The Louisiana Purchase Essay Example For Students

The Louisiana Purchase Essay The Louisiana Purchase Essay was the acquisition of the French region of Louisiana by the US in 1803. The region extended from the Mississippi River westbound to the Rough Mountains and from the Gulf of Mexico northward to Canada, covering a territory equivalent to that of the United States, preceding the buy. Aside from the Mississippi River on the east and Canada on the north, the limits were inconclusive. The United States likewise guaranteed West Florida between the Mississippi and Perdido waterways as a feature of the buy, however Spain denied the case. Because of the buy, the port of New Orleans and the whole Mississippi framework were made sure about for American shippers, and the nation was allowed to grow toward the Pacific Ocean. In 1762, France had surrendered Louisiana to Spain, however by the mystery Treaty of San Ildefonso, (1800) the French had recaptured the territory. Napoleon Bonaparte (the future Emperor Napoleon I) imagined an incredible French realm in the New World, and he planned to utilize the Mississippi Valley as a food and exchange focus to flexibly the island of Hispania, which was to be the core of this domain. To begin with, be that as it may, he needed to reestablish French control of Hispania, where Haitian slaves under Toussaint L Ouverture had held onto power (1801). In 1802, an enormous armed force sent by Napoleon under his brother by marriage, Charles Leclerc, showed up on the island to smother the Haitian defiance. Additionally in 1802, two acts were submitted that President Thomas Jefferson, who was worried about French goals, viewed as antagonistic to the interests of the U.S. . French powers were sent to New Orleans and to Santo Domingo, Hispania (presently the Dominican Republic), to suppress a disobedience there. The other was the privilege of store, the benefit recently concurred U.S. traders of storing merchandise at New Orleans pending transshipment, was pulled back. Jefferson immediately sent the American legislator James Monroe to Paris to help the American pastor to France, Robert R. Livingston, trying to influence one of four potential plans worthwhile to the U.S. The plans are (1) to acquisition of eastern and western Florida and New Orleans; (2) the acquisition of New Orleans alone; (3) the acquisition of land on the eastern bank of the Mississippi River to assemble an American port; or (4) the procurement of ceaseless privileges of route and store. In spite of some military achievement, the French lost a huge number of officers, fundamentally to yellow fever, and Napoleon before long understood that Hispania must be deserted. Without that island, he had little use for Louisiana. Confronting recharged war with Great Britain, he was unable to save troops to protect the region; he required assets, in addition, to help his military endeavors in Europe. Appropriately, in April 1803 he offered to offer Louisiana to the United States. The cost conceded to was $15 million, of which $11,250,000 was to be paid out and out by the U.S. to France. The parity of $3,750,000 was to be paid by the U.S. to its residents to fulfill their cases against France. At the point when the entirety of this news came back to Jefferson was happy. At one stroke, the United States would twofold its size, a colossal tract of land would be available to settlement, and the free route of the Mississippi would be guaranteed. At the hour of procurement, Jefferson was worried about the lawfulness of making a land obtaining without adding a covering alteration to the U.S. Constitution. The tradition that must be adhered to, in any case, gave the president bargain making force, and Jefferson inferred that the useful advantages to the country far exceed the conceivable infringement of the Constitution. The Senate agreed with this choice and casted a ballot confirmation on Oct. 20, 1803. The Spanish, who had never surrendered physical ownership of Louisiana to the French, did as such in a service at New Orleans on Nov. 30, 1803. In a subsequent function, on Dec. .u37b41db8501d989e87c50e0c6ed2627b , .u37b41db8501d989e87c50e0c6ed2627b .postImageUrl , .u37b41db8501d989e87c50e0c6ed2627b .focused content zone { min-stature: 80px; position: relative; } .u37b41db8501d989e87c50e0c6ed2627b , .u37b41db8501d989e87c50e0c6ed2627b:hover , .u37b41db8501d989e87c50e0c6ed2627b:visited , .u37b41db8501d989e87c50e0c6ed2627b:active { border:0!important; } .u37b41db8501d989e87c50e0c6ed2627b .clearfix:after { content: ; show: table; clear: both; } .u37b41db8501d989e87c50e0c6ed2627b { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; obscurity: 1; change: haziness 250ms; webkit-change: mistiness 250ms; foundation shading: #95A5A6; } .u37b41db8501d989e87c50e0c6ed2627b:active , .u37b41db8501d989e87c50e0c6ed2627b:hover { murkiness: 1; progress: darkness 250ms; webkit-progress: murkiness 250ms; foundation shading: #2C3E50; } .u37b41db8501d989e87c50e0c6ed2627b .focused content territory { width: 100%; position: relati ve; } .u37b41db8501d989e87c50e0c6ed2627b .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-beautification: underline; } .u37b41db8501d989e87c50e0c6ed2627b .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u37b41db8501d989e87c50e0c6ed2627b .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-outskirt sweep: 3px; text-adjust: focus; text-embellishment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u37b41db8501d989e87c50e0c6ed2627b:hover .ctaButton { foundation shading: #34495E!important; } .u37b4 1db8501d989e87c50e0c6ed2627b .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u37b41db8501d989e87c50e0c6ed2627b-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u37b41db8501d989e87c50e0c6ed2627b:after { content: ; show: square; clear: both; } READ: Schindler’s List: A Film Review Essay 20, 1803, the French surrendered Louisiana to the United States. Debates with Britain and Spain over the limits of the buy took a long time to determine. A portion of different issues that happened when the land was bought was what was the administration going to do about the Indians and how they lived before this .

Reforms in China Essay Example for Free

Changes in China Essay Numerous changes have been presented in China since it achieved its freedom yet the most critical ones occurred after 1978. These changes are well known throughout the entire existence of China as the monetary change is completely ascribed to them. The need to present the changes was the pressing political just as monetary desperation to resuscitate the Chinese economy which was set out toward fate. Socialism neglected to see the nation understand its objectives of industrialization. Rather it had seen the nation bargain its food security and unmistakably advancement would not be acknowledged independently. There was have to acquaint new and various arrangements with assistance change the country’s economy. The changes were effective as in they changed costs, differentiated the financial frameworks and advanced the improvement of the private area which was nearly inexistent. The state parts would increase expanded self-governance and would work in a free economy as a method of expanding their productivity. In spite of all these beneficial outcomes of the changes, significant issues that develop calling for genuine or indispensable contemplations in the event that they are to be tended to viably. This paper targets characterizing the CPS change system and building up in the event that it is a sinified communist or a dictator developmentalist. CPS change methodology is tyrant developmentalistic in nature. The changes have been effective in improving the people’s ways of life and as Randall clarify in his book China Modernizes Threat toward the West or model to the rest? the future rate has increased. (Peerenboom, 2007). China has been enrolling financial development a seemingly endless amount of time after year and this is required to continue for a serious long time. It has advanced exchange progression and grasped private enterprise however the job of the state is additionally huge and can't be subverted. The state is liable for the guideline just as the control of significant divisions of the economy. It additionally guarantees that the conditions are compelling for the viable activities of business. Privatization was to be supported with the presentation of the changes. It fortified the private division which was nearly inexistent during the time of socialism. The changes have realized blended emotions to the Chinese individuals. In spite of the financial advantages that accompanied the changes it is contended that they achieved partition or isolation among the Chinese individuals. China presented the change as it needed to restore the economy just as to build its autonomy where the part of remote predominance would be disposed of. The political pioneers at the time disguised the requirement for escalated financial turn of events and there were engaged to improving industrialization. A communist country is one where the state has a lot of authority over practically all angles. Such frameworks are denounced as in they make insignificant motivating forces to empower development. When all is said in done, the issue of effectiveness is one that brings a lot of worry up in most definitely. With the changes the administration control on costs would be limited and thus the market twists that were caused would be disposed of. On the off chance that force is decentralized the different degrees of government would have the self-governance essentially to empower them work successfully and proficiently. Permitting state companies to work inside the restrictions of the market powers of interest and gracefully would make sure that costs mirrored the genuine costs. It is this belief system that would upgrade the adequacy of such bodies. As China moved away from the at first rehearsed communism it kept on sabotaging patriotism and the monetary viewpoint was set over different angles. The resultant impact of this training was the escalated contortions in the economy just as in the political field. The mainstream esteems that guaranteed that the people’s interests remained the government’s significant job were supplanted by the need to create. As Randall clarifies in his book China Modernizes Threat toward the West or model to the rest? section four majority rule government in the Asian nations stays an exceptionally easy to refute issue and it makes blended responses in individuals. The genuine feeling of vote based system doesn't appear to be felt as can be found in the way in which decisions are completed. In any popularity based countries races are completed to let the individuals have a state in the issues concerning their country. They go about as a measure that minds how a nation is run. Great pioneers are commonly chosen or reappointed to proceed with the tasks they have built up. Be that as it may, the way where most Asian nations lead their races is very sketchy and it raises worries with respect to whether the primary explanation behind the decisions is to guarantee that majority rule government wins. They are portrayed by bedlam and individuals would go the additional mile of affronting the standard of law to make sure about their situation in power. The reaction of the regular man as respects to this issue is unfriendly in nature. On the off chance that individuals are denied the option to unreservedly and decently take an interest in the running of their own country then they wind up deciding on cruel measures. (Peerenboom, 2007). Tun-jen, Jacques and Deborah contend there is have to change the political association as well. Force in China has not been transformed and similar forces that the original had are similar forces that the four age has. (Huang, 2005). A decent representation to demonstrate the truth of this announcement is the way that similarly as the previous pioneers had a lot of intensity in undoubtedly so are the present heads. There is have to change the political framework particularly the gathering associations. This would prompt their viability in tending to issues as they rise. The political authority should move with the occasions as various occasions are described by various and exceptional issues. Tun-jen, Jacques and Deborah propose that if the administration is to recapture its lost brilliance discolored by the wild defilement that endangers its very authenticity then the political initiative must be changed. It must change in a way that makes it applicable to the recently rising circumstance. (Amin, 2005). The changes can be clarified as ‘authoritarian developmentalistic in nature. The political first class who structure the legislature are focused on guaranteeing that advancement stays an exceptionally esteemed national objective. To achieve this objective they have set essential organizations to configuration, execute the state drove improvement ventures. In spite of the fact that free enterprise is grasped in such an express this isn't without certain limitations. The organizations with the job of guaranteeing that approaches set up are equipped towards the monetary improvement of the country makes it difficult for different gatherings to make their commitment. This restrictiveness of certain organizations to that detriment of the dominant part causes a lot of contentions or pressure. The free enterprise practiced in China is constrained to the degree at which the state mediation is guaranteed. Arrangements that are permitted are those that clear path for fast industrialization and more inclination is given to the structures or foundations that would be of a positive effect in undoubtedly. The changes neglected to let the market work successfully similarly as with the blended economy government control in advertise was inescapable. As Randall clarifies in his book China Modernizes Threat toward the West or model to the rest? section four, bureaucratic benefits were not adequately tended to and the country’s power structure was not viably tended to subsequently subverting popular government. Because of this the regular man feels withdrew from a similar framework that should guarantee that his advantages are genially managed. The legislature has flopped in satisfying its obligations viably as can be found in the manner it displays laxity in the usage of laws that guarantee the assurance of its residents. Open interest is profoundly dismissed in most definitely. The changes were to realize noteworthy changes which ought to be felt by the whole framework. (Peerenboom, 2007). Subsequently there is have to actualize changes in the lawful just as the political foundations. A few parts of communism ought to be embraced to guarantee that financial improvement isn't to the detriment of the basic man. For there to be viable advancement it is significant that nations must grasp majority rules system. At whatever point majority rules system is sabotaged then the odds for serious exhibits are expanded and this isn't useful for the economy. In the event that individuals are not permitted to have a state in their illicit relationships they may settle on the cruel methods of communicating their perspectives. Once more, if conference isn't done the approaches to be actualized may not really the best for the individuals. Majority rule government conjures fluctuating or rather clashing perspectives as some contend that its proficiency is connected to condition of the nation being referred to. To this respect they contend that its adequacy would be felt in the created nations. (Peerenboom, 2007). Be that as it may, in some creating nations with numerous gatherings where there is insignificant possibility of one gathering commanding the others it can all around worked out. In the present position, majority rule government just attempts to profit a couple of individuals in the general public. The tip top who stand a superior situation in the public eye whether in the parts of influence or cash will in general advantage to the detriment of the lion's share poor. Vote based system doesn't address similar issues it was acquainted with manage. In any cases it just attempts to sustain clashes as the normal people will endeavor to utilize whichever implies available to them to have their voice heard. The wasteful aspects that ‘democracy’ is portrayed with incorporate the absence of straightforwardness by the world class n society. This clears route for anomalies in the framework as the political elites are not liable to anybody. They are hesitant to address the issues or interests of the individuals e

But What Are They Really Looking For

But What Are They Really Looking For Last week I started working at the MIT Alumni Association. It was difficult to leave my job in admissions since I have really enjoyed working with my admissions colleagues and the incredible alumni who interview our prospective students. The transition happened quickly and I didn’t have time to think about all the things I would miss about my old job but now those things are becoming clear to me. This time of year my life has long been full of finding out about the lives of those who are applying to MIT and it has been absolutely fascinating. It was also very fulfilling when I got to see applicants admitted and then watch them become a part of our community as students. My new office is far off the infinite corridor so while I don’t have to navigate the crush of people during passing time I also don’t get to randomly see students I know in the hall. I also miss walking up the steps to Lobby 7 every morning. That was a habit that started for me when I was a freshman and when I came to work at MIT it became a part of my daily routine once again. I have always viewed this ritual as a moment to be thoughtful and appreciative about what opportunities being connected to MIT has provided for me. But most of all, I miss talking to each of you! I loved giving admissions information sessions (both at MIT and on the road) and have been known to tear up a bit on occasion when I get to a story that has special significance to me. I believe MIT is an amazing place and having the chance to discuss what, to me, makes it special with potential applicants and their parents was one of my favorite parts of the job. If you have ever been to one of my sessions you probably also figured out that I love to give advice…both on what you should say on the application, but also how you should approach this whole process. Since I won’t be giving those sessions anymore I decided I might as well share my advice here for those who won’t get to hear it in the months ahead. Here are a handful of tips I have for anyone who applies to college (MIT or otherwise): Be yourself: Students spend so much time trying to figure out what admissions officers are looking for and it is the most common question we are asked. Don’t worry about what we want to see in your application. Instead make certain you have thought through what are the most important things for admissions offices to know about you. If it helps, make a list before you start and then make certain those things are in your application before you hit “submit”. There is no single path: There really is no one perfect school for anyone! You will probably like some more than others at various times, but if you apply to a school be prepared to spend four years there as it may be where you will go. Also make certain you apply to a number of different schools. The chance of getting into any single school is quite small so you have to have a full list of options and they should all be choices that make sense for who you are and who you want to be. Embrace your choice: Once you have the list of schools to which you have been admitted, forget about those you didn’t get into and pick the one you feel is the best choice for you. Not being admitted to a school does not mean you are not amazing! None of us have enough space to admit all the students we would like to admit so we make tough choices. That means we don’t admit a lot of great students and it is our loss but the decisions won’t change. As hard as it will be you must move on and should make the most of the school you do go to. College will be what you make of it, no matter what school you attend. Don’t forget to breathe…often: Applying to college is so much more difficult and confusing than it was when I did it. It may be the most difficult thing you have ever done and it is tough on your parents and family members as well. Parents are used to helping you navigate obstacles in your life and in this process there isn’t much they can do to help beyond reading your application and reminding you about deadlines. The more you are stressed in this process, the more those around you will be stressed. While it makes me sad that I won’t get to deliver this advice to you in person anymore I still will greet each new class at MIT with excitement. I know that I’ll get to see them not just be a part of our undergraduate community but also become part of the alumni community when they graduate. While MIT is a special place for me, the school you ultimately attend will be special for you as that is the way it works. In the end if you pick the school that you are admitted to that feels like “home” and make the most of the opportunities available to you there you will be at the best college for you, and isn’t that the best possible result?

Real estate investment trusts in China - Free Essay Example

Sample details Pages: 11 Words: 3434 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Real Estate Investment Trusts in China: how can we learn form American model to develop our REITs system? Ouyang Chun Abstract The real estate market is a burgeon market and is an essential part in the Chinese economy. During the past decades, the government made all their efforts to boost its development by using foreign countries experience. Real Estate Investment Trusts (REITs) model is new method to finance for city development. Since 2007, Chinese government began to test whether this model is suitable for China. The paper addresses the situation of Chinese REITs and the factors influencing REITs operating in China. Using the American REITs model for reference, the paper also discusses how to solve this problems and how to implement REITs model in China. Don’t waste time! Our writers will create an original "Real estate investment trusts in China" essay for you Create order I. Introduction The real estate market is booming in these years, particularly in China. The demand of finance as well as the housing supply makes China searching for other more efficient financing methods to meet the increasing requirements. Recently, with the releasing of the law restrictions and the reform and opening-up, more and more diversified investment methods are being tested in China. The Chinese government is now trying to find a new financing method by learning from foreign experience and integrating it with the Chinese situation. The REITs is considered to be one of the most efficient and suitable investment tools in China. REITs first appeared in the USA in 1960s. With over 40 years of development, REITs was successful in America because of complete laws and professional evaluation agencies. REITs developed rapidly in both their size and numbers since 1990 in America (Chan et al., 2002), and now it is a very mature investment model in the USA, benefiting the individual investors by running properties under the professional institutions. A REIT is a mutual fund to collect money from both individuals and institutional investors, with the exemption of the taxation, investing to different categories of real estate projects in different regions indirectly, and it is also can be traded on the stock markets (Jones. C, 2007). According to the Baker Review (Baker, 2003), the institutional investors prefer to use REITs, which is a tax transparent investment tool, to stimulate and to improve the rent stock as well as to stabilize the market. This tax transparent feature means that there is no need to pay double tax on REITs. Since 2007, the Chinese government established some test spots by choosing several potential projects, examining the feasibility of REITs in China. However, almost all the tests failed by various factors. The purpose of this paper is to discuss the factors influencing the REITs adapted to the Chinese market. The paper also examines the experience from the USA, which has the most mature REITs model in the world, and contrasts with the Chinese REITs model. As part of the task, the paper addresses the countermeasures for the factors influencing REITs feasibility in China by giving the law supports, improving the REITs models and establishing the professional evaluation system. The paper first examines the definition and the properties of REITs and then addresses the current situation of REITs operation in China. It then considers the factors which influences why REITs did not particularly adapt to China before. The paper then introduces the experience of REITs in America and also the reasons making REITs successful in the USA. The final part of the paper considers the countermeasures for making REITs adapt to China in the future and draws some conclusions. II. The current situation of REITs in China In this section, the paper will first address the potential of REITs in China, giving some reasons why REITs is considered to be the most suitable financial tool in China. The paper will then examine the reasons influencing REITs developed in China since 2007. A. The potential of REITs in China The National Association gave the definition of the Real Estate Investment Trusts as followed (NAREIT): à ¢Ã¢â€š ¬Ã…“[a] REIT is essentially a corporation or business trust that combines the capital of many investors to acquire or provide financing for all forms of real estate. The aim of REITs is to invest to the real estate market and to receive the returns, it just like the stock shares held by the investors, which creates the possibility to indirectly invest to the market with professional management. REITs is suitable for China because of its features, the liquidity, the diversification of risk and the available capital. The Liquidity of REITs is that it can be traded on the open markets just like the stock shares, which means that the individuals or the institution can invest to the real estate market even though they are not the professionals in this area. It also gives them a chance to withdraw their asset quickly when the market is depressed instead of the long period of the direct investment (Eichholtz, 1996, Hoesli et al, 2000,Walpole, 1999). Eichholtz also pointed out that (Eichholtz, 1996) REITs can diversify the risk of the investment. The capital of the REITs will be divided into several parts to invest in different category of properties and in different regions. The development in China is unbalanced even in the metropolitans. Thereby, REITs will spread the risk efficiently for the investors and improve some undeveloped area where the direct investment did not participate in. REITs welcomes all kinds of investors including the retails and the institutions. Because it does not need too much assets to involve, REITs may collects enormous money and becomes a non-ignored capital in the market (Walpole, 1999). REITs can be cultivated stronger in China because of the massive of the retail investors, thereby, the available capital of REITs may become incredible huge and will benefit substantially for the Chinese real estate market. B. The reasons influencing of the Chinese REITs Since 2007, the Chinese government set up several test points to examine whether REITs adapted to China, however, almost all the projects failed, which exposed many factors influencing REITs operating in China. The supporting laws and policies is non-enough. The Chinese government published few supporting laws or policies for REITs. REITs returns are mostly attribute form the exemption of the tax, but there are still not any policies or laws published to exempt the taxes of REITs, which makes the incomes of REITs are very low. Thereby, the investors in China still wait and see to determinate whether invest to REITs market. The complicated properties of the projects make the evaluation difficult. Due to the limited test spots, the competition in Chinese REITs was very sharp since 2007, more and more conglomerates joint or had a will to join at that time, the projects they brought to the test spots is significantly huge for the Chinese REITs system. There was not enough preparations for such big properties in this market, such as the laws, the regulations as well as the evaluations systems, which is considered to be the most important part in REITs investment, did not prepare maturely at that time. Therefore, as the test began, the problems appeared gradually, the valuation of the properties was evaluated incorrectly or the values of the whole project were not easy to evaluate which caused the investor was not able to grasp the information precisely. The unclear ownership of the Property Portfolio reduced the value of the REITs. After the project started, this problem appeared significantly, a larger of buildings which were prepared to be the asset pack existed problems, the use or the property of lands are not correct or the approval process is not complete. Such buildings are not allowed to invest to the Chinese REITs market due to the laws. Thereby, these problems affected the evaluation of the asset directly and also affected launching the REITs definitely. The rental fee can not be collected efficiently. The Chinese government established some development areas in the past decades, in which the investor would be benefited when they established the projects by some policies. These policies exempted the rental fees from their buildings for a particularly period, which effected the operating of REITs dramatically, because the most important factor, the returns, was affected. A non-returnable property would not make and profits for the REITs products obviously and would confuse the investor on how they would get their incomes after they invested, therefore, it would not be approved by the market definitely. Although there were many defects in Chinese REITs, we could avoid these disadvantages by using other countries experience for reference. The American REITs model is one of the most mature models in the world. Their development history, their REITs structure as well as the reason of its success are worth us to reflect our REITs model. III. The REITs model in USA and the analysis of the reasons of the success of RIETs in America In this part, the paper will analyze the reason of the success in the American REITs. The paper will first give a brief history of the REITs in the USA and address its structure. After that, the paper will focus on analyzing the reasons promoting REITs market to boost and boom in recent years. A. A brief history of the REITs in America The modern pattern of the REITs appeared by the Wall Street in 1960s even though the idea of it can be dated back to 1880s. In 1960, in order to stimulate the depressed real estate market, the United State published the Real Estate Investment Trust Act, which gave the supporting law to the new invest model (Klame. P et al, 2001). This Act defined the regulation of REITs and also gave it the exemption from the federal taxation, which means there is no need to pay the double tax while using this investment tool (Klame. P et al, 2001). REITs did not make any significant achievements in the first decades, but grew dramatically from the 1990s, in which erupted a housing market collapse (Harvard University, 2003). Due to the low cost of management and the diversity of risk, more than 200 companies in America invested indirectly to the real estate market, the total assets exceed $ 12,000 billion until January 2000 ,and now, the American public real estate market is the biggest and most mature market in the world (Klame. P et al, 2001). B. The current situation of REITs in America The structure of REITs investors in America are divided into three parts, 55% in the domestic institutions, 25% by individuals and 7% by the foreign investors (Friday, 1999). REITs benefit all forms of the real estate projects, such as office buildings, shopping centers and private housing (Klame. P et al, 2001). The aim for the REITs was first defined for the retail investors, but attracted the institution investor since 2004, which increased the numbers of the trades as well as the liquidity of the REITs (Chan et al., 2002). Moreover, the REITs investors in America can obtain about 90% of the income of the REITs and do not need to pay any tax from their incomes, thereby making the benefits they receive higher than the stock markets (Klame. P et al, 2001). C. The reasons of the success of American REITs With almost 50 years development, REITs in the United Stated became the most mature one in the world. The reasons for that are varieties. The first reason is the government published a lot of supporting laws. With these Acts, REITs developed rapidly. The REITs did not make many achievements at the very beginning, but the American government made all their efforts to push this investment method to success. With the Tax Recovery Act in 1986, the REITs in the USA first grew tremendously after experiencing the bubbles and the depression in 1970s. This Act weakened the limited partnership by restricting their tax exemption and cancelling the accelerated depreciation accounting method of the real estate. The Act also loosened the access standard of the REITs, which made the REITs companies not only owned the real estate assets, but also could manage the properties. Moreover, most of the REITs added the low debt provision in their organizational files, which would absolutely reduce the risk in operation. These changes attracted the investor to join this boom market and promoted the development of REITs. At the end of 1999, the most important Act, REITs Modernization Act, passed and published in 2001. This Act reduced the distribution proportion to 90%, and stipulated the companies could dominate the profits freely after they pay the tax from their un-distributed incomes. Therefore, REITs could use this profit to maintain the existing properties, invested to new properties or pay the debt. As a result of that, this Act increased the investment chance and promoted the business performance. These Acts helped REITs to become more flexible, more focus in customer demands and a more profit-seeking institution. The supporting laws and policies are definitely important, however, REITs needs more supporting from the financial system, and the evaluation system is considered to be the most important systems in REITs development. The evaluation system in the U.S. is quite complete. With the experience of over 100 years financial operation, the Americans accumulated substantial finance evaluation experience. When REITs started, the evaluation of the REITs products were not difficult tasks to finish. Almost all the REITs projects had been evaluated correctly, which provided accuracy information to the investors. Due to the REITs market is not difficult to enroll, most of the investors, including individuals and institutions, could operate readily when they joined the market. That absolutely promoted the REITs boom in the United State during 1990s. In addition, REITs companies in America invest to specific objects. Compared with China, the U.S. REITs concentrated in existing real estate projects, which means the companies preferred to operate the buildings rather than to establish one. That would absolutely reduce the risk for REITs, which attracted a lot of investors. These three factors motioned above supported the REITs developed very fast since 1990s and make it becomes one of the most efficient and mature REITs model in the world. The Chinese REITs may probably enlighten form these experiences and avoid the problems by learning their developing history. IV. Countermeasures To establish a relatively complete environment for REITs investment, China would probably benefits from the American experience. The paper will provide some suggestions which might helpful for improve the REITs in China. A. Exemption of the double tax of REITs As Chinese REITs markets were mainly affected by the investment environment, especially the supporting laws, the Chinese government could refer to the American model to release the law restricting gradually. The most exigent problem which should be solved first is the taxes on the REITs products. The American experience exposed that the transparency feature of the tax is the most important factor promoting REITs market boost. Without the tax transparency, the returns of the REITs would be very low. The Chinese government should use this experience for reference, exempting the double tax on the REITs, stimulating the REITs markets by raising the returns. B. Introduction for the public Due to the returns of REITs are a little bit higher than the stock markets and the investment skill is fairly easy to grasp, both the individual and the institutional investors would be willing to invest to this market. However, the REITs market was not flourishing as the exception, that is mainly because most individuals in China did not understanding what was REITs and how many retunes they could received by the REITs, even the specialists would not invest lightly due to the unclear information of supporting policies of the REITs. If the government really want to boom the REITs market, they should focus on publicize the REITs products to the citizen and publish the very clear supporting policies or law to enhance the investors confidence. In order to extent to market of REITs, it should absorb both individual investors and institution investor to join. However, the Chinese government paid more attention on the institutions instead of considering the individuals, which cause the ins ufficient funds of the REITs markets. Obviously, the institution investors are quite cautious and would not invest their money to the uncertain finance products such as REITs, which would directly lead the depression of the REITs markets and also caused a vicious circle : no investors, no money and no money, REITs market would not attract investors. To change this situation, money from individual investors is necessary because the asset from individuals is fairly huge in China. The government should use this kind of power, just like the U.S. model, to support the unstable REITs market at its very beginning. Using the bank sell model, which is just like the fund sell model in China, and minimizing the unit of REITs just like the American to create the chance for individuals to enroll. C. The clear investment aim The investment object is another severe problem in Chinese REITs model, REITs companies in China used to prefer invest to the big projects. Because the limitation of the test spots, the opportunities are very competitive. Most of the companies used their best properties to join this market, these properties are so huge that could not be evaluated very clearly before they used them to invest. Therefore, due to the unclearly evaluation of these properties, the information for the investors are ambitious, which would definitely cause severe problem in them investment decision-making. Moreover, REITs in China is a relative new investment methods for both individual investors and institutional investors, with the unclear information, investors therefore would not have a willing to buy this kind of finance products, they might consider that REITs is a very risky products for them to invest. That is also a reason why investors enthusiasm for this investment tool is not very high as the expe ctation. However, the situation in America is complete change. At the very beginning, REITs was considered to be a quite popular invest method, the reason for its depression is the only the double tax. Thereby, when the government released the tax and published some supporting laws to regular REITs, its market grew suddenly. That is because almost all the properties, which are provided by the REITs companies in America, were not very huge at the very beginning and were evaluated clearly before they came into the markets. Even some properties are relatively big, having been given exhaustive information for the investors. Therefore, investor could easily invest to these products with this information and would approximately calculate the incomes they would return. Such experience should be used in Chinese REITs market, establishing the professional evaluation agencies to provide the official evaluation reports to the investors, making sure the information they received is true and int act. That might greatly stimulate the investors confidence and give them a positive signal that the REITs is a fairly formal investment tools for them to choose. V. Conclusions The Chinese real estate market is booming these years, but it is by no means that all of the foreign finance methods suitable for China. When we want to use some advance experience to the Chinese market, we should consider it very clearly, not only learn the structure of concept of the new method, but also we may need to figure out the essential of it and in what situation we will use it. According to the REITs, we may understand that even its concept is fairly suitable for Chinese situation, the operation details is also quite difficult to follow. It might need several years to establish our own REITs market and to publicize it to the whole citizen. That is not the task which only to publish some REITs products, it is also a task to build a whole REITs system, including the supporting policies or laws, complete the evaluation system and extending the REITs spots. All of them need time to finish. Therefore, we could not run it so fast but to make sure every step is moderate and effic ient. In this circumstance, we may probably find some new problems and new chance for us to develop our REITs, and also we might discover some new ideas or methods to make the REITs more efficient and more suitable for China. References Barker, K. (2003) Review of Housing Supply: Interim Report-Analysis (London: HMSO). Chan, S. H., Erickson, J. Wang, K. (2002) Real Estate Investment Trusts Structure, Performance, and Investment Opportunities (Oxford: Oxford University Press). Eichholtz, P.M.A., à ¢Ã¢â€š ¬Ã…“Does International Diversification Work Better for Real Estate than for Stocks and Bonds?, Financial Analysis Journal, January-February, 1996, pp. 56-62. Friday, H.S., G.S. Sirmans, and C.M. Conover, à ¢Ã¢â€š ¬Ã…“Ownership Structure and the Value of the Firm: The Case of REITs, Journal of Real Estate Research, 1999, vol. 17, no. 1/2. Harvard University (2003) The State of the Nations Housing 2002 (Massachusetts,

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Most and Least Important Factors in the Outbreak of Ww1 Free Essays

Which was the most important and least important factor in the outbreak of the First World War? In my opinion, the most important cause of the First World War was the Alliance System. By 1914, the main powers in Europe had been divided into two groups. These were: The Triple Alliance – Germany, Austria-Hungary and Italy, and The Triple Entente – Britain, France and Russia. We will write a custom essay sample on Most and Least Important Factors in the Outbreak of Ww1 or any similar topic only for you Order Now Although the point of creating these alliances was to avoid war, they meant that any conflict that broke out would increase in scale immediately because the other countries had to support them. The main rivalries were Germany and France over the capture of Alsace-Lorraine, Russia and Austria over the Balkans, and Britain and Germany over their navies and economic power. The Alliance System created a lot of competition between the rival countries, and possibly even the allies themselves, because, naturally, they all wanted to be the most powerful and influential in their group. This just increased the tension between everyone and strengthened each side for the inevitable war. On the other hand, I think the least important cause of the war was the Arms Race. The growing divide in Europe (caused by the Alliance System) had led to an arms race between the main countries. The French and German armies had more than doubled their forces, and all nations were making plans for war. The German Count Alfred von Schlieffen had come up with the Schlieffen Plan, which was to fight France and defeat them within six weeks, and then to turn back and defeat Russia. Unfortunately for them, they relied too much on hoping Russia would take more than six weeks to mobilise, which didn’t happen. Also, as the Germans went through Belgium to get into France, Belgium had a treaty with Britain which meant Britain automatically got involved. Austria was intimidated by Russia and needed Germany to succeed in defeating France, so they could then help them in fighting Russia. Russia had potentially millions of soldiers. This made them very powerful because they could overwhelm the opposition with sheer numbers, although they would have needed Britain’s industrial help because they were badly-equipped. France had a large, well equipped army. They had a plan called Plan 17. This was to charge across the frontiers and deep into Germany, forcing them to surrender. Britain was closely but secretly in collaboration with the French. They set up the BEF (British Expeditionary Force), which was 150,000 highly trained soldiers that could go and support France at any time. Although the Arms Race seems to have developed the preparations for war from each country, I don’t think that it actually caused any more problems between the countries. At this point, war was seen as inevitable and all the nations could do was prepare for what was to come as best as they could. How to cite Most and Least Important Factors in the Outbreak of Ww1, Papers

Vision of My Dream India Essay Example

Vision of My Dream India Essay Of Drugs and Youth By Billy I Ahmed Ads by Google Are you in Class XII? Join the new GNIIT. Learn IT using digital syllabus on loaded notebook NIITCareers. com/GNIIT Furniture China 2011 The Top furniture expo in Asia To bring you the Best Value! www. furniture-china. cn SBI Life Flexi Smart Savings plan with Guaranteed returns. Know more! www. sbilife. co. in Today, the problem of drug abuse among the youth has assumed a greater significance and heightened concern in various socio-cultural and economic strata. Though no accurate figures are available to measure the actual extent of the problem, drug addicts reporting to counseling in the country points out that the problem has spread among various age groups, and much among youths aged 16 to 25 years. The age group in which a youth is, signifies the transformation of an adolescent to a young person, which usually is accompanied with the trials and tribulations of a child in becoming a grown-up. A bundle of exuberant but undirected energy, he derives pleasure in taking risks and experimenting with new things. He craves to taste the forbidden fruits in his quest for attaining recognition and status amongst his peers. Such a behaviour often brings him in open or concealed conflict with his parents and parent figures which leads to the much discussed conflict of generations and generation gap. The situation has been further complicated due to the fast paced social transformation brought in the society by rapid industrialisation, urbanisation and rural-urban migration. We will write a custom essay sample on Vision of My Dream India specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Vision of My Dream India specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Vision of My Dream India specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It has eroded the traditional, informal, social control mechanisms and has even brought in changes in the structure of the family, from joint to nuclear, or at best an extended family. The media explosion has shrunken the world, especially for the youth, and they are now more aware of things around. This has also raised their level of aspiration and ambition. With materialism, consumerism and individualism gaining ascendancy, modern youth is drifting away from his traditional roots and finds it difficult to cope with ever increasing social pressures. Further, the increasing economic pressures compel more and more parents to take full time employment leaving a child, more so a youth, alone in the house or in the company of friends. With no adequate programmes available to keep them busy, they become easy prey to anti-social activities including drug-abuse. There may be various reasons for a youth to take to drug abuse, from just curiosity and a tendency to experiment with. It may be an expression of his revolt against established authority, a way of gaining recognition in his group or he may just not be able to say NO, when offered. Therefore awareness creation or preventive education programme for youth is an imperative. In build up immunity amongst them, would promote self-respect and determination, provide experiences which encourage self-respect and sense of dignity, enhances personal and social skill which are necessary for functioning in a rapidly transforming society and provide for professional skills. What is more important is that the leisure time activities of both student and non-student youth are so organised that they provide for healthy recreation and constructive work habits. As is evident, a youth feels more at home within his age-group. Therefore, to reach them, it is but natural to take the help of more active groups among them. In Bangladesh, a strong emphasis has been placed on awareness building against drug-abuse among youth as they are considered to be the most precious asset for human resource development. Financial and technical assistance is provided by the government and NGOs to help them undertake activities such as socio cultural programmes. Experience has shown such programmes have a salutary impact, if backed by a good follow-up programme. It has also been realised that youth power can be harnessed not only from preventing youths from the malady of addiction but also by improving the environment they live in. One such example is the Rainy Day concert organised by Prothom Alo to observe the International Day against Drug Abuse and Trafficking. Some 15000 youths saying No to drugs vowed to launch a nationwide movement against drug. I take my hats off to Anusheh who had the gut to narrate her once drug addicted life. Anusheh, you can be a good ambassador to help the drug addicts return to their original track. Such activities/programmes help to identify addicts in their own peer groups. Dare devils as the youth are, they prove to be an asset in reaching rather inaccessible areas of the community, such as, pockets of addiction. Many a time, due to their connection with traffickers, pushers and pedlars, it becomes difficult to impress upon addicts to leave their habit. It is here that the youths, voluntary organisations have not only been able to create awareness but also have been able to muster support for combating trafficking, pushing and peddling drug. About The Author Billy I Ahmed Quatation It is the nature of ambition to make men liars and cheats, and hide the truth in their breasts, and show, like jugglers, another thing in their mouths: to cut all friendships and enmities to the measure of their interest, and to make a good countenance without the help of a good will. Sallust (Caius Sallustius Crispus) Ambition breaks the ties of blood, and forgets the obligations of gratitude. Sir Walter Scott Ambition is no cure for love! Sir Walter Scott, The Lay of the Last Minstrel (canto I, st. 27) O fading honours of the dead! O high ambition, lowly laid! Sir Walter Scott, The Lay of the Last Minstrel canto II, st. 10) It is the constant fault and inseparable ill quality of ambition never to look behind it. Seneca (Lucius Annaeus Seneca) Take away ambition and vanity, and where will be your heroes and patriots? Seneca (Lucius Annaeus Seneca) When once ambition has passed its natural limits, its progress is boundless. Seneca (Lucius Annaeus Seneca) Ambitions like a circl e on the water, Which never ceases to enlarge itself, Till by broad spreading it disperse to nought. William Shakespeare Dreams, indeed, are ambition; for the very substance of the ambitious is merely the shadow of a dream. And I hold ambition of so airy and light a quality, that it is but a shadows shadow. William Shakespeare I charge thee, fling away ambition: By that sin fell the angels. William Shakespeare Lowliness is young ambitions ladder, Whereto the climber-upward turns his face; And when he once obtains the upmost round, He then unto the ladder turns his back, Looks in the clouds, scorning the base degrees   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  By which he did ascend. William Shakespeare Vaulting ambition, which overleaps itself. William Shakespeare Who soars too near the sun, with golden wings, melts them. William Shakespeare Which dreams indeed are ambition, for the very substance of the ambitious is merely the shadow of a dream. William Shakespeare, Hamlet Prince of Denmark (Guildenstern at II, ii) But tis a common proof That lowliness is young ambitions ladder, Whereto the climber upward turns his face; But when he once attains the upmost round, He then unto the ladder turns his back, Looks in the clouds, scorning the base degrees   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  By which he did ascend. William Shakespeare, Julius Caesar (Brutus at II, i) Ambitions debt is paid. William Shakespeare, Julius Caesar (Brutus at III, i) The noble Brutus Hath told you Caesar was ambitious. If it were so, it was a grievous fault, And grievously hat Caesar answered it. William Shakespeare, Julius Caesar (Antony at III, i) Ill-weaved ambition, how much art thou shrunk! When that this body did contain a spirit, A kingdom for it was too small a bound; But now two paces of the vilest earth Is room enough. William Shakespeare, King Henry the Fourth, Part I (Prince Henry at V, iv) Virtue is choked with foul ambition And charity chased hence by rancors hand; Foul subornation is predominant And equity exiled your highness land. William Shakespeare, King Henry the Sixth, Part II (Gloucester at III, i) I have no spur To prick the sides on my intent, but only Vaulting ambition, which oerleaps itself And falls on th other, William Shakespeare, Macbeth (Macbeth at I, vii) By that sin fell the angels. William Shakespeare, The Life of King Henry the Eighth (Wolsey at III, ii) Mark but my fall and that that ruined me. Cromwell, I charge thee, fling away ambition! By that sin fell the angels; how can man then (The Image of his Maker) hope to win by it? William Shakespeare, The Life of King Henry the Eighth Wolsey at IV, i) Farewell? a long farewell to all my greatness! This is the state of man: to-day he puts forth The tender leaves of hope; to-morrow blossoms, And bears his blushing honors thick upon him; The third day comes a frost, a killing frost,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  And when he thinks, good easy man, full surely   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  His greatness is a-ripening, nips his root,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  And then he falls as I do. William Shakespeare, The Life of King Henry VIII (Wolsay at III,ii) Ambition is like hunger; it obeys no law but its appetite. Henry Wheeler Shaw (used pseudonyms Josh Billings and Uncle Esek) One may easily enough guard against ambition till five-and-twenty. It is not ambitions day. William Shenstone 1. career development. Dependence on other counties should be a thing of the past. 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The Origin and Growth of the Italian Mafia essays

The Origin and Growth of the Italian Mafia essays The Origin and Expansion of the Italian Mafia Mafia. The word that continues to make many quake in fear at the mere mention of it. The Mafia is the longest lasting structured crime organization, it's origins dating back to the 1200's. In those early years the Mafia had just consisted of a few strong men trying to make a buck. Since its initial introduction to Italy, and particularly in Sicily, the Mafia has since fostered and grown into a worldwide crime organization. The origin of the word "mafia" is quite vague. Some experts claim that it came into existence as early as the ninth century, when Arab forces invaded and conquered Sicily. Their Arab rulers oppressed the peasants and many fled to the hills. In Arabic the word "mafia" means refuge. Sicily was subsequently invaded by the Normans in the eleventh century, the French in the twelfth century, the Spanish in the thirteenth century, and suffered from invasions by other nationalities as well. To combat these oppressive invaders, the refugees formed a secret society based on the Sicilian heritage of a sense of family. The organization had a strong hierarchical structure, led by the family heads called "dons." They in turn reported to the "don of dons", who lived in Palermo, the capital of Sicily. All Mafia members, from the lowest ranking informant to the most powerful don obeyed the rule of "Omerta", not revealing any Mafia dealings to the authorities, even about the enemy. Anyone who v iolated Omerta was killed. (History of the Mafia, www.wallwin.org) Others maintain that the word originated during the French invasion when the natives took up the cry, "Morte Alla Francia Italia Anela" (Death to the French is Italy's Cry), or MAFIA, (History of the Mafia, www.wallwin.org) while still others claim the word developed during Sicily's feudal period, when local strongmen were sent to collect the landlord's rents from his tenants (Sicily: Italy Apart...

The Legacy and Works of Lu Xun

The Legacy and Works of Lu Xun Lu Xun (é ² Ã¨ ¿â€¦) was the pen name of Zhou Shuren (å‘ ¨Ã¦  â€˜Ã¤ º º), one of China’s most famous fiction authors, poets, and essayists. He is considered by many to be the father of modern Chinese literature because he was the first serious author to write using modern colloquial language. Lu Xun  died on October 19, 1936, but his works have remained prominent over the years in Chinese culture. Early Life Born on September 25,  1881, in Shaoxing, Zhejiang, Lu Xun was born into a wealthy and well-educated family. However, his grandfather was caught and nearly executed for bribery when Lu Xun was still a child, which sent his family tumbling down the social ladder. This fall from grace and the way once-friendly neighbors treated his family after they had lost their status had a profound effect on the young Lu Xun. When traditional Chinese remedies failed to save his fathers life from an illness, most likely tuberculosis, Lu Xun vowed to study Western medicine and become a doctor. His studies took him to Japan, where one day after class he saw a slide of a Chinese prisoner being executed by Japanese soldiers while other Chinese people were gathered around happily taking in the spectacle. Appalled at his countrymen’s apparent callousness, Lu Xun abandoned his study of medicine and vowed to take up writing with the idea that was no point in curing diseases in Chinese people’s bodies if there was a more fundamental problem in their minds that needed curing. Socio-Political Beliefs The beginning of Lu Xun’s writing career coincided with the beginning of the May 4th Movement, a social and political movement of mostly young intellectuals who were determined to modernize China by importing and adapting Western ideas, literary theories, and medical practices. Through his writing, which was extremely critical of Chinese tradition and strongly advocated modernization, Lu Xun became one of the leaders of this movement. Impact on the Communist Party Lu Xun’s work has been embraced and to a certain extent co-opted by  China’s Communist Party. Mao Zedong held him in very high esteem, although Mao also worked hard to prevent people from taking Lu Xun’s sharp-tongued critical approach when it came to writing about the Party. Lu Xun himself died well before the communist revolution and it’s difficult to say what he would have thought of it. National and International Influence Widely recognized as one of China’s best and most influential authors, Lu Xun remains strikingly relevant to modern China. His socially-critical work is still widely read and discussed in China and references to his stories, characters, and essays abound in everyday speech as well as academia. Many Chinese people can quote from several of his stories verbatim, as they are still taught as part of China’s national curriculum. His work also continues to influence modern Chinese authors  and writers around the world.  Nobel-prize-winning author KenzaburÃ…  Ã…Å'e  reportedly called him the greatest writer Asia produced in the twentieth century. Noted Works His first short story, â€Å"A Madman’s Diary†, made a huge splash in China’s literary world when it was published in 1918 for its clever use of colloquial language juxtaposed with the stilted, hard-to-read classical language that â€Å"serious† authors were meant to write in at the time. The story also turned heads for its extremely critical take on Chinas dependence on tradition, which Lu Xun uses metaphors to compare to cannibalism. A short, satirical novella called â€Å"The True Story of Ah-Q† was published a few years later. In this work, Lu Xun condemns the Chinese psyche through the titular character Ah-Q, a bumbling peasant who constantly considers himself superior to others even as he is relentlessly humiliated and ultimately executed by them. This characterization was on-the-nose enough that the phrase â€Å"the Ah-Q spirit† remains widely used even today, nearly 100 years after the story was first published. Although his early short fiction is among his most memorable work, Lu Xun was a prolific writer and he produced a wide variety of pieces including a large number of translations of Western works, many significant critical essays, and even a number of poems. Though he only lived to be 55, his complete collected works  fill 20 volumes and weigh over 60 pounds. Selected Translated Works The two works mentioned above,  A Madman’s Diary† (ç‹‚ä º ºÃ¦â€" ¥Ã¨ ® °)  and â€Å"The True Story of Ah-Q† (é˜ ¿Qæ ­ £Ã¤ ¼  )  are available to read as translated works.   Other translated works include  The New Year’s Sacrifice,  a powerful short story about women’s rights and, more broadly, the dangers of complacency. Also available is  My Old Home,  a more reflective tale about memory and the ways in which we relate to the past.

Visual Learning and Students' Response Research Paper

Visual Learning and Students' Response - Research Paper Example Visual learning techniques can be achieved by use of computer graphics, cartoons, diagrams, posters, maps, charts, graphic organizers, graphs and many others that these learners can respond well to. Research has shown that students respond to learning in different ways and therefore, it is important for instructors to determine the kind of learners they have and employ appropriate learning techniques. Visual learners display a variety of characteristics including being good at spellings, quiet study times, like of colors and fashion, good performance in sign language, taking time to think before understanding lectures, understanding charts but forgetting names. Visual learning technique helps students connect to objects in a unique way in that they reflect, internalize and finally synthesize their information. Russel Ackoff suggested that the most important contribution of a first rate 21st century education is not content, but that we acquire the capability to learn and are motivate d to do so throughout our lives (Bartoletti, 128). It is therefore important to determine if and how visual learning improves the performance of a student. Various software packages and tools like Microsoft power point are used to enhance learning, thus making the exercise very interactive. Customization of effects that include color, gives the audience a better understanding of what is under discussion, providing visual learning with an edge over other traditional methods. Through this, it’s very easy for students to recall what they have been taught with the help of images, similar effects are employed in early childhood. Problem Statement Student performance has been declining mostly in developed countries; this is because colleges, high schools and other education systems are still using teaching styles that were used a long time ago in a modern society. The society is evolving rapidly and so it has been of great concern to change the older methods used for teaching in th e education sector and replace them with new effective methods so as to cope up with changes in the contemporary world. Research has shown that use of visual learning style is very effective and can be emphasized at the expense traditional auditory style. This research seeks to find out how visual learning improves students’ performance. Rationale for the Research It has been proven that most students respond best to visual images during learning and are likely to remember objects by visualizing whatever is taught. This research is carried out to establish how the use of these images or visuals, help students improve their performance and find the tools that can be employed to efficiently carry out this technique. In order to work effectively with the visual learning tools and achieve desired results, we have to determine and understand how student react to these images together with their function in enhancing understanding and performance of students. It has been determined that learning standards are going down gradually and sooner or later, education will lack meaning due to poor quality and low performances achieved by learners. Therefore, the use of new approach to learning like visual learning can help reverse this situation and make improvements. This research will determine

Does Thatcherism mark a radical break in British Politics Essay

Does Thatcherism mark a radical break in British Politics - Essay Example The political system implemented a number of social and economic reforms that stabilized the British society on the pillars of constant economic growth and peaceful coexistence of the citizens. The political ideologies fostered by Thatcherism fostered a classical liberalism comparable to the Rogernomics in the United States of America, in New Zealand and the economic rationalism in Australia. The system promoted reduction in the inflation rates and a free market implemented via a tight control of the supply of money into the market. These economic policies resulted in extensive privatization of some of the previous government institutions to give the citizens more control of the economy; it also led to extensive labor reforms (Johnson, 1988). The labor reforms made working conditions better for most of the civil service, and the expansion of the private sector increased the sector’s ability to offer more employment to the population. All these efforts contributed to the develo pment of a strong economy that was the dream of Margret Thatcher and, as research shows, other leaders that had come before her. Butler, Adonis & Travers, (1994) explain that Thatcherism as a system of politics introduced a unique system of governance that the previous regimes had not thought of before. After assuming office in 1979, Thatcher understood why numerous critics had previously referred the country to as ungovernable. Thatcher, on the contrary, sought to stamp her authority as the leader of the most famous political party and as the leader of the government. In most occasions, she bypassed a number of preexisting structures of governance such as parliamentary and cabinet commissions and portrayed a more personal leader of the government especially during crises. This form of administration proved fundamental in times of crises, Thatcher stamped her authority during the Falkland wars and the IRA bombs both in which she took over the management of the military and brought s anity and order once again (Adeney & Lloyd, 1988). With the wide success of the more personal form of administration, Thatcher managed to build a more prosperous society free from terror attacks despite the strong economic growth. The military expanded and developed more loyalty to the leader of the government. The country had previously yearned for this type of governance, and she developed a stable economy, the one in which law, order reigned, and the populace portrayed more spirit of patriotism towards their nation. Thatcher thus tried and tested the new form of governance and passed the mantle to other preceding regimes. To this day and through the elaborative form of David Cameron’s regime, it is evident that the prime minister is more involved with the populace and stamps his authority in the formulation and implementation of policies. Margret Thatcher made official the political system, but prior to her, a number of other political leaders had tried to introduce the ra dical economic reforms and give more economic power to the common person. The decades before Thatcherism, the country had a less favored system of politics referred to as the Buttskellite consensus. This was a purely capitalist system of leadership that made a few influential persons extremely wealthy while the rest of the population was left in abject poverty. Capitalist system of

All students with special education needs

All students with special education needs 1.0 Introduction: This paper explores an ongoing debate in the educational field; should all students with Special Educational Needs (SENs) be included in mainstream educational provisions? To fully understand the issues involved, the paper will begin with an introduction to SEN and historical developments that have shaped SEN as we know it today. An investigation into inclusion will follow evaluating current issues that will help to determine whether inclusion for all SEN is possible or not. An analysis of SEN pupils will highlight strategies that may allow teachers along with organisation to implement inclusion along with its limitations. A conclusion will finalise the paper evaluating key findings. 2.0 Special Educational Needs (SEN) An Overview In order to assess whether students with SENs should be included in mainstream educational provisions, one must first understand what SEN means. Under the 1944 Education Act, children with special educational needs were categorised by their disability defined in medical terms. This meant that some children were considered to be uneducable and pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. The Warnock Report in 1978, followed by the 1981 Educational Act, radically changed the conceptualisation of special educational needs. It introduced the idea of special educational needs (SEN), statement of SEN, and an Integrative which later became known as inclusive an approach based on common educational goals for all children regardless of their ability or disabilities: namely independence, enjoyment and understanding. For purpose of this paper the definition proposed by The Special Educational Needs Code of Practice (2002) is taken into account stating that children have SEN if they have a learning difficulty that calls for special educational provisions to be made for them. However, the difficulty with such definition, and the issue arising from The Warnock Report, was the unforeseen consequence that the term SEN has become to be the name of a single category which has led to some conflicting issues. Quarmby (2006) reiterates that government has been using it as if it is the same problem to include a child in a wheelchair and a child with Aspergers, and this is conspicuously untrue This category within the SEN umbrella help to understand students with special needs, and ascertains the fact that certain students may need different special educational provisions to be made for them. But whose responsibility is it to provide the necessary provisions for students to learn? The paper asks a deliberate straight forward question should all students with SENs be included in mainstream education? If yes, does this mean mainstream schools would be expected to include pupils with Cognitive and Learning Needs; Behaviour, Emotional and Social Development Needs; Communication and Interaction Needs and Sensory and/or physical needs? At what level do we need to include them? Is it just sharing time, socialising, sharing tasks or is it the active participation in-class activities following the same curriculum. This leads to the unenviable task of evaluating inclusion. 3.0 Inclusion Over the last 30 years, policies about integration and subsequently about inclusion have been the subject of much controversy. Much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Inclusion reflects the idea that it is not for SEN children to be somehow fitted in or integrated into the mainstream but that education as a whole should be fully inclusive of all children (House of Commons Report, 2006). Until the 1990s the term inclusion was rarely used and instead we referred to integration or mainstreaming meaning the placement of pupils with disabilities or special needs in mainstream schools. Integration was the term first introduced in the 1978 Warnock Report referring to the concept of integrating children with SEN into a common educational framework. There were different integration, from full-time placement in a mainstream classroom (functional integration) to the placement of a pupil in a special class or unit attached to a mainstream school (locational) (Hegarty, 1991). The aim to end segregation was gathering momentum and from a human rights approach, it was certainly a requirement. However, there was often little difference between locational integration and a traditional special school, which can be seen as equally segregating experiences (Jupp, 1992). Indeed, even pupils placed in mainstream class may be isolated from their peers, particularly if they work with a support worker in one-to-one sessions for the majority of each day. Integrated placements, therefore, still leave many pupils segregated (Harrower, 1999). Partly for this reason, the term inclusion came to describe the extent to which a school or community welcomes pupils identified with special educational needs (SEN) as full members of the group and values them for the contribution which they make. Their diversity of interests, ability and attainment should be welcomed and be seen to enrich the life of the school. In this sense, as Ballard (1999) argues, inclusion is about valuing diversity rather than assimilation. This general movement towards inclusion was also (In addition to The Warnock Report) strongly influenced by the Salamanca Statement (UNESCO, 1994) which had a major impact on shaping policy developments in many different countries. In England this is evident in various government initiatives since the late 1990s including, for example, the statuary Inclusion Guidance (DfES, 2001a), the Special Educational Needs and Disability Act (DfES, 2001b) and the Removing Barriers to Achievement strategy (DfES, 2004) each providing a further impetus towards inclusion (Hick et al, 2009). Overall, after an extensive literature review it was evident that three main strands have developed relating to inclusion. One is about equal opportunities and right to education for all. It argues that any form of segregation on the basis of disability or learning difficulty is morally wrong (Jordan and Goodey, 1996; Lindsay, 2003). A second strand is based on a re-conceptualisation of the special needs issue as part of the process of school improvement (Ainscoq, 1999). This idea is based on the argument that it is the structure of schools as organisations rather than differences between individual pupils that creates special educational needs (Tomlinson, 1982). The third strand of literature has been concerned with questions of pedagogy. Though some have focused on the development of inclusive practice from the outset (Forest and Pearpoint, 1992), others have considered whether or not teaching practices and methods can be implemented in mainstream schools and classrooms in order to meet the challenge of inclusive education (Cook and Schrimer, 2003). Inclusive practice is therefore concerned with actions and activities that staffs in schools do that give meaning to the concept of inclusion. These 3 main strands will be used as a framework in deciding whether students with SEN should be included in mainstream education provision. In addition it is essential to understand and apply the SEN Code of Practice principles that support inclusive education as a framework in achieving inclusion. The five fundamental principles that support inclusive can be observed in Table 2: As with any change, the inclusion of all students with SENs in mainstream education provisions may bring both positive and negative impacts within schools and pupils. 3.1 The Good and the Evil Although inclusion is seen as a very positive strategy by some, it is considered idealistic and impractical by others. Some critics have argued that inclusion happens at the expense of good and appropriate education for the other children in the class; in other words, if a student with special needs is taught within a mainstream class, they might need extra attention from the teacher, or may be disruptive or difficult in class, and this could harm other childrens education. On the other hand it can be argued that the other children in the class benefit a great deal from working with students with special educational needs and that inclusive education helps to remove stereotypes and ignorance. It is also argued that children with SEN are better off in segregated classrooms as this enables them to gain social support from others with similar difficulties. It also allows opportunities to concentrate specialist teachers and resources in one place. The objection to this is that the disadvantage of keeping children with certain difficulties together is that it makes it harder for them to integrate fully into society once they leave school. 3.2 Inclusion in Practice The Government recognised the barriers to inclusion that exist in schools in its statement in 2004(DfES, 2004) and set out a proposal about how the barriers should be tackled. OFSTED, in its report in 2004, found that more mainstream schools saw themselves as inclusive, but only a minority met special educational needs very well. Members of the SENCo Forum responded to the Governments Special Need Action Plan by stating that schools would have to provide much higher level of flexibility in the way that learning and teaching take place, if the aims of inclusive education are to be realised (SENCo Forum, 2003). In addition, MacBeath et al (2006) concluded that some of the problems in schools attempting to implement inclusion were that the current education system itself made it difficult to implement inclusion. Gillinson and Green (2008) argue that it is essential to regard children and young people themselves and their parents as normal practice. They conclude that the issue is not about treating everyone as the same- what is important is that everyone should be treated equally. Gross (2001) also comments that what young people most want is the right to belong. Belonging brings along a morale issue with regards to inclusion. It is therefore imperative to understand what characterises these pupils with SEN and understand better what makes them unique. 4.0 Special Educational Needs Pupils At heart of all the discussion are the actual pupils who suffer special needs. In light of the extensive research, proposals by government, frameworks and guideline and committee reports one inevitably raises the question of their effectiveness. Are mainstream schools performing? Are pupils experiencing inclusive education? Are these guidelines and proposals effective? Unfortunately the overall answer may be unsatisfactory. The Audit Commission found that the vast majority of permanent exclusions in the 22 local authorities surveyed related to pupils with SEN: 87% of exclusions in primary schools and 60% of exclusions in secondary. In addition, pupils with attention deficit hyperactivity disorder (ADHD), autism and mental health problems made up significant proportions of these pupils. At this stage one wants to highlight that it is not the purposeful intention to only focus on pupils with Autistic and Social, Emotional, and Behavioural Difficulties but data does demonstrate that with regards to inclusion of sensory and/or physical needs pupils, some success in mainstream education provisions are beginning to develop. The House of Commons Report (2006) cites the Disability Rights Commission (DRC) recognising, there has been major progress in providing disabled children and young people with more equitable educational opportunities and a steady improvement in educational outcomes, which show a faster annual increase in achievement of GCSE grades A-grades, A-C and equivalent over the last six years by disabled people than non-disabled people In addition, the Disability Rights Commission (DRC) highlights that not all disabled pupils and students have learning difficulties. Similarly, pupils and students deemed to have learning difficulties or SEN are not disabled. In light of the above finding, as well as the overwhelming data demonstrating that the majority of the of exclusion in primary and secondary are pupils suffering from ADHD and autism, specific effort has been given to address the inclusion of these in mainstream educational provisions. In addition, the Gibraltar Educational Schooling Structure limits the contact of mainstream teachers with pupils with severe/profound and multiple needs, as well as multi-sensory impairments. These pupils enrol in special school environment. Being exposed to pupils with ADHD and autism (in the organisation) will also aid in supporting some answers with research evidence. Increasing knowledge in these groups will also is beneficial for CPD purposes. 5.0 Behaviour, Emotional and Social Needs and Autism Young people with emotional and social development difficulties and autism are the fastest growing categories of SEN. This is having repercussions for schools, and more so for pupils. In addition as the parent representative group Network 81 describe: the lack of understanding of conduct disorders, behavioural, and emotional needs is quite unbelievable. Many children are labelled as naughty, badly brought up, and defiant by teaching staff who group all bad behaviour together. This serves to highlight a possible issue where pupils are being misunderstood and labelled by those who may impact significantly their future teachers. Furthermore, The House of Commons Report (2006) states it is widely recognised that there is a strong correlation between exclusions and children with SEN-particularly those with social, emotional and behavioural difficulties and autistic behaviour. The Committee finds it unacceptable that such a well known problem continues to occur and quite frankly from a teacher point of view, one can only agree. This indicates that schools need better guidance and staff training, particularly with Autistic and social, emotional, and behavioural difficulties. This leads to the inevitable argument on whether SEBD pupils should be included in mainstream educational provisions. In order not to fall into the generalisation trap, one has focused on the main groups of exclusion at the current moment. These are pupils suffering from ADHD and autism. An evaluation of the 3 strand mentioned prior will determine whether inclusion should be possible or not. 5.1 Attention Deficit Hyperactivity Disorder (ADHD) ADHD has been a topic of heated discussion within the educational world. For some, it is considered to be a medical condition, characterised by inattention, hyperactivity and impulsivity (APA, 2000). However, according to others (e.g. Humphrey, 2009) there has been no biological marker identified that can reliably distinguish between children with and without the condition. Estimates though suggest that between 2% and 6% of students are affected by ADHD (Cooper, 2005) and still growing. From a mainstream school provision, and more so from a teachers perspective, it is generally accepted that students with ADHD are considered among the most difficult to include effectively. Lack of knowledge about disorder end up with teachers frustration towards students (SCOtENS, 2008). It is therefore important to consider what we mean when we say we are helping to include them. Mainstream teachers report a lack of appropriate training as a key barrier to success in this area (West et al, 2005). If inclusion means meeting the childs needs in mainstream schools and settings, have the child views sought and taken into account and having full access to a broad, balanced and relevant education as suggested in The Special Educational Needs Code of Practice (2001), then it must go beyond general questions of the presence of children with SEN in such schools, and as Norwich and Lewis (2005:2) explain, we need to address the question of classroom teaching and curriculum in considering inc lusion and inclusive practices. There is the suggestion that the needs of such learners dictate that they require distinct kinds of teaching in order to learn the same content as those without special needs. If not, pupils with ADHD are more likely than others to experience social isolation, with fewer reported friendships and greater levels of rejection (Bagwell et al, 2001) inevitably leading to disruptive behaviour. Norwich and Lewis (2005) argue that pedagogic needs can be addressed by thinking about the needs that are specific to all; thinking about those needs that are specific to a certain group (such as students with ADHD); and thinking about those needs that are unique to the individual. The strategies are based upon the principle that by creating a better fit between the school environment and the student, we are creating opportunities for pupils to succeed. The question now lies in determining whether these strategies can be implemented in mainstream provisions and whether they will conflict with good an d appropriate educational strategies that other children in the class already experience. Students with ADHD often experience difficulties in mainstream classrooms and schools because the emphasis on meeting common needs mean that their specific group needs are not being addressed (Cooper, 2005). However, these common needs may come about due to the National Curriculum. One of the major concerns about the National Curriculum has been that it does not address the breadth of education necessary to meet childrens and young peoples educational needs. So is the curriculum in its present form a contributory cause of poor behaviour? A further concern about the National Curriculum is the current approach to assessment. Research from the perception of students themselves suggests that many experience confusion, anxiety, blame and guilt (Hughes, 2005) in relation to their education, which is not exactly surprising considering the struggles they need to deal with. However, as a mainstream teacher, one is fully aware that change in the National Curriculum cannot be proposed and overcome easily therefore an alternative strategy must be investigated to create a better fit between school environment and the student. The strategy may lie in pedagogy. In achieving the necessary learner aware pedagogy, the problem for the classroom teacher concerned with the SENs of a pupil lies in identifying the nature of the learning difficulty or disability, and assessing the implication for its consequences (Levine, 2002b). The Special Educational Needs Code of Practice refers to the awareness as the point at which a teacher has a concern about an individual pupil (DfES, 2001). A crucial prerequisite for any teachers subsequent decision for action is a clear understanding of the nature and the consequences. It is important then to recognise that a given learning difficulty or disability may or not prevent or hinder an individual from making use of educational facilities of a kind provided in schools (Education Act, 1999). Once the teacher is aware action may take place to meet their needs. Pedagogy takes an important role as it represents the interaction between the learner and the teacher with respects to curricular aims and objectives. This issue therefore concerns the central operation in education, and, in principle, should specify the optimal circumstances in which successful learning and teaching can take place Research into the typical learning styles of students with ADHD suggests that they learn more effectively when they are able actively to experiment and are presented with concrete examples that are visual in nature (Cooper and Ideus, 1996). In addition, students with ADHD are said to be somewhat verbose, talking at inappropriate times; an aspect that can be exploited by designing lessons that allow increased opportunity for verbal participation. Research also shows that this kind of approach can lead to decreases in disruptive behaviour (Levine, 2002b). This strategy will welcome pupils with SEN as full members of the group and will help to value them for the contribution they make. This will develop their feeling of belonging and their ability to participate in a mainstream school environment. Better staff-student relationships and a positive classroom ethos is also said to be essential when dealing with pupils with ADHD. Such a change may be difficult to achieve but recent research by Ghanizadeh, Bahredar and Moeini (2006) demonstrated that more tolerant and positive attitudes towards students with ADHD are associated with levels of knowledge of ADHD among teachers. This suggests that training to increase teachers knowledge of ADHD may need to be a priority if inclusive practice is to consolidate. Breaking down tasks into small, manageable chunks will also facilitate to accommodate the shorter attention span of such students. In addition by highlighting key information where possible will help students who experience difficulties in selective attention (Levine, 2002a). Over time, students can be taught to practise drawing focus to key information themselves (Humphrey, 2009). These strategies are said to help to create a better fit between the class environment and the students and are things that staffs in school do that give meaning to the concept of inclusion. However, many of the strategies proposed are appropriate and should be an integral part of any lesson regardless whether children with SEN are present or not. Another approach as a tool to promote and achieve inclusive practice is what Humphrey (2009) refers to as Cognitive-behavioural approach. Cognitive-behavioural approaches emphasise the use of reinforcement principles to alter thoughts or cognitions related to ADHD behaviours. Simple examples of the application of such techniques in the classroom include teaching children to use self-testing strategies (e.g. when reading, students are encouraged to stop at key points and ask themselves questions about what they have just read) and use self-reinforcement (such as giving themselves praise for achieving targets, such as staying on task for a period of time). A review of cognitive-behavioural approaches by Ervin, Bankert and DuPaul (1996) concluded that they can be successful in achieving behaviour change, but they are more effective when combined with behavioural contingencies in the natural environment. Startling statistics show that up to 75% of students with ADHD are prescribed stimulant medication, with Ritalin being the most important commonly used drug (Department of Health, 2003). If specialist knowledge and understanding is important in promoting inclusive practice, teachers knowledge with regards to the use of medication within this group is essential. It is crucial for teachers to understand the role it plays in students lives, and the implications it may have for education. Teachers may take an active role here in monitoring the effects of medication observed in the classroom (Cooper and Ideus, 1996). Having an understanding of the effects of stimulant medication will enable the teacher to plan for specific pedagogical strategies in a way that takes these factors into account and allow full access to education. Stimulant medication takes effect very quickly, but its influences may not last throughout the school day. For instance, their effect on behaviour (in terms of activity levels) typically lasts longer than its effects on cognition (in terms of attention). As a result, even though students may not be up and out of their seats or blurting out answers, they may still not be accessing the curriculum because they are struggling to maintain their focus on the material presented. In addition, even though medication may be effective in managing the core difficulties experienced by those with ADHD, it is less useful in alleviating secondary problems such as social isolation and academic underachievement (Dogett, 2004), therefore limiting the active participation of the child in both class and school environment. In addition, inflexible staff and lack of inventiveness in some schools have been reported by OFSTED (2004) as factors affecting the development towards effective inclusion. From a personal perceptive ine can concur with OFSTED;s statement. Within ones organisation, teachers overall consensus is one of frustration and guilt when dealing with pupils with SEN in not being able to help them. An SEN register is distributed to every teacher with pupils name and their areas of need well into the 1st term. This result with the teacher suddenly realising that pupil X and pupil Y might be experiencing a range of difficulties due to their needs not being taken into account, resulting in disruptive behaviour. In addition, an organisation where teachers SEN knowledge and understanding is limited brings in another issue. Teachers find themselves wondering what can be done to help these pupils with limited success. Within the organisation there is a SEN Coordinator position, but in the past, when approached and asked for am expert opinion, the answer was you can look it up in the internet and find out further information. This barrier is significant as Wedell (2008:131) rightly states Consultation with the schools SENCo may be required, and this may extend to the involvement of support services from outside school, as indicated in the successive stages of the Special Educational Needs Code of Practice all in effort to make sure the students actively belongs and participates in mainstream school settings. This is currently non existent within the organisation. Furthermore, learning support classes are timetabled for children with SEN, but these take form more as a homework club rather than a structured learning support session. Teachers have no influence in what get taught in these classes resulting in the possibility of pupils doing something that not necessarily links with what is being taught in mainstream class. The students find themselves in an inclusive mainstream sett ing in curriculum subjects and in a segregated setting with regards to learning support. This may result in confusion and frustration, especially with pupils who are said to benefit from being provided with a clear structure to each day lesson and task. With regards to medication, throughout the 4 year career in teaching, there have been a number of students diagnosed with ADHD. However, up until today, there is no awareness or knowledge whether they were on medication or not. Overall, within the organisation it is clear that it is unrealistic to expect teachers and other members to be able to properly fulfil requirements such as differentiating the curriculum for all children, including those with SEN, without receiving the appropriate support and training to enable them to do so. In some cases as mentioned above, the teacher may require a detailed knowledge of child development psychology to equip them to do so to the greatest effect and of equal importance, to understand why the pupil acts and behaves the way they do. 5.2 Autistic Spectrum Disorders According to Jordan (2008:1) education can be, and perhaps should be, an effective treatment for autistic spectrum disorders (ASD) in the sense that, there is so much that individuals with ASD have to learn that is just intuitively grasped by the non-autistic, learning may best be enhanced through high-quality teaching. But education is more than just another treatment. It is the way that citizens are taught the values, understanding, knowledge and skills that will enable their full participation in their community in a way that welcomes full their values and contributions they make. The first battles for those with ASD were fought for the same purpose as the battles for any special educational need: the right to be included at all. As with SEN there was recognition that degree of autism can occur across the full ability range. ASD inclusion has been based on the entitlement view of education as the only way of becoming a full member of society. The bases of most programmes for inclusion for pupils with ASD were not inclusion at all, but form of integration (Jordan and Powell, 1994). As previous research demonstrates (Ainscoq, 1999) the issue with regards to ASD pupils has been that the content and the teaching approaches of the National Curriculum in mainstream schools were not changed to accommodate children with ASD It was assumed that the content was of equal relevance to all children, requiring modification and breaking down curriculum content into smaller steps (which is often effective for some children with learning difficulties) is not appropriate for ch ildren with ASD, where the development and learning patterns are different. There is even problem with the main purpose of mainstream education, which in terms of inclusion, is surely to gain from co-operative and collaboration with typical peers. Yet many of the supports to enable inclusion of children with ASD serve to make the child more isolated from peers, and support assistance are seldom given training (or a role) in enabling such children to have positive contact with their peers (Jordan, 2008), thus being more an organisational constraint rather than a pupils. Jordan (2008) also state that is a child is different, or has special needs, extra resources are provided to enable the child to have access to other children, even though the success of those resources in bringing that about has never been tested. So is inclusion possible for pupils with ASD? In order to include ASD students there needs to be a flexible education system. Teachers must know about learning and teaching and about the diversity that exists in teaching. If educators teach in a way that attains diversity, then more children with different SEN will be able to manage in mainstream settings becoming full members of the group. This will also benefit disruptive students and those with ADHD, dyslexia and so on. Once again the statement made by OFSTED (2004) that effective inclusion was frustrated by rigid timetabling and inflexible staffing is relevant. Rigid class grouping is associated with high pupil-teacher rations, which clearly make it difficult to give personal attention to individual pupils. In addition, successful learning opportunities in inclusive settings will require radical school reform, changing the existing system and rethinking the entire curriculum of the school to meet the needs of all children (Mittler 1994), what Norwich and Lewis (2005) explain as the curriculum dilemma. In addition, and similar to ADHD, the current approach to assessment needs to be addressed if inclusion is to prosper as the House of Commons Report for Children, Schools and Families (2008:3) reports that: we find that the use of national test results for the purpose of school accountability has resulted in some schools emphasizing the maximization of test results at the expense of a more rounded educational for their pupils Inevitably, one must be aware that there will be some individuals with ASD whose autism is so severe that they will need specialist support, but that does not need to be in a segregated setting if inclusion is desired. Resources based are the best model (Hesmonghalgh and Breakley, 2001), where the child with ASD belongs to his peer group teacher but has support staff with expertise and a haven in which to recover when needed (Jordan, 2008). This is a perfect example on how a child with SENs may have their needs met in a mainstream provision (following point 1 of the SEN Code of Practice) and is not segregated. Pupils with severe ASD will need special support and it is here where there is a role for specialist schools. Special schools should be seen as centres of excellence, pioneering new ways of working with ASD and dealing with the most extre