to the window of the new cafe, then disappeared into the delicatessen. Andrew walked once around the Square, past the Black Canon and the George Hotel, and stopped at the sign. It was a hand-lettered advertisement for weekend staff. Hyperconscious of his acne, which was particularly virulent at the moment, he knocked out the end of his cigarette, put the long stub back into his pocket and followed Gaia and Sukhvinder inside. The girls were standing beside a little table piled high with boxed oatcakes and crackers, watching the enormous man in the deerstalker behind the counter talking to an elderly customer. Gaia looked around when the bell over the door tinkled. ‘Hi,' Andrew said, his mouth dry. ‘Hi,' she replied. Blinded by his own daring, Andrew walked nearer, and the school bag over his shoulder bumped into the revolving stand of guides to Pagford and Traditional West Country Cooking. He seized the stand and steadied it, then hastily lowered his bag. ‘You after a job?' Gaia asked him quietly, in her miraculous London accent. ‘Yeah,' he said. ‘You?' She nodded. ‘Flag it up on the suggestion page, Eddie,' Howard was booming at the customer. ‘Post it on the website, and I'll get it on the agenda for you. Pagford Parish Council – all one word – dot co, dot UK, slash, Suggestion Page. Or follow the link. Pagford †¦' He reiterated slowly, as the man pulled out paper and a pen with a quivering hand ‘†¦ Parish †¦' Howard's eyes flicked over the three teenagers waiting quietly beside the savoury biscuits. They were wearing the half-hearted uniform of Winterdown, which permitted so much laxity and variation that it was barely a uniform at all (unlike that of St Anne's, which comprised a neat tartan skirt and a blazer). For all that, the white girl was stunning; a precision-cut diamond set off by the plain Jawanda daughter, whose name Howard did not know, and a mouse-haired boy with violently erupted skin. The customer creaked out of the shop, the bell tinkled. ‘Can I help you?' Howard asked, his eyes on Gaia. ‘Yeah,' she said, moving forwards. ‘Um. About the jobs.' She pointed at the small sign in the window. ‘Ah, yes,' said Howard, beaming. His new weekend waiter had let him down a few days previously; thrown over the cafe for Yarvil and a supermarket job. ‘Yes, yes. Fancy waitressing, do you? We're offering minimum wage – nine to half-past five, Saturdays – twelve to half-past five, Sundays. Opening two weeks from today; training provided. How old are you, my love?' She was perfect, perfect, exactly what he had been imagining: fresh-faced and curvy; he could just imagine her in a figure-hugging black dress with a lace-edged white apron. He would teach her to use the till, and show her around the stockroom; there would be a bit of banter, and perhaps a little bonus on days when the takings were up. Howard sidled out from behind the counter and, ignoring Sukhvinder and Andrew, took Gaia by the upper arm, and led her through the arch in the dividing wall. There were no tables and chairs there yet, but the counter had been installed and so had a tiled black and cream mural on the wall behind it, which showed the Square in Yesteryear. Crinolined women and men in top hats swarmed everywhere; a brougham carriage had drawn up outside a clearly marked Mollison and Lowe, and beside it was the little cafe, The Copper Kettle. The artist had improvised an ornamental pump instead of the war memorial. Andrew and Sukhvinder were left behind, awkward and vaguely antagonistic to each other. ‘Yes? Can I help you?' A stooping woman with a jet-black bouffant had emerged from out of a back room. Andrew and Sukhvinder muttered that they were waiting, and then Howard and Gaia reappeared in the archway. When he saw Maureen, Howard dropped Gaia's arm, which he had been holding absent-mindedly while he explained to her what a waitress's duties would be. ‘I might have found us some more help for the Kettle, Mo,' he said. ‘Oh, yes?' said Maureen, switching her hungry gaze to Gaia. ‘Have you got experience?' But Howard boomed over her, telling Gaia all about the delicatessen and how he liked to think it was a bit of a Pagford institution, a bit of a landmark. ‘Thirty-five years, it's been,' said Howard, with a majestic disdain of his own mural. ‘The young lady's new to town, Mo,' he added. ‘And you two are after jobs as well, are you?' Maureen asked Sukhvinder and Andrew. Sukhvinder shook her head; Andrew made an equivocal movement with his shoulders; but Gaia said, with her eyes on the girl, ‘Go on. You said you might.' Howard considered Sukhvinder, who would most certainly not appear to advantage in a tight black dress and frilly apron; but his fertile and flexible mind was firing in all directions. A compliment to her father – something of a hold over her mother – an unasked favour granted; there were matters beyond the purely aesthetic that ought, perhaps, to be considered here. ‘Well, if we get the business we're expecting, we could probably do with two,' he said, scratching his chins with his eyes on Sukhvinder, who had blushed unattractively. ‘I don't †¦' she said, but Gaia urged her. ‘Go on. Together.' Sukhvinder was flushed, and her eyes were watering. ‘I †¦' ‘Go on,' whispered Gaia. ‘I †¦ all right.' ‘We'll give you a trial, then, Miss Jawanda,' said Howard. Doused in fear, Sukhvinder could hardly breathe. What would her mother say? ‘And I suppose you're wanting to be potboy, are you?' Howard boomed at Andrew. Potboy? ‘It's heavy lifting we need, my friend,' said Howard, while Andrew blinked at him nonplussed: he had only read the large type at the top of the sign. ‘Pallets into the stockroom, crates of milk up from the cellar and rubbish bagged up at the back. Proper manual labour. Do you think you can handle that?' ‘Yeah,' said Andrew. Would he be there when Gaia was there? That was all that mattered. ‘We'll need you early. Eight o'clock, probably. We'll say eight till three, and see how it goes. Trial period of two weeks.' ‘Yeah, fine,' said Andrew. ‘What's your name?' When Howard heard it, he raised his eyebrows. ‘Is your father Simon? Simon Price?' ‘Yeah.' Andrew was unnerved. Nobody knew who his father was, usually. Howard told the two girls to come back on Sunday afternoon, when the till was to be delivered, and he would be at liberty to instruct them; then, though he showed an inclination to keep Gaia in conversation, a customer entered, and the teenagers took their chance to slip outside. Andrew could think of nothing to say once they found themselves on the other side of the tinkling glass door; but before he could marshal his thoughts, Gaia threw him a careless ‘bye', and walked away with Sukhvinder. Andrew lit up the second of Fats' three fags (this was no time for a half-smoked stub), which gave him an excuse to remain stationary while he watched her walk away into the lengthening shadows. ‘Why do they call him â€Å"Peanut†, that boy?' Gaia asked Sukhvinder, once they were out of earshot of Andrew. ‘He's allergic,' said Sukhvinder. She was horrified at the prospect of telling Parminder what she had done. Her voice sounded like somebody else's. ‘He nearly died at St Thomas's; somebody gave him one hidden in a marshmallow.' ‘Oh,' said Gaia. ‘I thought it might be because he had a tiny dick.' She laughed, and so did Sukhvinder, forcing herself, as though jokes about penises were all she heard, day in, day out. Andrew saw them both glance back at him as they laughed, and knew that they were talking about him. The giggling might be a hopeful sign; he knew that much about girls, anyway. Grinning at nothing but the cooling air, he walked off, school bag over his shoulder, cigarette in his hand, across the Square towards Church Row, and thence to forty minutes of steep climbing up out of town to Hilltop House. The hedgerows were ghostly pale with white blossom in the dusk, blackthorn blooming on either side of him, celandine fringing the lane with tiny, glossy heart-shaped leaves. The smell of the flowers, the deep pleasure of the cigarette and the promise of weekends with Gaia; everything blended together into a glorious symphony of elation and beauty as Andrew puffed up the hill. The next time Simon said ‘got a job, Pizza Face?' he would be able to say ‘yes'. He was going to be Gaia Bawden's weekend workmate. And, to cap it all, he knew at last exactly how he might plunge an anonymous dagger straight between his father's shoulder blades.

Auditing Essay Example | Topics and Well Written Essays - 1250 words - 2

Auditing - Essay Example deficiencies in the system include having only one sales representative because it is quite a significant workload for an individual to manage both incoming and outgoing relations of the company. The incorporation of technology and Management Information System are a few requirements needed to be fulfilled in order to transform O’Leary into an effective organizational setup. The company is operating with a conventional approach in the era of unconventional business thinking (Hill & Swanson, 1994). The technological outlook of the company is extremely grim to say the least. The sales system must be modified in order to include e-forms which should be used for recording orders by the only sales representative of the firm. The e-forms are necessary because the company is a trading business and therefore, it is majorly concerned with enhancing customer satisfaction. The customers have the tendency to get notably satisfied when they see exceptional of organizational client processing (OFarrell & Moffat, 1995). Right now, O’Leary’s client processing speed is dull and it needs to be rejuvenated with the help of incorporating technology in the system which will allow the sales personnel to send fresh orders through handhelds while on the move and the warehouse can send the products without waiting for sales force to come back and report the new orders manually. Mr. Walsh on the other hand must shift his office to the warehouse in order to make himself capable of recording the transactions in the real time. The whole idea of the plan is to minimize the slack time between the organizational activities. The contemporary organizational philosophy is of the view that organization must keep on doing something all the time (Yan & Louis, 1999). The slack time in an organization creates a blind spot for the upper management. The creation of bl ind spot creates further difficulties for the management to evaluate and monitor the activities in the company. Mr. Walsh is also

Evidence-Based Nursing and Research in Global Health Care Essay

Evidence-Based Nursing and Research in Global Health Care - Essay Example The essay dwells on expounding on the importance of this practice from different quarters and provide some evidence of how this may be put into use for the benefit of the clients. It is imperative that nurses embrace evidence-based practice in their work. This allows for every individual to be conscientious, explicit and judicious in the use of what they can get on the case they are handling from the past and the present to make decisions. This will allow them to integrate individual clinical and educational skills with the very best available external clinical evidence. Evidence-based practice opens up the decision-making process, allows for wider consultations and provides precise treatment for the patients to utilize. It will also enable the nurses to include their opinions, scientific proof and patient perspectives to provide high-quality services to reflect the interests of not only the clinicians but of their clients as well. As such, the use of this evidence-based practice (EB P) will also allow each nurse to incorporate different views into the diagnosis, thus, offering a wider array of options through which the client can successfully attain better health if they follow the advices given. The report looks at the significance of this approach and personal views regarding the same. Part A will deal with personal views on why the nurses need to use EBP in their everyday prognosis. Part B will discuss the significance of having research methods as part of a nurse’s training and its benefits to the nurse. ... Nurses who have embraced this type of practice always find it easy to deal with the patients since they are already aware of the prejudices that may impede communication between them (Huang, Hepburn and Espiritu, 2003). therefore, nurses find it easier to deal with different patients within different scenarios since they are already prepared following their extensive reading and research habits. As a result, each treatment session brings out new methods, symptoms and learning opportunities that the nurse could have only heard about from the research. However, putting this into practice allows the nurse to confidently reproduce the best results that are already researched upon from the past studies and testing (Penz and Bassendowski, 2006). EBP is important in improving the patient outcome since the clinician has already attained better skills, techniques and strategies that may have been lacking before. As a result, practitioners interact and exchange ideas that in broader context, a llows for the core components of the larger intervention to be carried out (Huang, Hepburn and Espiritu, 2003). Consequently, it is important that nurses embrace this as a way of gaining the upper hand in ensuring that their patients achieve the best. Patients will also gain confidence in the health system and prefer them for their treatment rather than engage in over-the-counter medications. It will also improve the nurse's ability to select an intervention and evaluate their performance based on past and present research methods that have been certified by medical practitioners elsewhere (Penz and Bassendowski, 2006). Part B Nurses need to embrace this method in their practice. EBP offers a chance for each nurse to understand what past

Evaluate the argument that global crime has grown significantly over Essay

Evaluate the argument that global crime has grown significantly over the last two decades, and outline any impact of globalisation process - Essay Example These include drugs such cocaine which is harvested in the jungles of Columbia before it makes its way to the cities of London, New York and Paris. In Afghanistan, the poppies of this country are harvested, sent to heroin processing plants in Eastern Europe before they find their home in the veins of Western Europeans and North Americans. In addition to the globalisation of drugs and the internationalisation of narcotics, globalisation has increased the incidents of piracy, counterfeit goods and organ trafficking. Perhaps most insidiously, globalisation has paved the way for an international traffic in people which involves the smuggling of refugees in addition to the international traffic of women. While some women are trafficked to work as domestic servants or as migrant laborers, the majority are sold into sexual slavery and exist as 21st century slaves. While international piracy, the spread of international counterfeit goods and organ trafficking are all interesting subjects the study from a sociological perspective in light of the internationalisation of crime, due to the limited scope of this analysis the following will focus upon the international traffic of women as well as the internationalization of drugs. Since the global traffic of women for sexual servitude is perhaps one of the most insidious byproducts of the globalisation movement, the following will begin with an overview of this exploitative trade. The transnationalisation of crime has increased in the 21st century. Complex economic interdependence has increased the avenues for criminals seeking to exploit the international economic system and create networks for their criminal endeavors. To say that the transnationalisation of crime exists today is not to say that it did not exist previously. Many of the crimes which are being carried out each and every day existed a century ago in Western Europe and the wealthy countries in

The History of Socially Desirable Female Body Types Essay

The History of Socially Desirable Female Body Types - Essay Example Personally, my fixation is for those round ones. They not only resemble the full luminescent moon but overdrive the imagination with pictures of the full frame all its glory. Poets swooned. Cleopatra is reputed to have had the most attractive face - one that launched a thousand ships of war! The desire to be thin is widespread among women. Many starve themselves almost to death in the quest for the thin, graceful frame. However, I am of the view that majority of my fellow males will agree that there is something divine about the layers of flesh and soft skin and their contour that make the female extraordinarily fabulous. (Ximena A Ramirez). To me, the peach and cream skin or the golden color is the most arresting. Not to say that the colored or black fare any worse. Given the right proportion and features, they could be equally magnetizing. Thanks to the herbals, the cosmetics, the Fair and Lovely creams and lotions, they all look scintillating in the light. The female figure has been the object of famous artists, sculptors and architects. The female bust may consist of flesh, blood, muscles and glands. But the rounded shape, the graceful ebb and flow of her movements, create their own impact and envy. Since ancient times, the form of women have been embellished and preserved through art and dances. (Kapila Vatsyayan). Year after year, prized beauties vie for beauty crowns that are there for the best combination of beauty and brains. The present day wonder, Jennifer Lopez's anatomical assets are insured in cool millions! (Stephen Wilson). Conclusion Movie makers and advertisers rake in millions by depicting female silhouettes in countless poses, outfits, angles, coverings, hiding something here and there, and arousing emotions and imaginations. The males may be stronger and more muscular. But in aesthetics and grace, the female body wins the prize, hands down! Sources: Kapila Vatsyayan, A Holistic Eye On Cultural Interface and Synergy, Across the Himalayan Gap, http://ignca.nic.in/ks_41014.htm. Natural Complexion & Body Bars, Alpine Naturals, http://www.alpinenaturals.com/complexionbars.html. Stephen Wilson, Excerpts from Information Arts: Intersections of Art, Science, and Technology, San Francisco State University, http://userwww.sfsu.edu/swilson/papers/wilson.body.infoarts.html. Ximena A Ramirez, Thin is In, An Analysis of Media Endorsed Ideals of Physical Attractiveness and Their Affects on College-Aged Women, A Senior Honor's Thesis, Department of Communication, Boston College, May 2007, http://www.bc.edu/schools/cas/communication/meta-elements/pdf/thesis07.ramirez.pdf. Pictures: Complexion, Warm & Fuzzy, http://www.istockphoto.com/imageindex/432/0/432062. Figures, Rock Painting of Female Figures, http://www.srilanka.fr/imagebank/sigiriya/pages/Rock%20Painting%20of%20Female%20Figures.htm. The first crush, Demi Moore, IMDB, The Internet Movie Database, http://www.imdb.com/media/rm4085684224/nm0000193.

The Construction of Guilt on Timothy Evans and 10 Rillington Place Essay

The Construction of Guilt on Timothy Evans and 10 Rillington Place - Essay Example Brief facts of the case Timothy Evans, an illiterate but an able driver with mental instability made an unprovoked visit to Merthyr Police Station on 30 November 1949 and voluntarily confessed to having disposed of his wife’s body down a drain outside his home at 10 Rillington Place, North London. He made two revelations: 1) that his pregnant wife died after he administered to her abortion pills he had collected from a stranger in a cafe in East Anglia. The Notting Hills Police in North London who rushed to Evan’s place did not find any dead body inside the drain manhole cover of which was so heavy that it had to be lifted by three policemen with great difficulty. 2) On further interrogation, Evans informed that his landlord/ co-tenant, Christie disposed of the dead body of his wife who died after an unsuccessful abortion on her performed by Christie himself as allegedly informed by Christie to Evans who was not an eyewitness to both the abortion incident as well as the disposal of the body. Contrary to this, Christie actually strangled both Evan’s wife and his baby daughter to death three weeks earlier to his (Evans’) confession, of which Evans had no knowledge. ...   (Gudjonsson, 2003) Evans later retracted his confession after his mother met with him at the prison and asked him for the reason to commit the murders. He told his mother â€Å"Christie done it. Ask him to come and see me. He is the only one who can help me now† (Kennedy, 1988 p.141). Unfortunately, prosecution managed to fix Christie's and his wife as its witnesses to give evidence against Evans. at the trial. Although Evans’ defense was that he did not murder them but Christie, his own defense lawyers considered his second statement in Wales as reliable. At the time it was not suspected that Christie lied that Evans’ wife died due to abortion. Evans’ second statement precluded any motive on the part of Christie to the murder of Evans’ wife. Although the medical evidence proved that Mrs. Evans had been sexually penetrated after her death, the defense did not have the hunch that why there could not have been a third party involvement in the rape for a husband need not have to rape or to have normal sexual intercourse after her after death. Further, the forensic report of the presence of spermatozoa in Mrs. Evan’s vagina did not prompt the Defense to have it tested for DNA to find its owner was whether Evans, Christie or anybody else. Bereft of any evidence in his favor, Evans was found guilty of the murder of his daughter by the jury which was not asked by the court to decide on Mrs. Evans’ death.

Evidence of cash conservative and low-leverage firms in UK and Germany Dissertation

Evidence of cash conservative and low-leverage firms in UK and Germany - Dissertation Example The financials of the firms are extracted from the fiscal years 2005 to 2012 and statistically analyzed to establish and prove a hypothesis that the agencies practice cash conservatism and low leverage financial policy; particularly in times of economic recession. CONTENTS COVER PAGE________________________________________________________________1 ABSTRACT 2 TABLE OF CONTENTS 3 CHAPTER 1 INTRODUCTION 4 1.1 The United Kingdom and germany_________________________________5 1.2 FINANCIAL Conservatism AND DISTRESS______________________________8 1.3 Agency and Stewardship theory..._________________________________11 CHAPTER 2 review of literature_________________________________________12 CHAPTER 3 RESEARCH METHOD 14 3.1 Empirical Framework 19 3.2 Data Sample 20 3.3 Results 24 CHAPTER 4 CONCLUSION _________________________________________________26 WORKS CITED_____________________________________________________________29 Appendices _________________________________________________________ ______31 Chapter 1 INTRODUCTION The foundations of a firm’s financial theory can be found in the firm’s organizational culture and structure, the national financial policies, investors, and economic factors. In business, decision-making processes include different perspectives which are reflected in the corporate governance policies. The perspective is relative to the source of financial wisdom, accompanied by the degree of inclusion of Values and Ethics. Theorists have come to believe that contributions to an engaged, politically aware form of multicultural theorizing may cast some light on debates about corporate governance and social responsibility, policy making strategies, and profits. Distinctly, attic eccentric people, for example, Hayek (1976) stressed on the fact that the present-day permissive pre-occupation on ‘the mirage of justice’ could lead them to overlook the procedure that permissive strategies depend too heavily upon market which is not a centralized one and positioned on individual firms, and the final product of this cannot be deduced and is unforeseeable. According to an empirical study by Iona, Leonida, and Ozkan (2004): â€Å"The final result also tells that legislative occupancy, board formation and, to some extent, ownership congregation are vital elements of the possibility of organizations taking up middle-of-the-road financial schemes.† The strategies of cash holding and leverage are traditionally used as factors to determine the level of conservatism in a firm’s financial policy. Corporate executive management experience challenges when the interests of the business coupled with the personal interests of the investors, the organization, or managerial cabinet. This occurs frequently during periods of financial distress. The Agency theory developed amongst concerns for property rights, business economics, business law, and political philosophies, to include the studies of economists and busin ess analysts (Reference for Business, 2013). This paper will investigate the existence and magnitude of financial conservatism in firms in the United Kingdom and in Germany by empirical research of their financial data with regard to financial crises. 1.1 The United Kingdom and Germany In relation to this, the same predicament is there. It should not be ignored that the markets and macroeconomic variables have a great connection with each

Molecular biology Essay Example | Topics and Well Written Essays - 3000 words

Molecular biology - Essay Example (Unemo & Nicholas, 2012). The developing multi drug resistant Neisseria gonorrhoeae, the severe symptoms of the gonococcal infections, added to the socioeconomic burden and epidemiologically threatening aspects of the disease; drug resistance gonorrhea, its detection and diagnosis has acquired immense significance (Blomquist, et al., 2014). It is important to focus on preventing the spread of resistant forms as part of disease management. An essential requirement for controlling spread is enhancing surveillance through better diagnostic methods for identification and isolation of disease resistant pathogens. This project aims to introduce a novel method of diagnosis of drug resistance in clinical isolates of gonorrhea. The method presented in this paper involves the use of Tiling array for diagnosis of drug resistance in clinical isolates of Neisseria gonorrhoeae. The protocol is based on similar technology already used for development of protocols for drug resistance in other organisms. Tiling array is a derivation of microarray technology developed by Kapranov and colleagues (2002) and Shoemaker and colleagues (2001) that facilitates identification of previously unidentified transcripts through genome wide annotations. The initial euphoria associated with the utility and significance of antibacterial and antimicrobial drugs seems to fade with the rise in the bacterial strains exhibiting resistance to single as well as multiple drugs. Hence drug resistance has become an exponentially rising global health hazard rendering world population once again vulnerable to the threats of common diseases (Levy & Marshall, 2004). Both Gram positive and Gram negative bacteria have been known to exhibit multi-drug resistance leaving health care providers with no antimicrobial therapeutic agents ensuring control and management of

M1A3 - Organizatinal Behavior Research Paper Example | Topics and Well Written Essays - 750 words

M1A3 - Organizatinal Behavior - Research Paper Example In addition, mental models and shared vision become the third and fourth parts of the process respectively. The former are the personal assumptions within an individual about the company while the latter is the common goal shared by all members of staff9 (Sessa & London, 2006). Lastly, the team learning aspect becomes the fifth key pillar in this organization that is mainly the collective pooling of individually learnt aspects drawn from other members of staff (Marquardt, 2011). Objectively, this paper will give the name of a company in which transformation will aim at by including the intended broad principles. Further, it will include recommendations to the chosen learning organization that may include motivation, team management, culture, ethics, and empowerment. The learning organization chosen would be General Motors Corporation. Brief overview of General Motors General Motors is a name commonly associated to remarkable car brands in the world. Arguably, GM is the leading multi- state car manufacturer with its headquarters in Detroit, Michigan in the United States. Globally, it has establishments in a hundred and fifty seven countries spread across several continents. It has over two hundred thousand employees under its wing by either employing them directly or indirectly. GM has four regional clutters namely, GM South America, GM Europe, GM North America, lastly GM International Operations. Each of these segments is charged with organizing their designated world regions in sales, production, marketing, and development of products. The fifth and key pillar of the General Motors Company is the General Motors Financial that is in charge of the primary financial matters of the company. However, in June 2009 General Motors started experiencing financial strain (Kolb, 2011). The government of the United States intervened through the Chapter 11 accord in which the government-sought to protect the Company’s assets after bankruptcy declarations (Weston, 201 2). With this move, General Motors shareholders could not access their assets in Asia and Europe during this crisis. Remarkably, it experienced a relisting to the stock markets in 2010 following a successful public offering of preferred shares. Sequentially, the U.S Treasury let go of thirty-five percent of its shareholding rights to a minimum of twenty-six percent after the 2010 initial public share offer. Treasury had acquired this stake when it sought to save the company from economic plummet. GM as a transformed organization In order for GM to make substantial transformation, a number of aspects have to come in to play. For a start, the main reason that led to the economic fall of this market giant was the hefty allowances that it paid its managers during that time. The managers of the company across the globe took home unnecessary large pay, which the company struggled to effect. Therefore, the transformation process for this company would start by reevaluating the pay for its managers to suit the current economic times. Ideally, it is not morally up right to pay people heftily when a company as it its dismal performance. Secondly, the Company experienced economic struggle because of the high amounts of money that they injected in to the pension scheme for their retired

Great Expectations Essay Example for Free

Great Expectations Essay Charles Dickens is best known as a writer of novels, many of which are read today and regularly used in stage productions, on television and in the cinema. He was also a journalist, he used his stories to get across what he felt were important messages.  Although he tried to get his message across he wanted his work to be entertaining. In so doing, he created some of the most well remembered characters of English literature, such as Mr Pickwick, Oliver Twist and Ebenezer Scrooge. Dickens wrote about Victorian life and particularly Victorian life in London. Dickens campaigned for things he believed in like the welfare and education of children. He addressed the public in public speakings and through his writings.  Great Expectations  Chapter one  At the start of Great Expectations Charles Dickens introduces us to a boy called Pip. This name is explained in the novels very first sentence and stated that this is the name he is commonly called by in the second.  My fathers family name being Pirrip and my Christian name Philip, my infant tongue could make both names nothing longer or more explicit than Pip. So, I called myself Pip, and came to be called Pip. Pip goes onto explain that he never saw his mother or father and so the audience straight away feels very sorry for this young boy. As I never saw my father or my mother,  The setting in the first chapter is a graveyard with Pip looking at his father and mothers tombstones. Pip must be quite imaginative as he uses the shape of the letters on his fathers tombstone to create a mental picture of what he and his mother was like. The shape of the letters on my fathers, gave me an odd idea that he was a square, stout, dark man, with curly black hair. From the character and turn of the inscription, Also Georgina Wife of the Above , I drew a childish conclusion that my mother was freckled and sickly. We go on to learn that he also had five brothers that must of all died at an early age.  To five little stone lozenges, each about a foot and a half long, which were arranged in a neat row beside their grave, and were sacred to the memory of five little brothers of mine-who gave up trying to get a living exceedingly early in that universal struggle  Throughout this novel the narrator is a young Pip and this is to make the reader feel empathy for the character for the whole of the novel. It also means there is a childish view on things and a lack of understanding. For example in the graveyard he cant really understand why his father, mother and five brothers were dead and he was still alive. Although the reader feels sad because of this Pip is not that sad as he cant understand the situation fully. When the focus switches to the scenery and Pip starts to describe the churchyard and its view. Pip begins to cry and almost out of nowhere Hold your noise! Cried a terrible voice, as a man started up from among the graves at he side of the church porch. Keep still, you little devil, or Ill cut your throat!  This is the introduction of Magwitch an escaped convict from a nearby jail. In Charles Dickens days capital punishment was enforced in the United Kingdom and conditions in jails were very poor an so Magwitch would have been n a terrible condition. First impressions of Magwitch are that he is an evil man for the obvious reason of him being a convict. He has no sympathy for others. A fearful man, all in coarse grey, with a great iron on his leg. The iron is the giveaway that he is an escaped convict. The iron is like a clamp that will have maybe been connected to a ball and chain.  A man with no hat, and with broken shoes, with an old rag tied round his head. This shows the terrible condition that he is in.  A man who had been soaked in water, and smothered in mud and lamed by stones, and cut by flints, and stung by nettles, and torn by briars; who limped, and shivered, and glared and growled; and those teeth chattered in his head as he seized me by the chin. These things are what make me think he has escaped.  Magwitch is also quite a violent man, Pip is only a young boy and he feels it necessary to grab him by the throat and threaten him. He bullies a young child into getting things for him.  After darkly looking at his leg and at me several times, he came closer to my tombstone, took me both arms, tilted me back as far as he could hold me; so that his eyes looked most powerfully into mine, and mine looked most helplessly up into his.  You know what a file is?  And you know what wittles is?

Delivery of Citizenship and PHSE within UK Schools

Delivery of Citizenship and PHSE within UK Schools This project addresses the problems that are currently being encountered with regard to the delivery of citizenship and PHSE within UK schools. To give emergent themes context – an historical review of their academic treatment is presented. This is broadened by considering the United States delivery of these subjects to determine whether the UK can learn anything from the American experience. Documentary analysis and interview schedules are the research methods used to analyse secondary sources and generate primary data. A number of conclusions are drawn – namely these subjects must be linked to current issues (e.g. AIDS/HIV, global citizenship etc) of the day – to ensure that their content and delivery remain relevant to the needs of young people. Recommendations for a more flexible approach regarding the delivery and assessment of these subjects are made at the end of the study. 1.1 What Does â€Å"Citizenship† Mean? Before it is possible to critically review and evaluate th eeffectiveness of the learning and teaching methods that are used to deliver citizenship and PHSE, it is necessary to begin by analysing their rationale and curricular content. In other words what are these subjects about and what are the benefits that pupils gain by studying them? Answering this question will provide a framework within which it can be determined whethercurrent academic practices are satisfying the aims and objectives ofthese subjects. Citizenship is a concept that can have a myriad of meanings andinterpretations. There is no universally agreed definition. Models of citizenship vary from country to country. The concept is continuously contested by political parties, academics and pressure groups. Despite the many interpretations of the concept that exist, all notions of citizenship imply to a greater or lesser degree, membership of apolitical community that is internally defined by rights, duties, participation and identity. The term â€Å"Active Citizenship† is widely used, but again there is no single accepted definition. The phrase is open to interpretation. From an educational perspective when there is no universally accepteddefinition of a concept, it makes it extremely difficult to transform such a subject into a meaningful learning experience for young people. In other words there are no â€Å"hard and fast† rules which can be appliedby teachers. When a concept has a clear and universally accepteddefinition, it provides the means by which to breakdown the subject into manageable chunks of learning. Thus students become skilled and knowledgeable when applying each component to a given set of circumstances. For example, in Business Studies, if you wish to measure the financialperformance of a company, it is possible to apply a number ofuniversally accepted accounting ratios. This forms a set ofâ€Å"standards†, which are quantifiable and which can be applied in a constant manner to a variety of different situations over a period of time. When it is possible to apply clearly defined and universally accepted standards to a subject or a concept – it becomes relativelyeasy to teach and learn. When a student understands how each component of a subject works, it isthen possible to interlink these areas and increase the complexity oflearning activities. Thus over time the student will master each stage(i.e. knowledge, comprehension, application, analysis, synthesis,evaluation) of the cognitive learning domain (Source:www.businessballs.com, Blooms Taxonomy of Learning Domains).Students will have a holistic view of the subject content and willunderstand how the constituent components interlink. Given that citizenship does not have a universally accepted definition; is it possible to develop a set of â€Å"standards†, which can be constantly applied? Citizenship poses serious problems for educationalists interms of its definition and delivery as a subject to young people throughout the UK. What are the statutory requirements for teaching citizenship? It is a statutory subject at key stages 3 and 4. Apartfrom the absence of an eight-level scale of achievement, it is treatedexactly the same as other foundation subjects in the National Curriculum. Schools are required to establish high standards for citizenship that are comparable with standards in other subjects (Source:www.dfes.gov.uk/citizenship). 1.2 What Are The Similarities Between Citizenship And PHSE? Both subjects are similar in their emphasis on values and attitudes,and in their concern to empower young people to act effectively andwith self-confidence. They are also similar in some of the themes they explore; such drug abuse and equal opportunities – and their emphasison active learning techniques like role play and discussion. What distinguishes the two concepts are their focus and content. PHSE focuses on personal and inter-personal decision making, whilecitizenship education deals with â€Å"public policy†. PHSE is concernedwith students’ choices as private individuals, the other with their rights as citizens. For example, a typical PSHE lesson on smoking deals withlegal rights and responsibilities, whereas a citizenship lesson focuseson the cost to society – exploring issues such as legislation onsmoking in public places or tobacco advertising. Thus citizenship canbe viewed as the global or societal perspective on key issues e.g.smoking etc. PHSE, on the other hand, concentrates on the needs, expectations and responsibilities of the individual. 1.3 Why Is It Necessary To Investigate The Teaching And Learning Methods Of Citizenship and PSHE? In 2004 the Qualifications and Curriculum Authority (QCA) published areport (PSHE 2002/3 annual report on curriculum and assessment, QCA,March 2004) on the delivery of PSHE within schools in England. In thesummary of key findings it was noted that in some schools, there wasconfusion about what the differences and similarities between PSHE andcitizenship. Also even when schools had allocated a significant amount of curriculum time to the delivery of their PSHE programmes, it was rare for the assessment of pupils’ progress and achievement to take place. Ever since the National Curriculum was launched in 1988 there have been major concerns over the time available to deliver all of the core subjects (e.g. English, Mathematics etc). The introduction of new subjects (i.e. Citizenship in September 2002) places an even greater pressure on school timetables, teaching staff and resources. The major problems may be summarised as follows: a. As explained in section 1.1 there is no universally accepted definition of citizenship. b. There is confusion over the similarities and differences between citizenship and PSHE. c. The lack of quantifiable assessment strategies makes it verydifficult to evaluate the benefits pupils gain from the delivery ofthese subjects. d. Severe timetable constraints and a lack of appropriately trainedteaching staff are hindering the effective development and delivery ofthese areas. Therefore, the objectives of this project are as follows: a. To critically evaluate and review the learning and teachingmethods which are currently being used to deliver citizenship and PSHEin order to determine whether pupils are benefiting from thesestrategies. b. To identify examples of good practice and analyse whether they can be applied elsewhere. c. To analyse how these subjects and their interrelationship willdevelop in the future and determine how learning and teaching methodswill need to change in order to satisfy the new requirements. 2.1 The Teaching of Citizenship in UK Schools – A Historical Perspective The teaching of citizenship in UK schools has a long and problematicalhistory. Since the beginning of the twentieth century it has undergonea number of transformations. Up to the outbreak of the First World War,the purpose of citizenship education was to generate a sense ofnational cohesion, loyalty and obligation to the nature, as well as asense of pride in the Empire (Oliver and Heater, 1994). The secondphase of citizenship in education witnessed the rise of a more directapproach. That is, the systematic training of young people in deferenceand moral behaviour. Schools were encouraged to promote and cultivatethe â€Å"simple virtues of humility, service, restraint and respect forpersonality† (Ministry of Education, 1949, p.41), in their pupils. The 1960s brought a new emphasis regarding the delivery of citizenshipin schools. Notably that young people needed to become more politicallyaware and more active in their participation of social issues. A morerecent development (1990) witnessed the introduction of citizenshipinto the National Curriculum as a cross-curricular theme. Suchcross-curricular themes have suffered a chequered history and remain atthe margins of school timetables with the main thrust of deliveryconcentrating on core subjects and other academic considerations. This historical perspective of citizenship provides an insight into theproblems the subject has faced because of its poor definition andineffectual delivery. To rectify this situation a government proposalsought to â€Å"establish more explicit and coherent provision in the areasof personal, social and health education and citizenship† (DfEE, 1999,p. 1). The proposal aimed to introduce a framework across all keystages for personal, social and health education and citizenship.Furthermore, this development established â€Å"a coherent nationalframework which gives schools flexibility to develop their ownapproaches.† (DfEE, 1999, p. 13). Whilst this approach raised the profile of citizenship and sought toestablish it as an integral part of the National Curriculum, it createda number of problems. How exactly was it going to fit into a schooltimetable? As outlined earlier, in section 1.3, there have beennumerous problems with the National Curriculum, since its launch in1988. In 1999, there were yet again a number of government initiativesto reduce the prescriptive nature of the National Curriculum andprovide schools with greater flexibility. On the whole these changeslike previous initiatives only resulted in cosmetic changes. The other major problem with the new version of citizenship lay withthe delivery. Who exactly was going to teach this subject? It wasproposed that the knowledge required to teach the subject could begained from the core of an initial teacher training degree orpostgraduate certificate in education. Teachers already delivering PSHEcould acquire the knowledge and skills required to deliver citizenshipthrough continuous professional development. Having analysed the teaching of citizenship within the UK in terms ofthe current situation and from an historical perspective, it isnecessary to explore how this issue is dealt with by other countries.This will provide the opportunity to compare and contrast the UKexperience with other nations and determine whether there are anylessons to be learnt. In other words are there examples of goodpractice overseas? If so, is it transferable to schools in the UK? 2.2 The Teaching of Citizenship in the United States In the United States education for citizenship has been a longstanding goal of schools. To achieve this goal, students must learntheir civil rights and responsibilities in a free society. In 1991 JohnJ Patrick provided a review of why this was necessary and outlined howit could be achieved. Five key points, which are outlined below, formedthe basis of this review. a. The importance of teaching about the responsibilities of citizenship b. Deficiencies in learning about responsible citizenship c. How to improve learning about responsible citizenship at home d. How to improve learning about responsible citizenship at school e. Where to obtain information and materials about how to teach responsible citizenship The rationale for teaching citizenship was based upon the premise thatthe preservation of civil rights and liberties is linked to theperformance of responsibilities. Thus the responsibilities ofcitizenship – such as voluntary service to the community, participationin the political system etc – were essential to ensure the maintenanceof civil rights and liberties. However, reports on civic learning bythe National Assessment of Educational Progress (NAEP), indicated thatthe majority of students in the 12th grade had a very limited knowledgeof government and citizenship in the United States. Furthermore, halfof the students in the 12th grade failed to demonstrate the knowledgeneeded for responsible participation in the political system. Thus in 1991 there was a clear need to improve the learning of youngAmericans about their responsibilities as citizens in a moderndemocracy. In effect Patrick was advocating a holistic approach to theteaching of citizenship within American schools. That is, young peopleneeded to become actively involved in every aspect of American life.Consequently he provided a list of organisations where materials couldbe obtained in order to aid the delivery of this subject. For example,the American Bar Association which operated a Special Committee onYouth Education for Citizenship, the Constitutional Rights Foundation,Council for the Advancement of Citizenship, the Social ScienceEducation Consortium and so on. The approach actively promoted by Patrick failed to have the desiredeffect. In 1991 the NAEP reported poor levels of attainment amongst12th graders with regard to citizenship and its related areas. Theresults of the 1998 NAEP civics examination completed by a sample of4th, 8th and 12th grade students across the United States showed thatstudents were not proficient in the skills that enable citizens to usetheir civic knowledge. The NAEP 2001 History Report Card results alsoshowed a similar lack of proficiency. President Bush launched a number of initiatives in 2003 to improve theawareness of citizenship and associated areas among young peoplethroughout the United States. Some of these initiatives are highlightedbelow: †¢ Idea of American Essay Contest: High School juniors nationwide areinvited to submit a 1,200 word essay on the â€Å"Idea of America† andreceive awards. †¢ â€Å"Heroes of History† Lecture: An annual lecture that features anacclaimed scholar telling the story of a hero in American life. Theselectures are made available to school libraries throughout the UnitedStates. President Bush participated in Pledge Across America, a nationwidepatriotic observation that invited every school child in America toparticipate in a simultaneous pledge of allegiance at 2pm EasternDaylight Time. The pledge was observed on the 215th anniversary of theUnited States Constitution, the conclusion of the first-ever NationalCivic Participation Week, and the beginning of Constitution Week(Source: http://usinfo.state.gov/usa/edu/fs091702.htm). 2.3 What Can We Learn From The Americans With Regard To Teaching Citizenship? The analysis of the American experience raises a number ofinteresting points. Notably the American educational authorities viathe National Assessment of Educational Progress (NAEP) are activelyengaged in measuring students’ attainment with regard to theirknowledge and understanding of citizenship issues. As noted the resultson the whole have been poor. In the UK citizenship is taught throughoutall of the Key Stages of the National Curriculum. However, in Key Stages 1 and 2, there is no requirement for the formalassessment of pupils’ knowledge and understanding of citizenship issues(Source:www.dfes.gov.uk/citizenship). Progress in this subject issummarised in each pupil’s annual school report. In Key Stage 3, thereis an end-of-stage assessment. Whilst in Key Stage 4 there is nostatutory requirement for assessment. Three short courses are availablei.e. GCSE Citizenship Studies. The AQA (Assessment and QualificationsAlliance) version of this qualification requires students to undertakea 1.5 hour examination and complete a project. Should the UK adopt the United States assessment model? It wouldprovide the opportunity to quantify each pupil’s level of knowledge andunderstanding of citizenship issues throughout each Key Stage of theNational Curriculum. Such an approach would provide data which could beanalysed to determine the effectiveness of the teaching and learningstrategies that are currently deployed to deliver citizenship within UKschools. However, such a proposal would be met with stiff resistancefrom a variety of sources (i.e. teachers, parents, educationalistsetc). It is already considered in many quarters that school children inthe UK are already over assessed. Also it is interesting to note that the American model of citizenshipis radically different from the British version. The informationprovided about the American experience includes such phrases as â€Å"Heroesof History†. The British equivalent would mean portraying the likes ofHoratio Nelson and the Duke of Wellington as â€Å"heroes†. Thus theAmerican model concentrates heavily on patriotism (e.g. Pledge AcrossAmerica) and herein lays a broader issue. The United States isuniversally criticised throughout the world for being too insular, tooselfish and is not perceived as accepting its global responsibility tothe non-American citizens of the world. The American version ofcitizenship does not seem to recognise the word â€Å"global†. 2.4 The Future of Citizenship – Beyond National Boundaries The European Union has been in existence for nearly 50 years. However,until very recently, education remained untouched by the gradualmovement towards the pan European state. Curricula development andcontent were protected by each member-state. Since the advent of theMaastricht Treaty, the EU has developed and funded a number ofeducational initiatives to promote the concept of a â€Å"European superstate†; largely it must be said, without success. The Commission’sattempts to â€Å"Europeanise† education remained largely ineffective,mostly confined to the recognition of diplomas, vocational educationand the exchange of language teaching programmes (Soysal, 2001). However, a closer look at the way â€Å"Europe†, â€Å"nation† and â€Å"citizenship†are being represented in school books and curricula, particularly inthe disciplines of history and civics reveals another kind ofâ€Å"Europeanisation process† – that is, how European identity is likely toemerge and of significance to this project – how it will be taught inEuropean schools. This process is happening through highly active andinformal networks – largely unmonitored by formal EU institutions.Teachers’ unions and associations, academics and scientific experts,advocacy groups etc – are busy networking, arranging conferences etc –on â€Å"teaching Europe†. Perhaps the most significant development in this process is thedisappearance of the â€Å"nation state† – historical events are now retoldwithin a European perspective and a not within a nationalisticstraightjacket. National identities locate their legitimacy in deeplyrooted histories, cultures or territories. But Europe is notpast-oriented: it is future orientated. What does this mean for theteaching of citizenship in schools throughout Europe? It has long beenrecognised that these problems can only be resolved by nations actingas one. This is why the United States receives a lot of criticism, asit constantly failed to sign up to international agreements on carbonemissions etc. Thus the â€Å"Europeanisation process† is merely a steppingstone towards the creation of â€Å"global citizenship†. Learning for global citizenship is about understanding the need totackle injustice and inequality, and having the desire and ability towork effectively to do so: this is referred to as Action Competence(Jensen and Schnak, 1994). An example of a resource that provides aframework for learner-centred delivery would be Get Global! This iswhere pupils are involved in every aspect of their own educationalexperience. The Oxford Schools Catalogue contains a wide range ofmaterials published by Oxfam and others, focused on learning for GlobalCitizenship (Source:www.oxfam.org.uk/coolplanet/teachers/catalogue.htm). 2.5 A Brief History of Sex Education in UK Schools In England from the late 19th century, a number of sex educationpublications were produced, mainly aimed at helping parents toenlighten their children. The Second World War had a huge impact on thepopulation of Europe. Fresh emphasis in sex education was placed onpreventing syphilis and gonorrhoea. In the 1950s and 1960s sexeducation in schools was carried out through the descriptions of thereproductive habits of plants and animals. By the beginning of the1970s, school sex education was beginning to change significantly. Forexample, methods of contraception began to be more widely taught. The 1980s witnesses further developments in sex education. The rise offeminist-thinking led to an increase in the number of programmes thatencouraged pupils to examine the roles played by men and women. Sexeducation programmes began to have such aims as the acquisition ofskills for decision-making, communicating, personal relationships,parenting and coping strategies. HIV and AIDS became a health issue inthe UK just when sex education became a political football. A number ofsituations arose – the 1985 Gillick case, which focused on whetherparents always have the right to know if their children are beingissued with contraceptives when under the age of 16 – the growingstrength of the lesbian and gay movement, lead to the polarisation ofviews on sex education, among politicians at local and national level. Thus sex education, as was with citizenship, has become politicallycontroversial. Recent school sex education programmes have variedconsiderably in their aims. At one extreme (rarely found in the UK butwell-funded and widespread in the USA), abstinence education aims toensure that young people do not engage in heavy petting or sexualintercourse before marriage. At the other end of the scale, some sexeducation programmes, challenge sexist and homophobic attitudes(Source: www.open2.net/sundaysurgery/thehistoryp.html). 2.6 Summary Of The Key Factors In the UK and USA there is a realisation that young people need tobecome actively in all aspects of national life (e.g. politics, localcommunity, environment etc). However, there are major differencesbetween the two countries. The American approach towards citizenship isbased heavily on patriotism. In many respects the current Americanmodel of citizenship seems similar to the one that pertained in the UKin the early part of the 20th century. Despite America’s best effortsto increase young people’s knowledge and understanding of citizenshipconcepts, the NAEP results show no increase in student attainmentbetween 1991 and 2001. The Americans seem to be ignoring the development of citizenship beyondnational boundaries. In order to solve the world’s problems we need toact as one unified force – hence we all need to embrace â€Å"globalcitizenship†. Sex education has moved substantially from its extremelylimited earlier forms to embrace a broader spectrum of sexual andsocial issues (e.g. AIDS/HIV, homosexuality etc). When this is comparedto the American experience, again like citizenship, there are hugedifferences in terms of objectives and content. Many American sexeducation programmes are founded on very conservative moral values. 2.7 Conclusions That Can Be Drawn From The Literature Review In Relation To The Objectives Of The Project a. To critically evaluate and review the learning andteaching methods which are currently being used to deliver citizenshipand PSHE in order to determine whether pupils are benefiting from thesestrategies. The literature review has shown that there are major problems inassessing the benefits that young people derive from these subjects.Formal assessment is broken down into two elements – formative (i.e.on-course – an assignment etc) and summative (i.e. end-of-the course –an exam, a completed portfolio etc). In the USA the NAEP results do notshow an increase in students’ knowledge and understanding ofcitizenship concepts. Within the National Curriculum, citizenship andPHSE have a minimum of formal assessment requirements. However, are formal assessment methods the best way to determinewhether students are benefiting from citizenship and PHSE? The purposeof these subjects is to help young people become better adults e.g. toact and behave in a morally and socially responsible manner etc. Thusit is reasonable to argue that formal assessment methods can onlyprovide a superficial measure of a young person’s knowledge andunderstanding of these concepts. What does measuring a person’s abilityto recall facts actually tell us? In reality a person will gain from a well delivered citizenship andPHSE programme in the longer term. They will become a more sociallyresponsible person; they will become a more effective parent and so on.Thus teaching these subjects is in effect an act of faith – we hopethat benefits will be produced in the longer term. A longitudinal studyis required i.e. one where a group of students is tracked for a numberof years. However, there are many factors involved when someone turnsout to a good parent etc. It would be extremely hard to isolate theinfluences of citizenship and PHSE from all the other issues that areinvolved e.g. family background etc. Whilst it is nigh on impossible to assess the long-term benefits peoplegain from these subjects – it is possible to utilise existing learningand teaching methods to generate immediate benefits for the studentsconcerned. How this can be achieved will be analysed in the latterstages of the project. b. To identify examples of good practice and analyse whether they can be applied elsewhere. Has the literature review identify examples of good practice withregard to the teaching of citizenship and PHSE? Given the politicalcontroversy these subjects generate – there can only be one answer tothis question. It depends upon your point of view – determining whethersomething is an example of good practice is in the eye of the beholder.The key to progression is to establish and develop a wider audience forthe objectives you are trying to achieve. For example, the â€Å"Europeanisation process† demonstrates how differentorganisations, individuals etc – by working together, can create forumsfor discussion and the dissemination of new ideas, materials etc. TheInternet has revolutionised how people communicate and accessinformation. This allows people and organisations to bypass nationalboundaries and work towards the creation of â€Å"global citizenship†. Thus if they are going to be meaningful and allow young people toconnect and become part of â€Å"global citizenship† – the academic contentof citizenship and PHSE must reflect current developments. This meansthat learning and teaching methods must continuously evolve to ensurethat the delivery of these subjects reflects current trends anddevelopments. How this can be achieved will be explored in the latterstages of the project. c. To analyse how these subjects and theirinterrelationship will develop in the future and determine how learningand teaching methods will need to change in order to satisfy the newrequirements. A key feature of PHSE is that young people should practice â€Å"safe sex†.In its most literal form this simply means making sure that youngpeople have adequate access to and use of contraceptive methods. Insome quarters it would be argued that â€Å"safe sex† must involve moral,social and emotional responsibilities. Are these areas PHSE orcitizenship concepts? Whatever your view and political stance there isclearly an overlap between the two subjects. Future curricularinitiatives and the development of learning and teaching methods mustembrace the close interrelationship between these academic areas. 3.1 What Must The Research Methodology Achieve? In order to fulfil the requirements of the project objectives the research methodology must address the following issues: a. The analysis of the learning and teaching methods that are beingused to deliver citizenship and PHSE within UK schools in order todetermine their effectiveness. b. The critical evaluation of the assessment strategies that are used to measure pupil attainment within these subjects. c. An evaluation of how learning, teaching and assessment strategiesmust develop to ensure that citizenship and PHSE remain relevant to theneeds of young people. The National Curriculum was introduced in 1988 in order to develop acomprehensive approach to the delivery and development of educationwithin the UK. A number of government departments and agencies areresponsible for managing the content, development, delivery andeffectiveness of the education system. The research methodology mustinvestigate the work of these government departments and agencies inrelation to citizenship and PHSE. This is necessary in order to addressthe issues outlined above. How will this be achieved? The work of three different bodies must be investigated. These are as follows: a. The Department for Education and Skills (DfES) was establishedwith the purpose of creating opportunity, realising potential andachieving excellent for all. The Qualifications Curriculum Authority(QCA) is a non-departmental public body, sponsored by the DfES. It isresponsible for maintaining and developing the National Curriculum andassociated assessments, tests and examinations; and accredits andmonitors qualifications in colleges and at work. It is thisorganisation which is responsible for managing and developing thecurricular content of citizenship and PHSE and providing guidance onlearning and teaching methods. b. The Office for Educational Standards (OFSTED) is the inspectoratefor children and learners in England. Its main responsibility is tocontribute to the provision of better education and care. This isachieved through a comprehensive system of inspection and regulationcovering childcare, schools, colleges, children’s services, teachertraining and youth work. Thus it inspects and evaluates the teaching ofcitizenship and PHSE throughout England. c. The practitioners (i.e. the school managers, teachers, supportworkers etc) are responsible for delivering the curricular content ofcitizenship and PHSE in accordance with the standards and methodsstated and disseminated by the DfES and the QCA. 3.2 What Methods Will The Research Methodology Use? Secondary research is the investigation of data sources which alreadyexist. The main advantage of using such sources is that they arereadily available and can be utilised to develop knowledge andunderstanding of a given situation. Primary research entails generatinginformation, which did not previously exist. This is necessary whensecondary data sources do not fulfil the information requirements of aresearch project. In order to investigate the work of the DfES, QCA and OFSTED, it is notnecessary to conduct primary research. This is because of two reasons.One, the government wants the work of these bodies to be transparentand within the public domain. Two, easily accessible secondary datasources will be sufficient to facilitate the objectives of thisproject. As stated, the websites for the DfES, QCA and OFSTED provideaccess to numerous reports and information on all aspects of theiroperations. Therefore, the research method that will be used to analysethis data is documentary analysis. In effect this involves analysingreports and relating the findings to the project objectives. However, in any given project or area of research different opinionswill prevail. If you like – DfES, QCA and OFSTED represent thegovernment’s views. What does everybody else think? The practitioners –as listed above – are at the sharp end of the business – Delivery of Citizenship and PHSE within UK Schools Delivery of Citizenship and PHSE within UK Schools This project addresses the problems that are currently being encountered with regard to the delivery of citizenship and PHSE within UK schools. To give emergent themes context – an historical review of their academic treatment is presented. This is broadened by considering the United States delivery of these subjects to determine whether the UK can learn anything from the American experience. Documentary analysis and interview schedules are the research methods used to analyse secondary sources and generate primary data. A number of conclusions are drawn – namely these subjects must be linked to current issues (e.g. AIDS/HIV, global citizenship etc) of the day – to ensure that their content and delivery remain relevant to the needs of young people. Recommendations for a more flexible approach regarding the delivery and assessment of these subjects are made at the end of the study. 1.1 What Does â€Å"Citizenship† Mean? Before it is possible to critically review and evaluate th eeffectiveness of the learning and teaching methods that are used to deliver citizenship and PHSE, it is necessary to begin by analysing their rationale and curricular content. In other words what are these subjects about and what are the benefits that pupils gain by studying them? Answering this question will provide a framework within which it can be determined whethercurrent academic practices are satisfying the aims and objectives ofthese subjects. Citizenship is a concept that can have a myriad of meanings andinterpretations. There is no universally agreed definition. Models of citizenship vary from country to country. The concept is continuously contested by political parties, academics and pressure groups. Despite the many interpretations of the concept that exist, all notions of citizenship imply to a greater or lesser degree, membership of apolitical community that is internally defined by rights, duties, participation and identity. The term â€Å"Active Citizenship† is widely used, but again there is no single accepted definition. The phrase is open to interpretation. From an educational perspective when there is no universally accepteddefinition of a concept, it makes it extremely difficult to transform such a subject into a meaningful learning experience for young people. In other words there are no â€Å"hard and fast† rules which can be appliedby teachers. When a concept has a clear and universally accepteddefinition, it provides the means by which to breakdown the subject into manageable chunks of learning. Thus students become skilled and knowledgeable when applying each component to a given set of circumstances. For example, in Business Studies, if you wish to measure the financialperformance of a company, it is possible to apply a number ofuniversally accepted accounting ratios. This forms a set ofâ€Å"standards†, which are quantifiable and which can be applied in a constant manner to a variety of different situations over a period of time. When it is possible to apply clearly defined and universally accepted standards to a subject or a concept – it becomes relativelyeasy to teach and learn. When a student understands how each component of a subject works, it isthen possible to interlink these areas and increase the complexity oflearning activities. Thus over time the student will master each stage(i.e. knowledge, comprehension, application, analysis, synthesis,evaluation) of the cognitive learning domain (Source:www.businessballs.com, Blooms Taxonomy of Learning Domains).Students will have a holistic view of the subject content and willunderstand how the constituent components interlink. Given that citizenship does not have a universally accepted definition; is it possible to develop a set of â€Å"standards†, which can be constantly applied? Citizenship poses serious problems for educationalists interms of its definition and delivery as a subject to young people throughout the UK. What are the statutory requirements for teaching citizenship? It is a statutory subject at key stages 3 and 4. Apartfrom the absence of an eight-level scale of achievement, it is treatedexactly the same as other foundation subjects in the National Curriculum. Schools are required to establish high standards for citizenship that are comparable with standards in other subjects (Source:www.dfes.gov.uk/citizenship). 1.2 What Are The Similarities Between Citizenship And PHSE? Both subjects are similar in their emphasis on values and attitudes,and in their concern to empower young people to act effectively andwith self-confidence. They are also similar in some of the themes they explore; such drug abuse and equal opportunities – and their emphasison active learning techniques like role play and discussion. What distinguishes the two concepts are their focus and content. PHSE focuses on personal and inter-personal decision making, whilecitizenship education deals with â€Å"public policy†. PHSE is concernedwith students’ choices as private individuals, the other with their rights as citizens. For example, a typical PSHE lesson on smoking deals withlegal rights and responsibilities, whereas a citizenship lesson focuseson the cost to society – exploring issues such as legislation onsmoking in public places or tobacco advertising. Thus citizenship canbe viewed as the global or societal perspective on key issues e.g.smoking etc. PHSE, on the other hand, concentrates on the needs, expectations and responsibilities of the individual. 1.3 Why Is It Necessary To Investigate The Teaching And Learning Methods Of Citizenship and PSHE? In 2004 the Qualifications and Curriculum Authority (QCA) published areport (PSHE 2002/3 annual report on curriculum and assessment, QCA,March 2004) on the delivery of PSHE within schools in England. In thesummary of key findings it was noted that in some schools, there wasconfusion about what the differences and similarities between PSHE andcitizenship. Also even when schools had allocated a significant amount of curriculum time to the delivery of their PSHE programmes, it was rare for the assessment of pupils’ progress and achievement to take place. Ever since the National Curriculum was launched in 1988 there have been major concerns over the time available to deliver all of the core subjects (e.g. English, Mathematics etc). The introduction of new subjects (i.e. Citizenship in September 2002) places an even greater pressure on school timetables, teaching staff and resources. The major problems may be summarised as follows: a. As explained in section 1.1 there is no universally accepted definition of citizenship. b. There is confusion over the similarities and differences between citizenship and PSHE. c. The lack of quantifiable assessment strategies makes it verydifficult to evaluate the benefits pupils gain from the delivery ofthese subjects. d. Severe timetable constraints and a lack of appropriately trainedteaching staff are hindering the effective development and delivery ofthese areas. Therefore, the objectives of this project are as follows: a. To critically evaluate and review the learning and teachingmethods which are currently being used to deliver citizenship and PSHEin order to determine whether pupils are benefiting from thesestrategies. b. To identify examples of good practice and analyse whether they can be applied elsewhere. c. To analyse how these subjects and their interrelationship willdevelop in the future and determine how learning and teaching methodswill need to change in order to satisfy the new requirements. 2.1 The Teaching of Citizenship in UK Schools – A Historical Perspective The teaching of citizenship in UK schools has a long and problematicalhistory. Since the beginning of the twentieth century it has undergonea number of transformations. Up to the outbreak of the First World War,the purpose of citizenship education was to generate a sense ofnational cohesion, loyalty and obligation to the nature, as well as asense of pride in the Empire (Oliver and Heater, 1994). The secondphase of citizenship in education witnessed the rise of a more directapproach. That is, the systematic training of young people in deferenceand moral behaviour. Schools were encouraged to promote and cultivatethe â€Å"simple virtues of humility, service, restraint and respect forpersonality† (Ministry of Education, 1949, p.41), in their pupils. The 1960s brought a new emphasis regarding the delivery of citizenshipin schools. Notably that young people needed to become more politicallyaware and more active in their participation of social issues. A morerecent development (1990) witnessed the introduction of citizenshipinto the National Curriculum as a cross-curricular theme. Suchcross-curricular themes have suffered a chequered history and remain atthe margins of school timetables with the main thrust of deliveryconcentrating on core subjects and other academic considerations. This historical perspective of citizenship provides an insight into theproblems the subject has faced because of its poor definition andineffectual delivery. To rectify this situation a government proposalsought to â€Å"establish more explicit and coherent provision in the areasof personal, social and health education and citizenship† (DfEE, 1999,p. 1). The proposal aimed to introduce a framework across all keystages for personal, social and health education and citizenship.Furthermore, this development established â€Å"a coherent nationalframework which gives schools flexibility to develop their ownapproaches.† (DfEE, 1999, p. 13). Whilst this approach raised the profile of citizenship and sought toestablish it as an integral part of the National Curriculum, it createda number of problems. How exactly was it going to fit into a schooltimetable? As outlined earlier, in section 1.3, there have beennumerous problems with the National Curriculum, since its launch in1988. In 1999, there were yet again a number of government initiativesto reduce the prescriptive nature of the National Curriculum andprovide schools with greater flexibility. On the whole these changeslike previous initiatives only resulted in cosmetic changes. The other major problem with the new version of citizenship lay withthe delivery. Who exactly was going to teach this subject? It wasproposed that the knowledge required to teach the subject could begained from the core of an initial teacher training degree orpostgraduate certificate in education. Teachers already delivering PSHEcould acquire the knowledge and skills required to deliver citizenshipthrough continuous professional development. Having analysed the teaching of citizenship within the UK in terms ofthe current situation and from an historical perspective, it isnecessary to explore how this issue is dealt with by other countries.This will provide the opportunity to compare and contrast the UKexperience with other nations and determine whether there are anylessons to be learnt. In other words are there examples of goodpractice overseas? If so, is it transferable to schools in the UK? 2.2 The Teaching of Citizenship in the United States In the United States education for citizenship has been a longstanding goal of schools. To achieve this goal, students must learntheir civil rights and responsibilities in a free society. In 1991 JohnJ Patrick provided a review of why this was necessary and outlined howit could be achieved. Five key points, which are outlined below, formedthe basis of this review. a. The importance of teaching about the responsibilities of citizenship b. Deficiencies in learning about responsible citizenship c. How to improve learning about responsible citizenship at home d. How to improve learning about responsible citizenship at school e. Where to obtain information and materials about how to teach responsible citizenship The rationale for teaching citizenship was based upon the premise thatthe preservation of civil rights and liberties is linked to theperformance of responsibilities. Thus the responsibilities ofcitizenship – such as voluntary service to the community, participationin the political system etc – were essential to ensure the maintenanceof civil rights and liberties. However, reports on civic learning bythe National Assessment of Educational Progress (NAEP), indicated thatthe majority of students in the 12th grade had a very limited knowledgeof government and citizenship in the United States. Furthermore, halfof the students in the 12th grade failed to demonstrate the knowledgeneeded for responsible participation in the political system. Thus in 1991 there was a clear need to improve the learning of youngAmericans about their responsibilities as citizens in a moderndemocracy. In effect Patrick was advocating a holistic approach to theteaching of citizenship within American schools. That is, young peopleneeded to become actively involved in every aspect of American life.Consequently he provided a list of organisations where materials couldbe obtained in order to aid the delivery of this subject. For example,the American Bar Association which operated a Special Committee onYouth Education for Citizenship, the Constitutional Rights Foundation,Council for the Advancement of Citizenship, the Social ScienceEducation Consortium and so on. The approach actively promoted by Patrick failed to have the desiredeffect. In 1991 the NAEP reported poor levels of attainment amongst12th graders with regard to citizenship and its related areas. Theresults of the 1998 NAEP civics examination completed by a sample of4th, 8th and 12th grade students across the United States showed thatstudents were not proficient in the skills that enable citizens to usetheir civic knowledge. The NAEP 2001 History Report Card results alsoshowed a similar lack of proficiency. President Bush launched a number of initiatives in 2003 to improve theawareness of citizenship and associated areas among young peoplethroughout the United States. Some of these initiatives are highlightedbelow: †¢ Idea of American Essay Contest: High School juniors nationwide areinvited to submit a 1,200 word essay on the â€Å"Idea of America† andreceive awards. †¢ â€Å"Heroes of History† Lecture: An annual lecture that features anacclaimed scholar telling the story of a hero in American life. Theselectures are made available to school libraries throughout the UnitedStates. President Bush participated in Pledge Across America, a nationwidepatriotic observation that invited every school child in America toparticipate in a simultaneous pledge of allegiance at 2pm EasternDaylight Time. The pledge was observed on the 215th anniversary of theUnited States Constitution, the conclusion of the first-ever NationalCivic Participation Week, and the beginning of Constitution Week(Source: http://usinfo.state.gov/usa/edu/fs091702.htm). 2.3 What Can We Learn From The Americans With Regard To Teaching Citizenship? The analysis of the American experience raises a number ofinteresting points. Notably the American educational authorities viathe National Assessment of Educational Progress (NAEP) are activelyengaged in measuring students’ attainment with regard to theirknowledge and understanding of citizenship issues. As noted the resultson the whole have been poor. In the UK citizenship is taught throughoutall of the Key Stages of the National Curriculum. However, in Key Stages 1 and 2, there is no requirement for the formalassessment of pupils’ knowledge and understanding of citizenship issues(Source:www.dfes.gov.uk/citizenship). Progress in this subject issummarised in each pupil’s annual school report. In Key Stage 3, thereis an end-of-stage assessment. Whilst in Key Stage 4 there is nostatutory requirement for assessment. Three short courses are availablei.e. GCSE Citizenship Studies. The AQA (Assessment and QualificationsAlliance) version of this qualification requires students to undertakea 1.5 hour examination and complete a project. Should the UK adopt the United States assessment model? It wouldprovide the opportunity to quantify each pupil’s level of knowledge andunderstanding of citizenship issues throughout each Key Stage of theNational Curriculum. Such an approach would provide data which could beanalysed to determine the effectiveness of the teaching and learningstrategies that are currently deployed to deliver citizenship within UKschools. However, such a proposal would be met with stiff resistancefrom a variety of sources (i.e. teachers, parents, educationalistsetc). It is already considered in many quarters that school children inthe UK are already over assessed. Also it is interesting to note that the American model of citizenshipis radically different from the British version. The informationprovided about the American experience includes such phrases as â€Å"Heroesof History†. The British equivalent would mean portraying the likes ofHoratio Nelson and the Duke of Wellington as â€Å"heroes†. Thus theAmerican model concentrates heavily on patriotism (e.g. Pledge AcrossAmerica) and herein lays a broader issue. The United States isuniversally criticised throughout the world for being too insular, tooselfish and is not perceived as accepting its global responsibility tothe non-American citizens of the world. The American version ofcitizenship does not seem to recognise the word â€Å"global†. 2.4 The Future of Citizenship – Beyond National Boundaries The European Union has been in existence for nearly 50 years. However,until very recently, education remained untouched by the gradualmovement towards the pan European state. Curricula development andcontent were protected by each member-state. Since the advent of theMaastricht Treaty, the EU has developed and funded a number ofeducational initiatives to promote the concept of a â€Å"European superstate†; largely it must be said, without success. The Commission’sattempts to â€Å"Europeanise† education remained largely ineffective,mostly confined to the recognition of diplomas, vocational educationand the exchange of language teaching programmes (Soysal, 2001). However, a closer look at the way â€Å"Europe†, â€Å"nation† and â€Å"citizenship†are being represented in school books and curricula, particularly inthe disciplines of history and civics reveals another kind ofâ€Å"Europeanisation process† – that is, how European identity is likely toemerge and of significance to this project – how it will be taught inEuropean schools. This process is happening through highly active andinformal networks – largely unmonitored by formal EU institutions.Teachers’ unions and associations, academics and scientific experts,advocacy groups etc – are busy networking, arranging conferences etc –on â€Å"teaching Europe†. Perhaps the most significant development in this process is thedisappearance of the â€Å"nation state† – historical events are now retoldwithin a European perspective and a not within a nationalisticstraightjacket. National identities locate their legitimacy in deeplyrooted histories, cultures or territories. But Europe is notpast-oriented: it is future orientated. What does this mean for theteaching of citizenship in schools throughout Europe? It has long beenrecognised that these problems can only be resolved by nations actingas one. This is why the United States receives a lot of criticism, asit constantly failed to sign up to international agreements on carbonemissions etc. Thus the â€Å"Europeanisation process† is merely a steppingstone towards the creation of â€Å"global citizenship†. Learning for global citizenship is about understanding the need totackle injustice and inequality, and having the desire and ability towork effectively to do so: this is referred to as Action Competence(Jensen and Schnak, 1994). An example of a resource that provides aframework for learner-centred delivery would be Get Global! This iswhere pupils are involved in every aspect of their own educationalexperience. The Oxford Schools Catalogue contains a wide range ofmaterials published by Oxfam and others, focused on learning for GlobalCitizenship (Source:www.oxfam.org.uk/coolplanet/teachers/catalogue.htm). 2.5 A Brief History of Sex Education in UK Schools In England from the late 19th century, a number of sex educationpublications were produced, mainly aimed at helping parents toenlighten their children. The Second World War had a huge impact on thepopulation of Europe. Fresh emphasis in sex education was placed onpreventing syphilis and gonorrhoea. In the 1950s and 1960s sexeducation in schools was carried out through the descriptions of thereproductive habits of plants and animals. By the beginning of the1970s, school sex education was beginning to change significantly. Forexample, methods of contraception began to be more widely taught. The 1980s witnesses further developments in sex education. The rise offeminist-thinking led to an increase in the number of programmes thatencouraged pupils to examine the roles played by men and women. Sexeducation programmes began to have such aims as the acquisition ofskills for decision-making, communicating, personal relationships,parenting and coping strategies. HIV and AIDS became a health issue inthe UK just when sex education became a political football. A number ofsituations arose – the 1985 Gillick case, which focused on whetherparents always have the right to know if their children are beingissued with contraceptives when under the age of 16 – the growingstrength of the lesbian and gay movement, lead to the polarisation ofviews on sex education, among politicians at local and national level. Thus sex education, as was with citizenship, has become politicallycontroversial. Recent school sex education programmes have variedconsiderably in their aims. At one extreme (rarely found in the UK butwell-funded and widespread in the USA), abstinence education aims toensure that young people do not engage in heavy petting or sexualintercourse before marriage. At the other end of the scale, some sexeducation programmes, challenge sexist and homophobic attitudes(Source: www.open2.net/sundaysurgery/thehistoryp.html). 2.6 Summary Of The Key Factors In the UK and USA there is a realisation that young people need tobecome actively in all aspects of national life (e.g. politics, localcommunity, environment etc). However, there are major differencesbetween the two countries. The American approach towards citizenship isbased heavily on patriotism. In many respects the current Americanmodel of citizenship seems similar to the one that pertained in the UKin the early part of the 20th century. Despite America’s best effortsto increase young people’s knowledge and understanding of citizenshipconcepts, the NAEP results show no increase in student attainmentbetween 1991 and 2001. The Americans seem to be ignoring the development of citizenship beyondnational boundaries. In order to solve the world’s problems we need toact as one unified force – hence we all need to embrace â€Å"globalcitizenship†. Sex education has moved substantially from its extremelylimited earlier forms to embrace a broader spectrum of sexual andsocial issues (e.g. AIDS/HIV, homosexuality etc). When this is comparedto the American experience, again like citizenship, there are hugedifferences in terms of objectives and content. Many American sexeducation programmes are founded on very conservative moral values. 2.7 Conclusions That Can Be Drawn From The Literature Review In Relation To The Objectives Of The Project a. To critically evaluate and review the learning andteaching methods which are currently being used to deliver citizenshipand PSHE in order to determine whether pupils are benefiting from thesestrategies. The literature review has shown that there are major problems inassessing the benefits that young people derive from these subjects.Formal assessment is broken down into two elements – formative (i.e.on-course – an assignment etc) and summative (i.e. end-of-the course –an exam, a completed portfolio etc). In the USA the NAEP results do notshow an increase in students’ knowledge and understanding ofcitizenship concepts. Within the National Curriculum, citizenship andPHSE have a minimum of formal assessment requirements. However, are formal assessment methods the best way to determinewhether students are benefiting from citizenship and PHSE? The purposeof these subjects is to help young people become better adults e.g. toact and behave in a morally and socially responsible manner etc. Thusit is reasonable to argue that formal assessment methods can onlyprovide a superficial measure of a young person’s knowledge andunderstanding of these concepts. What does measuring a person’s abilityto recall facts actually tell us? In reality a person will gain from a well delivered citizenship andPHSE programme in the longer term. They will become a more sociallyresponsible person; they will become a more effective parent and so on.Thus teaching these subjects is in effect an act of faith – we hopethat benefits will be produced in the longer term. A longitudinal studyis required i.e. one where a group of students is tracked for a numberof years. However, there are many factors involved when someone turnsout to a good parent etc. It would be extremely hard to isolate theinfluences of citizenship and PHSE from all the other issues that areinvolved e.g. family background etc. Whilst it is nigh on impossible to assess the long-term benefits peoplegain from these subjects – it is possible to utilise existing learningand teaching methods to generate immediate benefits for the studentsconcerned. How this can be achieved will be analysed in the latterstages of the project. b. To identify examples of good practice and analyse whether they can be applied elsewhere. Has the literature review identify examples of good practice withregard to the teaching of citizenship and PHSE? Given the politicalcontroversy these subjects generate – there can only be one answer tothis question. It depends upon your point of view – determining whethersomething is an example of good practice is in the eye of the beholder.The key to progression is to establish and develop a wider audience forthe objectives you are trying to achieve. For example, the â€Å"Europeanisation process† demonstrates how differentorganisations, individuals etc – by working together, can create forumsfor discussion and the dissemination of new ideas, materials etc. TheInternet has revolutionised how people communicate and accessinformation. This allows people and organisations to bypass nationalboundaries and work towards the creation of â€Å"global citizenship†. Thus if they are going to be meaningful and allow young people toconnect and become part of â€Å"global citizenship† – the academic contentof citizenship and PHSE must reflect current developments. This meansthat learning and teaching methods must continuously evolve to ensurethat the delivery of these subjects reflects current trends anddevelopments. How this can be achieved will be explored in the latterstages of the project. c. To analyse how these subjects and theirinterrelationship will develop in the future and determine how learningand teaching methods will need to change in order to satisfy the newrequirements. A key feature of PHSE is that young people should practice â€Å"safe sex†.In its most literal form this simply means making sure that youngpeople have adequate access to and use of contraceptive methods. Insome quarters it would be argued that â€Å"safe sex† must involve moral,social and emotional responsibilities. Are these areas PHSE orcitizenship concepts? Whatever your view and political stance there isclearly an overlap between the two subjects. Future curricularinitiatives and the development of learning and teaching methods mustembrace the close interrelationship between these academic areas. 3.1 What Must The Research Methodology Achieve? In order to fulfil the requirements of the project objectives the research methodology must address the following issues: a. The analysis of the learning and teaching methods that are beingused to deliver citizenship and PHSE within UK schools in order todetermine their effectiveness. b. The critical evaluation of the assessment strategies that are used to measure pupil attainment within these subjects. c. An evaluation of how learning, teaching and assessment strategiesmust develop to ensure that citizenship and PHSE remain relevant to theneeds of young people. The National Curriculum was introduced in 1988 in order to develop acomprehensive approach to the delivery and development of educationwithin the UK. A number of government departments and agencies areresponsible for managing the content, development, delivery andeffectiveness of the education system. The research methodology mustinvestigate the work of these government departments and agencies inrelation to citizenship and PHSE. This is necessary in order to addressthe issues outlined above. How will this be achieved? The work of three different bodies must be investigated. These are as follows: a. The Department for Education and Skills (DfES) was establishedwith the purpose of creating opportunity, realising potential andachieving excellent for all. The Qualifications Curriculum Authority(QCA) is a non-departmental public body, sponsored by the DfES. It isresponsible for maintaining and developing the National Curriculum andassociated assessments, tests and examinations; and accredits andmonitors qualifications in colleges and at work. It is thisorganisation which is responsible for managing and developing thecurricular content of citizenship and PHSE and providing guidance onlearning and teaching methods. b. The Office for Educational Standards (OFSTED) is the inspectoratefor children and learners in England. Its main responsibility is tocontribute to the provision of better education and care. This isachieved through a comprehensive system of inspection and regulationcovering childcare, schools, colleges, children’s services, teachertraining and youth work. Thus it inspects and evaluates the teaching ofcitizenship and PHSE throughout England. c. The practitioners (i.e. the school managers, teachers, supportworkers etc) are responsible for delivering the curricular content ofcitizenship and PHSE in accordance with the standards and methodsstated and disseminated by the DfES and the QCA. 3.2 What Methods Will The Research Methodology Use? Secondary research is the investigation of data sources which alreadyexist. The main advantage of using such sources is that they arereadily available and can be utilised to develop knowledge andunderstanding of a given situation. Primary research entails generatinginformation, which did not previously exist. This is necessary whensecondary data sources do not fulfil the information requirements of aresearch project. In order to investigate the work of the DfES, QCA and OFSTED, it is notnecessary to conduct primary research. This is because of two reasons.One, the government wants the work of these bodies to be transparentand within the public domain. Two, easily accessible secondary datasources will be sufficient to facilitate the objectives of thisproject. As stated, the websites for the DfES, QCA and OFSTED provideaccess to numerous reports and information on all aspects of theiroperations. Therefore, the research method that will be used to analysethis data is documentary analysis. In effect this involves analysingreports and relating the findings to the project objectives. However, in any given project or area of research different opinionswill prevail. If you like – DfES, QCA and OFSTED represent thegovernment’s views. What does everybody else think? The practitioners –as listed above – are at the sharp end of the business –