Harry Potter and the Deathly Hallows Essay

If you have read the books you will be glad to know that major key moments are intact. Much is missing however I will not dwell on that. The focus is on how well the movie plays out and for me it rolls wonderfully through thrills, excitement, drama and need I not forget romance: towards a satisfactory (though slightly rushed) conclusion. ‘It All Ends’, says the poster slogan, this may be a fairly miserable title for the bloodshot-eyed fans that have followed Harry Potter on his journey to defeating He-who-can-not-be-named. However, in my opinion, the film could not have ended on a better note. With the efforts of director David Yates and those involved in the production of the movie, a truly aesthetically amazing and visually captivating movie was created. Part two of the Deathly Hallows chapter has given David Yates justification on the decision to split the chapter into two films. The movie begins where part one left off, with Voldemort stealing the ‘elder wand’ from Dumbledore’s coffin. For those who have watched part one, the beginning is a smooth transition to part two, however for those interesting individuals who have watched the movie as a stand-alone may be left quite confused. Never-the-less in this episode Harry Potter (Danielle Radcliffe), Hermione Granger (Emma Watson) and Ron Weasely (Rupert Grint) continue their strides to destroying Voldemort’s ‘Horecruxes’ which are the vital objects that are keeping him alive and living for eternity. Harry and his companions find most of the Horecruxes, however the last two, one of which Harry later finds to be himself and the second being Voldemort’s snake Nagini become very tricky. Once Potter finds out that he is the final Horecrux, he confronts Voldemort for which the non-book-readers assume is the final time. Throughout this scene, a combination of emotions are portrayed, anger and disappointment from Potter’s career Hagrid, Self-fulfilment from Voldemort and grief from Draco Malfoy’s mother. Whereas the viewer’s feel mainly aghast from the fact that ‘the boy who lived came to die? – One of my favourite quotes from Voldemort himself. Throughout the Harry Potter saga we are revealed to new characters and new clues where it is almost all revealed in this film although the more in depth areas of the saga is left to be known to the elite book readers. The portrayal of Severus Snape has always been a joy to watch but in this movie we are left with a dramatic engraving in our memory. He elevates his portrayal as one of the most complex characters in young adult literature to an unforgettably piercingly emotional one. One of the most spectacular moments is when Severus Snape, played with magnificent disdain by Alan Rickman, is attacked by Voldemort’s snake Nagini, and we witness this only from behind a frosted glass screen – a nice touch from director David Yates. Even though the film ends with a classic villain verses hero face-off, the material is handled considerably well. Fans will know how it is going to end though Deathly hallows part two still has that rare ability to cause viewers to question the outcome of the film even though it was long ago decided. With JK Rowling’s final chapter being split into two, the first part was sombre, very long and deeply tedious. However the second part is exact opposite, it is concise, rousing and deeply moving, and of course answers many of the mind-boggling questions we have all been waiting to learn. For new-comers the movie may strike them as mystifying but for the committed and semi-committed fans the movie will definitely be a worthy climax to the end of the most successful film franchise in history. It’s surely as good as gold.

Chemical bond Essay

Answer the following questions in your own words, using complete sentences. Based on your observations in the lab, categorize each unidentified compound as ionic or covalent. Explain in one or two sentences why you categorized the compounds the way that you did. (5 points) Based on my observations in the lab I categorized Substance A and Substance C as an ionic bonds because the solids don‘t conduct electricity but when in liquid state and aqueous solutions, electricity was conducted. I categorized  substances B and D as covalent bonds because the solids conduct electricity but the liquid state and aqueous solution do not. Explain, in your own words, the differences between ionic and covalent bonding that account for the differences in their melting points. (4 points) Ionic bonds typically have much higher melting points than covalent bonds because of their crystal-like structures. The bondage is much more complex and requires higher heat to break than a covalent whose bonds are broken relatively easy. In order to conduct an electrical current, a substance must have charged particles (ions or electrons) that are free-moving (able to move about throughout the sample). Why do you think ionic compounds are not able to conduct electricity as solids, even though they can as liquids and in solution? (2 points) I think ionic compounds can’t conduct electricity as solids because the particle are all packed together and have no room to move freely as opposed to the particle when in liquid state or solutions. Based on your research and observations, why do you think pure (distilled) water does not conduct electricity but tap water usually does? (2 points) I think this is because tap water contains more ions than distilled water allowing it to conduct electricity. I also think the minerals that dissolve in the water have a lot to do with the conductivity.

Flipflops Market in the Philippines Essay

Introduction â€Å"Slip into comfortability, on and off the shore† Offshore entered Philippine flip-flop industry in 2003 as an all Filipino-designed palm beach slippers. Amazed with Philippine beaches, Anton Ng dreamt of building a product that will embody these beautiful beaches and will be shared by every Filipinos and the rest of the world. The Filipino-Chinese businessman wanted to offer a pair of slippers that would define comfortability and durability. He named the slippers Offshore, envisioning that these are the pair of slippers that would be worn on and off the shore. â€Å"Philippines is popular around the world for its beautiful beaches and vacation spots, Offshore flip-flops are the perfect companion when you are taking the time off or when you are offshore,† he said. The designing process is crucial for the company whose aim is to showcase the essence of attractive Philippine beaches and the Filipino spirit in whole. Ng believes in the talent and skills of Filipino graphic artists. Offshore hires nimble young designers who would create lively dynamic flip-flop prints. A rigorous selection process is done from all available designs every season where offshore releases a new set of flip-flop collection. The collection theme and color scheme should match the current season trends and styles. A couple of market tests are done across different Asian countries, before mass producing a new design in throughout Asia. After observing consumer responses to the sample slippers, a final selection of successful flip-flop designs will be done. Offshore prods rigorous quality control process in its production line to minimize the volume of product defects and returns. Given its stern quality inspection, it takes a couple of weeks to produce a batch of slippers. The ultimate goal of the company is to provide comfy and highly durable slippers at an affordable price to every Filipino and to the rest of Asia. The company achieves low costs production by acquiring all raw materials  form China and outsourcing the production in China, as well. Although, the designs and prints are purely Filipino, the flip-flop itself is 100% China-made in terms of materials and labor. By doing so, Offshore has competitive in pricing. In fact, Offshore is one of the cheapest brands in department stores. The products have strong focus in Filipino design for everyday casual wear that would complement current fashion trends. However, the local market has perceived Offshore as low-quality china brand. In addition, the company failed to convey its all-Filipino designed-message to the public. Industry Background â€Å"We have to admit that the imported brands of flip-flops paved the way to the re-entry of flip-flops in the footwear business but it doesn’t mean that a Filipino brand can’t join the race. With Offshore, we are hoping that by creating our own designs and even Filipino-inspired ones, we are not only making quality flip-flops, but we are also giving it back to our country. Our goal is simple and straightforward, a pair of Offshore for every Filipino†, said Ng. The word tsinelas (slippers) originated from the Spanish word chinela, traditional Filipino slippers are made from Abaka. It’s has a simple sole with Y-shaped strap. Slippers are household commodities for Filipinos regardless of economic class. Now it’s no longer called tsinelas or slippers, rather flipflops. It can be made from a wide range of materials such as leather, rubber, plastic and even textile. In the old days the most popular local brands of tsinelas were Spartan, Beach Walk, Rambo, and Islander. Each of them has a strong market positioning. Spartan is the durable brand, Beach Walk is soft and comfortable, Rambo has its very thick sole, while Islander is the classy type. The beginning of 2003 marked the success for Brazilian flipflop brands such as today’s market leader Havaianas followed by Ipanema. These brands revolutionized the way Filipinos wear slippers. The trendy, sleek, chic  designs of these slippers immediately made a buzz, dominating the local slipper industry. On the other hand, local footwear industry has experienced 14% decline in sales last year. The Products Offshore has three sets of collections for each season. These are for kids, teens and men. Kids Sizes range from 30-33 fitting 4-8 year old young toddlers. The kids’ Offshore slippers however are designed for only for boys. Teens Offshore offers three slipper designs for teens 1) Plain colored slippers 2) Pastel colored with stripe and dotted prints 3) Flowery prints Men 1) Single strap rubber soles 2) Traditional Y-strap rubber soles with beach designs 3) Y-strap in sports prints and designs The Competition Havaianas is a renowned global brand of slippers originating from Brazil about 50 years ago. The brand is known for its special rubber formula use for producing high quality, smooth, sleek and durable flipflops. It redefined traditional flipflop appearance by offering a wide range of designs from florals to glow in the dark prints. Through time, Havaianas has built a strong brand image throughout the world. People from different walks of life have been spotted wearing this pair of slippers, from football  superstar David Beckham to the royalties like Queen Silvia of Sweden. Hollywood celebrities like Jennifer Aniston, Tom Cruise among others seem fond on havstoo. Havaianas entered the Philippines market in 2003. In its first 3 years, the brand sold one million pairs thereby cementing its place in the hearts and ‘soles’ of the Filipinos. ‘All Flip-Flops’ a store devoted solely to selling Havaianas merchandise opened in the Philippines in 2006. Following the success of the first store, 19 more All Flip-Flops stores were opened. Ipanema entered the Philippine market in 2001. Currently, this is the top two brand in the local market. Like Havaianas, Ipanema is also a Brazilian-made slippers way back 1971. It is perceived as flipflops exclusive for women. Although the brand offers men flipflops, majority of its market are women. The sales of flipflops for women even increased after launching Gisele Bundchen collection this year. Gisele Bundchen is one of the world’s top model known for her socio-civic activities. The collection design redefines rubber flipflops designs similar to sandals. The sophisticated colors and elegant cuts and designs made Ipanema look glamorous. It is second best-selling flipflop brand now, but sales are predicted to increase next year, outnumbering Havaianas sales. Banana Peel is the most successful local flipflop brand in the Philippines. It was established in the year 2002. It is known to be the chic and trendy flip flops with smooth rubber soles like Banana cut in rectangular shapes. It places itself in the market as functional and comfortable flipflop. In 2004, the first Banana Peel concept store opened in SM malls, being the first ever flipflop store in the country. As such Banana Peel has strong distribution chains; it is the country’s largest specialty retailer of flip flops having 23 branches nationwide and still growing. Also, it has strong local marketing campaigns having popular actor John Lloyd Cruz and actress Maja Salvador as its endorsers. Market Share According to managing director of Al Amizade Marketing Inc. the bulk of flipflop market are women buyers, accounting for 70 percent; men buyers at 20 percent and the children market at 10 percent. In addition, the flipflops sales for men have grown by last year by 10%. Market Distribution Some well-known footwear companies set-up their own concept stores and rent a private space inside malls and distribute their products having a bunch of their own sales personnels for the customers’ an exclusive buying experience. Bulk of the middle and lower-middle class brands are concentrated in department stores, battling each over other rent space in large department stores and malls. Also premium slippers brands have their own space in department stores as well with much bigger space desirable positions. Normally, Havaianas, Dupe and Ipanema are placed near the entrance of the department store with more visibility. While low priced brands are usually located at the side racks of the flipflop section. Channels of Distribution of Footwear Manufacturers/Subcontractors/ Wholesalers/Suppliers Manufacturers/Subcontractors/ Wholesalers/Suppliers Department Stores/Boutiques/Special Stores Department Stores/Boutiques/Special Stores Final Consumers/Buyers Final Consumers/Buyers Current Marketing Strategies Department Store Slipper Brand Currently, Offshore is one of the numerous flipflop brands in local department stores. It has no separate walk-in or concept store. It is placed in the footwear section of the department together with slippers of the same prices, ranging from Php60-750. It is definitely one of the cheapest pair of slippers in the corner in these areas: SM Department Stores and SM Hypermarket Robinson’s Department Stores Metro Gaisano Department Stores in Cebu and Market Market Other Leading Department Stores nationwide. E-commerce Utilization Offshore has set-up its own user-friendly website where photos of all available designs and collection are displayed. Aside from the website, Offshore products may also be purchase from numerous e-business website such as alibaba.com and olx.com. Low Pricing The table shows the pricing comparison of numerous flip-flop brands in SM department store: CASE ANALYSIS Problem Statement Offshore entered the Philippine market, at the same time as giant globally successful Brazilian flip-flop brands, trying to capitalize on low pricing strategy to compete in the saturated market of lower middle class, where there is no clear distinction of among brand names. Furthermore, the brand failed to strengthen its image as an all-Filipino-designed flip-flop, lacking marketing efforts and campaigns to do so. Strengths Offshore have young designers who would create lively dynamic flip-flop prints and produce products every season where it releases a new set of flip-flop collection. The collection theme and color scheme match with the current season trends and styles. This ensures that the product is in line  with the current market trend and taste of its potential clients and customers. Offshore has a strong quality control. A couple of market tests are done across different Asian countries, before mass producing a new design. The rigorous quality control process in its production line minimizes the volume of product defects and returns. It also ensures that the products produced are in top condition/quality with regards to its durability and comfort that it will give to its users. Offshore enjoys low costs of production by acquiring all raw materials and outsourcing the production from China but still maintains good quality products. Weaknesses Offshore has low brand equity because the market is dominated by the Brazilian flip-flop brands as they set the trend for a new image for trendy, sleek, chic designs of these slippers. The company hasn’t done any marketing ads in the past. Another factor is that its brand name â€Å"Offshore† is quite difficult to be recalled and is not easily perceived as a slipper/flip-flop. Opportunities Offshore is a product that is all-Filipino designed and advocates beaches here in our country. This may help in promoting their product to showcase the essence of attractive Philippine beaches and the Filipino spirit in whole. The government implements intensive promotion for tourism. This will likely increase the tourist population and beach goers in our country which may be used by Offshore as an opportunity to communicate their product as the perfect companion when you are taking the time off or when you are offshore. Threats Offshore is highly dependent on its import in China and they are subject to price fluctuations in the said country. Other countries have travel advisory/bans to our country which not only affects the number of tourists in our country but also the movement/travel of goods and services. Target Market Offshore has a broad geographic and demographic target market- from kids to  adult male and female who seeks a pair of slippers/flip-flops as an everyday casual wear that would complement their current fashion trends. It tries to capture intermediate market by producing comfortable and high quality products in much lower prices catering to the normal market. This is troublesome for the customers, since low pricing is attributable to low quality products. Offshore must make up its mind by tapping the right market for its products. Market Segmentation Flipflop styles and design vary according its target market. The market segmentation is based on the lifestyle of the customer just like garments industry. Since flipflops nowadays are not just everyday casual footwear but a fashion statement too. Three market segments can be identified in terms of buying behavior and income levels. The elevated market includes the upper class socio-economic class (SEC) from upper A to upper C demographics. The customers in this segment can afford purchasing luxury items and wth their profligate way of living. This group shops for imported shoes ranging from Php1,000 to Php2,500 a pair in the local retail market. Preference leans towards Brazilian slippers like Havaianas and Ipanema and German brands such as Birdenstock. They frequented concept stores and even online stores. The intermediate market consumers are primarily concerned with the price and comfort of flipflops. They are composed of middle C to upper D demographics of the SEC’s. This group is given high regard to the value of money. Slippers produced for this market are normally of good quality if not excellent, and prices range from Php250 to Php500 a pair. This group purchases in big department stores such as SM and Robinsons. Last category would be the normal market; this group opts to forego quality for price. This composed of low income laborers such as lower D to E socio-economic class. The price points of flipflops for this group are around Php 50-100. They usually buy in local market places and from sidewalk vendors. Current Position Offshore wants to be known not only as a Philippine flip-flop brand but also as casual footwear that offers utmost comfortable mobility and durability. It offers its product at a lower price with the goal of a pair of Offshore for every Filipino. The Y-axis is for the price and the X-axis is the degree of being stylish (right side being most stylish). Stylish meaning that a person buys a good/product to look good in the public. The international brands (Havainas, Ipanema, and Grendha) are perceived to be more stylish with higher prices. The design and appearance of the products are also a big factor of the perception of the market. Crocs being a high price but a little indifferent/middle with being stylish is caused by the current trend and acceptance of the market with closed front slippers. Offshore implements new product design every season to reflect market trends and style but the product is perceived as a low cost and at the left side of being stylish. The Y-axis is for the price and the X-axis is the durability (right side being most durable). The international brands are perceived to be durable due to their marketing effort and communicating to the market that they use special rubber that makes their product more durable. Another notable in the graph is the local brand Islander. For a long period of time, it has captured the title of being durable in the market because of its thick base. Offshore produces good quality products and the production process undergo a strict quality control; but, the low price level associates it as a China brand with low quality. Marketing Mix Product Although Offshore brags of its creative talented team of young Filipino designers, the designs and collection failed to capture the spirit of Filipino culture. Offshore has three sets of collection which all lack distinctive designs that will relive the Philippine beaches and Filipino  tradition. As shown in the pictures above, the collection normally focuses on stripes and floral prints which look normal. These are usual designs for slippers. Price Offshore is priced at a 100php for all categories (kids, men and women). Its price is almost at the lower bound of the prices in the department store which is 60php and way too far from the price of the market leaders. Offshore is cheap while at the same of good quality. The current price level is perceived by the local market as low-quality china brand. Place Currently, Offshore is distributed in popular local department stores, SM, Robinson’s and others. It is placed in the footwear section of the department together with slippers of the same prices, ranging from Php60-750. Promotions Offshore has set-up its own user-friendly website where photos of all available designs and collection are displayed. Offshore products may also be purchased from numerous e-business website such as alibaba.com and olx.com. Recommendations Positioning Statement Offshore shall be the most-preferred choice of flipflops in the C and D markets for its perceived quality as well as its ability to complement everyday casual wear with current fashion trends. Details of Proposed Positioning and Justification Proposed Positioning Having a low price is not bad, and actually it can work to Offshore advantage since more customers shall shift to them as long as they can communicate that they can provide quality flipflops. The only problem is this: their  price is so low that they are more or less on par with those of the China brands or other local brands which are perceived of having low quality. That is why they are perceived by the market the same way as they perceive the former. Thus, we propose for Offshore to slightly increase their prices to distinguish it further from the other local brands. Increasing the price level at 180-220php will lead their market position move slightly higher and will increase attention from potential buyers. These buyers seek to buy items at a significant price level that they consider an item to be stylish. Again, increasing the price level at 180-220php will lead their market position move slightly higher and will change the perception about the product. The price change will change the perception about the product and avoid being associated with China brands or other local brands. Proposed Marketing Mix and Implementation Product The company should try to create its own women collection as women accounts for 70 percent of flipflop buyers. This will greatly increase its potential customers and potential market share. Other product collection should be maintained especially that there is an upward trend for the purchasing behavior of men. The company should continue its new seasonal products to reflect current season trends and styles. They should try to focus on communicating their beach and filipino designs in their product. They could also produce couple designs or paired Offshore to increase/improve the buying process and venture on producing boxes or bags with delicate design for these products. These boxes or bags will serve as the flipflop holders for customers who still wants to be fashionable even if not wearing their flipflops. Price The current prices of Offshore fall within the price range of other not so popular local brands which are perceived to have low quality. Offshore shall therefore increase its price to distinguish itself from these brands while maintaining its affordability versus foreign brands. Slightly increasing the  price to180-220php will communicate product quality rooted to its strong quality control. To justify the increase in price, the product shall be packaged with intricate designed flipflop holders as discussed earlier. Place Offshore should maintain its distribution strategy in popular local department stores as these place is where people who have the capability to buy such goods often go. The company should request the footwear section of the department to group together the slippers of the same prices, ranging from Php180-300. This strategy would lessen the shelf competition and Offshore would appear as the lowest price in the section but at the same level with other brands with good quality. It is also a chance to showcase its design level with others. The company also may hire sales personnel to further guide customers on what and how the product is and to communicate the message of casual footwear that offers utmost comfortable mobility and durability. Promotions Offshore should try to tie-up with hotels or tourist destination w/ footwear package. This will be helpful in communicating the beach or Filipino designs of the company and at the same time giving the customer memento of their visit in the place or experience. The company may implement various below-the-line (BTL) marketing strategies like giving fliers and placing posters in places with high foot traffic. The company should maintain and utilize its current site to communicate its current products. They can also maximize other social networking device to increase market awareness and also communicate its message in a bigger market.

On a national level why describe why the Real Estate market crashed, Research Paper

On a national level why describe why the Real Estate market crashed, what contributed to the crash of the market, is the market recovering, and what is contributing to the recovery - Research Paper Example This aggressive marketing led to two negative factors. The first factor is that the demand/supply forces were affected in such a way that there was a false equilibrium, and thus the costs of the houses were so much overrated. The cost of a home in almost any state in the United States of America was overpriced by at least two hundred percent. As a result, the middle income earners could not afford to buy the houses with their income and the only way to buy a house was to secure a mortgage from a bank. As more and more people used mortgages to buy houses, the demand of the houses increased, only resulting to the further increment in home prices. The other thing was that the mortgage providers failed to include due diligence while providing these mortgages. While these mortgage providers advertised strict terms and conditions, these terms and conditions were never applied when giving out mortgages and as a result, many people who were not eligible for such mortgages ended up in the client lists of such banks. When the demand /supply forces forced the interest rates of the mortgages to start fluctuating, most of these mortgage owners started finding it harder to finance their mortgages and some of them had to start refinancing their mortgages. This meant that they had to take a loan to pay their mortgage. In such an arrangement, the problem was that the mortgage owners ended up paying interests twice. This is because the mortgage owners would have to pay for the mortgage as well as the interests on loans. The very fact that a majority of the mortgage owners were seeking refinancing for their mortgages meant that the real estate industry was already facing major problems. Most of these frustrated home owners started selling off their homes but at much lower prices than they had secured the homes, and the real estate market was flooded with supply. Those who could not afford to sell the

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Describe the theories, arguments and evidence used in your four Essay

Describe the theories, arguments and evidence used in your four subject readings. What do the readings tell you about the study - Essay Example In the fourteenth century the Roman law gave the above mentioned privileges whereas a century later English authorities granted the similar rights to the parents. Yet the intellectual evolution kicked in and by seventeenth century scholars initiated to view children as an important part of the society and supported the notion of facility settlement for their training (Peck 2008). Based on the above paragraph, it can be assumed that the tendency and the power of evolution are embedded within the fabric of humanity and humans are gifted with an unexplainable energy to overcome resistance to change. Historically the females were not considered humans and in the present they are recognized as equals to the male population. All of the instances demonstrate the fact that humans kept on growing intellectually in the past and therefore their behavior also became better with the passage of time. In the process of intellectual growth old concepts were challenged and replaced with new and more practical ones. Corporate professionals in the past were only concerned with the maximization of the profit. However nowadays businessmen are getting more and more attached to the concepts of job autonomy, modern training and prevention of environmental degradation. Literature Review Modern thinking started to be accepted and praised when it challenged the concept of capitalism. The state socialism evolved around the premise of accumulation of wealth within few hands and therefore causing serious financial inequalities in the West as it is mentioned in the book that â€Å"State socialism attempts as far as possible to substitute central planning for the working of economic market† (Hall 1992 pp 54). However, the neo-classic economic experts stated that the country should and must use its natural and human resources efficiently in order to maximize their utility to the society. The Marxism, an important economic theory holds on to the point that there are no notable difference s in social classes regarding their needs and wants. Nevertheless the true message of the theory is that all humans should be treated equally in the eyes of economics and there should be negligible impact of social boundaries on the commitment of the resources it is written in the book â€Å"State power could caretaker of the existence (Hall 1992 pp 32). Thus, the state will have the ultimate responsibility of fulfilling the needs and wants of the citizens. According to Marx’s viewpoint â€Å"the presence of politics in the society is a representation of classes and their goals and objectives† (Hall 1992 pp 31) and the above mentioned economic authority is having an unconstructive view of politics in general. But in a more practical sense the model of politics presented by Marx is supporting dictatorship as there is no provision for public opinion. Furthermore the Marxist ideas about political activities were implemented by the Soviet Union in the form of State govern ed Socialism The profound failure of the above mentioned political system supports that democracy has a tendency to prevail under adverse situation because it is more accommodating towards the human nature as it supports freedom of speech and choice. However socialism thrives on the idea of protecting the capital so that it can be used for the greater good of the society. But in this kind of system people starve by the millions because the state never

EQ Industrial Services (EQIS) Plant Explosion Research Paper

EQ Industrial Services (EQIS) Plant Explosion - Research Paper Example This threatened the lives of people residing near the plant, with evacuation of about 17,000 residents. After the accident, a majority of them had to seek medical attention as a result of the contamination. The plant is a handler of a variety of industrial waste, ranging from household chemicals like sulfur, fertilizer, pesticides and chlorine to paints and solvents. EQ Industrial Services, Inc. is an environmental service company founded in 1997, and is located in Ypsilanti, Michigan. It provides transportation, remediation, industrial cleaning including hazardous waste disposal and recycling, waste handling services including treatment and storage, and emergency services to its municipal and industrial clients. The explosion caused the evacuation of residents; and two weeks later, a chemical reaction exploded forcing emergency crews to evacuate businesses that were located near the plant. The reaction drum contained a solution of sodium metal that ignites on exposure to air or water. Reports claimed that the fumes from the reaction caused burning eyes, was because of chlorine exposure. Ironically, the State Department of Environment and Natural Resources had approved the company’s cleanup plan a day before. Following the accident, EQ Industrial was pinned down and asked to provide a written report on the cause of the explosion and the precautionary measures it had issued to the public. The Environmental Quality Company, which houses highly toxic chemicals, was also at the fire site. The presence of dangerous chemicals rendered fire fighters helpless, and they were forced to watch the flames die out on their own. The fire saw 18 people hospitalized, including nine residents who complained of respiratory distress and one fire fighter who experienced nausea and respiratory problems, and another eight law enforcement officers. This report will recount on the causes, effects and the recommendations associated with this kind of explosion, which was primarily believed to result from chlorine exposure. Symptoms of the victims of the accident as a result of chemical exposure Pulmonary edema and respiratory distresses are among the effects of inhaling high concentrations of chlorine in such an accident. Patients who are exposed to chlorine are prone to immediate onset of rapid breathing, rales, hemoptysis, wheezing or blue discoloration of the skin. Some patients may experience prolonged pulmonary injury resulting in collapse of the lungs and possible death. The lowest lethal concentration exposure is 430 ppm in 30 minutes duration. Reactive airways dysfunction syndrome (RADS) is a chemical irritant asthma that may results due to exposure to chlorine. The smaller diameter of children’s airways makes them more vulnerable to corrosive agents than adults - they are also vulnerable to gas due to their increased minute ventilation per kilogram and failure of evacuating exposed areas. Long-term exposure to chlorine can lead to cancer, teeth corrosion, flulike symptoms and a possibility of acquiring RADS. Pathophysiology of chlorine, which was e xposed in this accident Chlorine is a noncombustible gas at room temperature and atmospheric pressure, with a characteristic greenish-yellow color. The effects of the upper and lower respiratory tract are as a result of chlorine’s solubility to water - this is what caused respiratory complains by some victims. This solubility characteristic cause prolonged exposure as it delays the onset of upper airways symptoms for a number of minutes. Moreover, chlorine is denser than air; therefore, it is near ground level, which increases

Critical inquiry about an aspect of visual culture, about the idea Essay

Critical inquiry about an aspect of visual culture, about the idea change on culture - Essay Example However, through many of the traditions of Mardi Gras exploitation of foreign manufacturing is taking place. The film Mardi Gras: Made in China is a documentary that shows how one of the most sexualized, but constant traditions of Mardi Gras is contributing to the exploitation of Chinese factory workers. The baggage that existed in approaching this topic consists of knowing that there are Chinese workers involved in creating the visual culture of Mardi Gras, creating bold and gaudy beads that are used for a consumer exchange of nudity for cheap products. However, the full understanding of what it means to be a Chinese factory worker was not known before doing research for this project. In watching the documentary Mardi Gras: Made in China the visual presentation of culture by contrasting the wasteful and hedonistic culture of Mardi Gras compared to the austere culture of the factory workers was startling. Young women in Mardi Gras debase themselves by showing their breasts to get che ap beads, a party atmosphere infectious and transforming them into performing this ritual. In China, the stark reality of the young women who work in these factories opens up the eyes of the viewer to what it means to create these beads that are used so carelessly. ... 11). The simple understanding of Mardi Gras is that it is a celebration that comes before the Catholic period of Lent. Mardi Gras means Fat Tuesday, which refers to the tradition of eating rich, fatty foods before Ash Wednesday which begins a period of fasting and reduced pleasure in food. While Mardi Gras itself is celebrated in many cultures and just on that specific Tuesday, in New Orleans it is celebrated for the two weeks before lent which falls in February. The tradition was brought to New Orleans by the French who settled the region. The official colors of the festival, introduced in 1872 by the Grand Duke Alexis Romanoff, are purple which signifies justice, green which signifies faith, and gold which signifies power (Hale, 2007). Mardi Gras is ripe with tradition. Large scale parades are sponsored by ‘krewes’ which are racially and gender specific, making up the rich ethnically diverse history of New Orleasns. The parades are highly visual events with cheap beads , doubloons, and other items thrown each day from the floats. The air is filled with colorful items flying through the air and being caught by people in wild costumes that rival those on the people who populate the floats. Collecting these items during the celebration leads to disposing of them as trash at the end of the celebration. Mardi Gras is a time when sexual and social beliefs are suspended and people begin to behave in hedonistic ways. One of the traditions of Mardi Gras is that in exchange for showing their breasts and sometimes more, men will give women strings of beads. This commoditization of nudity in exchange for the collection of beads creates a

Ownership and digital downloads Essay Example | Topics and Well Written Essays - 1000 words

Ownership and digital downloads - Essay Example They cannot hold any ownership rights other than those of using it. Technology has evolved with high speed and it attracts many people especially the youths who prefer to use online downloads as opposed to tangible sources. As result, people who have produced their content such as books, music and film are attracted to upload their content online for people to buy it and then download it. Sales are better online than on the stores as it is convenient, faster and accessible. The internet provides an easy method of sale but the prices are much lower than those of purchasing a tangible content such as a book, a CD or a tape. Books, CDs and tapes carry ownership rights and can be considered the buyers property as opposed to the online copy which ownership does not leave the copyright. In this case, you cannot be said to own something you cannot show or hold. Thus, the intellectual property belongs to the owner who produced it regardless of the rights granted to the person who downloads the content. Legally, the digital content cannot be bequeathed to other persons as gifts, selling or inheritance unlike tangible content like books which can be given out to siblings, friends or left as inheritance. For instance, if you love reading books and you have a collection of both tangible books and eBooks, you can give out your books or bequeath them in the event of your death but this will not be the case for eBooks. As such any digital content such as eBook, movies, music among other online content does not belong to you even if you have bought it and you reserve no rights over it. This includes even the paid-for digital content. Payment for the downloaded content is meant for enjoyment of privileges associated with reading, watching r listening to it and not for ownership. The copyright is protected by The Copyright Law to prevent users of their content from selling it as their own. Terms and conditions are given to the subscribers of the digital content that apart

Operations Management Essay Example | Topics and Well Written Essays - 2000 words - 19

Operations Management - Essay Example These two areas are among the objectives of operations management. The analysis of the company will use operations management tools and techniques that include standard operations positioning tools that are the 4vs, performance tools and transformation process. In addition, the report will look at capacity measurement techniques and operations improvement tools. Finally, the report will highlight the recommendations that can help improve the condition of RWE npower Company. Operations management is an art and a science of guaranteeing successful creation and delivery of goods and services to the customers (Collier and Evans, 2010, p.3). It involves managing inputs which are the resources through a transformation process to deliver outputs that are the goods or services (Rowbotham, Azhashemi and Galloway, 2012.p. 2). Processes refer to the many different ways of producing a product (Poonia, 2010, p.6). Operations management is the key to realizing competitive benefit for a company whether it is in manufacturing or service industry (Williams, 2012, p. 1). It addresses issues that an organization faces in its choices of products, production technology, utilization of capacity, preservation of quality, costing and sourcing of materials and client handling policies (Mahadevan, 2010, p 7). RWE npower is among the five leading electricity and gas companies in Europe. The company is number 3 and 5 in terms of sales in electricity and gas respectively. The company has other market segments in Czech Republic, Netherlands, and Germany and in the UK where it’s among the top suppliers of fuel. In addition, the company has leading positions Central Eastern and South Eastern Europe markets (RWE Corporate Website, 2015, p. 1). The company specializes in four business areas namely, RWE npower Company has a market positioning statement that reads â€Å"The Energy to Lead†. The company has

Negative Effects of Joint Custody Methodology Essay Example for Free

Negative Effects of Joint Custody Methodology Essay Hypothesis Joint custody may affect girls more than boys. Is there a difference between the two? Methodology The reason for this methodology research is exploratory. Fifty percent or more married couples in the United States will get a divorce. It is not only divorce that affects custody because there are many reasons that two parents of a child do not live with each other. Since the women’s movement of the 1960’s and 70’s, fathers have taken a much more active role in child rearing. Most women have entered the workplace and need more help with their children, and that has made men much closer to their children. Therefore they want more custody rights. So, joint custody has increased greatly in the last several decades. Since this is such an issue in today’s society the data collected will help parents explore the negatives affects of joint custody and which sex is affected most so that they can make a more informed choice when it comes to the custody agreement they agree on for them and their families. The methodology that will be used will give a survey that will question ten girls and ten boys between the ages of eleven and thirteen. Their will be two African Americans, two Hispanics, one Asian, and five Caucasians of each sex. One of each sex surveyed will come from a high socioeconomic class, four will be from lower socioeconomic class, and five will come from upper middle and middle socioeconomic class. During a two week time period, the children of joint custody families will spend time getting to know and feel comfortable with the interviewer. This will be accomplished by group sessions where the children will play video games, having refreshments, listening to music, playing get-to-know-you games, and watching movies. Then the children will be interviewed with the survey questions separately. Survey Questions Answer the questions using a scale of 1-5 with one being the worst and five the best 1. How does spending equal time with each parent? 2. When you spend time at your father’s house, do you have fun? 3. When you spend time at your mother’s house, do you have fun? 4. My father has rules and high expectations of me. 5. My mother has rules and high expectations of me. 6. My father expects me to treat him with respect. 7. My mother expects me to treat her with respect. 8. School activities are important to my father. 9. School activities are important to my mother. 10. Extra-curricular activities are important to my father. 11. Extra-curricular activities are important to my mother. 12. My homework is a priority is important to my father. 13. My homework is a priority to my mother. 14. My grades are important to my father. 15. My grades are important to my mother. 16. My father screens my friends and associates. 17. My mother screens my friends and associates. 18. My father spends quality time with me. 19. My mother spends quality time with me. 20. I am happy with the situation in which I live. Variables The data that will be gathered from the independent variables (the questions) will be analyzed by the dependent variables. (the answers) The findings will be entered into a scale which will be placed on a graph. From the results displayed on the graph it can be determined which is affected most by the negative effects of the joint custody girls or boys. There is a possibility that they will be effected the same. This data could be extremely helpful when it comes time for parents to choose which type custody is best for each of their children.

Tackling Fraud in the Workplace

Tackling Fraud in the Workplace Subject Who to trust? Tackling Employee Fraud   Chapter 1: Introduction With globalization and the increasing use of technology, the problem of fraud and its great complexity has become an enormous concern for the businesses. The businesses not only attack by unknown distance fraudsters but it suffers from insider fraudsters too. This study will outline the internal employee fraud, its measurements and controls within the businesses. The fraudsters, that they can be operators, managers, directors or even owners of the businesses. Insiders fraud became mutual and businesses are alarmed identifying methods to reduce the workplace fraud. Even though fraud cannot be eliminated completely as because of its nature, Brooks, Button and Frimpong (2009) stated that understanding lack of awareness of deception tactics, techniques and calculating fraud will help decrease its amount. There are some approaches to prevent fraud activities to decrease its influences, detect fraud risks and cope with them. However, are these approaches enough to stop fraudulent activitie s within the businesses? This research will examine broad range of secondary data that sources retrieved from both government and private sector organisations, financial and anti-fraud organisations publications with the purpose of measure the existing condition of tackling with the workplace fraud, trends and, it will search for possible developments that might result in a decrease amount of dishonest activities and loss to build an better confidence and trust within the organizations. Background Stoy Hayward (2008) underlined that the main risk to organizations was not from outside fraudsters, but from employees and managers, calculated for 46% of deception cases and loss of companies  £541 million. This formed %77 of the total of fraud (Hayward, 2008 cited by Smith, 2011). CIFAS study claimed that employee fraud has been even more increasing concern lately. In 2015, members of CIFAS recorded and identified more workplace fraud cases than ever before. More than 320,000 instances were identified and the figure increased more by 16% than the figures for 2014. (CIFAS, 2016) In this perspective, regardless sizes of companies, there is a need to understand workplace fraud and raise a question why and how it occurs who more likely to commit this crime and finally what can be done to reduce the amount of workplace fraud cases. Workplace fraud is equally problematic and expensive to reveal, even once it is realised. For that reason, organisations must to stop fraud activities at the first place before its occurrence. However the question is how to do this? Better understanding of workplace fraud and employees might help to reduce these high level of workplace fraudulent activities. Research aims Research objectives (3 or 4) The broad aims of this research are to enhance the understanding, assessing the nature of workplace fraud and organisational measures to address the problem. It will be addressed with reference to three specific objectives. To explore the nature of insider fraud in the workplace (Chapter 3 title) First objective seeks to establish the nature and scale of insider fraud, its definition, and identifying types of workplace fraud and understanding perpetrators mind and behaviours, examining what is already known. To assess how effectively organisations are addressing the problem (Chapter 4 title) Second objective is to assess how effectively organisations are addressing the problem. It will also look into types of measurement and their strengths and weakness addressed with reference to the literature in order to examine what improvements could be implemented. To make recommendations on how organisations can be better equipped to manage the challenge of insider fraud. (Chapter 5 title How organisations manage to fight insider fraud) Third objective is concerning to make recommendations on how organisations counter fraud capability can be better equipped to manage the challenge of insider fraud. Chapter 2: First thematic chapter related to 1st objective The nature of insider fraud in the workplace Introduction This chapter outline the nature and scale of insider fraud, its definition, and identifying types of workplace fraud and understanding perpetrators mind and behaviours, examining what is already known. What is fraud? There is no global definition of fraud. Numerous definitions of fraud can be found in the legal and professional literature on the subject. However all of them contain the common notion of fraud being either theft by deception, or trickery. Thus, Stephen (1996): Although the words fraud and corruption are often used interchangeably, a strict distinction between the two will be maintained in this paper and the focus will solely be on fraud. I believe that it is important to make this distinction and not to collapse the distinction between the two related phenomena. The reason for making this distinction is that corruption is associated with the misuse of public positions and consequently mostly associated with the public sector and public officials. As a result of these connotations corruption can be painted as something that affects only the public sector and public officials. By collapsing the distinction between fraud and corruption, fraud is equally being portrayed as something that mainly affects the public sector and public officials. This, however, is not the case. Fraud is a phenomenon that can occur in both the public and private sectors. It further is not a phenomenon in which only public officials are involved, but any employee or even outsiders can be perpetrators of fraud. Furthermore, corruption implies third-party involvement, while fraud does not necessarily imply third-party involvement. In the case of corruption employees violate their duty to their principals by colluding with a third party. Instead of fulfilling their obligations to their principals they abuse their positions by either accepting or demanding a bribe offered by or demanded of a third party. This is not the case in fraud. Here employees or even persons from outside the organization can commit fraud on their own initiative. Because there is not necessarily third-party involvement in fraud, it is much more difficult to detect. Third-party involvement always provides an immediate source of information that someone abused his or her position as employee. Exactly because fraud lacks this third- party involvement, it is more difficult to detect it and consequently a different approach is required to identify and combat it. Fraud within organ izations can be defined as intentional deception by concealing or misrepresenting information that harms the financial interest of another person(s) and benefits the financial interests of the perpetrator.  This differs from corruption, which can be defined as inducement by improper means to violate ones duty towards ones principal resulting in harm to the interest of another party and in financial benefit for the perpetrator. Because corruption has the element of inducement by a third party, it is often associated with bribery. 2. Understanding Fraud In order to fight fraud it is imperative first to gain a proper understanding of the phenomenon. Important work in this regard was done by Coleman.* In his book. The criminal elite: the sociology of white-collar crime, he contends that there always are three dimensions to fraud-motive, opportunity, and a lack of feelings of guilt. A brief discussion of each of the three dimensions follows. 2.1. Motive In order to commit fraud one must have a sufficiently strong motivation for doing it. The aspirant fraudster is aware that s/he is about to commit an illegal deed that might result in penalties of some sort (e.g. dismissal, fines, and imprisonment). They thus should have a sufficiently strong motive for perpetrating fraud despite the fact that they know it is illegal and despite the fact that they know it might result in them being punished for doing it. 2.2. Opportunity Opportunity for fraud is, according to Coleman, enhanced by three factors. First, the person must be in a position of trust or must have access to persons in positions of trust. Second, the person must have knowledge of the control systems of the company in order to be able to beat them. Third, the person should have access to the assets of the company. The combination of these three factors creates the opportunity for committing fraud. 2.3. Lack of feelings of guilt Colemans third condition for fraud is that the perpetrator should not be deterred from his/her actions by feelings of guilt. Given the unique characteristic of fraud, viz., that most perpetrators commit fraud repeatedly, it is evident that a lack of feelings of guilt is a typical feature of fraud. In order to free themselves of such feelings of guilt, perpetrators of fraud should find some form of excuse or rationalization to rid themselves of feelings of guilt that might result from deliberately indulging in illegal acts of fraud. In business terms, fraud is sometimes difficult to define as it extends, for example, from conduct as trivial as an employee having an extended lunch break without permission, to large scale misappropriation of funds by a company accountant involving many millions of dollars. Having an understanding of how fraud is defined, is thus able to help organisations decide how best to respond to individual cases when they arise as sometimes an incident could more appropriately be dealt with as a personnel management issue rather than an issue that require a direct legal response. Coleman, J. W. 1989. The criminal elite. The sociology of white-collar crime. New York: St. Martin. The 2010 Report to the Nations on Occupational Fraud and Abuse takes a comprehensive look at workplace schemes, their perpetrators, how the crimes were ultimately detected and their estimated cost. The report is based on data compiled from a study of 1,843 cases of occupational fraud that occurred worldwide between January 2008 and December 2009. All information was provided by the Certified Fraud Examiners who investigated the cases. The study examines a wide range of misconduct by employees, managers and executives. Occupational fraud schemes can be as simple as pilferage of company supplies or as complex as sophisticated financial statement frauds, the report says. For the first time, the ACFE expanded the study to include cases from countries outside the U.S. The findings include feedback from 106 countries, with more than 40% of the cases happening outside the U.S. The charts and graphs featured here, which are global in scope unless otherwise indicated, are Just a slice of the overall results

Effect of Citizenship Education on Values

Effect of Citizenship Education on Values Rationale Can a concept of citizenship based on equal rights and a shared sense of belonging moderate, transcend or displace identity politics and concepts of nationality? (Smith (2003), cited in Maitles, 2005:49) The above statement was the building block for this dissertation and highlights the challenge that educators face if education for citizenship is to become a success. Citizenship is at the core of A Curriculum for Excellence, it permeates all subject areas with its values of wisdom, compassion, integrity and justice (Scottish Government, 2011b). The Scottish Government, claim that education for citizenship enables children to address issues such as peace and conflict resolution, social equality and appreciation of diversity (ibid). Whilst Scotland is a diverse country, diversity itself, it seems, breeds intolerance and inequality (Willems et al, 2010). Whilst it is claimed that education for citizenship can overcome these inequalities, (LTS, 2002) critics argue that there are limits to what can be done in terms of the contribution that school policies per se can make to eradicating these inequalities? (Maitles, 2005:16) Citizenship, and its potential has been a personal matter of interest since I began my initial teacher training. Whilst I have always appreciated the purpose and necessity of education for citizenship, I have also been mindful of the hypocrisy of teaching citizenship values to children who, due to circumstances beyond their control, have never experienced these values themselves. I have found this unsettling, and my initial research has demonstrated that I am not alone in this issue (Maitles, 2005; LTS, 2002). Being born and raised in the West of Scotland and I am acutely aware that sectarianism is a term associated with this particular area. For my own part, religion played no part in my home environment but was respected and a source of interest. However, I routinely heard sectarian language being casually thrown around the playground at my non-denominational school. My initial reading has demonstrated that there is a vast contrast in opinion regarding sectarianism, from Steve Bruce et al (2005), who suggests that sectarianism is a myth, to government opinion which state that Scotland is scarred by sectarianism (J. McConnell (2006), cited in Scottish Executive, 2006) On paper, citizenship is the key to a tolerant, compassionate, inter-cultural nation. However, can it eradicate and overcome the root causes of sectarianism within Scotland? (384 words) Introduction and Method Section The purpose of this review of literature is to ascertain if teaching education for citizenship in Scottish primary schools can help to eradicate sectarian values and attitudes from Scotland. There are four main key areas which need to be addressed throughout the course of this research and each of them will be expanded further upon; The first section shall focus on citizenship itself; the history, philosophy and Scotlands position regarding citizenship. Secondly, this dissertation will address Education for Citizenship, with the focus on; current policy, A Curriculum for Excellence, and possible areas of concern. The penultimate section aims to scrutinize sectarianism itself; its history and relevance to Scotland, its causes/roots, the Scottish Governments stance and the Churchs perspective. The fourth and final section shall explore using citizenship as a means to eradicate sectarianism from Scotland; current initiatives, examples of good practice promoting anti-sectarianism and ways of implementing citizenship skills. On concluding all four sections of the review, only then will this dissertation attempt to draw satisfactory conclusions determining if, through teaching citizenship in Scottish primary schools, sectarianism can be consigned to Scottish history. Research has so far shown that education for citizenship is a contemporary trend, currently being addressed by both academics and the government. Sectarianism research appears to have peaked from 1999-2005, with little literature on the subject being, so far, uncovered. However, in order to address this dissertation question fittingly, and produce a thorough review of literature a range of resources and methods have been utilized: The University of the West of Scotland and the University of Glasgow have both been utilised to source: Books: initially found through topic searches, subsequently found through using bibliographies and reference lists to find further relevant material. Inter-library loans. Academic Journals: accessed via the library catalogue and additional databases (e.g. ERIC, Taylor and Frances, Google Scholar) focusing on key words, particularly citizenship and sectarianism but also Scottish Primary Schools and intolerance. Learning and Teaching Scotland website, alongside the Scottish Government website have been used to gain access to relevant documentation. Policy documents and reports; mainly Scottish but English policies/reports have been used to create a relevant context. The internet was used to source relevant information, again focusing on key words (as stated above) Anti-sectarian charity, Nil By Mouth Church of Scotland Roman Catholic Church of Scotland For the purpose of this paper, it has been decided to focus primarily on literature written within a timeline of the last ten years (2000-2010), with the exception of literature which provides relevant historical information. It has been determined that literature of a more recent date will provide this dissertation with more precise, relevant conclusions in order to determine if education for citizenship can help to eradicate sectarian values and attitudes from Scotland. (469 words) Literature Review Citizenship History and Philosophy of Citizenship The concept of citizenship is the foundation of this research, therefore it shall briefly ascertain what citizenship is. Citizenship is by no means a modern concept, its roots can be traced back to ancient Greece and the then city-state of Athens, where citizens overcame their own differences for the greater good of their city (Miller, 2000). However, even from its historical roots, there is evidence of the great philosophers, Aristotle and Plato, attempting to define citizenship. There is a vast and varied opinion on what citizenship is. Ann Philips (2000:36) claims that citizenship divides people into those who belong and those who do not, whilst political scientist, Greer and Matzke state simply that citizenship is a set of rights that come from belonging to a community (2009:2). Perhaps more realistically, Hartley (2010:235) defines citizenship as being at heart a combative term, with a long history of bloodshed, struggle, resistance, hope, fear and terror caught up in its train. These diverse accounts of what citizenship is highlights that little has changed in the last 2500 years since Aristotle stated The nature of citizenshipis a question which is often disputed: there is no general agreement on a single definition (Aristotle, cited in Oliver and Heater, 1994:vii) English sociologist T.H.Marshall, defined citizenship as a status bestowed on those who are full members of the community (Marshall (1963), cited in Powell, 2009:25). During the 1950s, he proposed that citizenship could be divided into three elements, civil, political and social (Hartley, 2010; Greer and Matzke, 2009; Oliver and Heater, 1994; Pearce and Hallgarten, 2000). His vision was based on equality, that regardless of gender, race or religion, if you were a full member of the community, you were entitled to citizenship status. Marshalls model for citizenship has been criticised due to his three elements being defined by equalityyet in practice they operate in a context of social inequality (Greer and Matzke, 2009:5). This view is mirrored by Evans who reminds us to consider ways in which social disadvantage undermines citizenship by denying people full participation in society (Evans, cited in Maitles, 2005:2). However, it is nonetheless still held in high regard and used as a platform for other academics and governments to build on, as can be seen in Lord Goldsmiths Citizenship Review (2008). Scotlands Position Active citizenship is central to the Scottish Curriculum for Excellence. Their aim is that children will play a full and active part in society politically, socially, economically, environmentally and culturally (Learning and Teaching Scotland (LTS), 2011). In Scotland, as a result of devolution, citizenship is a key issue. The UK, is no longer one nation-state with a single social citizenship but is comprised of four countries, each with its own regional social citizenship (Jeffrey, 2009). Indeed, Greer (2009:198) states that a single, shared, social citizenship for the UK is today a contested political goal if it is not purely a myth. Some politicians have even gone as far as to suggest a European state, which would provide a whole new scope for social citizenship, and would require redefining of citizenship in the 21st century (Jeffrey, 2009). Scottish children must be provided with the knowledge, skills and values which allow them to appreciate the importance of citizenship and be able to not only scrutinise a concept which is based on equality but question what equality means and its implications for all of society. Only by children striving to find answers to these questions can the concept of citizenship adapt and progress effectively into the 21st century (Greer, 2009). Education is essential in ensuring that Scotlands children are exposed to these experiences because in terms of citizenship, an ignorant citizen is tantamount to a contradiction in terms (Oliver and Heater, 1994:20) Education for Citizenship Regarding what education for citizenship actually is, the general consensus appears to be that there is not much agreement about what it is, other than it is a good thing (Maitles, 2005:2). It is criticised as an indoctrine by some and considered the best route to global peace by others (Brown et al, 2009:73). Gundara, approaches the matter from a different perspective by considering not what it is but what it should do; The challenge for citizenship education is the moulding of the one out of the many and to construct appropriate educational responses to difference and diversity within British society (Gundara, 2000:16) Whilst preparing youth for participation in society has always been an educational goal (Willems et al, 2010:215), it is in the last ten to fifteen years that education for citizenship has gained momentum in Scotland (HMIe, 2006). The Government was concerned over the apparent lack of interest regarding democratic matters (Deuchar, 2003; Maitles, 2005), and in light of this, the then Lord Chancellor stated we should not, must not, dare not, be complacent about the health and future of British democracy and that unless we become a nation of engaged citizens, our democracy is not secure (Lord Chancellor, cited in Advisory Group on Citizenship, 1998:8). As a result of this, plans were put in motion to overturn this trend by including citizenship into the national curriculum. This process began in 1998, when the Advisory Group on Citizenship (AGC), produced a report advocating the necessity of education for citizenship (also known as the Crick Report). It echoed the Lord Chancellors comments and stated that citizenship was crucial to our nation to such an extent that education for citizenship would be compulsory. Acting upon this report, Scotland followed suit in 2002 with their report from the Advisory Council of LTS. Much of the report mirrors that of the Crick report, it reiterates the Lord Chancellors statement and both reports highlight the importance of imparting upon children key learning experiences, skills, values and knowledge and understanding. Of particular relevance to this research are those which refer to social issues and dilemmas (Scottish Government, 2002:12) and educating children on the diversity of identities within Scotlandand the need for mutual respect, tolerance and understanding (Scottish Government, 2002:36). Both reports (and Maitles, 2005) support educators tackling so called controversial issues, i.e. sectarianism, through education for citizenship by acknowledging that many controversial issues are relevant to children. Abdi and Shultz state that We should not underestimate the role of education in instilling in the minds of people core human rights values (2008:3) and tackling difficult issues in the classroom allows children to address those at the very core of humanity those that are addressed in the Human Rights Act 1998 (National Archives, 2011) (see Appendix I), the Convention on the Rights of the Child 1990 (Office of the United Nations, 2011) (see Appendix II) and allows children to address them in a manner which complies with the Standards in Scotlands Schools etc. Act 2000, Section 2 (National Archives, 2011a) (see Appendix III). Some notable concerns are raised regarding education for citizenship. Maitles (2005) and Maylor (2010), indicate that some academics/educators believe that teaching controversial issues to primary age children is unsuitable. However, as this research has already highlighted, some young children deal with many controversial issues every day and in this era of technology and internet access children are seeing these issues (AGC, 1998:12). At primary school age children are picking up, whether from school, home or elsewhereof what social problems effect them (AGC, 1998:12; Davies, 2011). Maitles (2005) and Dower (2008), raise concerns over the possible hypocrisy of education for citizenship, with Maitles stating that inequalities in society, have a detrimental effect on the education for citizenship proposals (Maitles, 2005:16) By this they mean educators teaching children about rights and responsibilities and values such as equality and tolerance, to children who, whilst in the classro om may be equal, however, when they leave the classroom, vast social inequalities and intolerances may become visible. In addition, Dower (2008:47), bluntly states that To say we all enjoy rights is a mockery, given the realities of the world. Education for citizenship and its associated skills and values must be taught as children in Scotland are growing up in an increasingly diverse society (Scottish Executive, 2006) and This education is necessary if we are to live together appreciating and accepting our diversity and differences in a context of social justice, equity and democracy (James, 2008:109). If attitudes cannot be accepted or tolerated or challenged then people find they have increasingly less in common with each other which leads to at best segregation within communities, at worst, open hostility to each other (Willems et al, 2010), a perfect example being what happened in the West of Scotland between the Scottish Protestants and the Irish Catholics in the 18th/19th century. Intolerance has blighted our society in the past and children must learn from past mistakes, after all, those who cannot remember the past are condemned to repeat it (George Santanya, cited in Abdi and Shultz, 2009:1). Sectarianism Sectarianism: Denoting or concerning a sect or sects: the citys traditional sectarian divide. Adjective (of an action) carried out on the grounds of membership of a sect, denomination, or other group: sectarian killings Rigidly following the doctrines of a sect or other group. Noun: a member of a sect, a person who rigidly follows the doctrines of a sect or other group. (Oxford Dictionaries, 2010) The roots of sectarianism in Scotland can be traced back to the 16th century and the Reformation of the church. However, it was the influx of Irish Catholic immigrant workers to Scotland in the 19th century which infamously associated the west of Scotland with sectarianism. The Irish Catholic immigrants were an unknown entity to the Native Protestant Scots, who in their ignorance perceived them as savages (OHagan, 2000:32). The perception was that the Irish immigrants were going to take jobs and housing from the Scots and attempt to spread their dangerous religion. Bruce et al (2004) explains that the fear and hatred of each other stemmed mainly from the fact that in the 19th century, people wholeheartedly believed in their religion, and genuinely believed that the other religion was dangerously wrong. As a result, Irish Catholics were attacked from the pulpit and in the street, (LTS, 2011a), refused employment, or were kept at the bottom of the labour market by influence from the local church and Orange Lodge (an organisation created in 1795 to promote and protect the Protestant faith (Grand Orange Lodge of Scotland, 2011)). In the 21st century, whilst it is accepted that sectarianism did exist, the general consensus appears to be that blatant discrimination of Catholics no longer exists (Bruce (2000); McCrone and Rosie (2000); Paterson (2000), cited in Williams and Walls, 2000). However, there is an acknowledgment that sectarianism in Scotland is a unique problem (Murray, 1984) and that sectarianism hides in a shadowy corner of our society and only shows itself in peoples attitudes and prejudices (McCrone and Rosie, 2000:200). OHagan is more blunt and simply states that Scotland is a divisive, bigoted society (2000:25) and Reilly, refers to the Sunday Times, which in 1999 described Scotland as A country which hosts Orange marches the year round while ceaselessly campaigning for the closure of Catholic schools (2000:29). The Scottish Government shared these views, and in 2003 under Section 74 of the Criminal Justice (Scotland) Act, 2003, sectarianism became a criminal offence (Nil By Mouth, 2011). Sectarianism in 21st century Scotland is largely associated with football and schools (Lynch, 2000), with Celtic Football Club (CFC) and Rangers Football Club (RFC) being particularly linked with sectarianism. CFC was founded in 1888 by Brother Walfrid, initially a charity, it was set up by Irish immigrants, for Irish immigrants, whilst RFC was founded in 1872 by the McNeil family (Murray, 1984). In 1912, the shipbuilders Harland and Wolff arrived on the Clyde from Belfast and brought with them a workforce of Protestant/Orange workers who in defiance of Catholic Celtic, gave their support to Rangers and so the two clubs were defined in history. In recent years, the two clubs, in association with the Scottish Government have provided programmes to combat the sectarianism with which they are associated with (Nil By Mouth, 2011; Scottish Executive, 2006a). The current picture remains that Celtic and Rangers are still associated with their intolerant historic pasts which is passed down from one generation to the next. Youngsters, who have no interest in religion themselves, are encouraged to learn the sectarian stories and songs from their fathers and grandfathers and whilst not understanding the real meaning of the words, will enter the football stadiums and become 90 minute bigots (Deuchar, Holligan, 2008:12; Bruce, 2000) Catholic schools have been a stone of contention in Scotland since they were granted state-funding in the Scotland Education Act (1918) (Bruce et al, 2004). Although the schools originated in the same manner as Protestant schools (ibid), Catholics were condemned for wanting their own schools attached to their own churches. Those who claim that sectarianism is in decline claim that there is no need for Catholic schools and that they should be boarded up for the sake of social harmony, and those who claim that there is sectarianism in Scotland claim Catholic schools are responsible and should be boarded up (Reilly, 2000). Such negative perceptions of Catholic schools, yet there is no evidence that Catholic schools encourage or breed sectarianism (ibid). At the root of sectarianism, in its truest sense, is religion. In the 21st century, on the matter of sectarianism, the Moderator of the General Assembly of the Church of Scotland, the Rt. Reverend Bill Hewitt demanded that sectarianism be stamped out from Scotlandthe country must become more tolerant and inclusive or society would suffer (Scottish Christian, 2009) and one year later, these views were reiterated by the Rev Ian Galloway, (cited in Herald Scotland, 2010). Meanwhile, the Scottish Catholic Church claimed that sectarianism was still very much in abundance in Scotland. The director of the Scottish Catholic Media Office is quoted stating that: The bigotry, the bile, the sectarian undercurrents and innuendos must end. Such hateful attitudes have had their day. They poison the well of community life. They must be excised and cast out once and for all (Kearney, cited in Herald Glasgow, 2010). This section has focused primarily on the Catholic/Protestant take on sectarianism as it is this that Scotland is infamous for. However, it must be noted that sectarianism can apply to any religion. MacMillan, discusses the plight of the Muslim community in Glasgow who have been slated for wanting to open their own school with accusations that their display on difference are root causes of social division (2000:266). In order to prevent history repeating itself, the next generation must be educated in such a manner so that Scotland can put sectarian attitudes into dustbin of history and build a better society (J.McConnell, 2006). Education for Citizenship as a means to eradicate sectarian values and attitudes from Scotland The Scottish Government claim that Education for Citizenship has the potential to address the negative values and attitudes that feed sectarianism and stresses the importance that education plays in eradicating sectarianism in Scotland and claims that Curriculum for Excellence is itself a programme for tackling sectarianism (Salmond, 2005). This view is supported by Deuchar and Holligan, who after identifying that youngster received little input regarding sectarianism in schools stated that Curriculum for Excellence is the opportunity to teach controversial issues (2008). To support these claims, the Scottish Government created an educational resource for teachers called Dont Give it, Dont Take it, with the sole aim of supporting teachers to promote anti-discrimination (Scottish Government, 2005). Then, in 2007, HMIe, released Count Us In: Promoting understanding and combating sectarianism, which provided examples of initiatives which promote anti-sectarianism. They highlight the importance of addressing this issue with young children because the result of sectarianismcan be that young people develop limited ways of thinking which narrows their view of the world and damages their relationship with others (2007:1), therefore, we must teach our children to see beyond their own interests and commitment and take a wider, more impartial view of the world (Miller, 2000:29). Schools across Scotland have adopted a wide variety of approaches to anti-sectarian education which contribute to successful learning (HMIe, 2007:6) and the evidence gathered from school inspections indicate that primary school children have embraced these approaches positively (HMIe, 2007). One popular approach is twinning, where neighbouring schools, one denominational and one non-denominational come together to work collaboratively on an anti-sectarian project. Angie Kotler, Strategic Director of the Schools Linking Network, supports twinning as it creates opportunities to develop and deepen childrens knowledge and understanding of identity/ies, diversity, equality and community (2010:49). She also stresses the importance of addressing controversial issues in schools as we cannot assume that children will have other opportunities to develop their knowledge and understanding. Education for citizenship is a means by which this can be achieved as it is a vessel for tackling controver sial issues such as human rights, peace and conflict resolution, social equality and appreciation of diversity (LTS, 2011b). Through these issues, sectarianism in Scotland can be addressed and hopefully, in time, the legacy of sectarianism in Scotland can be wiped out (Salmond, 2005). However, if initiatives such as twinning are to be done successfully then according to Dr Uvanney Maylor (Reader in Education, University of Bedfordshire), lessons promoting shared values and citizenship belonging would need to facilitate an appreciation of how difference is experienced outside school (2010:247), an opinion echoing that of one made earlier by Maitles (2005) and Dower (2008). Maylor states that children will only be able to understand and respect diversity if they have learnt to understand and respect their own identity, (2010). In schools this can be achieved by creating a positive school ethos which challenges sectarianism and religious prejudice whilst encouraging and promoting diversity, social inclusion, equality, equity and positive behaviour (LTS, 2011c). In 2003, Finn, stated that, with regards to sectarianism, educationhas much to contribute to an understanding of this conflict. So far it has failed to do so (2003:905). With the implementation of the Curriculum for Excellence and supporting documents from HMIe, it appears that education is striving to overturn this perception and is sending a clear message that sectarianism will not be tolerated within Scottish primary schools (HMIe, 2007). Perhaps, in Scotland, with its unique relationship with sectarianism this entails, as a matter of urgency, a new and more inclusive definition of Scottishness if the nation is to be one and at peace with itselfthe Scotland of the future must contain no inner exiles (Reilly, 2000:39). 3083 words Appendix I Human Rights Act 1998 Articles relevant to this review are: Article 9 Freedom of thought, conscience and religion Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief and freedom, either alone or in community with others and in public or private, to manifest his religion or belief, in worship, teaching, practice and observance. Freedom to manifest ones religion or beliefs shall be subject only to such limitations as are prescribed by law and are necessary in a democratic society in the interests of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others. Article 14 Prohibition of discrimination The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. (National Archives, 2011) Appendix II Convention on the Rights of the Child 1990 Articles relevant to this review are: Article 12 States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the childs choice. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order (ordre public), or of public health or morals. Article 14 States Parties shall respect the right of the child to freedom of thought, conscience and religion. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. Freedom to manifest ones religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. (Office of the United Nations, 2011) Appendix III Standards in Scotlands Schools etc. Act 2000 Section 2: Duty of education authority in providing school education (1) Where school education is provided to a child or young person by, or by virtue of arrangements made, or entered into, by, an education authority it shall be the duty of the authority to secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. (2) In carrying out their duty under this section, an education authority shall have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of the child or young person in decisions that significantly affect that child or young person, taking account of the child or young persons age and maturity. (National Archives, 2011a) Effect of Citizenship Education on Values Effect of Citizenship Education on Values Rationale Can a concept of citizenship based on equal rights and a shared sense of belonging moderate, transcend or displace identity politics and concepts of nationality? (Smith (2003), cited in Maitles, 2005:49) The above statement was the building block for this dissertation and highlights the challenge that educators face if education for citizenship is to become a success. Citizenship is at the core of A Curriculum for Excellence, it permeates all subject areas with its values of wisdom, compassion, integrity and justice (Scottish Government, 2011b). The Scottish Government, claim that education for citizenship enables children to address issues such as peace and conflict resolution, social equality and appreciation of diversity (ibid). Whilst Scotland is a diverse country, diversity itself, it seems, breeds intolerance and inequality (Willems et al, 2010). Whilst it is claimed that education for citizenship can overcome these inequalities, (LTS, 2002) critics argue that there are limits to what can be done in terms of the contribution that school policies per se can make to eradicating these inequalities? (Maitles, 2005:16) Citizenship, and its potential has been a personal matter of interest since I began my initial teacher training. Whilst I have always appreciated the purpose and necessity of education for citizenship, I have also been mindful of the hypocrisy of teaching citizenship values to children who, due to circumstances beyond their control, have never experienced these values themselves. I have found this unsettling, and my initial research has demonstrated that I am not alone in this issue (Maitles, 2005; LTS, 2002). Being born and raised in the West of Scotland and I am acutely aware that sectarianism is a term associated with this particular area. For my own part, religion played no part in my home environment but was respected and a source of interest. However, I routinely heard sectarian language being casually thrown around the playground at my non-denominational school. My initial reading has demonstrated that there is a vast contrast in opinion regarding sectarianism, from Steve Bruce et al (2005), who suggests that sectarianism is a myth, to government opinion which state that Scotland is scarred by sectarianism (J. McConnell (2006), cited in Scottish Executive, 2006) On paper, citizenship is the key to a tolerant, compassionate, inter-cultural nation. However, can it eradicate and overcome the root causes of sectarianism within Scotland? (384 words) Introduction and Method Section The purpose of this review of literature is to ascertain if teaching education for citizenship in Scottish primary schools can help to eradicate sectarian values and attitudes from Scotland. There are four main key areas which need to be addressed throughout the course of this research and each of them will be expanded further upon; The first section shall focus on citizenship itself; the history, philosophy and Scotlands position regarding citizenship. Secondly, this dissertation will address Education for Citizenship, with the focus on; current policy, A Curriculum for Excellence, and possible areas of concern. The penultimate section aims to scrutinize sectarianism itself; its history and relevance to Scotland, its causes/roots, the Scottish Governments stance and the Churchs perspective. The fourth and final section shall explore using citizenship as a means to eradicate sectarianism from Scotland; current initiatives, examples of good practice promoting anti-sectarianism and ways of implementing citizenship skills. On concluding all four sections of the review, only then will this dissertation attempt to draw satisfactory conclusions determining if, through teaching citizenship in Scottish primary schools, sectarianism can be consigned to Scottish history. Research has so far shown that education for citizenship is a contemporary trend, currently being addressed by both academics and the government. Sectarianism research appears to have peaked from 1999-2005, with little literature on the subject being, so far, uncovered. However, in order to address this dissertation question fittingly, and produce a thorough review of literature a range of resources and methods have been utilized: The University of the West of Scotland and the University of Glasgow have both been utilised to source: Books: initially found through topic searches, subsequently found through using bibliographies and reference lists to find further relevant material. Inter-library loans. Academic Journals: accessed via the library catalogue and additional databases (e.g. ERIC, Taylor and Frances, Google Scholar) focusing on key words, particularly citizenship and sectarianism but also Scottish Primary Schools and intolerance. Learning and Teaching Scotland website, alongside the Scottish Government website have been used to gain access to relevant documentation. Policy documents and reports; mainly Scottish but English policies/reports have been used to create a relevant context. The internet was used to source relevant information, again focusing on key words (as stated above) Anti-sectarian charity, Nil By Mouth Church of Scotland Roman Catholic Church of Scotland For the purpose of this paper, it has been decided to focus primarily on literature written within a timeline of the last ten years (2000-2010), with the exception of literature which provides relevant historical information. It has been determined that literature of a more recent date will provide this dissertation with more precise, relevant conclusions in order to determine if education for citizenship can help to eradicate sectarian values and attitudes from Scotland. (469 words) Literature Review Citizenship History and Philosophy of Citizenship The concept of citizenship is the foundation of this research, therefore it shall briefly ascertain what citizenship is. Citizenship is by no means a modern concept, its roots can be traced back to ancient Greece and the then city-state of Athens, where citizens overcame their own differences for the greater good of their city (Miller, 2000). However, even from its historical roots, there is evidence of the great philosophers, Aristotle and Plato, attempting to define citizenship. There is a vast and varied opinion on what citizenship is. Ann Philips (2000:36) claims that citizenship divides people into those who belong and those who do not, whilst political scientist, Greer and Matzke state simply that citizenship is a set of rights that come from belonging to a community (2009:2). Perhaps more realistically, Hartley (2010:235) defines citizenship as being at heart a combative term, with a long history of bloodshed, struggle, resistance, hope, fear and terror caught up in its train. These diverse accounts of what citizenship is highlights that little has changed in the last 2500 years since Aristotle stated The nature of citizenshipis a question which is often disputed: there is no general agreement on a single definition (Aristotle, cited in Oliver and Heater, 1994:vii) English sociologist T.H.Marshall, defined citizenship as a status bestowed on those who are full members of the community (Marshall (1963), cited in Powell, 2009:25). During the 1950s, he proposed that citizenship could be divided into three elements, civil, political and social (Hartley, 2010; Greer and Matzke, 2009; Oliver and Heater, 1994; Pearce and Hallgarten, 2000). His vision was based on equality, that regardless of gender, race or religion, if you were a full member of the community, you were entitled to citizenship status. Marshalls model for citizenship has been criticised due to his three elements being defined by equalityyet in practice they operate in a context of social inequality (Greer and Matzke, 2009:5). This view is mirrored by Evans who reminds us to consider ways in which social disadvantage undermines citizenship by denying people full participation in society (Evans, cited in Maitles, 2005:2). However, it is nonetheless still held in high regard and used as a platform for other academics and governments to build on, as can be seen in Lord Goldsmiths Citizenship Review (2008). Scotlands Position Active citizenship is central to the Scottish Curriculum for Excellence. Their aim is that children will play a full and active part in society politically, socially, economically, environmentally and culturally (Learning and Teaching Scotland (LTS), 2011). In Scotland, as a result of devolution, citizenship is a key issue. The UK, is no longer one nation-state with a single social citizenship but is comprised of four countries, each with its own regional social citizenship (Jeffrey, 2009). Indeed, Greer (2009:198) states that a single, shared, social citizenship for the UK is today a contested political goal if it is not purely a myth. Some politicians have even gone as far as to suggest a European state, which would provide a whole new scope for social citizenship, and would require redefining of citizenship in the 21st century (Jeffrey, 2009). Scottish children must be provided with the knowledge, skills and values which allow them to appreciate the importance of citizenship and be able to not only scrutinise a concept which is based on equality but question what equality means and its implications for all of society. Only by children striving to find answers to these questions can the concept of citizenship adapt and progress effectively into the 21st century (Greer, 2009). Education is essential in ensuring that Scotlands children are exposed to these experiences because in terms of citizenship, an ignorant citizen is tantamount to a contradiction in terms (Oliver and Heater, 1994:20) Education for Citizenship Regarding what education for citizenship actually is, the general consensus appears to be that there is not much agreement about what it is, other than it is a good thing (Maitles, 2005:2). It is criticised as an indoctrine by some and considered the best route to global peace by others (Brown et al, 2009:73). Gundara, approaches the matter from a different perspective by considering not what it is but what it should do; The challenge for citizenship education is the moulding of the one out of the many and to construct appropriate educational responses to difference and diversity within British society (Gundara, 2000:16) Whilst preparing youth for participation in society has always been an educational goal (Willems et al, 2010:215), it is in the last ten to fifteen years that education for citizenship has gained momentum in Scotland (HMIe, 2006). The Government was concerned over the apparent lack of interest regarding democratic matters (Deuchar, 2003; Maitles, 2005), and in light of this, the then Lord Chancellor stated we should not, must not, dare not, be complacent about the health and future of British democracy and that unless we become a nation of engaged citizens, our democracy is not secure (Lord Chancellor, cited in Advisory Group on Citizenship, 1998:8). As a result of this, plans were put in motion to overturn this trend by including citizenship into the national curriculum. This process began in 1998, when the Advisory Group on Citizenship (AGC), produced a report advocating the necessity of education for citizenship (also known as the Crick Report). It echoed the Lord Chancellors comments and stated that citizenship was crucial to our nation to such an extent that education for citizenship would be compulsory. Acting upon this report, Scotland followed suit in 2002 with their report from the Advisory Council of LTS. Much of the report mirrors that of the Crick report, it reiterates the Lord Chancellors statement and both reports highlight the importance of imparting upon children key learning experiences, skills, values and knowledge and understanding. Of particular relevance to this research are those which refer to social issues and dilemmas (Scottish Government, 2002:12) and educating children on the diversity of identities within Scotlandand the need for mutual respect, tolerance and understanding (Scottish Government, 2002:36). Both reports (and Maitles, 2005) support educators tackling so called controversial issues, i.e. sectarianism, through education for citizenship by acknowledging that many controversial issues are relevant to children. Abdi and Shultz state that We should not underestimate the role of education in instilling in the minds of people core human rights values (2008:3) and tackling difficult issues in the classroom allows children to address those at the very core of humanity those that are addressed in the Human Rights Act 1998 (National Archives, 2011) (see Appendix I), the Convention on the Rights of the Child 1990 (Office of the United Nations, 2011) (see Appendix II) and allows children to address them in a manner which complies with the Standards in Scotlands Schools etc. Act 2000, Section 2 (National Archives, 2011a) (see Appendix III). Some notable concerns are raised regarding education for citizenship. Maitles (2005) and Maylor (2010), indicate that some academics/educators believe that teaching controversial issues to primary age children is unsuitable. However, as this research has already highlighted, some young children deal with many controversial issues every day and in this era of technology and internet access children are seeing these issues (AGC, 1998:12). At primary school age children are picking up, whether from school, home or elsewhereof what social problems effect them (AGC, 1998:12; Davies, 2011). Maitles (2005) and Dower (2008), raise concerns over the possible hypocrisy of education for citizenship, with Maitles stating that inequalities in society, have a detrimental effect on the education for citizenship proposals (Maitles, 2005:16) By this they mean educators teaching children about rights and responsibilities and values such as equality and tolerance, to children who, whilst in the classro om may be equal, however, when they leave the classroom, vast social inequalities and intolerances may become visible. In addition, Dower (2008:47), bluntly states that To say we all enjoy rights is a mockery, given the realities of the world. Education for citizenship and its associated skills and values must be taught as children in Scotland are growing up in an increasingly diverse society (Scottish Executive, 2006) and This education is necessary if we are to live together appreciating and accepting our diversity and differences in a context of social justice, equity and democracy (James, 2008:109). If attitudes cannot be accepted or tolerated or challenged then people find they have increasingly less in common with each other which leads to at best segregation within communities, at worst, open hostility to each other (Willems et al, 2010), a perfect example being what happened in the West of Scotland between the Scottish Protestants and the Irish Catholics in the 18th/19th century. Intolerance has blighted our society in the past and children must learn from past mistakes, after all, those who cannot remember the past are condemned to repeat it (George Santanya, cited in Abdi and Shultz, 2009:1). Sectarianism Sectarianism: Denoting or concerning a sect or sects: the citys traditional sectarian divide. Adjective (of an action) carried out on the grounds of membership of a sect, denomination, or other group: sectarian killings Rigidly following the doctrines of a sect or other group. Noun: a member of a sect, a person who rigidly follows the doctrines of a sect or other group. (Oxford Dictionaries, 2010) The roots of sectarianism in Scotland can be traced back to the 16th century and the Reformation of the church. However, it was the influx of Irish Catholic immigrant workers to Scotland in the 19th century which infamously associated the west of Scotland with sectarianism. The Irish Catholic immigrants were an unknown entity to the Native Protestant Scots, who in their ignorance perceived them as savages (OHagan, 2000:32). The perception was that the Irish immigrants were going to take jobs and housing from the Scots and attempt to spread their dangerous religion. Bruce et al (2004) explains that the fear and hatred of each other stemmed mainly from the fact that in the 19th century, people wholeheartedly believed in their religion, and genuinely believed that the other religion was dangerously wrong. As a result, Irish Catholics were attacked from the pulpit and in the street, (LTS, 2011a), refused employment, or were kept at the bottom of the labour market by influence from the local church and Orange Lodge (an organisation created in 1795 to promote and protect the Protestant faith (Grand Orange Lodge of Scotland, 2011)). In the 21st century, whilst it is accepted that sectarianism did exist, the general consensus appears to be that blatant discrimination of Catholics no longer exists (Bruce (2000); McCrone and Rosie (2000); Paterson (2000), cited in Williams and Walls, 2000). However, there is an acknowledgment that sectarianism in Scotland is a unique problem (Murray, 1984) and that sectarianism hides in a shadowy corner of our society and only shows itself in peoples attitudes and prejudices (McCrone and Rosie, 2000:200). OHagan is more blunt and simply states that Scotland is a divisive, bigoted society (2000:25) and Reilly, refers to the Sunday Times, which in 1999 described Scotland as A country which hosts Orange marches the year round while ceaselessly campaigning for the closure of Catholic schools (2000:29). The Scottish Government shared these views, and in 2003 under Section 74 of the Criminal Justice (Scotland) Act, 2003, sectarianism became a criminal offence (Nil By Mouth, 2011). Sectarianism in 21st century Scotland is largely associated with football and schools (Lynch, 2000), with Celtic Football Club (CFC) and Rangers Football Club (RFC) being particularly linked with sectarianism. CFC was founded in 1888 by Brother Walfrid, initially a charity, it was set up by Irish immigrants, for Irish immigrants, whilst RFC was founded in 1872 by the McNeil family (Murray, 1984). In 1912, the shipbuilders Harland and Wolff arrived on the Clyde from Belfast and brought with them a workforce of Protestant/Orange workers who in defiance of Catholic Celtic, gave their support to Rangers and so the two clubs were defined in history. In recent years, the two clubs, in association with the Scottish Government have provided programmes to combat the sectarianism with which they are associated with (Nil By Mouth, 2011; Scottish Executive, 2006a). The current picture remains that Celtic and Rangers are still associated with their intolerant historic pasts which is passed down from one generation to the next. Youngsters, who have no interest in religion themselves, are encouraged to learn the sectarian stories and songs from their fathers and grandfathers and whilst not understanding the real meaning of the words, will enter the football stadiums and become 90 minute bigots (Deuchar, Holligan, 2008:12; Bruce, 2000) Catholic schools have been a stone of contention in Scotland since they were granted state-funding in the Scotland Education Act (1918) (Bruce et al, 2004). Although the schools originated in the same manner as Protestant schools (ibid), Catholics were condemned for wanting their own schools attached to their own churches. Those who claim that sectarianism is in decline claim that there is no need for Catholic schools and that they should be boarded up for the sake of social harmony, and those who claim that there is sectarianism in Scotland claim Catholic schools are responsible and should be boarded up (Reilly, 2000). Such negative perceptions of Catholic schools, yet there is no evidence that Catholic schools encourage or breed sectarianism (ibid). At the root of sectarianism, in its truest sense, is religion. In the 21st century, on the matter of sectarianism, the Moderator of the General Assembly of the Church of Scotland, the Rt. Reverend Bill Hewitt demanded that sectarianism be stamped out from Scotlandthe country must become more tolerant and inclusive or society would suffer (Scottish Christian, 2009) and one year later, these views were reiterated by the Rev Ian Galloway, (cited in Herald Scotland, 2010). Meanwhile, the Scottish Catholic Church claimed that sectarianism was still very much in abundance in Scotland. The director of the Scottish Catholic Media Office is quoted stating that: The bigotry, the bile, the sectarian undercurrents and innuendos must end. Such hateful attitudes have had their day. They poison the well of community life. They must be excised and cast out once and for all (Kearney, cited in Herald Glasgow, 2010). This section has focused primarily on the Catholic/Protestant take on sectarianism as it is this that Scotland is infamous for. However, it must be noted that sectarianism can apply to any religion. MacMillan, discusses the plight of the Muslim community in Glasgow who have been slated for wanting to open their own school with accusations that their display on difference are root causes of social division (2000:266). In order to prevent history repeating itself, the next generation must be educated in such a manner so that Scotland can put sectarian attitudes into dustbin of history and build a better society (J.McConnell, 2006). Education for Citizenship as a means to eradicate sectarian values and attitudes from Scotland The Scottish Government claim that Education for Citizenship has the potential to address the negative values and attitudes that feed sectarianism and stresses the importance that education plays in eradicating sectarianism in Scotland and claims that Curriculum for Excellence is itself a programme for tackling sectarianism (Salmond, 2005). This view is supported by Deuchar and Holligan, who after identifying that youngster received little input regarding sectarianism in schools stated that Curriculum for Excellence is the opportunity to teach controversial issues (2008). To support these claims, the Scottish Government created an educational resource for teachers called Dont Give it, Dont Take it, with the sole aim of supporting teachers to promote anti-discrimination (Scottish Government, 2005). Then, in 2007, HMIe, released Count Us In: Promoting understanding and combating sectarianism, which provided examples of initiatives which promote anti-sectarianism. They highlight the importance of addressing this issue with young children because the result of sectarianismcan be that young people develop limited ways of thinking which narrows their view of the world and damages their relationship with others (2007:1), therefore, we must teach our children to see beyond their own interests and commitment and take a wider, more impartial view of the world (Miller, 2000:29). Schools across Scotland have adopted a wide variety of approaches to anti-sectarian education which contribute to successful learning (HMIe, 2007:6) and the evidence gathered from school inspections indicate that primary school children have embraced these approaches positively (HMIe, 2007). One popular approach is twinning, where neighbouring schools, one denominational and one non-denominational come together to work collaboratively on an anti-sectarian project. Angie Kotler, Strategic Director of the Schools Linking Network, supports twinning as it creates opportunities to develop and deepen childrens knowledge and understanding of identity/ies, diversity, equality and community (2010:49). She also stresses the importance of addressing controversial issues in schools as we cannot assume that children will have other opportunities to develop their knowledge and understanding. Education for citizenship is a means by which this can be achieved as it is a vessel for tackling controver sial issues such as human rights, peace and conflict resolution, social equality and appreciation of diversity (LTS, 2011b). Through these issues, sectarianism in Scotland can be addressed and hopefully, in time, the legacy of sectarianism in Scotland can be wiped out (Salmond, 2005). However, if initiatives such as twinning are to be done successfully then according to Dr Uvanney Maylor (Reader in Education, University of Bedfordshire), lessons promoting shared values and citizenship belonging would need to facilitate an appreciation of how difference is experienced outside school (2010:247), an opinion echoing that of one made earlier by Maitles (2005) and Dower (2008). Maylor states that children will only be able to understand and respect diversity if they have learnt to understand and respect their own identity, (2010). In schools this can be achieved by creating a positive school ethos which challenges sectarianism and religious prejudice whilst encouraging and promoting diversity, social inclusion, equality, equity and positive behaviour (LTS, 2011c). In 2003, Finn, stated that, with regards to sectarianism, educationhas much to contribute to an understanding of this conflict. So far it has failed to do so (2003:905). With the implementation of the Curriculum for Excellence and supporting documents from HMIe, it appears that education is striving to overturn this perception and is sending a clear message that sectarianism will not be tolerated within Scottish primary schools (HMIe, 2007). Perhaps, in Scotland, with its unique relationship with sectarianism this entails, as a matter of urgency, a new and more inclusive definition of Scottishness if the nation is to be one and at peace with itselfthe Scotland of the future must contain no inner exiles (Reilly, 2000:39). 3083 words Appendix I Human Rights Act 1998 Articles relevant to this review are: Article 9 Freedom of thought, conscience and religion Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief and freedom, either alone or in community with others and in public or private, to manifest his religion or belief, in worship, teaching, practice and observance. Freedom to manifest ones religion or beliefs shall be subject only to such limitations as are prescribed by law and are necessary in a democratic society in the interests of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others. Article 14 Prohibition of discrimination The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. (National Archives, 2011) Appendix II Convention on the Rights of the Child 1990 Articles relevant to this review are: Article 12 States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the childs choice. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order (ordre public), or of public health or morals. Article 14 States Parties shall respect the right of the child to freedom of thought, conscience and religion. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. Freedom to manifest ones religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. (Office of the United Nations, 2011) Appendix III Standards in Scotlands Schools etc. Act 2000 Section 2: Duty of education authority in providing school education (1) Where school education is provided to a child or young person by, or by virtue of arrangements made, or entered into, by, an education authority it shall be the duty of the authority to secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. (2) In carrying out their duty under this section, an education authority shall have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of the child or young person in decisions that significantly affect that child or young person, taking account of the child or young persons age and maturity. (National Archives, 2011a)