Globalization of English (Rhetorical Analysis) Essay

Globalization of English (Rhetorical Analysis) - Essay Example There is also a host of many other scholars who share the same opinion with different reasons. People are increasingly using English all over the world as the primary language, especially in the business settings. This number of people using the English language as a linguistic of communication has been on the rise over the decades. There are indeed three genres of population who use English. The first being native English speakers for whom English is their mother tongue and most widely used language. As a matter of fact, many people in Europe and the Americas know only English and no other language. The second classes of people are people for whom English is a second or working language (not their mother tongue) and it is this segment of the world’s population who have been responsible for the propagation and dissemination of business English. The third class is people for whom English is a foreign language over which they have little if no command. The use of the English language has been spread all over and the growth seems exponential owing to the fact that it is considered an international language. This means the world has accepted that the use of English in its indulgence is inevitable and therefore individuals are trying their best to get a mastery of the language. The fact remains that business English has proliferated because of the efforts of globalization and the spread of UK and American cultures throughout the globe. Europeans have been very enterprising and innovative business people willing to take calculated risks and through colonization, the propagation and spread of English through schools and other educational places have been assured. In most parts of the globe, English medium schools are in great demand and many convents profess and inculcate English values and language systems throughout their currency. The main challenges are that most people now tend to neglect their own native languages at the cost of English and also there are

Nursing Education Assignment Example | Topics and Well Written Essays - 1250 words

Nursing Education - Assignment Example A recommended long term approach for narrowing this credibility gap is closer collaboration between the organization’s HR department and its department managers. Fallon and McConnell (2007) explain that a key aspect of this collaboration is assembling a group of personnel from both departments. The major function of this group is to review the nursing scheduling practices of both the departments, and replace the existing rigid practices that are currently used to schedule nurses, with creative alternatives. In addition, the new nursing scheduling practices must reflect the realities of the organisation’s workplace and the nursing marketplace. Basically, this approach will help realign the goals and values of the two departments to avoid pronounced differences. In this way, the two departments will be in one regarding the recruiting, hiring and scheduling of nurses and decision made on the same will reflect the expectations of both departments. When such scheduling practices are in place, there will be no acceptable reason for rejecting the application of a qualified nurse during the time of staff shortages. The most difficult part of managing employees in a hospital setting is diversity management. Disparity in group affiliations that are most likely to affect the hospital workplace mainly involve identity, or cultural groupings based on national origin, ethnicity, race, and religion. Diversity could also result from the job-related functions, for example, the presence of hospital administrators and various healthcare professionals in one setting. If diversity is not managed well, it leads to the problem of â€Å"us† verses â€Å"them† in the workplace. A diverse workforce is critical in meeting the patient healthcare needs and thus diversity is a big issue where employees are required to work together. Such a situation requires that hospital managers should be highly skilled in turning employee diversity into a resource by creating an environment that works for all employees. In order to develop this skill, managers should be sensitive or develop sensitivity to cross-cult ural issues in communication and values (Lenora, 1998). This will help them to deal with marked behavioral differences among various groups and develop ways of assimilating groups that seem un-assimilable. In this way, the managers will develop an inclusive employee management strategy and workplace culture that ensures that there is a good interaction among employees. The culture and strategy developed will reflect or at least accommodate to the greatest possible extend the expectations and values of the various workforce groups. This is very important in the development of successful work teams. The Importance of Transforming Nursing Education The idea of having an improved education system that promotes seamless academic progression among nurses is important in ensuring an improvement in patient safety and quality care. Such kind of an education system will ensure that nurses are more competent in dealing with the current healthcare demands and the needs of the patient than befor e. In addition, it will ensure that nurses are able to respond to the changing trends of healthcare practices for example the use of technology. Nurses who have achieved higher levels of education are also more effective in implementing evidence-based practices that are meant

How has leadership thinking evolved from traditional 'great man' Essay

How has leadership thinking evolved from traditional 'great man' theories to more contemporary theories of leadership - Essay Example The theories do not pursue a firm sequential pattern, although the models may be grouped by era. Leadership has evolved through eras of the Great Man theory, trait theory, behavioral theory, situational theories and contemporary theories. Great men theory suggests that some people were naturally born leaders. Trait theory looks at the elements that are common among famous leaders. Behavioral theories assert that behaviors are the single most characteristic that makes up a leader. Contingency and situational models uphold that the interaction involving leader’s characteristics and conduct and the situation at hand make the leader. Other contemporary theories focus on interpersonal elements that look at followership (Ballus, 2010, para 5). Great man theories/ Trait theories Trait theory was one of the systematic attempts to study leadership in the early 20th century. In the approach, traits of great leaders such as Winston Churchill were studies to determine what makes great lea ders. The theories developed were referred to as ‘great man’ theories as they focused on spotting the innate qualities and characteristics possessed by political, social and military leaders. Prominent leaders’ traits greatly contribute to the trait theory such as Mahatma Gandhi, Bonaparte napoleon and Abraham Lincoln. It was widely believed that people intuitive with these qualities and that simply the â€Å"great† people have them. Some of the traits put forward are such as intelligence, alertness, responsibility, insight, self confidence, sociability, motivation, persistence, initiative, tolerance, cooperativeness and drive. Others are such as cognitive abilities, conscientiousness, extraversion, agreeableness and social and emotional intelligence. In the mid 20th century, the trait theory of leadership was questioned on the basis of universality of leadership traits. It was held that no consistent set of traits differentiated leaders from non-leaders i n an assortment of situations. A person with leadership traits in one circumstance may not be a leader in another situation (Daft, 2008, p 22). Behavioral theories The limited ability of traits to forecast effective leadership led researchers to review a person’s behavior rather than personal traits as a means of increasing leadership effectiveness. Behavioral theories proponents believed that leaders may well be identified by what they do rather than what they have. Certain behaviors such as the degree of flexibility, extent of control, concern for task accomplishment and concern for the followers determine the kind of leadership to exercise. For instance, McGregor held that leaders treat subordinates depending on the postulations they hold with regard to what energizes workers. In his theory X, McGregor presents a pessimistic view of workers whilst theory Y presents a fairly optimistic view of human nature. Leaders who subscribe to theory X consider that workers need to be controlled and threatened to make them work, which results in adoption of an autocratic style of leadership. Theory Y style of a leader believes that workers are rational people who consider work as part of everyday life. As such, the leader uses a participative/democratic style of leadership. Leader attributes in behavioral theories morphed from inherent to particular and teachable. Apparently, leadership styles could be learned as behavioral theorists created training programs. Behavioral theor

Joan of Arc and Her Relationship with Society Term Paper

Joan of Arc and Her Relationship with Society - Term Paper Example Joan was made a leader after passing the board of theologians’ test to allow her fight English troops. Amusingly, she overpowered the enemy’s troops and led a series of triumphant wars along Loire in 1429 (Richey, 37). Joan was given a place of honor in the royal authority when Charles VII was made the king of France the same year. She was incarcerated in 1430 by the Burgundians during in Compiegne near Paris. The charges laid against her were that of witchcraft and sacrilege, and found guilty by a pro-English Bishop of Beauvias. Joan was later parched at the stake in Rouen market place at age 19. Her death is alleged to be a painful one since King Charles did not attempt to rescue her and later found innocent in her second trial. Her life teaches us to discover factors that make humanity human and be acquainted with human thoughts on search for freedom and relationship with society. 1. Relationship with Society Joan relationship with society was affected by her wearing of male clothes since she claimed that the voices advised her to do so (Blaetz, 77). The male clothes provided protection against her male colleagues who possibly could rape her when camping. The clothes made Joan flexible enough to lead her troop effectively; hence, the successful wars she accomplished. Many scholars have infer and come up with different assumptions in this topic in relating to society. Joan is depicted as a lesbian or a bi-sexual because of the male clothes she wore by the society. The clothes assisted her to be treated as equal and enter to male dominated world by associating with them easily. Furthermore, Joan core reason of wearing male clothes was to accomplish God’s mission on the French citizens. Consequently, the male clothes assisted her to fix into the male society comfortably, get acceptance from the people she had come to assist and lastly, to be heard and taken seriously when giving order and suggestions. Consequently, it is established that th e male clothes were just a tool she used to attain God’s mission of rescuing the French from the English army. Throughout her trial, the bishop asked her to remove the clothes, but instead refused since she perceived the clothes as a symbol of her loyalty to God. Her decision to wear the clothes in her trial created a major conflict between her and the society. The major question the society wants to know is whether she denied her womanhood and femininity (Cody & Evert, 268). I think Joan of Arc did not deny her womanhood, since she called herself Jeanne, la Pucelle, which emphasized that she was a virgin and a real woman. Joan relationship with society forced her to spend most of her time sewing and spinning with her fellow women when away from the military camps. Her main goal was to complete her spiritual task given by the voices (Blaetz, 77). In her task, she avoided alcohol, swearing and womanizing, which are significant values a true woman has in the society. Joan did n ot shy from stating her skills in doing femininity chores, such as sewing during her trial that proved to all that indeed was conceited to be a woman. Rape is a regular hitch in society and ruin the intimate relationship among the populace, and the life Joan of Arc who spent most of time in the military camps with groups of male soldiers depicts doubts and worries on whether she was raped or not. Scholars believe that Joan was raped when she was once beaten and attacked.

How does the overall diagnostic accuracy of computed tomography Article

How does the overall diagnostic accuracy of computed tomography enterography compare with magnetic resonance enterography for assessing disease activity in small bowel Crohn's disease - Article Example CTE is also similar in accuracy to the MRE. Both techniques are highly accurate in identity of abscesses and fistulas (sensitivities and specificities are greater than 0.80). However, MRE should be preferred over CT in young patients because of the absence of radiation. Both CTE and MRE have high accuracy in the assessment of suspected, as well as, established CD and are reliable in measuring complications and disease severity and give the probability of monitoring disease progress. Studies describe Crohn disease as a chronic inflammatory disease associated with the gastrointestinal tract and characterized by segmental and transmural swelling of the walls of the intestines. Its prevalence is increasing while its etiology is not known, though evidence suggests that genetic predisposition in combination with the abnormal interaction of the gut and enteric microbes is likely to play a role in its pathogenesis.1, 3,9,11 Studies investigating the pathology of CD have established that Crohn’s disease present with insidious or abrupt onset of diarrhoea and abdominal pain; this is accompanied by weight loss and fever. Bowel ulceration may cause fistulas and extramural abscesses. Pathologic findings of Crohn disease in the alimentary canal encompass deep ulcers, transmural granulomatous inflammation. 2, 3, 5 This may progress to fistulae and sinus tracts, discontinuous involvement with areas between diseased segments and structures that can result in intestinal o bstruction. Extra-intestinal manifestations include: cholelithiasis, arthritis, dermatologic abnormalities, growth retardation in children and ocular manifestations. Evaluation of inflammatory lesions in the intestines is crucial for managing CD patients, identification of disease extension and location during diagnosis is required in establishing a good management plan. These techniques are also accepted for the detection of all

Introduction to working with children Essay Example for Free

Introduction to working with children Essay There are three different provisions that provide care and education to children. Upton Infant School is a statutory provision; they are funded by the government. Upton Infant School educates and cares for children from 4 years to 7 years of age. They follow the National Curriculum, and the EYFS. They support and work with the children and family by observing the children, and producing written or verbal feedback to the parents; this can be done by holding parent evenings. They are also supporting the children and parents by having fully trained SEN staff in the setting; so they help the children who require additional support. (Upton Infants School, 2012) The DEBRA charity is an organisation which supports and helps to find a cure to heal or help the children and families that are suffering from a generic skin blistering condition. This condition is called Epidermolysis Bullosa (EB). This is a voluntary organisation; this is funded by the public. They support and help children of all ages from birth. They provide emotional and physical support for families coping with EB. (DEBRA, 2008-2012) Private provisions are organisations that make profits from their services. Buckholme Towers in Parkstone; is an independent day school and nursery, which cares for both boys and girls from 3 to 12 years of age. They provide classes for individual learning. The staff quickly gets to know pupils so that their strengths and talents and be enhanced, and their weaknesses are developed upon. They provide a supportive environment this makes the children feel secure and ready for challenges of school life. They support families that have children with; Emotional Needs, ADHD, Dyslexia, Asthma and Serious Allergy’s. (Poole Family Information Service, 2012) There are various legislations in the UK that supports working with children, these are:- Health And Safety At Work Act 1974 Children’s Act 1989 Children’s Act 2004 Children’s Act 2006 Equality Act 2010 United Convention On The Rights Of The Child 1989 Data Protection Act 1998 The Children’s Act 1989 came into force in October 1990. It aims to help children in every situation; at home, at day-care, or in full time care. Some of the principles are that the welfare of the child is paramount and every child has the right to be free from neglect and abuse, every child should be brought up by their parents, if the child is in need, help and guidance should be provided. Both parents and professionals should consult the child when decision making. (Beaver, et al, 2008) Children’s Act 2004 promotes the five outcomes for the Every Child Matters (2003) legislation for every child; this was created because some of the points in 1989 were not being done. These five points are; 1. Be healthy 2. Stay safe 3. Enjoy and achieve 4. Make a positive contribution 5. Achieve economic well-being (Beaver, et al, 2008) The needs of the child and family are central in the Children’s Act 2006. Local authorities must improve the outcomes for children less than 5 years of age. This was created to focus on the children in question and their families. This is where the EYFS came into practice. This was introduced to support the delivery of quality of education and care in the early years. This Act also entitles parents to get the information they need. (Beaver, et al, 2008) The United Convention On the Rights Of The Child came into force in 1989. This Act contains 54 articles. All the articles were put into place to ensure every child enjoys health and education; every child should be within a caring family and have the right of survival. Every child should be protected from exploitation and abuse at all times and should have the freedom to have their voice and opinions taken into account on significant issues. (Beaver, et al, 2008) The Data Protection Act was put into place in 1998, to protect Information of individuals as this is confidential. Other than the care worker, the information can only be shared between the guardian or parent and the child in question. It is very important that you maintain confidentiality when working with children. This is important because it protect the child in question and the family. (Legislation, 2012) Principles and values are very important when working with children. Principles are a professional rule of action of conduct. Values are beliefs and ideas that are shared between groups of people that are from the same culture. This is important because it will give you an understanding of what is good or desirable and what is not. (Tassoni, et al, 2007) Through positive relations the children learn to be strong and to be independent. According in the EYFS (2012) every child is a unique child; they can have a strong character, confident and are self-assured. Enabling environments are essential in helping the children develop and learn. Every child learns and develops in a different way, every child should be treated equally, and their needs to be taken into account. The education and care of all the children in early year’s provision, including children with special educational needs and disabilities, are covered by this framework. Without a unique child, positive relationships and enabling environment’s there would not be any learning and development. The CWDC principles are to reinforce that the welfare of the child and young person is paramount. The safeguarding, learning and development is reflected in practice and service provision. Practitioners work closely with parents as they are very important in their child’s upbringing, recognising they are the children’s most important careers and educators. The values of CWDC are that every child’s individuality is valued and respected and celebrated. Also the children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. Self-esteem is very important to every child’s development. Also confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. Best practice requires a continuous search improvement and self-awareness of how workers are perceived by others. (Children’s Workforce Development Council, 2012). Inclusion and diversity is very important in respecting and valuing each child at a place setting. If this is done correctly it should build the child’s confidence and improve their concentration. This will also remove learning barriers; whether this is emotional or learning where a child may need extra support. (Beaver, et al, 2008) Everyone is different and entitled to their own opinions this means everyone should get treated equally, as they are a unique child, this complies with the EYFS curriculum (Moylett.et al. 2012) According to article.10 UNCRC states that every child has the rights to be able to be heard, valued and listened to. ‘The United Nations Convention On The Rights Of The Child, article 12, says that we must listen to the child’s view and take those views into account in any planning that effects the child’ (Fajerman,2001:12). Both `the children and the staff are benefitting by taking into account the views and the opinions of the child. This builds upon the child’s self-esteem, the children become independent, creative learners, this also makes them aware they have rights and that they do matter. This benefits the staff because they gain an increased awareness of children’s needs, rights and abilities. Also the parents will benefit from this by them feeling involved with their children’s development and their contribution to the setting. (Fajerman, 2001) An example of the place settings giving the children the freedom to express themselves and have their own opinions is at tea time or snack time; this enables them to be able to decide what they want to eat from a plate of food. This way the children will eat what they like and feel valued. According to an early years consultant Margret Collins (2006) children with low self-esteem are timid and are easily bullied. They struggle to take up challenges, and rarely reach their full potential, on some cases people with low self-esteem look at themselves as a failure! On the other hand children with high self-esteem embrace new challenges and see themselves as a success. Children with high self-esteem do usually have an excellent relationship with their teachers as they receive praise. From September 2008, The EYFS emphasis that every person who cares for the children, e.g. child minders and the EYFS practitioners under the age of five have to show the evidence of ‘Look, Listen, and Note’. This shows what development stage the children are at and what the children like doing, also this gives the practitioner a clear understanding of what the child can do or not and if the child needs extra support or not. By doing this you are treating the children like individuals. (Renouf, 2008). People have different opinions this gives them a sense of themselves and others around them. They can also see how individual everyone is. (Graham, 2002). The children will learn that other people have different opinions and feelings; this enables them to be sensitive to others. They will learn that every child believes and their personal views on things can vary, every child has the right to, and need to be treated with respect. Encouraging children to talk about their opinions and their feelings is important because this will build greater relationships with the child and you will be able to understand and help that child more. It is also important for the child to express what they like or dislike doing, and why. (Graham, 2002) There are many professional skills that will support you when working with children. Some of the professional skills are being an effective practitioner: this covers everything from being empathetic and sensitive to having effective communication skills, Being professional: this includes skills such as being reliable and an anti-bias approach, and ensuring you know your roles and responsibility; this involves putting the needs and rights of the child and the family first. (Beaver, et al.2008) Professional standards are essential in working with children; this covers all the professional standards that are needed to be an affective practitioner. Time keeping; is essential because this reflects well on you. Regular attendance is an individual responsibility; you also need to make sure you have everything with you to get the best out of the day. Appropriate dress code; this is important as this will show you have self-respect and that you value the children by not wearing anything inappropriate. It is very important that everyone in each setting understand the different ways of communicating with individual children’s needs. (Beaver, et al, 2008) It is important that everyone smells fresh, and they need to ensure they regularly wash their hands during the course of the day. Smoking is not allowed in public areas, due to a new law that has been recently created. Workers who choose to smoke should do this by going off site, and out of sight of parents and the children. (Beaver, et al, 2008) It is also a good idea to take in hoody or spare clothing so that you do not smell of smoke when you go back. You could also chew on gum, but remember to get rid of it before you go back to the children. All of this is being an effective role model. Study skills are important to being an effective practitioner. Basic needs are the most important one of them all. Without fulfilling your personal needs you will not be able to get the most from your experience and learn properly. Even looking at things like your health and mental health is important, as if you are ill, you are unable to learn to the best of your abilities and get the most from your day. (Northedge, 2005) Motivation is needed in childcare; this is what gets you through the days. Self-motivation comes from deep within, only you can motivate yourself, someone else can only inspire you to do something. By setting yourself little goals, you are able to achieve big goals. (Beaver, et al, 2008) Time management is also important, and this will need to be developed, you need to be able to manage your home life with your college life-try to keep these separate. You need to make sure you are realistic with your time scales to do something, and to be able to do them to your best abilities. (Beaver, et al, 2008) Note taking is important in studying as you will not be able to remember everything that you have learnt over the course of the day. (Beaver, et al, 2008) Planning is essential in childcare, without planning nothing will run smoothly and the days will be hectic. It is also important to plan your assignments this will help you complete it to the deadline. There are many things that learning environments provide to help their students achieve. There things such as learner support, they will help you to improve your work to a higher standard, they provide all sorts of help with your assignments they help you to plan them, they can proof read and check for spellings, and they can help you with referencing. (Beaver, et al, 2008) In childcare it is very important to develop and maintain appropriate relationships with the children, parents and other professionals. A practitioner’s role is to behave in a professional manner. (Tassoni, et al, 2007) Bowlby attachment theory, helps understand relationships, he understands the relationships between; children and carers, and parents and EYP. EYP’s now understand that there will be some children that need a little extra time to feel secure in the setting. This benefits the child because they become more independent and confident. EYP work in partnership with parents, and they should never undermine the relationship between the parent and child. By having a good relationship between the parent and EYP, will benefit the child, this will meet the child’s needs more effectively as the parent has the most knowledge of their child. (Tassoni, et al, 2007) By keeping the family informed about their child performance and any injury or discomfort will build trust. Building and maintaining relationships between colleagues, is essential. This can be done by sharing responsibility and duties equally. (Tassoni, et al, 2007) It is also important to share the information about the child you are about to work with, with the appropriate people. This also needs to be kept updated, by all the members that are working with that child. If there are any frictions between colleagues, the line manager will need to be contacted to help sort out such issues. (Tassoni, et al, 2007) Consistency is the key point in working with children, as you are a role model for children. The information the child receives from adults should be the same, this can have a negative effect on the children, as they pick up things like consistency and tension between parents, EYP, Colleagues and the children. (Tassoni, et al, 2007) Some children may need more than one organisation to help and support them and their families for any additional support. This is called multi-agency team. This consists of various professional that join their skills to help the children to the best of their abilities. It is a practical mechanism to deliver the integrated working required of public services by Every Child Matters, published in 2003, and by The Children Act 2004. (Beaver, et al, 2008) Multi-agency teams benefit the children because they receive tailor-made support for their needs. Some of the benefits of this is easier and quicker access to services and expertise, and reduced needs for specialist services. (Beaver, et al, 2008) Parents are also part of the multi-agency team, and their choices should also be respected and valued. E.g. parents may choose to discuss the situation to other professionals; this is their decision. (Beaver, et al, 2008) It is very unprofessional to discuss another child’s situation with other parents. Some parents find it very daunting for professionals to have contact with them on a daily basis. (Beaver, et al, 2008) Characterises of working with other colleagues and professionals in a multi-agency team are cooperation, this encourages the children to learn to work well with each other. Every team member needs to be consistent this is to ensure that everyone has the same approach of caring for children and working with their family. All members of the team should encourage, praise, stimulate, and support one another. Every member should share their ideas and aims and should feel respected; they should also feel a sense of belong. Every team member needs to be efficient, so all the skills of each individual can be used to the best of their ability. The responsibilities should be shared between every member in the multi-agency team. Workers need to be willing to learn and develop new ways of learning and thinking, and to balance out their weakness and strengths between them. It is also important you remain confidential within a multi-agency team, this shows that you respect your role and the child; you will also be complying with the Data Protection Act. (Beaver, et al, 2008) Common Assessment Framework (CAF) is a process to make sure that children needs are met in the most efficient and pro-active way. This is also a key component in the ‘Every Child Matters-change for children’ program. The CAF aim is to ensure every child receives the universal to which they are entitled and the additional services they need at the earliest opportunity. (Children’s Workforce Development Council 2008) Child-Centred approach is where the children get the freedom to experience, think, question, and research for their own answers. Nursery practitioners get to see how play develops between the children, and not telling them what to do. This enhances the children’s communication skills. This is the complete opposite of Adult-Led; this is where the adult’s initiates play. (Beaver, et al, 2008) The benefits of a Child-Centred approach are that the children get fully involved in activities and are proud of what they can achieve by themselves. They can actively explore the environment and enjoy playing with others. (Beaver, et al, 2008) Although some children find this situation awkward, as they believe the teacher should be in control, whereas others believe they are fully responsible for their play. (Beaver, et al, 2008) There can be issues with the parents too, as they believe children should not learn through playing they prefer their children to learn through literacy and numeracy skills. (Beaver, et al, 2008) Child-Centred approach links to the EYFS because every child is given the opportunity to choose what they want, this encourages every child to be unique. (Beaver, et al, 2008) The practitioners and teachers work in partnership to create a positive relationship and create and enabling environment for the children. The ‘Look, Listen and Note’ observation links to the adult led approach because you can have a better opportunity for observation this way. (Beaver, et al, 2008) The Reggio Emilia approach supports the child-centred approach; an approach based on children’s ideas, thoughts and observations they have gathered through the environment. This was founded by Loris Malaguzzi. (Beaver, et al, 2008) Reggio Emilia believed that the environment, in which the children learn, should be considered as a third teacher. (Wenex Technologies, 2006) Some of the characteristics of the Reggio Emilia approach are that the teachers work in pairs this is called ‘co-teaching’. ‘There is no staff structure, i.e. no head teacher; and staff such as cooks and assistants are regarded as equal with teachers.’ (Beaver, et al, 2008:251) ‘Teachers do plan and make preparations, but there is not a strict curriculum or timetable. Teaching and learning is allowed to evolve and unfold at the pace of the children and follows the interests they develop along the way’ (Beaver, et al, 2008:252) There is four main areas that are Important within your role, limits and boundaries these are; Health and Safety, managing children’s behaviour, child protection and confidentiality. (Tassoni, et al, 2007) It is everyone’s responsibility to ensure the child’s safety. It varies from a basic level by doing little things such as; shutting doors and gates behind you, to a more extreme level; what to do when there is a fire alarm. You also need to consider other aspects of physical safety; this includes things such as one of the children you are with has an accident or the child is unsafe. You will also need to follow policies on personal hygiene this could be simple things such as; wearing a uniform, tying your hair back, and using the supplied resources. (Tassoni, et al, 2007) It is essential to follow the settings policies and procedures, and the policies on hygiene. (Tassoni, et al, 2007) By following the policies and procedures you are reducing the risk of being accused of something such as neglectful behaviour or being in an abusive situation, it also ensures that everyone’s rights and responsibilities are respected, this also shows that the setting is running smoothly and everyone is doing what is expected of them. Having written policies is a requirement of OFSTED. (Tassoni, et al, 2007) It is very important to be aware of how different settings deal with managing children’s behaviour and where it is appropriate to intervene or when not to. (Tassoni, et al, 2007) Also it is important to observe how other professionals deal with the situation. Child protection is very important this will give you the knowledge of how to follow the correct policies to protect children from harm, and abuse. This is to ensure the child id receiving similar messages, so they can feel secure. (Tassoni, et al, 2007) Some children may tell practitioners things that are a cause of concern, this information should be immediately passed onto the appropriate people and no one else. Confidentiality is very important in -settings, as this protects the child and the families. (Tassoni, et al, 2007)

Ideologies of Islam | Peace and brotherhood

Ideologies of Islam | Peace and brotherhood Introduction All religion preaches peace and brotherhood and Islam is no different. However, how do you justify the killing of thousands of innocents by the Islamic terrorists. Islamic terrorism is the common term for violence,[1] rooted on Islamic fundamentalism, and aimed at defending, or even promoting, Islamic culture, society, and values in opposition to the political, allegedly imperialistic, and cultural influences of non-Muslims, and the Western world in particular.  [1]   Today, it is global terrorism has come to fore of the world politics after terror attacks on World Trade Centre on 09 September 2001. While looking at the globosity of the phenomenon of terrorism, it has to be appreciated that before terrorist groups attain their national, regional or global stature the first begin the same at local levels. A consideration of the origins of various terrorist groups would indicate that the growth of the small groups into the national or supra national movements could have been attributed to, if not large measure, to the frustration of the people, with the inability of their governments to provide with the elementary justice, security and welfare. It is difficult to say at which point local terror groups joins hands with the other groups operating in the region to form supra national entities that can operate trans national boundaries. If concrete steps are not taken immediately with due foresight, terror menace can well become the the biggest threat t o mankind.  [2]   Varieties of Terrorism Radical conservative religious movements have become linked to terrorism in places as diverse as the Middle East, Ireland, Japan, and the U.S. It is necessary to examine terrorism before further exploring the link between radical religion and the embrace of violence. It is difficult to define terrorism. One persons terrorist is anothers freedom fighter. There are various types of egregious political violence that are sometimes conflated. Official documents on terrorism rarely define the term or differentiate it from other forms of violent political action, e.g., guerilla movements, ethno-nationalist conflicts or progressive movements that take direct action. Nations often brand opposition/resistance/demonstrations as terrorist to demonize and discredit those who might dissent Ahmad (1998) offered a typology of five varieties of terrorism:- State terrorism. Religious terrorism. Criminal terrorism. Pathological terrorism. Secular oppositional, or political, terrorism. There are different motives for these. Some highly visible expressions of terrorism can be thought of as spectacles of violence, media events staged to dramatize an issue by gaining the attention of the world. Terrorism acts as both a symbolic message and supposed means of social change aiming at political transformation. The terrorist act dramatically advertises the grievance to a larger community that may support their goals. Further, the pain and suffering inflicted is believed, at least by the terrorists, to avenge a prior injustice and/or attain the organizations goal.  [3]   Jehad The word Jihad links its origin to the Arabic word JHD, which means strive. Jihad in essence means the measures taken to practice religion even during the times of adversity in the face of oppression and persecution. In Arabic, the terms Mujahid/Mujahideen and jihad, are Islamic-derived terms indicating righteous struggle, and are commonly used to refer to what the Western world calls Islamic terrorists and Islamic terrorism. In the non-Muslim world, this usage is often considered to be inaccurate and giving religious glorification to murder, and Islamic terms like hirabis and Muharib have been promoted as alternatives when referring to terrorists. Islamic terrorism is itself a controversial phrase, although its usage is widespread throughout the English-speaking world. Ordinary Muslims who have nothing to do with terrorism find it reprehensible because it forces upon them a label simply because they, too, are believers of Islam. In fact, the common Muslim believes that you are making him a racial hate target by using the word Islam with terrorism. Bernard Lewis believes that the phrase Islamic terrorism is apt, because although Islam, as a religion is not particularly conducive to terrorism or even tolerant of terrorism  [4]  . In his own words:- Islam has had an essentially political character from its very foundation to the present day. An intimate association between religion and politics, between power and cult, marks a principal distinction between Islam and other religions. In traditional Islam and therefore also in resurgent fundamentalist Islam, God is the sole source of sovereignty. God is the head of the state. The state is Gods state. The army is Gods army. The treasury is Gods treasury, and the enemy, of course, is Gods enemy. This argument is countered by Jamal Nassar and Karim H. Karim, who contend that because there are over a billion adherents of the religion, the phenomenon is more precisely regarded as Islamist terrorism or, because describes political ideologies rooted in interpretations of Islam. In this vein, describing terrorism as Islamic may confirm a prejudicial perspective of all things Islamic.  [5]   Radicalisation of Islam As has been noted, modern Islamic political fundamentalism is the product of a desire by some Muslims to return to a pure faith in order to counter and overcome growing pressure from an increasingly westernized world. Identifying and analyzing these pressure points is essential to understanding the rationale behind the often violent expressions of Islamic political fundamentalism whose ultimate purpose is to bring individual, country and world under the sovereign reign of Allah. As has been noted, Islamic political fundamentalist movements are a twentieth-century development. Not surprisingly, the majority of these movements are of the Sunni variety. Of the 175 Islamic fundamentalist groups (mainly of the political variety) in the Arab world as identified by Dekmejian from 1970-1995, only 32 were Shiite fundamentalists (with an additional four having both Sunni and Shiite followers). The modern era radical clerics have interpreted the Koran to their advantage and have used it effecti vely to strengthen the military wing of Islamic fundamentalists and use terrorism as a tool against the non practitioners of Islam. Some clerics supporting the hard stand against non Islamic societies and nations are reflected in the subsequent paragraphs. Radical as part of his sermon one Friday in August 2004, the Palestinian Sheikh Abu Muhammad al Maqdisi told his followers, Cutting off heads is part of our religion. Indeed, by God, slaughtering Allahs enemies is part of our religion. It should be done in accordance with the interest of Islamic nations. In another article titled The Infidels will be Obliterated, the cleric Seif al-Din al-Ansari writes Allah made annihilating the infidels one of his steadfast decrees. According to (divine) natural law of alternating fortunes, Allah said (Allah will) obliterate the infidelsà ¢Ã¢â€š ¬Ã‚ ¦.It inevitably follows that this wisdomà ¢Ã¢â€š ¬Ã‚ ¦.has become the way the life is to be livedà ¢Ã¢â€š ¬Ã‚ ¦. The (Koran) mentions his decree frequently, to the point that it makes you feel that it is truth of supreme importance. In another context, Shiekh Nasser ibn Hameed, an al Quaeda affiliated Saudi cleric, considers the permissibility of using the weapons of mass destruction to bring about the will of Allah. The sheikh concludes that, considering what Americans have done:- If a bomb was dropped on themà ¢Ã¢â€š ¬Ã‚ ¦that would annihilate 10 million and burn their lands to the same extent that they burned the Muslim lands this is permissible with no need to mention any other proof. Yet if we want to annihilate a greater number, we need further proof  [6]   Creating an Ideology A century ago, Islam had the same Koran, the same Prophet Muhammad, the same stories about founding of the faith, and the same religious and the legal traditions. Yet there were no suicides bombers like Salah Ghandour, no incendiary leaders like Hassan Nasrallah, no militant sheikhs like Yousaf al-Qaradawi and no murderous conglomerates like Hamas and al Qaeda. And that there was not should give pause to all those who claim that Islam is, necessarily, a violent and destructive faith. To attribute todays problems to the essence of the religion is to commit a grave error of oversimplification. Islam is a grand tradition that has proven itself capable of sustaining many different cultures, philosophies, approaches to life and political arrangements. Since September 11, and to a lesser extent before, many authors have probed the history of Islam and the Arabs in search of the roots of extremism. One good place to start is the story from the recent past, the story of Sayyid Qutb, an Egypt ian writer who is described as the intellectual hero of every one of the groups that eventually went to Al Qaeda, their Karl Marxà ¢Ã¢â€š ¬Ã‚ ¦ their guide.  [7]   Sayyid Qutb was born in Egypt in 1906. His early education was in the western system of education. After completing his studies, he took up the job of a teacher. He later became a novelist and a functionary in Ministry of Education, Egypt. In late 1940s he did his masters from Colorado. However, during 1930 to 1950, Qutb lost faith in the secular system and became a radical Islamist. On return from America, Qutb supported the Nassers secular revolution. Difference arose between Nasser and Qutb and later was imprisoned. It was during this time Qutb wrote some of his best known and influential work Milestone (a thirty volume commentary on Koran) and In shade of Koran. Qutb was latter executed by Nasser in 1966, giving Islam its earliest and most revered martyr. Qutb was influenced by Mawdudis writings but constructed a khariji-like revolutionary ideology. He stressed both Gods sovereignty and governance (hakimiyya) and the unity of God (tawhid) with the resulting unity in nature, rel igion, society, and state as the foundation of the integrated and comprehensive Islamic system. Qutb transformed the meaning of the Islamic term hijrah (emigration) from a simple description of the Prophets historic migration from Mecca to Medinah to signifying a definite stage in the development of all true Muslim societies hijrah is the response of true Muslims to the state of jahiliyya prevalent in their society. They must withdraw from society in order to create a vanguard of committed activists able to take over society when the right time comes.  [8]  Some of Qutbs interpretation of Jahiliyyah in his own words are as follows:- Islam cannot accept any mixing with Jahiliyyah, either in its concept or in the modes of living which which are derived from this concept. Either Islam will remain or Jahiliyyah: Islam cannot accept or agree to a situation which is half Islamic and half Jahiliyyah. The foremost duty of Islam in this world is to depose Jahiliyyah from the leadership of man, and to take the leadership into its own hand and enforce the particular (Islamic ) way of life. Indeed, people are not Muslims, as they proclaim to b, as long as they live the lier of Jahiliyyahà ¢Ã¢â€š ¬Ã‚ ¦. Today th task f the call is to return these ignorant people of Islam and make them into the Muslim all over again. A person who feels the need of defence, justification and apology is not capable of presenting Islam to people. Indeed, he is a person who lives the life of Jahiliyyah, hollow and full of contradictions, defects and evils, and intends to provide justification for the Jahiliyyah he is in. These are offender against Islam.  [9]   Qutbs central mobilizing concept was a reinterpretation of Jahiliyya, and provided an ideology to military faction of Islamic leaders. Most terrorist Islamic groups today, derive their ideology from his writings. Interpretations of the Quran The role played by the Quran, Islams sacred text, in opposing or in encouraging attacks on civilians is disputed. Certain scholars such as Zakir Naik have said all Muslims should be terrorists in the context of war and fighting evils of society. When he was asked about the verse. Against them make ready your strength to the utmost of your power, including steeds of war, to strike terror into (the hearts of) the enemies, of Allah and your enemies. [Quran 8:60] He replied. Every Muslim should be a terrorist. A terrorist is a person who causes terror. The moment a robber sees a policeman he is terrified. A policeman is a terrorist for the robber. A Muslim should be a terrorist for the Robber and all other anti-social elements. The Princeton University Middle Eastern scholar Bernard Lewis, states that Islamic jurisprudence does not allow terrorism. Professor Lewis notes At no time did the (Muslim) jurist approve of terrorism. Nor indeed is there any evidence of the use of terrorism (in Islamic tradition). Muslims are commanded not to kill women, children, or the aged, not to torture or otherwise ill-treat prisoners, to give fair warning of the opening of hostilities, and to honor agreements. Similarly, the laws of Jihad categorically preclude wanton and indiscriminate slaughter. The warriors in the holy war are urged not to harm non-combatants, women and children, unless they attack you first. A point on which they insist is the need for a clear declaration of war before beginning hostilities, and for proper warning before resuming hostilities after a truce. What the classical jurists of Islam never remotely considered is the kind of unprovoked, unannounced mass slaughter of uninvolved civil populations that we saw in New York two weeks ago. For this there is no precedent and no authority in Islam. Indeed it is difficult to find precedents even in the rich annals of human wickedness. In 2007, Osama bin Laden, best known for the September 11 attacks, used quotes from the Quran-and a militant Taliban clerics interpretation of those verses-to justify his declaration of war on Pervez Musharraf and the Pakistani army, such as: O prophet! Strive hard against the disbelievers and the hypocrites, and be harsh against them. Their abode is hell, and an evil destination it is. [Quran 9:73] O you who believe! Take not the Jews and Christians for your friends and protectors: they are but friends and protectors to each other. And he amongst you that turns to them (for friendship) is of them. Verily Allah guides not a people unjust. [Quran 5:51] And fight them until theres no fitnah (polytheism) and religion is wholly for Allah. [Quran 8:39] However, the interpretation of Al-Qaeda and the Taliban has been condemned by influential group of Pakistani scholars and religious leaders, who declared that suicide attacks and beheadings as un-Islamic in a unanimous resolution. Marmaduke Pickthall, a Western convert to Islam and an Islamic scholar notes that Nowhere does the Quran approve a spirit of revenge and situates verse 2:194 in the context of a defensive war. Ibn Kathir stated that the Quran clearly commands believers to prefer forgiveness over retaliation wherever possible. Michael Sells and Jane I. Smith (a Professor of Islamic Studies) write that barring some extremists like Al-Qaeda, most Muslims do not interpret Quranic verses as promoting warfare; and that the phenomenon of radical interpretation of scripture by extremist groups is not unique to Islam. According to Sells, Most Muslims no more expect to apply the verses at issue to their contemporary non-Muslim friends and neighbors than most Christians and Jews consider themselves commanded by God, like the Biblical Joshua, to exterminate the infidels.  [10]   Root Cause of Terrorism The Worldview of the Fundamentalist. It is obvious to mention that Islamic fundamentalism is caused by the actions of the fundamentalist. What we can ask ourselves is what drives these individuals to advocate fundamentalism? Several scholars have proposed that fundamentalists adopt a literal reading of the Quran. Consider the following verses:- And kill them wherever you find them, and turn them out from where they have turned you out. And Al-Fitnah is worst than killing. And fight not with them at Al-Masjid-al-Haram (the sanctuary at Makkah) unless they (first) fight you there. But if they attack you, then kill them. Such is the recompense of the unbelievers (Surah Al-Baqarah). If one takes a literal reading of the above passage, then it is quite obvious that Muslims should kill non-Muslims where and whenever the former thinks that they are in a position to do so. Take for example Palestinians. Palestinians have been resettled to accommodate for the state of Israel, consequently displacing the former from their own homeland in the process. When seen within the light of the above verses, the perceived injustice suffered by the Palestinians would mean that Palestinians have every right to oppose the Israelis as well as their American benefactors. This is if a literal reading of the above verses is taken devoid of the context and historical circumstances that gave rise to such verses in the first place.  [11]   Islams Identity Crisis in Confronting Modernity. The historical inevitability and pain of transition to modernization/capitalism has been met with resistance and conservative religious leaders sees such forms as imperialism, colonialism, and the spread of neoliberal ideology. As conservative religious leaders struggled to deal with the advent of modernity, Islamic modernizers were more open. Indeed, these Islamic modernizers worked with secular nationalists and were better able to cope with modernity, using European models of socialism and capitalism for nation building and national development (Hossein-Zadeh, 2005). However, when socialism and capitalism failed to deliver for example, instances of poverty were rife; people were alienated from the system they were in; materialism and decadence prevailed in the capitalist system the disappointed masses of the Muslim world turned to the more radical message of Islam as Muslims especially those alienated and disaffected by socialist and capitalists models looked for an Islamic Alternative. This yearning signalled a desire to return to the state of Islam during its Golden Age. Conservative religious leaders thereby became the sources of mobilization and self-respect as the disappointed masses sought to return to the Golden Age (Hossein-Zadeh, 2005).  [12]   Socio-Economic-Political Factors. Islam is not a monolithic entity how Muslim states/Muslims relate to the non-Muslim other depends a lot on their socio-economic-political factors. For example, poverty and undemocratic regimes are significant factors that can contribute to Islamic militancy. In Aceh (Indonesia) and Mindanao (Philippines), marginalized Muslim communities suffer acute deprivation and alienation vis-vis the post-colonial state dominated by the ethnic and religious minority (Rahim, 2003). Additionally, given the lack of democratic mechanisms in these regions, there are no means for legitimate and sufficient political representation thereby making Islamists act subversively. Undemocratic and draconian measures adopted by oppressive regimes to contain the radical Islamists will also exacerbate the threat rather than effectively reducing it. Instances of poverty as well as undemocratic regimes and draconian legislation among many other factors can contribute to the conditio ns fuelling Islamic Militancy.  [13]   American Foreign Policy. American foreign policy is also a significant variable in the surge of Islamic Militancy. Many argue that Islam is a religion of peace Islamic terrorism, however, is a product and response to American foreign policy. This sentiment is reflected upon Americas unconditional support for Israel in the Israeli-Palestinian conflict; the ubiquity of American troops in the Gulf; historical legacy of European colonialism; and terrorist attacks are a cumulative process of humiliating Arabs (for example, displacing Palestinians in their homelands; the Abu Ghraib Prison scandal; torture techniques used by the Bush administration). The rise of non-state actors such as Osama Bin Laden represents the Muslim and Arab worlds rage against American hegemony or simply arrogance/hubris (the so called Liberation Theology). Moreover, the double standards as exercised by the Americans in regards to supporting oppressive regimes so as to secure regional cooperation in the war against terrorism is seen as having veiled intent that the war against terrorism could be a war against Islam. American, it has been argued, should look into the causes and conditions that fuel Islamic rage that is, by reflecting upon its own foreign policies rather than blaming the other for the calamities that had happened thus far.  [14]   Drug Trafficking. Drug trade entered the murky scene of terrorism, in a big way, in Afghanistan during the Taliban operations using Afghanistan Pak axis. Initially, they justified the use of drug business as it was for a sacred cause and even convinced the clergy. However, gradually it became a part and parcel of their activities and drug mafias became big players in the venture and terrorist became synonymous of drug trafficker. Equally, the wide network created by the drug mafia was exploited by the terrorist outfits for their operations. As big money was involved politicians in Afghanistan and Pakistan were easily drawn into vicious circle. Drug trafficking provided the illegitimate money to fuel the Holy War Jihad across the globe. Conclusion Perhaps more important than ideological debates over the nature of Islamic history is the future of reform in Islam. Kepel (2002) suggested that Islamist terrorism does not, nor can it produce its intended goals and has become consumed with a fantasy of a world-wide triumph of radical Islam. Understanding the reasons for rise in fundamentalism in Islam and factors contributing to global terrorism, it is neigh important to take concrete measures against terrorism, else, we are likely to inherit aworld without peace to the coming generations. Fight those who believe not in Allah nor the Last Day, nor hold that forbidden which hath been forbidden by Allah and His Messenger, nor acknowledge the religion of Truth, (even if they are) of the People of the Book, until they pay the Jizya with willing submission, and feel themselves subdued. 33.29. Quran