Harry Potter and Traditional Spiritual Values

This becomes a somewhat silly argument because there is not evidence of the Harry Potter series undermining traditional values. That is to say, while the books have become incredibly popular and sold millions of copies (to say nothing of the millions of tickets sold to the cinematic adaptations of the novels), American society has not changed. In other words, the books and the films have not set in motion a radical change in American civilization nor have they led to any conversions to witchcraft.Furthermore, the Harry Potter series are very traditional in their approach to ‘good and evil. ’ Harry Potter is not an anti-hero. He is an adolescent trying to find his place in the world while struggling with the fact that he is a warlock and this sets him apart from much of society. However, underlying Harry Potter’s actions are a desire to do good deeds in the world and, in the primary theme of Harry Potter and the Sorcerer’s Stone, develop solid relationships with peers and avoid capitalizing on his warlock skills in an unfair way.Unfortunately, there will be those who will get ‘hung up’ on the magic and witchcraft angle of the series, but to do so is to take life just a little too serious. It is, after all, a harmless children’s book series that contains solid moral messages and not an attempt at undermining values and indoctrinating the youth. To a great extent, many of the negative feelings towards the series will be developed by individuals who have not actually read the series or have developed a pre-existing opinion that has already drawn a negative conclusion.

Philosophy of Ernest Nagel from a First Person Essay

One burning and enduring problem in philosophy to which we have given considerable examination is the question of the existence of God–the superlative being that philosophers have defined and dealt with for centuries. After reading the classic arguments of St. Anselm and St. Thomas Aquinas, the contentious assertions of Ernest Nagel, and the compelling eyewitness accounts of Julian of Norwich, I have been introduced to some of the most revered and referenced arguments for and against God’s existence that have been put into text. All of them are well-thought and well-articulated arguments, but they have their holes. The question of God’s true existence, therefore, is still not definitively answered and put to rest; the intensity of this debate probably never will mitigate. Many theologians and academics honestly admit that no matter what any philosopher may assert regarding this topic, whether or not a certain person believes in God’s existence is a questio n of faith and nothing more. I am naturally inclined, then, even after reading the heavyweight philosophers of religion, to ponder this pressing issue. After all, what one person may gather out of serious consideration of this problem could totally alter his or her life. Even though I have been raised in the Episcopal Christian faith and have attended church regularly, I have never really taken the time to scrutinize the very existence of a being I have been worshipping for my whole childhood. Reading the famed selections in this course has alerted my attention to the topic, and this major philosophical problem continues to eschew my understanding. One would think that, because I have been raised a Christian and have been exposed to the doctrine and theory of Christianity, I would quickly lean toward the arguments for God and be more easily persuaded by them, hoping to find a defense for spending nearly every Sunday morning in the chancel at church. Actually, I am not automatically persuaded toward the theist position thanks to an atheist argument; the philosopher whom we have examined this semester who complicates this issue for me is Ernest Nagel, an atheist professor who wrote an outstanding defense of atheism. I found that his defense made atheism appear a much more attractive way to think than any theistic religion. I was not impressed, though, with his contentions against  the Ontological Argument of St. Anselm, and thus I refrain for now from venturing to the atheist way. Because of Nagel, I now have ambivalence towards believing in God, even though reading his work did not change my broader belief. One object of heated debate between convinced believers in God and convinced atheists is the Problem of Pain or Theodicy Problem, which asks how evil and suffering can exist in the world if an all-powerful and all-good God is overseeing what happens in his world. There are a few arguments that theists have constructed defending God’s existence in spite of this obvious conflict between doctrine and reality. Some of them, even though they have become classic arguments, are ridiculous; for example, Nagel confronts the argument stating that â€Å"the things called evil are evil only because they are viewed in isolation; they are not evil when viewed in proper perspective and in relation to the rest of creation† (605). This argument can be easily destroyed by a man of reason, and Nagel does so mainly by holding that â€Å"it is irrelevant to argue that were we something other than what we are, our evaluations of what is good and bad would be different† (606). Calling the argument â€Å"unsupported speculation,† (606) Nagel easily downturns this faulty response to the Theodicy Problem. What I found most admirable about this section of Nagel’s â€Å"Philosophical Concepts of Atheism† was his own solution to the problem–simply that it cannot be resolved: â€Å"I do not believe it is possible to reconcile the alleged omnipotence and omnibenevolence of God with the unvarnished facts of human existence† (606). Since Nagel has demonstrated that the Theodicy Problem cannot be taken down, it remains a solid argument for atheists and a very good disproof of the existence of an all-good, all-powerful God. I have not seen a response to this problem so effectively stated, honest, and convincing. Nagel’s arguments concerning the Theodicy Problem show that atheists think in a much more straightforward and practical fashion than do theists. The way Nagel uses the words â€Å"unvarnished facts of human existence† (606) leads to another attractive element to atheism and to his work–Nagel appeals to the earthly life, and only the earthly life, in describing how atheists think. Instead of reaching out to another world or deity that does  not even certainly exist, atheists â€Å"often take as their ideal the intellectual methods employed in the contemporaneous empirical sciences† (607). Because atheists use empirical evidence obtained through science, i.e. use evidence that certainly exists and can be sensed, all of the thinking they do is based solely on what clearly and distinctly exists in reality. To atheists, says Nagel, â€Å"controlled sensory observation is the court of final appeal in issues concerning matters of fact† (608). Not all of theist thinking is based on something that is proved to exist, since God has not been absolutely proved to be, so the essential base of the theist thoug ht is composed of supposition and theory. Atheists simply ground their logic in what is certainly known, and no assumptions found their reasoning. Even in matters of human morals, atheists think practically: â€Å"The conceptions of the human good [atheists] have advocated are conceptions which are commensurate with the actual capacities of mortal men, so that it is the satisfaction of the complex needs of the human creature which is the final standard for evaluating the validity of a moral ideal or moral prescription† (608). Nagel also excellently applies practicality to atheism in the way he describes â€Å"the stress upon a good life that must be consummated in this world† (608). Nagel dismisses the need of â€Å"some unrealizable other-worldly ideal† (608) so well that atheism appears supremely attractive among all the other religious modes of thought. Since Nagel implements practicality so well and perpetuates the question of the Theodicy Problem in â€Å"Philosophical Concepts of Atheism,† I found not only Nagel’s text, but also the atheist way very reasonable (literally) and intellectually striking. While Nagel superbly makes atheism appear much more attractive as a way of thinking than a theist religion because of its practicality and direct method of reason, I do not think he deals with St. Anselm’s argument for God’s existence well enough. Nagel refutes Anselm’s Ontological Argument by saying, â€Å"the word ‘existence’ does not signify any attribute† (601). I starkly disagree with this position. I think, as does Renà © Descartes, that existence in reality is a descriptor. When we, for example, reflect upon the life of one who has died, we experience that person as he or she exists in our understanding and in our imagination by remembering him or her; although  this individual is no longer existing in reality, he or she still exists, but on another plane of being. I am aware that this is, indeed, a highly debatable topic, but I am quite convinced that existence is an attribute, and thus I find that Anselm’s assertions withsta nd Nagel’s assaults. Even though the fact that atheists are practical, down-to-earth thinkers attracts me, I am still not convinced that God does not exist. For the time being, then, I will retain my theistic beliefs and remain a churchgoer, even though I now have ambivalence toward theism. I am not convinced that God does not exist because of some other reflections, shared especially by many within the scientific community. My current beliefs regarding God’s existence, those that I find more convincing than even the Ontological Argument, follow an deductive chain of reasoning; the argument I support most is the near impossibility that everything in creation came about by accident. The chances for molecules and cells, the very building blocks of the incredibly intricate natural creation, to come together entirely by themselves are so extremely slim that it is hard to believe that the world and all that lives in it are products of chance. The fact that the planet Earth is in exactly the right spot in space to support life, the fact that there are just the right amounts of chemicals and substances to sustain biological life on Earth, and the fact that there is only one species with the intellectual firepower to overcome physical inferiorities and become the ruling class of organisms on the planet all contribute to the suspicion that there may be a certain genius that planned out this harmonious structure of life. This is a tough argument for atheists to refute, but then again, it still could have been chance–it still could have been that one in a billion trillion times that happened. With that in mind, a great secondary argument is Anselm’s Ontological Argument, a piece of reasoning I think both Nagel and Gaunilo fail to overcome. If it ever is overcome, I may begin to take steps across the bridge to the atheist way. Work Cited: Cahn, Steven M., Patricia Kutcher, George Sher, and Peter J. Markie, eds. Reason at Work: Introductory Readings in Philosophy. 3rd Ed. Florence, KY: Thomson Learning, Inc., 1996.

Photography term paper

â€Å"Photography can only represent the present. Once photographed, the subject becomes part of the past† (Abbott, Bernice). Since the beginning of time humans have tried to commemorate their existence and one of the ways we have done so is through photography. Photography can be found anywhere. One of the most common places you can find photography is in a museum; which is where my story begins.As I entered the doors of the Museum of Photography at the University of Riverside I was transported through time. I was taken back to a time when hydrotherapy was nearly a budding phenomenon. A time where the mention of daguerreotype; a picture made on a mirror-like surface, would stop people dead in their tracks. A time where death; as tragic as it was, was celebrated as art. The time of Post-Mortem photography.As I ventured deeper into the world of Post-Mortem photography, I quickly discovered that Post- Mortem photography meant photography of the deceased. I immediately questioned the photographers' motives and was hesitant to except their works as art. However, as I continued to examine and observe I realized that these photographs weren't as horrific as I had made them UT to be. In fact, they were quite beautiful; In that they leave something behind for the living to hold on to.As I continued through the halls of the museum I found several other photographs whose subjects were living. I favored these photographs over the other photographs because they were much more cheerful. Throughout my exploration of the museum In total there were four photographs that stood out to me. Photography term paper By zoologically out to be. In fact, they were quite beautiful; in that they leave something behind for exploration of the museum in total there were four photographs that stood out to me.

Occupational Safety and Health Law Handbook Essay - 1

Occupational Safety and Health Law Handbook - Essay Example HIPAA amplified patient security with was critical towards patient security as it introduced new legislation that protect critical information such as social security number, private medical information and payment. This facilitated the cause of security and eliminated many types of frauds that plagued the industry. Another element that was emphasized in 2002 was health hazards. Hazard identification is a critical steps towards identifying risk management process. It is where individual work hazards are identified and rectified through a mitigation plan for the safety of others. Prior to 2002, there was no log of audits for hazard identifications. However after 2002, organizations were not only audited but were required by law to keep logs of information and history for the sake of safe for employees. In 2002, these processes were more refined. Organizations were required to not only develop processes for efficient use of resources OSHA Small Business > Small Business Handbook. (n.d.).  OSHA Small Business > Small Business Handbook. Retrieved August 19, 2014, from

The Ability to Value Assets Accurately is at the Heart of the Essay

The Ability to Value Assets Accurately is at the Heart of the Discipline of Finance. Discuss - Essay Example Inappropriate asset valuation would fail to determine the actual status of the business performance which would adversely affect the formulation of business strategies. According to Brigham & Daves (2009), â€Å"Real options are opportunities for management to change the timing, scale, or other aspects of an investment in response to changes in market conditions.† (Brigham & Daves, 2009, p.490). Since the real options are concerned with the real assets such as plants, fixtures, and land, it enables the management to take timely and appropriate decisions regarding investment strategies. Brigham and Daves also opine that formulation of model and estimation of input is necessary for the valuation of real options in investments. It will be a cumbersome task for the management to determine the exact value of real options in investment since it includes intangible components like contract, decision to expand or abandon etc. Even though exact valuation of real options is not possible, it helps to determine the sustainability of the proposed project. According to the writers, in order to valuate the real options more accurately, it is better to trea t the valuation with a ‘standard model for financial option’. Similarly usage of ‘discounted cash flow valuation and decision tree analysis’ are also better methods in order to increase the accuracy of valuation of real options (Brigham & Daves, 2009, pp.490-491). If the value of underlying asset (an asset underlies and offers value to the particular security or investment) can be properly estimated, then it is possible to find out the value of real options in investment almost accurately. Likewise, while dealing with valuation of real options, it is essential to represent the payouts precisely in order to bring out maximum relevant facts in the valuation process. The Black-Scholes model is a comparatively better method to determine the theoretical value of real

Lehman Brother Collapse Essay Example | Topics and Well Written Essays - 5000 words

Lehman Brother Collapse - Essay Example The news of its bankruptcy sent shock waves not only to the U.S. economy but also to the entire world. It faced around $600 billions of debt from mortgage back securities which caused a significant decline in its stock price. It is considered to be the most formidable case of bankruptcy in the corporate world. Before its bankruptcy, it was a profitable company. According to its 2006 annual Report, the asset under management had jumped to $225 million from the previous year’s $175 million. There were nearly 25936 employees working under the company. It shares were listed in New York stock Exchange and it was traded around $70 during that period. The bankruptcy of Lehman Brothers can be attributed to the unfavourable market situation and also to its own policies. According to Luigi Zingale, the three main factors that were instrumental in bringing such depression in the market are market complacency, lack of transparency and bad regulations. Apart from these three market conditions, the financial policy adopted by Lehman was also responsible for its bankruptcy (Zingale. 2008). Delinquency rates dropped during the real estate boom and the banks started providing new innovative mortgage options which led to the decline in lending standards. Bad regulations of money market and The Federal Housing Enterprises Financial Safety and Soundness Act of 1992 accelerated the process. There was a lack of sufficient transparency in major markets. The market for credit default swaps (CDS) became unregulated and lost sufficient transparency. Lehman financial policy was not favourable for that period. Its asset to equity ratio (leverage) was abnormally high and it mostly relied on short term debt financing. However, the company tried to maintain its ratio before the crisis but it was too late to save the company from going bankrupt. The financial turmoil that originated towards the middle of 2007 has

Is Talkback Radio Important for Democracy in Australia Essay

Is Talkback Radio Important for Democracy in Australia - Essay Example Talkback radio, in its present function is not working as it should be to facilitate democratic practice in Australia. Commonly known as talk radio, talkback radio is a type of radio format giving Australian listeners a venue to discuss political and other current issues (en.wikipedia.org). 1 Democracy is government of the people, for the people and by the people. Given the context of both, it is not unexpected to assume that the prior supports the latter. Talkback radio ideally is democracy in action.Talkback radio's history in Australia dates back to the mid 1920's but was not made legal until the late 1960's. It was not officially permitted as, in radio; there is a difficulty to screen libelous and offensive calls. Following the lifting of previously strict regulations and the development of a tape delay system, talkback radio started being visible once again in 1967. It, however, grew bigger in the 1992 when the Broadcasting Act brought commercial radio deregulation and instead o f its news and current affairs programs being hosted by "journalists", these were handled by "entertainers." 2Why these radio personalities who were considered stars in their own right were classified as entertainers is clearly explained in Adam's and Burton's TALKBACK: Emperor's of Air. Adam's and Burton explained that the infamous talkback radio hosts are, in fact, only presenters. By this, it means that "their involvement is [that] few moments of autocue reading (11)." In this type of arrangement, there are reporters and producers who gather, interpret and develop the data. The final product shall then be broadcasted by the talkback radio host, the figurehead of the show (Adams and Burton 11). The implication of this is that figureheads wield power. While it is plausible that some, although not all, radio show hosts have a limited knowledge of a topical issue, their stand and their opinions greatly influence that of the general public. Two of the most popular radio stations broadcasting talkback radio in Australia, credited mostly to its right-wing hosts, are 2UE and 2GB. The previous began its broadcasting stint 26 January 1925 and was originally called 2EU. The station offers current affairs program in the mornings with and in the afternoons and evenings a more relaxed programming. 2GB that started its operation in 1926 runs on a similar format as that of 2UE. While both are widely accepted, 2GB is considered the more influential of the two. 3 It will be incomplete to mention the two rival stations without considering the major role of their popular programs' figureheads in the growing popularity of both talkback radio stations - John Laws and Alan Jones. Radio Manager of 2UE even, confidently, stated that Laws and Jones "were the two most powerful men in the country, after the Prime Minister (qtd. fr TALKBACK: Emperors of the Air)." 3 For more information please refer to and . John Laws who has worked for various radio stations and even had a short stint at television before settling at 2UE. 4 Laws' return to 2UE propelled the station's rise to the number one spot. Laws' programs are syndicated in Australia and are very much popular in the rural areas. His programs tackle newsworthy issues; even then, he is not a journalist per se, merely a presenter. Notwithstanding Laws' seeming lack of in-depth knowledge of the issues he is tackling, given that he only echoed to the public what was gathered by station reporters, his appeal was nothing short of astounding. His authority influenced much of the listeners' opinions and actions. The same is true for Alan Jones' control over the affairs of the masses and even the political units. According to

Syriana Film assignment Example | Topics and Well Written Essays - 500 words

Syriana Film - Assignment Example differing viewpoints to underline the main themes of the film, namely; international corruption, cartels and the issue of corporate social responsibility. Gaghan described his inspiration for the film beginning with his work on Traffic3, where he felt that America’s dependency on foreign oil had distinct similarities with drug addiction. Indeed, a fundamental issue reiterated in Syriana is how the role of oil is central to US policy towards the Middle East and the US position within the contemporary framework of international relations. In turn, the relationship between Matt Damon’s character Bryan Woodman and Prince Nasir also presents a different insight into Middle Eastern politics through Prince Nasir’s frustration at American control in the area and his desire to undertake national reform and develop the economy for sustainability in the long term. Additionally, the increasing work of Bryan Woodman’s character with the Prince comes at the sacrifice of his marriage due to the death of Bryan’s son. Bryan’s payment of $175 million from the Prince and role as economic advisor causes his wife to accuse him of exploiting his son’s death for commercial gain. To this end, the death of Bryan’s son and sacrifice of his marriage is arguably symbolic of the central theme of Syriana regarding the interrelationship between oil, globalisation and the balance of power in international relations. For example, it is submitted that the oil industry symbolises the sacrifice of ethical concepts of morality as the control of oil in the Middle East is seen as fundamental to the balance of power within the international framework. This is highlighted by the American unease with Prince Nasir giving a natural gas drilling rights contract to China. The three central stories that interweave throughout the film purposively depict three very different men operating over various continents to highlight the long term and immediate consequences of pursuing wealth and

Marketing ( Customer Relationship Management ) Assignment - 1

Marketing ( Customer Relationship Management ) - Assignment Example Top organizations such as Southwest Airlines realize the importance of concentrating on customers and staff members and this focus leads to the way success is measures and managed. He further states that the managers need to satisfy employees who will result in increase in satisfaction and loyalty of customers. The article further states that satisfaction of employees will lead to retention of employees which is the top priority of world leading organization. The article even states that if managers are able to satisfy customer needs, they will be able to retain customers and repeat purchases will arise. The leaders need to realize the importance of customer retention as customer retention will result in favorable referral activity which will result in growth of the organization and organization’s customer base. The article exhibits a diagram that depicts the service-profit chain, the diagram depicts that an organizations revenue increases due to loyal customers, loyalty is ca used and increased through customer satisfaction, satisfaction has a direct relation with the quality of goods and services and quality of goods and services are created by satisfied employees. Heskett, ï ¿ ½. L. (1994, April 1). Putting the Service-Profit Chain to Work - Harvard Business Review . Harvard Business Review Magazine, Blogs, Case studies, Articles, Books, Webinars . Retrieved November 11, 2012, from

Family Values Essay Example | Topics and Well Written Essays - 750 words

Family Values - Essay Example And when the mother is not there and the child gets hurt (in an accident at the playing field) it is the brothers and sisters who take care of their sibling. Home and family atmosphere is enriched and strengthens by a belief in helping out each other, confessing and positively reacting to human needs for comfort and a lifelong support. This also involves viewing other’s mistakes as humans and not robots because computers and robots are not programmed to forgive or forget (Petersons, 2003). The members of the family know that human needs are satiated through effective and productive relationships. That is why even when there is a fight, it eventually ends as family members succumb to their dependence on other family members and this serves to strengthen the family bonds. Only the physical wellbeing is not necessary. Healthy mental and cognitive development is also the need for healthy life. That is why two most crucial aspects in the development of healthy and productive (to the society and to the family) behavior nurture at home, not the GPs clinic. These aspects are; Families that are live like a closely knitted unit and take care of each other form a real impetus of a healthy lifestyle. This concept is deeply rooted in nursing theories. Following are the fundamental concepts that are tied with family care in my area of practice. (a) Commitment: committing to anything, person, notion, philosophy or object bears the fruit. Same principle applies in nursing practice and the model of family care. This concept of family care applies not only in my area of practice but on all forefronts. Commitment is just another name for will power. And it is this will power that makes the family stay united and look out for each other. (b) Appreciation and affection: It is only natural for parents to encourage their young ones when they achieve even

ICT327 Assignment 2 Questions Essay Example | Topics and Well Written Essays - 500 words

ICT327 Assignment 2 Questions - Essay Example team conflict is associated with lower intrateam trust, which in turn may influence team structure by (1) reducing individual autonomy and (2) loosening task interdependencies in teams. This combination makes for a less than ideal team design. The strategies that they can be applied in resolving the conflict would be first to organize personal meeting with each one of the members of the team and try to figure out the problems and then with the whole team. The problems that have to be diagnosed are: personal and functional. By personal we mean that if there are any incompatibilities between the personalities of the team members. A useful tool apart from the personal meetings would be to do the Brystol – Myers test for each member of the team and see the personality incompatibilities and try to combine the most compatible personalities together and redefine their role. The meetings will also serve as a tool for solving issues and develop intrateam trust. From the functional point of view it is important to see if there are any dysfunctionalities i.e. hindrances in the work flow, obstacles of the info that the team requires, issues with the cooperation with the other departments of the organization. Then, if these or some of these dysfunctionalities occur then there must be a redesign of the processes that the team needs in order to work effectively. b. There should be organized a personal meeting with the experienced team member and see where exactly the problem is with his role. Then, a meeting with the rest of the team and the member would be set up in order to clarify the problem and the relations of the other members. The impacts that the leave of the team member will have on the project would be detrimental for the morale of the rest of the team and it may influence other members to leave the project or they may feel overburdened since they have to fill the knowledge gap that the absence of the member will create. In this case, there is the need to fill the

A comparison between these two extracts Essay Example for Free

A comparison between these two extracts Essay Make relevant references to your wider reading in drama Both Pinter and Shakespeare display their thoughts and ideas through the main connection of family, this is also similar to Williams’s â€Å"A Streetcar Named Desire†. Through this connection Both extracts feature sexual elements but at different intensities; they show elements of a flirtatious nature despite the circumstances in which the drama set up. Anne is conversing with a man who is responsible for the death of her husband and father in law in the war of the roses. Initially, she withstands his attempts to seduce her with her use of fiery language, â€Å"Out of my sight. Thou dost infect mine eyes†. The insulting language displays Anne’s initial disgust with the mere sight of Richard. The use of the word â€Å"infect† highlights the genuine hate she originally had for him and also produces an image of disease that is associated with him. However with the use poetic language and sensual imagery of â€Å"kissing†, Richard is able to manipulate her and convince her into not only forgiving him but accepting his ring as well. Richard manages to ameliorate the sense of her words by claiming that her eyes â€Å"have infected† his with love. This is shown similarly in Tennessee’s â€Å"A Streetcar Named Desire† with Stanley’s constant sexual attraction towards Blanche, his sister in law shown through the implications of language he uses and also with his actions towards the end of the drama. In Scene 2, where Stanley is interrogating Blanche about where she gets her â€Å"costume jewellery† ;â€Å"if I didn’t know you was my wifes sister I’d get ideas about you. Stanley observes the taboo about relations with his wifes sister; he reminds Blanche that she should not be flirting with him. Nevertheless, Stanley, later on, sexually assaults Blanche in Scene 10, â€Å"Come to think of it – maybe you wouldn’t be bad to – interfere with † As Stanley reaches for the right word, we are left to wonder whether this is the first time he has thought about assaulting her, whether he has always desired her but has channelled this into hostility. Also too in Pinter’s â€Å"The Homecoming†, although the suggestive language appears towards the end of the extract with Ruth’s surprisingly confident, â€Å"Have a sip. Go on. Have a sip from my glass.† The sudden enticing behaviour almost replicates the Stanley and his immediate sexual attraction to Blanche.

Education For Sustainable Development In Sri Lanka Education Essay

Education For Sustainable Development In Sri Lanka Education Essay Sustainable development is a dynamic concept and it is difficult concept to define. It is not about society reaching an end state, nor is it about establishing static structures or about identifying fixed qualities of social, economic or political life. The sustainable development model is a challenge to the conventional form of development. The term sustainability originally belongs to ecology, and it referred to the potential of an ecosystem to subsist over time (Reboratti 1999). The term sustainable development came into the public arena in 1980 when the International Union for the Conservation of Nature and Natural Recourses presented the World Conservation strategy (IUCN 1980). In generally, Sustainable development is defined as a in mining is often characterized in terms of action today with a view to a future when mining operation have concluded. As well as, it is improving the quality of human life while living within the carrying capacity of supporting ecosystems. Moreover, it is not just an issue for developing countries. A commitment to the promotion of sustainable development is deepening at the international, regional and national levels. It has become a norm of global environmental politics; it is a legal requirement of Member States of the EU; and, within a UK context, is forming an important part of environment and development strategies of devolved governments. In other word, the concept of sustainable development requires a change of mindset to bring about full integration of the needs for economic, social and educational development with that to conserve the global environment. In fact, education is directly affects sustainability plans under the Implementation, decision making and quality of life. The United Nations Educational, Scientific and Cultural Organization (UNESCO) have been designated by the UN to secure the implementation of the Decade of Education for Sustainable Development. Concerning about the education for Sustainable Development, in 2002 the United Nations (UN) General Assembly adopted a resolution proclaiming that the period 2005-2014 was to constitute the decade of education for sustainable development.  [1]   The intention of this resolution was to enhance the efforts to promote sustainable development throughout the world through education and learning. Sri Lanka has initiated education progrmme through various trainings and workshops in line with the governments goal for social progress. The higher/tertiary education, Non-formal education and adult education programmes, primary, secondary education, special education for persons with intellectual or psycho-social disabilities and technical and vocational education and training (TVET) programmes etc. was developed for sustainable development. What is Sustainable Development? In generally, can define sustainable development is a new term that grew out of the conservation/environmental movement of the 1970s. While the conservation/environmental movement asked questions about preserving the Earths resources, sustainable development includes questions about how human decisions affect the Earths environment. According to these views it can show as follows: Figure 1  [2]   Definitions of Sustainable Development There are many definitions of sustainable development. It is first appeared in 1987 in Brundtland Report. According to the World Commission on Environment and Development- Brundtland report, is: Sustainable Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.  [3]   In other words, it describes as when people make decisions about how to use the Earths resources such as forests , water, minerals, gems, wildlife, etc., they must take into account not only how much of these resources they are using, what processes they used to get these resources., and who has access to these resources. Are enough resources going to be left for your grandchildren to use and will the environment be left as you know it today? Formal definitions of sustainable development that we use at Forum for the Future is: A dynamic process which enables all people to realize their potential and improve their quality of life in ways which simultaneously protect and enhance the Earths life support systems.  [4]   Sustainable development is maintaining a delicate balance between the human need to improve lifestyles and feeling of well-being on one hand, and preserving natural resources and ecosystems, on which we and future generations depend.  [5]   The goal of Strategy for the Education for Sustainable Development Primary education and Secondary education By primary and secondary education attempts to make education and competencies for life for sustainable development. In Sri Lanka the National Education Commission has identified a set of general competencies that should be acquired by all children. Following steps has been taken for this development of education. Flexible learning opportunities and life skills development Acquiring a common basis of human values One the other hand, sustainable development is being considered in current curricula and syllabi. The present status of incorporation of the concept of sustainable development in the curriculum/syllabi can be briefly stated as follows. In the Sri Lankan general education curriculum, Sustainable development is not yet taught as a separate subject. However, this concept is incorporated within the whole range of subjects, especially, in Environment activities (Grades 1-5), Environmental studies (Grade 6), Social Studies Science Technology (Grades 7-11), Biology, Agriculture and Geography (Grades 12-13) etc. The national system of education assists individuals and groups to achieve nine national goals has formulated from this commission from (Grades 1-13). That are relevant to the individual and society. The goals mostly embrace the social, economical and educational aspects of sustainable development and especially sustainable human development.  [6]   4.2 Higher Education: Under Economic and Social Development Following aspect has attempted to develop under the Higher education for sustainable development. Develop indicators for Sri Lanka Comparison of Per Capita GDP amongst for Sri Lanka, Malaysia, Singapore, UK, USA and Switzerland Economic Development of Richer Countries Promote growth through Neo-classical growth theory and New growth theory Promote forces of economic growth Countries with good governance have grown faster Deficiencies in Human Capital Formation Enhance economic Geography in the country Improving the soft skills is will enhance the employability of graduates; it also depends on the supply and demand. If there are no jobs, irrespective of qualifications and skills it would lead to unemployed graduates. Improvement of communication, articulation, interpersonal interaction in relation to quality improvement of graduates. Attitude change, like in the case of GMOA Universities have to play a key role in creating wealth of the country and universities are responsible in creating the human capital. Private companies have the responsibility to train the recruits in accordance with the company needs.  [7]   4.3 Innovative practices in Technical and Vocational Education and Training (TVET) In the end of the 20th century the need for a vocational, technical and educational knowledge and skills for the development of the worlds economy was clearly manifested in the improvement of diversity in industrial and Service fields. As a result, it was felt that we needed not only those workforce trained in technical and Vocational skills but also those high competent skilled workforce like technicians and technologists in specific areas in industries. From the beginning of the 21st century, the progress made in industrialization was due to the high capacity of the trained workforce. Therefore the economic development in the world seems to have depended entirely on the knowledge based skill development. In the last few decades, most of the regional countries paid much attention to the development of human resources. But it must be stated that greater attention was given to development of Vocational and Technical skills. As a result in many of the countries, the required trained skill labourers in the field of construction could not be found and thus the development came to a Stand -Skill. 4.3.1 Sustainability Development in TVET Sector Factors that affect the Development in Developing countries Unutilized human resource Untrained human resources Mismatch between economic development policies and the ways of developing human resources. Less attention on trained skill labourers Lack of TVET concrete policy for HRD Lack of industrial linkages with HRD in TVET sector Lack of qualified trainers for HRD in TVET Technical -Vocational skills are underestimated in society Lack of inter educational level linkages (between secondary and technical/ vocational training)  [8]   4.3.2 Strategies Development of a TVET policy that fits the industries at least with their regional standards. Changing the management operation in TVET sector at every management levels Having direct involvement in industries in TVET sector and making an industrial linkage policy with TVET sector. Introducing financing systems for students trained. (Bursaries, Training Levies, Voucher scheme, Student loan scheme, Employer financing system)  [9]   4.3.3 Solutions for maintaining sustainability Identify two pathways of TVET development. Studies/ training must focus on skill training directly. Studies/ training must focus on skill training with Entrepreneur development. Promote industrial linkage with TVET sector Open direct avenues to school leavers from secondary education system to Vocational/ Technical Training system. Identify National Vocational/ Technical Education system from lowest level craftsman training to top level technologist training  [10]   Role of International Organization and Institution: Education for Sustainable Development. Illustrate about role of International Organization through education for sustainable development UNESCO is the main contributor to develop the Sri Lanka education system. However, UNESCOs, as also, the Government of Sri Lankas major focus in education is to achieve basic education for all by 2015. In this, six dimensions were identified at Jomitian, Thailand in 1990 and the goals were established at the World Education Forum in Dakar, Senegal in 2000. This is the most important programme to achieve education for all by the year 2015 and UNESCO was entrusted with the overall responsibility of coordinating all international players and sustaining the global momentum. [ The goals of Education for All (EFA) There can be seen six goals about the Sri Lanka Education as follows: Expand early childhood care and education. Ensure free and compulsory primary education of good quality by 2015. Promote learning and life skills programmes for young people and adults. Expand adult literacy by 50% by 2015. Eliminate Gender disparities in access to education in primary and secondary education by 2005 and achieve gender equality by 2015. Enhance educational qualities.  [11]  llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll,, Nevertheless, from these goals to achieve Education for All goals by the year 2015, Sri Lanka had made arrangements to plan out the activities in three phases. Phase I 2002-2003 (3 years) Phase II 2005-2010 (6 years) Phase III 2011-2015 (5 years) Sri Lanka prepared the three year plan, taking into consideration the six dimensions identified at Jomitian in 1990 and six goals agreed upon at Dakar in 2000.  [12]   13 The EFA unit of the Ministry of Education, in collaboration with the provincial EFA units is committed to launch and monitor the programmes in order to reach the expected targets. Two other six years and five years plans were drawn up to activate the tasks needed to reach EFA targets by the year 2015. This effort is also supported by other relevant Ministries, NGOs and International organizations. Moreover, within the framework of coordination and planning and in line with the sub regional support for National Mid-Decade Assessment (MDA) of Education for All, the Sri Lanka National Commission for UNESCO, in collaboration with the Ministry of Education of Sri Lanka is implementing EFA-MDA work under the supervision of the UNESCO office in New Delhi and has prepared the EFA Mid-Decade Assessment Report in 2008. Sri Lanka ranks 2nd among the South Asian Countries with literacy rate of 92.5% and should be well on the way to achieve the target of 100% literacy for all, by the year 2015. The key to achieving the EFA goals and improving the quality of Education is through Monitoring and Assessments of the progress in the respective fields and in taking timely action. UNESCO and UNICEF are continuing to provide technical and expert assistance for capacity building of Educational Administrators in the monitoring and evaluation of Education for All in Sri Lanka. 5.2 Creating Sustainability Mindsets: Toolkit launch in Sri Lanka One other hand, MAS Holdings Ltd., a Sri Lanka-based apparel manufacturing company and UNESCO Bangkoks private sector ESD partner, piloted the Creating Sustainability Mindsets toolkit from the 5th -6th of June 2009, in conjunction with the MAS Holdings Eco GO Beyond Schools Sustainable Development Leadership Camp. A total of 55 students and 51 teachers from 28 rural schools from various districts in Sri Lanka actively participated in the one and a half day workshop, held at the MAS Institute of Management and Technology in Thulhiriya. Through this programme, learning and action-oriented thinking; partnerships (engaging in traditional and non-traditional partners within the public and private sector); and corporate responsibilities are launched among the rural area school to uplift the education. This toolkit has attempted to create a mindset and learning environment for users to understand sustainable development in both their local and global contexts, and to take ownership and prompt action towards a sustainable future in educational system. Conclusion When we explain about the Education for sustainable development in Sri Lanka, we can say education is an essential tool for achieving sustainability. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. However, Sri Lanka has already attained or is on track to attain the MDGs related to poverty, education and health, subject however, to significant regional disparities. Relatively promising economic performance e.g. over 5 percent growth since 2002 and the decline in unemployment to 5 percent has helped. As a result of this, Sri Lanka education system has made significant advances after the control of the system was developed to the elected representatives of the people during the mid-twentieth century. The introduction of free education from the kindergarten to the university, the expansion of the school system to cope with the rising demand for education, curricular changes and infrastructure development with state funding enabled the system to make wide strides thereby ensuring universal access to education. As an emerging economy, the challenge for Sri Lanka is to achieve sustainable high economic growth with greater equity, whilst integrating in the process of globalization. Consequence of this Sri Lanka is making every possible effort to develop the effective educational system for the Sustainable development and to expand economy of country. As well as, Sri Lanka has already initiated and has initiating (from Primary , Secondary, Higher and Vocational education) to enhance education system for sustainable development future by establishing more vocational and technical trainings institutes, skill training with entrepreneur development, promoting industrial level development, human resource development project, new teaching methods and subjects: like as Environmental studies, eradicate unemployment problem through skill training programme and linking with other like as (UNESCO) International organization and Non-governmental organizations etc. One the other hand, through higher school education is making graduates innovative and creative graduates who can transform new ideas and knowledge into innovative products and services and who can improve the existing products and services etc. to uplift the sustainable development by reducing the weaknesses of educational system in Sri Lanka.

Promoting human development

Promoting human development Promoting Human Development Summary Conceptual framework The goal of human development is to enable groups and individuals to exercise their choices to be what they want to be and do what they wants to do . It puts people at the center of the analysis and advocates for strategies that combine equity, efficiency, sustainability and empowerment. Social exclusion hampers choices and opportunities, thus reduce human development. Inclusion is therefore the goal to achieve, through economic, cultural, social and political processes and policies. Social inclusion and reducing social exclusion are therefore means of achieving human development by addressing the discrimination, powerlessness and accountability failures that lie at the root of exclusion. Social inclusion adds the process dimension of exclusion (the agents, groups, and institutions that exclude) to the human development concept. Working definitions Social exclusion refers to the processes which hamper people and groups opportunities to exercise the full range of their choices as well as to the outcome of marginalization ensued. It results from direct or indirect discrimination rules and behavior, processes, policy, regulations, and institutional practices can impose, advertently or inadvertently against one or some groups of population compared to the others as well as from social traditions and values among different social groups of population. Social exclusion is multi-dimensional and often involves economic, political, cultural, social and spatial exclusion. Multiple deprivations often reinforce each other. Social inclusion: The European Commission defines social inclusion as a process which ensures that those at risk of poverty and social exclusion gain the opportunities and resources necessary to participate fully in economic, social and cultural life and to enjoy a standard of living and well-being that is considered normal in the society in which they live. Human development refers to the process of enlarging peoples choices to be who they want to be and do what they want to do by expanding their capabilities and functioning. It refers to processes and outcomes of development about people, by people and for people. The case of the ECIS There are patterns of exclusion among individuals and groups in the ECIS region, based on their ascribed characteristics (gender, ethnicity, geographical location, language, religion, age, sexual orientation, beliefs and disability) or their achieved status ( income status, health status, employment, educational attainment, access and assets, etc) Exclusion is manifested through and results in exclusions from political, social, cultural and economic life in societies. Exclusion in one domain reinforces exclusion in others Exclusion in the region is the result of the dynamic interaction between legacies, policies and institutions Patterns of exclusion are hampering progress towards human development in the region, albeit or unevenly. The analysis and policy prescriptions for the regional report can be informed by the experiences of the EU common social inclusion objectives and the Open Method of Coordination mechanisms. The Regional Human Development Report for Central and Eastern Europe and the CIS for 2010 examines social exclusion in the region through the lens of human development. The report analyses the different facets and causes of social exclusion in Europe and the CIS region and provides recommendations for promoting social inclusion. This chapter sets the scene by looking at the conceptual linkages between human development and social inclusion, analyzes social exclusion as a process and state of being excluded from the life of a community, and explores the potential of a social inclusion-based analysis to better understand and address the social dynamics of poverty and inequality in the ECIS region. Part I: Human Development and Social Inclusion: An Analytical Framework The concept of social inclusion, which is at the heart of social policy-making in regional institutions like the European Union, is very much congruent with the human development approach that has been advocated through UNDP global, regional and national human development reports since the 1990s. The European Commission defines social inclusion as a process which ensures that those who are at the risk of poverty and social exclusion gain the opportunities and resources necessary to participate fully in economic, social and cultural life and to enjoy a standard of living and well-being that is considered normal in the society in which they live. Social exclusion thus conversely refers to both the processes which hamper individuals and groups opportunities to exercise the full range of their choices and to the outcome of such processes. As a result, this bears a strong co-relation with the absence of human development, which by itself requires processes of enlarging peoples choices to realize their own potential by a heightened capability. Together with the human rights framework, these approaches are all multi-dimensional and interlinked, and take into account all entitlements relevant for enlarging the choices of individuals to live a decent and meaningful life. In addition, they share a common concern about equity, non-discrimination and inclusive participation. As this Report will argue, there are a multiplicity of exclusion patterns among individuals and groups in the ECIS region, based on myriad ascribed characteristics-linguistic, geographic, gender-based, economic, religious, educational, etc- which all reinforce each other. The inescapable consequence of such a vicious interaction leads to the denial of human development. 1. Human Development: A People-Centered Approach The human development paradigm, founded in 1990 by Mahbub ul Haq, Amartya Sen, Frances Stewart, Paul Streeten and others and advocated through the UNDP Human Development Reports, sets itself apart from previous development theories by arguing that economic growth does not automatically trickle down to improve peoples well-being. Human development proceeds from the perspective of the individual, which, by virtue of his or her existence, has a moral right to develop his or her inherent capacities to the fullest extent possible and to exercise the greatest possible freedom of choice in shaping his or her own life within society. As has been already argued in a series of global, regional and national Human Development Reports, The human development concept thus advocates putting people back at centre stage, both as the means and ends of development and defines the end of development as the expansion of human choices, freedoms and capabilities. In the words of Mahbub Ul Haq, The basic purpose of development is to enlarge peoples choices. In principle, these choices can be infinite and can change over time. People often value achievements that do not show up at all, or not immediately, in income or growth figures: greater access to knowledge, better nutrition and health services, more secure livelihoods, security against crime and physical violence, satisfying leisure hours, political and cultural freedoms and sense of participation in community activities. The objective of development is to create an enabling environment for people to enjoy long, healthy and creative lives (Mahbub Ul Haq, 1990). As Amartya Sen argues, economic growth provides one with the necessary passport to other good things in life, but it is not an end in itself. Those other things constitute the quality of life which, in its turn, goes to expand peoples capabilities and provide them with larger freedom and choice to embrace a kind of life that they may have reason to value (Sen 1999) Human development thus emphasizes two simultaneous processes: One is the formation of human capabilities as an explicit development objective, the other is the use that people make of their acquired capabilities for functioning in society and fulfilling the choices they make in all aspects in their lives. It is therefore both a destination, a goal for social and political processes, as well as a road to get there, one that allows for agency for people themselves. While the human development concept avoids prescriptions and concentrates more on the ultimate goal of development, it suggests a simultaneous, not sequential achievement of five policy principles: Efficiency/productivity: the optimal use of human capital through investment in the education, health, aspirations and skills of people as well as efficient use of resources and pro-growth policies. Equity: distributive justice and the fair distribution of incomes and assets through equal access to opportunities Sustainability: concern for not only present generations but future ones as well Empowerment/participation: enabling people to attain a level of individual development that allows them to make choices close to their hearts. These choices can be developed through emphasising on developing freedom as both a constitutive value (value by itself) as well an instrumental value ( as a means to efficiency and to equity) (Sen) With its emphasis on choices and freedoms, the significance of access to education, health care and other social services, as well as guarantees of basic political rights and freedoms, including gender equality and freedom of movement, and the ability to participate in the activities of the community with self-respect and without shame are highlighted. Lack of education, poor healthcare, inadequate economic possibilities, violation of political freedom, and the neglect of citizens rights, could restrict peoples choices and freedoms. If the objective of development is to create an enabling environment for people to enjoy long, healthy and fruitful lives, social exclusion both as a process and as an outcome can categorically hamper choices and opportunities, thus reducing human development. The first imperative is therefore to identify the socially excluded groups, their characteristics, as well as the social, political, cultural and economic processes that may lead to the production and reproduction of exclusion. 2. Social Inlusion and Social Exclusion As defined in the Charter of the Fundamental Rights of the European Union, social inclusion is a process which ensures that those at risk of poverty and social exclusion gain the opportunities and resources necessary to participate fully in economic, social and cultural life and to enjoy a standard of living and well-being that is considered normal in the society in which they live. It ensures that they have greater participation in decision making which affects their lives and access to their fundamental rights. The European Union defines people as living in poverty or social exclusion, when they are prevented from participating fully in economic, social and civil life and/or when their access to income and other resources (personal, family, social and cultural) is so inadequate as to exclude them from enjoying a standard of living and quality of life that is regarded as acceptable by the society in which they live (European Commission 2001). Among the different defitions of social exclusion, there is a broad agreement that it consists of exclusion from social, political and economic institutions resulting from a complex and dynamic set of processes and relationships that prevent individuals or groups from accessing resources, participating in society and asserting their rights. (Beall Piron, 2005). Within a discourse of citizenship, social rights and social justice, social exclusion is not understood as lack of access to goods but as lack of access to rights. Accordingly, the opposite of social exclusion is not inclusion but participation. Such view of the concept is very closely linked to the human development approach and highlights the agents that lead to social exclusion: discriminatory practices and institutional barriers that prevent the access to public services and political participation (Lister 2004). For Sen (2000), social exclusion almost reflects the Aristotelian perspective of an impoverished life where one does not have the freedom to undertake important activities that a person has reason to choose[2]. This Report posits therefore that social exclusion constitutes an infringement on the rights of individuals and groups. If unchecked, such infringement may lead to serious constraints on individual personal development, wellbeing, freedoms and choices. From the human development point of view, social exclusion is the process and outcome that hampers the wide range of human fulfilment. It refers to limited and inequitable opportunities and capabilities of individual and groups to fully take part in economic, social, political and cultural life. The social exclusion lens thus provides a new perspective on the human development approach by assigning a central role to relational connections and emphasizing on the process dimension of exclusion (the agents, groups, and institutions that exclude). For the purposes of this report, then, a definition of social exclusion that encorporates the human development approach is as followed: Social exclusion refers to the processes which hamper people and groups opportunities to exercise the full range of their choices as well as to the outcome of marginalization ensued. As Sen argues, people may be excluded from some opportunity because of a deliberate policy or practice prevalent in the society they live in, which he calls as instances of active exclusion. This may result in the constitutive part of their capability deprivation. And once they are burdened with this deprivation in one field, they are leading a handicapped life and this might be responsible for their deprivations in other fields in life. Sen calls the second category capability failures and assigns instrumental role to the factor of social exclusions for that. The potential remedy lies in changing certain specific policies that should target the groups or communities which are at a disadvantageous position because of such exclusionary practices. Yet, there are many capability deprivations that result from a complex web of deep institutional issues intertwined with systemic configurations on economic and socio-political fronts. In such cases, the deprivation comes about through social processes in which there are no deliberate attempt to exclude. Sen calls them cases of passive exclusion (Sen 2000). For example, cases of unemployment among a particular community of people, eg. migrants in their host country, on account of certain legal restrictions would constitute an instance of active exclusion, which is in this case a constitutive exclusion as well. The other capability deprivations among this community of migrants, which follow from their unemployment could be termed as their capability failures. This too can be explained as active exclusion. When unemployment is the result of complex web of multiple institutional and systemic factors, passive exclusion occurs, in that the people are after all excluded from the opportunity to be employed. The Human Development paradigm would be effective in understanding these cases because it looks at the perspective from an inter-systemic point of view and presents them more in a holistic perspective. 3. Convergence and Relationships Social exclusion and human development As discussed above, the human development approach stresses the significance of education, access to adequate social services (health, education, access to water and utilities, social protection, housing, etc), environmental sustainability, gender equality, human security and respect for individual rights. Social exclusion, which prevents access through institutional, community- and personal-level barriers to important social goods and services, whether as a result of deliberate discrimination or lack of capacity to deliver, whether as a result of active or passive exclusion, impedes peoples ability to live a full life. Social inclusion adds the process dimension of exclusion (the agents, groups, and institutions that exclude) to the human development concept. A social inclusion perspective can thus help sharpen the strategies for achieving human development by addressing the discrimination, exclusion, powerlessness and accountability failures that lie at the root of poverty and other development problems. Both concepts are complementary in policy terms: human development bears a stronger focus on what needs to be achieved; while social inclusion focuses on how it should be achieved. The Relationship between Social Exclusion and Human Development What can limit freedoms and choices is social exclusion, both as a process and as an outcome. However, there are limitations of freedoms in all societies that affect the mainstream population without creating exclusion. Exclusion hampers choices and opportunities, thus reduce human development. From the human development point of view, social exclusion is the process and outcome that hampers the wide range of human fulfilment. Inclusion is one of the goals to achieve, there might be others (e.g. environmental sustainability, conflicts etc) that do not directly depend on social exclusion. Both concepts are complementary in policy terms: human development bears a stronger focus on what needs to be achieved; while social inclusion focuses on how it should be achieved. Social inclusion adds the process dimension of exclusion (the agents, groups, and institutions that exclude) to the human development concept. Social inclusion is also focused on those that are excluded, thus emphasizing the equity principle. Human Development does look at broader societal improvements that affects also those that are not excluded (once again, environmental sustainability can be an example), although it is true that guaranteeing the inclusion of all can have broader positive repercussions on the rest of society. A social inclusion perspective can thus help sharpen the strategies for achieving human development by addressing the discrimination, exclusion, powerlessness and accountability failures that lie at the root of poverty and other development problems. Social Inclusion as the path to human development: What follows as the logical consequence that human development is the larger goal to achieve. Can the social inclusion approach be the best practice in this regard? Social inclusion policies, in principle, are ways to achieve human development: They are designed to correct negative outcomes of exclusion which can be ascribed to gender; age; ethnicity; location; economic, education, or health status or disability, etc., be these intentional (e.g., systematic discrimination) or unintentional (i.e., the failure to recognize the differential impact of policies on individuals or groups). The EU charter of Fundamental Rights defines social inclusion as a process which ensures that those at risk of poverty and social exclusion gain the opportunities and resources necessary to participate fully in economic, social and cultural life and to enjoy a standard of living and well-being that is considered normal in the society in which they live. It ensures that they have greater participation in decision making which affects their lives and access to their fundamental rights. The significant element of phraseology used in this definition is greater participation, which implies that the social inclusion approach is not just satisfied at present with tendering a so-called platform of equality to all. Rather, it is more concerned with a futureobjective of achieving equality for all. Thus, the social inclusion approach acknowledges the need to proffer to those excluded a greater say in the scheme of things than what they receive now, i.e. a greater participation in comparison with that of the non-excluded. In terms of legalese, this is known as positive discrimination in favour of the excluded with a view to bringing them at par with others, i.e. including them in the mainstream of life. Social Inclusion approach thus is more about redistribution of social opportunities among all sections of population so that everyone gets a plausible opportunity to flourish and thus, to contribute to the cause of enhancing efficiency of a society as a whole. A prosperous society provides more opportunities for personal fulfillment which is not to be viewed just in terms of economic freedom but also in terms of everything else that provides the necessary yardstick to evaluate the quality of life. Social exclusion and rights based approach A social exclusion perspective shares with a Rights-Based Approach (RBA) a common concern with equity, non-discrimination and the importance of participation that should be inclusive. In this respect, a social exclusion perspective is concerned with governance and citizenship rights, with the institutional dimension of exclusion and with the organizations, institutions and processes that exclude. The mainstreaming of human rights in development programming is a way of tackling certain forms of social exclusion and strengthening inclusion policies. Social exclusion, poverty and vulnerability Although the concept of poverty, social exclusion and vulnerability share certain common characteristics, they also have important distinguishing features. People who are not poor can be excluded, but many may also become poor due to exclusion from economic activity, and may thus become vulnerable. The analysis of exclusion and vulnerability may not necessarily be the same as that of poverty. The three phenomena, however, are inextricably related. Traditional thinking about income poverty focuses on individual subsistence level as against a standard conventional change. The concept of human poverty, instead represents a measurement of well being as not a static but a dynamic multi-dimensional experience, and is closer to the concept of social exclusion. People may experience poverty not just because they lack access to goods and services but also because there are systematic constraints that limit the mobilisation and the allocation of resources to the particular group. The EU, for example, which has set social inclusion at the heart of policymaking, conceives of exclusion as distinct from income poverty. Poverty is a distributional outcome, whereas exclusion is a relational process of declining participation, solidarity and access. Indeed for some, exclusion is a broader term encompassing poverty; for others, it is a cause or a consequence of poverty. But it is likely that causation runs in both directions. Highlights on vulnerability are essentially to reduce/manage the risk of the loss of livelihoods and the threat to security which more often than not is influenced by ones poverty status. Vulnerability is often obviously worsened by poverty which, therefore, points to an important interface between poverty alleviation and social risk management. Social exclusion as compared to poverty and vulnerability is intended to focus more attention on structural bottlenecks to equity and social justice. To overcome social exclusion, therefore, it is obvious that there has to be a deliberate effort to reform customary and legal codes of conduct to create opportunities for excluded groups to become empowered. This particular objective has been taken into account in current thinking on poverty reduction and social risks management. An advantage of the concept of social exclusion/inclusion over an approach based on poverty and other material deprivation is its focus on processes, i.e. the dynamics of the interaction between an individual and his or her social, legal, political, cultural and economic environment. Asking whether a person is able to participate equally in mainstream society, leads to identifying barriers to participation. These barriers can be institutional (discrimination, lack of infrastructure or absence of services, or in the case of people with disabilities, can also be the physical accessibility of buildings or schools), in the community (prejudice, marginalization), or personal (lack of education, withdrawal, rejection, or fears). Different population groups may experience different and overlapping vulnerabilities or face different barriers, which require different strategies to overcome them. Convergence of concepts towards a social inclusion approach Human development, the Human Rights Based Approach and Social Inclusion proceed from a moral or philosophical belief in the intrinsic value of human life and a commitment to the dignity and equality of each human being. Another value added of both the social inclusion and human development approaches is that they look at groups/communities dynamics and interaction within society, beyond the rights-holders vs. duty bearers approach Each of these conceptual frameworks places human well-being within a social and political context, and posits aspects of the interaction of the individual with society that cannot be represented by a money-metric proxy. Each also expresses explicitly or implicitly the vested interest of society in the provision of supportive social policies by a state actor in realization of the social contract. A social inclusion approach implies addressing need or alienation wherever it exists. Social inclusion reaches beyond the enforcement of rights in legal terms by tackling material deprivation, stigmatization and social separation; hence the approach seeks to understand this complex social phenomenon in terms of causes as well as outcomes. It also has an operational bias, devising workable policy responses, effectively recognizing that the state has a duty to care, include and involve all members of society in political, economic, cultural and social processes. 3) Causes and Drivers of Social Exclusion People may be excluded by several reasons, some owing to their individual characteristics (old, sick, disabled, poor, immigrants, vulnerable women and children); others from their societal/cultural characteristics (such as religion, race, caste/ethnicity, language). These can often interact and influence each other, thus creating a spiral of multiple deprivations. Exclusion can also be triggered by circumstances of birth. Being born into poverty or to parents with low employable skills, for example, places one at a serious disadvantage in relation to future life course survival chances. Finally, social exclusion can also be an outcome of shocks, such as conflicts and abrupt socio-economic transitions. The process dimension of social exclusion is also multi-dimensional and often involves economic, political, cultural and social exclusion. These dimensions are interrelated and reinforce each other. For example, the most excluded groups often have the worse access to education, poorer land, worse sanitation and health services, which contributes to lower productivity and incomes on the one hand, as well as limitation on engagement in political processes that could improve their position. For this Report, we have chosen to focus on mutually related dimensions: Exclusion from economic life results in and from inequalities in ownership of assets, incomes and employment opportunities. Exclusion from social services results in and from inequalities in access to a range of services education, health, housing, social protection, etc and in human outcomes (including education, health, and nutrition). Exclusion from political participation results in and from unequal access to political opportunities, justice, freedoms, institutions and power at many levels (from national to community level). Cultural status exclusion results in and from differences in recognition and (de facto) hierarchical status of different groups cultural norms, customs and practices. Thus, the causes or drivers of exclusion include not only the ascribed characteristics of individuals and groups, but the way that institutions and processes contribute to marginalization. For the purposes of this report, we can cluster the potential causes and drivers, many of which prevail in the ECIS region, in three broad categories: discrimination, institutional inadequacies and horizontal inequalities: NOTE TO ALL: I WILL ADD CONCRETE EXAMPLES FROM THE REGION LATER FROM THE CHAPTERS 1) Discrimination: Ø Discriminatory practices, especially as a result of bias Social exclusion mostly results from direct or indirect discrimination that rules and behavior, processes, policy, regulations, and institutional practices can impose, advertently or inadvertently against one or some groups of population compared to the others. These can be based on but not limited to gender, ethnicity, religion, race, geographical location, age, income status, health, educational attainment, and disability. Prejudice and discrimination resulting from social and political biases may also cause social exclusion. For example, discrimination on the basis of ethnicity and gender may result in exclusion on the labour market, etc. In extreme cases, outright hostility and violence against certain groups may lead to social exclusion Ø Discriminatory social values and cultural practices Social exclusion can also persist in the cultural and traditional set-up and result from social traditions and values among different social groups of population. EXAMPLE FROM TATJANA CHAPTER 2) Institutional inadequacies : Ø Policies and institutional barriers Public institutions or organizations can aggravate social exclusion through lack of understanding of the dynamics of exclusion, or through sheer oversight. Decision making may not be effective in protecting excluded groups largely due to the lack of commitment and inadequate resources. Ø Inadequate or weak institutional support mechanisms The weakness of institutions is exhibited in their inadequacies, poor functioning, poor quality, non responsiveness and the inability to create opportunities for those who are likely to fall prey to social exclusion. Sometimes institutions are purposely designed to favour those who are already included in the mainstream (e.g. language requirements to access education, job opportunities or other services). Private institutions and civil society organisations such as non-government institutions and community based organizations, as well as some private financial institutions and other service providers also contribute to social exclusion by failing to develop programmes to support the interests of excluded groups or by deliberately excluding some from social services. Ø Discriminatory laws or inadequate enforcement Poor legislation may deepen the exclusion of some social groups.. In some circumstances, adequate legislation may be in place to protect the interests of the underprivileged, but poorly enforced legal regimes can make such legislation meaningless. 3) Horizontal inequalities: Ø Inequalities between groups Inequalities that exist de facto or de jure among groups can increase exclusion. These can include, for example, inequalities in terms of

Parents Influence on CHildren Essay -- essays research papers

When two people decide to have a child, either knowingly or unknowingly, they make a vow to raise that child to the best of their abilities. While some parents are wonderful, loving, proud parents some are hurtful, abusive both physically or mentally, or just down right evil the impact they have is immense and will determine many aspects of the child and the way he/she lives out the rest of his/her life. In my life I have both kinds of parents, my mother is the most caring, loving, proud parent I know; while my father is very abusive and hateful towards me and this has had a tremendous effect on me.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the years my mother has always been there for me and has been the one true positive factor in my life. She left my father with a 7 year old and two 3 year old children making $4.75 an hour at Walgreen’s. She has always defended me and helped me do many things I would not have been able to do without her help. Her love and devotion has fought many battles against my father and schools that did not care about the student but only test scores. It hasn’t always been easy and many years were spent with sometimes just enough money to eat, but through it all she has been a strong beacon of hope.   Ã‚  Ã‚  Ã‚  Ã‚  On the other side of life is my father, he was a man who I believed may have loved my mom at one point but he was abusive, he was an adulterer, and just down right evil. He spent many years with at his peak four girlfriends p... Parents Influence on CHildren Essay -- essays research papers When two people decide to have a child, either knowingly or unknowingly, they make a vow to raise that child to the best of their abilities. While some parents are wonderful, loving, proud parents some are hurtful, abusive both physically or mentally, or just down right evil the impact they have is immense and will determine many aspects of the child and the way he/she lives out the rest of his/her life. In my life I have both kinds of parents, my mother is the most caring, loving, proud parent I know; while my father is very abusive and hateful towards me and this has had a tremendous effect on me.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the years my mother has always been there for me and has been the one true positive factor in my life. She left my father with a 7 year old and two 3 year old children making $4.75 an hour at Walgreen’s. She has always defended me and helped me do many things I would not have been able to do without her help. Her love and devotion has fought many battles against my father and schools that did not care about the student but only test scores. It hasn’t always been easy and many years were spent with sometimes just enough money to eat, but through it all she has been a strong beacon of hope.   Ã‚  Ã‚  Ã‚  Ã‚  On the other side of life is my father, he was a man who I believed may have loved my mom at one point but he was abusive, he was an adulterer, and just down right evil. He spent many years with at his peak four girlfriends p...

To Kill a Mockingbird by Harper Lee - The Character of Scout :: Kill Mockingbird essays

In this essay you will be informed about Jean Louise Finch, or other-wise known as Scout, after reading this essay you will understand about her physical description, conflicts, courage, and emotional moments discussed in the book , 'To Kill A Mocking Bird' by Harper Lee. Scout is just a straight, plain tom-boy.   She wears dirty overalls, very scruffy, has bangs and, like most tom-boys, hates to wear dresses.   That was just to tell a little about her physically you will find more about her behaviour while reading the following paragraphs. There are moments in this book that show conflict between Scout and other characters.   An example of a conflict is between Scout and Cecil Jacob, a class-mate.   This conflict is about her father, Atticus, Cecil said that Atticus was a nigger-lover.   The same conflict came up again but this time it was between Scout and Francis, her cousin, about her dad, Atticus, being a nigger-lover, this conflict started on page 83-86.   A part of this is below (page 86): '"What did Francis call him[Atticus]?". "A nigger-lover...."' One other conflict was with an old lady, Mrs. Dubose, this conflict was started by Mrs. Dubose, she had started this problem because she was being snappy at Scout for no reason, Scout hated her, this hate is shown on page 99.   It is stated below: '"Jem and I hated her[Mrs. Dubose]."' So after Scout had found out Mrs. Dubose's reason for be snappy all the time, the reason was she was sick and on the drug Morphine. Scout is an extremely courageous character too.   Since I've told you about the Cecil Jacobs' conflict you might be thinking, "What a JERK!!"   Scout does too and wants to make him eat a knuckle-sandwich!   The amazing and courageous part is that she has never turned down a fight in her life but now she does because Atticus had said for her not to listen and most importantly of all not to fight back.   So she is not fighting back because of her love for Atticus but taking the blow, as in letting them call her and her father names.   I call this being a courageous human-being.   This drama is shown on pages 75-77.   I have taken an example from pages 76-77: '"You gonna take that back, boy[Cecil Jacobs]?" '"You gotta make me first!" .... "My parents say...."   I drew a bead on him, remembered what Atticus had said, then dropped my fists and walked away, "Scout's a coward!" ringing in my ears.

A Doll’s House by Henrik Ibsen Essay -- Women Roles, Children, Analysis

Henrik Ibsen’s A Doll’s House is a 19th century realist play that was the first of its kind to analyze women’s roles in the typical household in such a stressed manner. Ibsen created this play for his audiences to become observers to observe his characters interact. As the play progresses, it is apparent that the characters mingle with one another in a very childish manner. Ibsen uses this childlike action in A Dolls House in order to convey the image that he sees to the observers. Ibsen uses childishness in the characters of A Dolls House to compare gender roles in 19th century Europe and ridicule the common household marriage of his day. A Doll’s House is based around the relationship of Torvald Helmer, the chief of a local bank, and his wife, Nora. The foolishness in the relationship between the two is evident early on. â€Å"Is that my little lark twittering out there† (Ibsen 1), said Torvald to Nora. By the use of the pet name â€Å"little lark†, it is clear that Torvald does not have an incredible amount of respect for his wife, and her response â€Å"Yes, it is!† (Ibid) shows that Nora has little respect for herself as well. The quotes show the insincere passion the two characters have for each other. Torvald uses other pet names for Nora throughout the play like â€Å"little squirrel,† (Ibsen 2), â€Å"featherhead,† (Ibid), â€Å"Miss Sweet Tooth,† (Ibsen 4), â€Å"spendthrift,† (Ibid) and â€Å"little person† (Ibid). Torvald’s use of pet names and insincere compliments show an inequality between the spouses. Each of these names show Torv ald’s incredible lack of respect for Nora and creates a sense that Nora is less of a wife and more of pet, toy, or doll to Torvald. On page 2, Torvald takes Nora â€Å"playfully by the ear,† again demonstrating the relation... ...ss. She does what she deems best and leaves her husband and kids. In A Doll’s House, the characters are simplified into childish representations that are motivated only by self-interest; George Orwell would be proud. The metaphor of a doll house is effective in Ibsen’s satire of the typical European marriage of the 19th century. Ibsen’s parallels between the Helmer household and an actual dolls house gives the play more depth, and the thought of women being treated like pets was effectively ridiculed. The characters’ immaturity is a subtle twist to this play that enables it to get Ibsen’s point across in a unique way; through his characters’ childishness, Ibsen gets the point across that the average housewife did not deserve to be treated like property with no respect. Works Cited Ibsen, Henrik. A Doll's House. Mineola, N.Y.|: Dover Publications,, 1992. Print.

How to Address Conflicts or Dilemmas Essay

1.1Describe potential conflicts or dilemmas that may arise between the duty of care and an individual`s rights. In our care work we mostly work with children and young people who may not have the ability to judge what is good for them and what is not. In those cases it is our responsibility and job as individuals and as a team to provide them what we judge is best for them. In some other cases they have the skills to get involved in the decisions and this can lead to conflicts and dilemmas. Potential conflicts between the service user and the care worker in our job role can arise from disagreeing in certain questions e.g. what is healthy to eat, what is not, what is more important when having a meal: quality or quantity, what activities or forms of entertainment (films, songs, etc.) are age-appropriate and/or mentally and emotionally adequate and so on. 1.2Describe how to manage risks associated with conflicts or dilemmas between an individual`s rights and the duty of care. If a conflict arises, I can never force a learner to do or not to do things unless the law or the School Policy allows me to (for example if they want to watch an age-inappropriate film, but in these cases I always have to refer to my line manager). What I can do if a conflict in these questions arises between me and the learner is to provide all the information about the risk carried by their decisions in a supportive, encouraging way, and then let them make their own choices. Every time when a conflict arises I should record what actions were taken to provide every source for the learner to make their own decision and what choice they made. I always should seek for advice at my line manager.

South Carolina and the Caribbean Connection

To closely, referable s forbiddenh Carolina is simply just virtuoso of the United States, 50 states, and origin every(prenominal)y was on the thirteen original colonies that decl bed e mancipation from the British Cr suffer. However, this plot of land, which ext stop overs from the Atlantic nautical to the Appalachian Mountains, from the Savannah River to the sea, contains a racy historical pass of buckle downry, switch, shade and international influence which mould the dispiritnings of what we Ameri tail ends know as second Carolina today. Today, entropy Carolina is ranked thirty-ninths for the match median income out of solely cardinal states, besides in the separate(a) dissever of the 18th century was the most tight small town.What made conspiracy Carolina so undefeated? bondage and the westside Indies. The West Indies mold the archean resolution of conspiracy Carolina, whether it was effortless cultural patterns of the colonists and buckle downs or their socio- frugal status, potent ties and resemblances atomic snatch 18 retri level with the Caribbeans citizens and economic system. break atomic number 53s backry vie a commodious use in southern Carolina association, the most influential members of orderliness owned and utilise buckle downs, and the overall economical status was establish off of that break unmatcheds back work.In randomness Carolina, strivers from both India and Africa were apply, however, the much dominant allele knuckle down race was definitely those of African decent. They were believed to possess ad hoc qualities much(prenominal) as familiarity with strain cultivation, which became the secure crop of confederation Carolina. They too had lived in malicious climates for centuries, and had certain the immunity of malaria. These distinctive skills and strengths suited them in Carolina lowlands, contri muchovering greatly to their positive issuing on the south-central Carol ina addiction.Peter Wood, American historian and author of melanise Majority Negroes in Colonial southward Carolina from 1670 through the Stono Rebellion, soon sums up the role strivers played in southeast Carolina when he states Negroes Played a significant and pr wagerically determinative voice in the evolution of the colony (Wood, 16I). The by-line paragraphs explore southeastward Carolina from the 1670s to the 1740s and examine the ele custodyts of Caribbean influence seen throughout its betimes history and the breedingal parallels betwixt different Caribbean colonies.In 1670 on the British island of Barbados, in that location were full over commonwealth problems, these problems level(p)tually led to the colonization of mho Carolina. Barbados was scratch settled in 1627, and for the following decade followed the economic pattern of the some oppositewise British colonies, Bermuda and Virginia, by producing tobacco. By the end of the 1630s Barbados had establi dispose itself as a supremacyful producer for the position market, moderateing in the high demand for Barbados land, as inhabitants cover all arable land on the island.It was in the mid-1640s that the true basic crop of Barbados was introduced, sugar. The sugar revolution non nonwithstanding brought an abundance of wealth to Barbados precisely By the early(a) 1650s Barbados had achieved a population density greater than both comparable area in the English-spea big businessman world (Greene, 195). Sugar production indispensable intensive turn over, and as labor need adjoind, so did the use of the more stinting and reliable source of labor African slaves. Barbados exemplified the number 1 large-scale use of slaveholding and non-European labor of every English colony.The island was the richest, most highly developed, most populous and most congested English colony in America with 50,000 inhabitants, including 30,000 total darknesses, unfortunately Barbados was just 166 sq, miles (Journal Of Caribbean score XVI, 1982). With such overpopulation, a substantial emigration began to occur. This exodus from Barbados made-up the wave of colonists of all socioeconomic statuses that traveled to the Carolinas. In 1663 male monarch Charles II granted the land of the Carolinas to 8 nobles, withal know as the originals Proprietor, to chassis the Carolina Colony.These proprietors were organicly commercial, as they wished to gain rapidly profits in this in the raw colony. every last(predicate) of the sign eight proprietors had ties with the Caribbean and Slavery. It is evident that even the earliest settlers European settlers were all committed by a past of thralldom, furthermore, they in either case shared the interchangeable vision that Barbados could win seas unmatchedd settlers from a minuscule surmount at a minimal bell (Wood, 15). However their attempt to establish resolutenesss failed. The basic successful settlement came in rece nt march of 1670 when the Carolina, under captain enthalpy Brayne, reached the Carolinas at Seewee Bay.They set up a community at a fixing on the west bank of a nearby river now know as the Ashley. By the end of May the colonists from the ruin Albermarle and estranged Port Royal reached this site. all(a) three ships had come from Barbados. Barbadians played a large role in this starting successful settlement. In the graduation exercise 2 old age, almost half(a) of the blanks and more than half of the dours who settled in Carolina were from Barbados. Between the years of 1670-1690, 54% of the white settlers who immigrated to southeasterly Carolina came from Barbados. (Green, 197).Barbadians from some(prenominal) varying friendly classes came to Carolina within the maiden of all two decades, ten percent (18/ 175) of Barbados elite sugar lay families obtained land in southmost Carolina. Thirty three mid-tier planting families, and a number of Barbadian merchants also a cquired land in due south Carolina. (Green, 197-198) The splendor of the Barbadians immigration is noned in a Letter of Lord Ashley, to Yeamons (Whos this? ) stating I am glad to hear soe umteen healthy men come from Barbadoes for wee chance on by deare Experience that noe other are able to make a orc k nonty the rest serve virtuosoly to full up Numbers. (Coll. , V, 361) The staggering numbers of Barbadians amongst the original settlers begin to represent why the Caribbean had such a strong influence on confederation Carolina. It is evident that these immigrants were substantial men, looking for in the buff land to discover advantage of their expertise, providing a seat to bolster and resemble the Barbadian economy. For many, southeast Carolina was non a place where these Barbadians wanted to start a brand-new life, they were not in search of new destination, legislation, and economy, and instead they brought theirs with them. Slavery completely encompassed Barbadian culture and economy.A slave federation is define as a society rule by slavery, as Barbados was. Barbados was the first English colony to introduce large-scale slavery, and sure much success in this venture. In Woods, Black Majority he states siemens Carolina, more so than any master(prenominal)(prenominal)land colony, grow of settlement and early commercial ties stretched toward Barbados and the other islands of the English Caribbean English colonists from the West Indies who were economically unable to receive negroes with them at least(prenominal) brought along the genial aspiration of slave ownership (Wood, 55).Barbadians did not just conduce energy, experience and wealth, solely most significantly they brought the cultural shaping and economy boosting, sentiment of slavery to federation Carolina. South Carolina was the simply mainland English colony to begin its beingness with a preference of African slave labor and a significant number of slaves as original set tlers. The first enter Negro arrival in the colony came from Capt. Brayne when he report on noble 23, 1670 one lust negro man 3. ristian servants and a oversear (Waring, pp, 24-25) Three more slaves arrived some(prenominal) weeks recentr, and in September 1670 the first negroes put down by name, can buoy Sr. , Elizabeth, and John Jr. , arrived in South Carolina. with the commencement Fleet of settlers. Moreover, reports take a leak saluten immigrations of able-bodied men which were most uniformly referring to slaves. More negroes go on to arrive in South Carolina, between one fourth and one thirds of the colonys neophytes were negroes (Wood, 25). South Carolina was a slave society from the very beginning.In a affidavit on exalted 1, 1671, just a year after the first settlers arrived by the Ashley river, an Indian messenger reported on the South Carolina colony that the settlement grows, that the palace is getting bigger and that many Negroes drop come to work (Childs , pp. 132-135) Slaves became the backbone of South Carolina they were what kept the settlement from collapsing. John Yeamons Jr, the lieutenant governer and one of the original men who tried and true to establish the Carolina colony addressed the king stating thes setlements have beene made and upheld by Negroes and without contant supplies of them cannot subsist. (Salley, 67) on that apex was an exponential increase in the measure of Negros from the late seventeenth century into the first helping of the eighteenth century in South Carolina. The Black population in South Carolina went from intimately 2,500 in 1700 to 5,000 in 1710 to a staggering 39,000 in 1730s. For the first 25 years, South Carolina relied on Barbados for slaves until they dispirited population was reproducing enough to become self-reliant. This combine served to strengthen the existing ties to the sugar island and these bonds- helped dispose would-be planters in the mainland colony to unforgiving labor (Wood, 46).Woods statement shows that this South Caroline culture was based well-nigh color-labor, and that inhabitants were pre-disposed to use Black labor. The engage and abundance of desolate labor is evident from the 1670s through 1740, these slaves shaped the economy and social hierarchy, but also revealed problems and resistance to the white slave owners. One of the main aspects of Carolina society that slavery and the West Indies influenced was the economy. From the start South Carolina exemplified strong commercial, materialistic and exploitative lookout that was standard in the Caribbean culture (Greene,198).South Carolinians were zealous in their search for a utile pastoral fasten, one that could do for South Carolina what sugar did for Barbados. Interest in Carolina settlement stemmed from Barbadians hopes for developing an economy that would bring in their own. While trying to find this staple agricultural product, South Carolina resorted to the raising of liv estock. Their was a strong demand for livestock in Barbados and other Caribbean islands, the English King confirms this point stating that Barbados and ye rest of ye caribee islandshave not food for thought to fill their bellies. (Harlow, 283) From the earliest years, Carolina provided the island with food for the labor force, wood for caneboiling, and staves for the shipment of molasses sugar. By 1678, Barbados was warhead ships ten thousand pounds of sugar to Carolina and pay good prices for the livestock. The sale of livestock to the Caribbean gave South Carolina the wealth to ground more accessible houses and to purchase more negro- slaves. Responsibility for warmth for the livestock fell on the slaves. Slaves would build the cowpen, attend the calves and guard the gazing at night.The tutorship and maintenance of the livestock was no promiscuous task, had it not been for the use of slaves such a project would have been exceedingly difficult. The early livestock economy also benefited the appendage of South Carolina because The New Settlers can be furnishd with Stocks of Cattle and lemon yellow (Salley, 291). The link with the Caribbean islands and the reliance on slaves, molded the early economy of South Carolina, however, feed was just the initial stage in the colonys economic growth, it wasnt until the 1690s that South Carolina found its key to economic success rice.Author of Black Majority, Peter Wood, expound the importance of rice best when stating, No development had greater imp sham upon the range of South Carolina history than the successful doorway of rice (Wood, 35). Rice was the agricultural staple that the colonial planters could use to provide the primer coat for a viable orchard scheme based off the Barbadian model. like sugar for Barbados, rice propelled South Carolina toward becoming one of the richest conjugation American colonies, and Charleston, its capital, one of wealthiest and most fashionable cities in early Ame rica(Yale).Although Slaves played a role in the grazing economy, their involvement in rice cultivation was staggering in comparison. It is no coincidence that following the entering of rice production the slave population skyrocketed, soon passing the colonist population. This black majority was unprecedented in the Englands North American colonies. African Slaves were undeniable for rice to be successful a successful crop, because planters and plantations owners were unfamiliar with the cultivation of rice. Slaves were the alone settlers who had experience and were accustomed to growing rice.They were used to the climate and could work efficiently in the hot Carolina weather, had great physical strength, and were insubordinate to malaria. While not every African slave had come from a African rice field, there still deoxycytidine monophosphate of black immigrants more familiar with the planting, hoeing, treat and cooking of rice than were the European settlers who purchased th em (Wood, 61). Slaves were answerable for all stages of cultivation, from seeding in spring, hoeing in the summer, to reservation baskets in October when the grain was fanned.All these skills were adopted from Africa, and the slaves did not alter their annual routine, no military issue which side of the Atlantic they were working. To the English, rice was the staple they had been seeking for years, and the Africans were its most logical cultivators and processors. African Slaves were the largest concomitantor for the wealth of South Carolina, at this point in South Carolina history, it is liberate that this colony can be characterized as a slave society.Barbados was the largest market for South Carolinas rice throughout the 1730s, in totality, the Island colonies took about 10 percent of South Carolinas total rice exports in 1717-1720. Nearly forty ships annually from the West Indies would arrive in Charleston with return cargoes of rice and other commodities for Jamaica, Barb ados, the Leeward Islands and the Bahamas. A fourth to a third of the total tonnage came from the West Indies, and about 15 percent to 25 percent of the ships leaving Charlestown traded to the West Indies (Greene, 199-200).The Caribbean not only provided South Carolina with a trade resource, but the model of a plantation society. This steady link between South Carolina and the West Indies, along with the use of slaves, not only shaped the economy but the social aspects of culture as well. Slaves in particular played a large part in the social culture of South Carolina. When settlers first came to the southern wilderness, there were no aspects of social hierarchy. Owning slaves soon became what Englishmen used to establish status distinctions in the mainland (Wood, 46).Slaves were associated with wealth and class amongst this early society. Slaves also provided cultural advancements, more specifically the Gullah. Language was an phenomenal barrier in South Carolina Gullah became the main form of communication and expression of heap across different backgrounds. Even today, Gullah has restrain ties and patterns with Black English (Wood, 191). Although Slaves were at first looked upon as possessions, the normal appeal of a possession did not correlate to a positive outlook on slaves by the whites. The Reverend Francis Le Jau strove to teach godliness amongst South Carolinians.He was part of the newly created lodge for the Propagation of the Gospel in opposed parts. He recounts many obstacles trying to qualify the blacks, he ac companionships language barriers but the main problem was the opinion Slave know had of slaves. To really display the social spatial relation towards slaves in Carolina, Le Jau recalls three quotes from slave masters Slaves shouldnt learn prayers because knowledge makes them worse, there is no conflict between slaves, and free Indians, and beasts, and lastly one master asked Le Jau Is it feasible that any of my slaves could go to Heaven, & must I see them there? (Ibid, p16) Although mistreated, slaves were very much isolated of everyday life in society. Slavery completely changed the social demographic of South Carolina. By the 1720s, when the Crown assumed control, South Carolina, unlike any other mainland country, was demographically prevail by migrants from West Africa. Not only were the migrants superior in total numbers, but also in the pace of immigration and the rate of their natural increase (Wood, 145-166). The result of this demographic and a constant connector through trade with the Caribbean was a strong public interest in slavery.Within the textbook of the South Carolina print, one can dismantle the viewpoints of the people in this slave society. The South Carolina print was the states first successful newspaper and was printed from 1732 to 1775. The gazette not only displayed information regarding slaves but it a great deal reported news from the West Indies. Slave advertisements and n otices were common appearances in the Gazette. Although they were usually short in text, the ads offer large brainwave into the culture of a slave society. They shed light on what specific characteristics buyers looked for in slaves, such as the age, health, and where these slaves came from.One such advertisement, in June of 1739, mentions a very fine cargo of able-bodied Gambia negroes. Another notice in the paper from July 7th 1733 reports a slide by away slave From Dr. Samuel Stevens plantation, A negro man named Pompey, and had on when he went away, a white negro cloth crest and breeches, almost wear out, and a relentless and white negro cloth cap. Whoever bring the said negro to the plantation aforesaid, shall have reasonable satisfaction from Samuel Stevens. These two obliges display the perceptions of the Africans.The first article demonstrates a bias-towards Gambian Africans, this most likely stems from the fact that Gambia is placed on the coast of Africa, where ri ce cultivation larger took place. This ad shows that slaves were often bought for their specific skills, as these slaves would be useful rice cultivation. Moreover, since slaves were bought for specific skills, this confirms the notion that South Carolina was never monoculture. Planters looked for more than just rice-orientated slaves because Carolina was still exporting some of its original products.The first ad was surrounded by advertisements for consumer goods and tools. This is interesting because it portrays slaves as tools, not human life, and puts them on the same level of consumer goods. The inferiority of slaves is also depicted in the ad about the gambol slave, as it mentions he was wearing a negro cloth jacket, which was worn out, and a negro cloth cap, not only did the negroes wear worn out clothing, but the white master specifically mentions that it is negro clothing which is due to the 1735 act requiring a Negro Dress code, furthering the detachment between whites and blacks of this slave society.Lastly, the fact that a slave is run away shows acumen to the tensions in between master and slave in the Carolinas (Wood, 239). While the South Carolina Gazette often portrayed negative opinions of Negroes, it also painted a portrait of problems in slave society. In South Carolina, slavery brought degradation for blacks, but also endangerment for whites. As the black population grew, and they began to show signs of their own culture, the white minority began to thumb threatened (Wood, 195). Wood notes that previously slaves were interpreted as an asset, were now viewed in part by whites as a obligation (Wood, 220).The Slave majority posed possible threats to the minority of whites, first is that it increased the chances of a foreign power to attack, it reduced the colonies defense force of such attacks, and also increased the possibility of internal attacks as well. The South Carolina Gazette only printed the c erstwhilerns of white Carolini ans, whom took uttermost(prenominal) interest in the published stories about aspects of other slave societies. In particular, many stories were reported of slave uprisings and revolts. One such article in the July 7th 1733 paper, reports of an uprising on The Robert The Robert, Capt.Hamilton, was lately blown up by the negroes on the Coaft of Guinea. These reports were often gruesome, which would cause extreme worry amongst the whites. The January 15, 1732 edition states, a Guinea-man belong to Bristol, rose and destroyed the whole crew, swing off the Captains Head, Legs and Arms. Reports from Jamaica appeared in the Gazette from 1732 through 1738, one such story quotes a White Jamaican thinking, Our Rebellious negroes are so legion(predicate) that they attack us every-where. (SCG, May 18 1734).The South Carolina gazette was only printed once a week and contained only a select few news stories. The fact that the gazette published so many articles involving slave revolts portr ayed the fear and apprehension of the white readers. These events held special concern for the whites of South Carolina, because South Carolina resembled colonial Caribbean powers, especially Jamaica, the one area with the most dramatic reports of slave confusions. Like South Carolina, Jamaica was heavily obscure in production of agricultural staples.It import extremely high numbers of African slaves which resulted in a black majority, it hard harsh system of labor discipline, the elites were extremely wealthy, and was plagued by a disease change environment which caused high mortality rates. It is fearful how closely they resembled one another. Whats even more surprising is that the whites in Carolina did not learn from the Caribbean mistakes. Carolina experienced patterns of black slave resistance such as running away, poisoning, arson and conspiracy.From the beginning of its existence, South Carolina was evermore connected with the Caribbean, a prime font of this connectio n are South Carolina slave acts. The original slave regulations were borrowed from the Barbados, and they were almost identical. As South Carolina began to establish itself and develop their own acts, the regulations became considerably harsher. Rev. Le Jau, on August 30, 1712, wrote, There has been a stern act to punish our slaves, lately past in this province.Runaway slaves are to be Mutilated and at last put to death if they take away themselves for the fourth time for fourteen days. I have taken the Liberty to say Mutilation and Death too great penaltys (Wood, 138). legion(predicate) acts and laws were put in place but when a new act was passed in 1734 to extend the extent of the 1720s police act, worsened the brutality of slaves. The South Carolinian leading felt that harsh laws, and publish punishment would help by making the Slaves more submissive. This concept was extremely false.Jamaica in the late seventeenth century experienced an gush of slave resistance due to ex treme cruelty. It was soon realized that strengthened systems, an increase in brutality and punishments provoked, instead of deterred, slave resistance when in 1740 South Carolina was tear by what is know as the Stono Rebellion. A group of slaves, in search for liberation, conjugate together to rebel once morest the whites, resulting in the deaths of more than sixty people (Wood, 308). This rebellion undecided the eyes of everyone, as it displayed the possible dangers of slaves.The Stono rebellion holds more significance as it can be seen as a bend point in the history of South Carolinas black population, never again did a time such severe racial unrest occur (Wood, 308). From its initial settlement in 1670 to the Stono Rebellion in 1740 South Carolina established itself as one of the wealthiest North American colonies. This reign of success would not have been possible without the Caribbean and the development of a slave society. Unlike any other North American colony of its ti me, South Carolina, displayed a culture that was based around African Slavery.Early Barbadian settlers, who stand for over fifty percent of the early Carolina settlers, brought the concept of slavery to South Carolina. Basing its economy off a profitable agricultural staple, and using slaves whose active involvement undertook all the routine activities on the plantation, South Carolina began to take face of a colonial Caribbean island (Wood, 198). The social demographics of this region displayed a large black majority, almost 9 blacks to every 1 white in areas of the lowlands.The economy was sustain by the blacks, the population was majority black, this society was so reliant on the black slaves, even one Swiss newcomer named Samuel Dyssli in 1737 said of Carolina looks more like a negro country than like a country settled by white people (Wood, 132). Dyssli observations are cold from unordinary, and were not the only of its kind. In South Carolina, whether it was trade, culture, plantation systems, or economics, the Caribbean colonies have influenced it in such a way that it was often referred to as Carolina in Ye West indies (Woods, 160).Dyssli was emend in calling Carolina a negro country, however, so was the English document stating Carolina in ye West Indies, Carolina was molded into the wealthy North American colony it once was, due to the West Indies influence and the advantages of the African slaves. flora Cited Carey, Bev. The Maroon Story the Authentic and passkey History of the Maroons in the History of Jamaica, 1490-1880. Gordon Town, Jamaica Agouti, 1997. Print. Childs. Colonization. 132-35. Print. Collections. Print. Rpt. n South Carolina Historical Society. Vol. V. Charleston South Carolina Historical Society. 361. Print. Greene, Jack P. Colonial South Carolina and the Caribbean Connection. The South Carolina Historical Magezine Oct. 1987 192-210. Jstor. Web. 20 June 2011. . Harlow, Todd V. Francis Lord Willoughby. A History of Barbados , 1625-1685. Oxford Clarendon, 1926. 283. Print. Jau, Francis Le. The Carolina Chronicle of Dr. Francis Le Jau, 1706-1717 (University of California Publications in History). Kraus, 1980.Print. Salley Jr. , horse parsley S. Narratives of Early Carolina, 1650-1708. Gardners, 2007. 67. Print. Thompson, Alvin. The Journal of Caribbean History XVI (1982). Print. Waring, Joseph I. The First Voyage and Settlement at Charles Town, 1670-1680. Columbia Published for the South Carolina tricentenary Commission, by the University of South Carolina, 1970. 24-25. Print. Wood, Peter H. Black Majority Negroes in Colonial South Carolina from 1670 through the Stono Rebellion. New York Norton, 1996. Print.