Stitch in Time Save Nine Essay Example for Free

Stitch in Time Save Nine Essay The history of copyright law starts with early privileges and monopolies granted to printers of books. The British Statute of Anne 1710, full title An Act for the Encouragement of Learning, by vesting the Copies of Printed Books in the Authors or purchasers of such Copies, during the Times therein mentioned, was the first copyright statute. Initially copyright law only applied to the copying of books. Over time other uses such as translations and derivative works were made subject to copyright and copyright now covers a wide range of works, including maps, performances, paintings, photographs, sound recordings, motion pictures and computer programs. Today national copyright laws have been standardized to some extent through international and regional agreements such as the Berne Convention and the European copyright directives. Although there are consistencies among nations copyright laws, each jurisdiction has separate and distinct laws and regulations about copyright. Some jurisdictions also recognize moral rights of creators, such as the right to be credited for the work. Copyright are exclusive rights granted to the author or creator of an original work, including the right to copy, distribute and adapt the work. Copyright does not protect ideas, only their expression or fixation. In most jurisdictions copyright arises upon fixation and does not need to be registered. Copyright owners have the exclusive statutory right to exercise control over copying and other exploitation of the works for a specific period of time, after which the work is said to enter the public domain. Uses which are covered under limitations and exceptions to copyright, such as fair use, do not require permission from the copyright owner. All other uses require permission and copyright owners can license or permanently transfer or assign their exclusive rights to othEarly developments The earliest recorded historical case-law on the right to copy comes from ancient Ireland. The Cathach is the oldest extant Irish manuscript of the Psalter and the earliest example of Irish writing. It contains a Vulgate version of Psalms XXX (10) to CV (13) with an interpretative rubric or heading before each psalm. It is traditionally ascribed to Saint Columba as the copy, made at night in haste by a miraculous light, of a Psalter lent to Columba by St. Finnian. A dispute arose about the ownership of the copy and King Diarmait Mac Cerbhaill gave the judgement To every cow belongs her calf, therefore to every book belongs its copy. [1] [This story comes from an author much more interested in a good story than an accurate one and so one can question whether this was the actual decision, or even whether there was a case at all. However the story is quite old and so at least gives us some idea of opinion in the days before the printing press. Modern copyright law has been influenced by an array of older legal rights that have been recognized throughout history, including the moral rights of the author who created a work, the economic rights of a benefactor who paid to have a copy made, the property rights of the individual owner of a copy, and a sovereigns right to censor and to regulate the printing industry. The origins of some of these rights can be traced back to ancient Greek culture, ancient Jewish law, and ancient Roman law. [2] In Greek society, during the sixth century B. C. E. there emerged the notion of the individual self, including personal ideals, ambition, and creativity. [3] The individual self is important in copyright because it distinguishes the creativity produced by an individual from the rest of society. In ancient Jewish Talmudic law there can be found recognition of the moral rights of the author and the economic or property rights of an author. [4] Prior to the invention of movable type in the West in the mid-15th century, texts were copied by hand and the small number of texts generated few occasions for these rights to be tested. During the Roman Empire, a period of prosperous book trade, no copyright or similar regulations existed, copying by those other than professional booksellers was rare. This is because books were, typically, copied by literate slaves, who were expensive to buy and maintain. Thus, any copier would have had to pay much the same expense as a professional publisher. Roman book sellers would sometimes pay a well regarded author for first access to a text for copying, but they had no exclusive rights to a work and authors were not normally paid anything for their work. [5]

Stitch in Time Save Nine Essay Example for Free

Stitch in Time Save Nine Essay The history of copyright law starts with early privileges and monopolies granted to printers of books. The British Statute of Anne 1710, full title An Act for the Encouragement of Learning, by vesting the Copies of Printed Books in the Authors or purchasers of such Copies, during the Times therein mentioned, was the first copyright statute. Initially copyright law only applied to the copying of books. Over time other uses such as translations and derivative works were made subject to copyright and copyright now covers a wide range of works, including maps, performances, paintings, photographs, sound recordings, motion pictures and computer programs. Today national copyright laws have been standardized to some extent through international and regional agreements such as the Berne Convention and the European copyright directives. Although there are consistencies among nations copyright laws, each jurisdiction has separate and distinct laws and regulations about copyright. Some jurisdictions also recognize moral rights of creators, such as the right to be credited for the work. Copyright are exclusive rights granted to the author or creator of an original work, including the right to copy, distribute and adapt the work. Copyright does not protect ideas, only their expression or fixation. In most jurisdictions copyright arises upon fixation and does not need to be registered. Copyright owners have the exclusive statutory right to exercise control over copying and other exploitation of the works for a specific period of time, after which the work is said to enter the public domain. Uses which are covered under limitations and exceptions to copyright, such as fair use, do not require permission from the copyright owner. All other uses require permission and copyright owners can license or permanently transfer or assign their exclusive rights to othEarly developments The earliest recorded historical case-law on the right to copy comes from ancient Ireland. The Cathach is the oldest extant Irish manuscript of the Psalter and the earliest example of Irish writing. It contains a Vulgate version of Psalms XXX (10) to CV (13) with an interpretative rubric or heading before each psalm. It is traditionally ascribed to Saint Columba as the copy, made at night in haste by a miraculous light, of a Psalter lent to Columba by St. Finnian. A dispute arose about the ownership of the copy and King Diarmait Mac Cerbhaill gave the judgement To every cow belongs her calf, therefore to every book belongs its copy. [1] [This story comes from an author much more interested in a good story than an accurate one and so one can question whether this was the actual decision, or even whether there was a case at all. However the story is quite old and so at least gives us some idea of opinion in the days before the printing press. Modern copyright law has been influenced by an array of older legal rights that have been recognized throughout history, including the moral rights of the author who created a work, the economic rights of a benefactor who paid to have a copy made, the property rights of the individual owner of a copy, and a sovereigns right to censor and to regulate the printing industry. The origins of some of these rights can be traced back to ancient Greek culture, ancient Jewish law, and ancient Roman law. [2] In Greek society, during the sixth century B. C. E. there emerged the notion of the individual self, including personal ideals, ambition, and creativity. [3] The individual self is important in copyright because it distinguishes the creativity produced by an individual from the rest of society. In ancient Jewish Talmudic law there can be found recognition of the moral rights of the author and the economic or property rights of an author. [4] Prior to the invention of movable type in the West in the mid-15th century, texts were copied by hand and the small number of texts generated few occasions for these rights to be tested. During the Roman Empire, a period of prosperous book trade, no copyright or similar regulations existed, copying by those other than professional booksellers was rare. This is because books were, typically, copied by literate slaves, who were expensive to buy and maintain. Thus, any copier would have had to pay much the same expense as a professional publisher. Roman book sellers would sometimes pay a well regarded author for first access to a text for copying, but they had no exclusive rights to a work and authors were not normally paid anything for their work. [5]

Inclusive School And Inclusive Teacher

Inclusive School And Inclusive Teacher Providing a quality education for all students in inclusive settings has been acknowledged as perhaps the most challenging, yet most important issue in education. The concept of inclusion places the stress on altering the system rather than the child. The inclusive school system is often thought of as the inclusion of all students, regardless of ability into the same schools and classrooms with peers who are not considered to have disabilities. Inclusive school is a school where all children are taught to understand and appreciate human differences. Teachers and administrators receive the support necessary to include all students in regular education classrooms. Parents concerns for their children are taken acutely. In inclusive school special education is a service not a place. Inclusive teacher is a teacher who is equipped with general as well as special techniques of teaching and who can ensure quality education for all students. Introduction Inclusive school is a school where all children are taught to understand and appreciate human differences. Teachers and administrators receive the support necessary to include all students in regular education classrooms. Parents concerns for their children are taken gravely. Supportive learning and peer instruction are strategies used throughout the school. Where all kids are given the opportunity to develop real friends, not just peers buddies or helpers. In inclusive school the entire community honors diversity and supports quality education for all students. Philosophy of teachers about inclusion Heres what some teachers say about the philosophy of inclusion: Kliewer (2001) Inclusion involves all kinds of practices that are ultimately practices of good teaching. What good teachers do is to think considerately about children and extend ways to reach all children. Eventually good teaching is a relationship between two people. Good results acquire to the teachers because they enter into that relationship. Inclusion is very important and providing more options for children as ways to learn. Its structuring schools as society where all children can learn. But theres no formula for becoming an inclusive teacher or an inclusive school. Its not a preset system. Etscheidt (1999) Inclusion is based on the belief that people/adults work in inclusive communities; work with people of different races, religions, aspirations, disabilities. In the same stratum, children of all ages should learn and grow in environments that look like the environments that they will ultimately work in. Heston (2000) When good inclusion is in place the child who needs the inclusion does not stand out. Strong parental participation includes in the inclusive curriculum, students making choices, and a lot of hands-on and heads-on involvement. East (1995) Inclusive education means working of teachers with the students in that situation which is suitable to a miscellaneous population of students. It also means the teacher may need another prospect and goals for students, and its complex to get teachers to do this. Inclusive education Inclusive education means that achievement of education is the right of all the children in their own community schools. Inclusive education means that classroom teachers have the final authority and responsibility for educating them. This does not mean that all children will necessarily receive all instructional services in the regular classroom. Kronberg (1992) Inclusive education does not mean that students must waste every minute of the school day in general education classes, that students never receive small-group or individualized instruction, or that students are in general education classes to learn the core curriculum only. It means, rather, that if a trained disciplinary team decides that students require instruction beyond the normal developmental curriculum, need services beyond the ability of the classroom teachers (e.g. mobility training or speech reading) or specialized services, then them (which includes the classroom teacher) ensures that students receive this help in their community school. Moreover the classroom teachers are in charge of orchestrating all the required elements of his or her program plan. Stainback (1992) Some educators have suggested that inclusion means getting rid of special education special educators, and a continuum of services (e.g. individualized instruction and tutoring). We believe that inclusion means that those elements are brought into regular classroom. Inclusion embraces the concepts of integration and mainstreaming and promotes the idea that very one has a contribution to make, that a childs school experience should be one that is maximized, not restricted. We agree with Rogers, J. (1992) they note that inclusion means that the childs educational program is adapted to meet his or her academic or social needs and the child and teacher receive the support they need to succeed. Full inclusion never means simply placing a child with challenging needs in an ordinary classroom without adaptations or supports. Collier (1987) Inclusive education can function on many levels. In inclusive education the disabled student joins the general education classroom for part of the day, depending on the type and strictness of the disability. In inclusive education all students are in the general education classroom instead of the special education classroom. Theoretically this would eliminate the need of a special education classroom. Full inclusive education should allow disabled students to be part of the various setting, teach social skills, foster independence and provide opportunities to build friendships with non-disabled peers. Factors to be considered in the development of a full inclusion classroom should include age appropriate placement in local public schools, integrated delivery of services in the general education classroom, social integration, curricular expectations adapted to the level that best challenges the handicapped student, home-school partnership, staff development, team collab oration, and systematic evaluation and related services. Implementing inclusive classroom in schools Salisbury (1994) It is actually useful that the process of inclusion needs to occur within the larger context of a school where there is a clear philosophical foundation teaming practices and a commitment to shared decision making. Unfortunately not all schools and communities value the inclusion and or teaming model of intervention. Even though national mandates and policies call for the provision of intervention services in mainstream schools laws alone are insufficient for changing attitudes. Stainback, (1993) Opponents of inclusive classrooms often refer to barriers that inhibit effectiveness of this approach. Such barriers include lack of adequate training in general and special early education philosophical difference between the two disciplines lack of related services in many programs (e.g. speech language therapy physical therapy etc and lack of monitoring systems and negative staff attitudes. Additional barriers that have been identified by other researchers include the emphasis on academic achievement in the educational reform movement competition for shrinking fiscal resources lack of flexibility in teachers contracts and lack of clear policy directives. All of these identified barriers are indeed real issues and need to be addressed in planning and implementing inclusive programs for he/ she children with special education needs. Unless these barriers to inclusion are adequately addresses it will be difficult to convince reluctant schools and communities to move toward or adopt the inclusive approach. School-based learning All parents want their children to feel comfortable and competent when they enter school yet there is no way to build in assurance that this will be the case. While this is true whether or not a child has a disability the concerns are certainly magnified for children with special educational needs. Common concerns expressed by parents of children with disabilities relate to medical fragility and or special health condition (e.g. seizures asthma immune deficiency etc). Peer acceptance and making friends participation in group activities (e.g. listening to stories playing group games etc) and fear and distress in separating from parents. The transition from home-to school-based learning places new expectations and demands on the child and family. Bout child and family must become acquainted with new people in their lives and adjust to new schedules. Parents know there will be certain school-related behaviors that their child will be expected to adopt. Inclusive Teacher To be effective an inclusive teacher education program must instill in the pre-service teacher an understanding and appreciation of diversity. It means they must be equipped with both general as well as special education techniques through pre service, and in-service. Pre-service teachers must also become comfortable with change and they must learn early in their preparation to be flexible and creative. Our classrooms have undergone tremendous changes and those changes will continue in the future. It is one of the biggest roadblocks to inclusion has been the inability of many educators to shift from one operational standard to another. This can be proficient by providing experiences that require forthcoming teachers to develop creative problem-solving skills and to view situations from different perspectives. Some of the main essentials of inclusive teacher are as under: Teachers Beliefs, Values, and Attitudes inclusive education Many teacher characteristics affect the process of inclusive education, for example, the type and level of educational training and the number of years of teaching experience. Ostensibly, the more training and experience teachers have in special-needs education and programming, the greater their chances for successfully implementing educational programs and practices based on inclusive education. And if classroom teacher are willing to teach children with diverse learning and behavioral needs, the chances for effective inclusive education are greatly increased. Inclusive education also depends on certain necessary values. Teachers need to value learning as a lifelong process in which they share responsibility with parents for maximizing the quality of childrens loves; the need to enrich childrens academic and social competencies; their colleagues and the benefits of collaboration; and, perhaps most importantly, the goals of inclusive education. It has been suggested that the most critical element of inclusive education is the attitude of classroom teachers toward children with special needs. Teachers attitudes affect not only what happens in classroom settings but also the instructional option that is chosen for students. Unfortunately, many teachers are opposed to having children with diverse needs in their classrooms. This finding suggests that teachers must be given opportunities to confront their biases so that constructive and workable solutions can be developed. Attitudes vary according to types of disabilities, the types of perceptions people have about disabilities and the labels assigned to children with disabilities. Teachers attitudes influence the nature of the interaction between students and teachers, as well as the students achievement. Schrag (1994) point out those teachers constantly communicates important messages to students about individual differences. It becomes obvious to all students whether teachers favor high achieving students, feel respect, pity, or disgust for students who have special problems, believe that every person has inherent value, or are prejudiced against those who are different. Enabling Conditions for Incisive Education The merger of regular and special education will not happen quickly or easily. The process requires regular and special educations to consult and collaborate with one another and to plan provide adaptive instruction for all children. It also depends on teachers positive attitudes and the resources available. From our perspective the most important enabling conditions are professional training and development, pooling of resources and administrative leadership and support. Adaptive Instruction Inclusive education requires regular and special education teachers to respond and adapt innovatively and collaboratively to the unique learning needs of all students. Adaptive instruction assumes that each teacher will identify and provide a wide range of instructional supports that are needed by individual students to effectively master the learning and behavioral objectives. Wang (1984) Adaptive instruction requires teachers to, Assess the characteristics and capabilities of each student, collaborate and consult with others to plan developmentally appropriate instruction. Than make environmental and individual accommodations to facilitate student learning. Than manage and instruct students in ways that permit those to master content at a pace suited to their abilities, needs, and interests. This will result in promoting all students social ability and social integration. One of the basic premises of effective adaptive instruction programs is that a variety of educational objectives, instructional materials, and learning tasks is needed; furthermore, success in achieving instructional objectives requires a wide selection of teaching and learning strategies. Successfully implementing and practicing adaptive instruction procedures depends on teachers beliefs about student diversity, and on the enabling conditions of the educational environment. Professional Training and Development Teachers federations agree that present in-service training methods fail to provide successful integrated learning experiences. Teachers need information that will broaden their understanding and appreciation of children with special needs-for example, information on how to identify learning problems, and on how to adapt the environment and their instruction to accommodate those problems. Their courses should include such things as dynamic assessment, individual educational planning, adaptive instruction differentiated learning, multicultural education, and holistic curriculum development. Pooling of Resources Inclusive education will need a high quality of service, requiring well-trained teachers, support personnel (e.g. teachers aides), transpiration services, school building modifications, and material resources (e.g. assessment instruments program materials and instructional aides). Inclusive education will impose additional financial demands on school board. Therefore teachers must be trained to pull recourses for inclusion. Collaborative Teaming Smith (1993) The ultimate goal of collaborative teaming is the creations of a collaborative school. At its core are the professional relationships, particularly between teachers and administrators, and the unified goal of school-wide, continuous improvement, and shared responsibility for the continuous progress of all students within the learning community. Salisbury (1994) Collaborative problem solving to promote inclusive education is typically carried out between teachers and other support professionals who get together to solve specific problems, usually concerning a student or group of students, focusing on classrooms- based interventions increase the students chances for success. Assistance might involve interactions between classroom teachers and speech and language specialists, counselors, school psychologists, specialists in visual and auditory impairment, special-education specialists, or other specialists bilingual education, reading and mathematics. The relationship in collaborative problem solving is based on mutually defined goals and a common framework, and involves shared authority for idea generation, mutual accountability for success, and the sharing of recourse and rewards. Co-teaching Reynolds (1991) Co-teaching may refer to cooperative teaching or collaborative teaching, and is sometimes referred to as team teaching. Cooperative teaching requires a group structure and clearly defined roles for the participants. Collaborative learning requites only a collaborative goal. Team teaching is seen to be either the equivalent or a subset of co-teaching. Co-teaching as an activity in which special educators and general educators work together in one physical space in a variety if instructional activates in order to provide optimal instruction to the greatest number of students. Achieving social integration Research findings indicate that children with and without disabilities generally do not engage in high levels of social interaction with one another unless they are encouraged and supported in doing so. Factors frequently associated with this lack of interaction include language and cognitive delays poorly developed play skills and behavior disorders on the part of the children with special education needs. It takes a great deal of energy and creativity on the part of early childhood educators to achieve social integration between children with special education needs and their typically developing peers as the levels of social interaction skills of these two groups generally differ to a significant extent. Individualized curricular accommodations Salisbury (1994) Curricular adaptations are usually designed to serve two main goals to promote positive child outcomes and to optimize the physical social and instructional inclusion of the child in ongoing classroom actives. Do adaptations in an inclusive program actually achieve these goals? Results of studies relating to each of these outcomes lend support to the effectiveness of the inclusion-with-modifications model. Further studies however are certainly warranted. Such studies would do well to focus on the effects and perceived value of the process by stakeholder groups including school administrators teachers and parents.

Ethics and Moral Reasoning Essay -- Morality/Ethics

Aristotle's Virtue Ethics Aristotle in his virtue ethics states that a virtuous individual is someone with ideal traits. These characteristic traits normally come from an individual’s innate tendency but should be cultivated. After they are cultivated, these character traits supposedly become stable in an individual. Moral consequentilaists and deontologists are normally concerned with universal doctrines that can be utilized in any situation that requires moral interpretation. Unlike these theorists, Aristotle’s virtue ethics are concerned with the general questions such as â€Å"what is a good life†, â€Å"what are proper social and family values†, and â€Å"how should one live† (Bejczy 32). Aristotle developed his virtue ethics based on three central principles; eudaimonia, ethics of care, and agent based theories. Eudaimonia stipulates that virtues can be seen in the way an individual flourishes; flourishing under this concept refers to one’s ability to perform their functions with distinct accuracy (Bejczy 33). The distinct function of humans according to Aristotle is reasoning, and a worthy life is characterized by good reasoning. The agent based theory places emphasis on the fact that virtues are determined by common institutions people use to label traits in other people as admirable. According to Aristotle’s virtue ethics, a virtue like honesty does not necessarily refer to the tendency of people acting honestly, or the classification of the virtue as a desirable trait. Instead, Aristotle purports that the virtue of honesty is predisposed and entrenched in an individual (Bejczy 34). In virtue ethics, therefore, an individual cannot be labeled as honest since he is not cheating, or by observing the honesty in one’s dealings. In addi... ... the majority, rights become the greatest good (Troyer 60). Conclusion Aristotle's virtue ethics argue that morality should be based on an individual’s ideal traits that are internalized as opposed to observing outward actions or the consequence of his/her behavior. Kant on the contrary argues that for an individual to be considered morally upright, then his/her actions should be based on duty. Mills maintains that if an action provides long-term pleasures to the majority, then it is morally upright. Works Cited Bejczy, Istvan. Virtue ethics in the middle Ages: Commentaries on Aristotle's "Nicomachean Ethics", 1200 - 1500. Leiden: Brill, 2008. Print. Troyer, John. The Classical Utilitarians Bentham and Mill. Indianapolis: Hackett Publishers, 2003. Print. Wike, Victoria S. Kant on Happiness in Ethics. Albany: Albany State University Press, 1994. Print.

King Lear: Lear The Tragic Hero Essay -- essays research papers

King Lear: Lear The Tragic Hero The definition of tragedy in the Oxford dictionary is, "drama of elevated theme and diction and with unhappy ending; sad event, serious accident, calamity." However, the application of this terminology in Shakespearean Tragedy is more expressive. Tragedy does not only mean death or calamity, but in fact, it refers to a series of steps which leads to the downfall of the tragic hero and eventually to his tragic death. Lear, the main character in King Lear was affirmed as the tragic hero because the play meets all the requirements of a tragedy. In order for a character to be qualified as a tragic hero, he must be in a high status on the social chain and the hero also possesses a tragic flaw which initiates the tragedy. The fall of the hero is not felt by him alone but creates a chain reaction which affects everyone around him. Besides, the hero must experience suffering and calamity slowly which would contrast his happier times. The suffering and calamity instantaneously caused chaos in his life and eventually leads to his death. Finally, the sense of fear and pity to the tragic hero must appear in the play as well. This makes men scared of blindness to truths which prevents them from knowing when fortune or something else would happen on them. Lear, the king of England would be the tragic hero because he held the highest position in the social chain at the very beginning of the play. His social position gave him pride as he remarked himself as "Jupiter" and "Apollo". Lear out of pride and anger has banished Cordelia and Kent and divided his Kingdom in halves to Goneril and Regan. Lear's hamartia which is his obstinate pride and anger overrides his judgment, thus, prevents him to see the true faces of people. As in Act One, although Cordelia said "nothing", she really means everything she loves to his father. However, Lear only believed in the beautiful words said by Regan and Goneril. Although Kent, his loyal advisor begged Lear to see closer to the true faces of his daughters, he ignored him and became even more angry because Kent hurt Lear's pride by disobeying his order to stay out of his and Cordelia's way Lear had already warned him, "The bow is bent and drawn, make from the shaft." ( I, I, 145). Kent still disob... ...our horrible please..." ( Lear, III, ii, 15-20) Here, the feeling of fear appears as well because in a short period of time, Lear fell from the position of King to a normal peasant. His weak, unconfident and mad mind overrules his strong, prideful and sane character. However, in looking deep down, the real fear implied here is, no matter how great things appear now; men do not hold them long and you can sink to the very bottom just as fast as Lear fell from the top of the chain to the lowest. In Shakespeare's tragic play King Lear, Lear the main character demonstrated all the necessary requirements of being a tragic hero. His high social status nourishes his hamartia which is hubris, and the tragedy is initiated by the banishment of Kent and Cordelia. Lear's pride not only altered his live alone, instead, it affected everyone around him down to the bottom of the social chain. Moreover, the realization of his true quality, pains and sufferings eventually leads to his tragic death which the most obvious element in a tragedy. Because Lear fulfills the "formula" of Shakespearean Tragedy, he could be firmly proven as tragic hero in the play.

The Progressive Period Essay -- American Government, Roosevelt, Politi

In 1901, America welcomed the youngest president to ever rule, President Theodore Roosevelt. At forty-two years old, the former New York governor dominated the news unlike any previous president had done. His many exploits, such as boxing and horseback riding, led the press to gain interest in him. Known for being very outgoing and likable, Roosevelt used his personality and popularity to advance in his programs. â€Å"His leadership and publicity campaigns helped create the modern presidency, making him a model by which all future presidents would be measured†(524). He felt that the government should take control when states show incompetence in dealing with problems. Roosevelt saw the presidency as a â€Å"bully pulpit.† He believed he could use the media to persuade the public, rather than going to congress. â€Å"By 1900, trusts-legal bodies created to hold stock in many companies-controlled about four-fifths of the industries in the United States†(525). Some trusts used unfair business practices. This gave trusts a bad reputation. There were many trusts that lowered their prices to drive competitors out of the market. These trusts then took advantage of the lack of competition and jacked prices up even higher. Even though Congress passed the Sherman Anti Trust Act in 1890, the act’s indistinct language made enforcement difficult. â€Å"President Roosevelt did not believe that all trusts were harmful, but he sought to curb the actions of those that hurt the public interest†(525). The president’s main focus was filing suits under the Sherman Antitrust Act. Roosevelt made newspaper headlines in 1902 when he ordered the Justice Department to sue the Northern Securities Company, which established a monopoly over northwestern railroads. The Suprem... ...air business practices. The FTC issued over 400 cease and desist orders. Under Taft’s administration, the LaFollette Seamen’s Act was passed in 1915. This law helped improve conditions for sailors in the merchant marine considerably. In 1916 goods manufactured by children were outlawed due to the Keating-Owen Child Labor Act. Child labor was declared unconstitutional in 1918, as was the Chile Labor Act of 1919. Interstate railroads were provided an 8-hour day by the Adamson Act of 1916. The Smith-Lever Act was passed in 1914 during Taft’s presidency. Under the supervision of the Department of Agriculture, this act granted Federal funds to states for farm extension work. Two years later, the Federal Farm Loan Act was passed in 1916, providing farmers with long-term credit facilities similar to those granted business and industry under the Federal Reserve Act.

Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance Essay

The two schools I shall be discussing are Parkstone Grammar School, and Canford Heath Infant School. I have chosen these schools, as they are very different, not only in their age ranges but also in the processes in which they admit their students. Parkstone Grammar School is a selective all girls academy school in Poole, Dorset. (Academy meaning â€Å"a school directly funded by the governments Department of Education, but independent of local government control.† â€Å"An academy may receive additional support from personal or corporate sponsors, but must meet the same National Curriculum core subject requirements as other state schools and be subject to inspection by Ofsted.† Source Wikipedia) The school provides for girls aged between 11 and 18, teaching key stages 3, 4 and 5. The selection process to determine which girls will be eligible to be considered for an admission place is formatted by means of three exams, one verbal reasoning and two non-verbal reasoning. The girls who meet the appropriate level of ability in these tests can then apply for a place at the school via the local borough. The places are then considered and decided by the schools Governors’ Admissions panel following the criteria shown below. a)Eligible girls who are classed as â€Å"looked after† or have previously been â€Å"looked after†. b)Eligible girls who live within the Borough of Poole. c)Eligible girls who live outside the Borough of Poole, in rank order of the entrance test scores, with those girls obtaining highest scores given higher priority. Parkstone Grammar School has a substantial governing body who describe their role as â€Å"A critical friend† to the school. The governing body, or school governors are responsible for the admissions to the school, as previously mentioned and the recruitment of staff. They also have control over the school funds in order to ensure the teachers and students have the resources they require. Parkstone Grammar School receives most of its funding from the local  authority, receiving  £15464 for 2011-2012. This money is then used to support learning in numerous ways, such as, curriculum support, work experience and SEN. The school also receives The school also receives funding from local companies who sponsor and support the school by providing equipment and help fund building projects such as a new sports hall, for example. In contrast to the Grammar school, Canford Heath Infant School is a state run primary school, providing education for ages 4-7, which covers the Early Years Foundation Stages (EYFS) and Key Stage 1 and 2. The admissions policy is very different to the Grammar, all admissions for the infant school are organised by Poole Borough. Poole admissions conduct and equal preference admissions system, where parents select 3 choices which are considered together, but the highest ranked preference is offered subject to availability. Similarly to the Grammar school though the admissions consider the following criteria when the school is over-subscribed. a)A child in care or who was previously a child in care. b) Pupils who live within the schools catchment area. c)Pupils who live outside the catchment area in the following order 1)Pupils who have sibling who’s already enrolled in the school 2)Pupils who have a significant medical or psychological condition 3)All other pupils As with the Grammar school, Canford Heath Infant School has a governing body which has certain legal duties and responsibilities to ensure that the school provides the correct services to parents and the children attending the school. Canford Heath Infant School governing body consists of five types of governor. 1)LEA – Appointed by the local authority 2)Parent – Elected by parents 3)Community Governor – Elected by the governing body 4)Staff governor – elected by the staff 5)Associate governor – elected by the governing body As with the Grammar school funding is a vital necessity. Canford Heath Infant School is mainly funded the local authority but also has a parent support group who work with the school to provide extra funds for school trips, discos, book bags and library books. Although these schools are very different in their admission procedures and the age of children attending, both schools follow similar structural criteria. For admissions, funding and academic, most importantly both have governing bodies that support the whole school and provide essential guidance, advice and ensuring schools provide equality of opportunity for everyone, by setting values, aims and objectives, agreeing school improvement strategy’s, which involves approving budgets and agreeing staffing. So therefore, in conclusion, despite the differences these schools are effectively run in the same manner, with the same goals and objectives.