Reflection Paper About Self - 2161 Words

Out of all of the topics that we went over in over the course of the Sister to Sister class, the one that resonated with and still resonates with me the most would have to be the theme of self. This is simply because you cannot even begin to form a sense of community or delve into higher education successfully without a keen awareness of self. This phenomenon is stated beautifully with, â€Å"an ongoing commitment to developing the self is paramount to the establishment of an identity that is centered and grounded† (King, T. C., Ferguson, S. A 2). The ongoing aspects of this are stressed because as people, we are continuously changing, meaning that we need to be constantly in tune with our self and making sure that we are going about life in†¦show more content†¦I have felt myself being the token friend speaking out about all things controversial in groups of white friends, I have made myself seem more or less black depending on the situation, I have silenced myself in classrooms, and I have sighed in relief in circles of my black friends. I read an article that I saw on Twitter basically detailing a woman’s experience as a black woman attending a PWI, and I could relate to it all. It spoke about white people being so privileged that they do not move out of the way for or hold doors open for black women, and it is true. â€Å"We accept our mistreatment on campus to an extent and have the mutual understanding that we will receive that college degree, and use to better ourselves and our people with or without the school’s support† but of course, going about our college education like this has adverse effects (McKinney 2016). On a campus where only four percent of the population looks like you, I find it nearly impossible to not shift myself at least a little bit because I often feel uncomfortable. We are micro aggressed daily and are expected to have that not affect us; we are supposed to remain strong, which brings me to the issues with the idea of the black superwoman. I had never seen the superwoman archetype as an issue previously; I thought it was beautiful, empowering, and showed us just how strong that we can be. The issue with this though lies in the factShow MoreRelatedSelf-Reflection Paper About Cbt and Act680 Words   |  3 PagesSelf-Reflection Paper about CBT and ACT The late 1960s through the 1990s represented a second generation of behavior therapy and it is called Cognitive Behavior Therapy. It is born from the view that the history of behavior therapy, in which cognitive factors assumed greater importance in both therapy and practice. The central idea is that psychological disorders involve dysfunctional thinking and modifying dysfunctional thinking is linked to improvement in symptoms. Since the 1990s, acceptance-basedRead MoreEnglish 111 Evaluation Essay623 Words   |  3 Pageswriting. This is a prerequisite English class for higher-level English education. By the end of this course a student will have gained a great deal of practice in the craft of writing. This essay will evaluate the English 111 textbooks, essays, self-reflections, the instructor, and what I personally learned. The English 111 textbook had effective sample essays and diagrams of outlines. The Successful College Writing Textbook is the textbook used for the English 111 course. This textbook had greatRead MoreEssay on Leadership Reflection Plan836 Words   |  4 PagesRunning head: LEADERSHIP REFLECTION PAPER Leadership Reflection Paper Shaynee Olson February 18th, 2013 University of Phoenix CUR/510 Dr. Park Abstract The purpose of this research is a self-reflection on the author’s personal leadership style. This research will include qualities of effective leadership, the author’s philosophy of leadership, and examples of the author’s leadership style. This research will also include a reflection of the author’s personal strengths as well as how theRead MoreThe Activity Of Doing Action Research Among Iranian Teachers1540 Words   |  7 PagesAbstract Through reviewing some articles this paper has concluded that the activity of doing action research among Iranian teachers should be highlighted as well as expanded either through giving questionnaires, or participating in discussion workshops, interviewing with professional teachers, since reflection is an unfamiliar terminology among Iranian learners and teachers which has not been practically used yet. Thus, they can gain the best possible reflective and successful as well as practicalRead MoreSample Reflection Assignments1243 Words   |  5 PagesLocal: Service-Learning to Link Entrepreneurship, Policy and Science (ASCI 297 and CDAE/NFS/PPS 195/295) INSTRUCTOR: Richard Schramm Written assignments are of two types: Reflections and Project Reports. Reflections: An essential element for student learning in service-learning courses is written and oral reflections on the field study experience, as well as on other elements of the course. To have an experience isn’t enough to ensure learning; you need to intentionally and thoughtfully reflectRead MoreThe Link Between Time, Money and Morality Essay979 Words   |  4 Pageswhereas the time leads to self-reflection, which directs people away from unethical behaviour. Although methodologically sound and the link clear, the paper focuses on the direct relationship between wanting money and behaving dishonestly. The paper could be made more applicable by considering impacting factors that affect unethical behaviour and focusing less on suggesting greed and lack of self-awareness as the reason for cheating. Being a primary focus of the paper, time was operationally definedRead MoreManagement and negotiation1332 Words   |  6 Pagesobserver of social process. The course will involve extensive use of cases, role plays, and related participative activities, enhanced by rigorous self review and introspection. Grading: Course grades will be based on the following components: Self- Reflection Papers 3 papers worth 40 points each (120 points) Prep Papers and Exercise 6 papers worth 15 points each (90 points) Group Book Report 30 pts. Scored Negotiations 2 worth 25 points each (50 points) Cross-Class Negotiation 25Read More The Use of Mirrors in The Scarlet Letter Essay1188 Words   |  5 Pagescarves an A into himself. His mirror punishment becomes a ritual with a bloody scourge kept under lock and key in a secret closet. The only one to gain satisfaction from the self-inflicted wounds is Chillingworth.nbsp; When Dimmesdale views the reflection of himself in a parallel universe, his saint-like ways cause his own self-tormented downfall. Dimmesdale could have looked into a mirror without magnifying his own faults only after the third scaffold scene. Shortly after this, Dimmesdale has perishedRead MoreCritical Reflection On Self And, And Challenging External Power Structures804 Words   |  4 PagesSelf-directedness or self-affirmation, and challenging external power structures begins with challenging our own assumptions and developing moral courage to bring to supervision and peers. We can begin identifying assumptions that oppose our interests that potentially harm service users (Bloom, 2006). Through critical reflection we have a better understanding of power relationships, which makes us mindful of not perpetuating people’s experiences of oppression in our working relationships with themRead MoreThe View Of Conduction Great Critique Sessions1100 Words   |  5 PagesHere is my reading discussion/reflection journal for this week: Article #1 Goods, Bads, and Dailies: Lessons for Conducting Great Critiques Summary The article discuss about the view of conduction great critiques sessions. Pixar Dailies is one of their techniques use in their meeting â€Å"The Chosen One† where it described â€Å"four of the young magicians perform a five-minute routine and then receive critique from the other kids in the group†(). They are 3 roles player into this techniques: presenter,

Essay Martin Luther King Jr. and Religion - 1673 Words

Martin Luther King Jr. and Religion Throughout history our society has chose to recognize and remember certain individuals that have had a dramatic influence on our lives. Some of these individuals were of an evil nature, such as Hitler, but I would like to believe that the majority of the people we remember were the ones that had a positive influence on history, such as Jesus Christ and Martin Luther King Jr. I would like to reflect on the men who served a higher power that they called abba, father, or as we would recognize today, God. Jesus Christ is worshiped around the world as being the savior of all mankind. His birth was a miracle because he was born from a virgin. Taken from the Holy Bible, in Matthew 1:18-25, it states†¦show more content†¦They go on about the fact that if he was born in Bethlehem, then why is he called Jesus of Nazareth. Why Jesus would be from Nazareth and not Bethlehem, has led us to many questions and a lot of possible answers, such as, according to Michael Coogan, the idea that Jesus might have been from Nazareth all along. In my opinion, I see the gospels (Matthew, Mark, Luke and John) to be very repetitious. I also think though, that if something is said more than once, that the person who is saying it wants it to be remembered because it is important. Jesus life and death are described through out the gospels numerously. Meaning that his time on this earth was very important, and that he should be remembered. Throughout his life, Jesus performed many miracles. Examples of these miracles can be found in the Holy Bible in the gospels (Matthew, Mark, Luke and John). I would have to say that my favorite miracle performed by Jesus would have to be when Jesus fed the four thousand, in Mark 8:1-13. Jesus was surrounded by a large crowd and felt compassion for them. He wanted to provide food for everyone so they would be strong enough to travel back to their homes. They only had seven loaves of bread and a few fish, but after Jesus gave thanks and broke the bread, he told his disciples to pass out the food, and they did. When everyone was finished eating there was seven basketfuls of broken pieces left. Jesus Christ lived a short,Show MoreRelatedHow Did Religion Influence Martin Luther King, Jr as He Led the Civil Rights Movement2455 Words   |  10 PagesHow did Religion Influence Martin Luther King, Jr as he led the Civil Rights Movement What do you consider a leader? Is it someone who can lead a group of people with no trouble or is it simply someone with exquisite thinking skills? There is not an accurate definition explaining who or what a leader is because each is different. I feel that Martin Luther King Jr is a great example because he has the ability to inspire people, which led to a movement that forever changed America. This paper goesRead MoreEssay Philosophies and Tactics of Dr. King and Malcolm X1492 Words   |  6 Pagesminorities. Among them, Martin Luther King and Malcolm X had an everlasting effect on the treatment of minorities in the United States. Although their philosophies and tactics differed greatly, Dr. Martin Luther King Jr. and Malcolm X helped shape the Civil Rights Movement and make the United States a better place for people regardless of their race. Martin Luther King Jr. and Malcolm X had different beliefs and goals for the Civil Rights Movement. While Martin Luther King Jr. took a more peacefulRead MoreSociological Analysis of Martin Luther King, Jr.’s Letter from a Birmingham Jail1214 Words   |  5 Pagesï » ¿ Sociological Analysis of Martin Luther King, Jr.’s Letter from a Birmingham Jail Abstract The paper analyses Martin Luther King, Jr.’s â€Å"Letter from a Birmingham Jail† from a sociological point of view and shows how three major theories (structural functionalism, social conflict, and symbolic interactionism) are treated in the letter. The paper shows different appreciation of King’s ideas and works by his contemporaries and modern people. 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As a result, the â€Å"I Have a Dream† speech was written by Martin Luther King, Jr., a man who â€Å"Led successful efforts to integrate public transportation in Montgomery, Alabama; founded the Southern ChristianRead More Malcolm X and Martin Luther King, Jr. Essay1481 Words   |  6 PagesMalcolm X and Martin Luther King, Jr.   Ã‚  Ã‚  Ã‚  Ã‚  African Americans are fortunate to have leaders who fought for a difference in Black America. Martin Luther King, Jr. and Malcolm X are two powerful men in particular who brought hope to blacks in the United States. Both preached the same message about Blacks having power and strength in the midst of all the hatred that surrounded them. Even though they shared the same dream of equality for their people, the tactics they implied to make these dreamsRead More Letters from a Birmingham Jail Essay1534 Words   |  7 Pagesthe criticism. Martin Luther King Jr. is writing a letter from inside the jail of Birmingham in April of 1963. This letter King wrote was in response to a letter he received from the religious leaders after King is making a stand against the racial issues in Alabama. These leaders stand firm in their letter when they say that when rights are being denied, they should be handled in the courts with negotiations and not in the streets. The authorities have placed Martin Luther King Jr. against his ownRead MoreThe Swinging Sixties: A Time of Civil Resistance Essay987 Words   |  4 Pagesâ€Å"Free at last† were the words of a legendary man who would later inspire change throughout the world. Through his panoply of work, Dr. Martin Luther King Jr. challenged the popular idea of African Americans being of less status than â€Å"white men†. His I Have a Dream speech is recognized across the world, not only as inspiration for blacks everywhere, but also as a prime example of non-violent civic activism. King’s main objective was to achieve the equality that blacks had been deprived of. He discussedRead MoreComparison of Martin Luther King, Jr and Malcom X1700 Words   |  7 Pages that all men are created equal. (Martin Luther King) The other, a man who spoke of a violent revolution, which would bring about radical change for the black race. Anything you can think of that you want to change right now, the only way you can do it is with a ballot or a bullet. And if you re not ready to get involved with either one of those, you are satisfied with the status quo. That means we ll have to change you. (Malcom X) While Martin Luther King promoted non-violence, civil rightsRead MoreCompare and Contrast the Work of Martin Luther King Jr Malcolm X923 Words   |  4 PagesMartin Luther King Jr. and Malcolm X were very significant during the Civil Rights Movement. Both were excellent speakers and shared one goal but had two different ways of resolving it. Martin Luther King Jr. chose to resolve the issues by using non-violence to create equality amongst all races to accomplish the goal. Malcolm X also wanted to decrease discrimination and get of segregation but by using another tactic to successfully accomplish the similar goal. The backgrounds of both men were

Training Manpower Development and Employee Performance in Tesco

Question: Describe about the Training Manpower Development and Employee Performance in Tesco? Answer: Introduction The current research will be highlighting on analysing the manpower development and employee performance. The particular topic has taken in context to Tesco which is a retail industry in UK. This particular company has been chosen as it has been found in recent survey that new employees are having problem in coping up with their duties. Therefore, training has been most important to train the newbie and enhance their performance. On the other hand, a positive environment can be brought into TESCO and the organisation would be able to generate competitive advantage (Tesco plc, 2015). Apart from that, the study will be concentrating on explaining need for studying the topic and assessing the issues behind it. Rationale of the study What is the research issue? The issue is that many firms in UK are not able to set or arrange effective training platform for their manpower and so do Tesco. Due to that, new employees of Tesco are not able provide expected result. As a result of that it becomes difficult for the firm to gain better performance from them. If this continues then Tesco might lose their position to other competitors. Apart from that, it has been known that manpower is an integral section of the company which largely contribute in the success of the company on global scale. Due to ineffective training the employees take much time to get acquainted with the organisation system. Moreover, the training program of Tesco such as A-level Options programme is not effective for the new employees rather it is beneficial for existing employees (Tesco plc, 2015). Therefore, an accurate training programme for new staff is a major issue for the company. Why it is an issue? It is understood that big firms relies on the employees contribution and their performance and thus, invest high amount of capital for their professional development through training. As a result, employees are able to contribute highly in the growth and development of the company. Therefore, if Tesco does not provide effective training then there would be employee turnover which would affect the business and image of the company. For instance, Co-operative Group registered a fall in their sales by 13% in 2011. One of the reasons was that employees were not satisfied with the training and was not able to understand the procedure of work (Lim et al. 2013). Therefore, if Tesco is not able to arrange training then it can be tough to maintain sales rate and performing personnel. Why it is an issue now? Increase in the competition level has made many industries to concentrate on the development of employees. It is known that no industries can success without complete engagement from the manpower in the organisation. Therefore, it would become difficult for Tesco to survive in the market and carry on with their specific product and services if this issue is not sorted out. For instance, J Sainsbury which was third in position till 2012 reached at number two spot in 2013 due to providing all necessary requirements to employees from training to payment (Retaileconomics.co.uk, 2015). Thus, if Tesco does not overcome their issue then they can lose their position to potential competitor. On the contrary, it has been seen, high absenteeism of employees as they were not satisfied with the training process and due to that firms are not able to gain expected result from the manpower (Kidd, 2013). What could this research shed light on? The particular research will support the Tesco to highly concentrate on training and employee performance in order to increase the performance level of both company and employees. Moreover, the chances of employee turnover would be reduced and firm would be able to sustain their position in the market. On the other hand, the firm would be giving tough competition to their rivals. Apart from that, the chances of error or wastage would be controlled and quality product and performance would be gained. Further, the employees would be able to understand their role and quality service can be delivered to customers that would reflect on higher sales revenue and profit (Sofia Lopes and Teixeira, 2013). References Bature, N., Friday, O., and Mustapha, A. (2013). Manpower Training and Development: A Tool for Higher Productivity in Zenith Bank Plc, Maitama Branch, Abuja. European Journal of Business and Management, 5(28), 1-8. Kidd, C. (2013).Manpower Policies for the Use of Science and Technology in Development. Burlington: Elsevier Science. Lim, H. M., Tan, P. Y., Tan, P. S., Nawi, M., and Nasrun, M. (2013). A study of manpower issues in project management. Retaileconomics.co.uk, (2015). Retail Economics - Top 10 UK Retailers. [online] Available at: https://www.retaileconomics.co.uk/top10-retailers.asp [Accessed 7 May 2015]. Sofia Lopes, A. and Teixeira, P. (2013). Productivity, wages, and the returns to firm-provided training: fair shared capitalism?.Int J of Manpower, 34(7), pp.776-793. Tesco plc, (2015). Tesco plc. [online] Available at: https://www.tescoplc.com/index.asp?pageid=17newsid=532 [Accessed 7 May 2015].

Tragic Heroes Essays (342 words) - Fiction, Literature, Cleopatra

Tragic Heroes Romeo is a tragic hero because he fought and did everything he did to be with Juliet but it still didn't work out and he ended up killing himself to be with Juliet, then finding she wasn't dead just as he had drunken the poison. Then Juliet saw her dead Romeo and killed herself with a dagger. The movie "End of Days" has something like this. The main character fights Satan because he came to earth to take it over. At the end of the movie the demon possesses him and he must throw himself onto a statue holding a sword killing himself but saving the world, This is another example of a Tragic Hero. The movie Gladiator's main hero, Maximus Aries is also a tragic hero. It's about a Roman army general who's empire turned on him and imprisoned him after Caesar made him the heir to Rome. Caesar didn't choose his own son because he was corrupt, when he told his son this his son suffocated Caesar before he annoced to Rome who the heir of Caesars empire was, and of course everyone would think it was his son, but it was actually Maximus. Caesar's son told some troops to take Maximus and kill him in the forest but he escaped. They then had his wife and child crucified. He then gets sold as a slave, to an entertainer who makes Gladiators. Maximus then rises up and becomes undefeated and in the end and takes on Caesars son in a gladiator match. Caesar's son wounded Maximus before the match but Maximus still managed to come through and kill him. He told everyone Caesars last dying wishes and his own to take Rome and make it republic once again then Maximus fell to the ground and died. These 2 examples are like Romeo because they died or did something heroic and the outcome for them was bad and tragic. Tragic heroes usually die or have something bad happen to them at the end of the story, but they die for a good cause making it tragic that they died but they may have saved the world, or be reunited with there loved ones.

Are Premium Plugins Worth Buying When You Should Open Your Wallet

With over 55,000 free plugins at WordPress.org alone, its not surprising that many WordPress users wonder, are premium plugins worth buying?In this article, were going to try to answer that question by discussing the different pricing options most plugin developers use, and then posing some questions for you to answer to help you decide whether or not you should open your wallet and start looking for premium plugins. FreePremiumFreemiumThe main benefit of free plugins is right there in the name – they wont cost you a thing.Premium plugins, on the other hand, will cost you a fee to use. However, this provides them with the scope to offer dedicated support options. Additionally, they often provide more targeted, niche functionality than free plugins do (because charging a free lets them target a smaller market). You can find these plugins in many places online, such as  CodeCanyon  and  our own directory.WP Product Review is an example of a premium plugin that offers a lot of targeted features.Finally, freemium plugins offer a core free version, and then either:Sell a single pro versionSell multiple add-ons with specific premium featuresThe free tier will contain some basic functionality, and will be sufficient for many sites. The premium version, on the other hand, will include additional features and more support.Youll often encounter free and premium (or freemium) plugins that do the largely the same things. If youre looking for a plugin to back up your site, for example, you could go with UpdraftPlus or Duplicator, both of which are free in the WordPress Plugin Directory. Alternately, you could purchase BackupBuddy, which will cost you $80 per year.So, are premium plugins worth buying? Now that you understand what options are out there, let’s explore the answer to that question in more detail.Are premium plugins worth buying? Answer these 5 key questionsDeciding whether a premium plugin is worth the cost isn’t always simple. To help you out, here are five key questions to consider before settling on a plugin for your site.1. How flexible is your budget?The first thing you’ll need to consider is the most basic difference between free and premium plugins – cost. If youre operating on a shoestring budget, it makes sense to try and find a way to make free plugins work for your site.It might not always be ideal, but even if you cant find a free option that does exactly what you want, you can usually find one that gets  close. And if money is tight, that might be enoughat least to get started.2. Are you looking for specific or niche features?Once you’ve checked your budget, it’s time to consider what you’re actually looking for. While it’s easiest to simply start searching through the various plugin options available, it can be smarter to make a ‘shopping list’ beforehand. In other words, decide on the exact features and functionality you need,  then go look ing for tools that will do the job.This approach can make your ultimate choice a lot simpler. Sometimes, you’ll find both free and premium plugins that offer all the features on your list. In that scenario, the free plugin will have an advantage. However, this won’t always be the case. So when are premium plugins worth buying?While not an absolute, free plugins tend to focus on more general functionality – basic features that most sites need, such as improved security and Search Engine Optimization (SEO). If you’re looking for more niche features, on the other hand, free plugins can come up short. This means that if your site is a little off the beaten path, or you require very specific functionality, you may only find what you need in premium plugins.3. Do you need more functionality than the free versions of freemium plugins can provide?So far, we’ve been focusing largely on free and premium plugins. However, it’s important not to forget a bout the third pricing structure. Many of the best WordPress plugins work on a freemium model, and theyre as easy to find as strictly free and premium tools. A lot of them are located in the WordPress Plugin Directory, along with descriptions of how their various tiers differ:Choosing a freemium plugin can be a very smart decision. You can get a feel for how it works by trying out the free version first, rather than paying for a premium plugin you might not actually need. What’s more, it will quickly become obvious whether the features offered by the free version are enough. If you do decide you need more comprehensive or targeted functionality, you can upgrade immediately to one of the plugins premium tiers without any inconvenience or loss of data.4. Do the premium options have better ratings and reviews?It can be easy to assume that premium plugins are inherently ‘better’ than free plugins. In reality, however, this is far from the truth. You can find a lot of free plugins that are well reviewed, secure, and reliable. Similarly, just because a plugin costs money doesn’t guarantee that its a quality offering.At the same time, ratings and reviews can be a helpful way to choose the best tool for your site. If you’ve found both free and premium plugins that do what you need, take a look at how well other users have rated them, how popular they are, and how recently they’ve been updated. You can also read through reviews, and check to see if the developer of each plugin has an upstanding reputation.If the results of this research are similar for each class of plugin, you may be safe sticking with a free solution. If a premium option has superior reviews and comes from a more reputable source, however, it may be worth the cost.5. Are you looking for access to 24/7 support?It isn’t uncommon to find free and premium plugins that have essentially the same features, and are equally well-reviewed. This can lead you to wo nder: When are premium plugins worth buying, if you can get the same functionality for free?Often, the answer comes down to support. While many free plugins have dedicated forums and communities, getting support directly from the developers can be challenging. One of the primary perks of premium plugins is that they almost always come with a year’s worth of support bundled in. Typically, this means you’ll be able to get deeper, and more responsive, support. You may also get access to a members-only forum, live chat, or other exclusive resources.Therefore, premium plugins can be smart investments if you want to make sure you can always get help when you need it. This is particularity relevant when the plugin you’re interested in involves a lot of complex functionality, or when your site is going to rely heavily on its features. Just keep in mind that in most cases, you’ll need to renew your license each year to retain access to support.ConclusionAre premiu m plugins worth buying? After all, it seems wasteful to pay for something you could get for free. On the other hand, you may wonder whether free plugins can really do everything their premium counterparts can. The truth is that both types of plugins have their place, and are worth your consideration.To recap, here are some of the questions youll want to ask yourself when choosing between free and premium plugins:Is there room in your budget for a premium solution?Are you looking for specific or niche features?Do you need more functionality than the free versions of freemium plugins can provide?Do the premium options have better ratings and reviews?Are you looking for access to 24/7 support?What do you think: Are premium plugins worth buying? Share your thoughts in the comments section below! Are premium #WordPress #plugins worth paying for? Answer these questions to find out

Interpreter of Maladies

Interpreter of Maladies The short story Interpreter of Maladies written by Jhumpa Lahiri explores a variety of themes. One of them is the need for intimacy. In particular, the author shows that this need can be partly explained by our willingness to speak openly to a person who will not be judgmental of our behavior, values, or morality.Advertising We will write a custom critical writing sample on Interpreter of Maladies specifically for you for only $16.05 $11/page Learn More Secondly, this novella suggests that the desire for intimacy can sometimes arise because people want to find a companion who will feel compassion for them and probably raise their self-esteem. Jhumpa Lahiri explores this issue by focusing on the relations between such characters as Mrs. Das and Mr. Kapasi. Overall, Jhumpa Lahiri creates a situation when intimacy is driven mostly by selfishness, rather then love or affection. This paper will show how the writer communicates this idea to the readers. The writer employs several literary elements in order to convey this message to the reader. First of all, one has to speak about character development. Lahiri does not present a direct evaluation of Mrs. Das or Mr. Kapasi. Yet, practically in every passage of this novella, Lahiri gives some minor descriptions which can tell us a lot about the inner world of these people. For example, she tells that â€Å"Mr. and Mrs. Das bickered about who should take Tina (their daughter) to the toilet† (Lahiri 2005, p. 185). Secondly, she refuses to help her daughter with her manicure and asks Tina to â€Å"leave her alone†. These details suggest that she might be unhappy in her marriage. One can surely say that Mrs. Das feels alienated from her husband and children. Yet, at the beginning we do not why she behaves in such a way. Similarly, the author shows us that Mr. Kapasi views his job as an interpreter as a â€Å"thankless occupation† which does not allow him to fulfill his potentia l (Lahiri 2005, p. 191).Advertising Looking for critical writing on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More These people are gravitated toward one another for different reasons. Ms. Das believes that she is the person to whom she can confess that she was unfaithful to her husband without having to justify or acquit herself. In his turn, Mr. Kapasi feels closeness to her because she expressed some interest in him and his work. Character development is the main literary element that demonstrates that their alleged intimacy can be more attributed to egoism instead of affection. Therefore, it is not surprising that these people fail to develop any form of relationship. The conflict presented in this short story has two dimensions. The main characters have to choose between their self-interests or self-esteem and the necessity to accept or tell the truth. For instance, Mr. Kapasi does not want to accept the i dea that his career and his life are not as successful as he wants them to be. This is the reason why he is attracted to Mrs. Das who finds him â€Å"romantic† (Lahiri 2005, p. 191). Nonetheless, he does not want to do anything that can improve the quality of his life. Similarly, Mrs. Das is not willing to acknowledge the fact that her marriage proved to be a complete failure, and she can be partly blamed for this outcome. The main issue is that these people do not even consider telling the truth to others or to themselves. Instead, they strive to find an imaginary friend able to console them. This is one of the reasons why they are unhappy and discontent with themselves and others. Other important literary elements that should not be overlooked are the voice of the author and the narrative mode. Jhumpa Lahiri tells the story from the third-person point of view. The writer enables the reader to better understand the feelings and emotions of different characters. One can also say that she feels some form of empathy for them. She explains why they feel so alienated from their families, and why they are longing for intimacy. Moreover, it is possible to assume that the narrator is the only one who understands the feelings and sentiments of Mrs. Das, or Mr. Kapasi. Other characters lack this capacity.Advertising We will write a custom critical writing sample on Interpreter of Maladies specifically for you for only $16.05 $11/page Learn More In other words, those people, who surround Mrs. Das, or Mr. Kapasi, do not know why they feel frustrated. Thus, one can argue that the narrative mode and the voice really help the author show that the main protagonists strive for compassion and sincerity. Other people do not even try to find out the cause of their depression or discontent. They may not even notice that something is wrong with them. There are various peculiarities of the plot which play instrumental role in revealing the personal qualities of characters. First, one can notice that Jhumpa Lahiri prefers non-linear plot which is full of flashbacks or recollections. These flashbacks are aimed at explaining the reasons why Mr. Kapasi and Mrs. Das can be drawn to each other. For example, Lahiri tells us about Kapasi’s relations with his wife who blamed him for his inability to avert the death of their son (2005, p. 192). Additionally, the flashbacks inserted into the story describe the circumstances that prompted Mrs. Das to commit adultery. The writer does not attempt to justify them; more likely, she tries to better illustrate their need for intimacy. This non-linear structure of the plot is essential for portraying the inner world of characters. Additionally, if we speak about the plot of the story, we should focus primarily on the climax. At this point, Mrs. Das tells she wants to speak to someone who can alleviate her suffering. She says, â€Å"I’ve been in pain eight years. I was hoping you c ould help me feel better† (Lahiri 2005, p. 201). Her confession disappoints his expectations because he clearly wanted to establish romantic relations with her. He did not want to be a counselor. At this point, both of them realize that they have nothing in common with one another. During the final scene, Mrs. Das throws away the note on which the address of her companion is written. This moment symbolizes the rupture of their relations. Jhumpa Lahiri skillfully employs to communicate her message to the readers.Advertising Looking for critical writing on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Overall, such a novella as Interpreter of Maladies can identifies several reasons why people look for intimacy. On the one hand, we can speak about with people’s willingness to communicate with someone who will not condemn them and accuse them of immorality. This is particularly important for Mrs. Das. The second reason is self-esteem. Mr. Kapasi feels intimacy toward this woman because he believes that she finds him romantic and interesting rather than commonplace. The author shows that the intimacy and relations that are driven by selfishness are more likely to be fruitless. Reference List Lahiri, J. (2005). Interpreter of Maladies. In, P. Shreve B, Nguyen, (Ed.), 30/30:  thirty American stories from the last thirty years (pp. 185- 203). New York: Pearson Longman.

Discuss nature vs. nurture Essay Example | Topics and Well Written Essays - 1000 words

Discuss nature vs. nurture - Essay Example The ‘nature versus nurture’ debate for instance is one of the binaries that offer certain perspectives explaining human attitudes and behavior. Socialization as one of the factors influencing human behavior (Berger and Luckmann 42-50) was primarily introduced by sociologists to emphasize the role of the environment and society in the formation of their self-concept and identity. In the field of psychology, behaviorism on the basis of human instincts and stimulus-response was considered to be one of the major theories that explain human nature. In analysis, in contrast with psychological theories, sociological explanations of human behavior are leaning toward the ‘nurture’ side of the debate; thus, placing psychology on the ‘nature’ side. However, through further studies and exploration of the subject, integrative theories about human behavior are also introduced. Social behaviorism pioneered by George Herbert Mead (1913) and psycho-social develo pment introduced by Erik Erikson (1950) are examples of the integrative works. In this paper, an exploration of ‘nature-nurture’ debate will be presented by examining the basis and foundations of both perspectives. The discussion about the importance of socialization in human thinking and behavior will also be analyzed. Moreover, other factors influencing and explaining human nature will be discussed to see how such matters contribute to the development of human behavior. In the process of human development, many contributing factors are regarded to be influential in one’s growth. In an extreme theoretical position, human experiences are considered to be the primary factor affecting behavior (see Schutz 32). Socialization through interaction with others influences an individual’s way of thinking about his or her reality. More importantly, interaction affects one’s idea of the self as he or she tries to situate him or herself within the context of so cial categories. In Mead’s The Social Self, he explained how interactions with individuals help us develop our self-consciousness. Socialization with others helps us realize the existence of ‘the other’ and thus, the existence of oneself (Mead 374). Through interaction, the recognition of the ‘I’ becomes possible. Through self-consciousness and the recognition of others around an individual, language becomes a necessary tool to further identify oneself. In here, communication through language is given importance as such eventually explains more about human nature; that is, explaining our uniqueness in contrast with the non-speaking animals. In Mead’s theory, the concept of ‘the social self’ (374-380) ultimately emphasizes the relation of the self to others in the social world. Though the theory is seemingly grounded on abstract concepts, Mead was able to explain his theory objectively with reference to behaviorism. Apparently, Mea d’s mature social psychology offered an example of how ideas coming from opposing arenas can be integrated in a single work (see Cook 67). To further explain human behavior, we can also observe how scholars attributes it to human ‘instincts’ and the biological and psychological state of a person. In this perspective, ‘nature’ was considered to be the primary cause of human behavior. In the field of psychology, most established theories are based on this assumption reflecting the preferred ‘objective’

Vision statement Essay Example | Topics and Well Written Essays - 250 words

Vision statement - Essay Example I will advance my knowledge and skills in human resource management and use that information in offering solution involving employees in the company I will be working with (Alexander, 2007). I will build rapport with other employees and my senior in the company in order to ensure smooth running of the activities not only in my department, but in all other departments. I will devote all my energy towards my work by working six days a week to maximize my contribution to the company and at the same time make more money. I believe in work commitment and I will dedicate my time to work and spare some of my resources to help others who may need my assistance in one or another (Norton, 2013). In conclusion, I will use all resources available for me in order to get an opportunity to as senior human resource personnel in a competent organization where I will be able to earn money and take care of my family and

Sociological Inquiry Asignment 1 Essay Example | Topics and Well Written Essays - 500 words

Sociological Inquiry Asignment 1 - Essay Example There are many details of the problem which are rather unknown to general public: donors or wealthy sponsors themselves decide important questions related to school budgeting, types of testing, number of school’s personnel, etc. 3. The author of the article is religion reporter for The New York Times newspaper. He works for this newspaper not for so long since 2008. Vitello covers predominantly religion news from local perspective, New York City. Earlier the reporter used to work for such newspapers as Long Island’s Newsday, Kansas City Star, Knickerbocker News and some others. Paul Vitello has veteran experience as a reporter. He has written numerous articles on religious issues, for instance, â€Å"Clergy Urge Efforts to Lower the City’s Abortion Rate†, â€Å"Hepatitis Scare Hits Nassau Church after Wafers’ Exposure at Christmas Masses†, â€Å"N.Y. Parochial Schools Downcast After Archdiocesan Warning†, â€Å"Bitterness Follows End of a School† to name a few among many others. I believe that the author has enough experience and appropriate qualification to write about issues related to religion (church) and education like in the article under the analysis in this paper. 4. Vitello’s article presents a clear analysis of the issue. However, the author covers only schools and churches of New York City and nearby area.

Effect of Citizenship Education on Values

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