Compare and contrast at least three of Fanthorpes poems Essay Example for Free

Compare and contrast at least three of Fanthorpes poems Essay Four of Fanthorpes poems, Dear Mr. Lee, Youll Be Hearing From Us Shortly, Half Past Two and Not My Best Side all have things in common yet on different subjects. In her poems, Fanthorpe challenges our views particularly on stereotypes and prejudices both traditional and modern. The serious point of Dear Mr. Lee is to get across that looking at writing, so intensely can ruin the original idea the writer had. Some pieces of writing should just be read and enjoyed. Fanthorpe as a teacher often has to take apart pieces of work and analyse them yet she seems in this poem to disagree with the over analysing of writing. Also similar in all four of these poems is the structure. All are written as prose, the most obvious prose like poem is Dear Mr. Lee. It seems to be written as a letter by a student who has read Mr. Lees book. Yet looking further into the poem the reader discovers that it is actually written as the thoughts of the student. The way the student talks about and criticises the teacher. Mr. Smart is my least favourite person and Mr. Smart has to explain why theyre jokes are good examples of thoughts. Dear Mr. Lees lines end randomly, which is odd for a poem, rhythm and pattern are not present and generally the poem has no traditional poetry techniques such as alliteration, onomatopoeia and rhyme. Also not all the lines begin with capital letters, which is very strange for a poem. I wanted to say Dear Laurie (sorry) your books the one that made up for the other, The poem seems to be unplanned and has no apparent structure, using random line lengths, and also it seems to be this way because of the line beginning without capitals, which makes it, look messy and unplanned. Dear Mr. Lee is trying to get across a point that criticises the studying of writing whereas Not My Best Side challenges the use of stereotypes both traditional and modern. St George is a critic reading the poem making his objections to it, complaining about the way the new characters differ from the traditional or stereotypes. Dont you want to carry out the roles that sociology and myth have designed for you? Not My Best Side is more tongue and cheek than Dear Mr. Lee in the way it makes fun of the stereotypes. In many stories involving dragons, the dragon is often fierce and often the bad guy. Fanthorpe has made fun of this and made the dragon totally the opposite: vain, proud, patronising and feels he is superior. He is a prima donna. The woman is not beautiful, helpless and grateful to the hero. She is self-centred, and a gold-digger. Then there is St. George who is supposed to be brave, handsome and modest. Fanthorpes St. George is a modern day man with a huge ego. Not My Best Side also appears to be written as prose. Also it lacks traditional poetry techniques, as does Dear Mr. Lee. The lines seem to end randomly, and yet again there is also the use of brackets as afterthoughts, which are found, for the same reason in Dear Mr. Lee. Unlike Not My Best Side, Half Past Two may be written from a personal experience. From her experiences Fanthorpe tries to get across that there are different kinds of time. Fanthorpe uses the child to represent the first kind of time: Events that the child remembers or has picked up. The child does not know adult time and so uses events in the day as time. For example: Gettinguptime, and Timeyouwereofftime. The second time portrayed is real time. This type of time is the day divided up by the clock in hours and minutes. The third of time is suspended time. This is the type of time the child is in when he daydreams and drifts off into his own world. As he doesnt understand the adult time he goes into his own suspended time to escape. In Not My Best Side, Fanthorpe introduces three voices that divide the poem and show the reader who is speaking. This also appears in Half Past Two. There is the narrator, the teacher and the child. These three voices appear randomly within the stanzas whereas the three voices in Not My Best Side are used to divide the poem into stanzas. Like Dear Mr. Lee and Not My Best Side, Half Past Two is also written as prose. The randomly ending lines and use of brackets, also used in both Dear Mr. Lee and Not My Best Side emphasise the writing as prose. The brackets in Half Past Two represent afterthoughts, similar to Dear Mr. Lee and Not My Best Side. All of Fanthorpes poems seem to involve thoughts of someone, concerned about all that occurs in their own head. Maybe this person is Fanthorpe herself. Therefore the poems would be written about self-experiences. For example, the views of the Dragon, Princess, Knight, the suspended time of the child and the thoughts of the interviewee could all be taken as Fanthorpes own thoughts. Fanthorpes poems are idiosyncratic, all have a lose structure, the line endings are odd and stanza lengths are also all different. Her poetry is written mainly as prose and is easy to tell why, the use of brackets mid line to represent after thoughts and different length structure makes the poems look like prose writing. This is typical of Fanthorpes writing and hence her poems being similar in all ways.

Environmentally Friendly Concrete Alternative

Environmentally Friendly Concrete Alternative Throughout history, the use of concrete as a building material has contributed significantly to the built environment. Enduring examples of various forms of concrete can be found as far back as the early Egyptian civilisation. Significant building remnants still exist from the Roman civilization, which used concretes made from naturally occurring volcanic ash pozzolans, mixed with water, sand and stone. Now concrete is being used in the construction of durable bridges, roads, water supply, hospitals, churches, houses and commercial buildings, to give people a social foundation, a thriving economy, and serviceable facilities for many years. In the modern era, the properties of concrete were refined in the late 1800s, with the introduction of a patented manufacturing process for portland cement. While it has ancient roots, concrete, as we know it today, is a modern and highly advanced building material. In the last 150 years, concrete has become one of the most widely used building mat erials on earth. Problem Statement Concrete is one of the most widely used construction materials in the world. However, the  production of portland cement, an essential material in concrete, leads to the release of significant amount of CO2, a greenhouse gas. One ton of portland cement clinker production is said to creates approximately one ton of CO2 and other greenhouse gases. Environmental issues are playing an important role in the sustainable development of the cement and concrete industry. For example, if we run out of limestone, as it is predicted to happen in some places, then we cannot produce portland cement; and, therefore, we cannot produce concrete and all the employment associated with the concrete industry goes out-of-business. A sustainable concrete structure is one that is constructed so that the total environmental impact during its entire life cycle is minimal. Concrete is a sustainable material because it has a very low inherent energy requirement and is produced to order as needed with very lit tle waste. It is made from some of the most plentiful resources on earth and has a very high thermal mass. It can be made with recycled materials and is completely recyclable. Sustainable design and construction of structures have a small impact on the environment. Use of green materials embodies low energy costs. Their use must have high durability and low maintenance leading to sustainable construction materials. High performance cements and concrete can reduce the amount of cementitious materials and total volume of concrete required. Concrete must keep evolving to satisfy the increasing demands of all its users. Reuse of post-consumer wastes and industrial byproducts in concrete is necessary to produce even greener concrete. Greener concrete also improves air quality, minimizes solid wastes, and leads to sustainable cement and concrete industry. What is Sustainable Concrete? Concrete is a very environmentally friendly material. Concrete has been used for over 2,000 years. Concrete is best known for its long-lasting and dependable nature. However, additional ways that concrete contributes to social progress, economic growth, and environmental protection are often overlooked. Concrete structures are superior in energy performance. They provide flexibility in design as well as affordability, and are environmentally more responsible than steel or aluminum structures. Entire geographical regions are running out of limestone resource to produce cement. Major metropolitan areas are running out of sources of aggregates for making concrete. Sustainability requires that engineers consider a buildings lifecycle cost extended over the useful lifetime. This includes the building construction, maintenance, demolition, and recycling [ACI 2004]. A sustainable concrete structure is one that is constructed so that the total societal impact during its entire life cycle, including during its use, is minimal. Designing for sustainability means accounting in the design and also the short-term and long-term consequences of the societal impact. Therefore, durability is the key issue. New generation of admixtures/additives are needed to improve durability. To build in a sustainable manner and conduct scheduled appropriate building maintenance are the keys that represent the new construction ideology of this generation. In particular, to build in a sustainable manner means to focus attention on physical, environmental, and technological resources, problems related to human health, energy conservation of new and existing buildings, and control of construction technologies and methods. Environmental Issues with Concrete The production of portland cement releases CO2 and other greenhouse gases (GHGs) into the atmosphere. Total CO2 emissions worldwide were 21 billion tons in 2002, Table 1. Environmental issues associated with the CO2 emissions from the production of portland cement, energy demand (six-million BTU of energy needed per ton of cement production), resource conservation consideration, and economic impact due to the high cost of portland cement manufacturing plants demand that supplementary cementing materials in general and fly ash in particular be used in increasing quantities to replace portland cement in concrete [Malhotra 1997, 2004]. Fly ash is a by-product of the combustion of pulverized coal in thermal power plants. The dust collection system removes the fly ash, as a fine particulate residue from the combustion gases before they are discharged in the atmosphere. For each ton of portland cement clinker, 3 to 20 lbs. of NOx are released into the atmosphere. In 2000, the worldwide cement clinker production was approximately 1.6 billion tons [Malhotra 2004]. Longer lasting concrete structures reduce energy needs for maintenance and reconstruction. Concr ete is a locally available material; therefore, transportation cost to the project site is reduced. Light colored concrete walls reduce interior lighting requirements. Permeable concrete pavement and interlocking concrete pavers can be used to reduce runoff and allow water to return to the water table. Therefore, concrete is, in many ways, environmentally friendly material. As good engineers, we must use more of it [Malhotra 2004]. In view of the energy and greenhouse gas emission concerns in the manufacturing of Portland cement, it is imperative that either new environmentally friendly cement-manufacturing technologies be developed or substitute materials be found to replace a major part of the portland cement for use in the concrete industry [Malhotra 2004]. Energy consumption is the biggest environmental concern with cement and concrete production. Cement production is one of the most energy intensive of all industrial manufacturing processes. Including direct fuel use for mining and transporting raw materials, cement production takes about six million BTUs for every ton of cement. The industrys heavy reliance on coal leads to especially high emission levels of CO2, nitrous oxide, and sulphur, among other pollutants. A sizeable portion of the electricity used is also generated from coal. What types of materials are being used to make sustainable concrete? Coal combustion products (CCPs) It is important to develop recycling technology for high-volume applications of coal combustion products (CCPs) generated by using both conventional and clean-coal technologies. Many different types of CCPs are produced; for example, fly ash, bottom ash, cyclone-boiler slag, and clean coal ash. In general some of these CCPs can be used as a supplementary cementitious materials and the use of portland cement, therefore, can be reduced. The production of CCPs in USA is about 120 million tons per year in 2004. Cyclone-boiler slag is 100% recycled. Overall recycling rate of all CCPs is about 40%. Todays use of other pozzolans, such as rice-husk ash, wood ash, GGBFS, silica fume, and other similar pozzolanic materials such as volcanic ash, natural pozzolans, diatomite (diatomaceous earth), calcined clay/shale, metakaolin, very fine clean-coal ash (microash), limestone powder, and fine glass can reduce the use of manufactured portland cement, and make concrete more durable, as well as reduce GHG emissions. Chemical composition of ASTM Type I portland cement and selected pozzolans is given in Table 2. Recycled- Aggregate Concrete Recycled-aggregate concrete (RAC) for structural use can be prepared by completely substituting natural aggregate, in order to achieve the same strength class as the reference concrete, manufactured by using only natural aggregates. This is obviously a frustration, since a large stream of recycled aggregates to allow for full substitution of natural aggregates is not available. However, it is useful to prove that to manufacture structural concrete by partly substituting natural with recycled aggregates by up to fifty percent is indeed feasible. In any case, if the adoption of a very low water to cement ratio implies unsustainably high amounts of cement in the concrete mixture, recycled-aggregate concrete may also be manufactured by using a water-reducing admixture in order to lower both water and cement dosage, or even by adding fly ash as a partial fine aggregate replacement and by using a super plasticizer to achieve the required workability. High-volume fly ash recycled aggregate concrete (HVFA-RAC) can be manufactured with a water to cement ratio of 0.60, by simultaneously adding to the mixture as much fly ash as cement, and substituting the fine aggregate fraction. Thus, water to cementitious material ratio of 0.30 is obtained enabling the concrete to reach the required strength class (Table 3). This procedure is essential for designing an environmentally-friendly concrete. All the concretes can be prepared maintaining the same fluid consistency by proper addition of an appropriate class of a super plasticizer. SUSTAINABLE CONCRETE SOLUTIONS Concrete is a strong, durable, low environmental impact, building material. It is the cornerstone for building construction and infrastructure that can put future generations on the road towards a sustainable future [Cement Association of Canada 2004]. Benefits of concrete construction are many, for example [Cement Association of Canada 2004]: concrete buildings reduce maintenance and energy use; concrete highways reduce fuel consumed by heavily loaded trucks; insulating concrete homes reduce energy usage by 40% or more; fly ash, cement kiln dust, or cement-based solidification/stabilization and in-situ treatment of waste for brownfield redevelopment; and, agriculture waste containment reduces odor and prevents groundwater contamination. The concrete industry must show leadership and resolve, and make contribution to the sustainable development of the industry in the 21 century by adopting new technologies to reduce emission of the greenhousegases, and thus contribute towards mee ting the goals and objectives set at the 1997 Kyoto Protocol. The manufacturing of portland cement is one such industry [Malhotra 2004]. PORTLAND CEMENT Portland cement is not environmentally very friendly material. As good engineers, we must reduce its use in concrete [Malhotra 2004]; and, we must use more blended cements, especially with chemical admixtures. Clinker production is the most energy-intensive stage in cement production, accounting for over 90% of total energy use, and virtually all of the fuel use. Processing of raw materials in large kilns produces portland cement clinker. These kiln systems evaporate the inherent water in the raw materials blended to manufacture the clinker, calcine the carbonate constituents (calcinations), and form cement minerals (clinkerization) [Worrell Galtisky 2004]. Blended cements The production of blended cements involves the intergrinding of clinker with one or more additives; e.g., fly ash,bnb granulated blast furnace slag, silica fume, volcanic ash, in various proportions. The use of blended cements is a particularly attractive efficiency option since the intergrinding of clinker with other additives not only allows for a reduction in the energy used (and reduced GHG emissions) in clinker production, but also directly corresponds to a reduction in carbon dioxide emissions in calcinations as well. Blended cement has been used for many decades around the world [Worrell Galtisky 2004]. Concrete and the use of blended cements Although it is most common to make use of supplementary cementing materials (SCM) in the replacement of cement in the concrete mixture, blended cement is produced at the grinding stage of cement production where fly ash, blast furnace slag, or silica fume are added to the cement itself. The advantages include expanded production capacity, reduced CO2 emissions, reduced fuel consumption and close monitoring of the quality of SCMs [Cement Association of Canada 2004]. Kyoto Protocol (UN Pact of 1997, requires to reduce GHGs, including CO2). It is now ratified. USA has not ratified it. The Russian Government approval allowed it to come into force worldwide. By 2012, emissions must be cut below 1990 levels (in Japan by 6.0 + 7.6 = 13.6% by 2012) [The Daily Yomiuri 2004]. In Japan (Per) householdà ¢Ã¢â€š ¬Ã‚ ¦5,000 yen green tax per year is planned (starting April 2005). This includes 3,600 yen in tax per ton of carbon. The revenue would be used to implement policies to achieve the requir ements of Kyoto Protocol. A survey released (on Oct. 21, 2004) showed that 61% of those polled are in favor of the environmental tax. [The Japan Times 2004]. Rate of CO2 emission and global warming is shown in Figure 1. In last 2 yrs. CO2 has increased at a higher rate than expected [Corinaldesi Moriconi 2004b]. Foundry by-products Foundry by-products include foundry sand, core butts, abrasives, and cupola slag. Cores are used in making desired cavity/shapes in a sand mold in which molten metal is cast/poured. Cores are primarily composed of silica sand with small percentages of either organic or inorganic binders. Conclusions The most important conclusion drawn appears to be that the compressive strength of the recycled aggregate concrete can be improved to equal or even exceed that of natural-aggregate concrete by adding fly ash to the mixture as a fine aggregate replacement. In this way, a given strength class value, as required for a wide range of common uses, can be reached through both natural-aggregate concrete and recycled-aggregate concrete with fly ash, by adequately decreasing the water to cement ratio with the aid of a superplasticizer in order to maintain the workability. Concrete manufactured by using recycled aggregate and fly ash shows no deleterious effect on the durability of reinforced concrete, with some improvement for some cases. From an economical point of view, if only the traditional costs are taken into account, recycledaggregate concrete with fly ash could be less attractive than natural-aggregate concrete. However, if the eco-balanced costs are considered, the exact opposite would be valid. Moreover, the fine fraction with particle size up to 5 mm, when reused as aggregate for mortars, allowed excellent bond strengths between mortar and bricks, in spite of a lower mechanical performance of the mortar itself. Also the masonry rubble can be profitably treated and reused for preparing mortars. Even for the fine fraction produced during the recycling process, that is the concrete-rubble powder, an excellent reuse was found, as filler in self-compacting concrete. The attempt to improve the quality of the recycled aggregates for new concretes by reusing in different ways the most detrimental fractions, i.e., the material coming from masonry rubble and the finest recycled materials, allowed to achieve surprising and unexpected performances for mortars and selfcompacting concretes. Other industrial wastes, such as GRP waste powder, can prove useful to be re-used in cementitious products, by improving some durability aspects. The concrete industry will be called upon to serve the two pressing needs of human society; namely, protection of the environment and meeting the infrastructural requirement for increasing industrialization and urbanization of the world. Also due to large size, the concrete industry is unquestionably the ideal medium for the economic and safe use of millions of tons of industrial byproducts such as fly ash and slag due to their highly pozzolanic and cementitious properties. It is obvious that large-scale cement replacement (60 70 %) in concrete with these industrial by-products will be advantageous from the standpoint of cost economy, energy efficiency, durability, and overall ecological profile of concrete. Therefore, in the future, the use of by-product supplementary cementing materials ought to be made mandatory [Malhotra 2004].

Appeal to Aesthetics in Death in Venice Essay -- Literary Analysis

In the late 19th century decadence was a tremendously popular theme in European literature. In addition, the degeneracy of the individual and society at large was represented in numerous contemporary works by Mann. In Death in Venice, the theme of decadence caused by aestheticism appears through Gustav von Achenbach’s eccentric, specifically homoerotic, feelings towards a Polish boy named Tadzio. Although his feelings spring from a sound source, the boy’s aesthetic beauty, Aschenbach becomes decadent in how excessively zealous his feelings are, and his obsession ultimately leads to his literal and existential destruction. This exemplifies how aestheticism is closely related to, and indeed often the cause of decadence. Although the narrative is about more complexities, the author’s use of such vivid descriptions suggest the physical, literal aspect of his writing is just as important to the meaning of the story. The first and most obvious instance of aestheticism and decadence as correlating themes in this story is the title, Death in Venice. By fore-grounding the name of the city in the title, Mann is highlighting the city's key role in the unfolding narrative. Mann aligns the word 'Venice' with the word 'death' in the title. This creates a relationship between these two words - the word 'death' strongly infuses the word 'Venice' with all its connotations. Death and decay are important ideas within the context of decadence. By shear nature the title relates the concepts of death and dying to the city of Venice, which implies that the location is where a death will occur. However, this is paralleled by the opening of the story when Mann drearily tells of Aschenbach’s stroll through Munich. In the reading of this passage it ... ...nternally decadent through his indulgence in Tadzio’s appearance. He then changes his appearance to please his idol which in turn corrupts himself by turning him into the type of decadent man he once despised. These themes of aestheticism and decadence, not in juxtaposition but in duality, are used frequently by Mann throughout the novella. Works Cited Mann, Thomas, and Clayton Koelb. Death in Venice: a new translation, backgrounds and contexts, criticism. New York: W.W. Norton, 1994. Print. Ritters, Naoimi, and .Jeffrey B. Berlin. "the Tradition of European Decadence." Approaches to teaching Mann's Death in Venice and other short fiction. New York: Modern Language Association of America, 1992. 86-92. Print. Shookman, Ellis, and Rene-Pierre Collins. Thomas Mann's Death in Venice: a novella and its critics. Rochester, NY: Camden House, 2003. Print.

The Causes of the Persian Gulf War Essay -- essays research papers fc

The Causes of the Persian Gulf War â€Å"Two dozen U.S. and British aircrafts bombed five radar and other anti-aircraft sites around Baghdad with guided missiles yesterday in the first major military action of the Bush administration. It was the largest airstrike against Iraq in two years and hit sites near the Iraqi capital, a significant departure from the low-key enforcement of no-fly zones in the country’s south and north. The U.S.-led alliance declared the zones off-limits to Iraqi aircrafts after the Persian Gulf War. President Bush, speaking at a new conference in Mexico alongside the Mexican President, Vicente Fox, called the raid ‘routine.’ But it was widely interperted in Washington and other world capitals as presaging a get-tough attitude by the new administration toward a country that has vexed U.S. policymakers for more than a decade. ‘Saddam Hussein has got to understand we expect him to comform to the agreement that he signed after The Desert Storm,’ Bush said...† (Ricks A1) Saddam Hussein’s continuing failure to cooperate is one of many results of the Persian Gulf War. Between January 17 and February 28, 1991, an international military coalition sanctioned by the United Nations and led by the United States defeated the large, well-equipped Iraqi army and forced it to withdraw from occupied Kuwait. The allied offense, whose military code name was Operation Desert Storm, involved ground troops from 19 countries joining together from virtually every region on the globe: North America, South America, Western Europe, Eastern Europe, the Middle East, Africa, Asia, and Australia (Yant 18). In essence, from the Iraqi position, there were three, main, inter-state causes of the Persian Gulf War: 1) To aquire a major port on the Persian Gulf, 2) To eliminate the $13 billion debt that Iraq owed Kuwait, 3) To gain vast oil reserves. In order to better understand the Iraqi position, it is necessary to look at some of the historical factors. The discovery of oil by the the Anglo-Persian Oil Company (APOC; later renamed the Anglo-Iranian Oil Company and still later British Petroleum) in Iran in 1908 stimulated a great interest in potential Iraqi oil resources. Financial groups from several major nations engaged in protracted negotiations with ... ...; Works Cited Bennis, Phyllis and Moushabeck, Michel. Beyond the Storm. New York: Olive Branch Press, 1991. Saddam Hussein - His Rise to Power. Ed. Gerald Butt. Nov 17. 1998. BBC News. 24 Feb. 2001. <http://news.bbc.co.uk/hi/english/events/crisis_in_the_gulf/decision_ makers _and_diplomacy/newsid_216000/216328.stm>. Freedman, Lawrence and Karsh, Efraim. The Gulf Conflict: 1990 -1991. New Jersey: Princeton University Press, 1993. "Inside the Storm" Dallas Morning News (Dallas, TX). 12 Jan. 1992: 1A+. Ricks, Thomas E. â€Å"Allied Jets Blast Iraq, Largest Strike in 2 Years, Seen as Signal of Get-Tough U.S. Attitude.† San Francisco Chronicle. 17 Feb. 2001: A-1. Schwartz, Richard Alan. Encyclopedia of the Persian Gulf War. North Carolina: McFarland & Co, 1998. Yant, Martin. Desert Mirage: The True Story of the Gulf War. New York: Prometheus Books, 1991.

letter of confession :: essays research papers

~Before I begin this letter, I want you to know that the reason why I’m sharing this with you is because I feel that I have to be completely honest about something that’s very personal to me. Originally, I wanted to tell you, but I just did not feel comfortable and I did not trust you enough. But, I can not keep this from you any longer. I hope after I explain this that you can understand why I did so~   Ã‚  Ã‚  Ã‚  Ã‚   The past two years of my life have been filled with extreme hardship. Although I have had positive things take place in my life, the bad always seems to outweigh the good. When I was going out with Lamar, my high school fling, a gynecologist in Newburgh told me that I had Abnormal Cells and she needed to take a closer look at them. She said not to worry, but that it crucial that she did a procedure to examine the cells carefully because if she didn’t, I could possibly develop Cancer in my Cervix. During this time, mind you, I was having unprotected sex with Lamar and he was the first boy I did that with. This â€Å"careful† procedure (known as a biopsy, coposcopy-not really sure how to spell this one) that she performed was one of the most uncomfortable things I ever had to go through. It involves doing something, that makes you feel like you have bad period cramps without having your actual period. After doing this close examination, I did not hear anything again from this doctor until about a year later, which at that time, I considered them incompetent. Before I went away to college, I went to the city to visit my mother’s GYN for a regular pap smear. She then wrote to me in college telling me that my cells were abnormal and that I needed to take some medication (basically this crap that I had to stick up in my coochie). She also told me that I needed to come in so she could do another check-up. So I took the medicine thinking (or rather hoping) that it would clear up whatever was going on down there. I went the GYN in early October. There, she told me that the pap in August should cells of H P V, a sexually transmitted disease, that if left untreated, could cause Cancer.

Ethical and Legal Preparations Required for Successful Prosecution of Cases

Most claims of malpractice are filed due to negligence and lack of information in professional relationship. The unprofessional and improper handling client-attorney relationship results in claims of negligence. These claims are founded on the services actually provided. Lawyers who fail to communicate with clients about the realities and difficulties of specific claims. Create the risk of malpractice lawsuits from clients who are dissatisfied, with the belief that the responsibility of loosing their case is basically their lawyer’s problem.Fees disputes are also involved in legal malpractice (Hagan, 1994). Clients are sued by their attorneys for fees, and most clients their defense on malpractice. This kind of defense can cause reduction if not total elimination, of the fees being recovered by the lawyer. There is a decline of frequency of such claims, perhaps due to the reluctance of lawyers to sue for fees recovery. The most prevalent offences are those of homicide and burg lary. Homicide and Burglary Offenses Throughout space and time, the most serious of crimes turns out to be the unlawful taking of human life.The crime of murder within most legal systems is devoid of statute limitations. This means that the killer faces the law without regard to the elapsed time after the crime has been committed. Investigators of homicide have their solemn duty of bringing the offenders to justice. They acknowledge that justice is not only reserved to the deceased victim, but the friends and family who require a healing process after being left behind. Community safety and human life sanctity demand that justice is served (Hagan, 1994).The closing of a homicide case is considered after the identification, charge and arrest of the suspect. In most case files of Police departments, many such cases dating back to the 60s are waiting still for closure. This is because such cold cases lack the critical evidence or information, required in the identification and charging of a suspect. One of the commonly most encountered crimes is burglary, often under police investigation. Burglary techniques and investigation procedures are usually outlined for particular scenes of crime.The responsibility of the first officer is to locate the suspect. Incases where the burglary is in progress, apprehending the suspect is the first consideration. Witnesses are located next and separated for later interviews (Fisher & Baca, 2003). The problem is that experienced burglars are fond of minimizing evidence for investigators for the crime scene. The investigator collects evidence left in the form of finger prints, tool marks and shoe prints at the scene of crime. Awareness of the investigator is also stressed on modus operandi or the burglar’s M.O. frequently suspects are responsible for various burglaries in the region, thus by comparing similar cases the investigator is able to narrow down and concentrate on one suspect. This is aided by choosing the safest an d easiest point of entry. Contemporary codifications create class of offences called homicide collectively. Murder is the most serious subclass, followed by the less serious manslaughter and finally ending with justifiable homicide that is at all no crime (Hagan, 1994).In general, intend in causing great harm to the body is not separable from the killing intention. This is because such acts are dangerous inherently that every reasonable individual must realize the possibility of fatality. Thus arguments by defendants harm during their action was not contemplated, does not often form part of the defense. There are different classes of murder degrees in the U. S. – fists , second and third degree. These are liable to varied penalties in the penal code. Conclusion Ethical codes that govern individuals practicing law are embedded in legal ethics.Model rules promulgated by the Bar Association of America, have influenced most jurisdictions in the United States. This model rules bas ically address the relationship between lawyers and clients. Certain features that define legal ethics include; honest statements to other people, the client’s confidence to be respected, forthrightness toward tribunal in addition to professional autonomy. References Fisher, B. & Baca, L. (2003). Techniques of Crime Scene Investigation. Boca Raton, FL: CRC Press, 2003. Hagan, J. (1994). Crime and Disrepute. Thousand Oaks, CA: Pine Forge Press.

Johnny Man: Widening Views

This essay will look at and research a cardinal text ( The Saber Tooth Curriculum ) . It will put out to research and critically reexamine Harold Benjamins renowned sarcasm on the educational and curriculum system of a supposedly Palaeolithic folk. The essay will make statements within the text and associate this to the instruction system of Britain in both an academic and vocational scene. It will look at the educational model for 14 to 19 twelvemonth olds and how this relates to the text in inquiry. The essay focuses on the 14 to 19 models of secondary schools, as this is the field in which I teach in. It will place womb-to-tomb larning through vocational instruction of building and how â€Å" Truly Useful Knowledge † is being used in the Saber Tooth Curriculum and the Construction industry today. The Saber Tooth Curriculum was written against the background of inharmoniousness in America. They had merely come out of the depression as a consequence of roar and flop epoch. Ha rold Benjamin was an educationist who had fought in the Fist World War and became a advocate of educational reform through his anonym J.Abner Peddiwell. The Saber Tooth Curriculum imagines the first educational system that is set up in Palaeolithic period by a tribesman called New-Fist-Hammer-Maker. He had gained his name by like an expert doing a tool that would be highly good to the endurance of himself and his folk, Benjamin, J ( 1971, p7 ) states ; ‘New Fist gained his name and considerable local prestigiousness by bring forthing one of these artifacts in a less unsmooth and more utile signifier than any antecedently known to his folk ‘ . The writer has used New-Fist-Hammer-Maker as the footing of his narrative and the message he is seeking to state. Through his advanced tool doing accomplishments, he is seen as the intellectual of the group, and his thought and thirst for cognition are highlighted in the first transitions of the narrative, Benjamin, H ( 1971, p8 ) states ; ‘He began to catch glances of ways in which life might be made better for himself, his household, and his group. By virtuousness of this development, he became a unsafe adult male ‘ . The beginnings of New-Fists instruction for his kids and folk, evolves around the demand for security, comfort and nutrient. The simple undertaking of feeding his kids, himself and the folk was identified three classs of course of study: fish grabbing with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. Through this course of study the kids had learnt the valuable lessons that would give them advantage over their equals. It was non long before the whole folk had learnt the three basicss of the course of study and for a clip they were secure and safe because of the instruction. One could tie in or compare the course of study New-Fist introduced into his folk, to the instruction system of secondary instruction and vocational instruction in today ‘s universe. The Education Act of 1944 by Winston Churchill ‘s Conservative Government, heralded free instruction to the multitudes. The course of study would hold involved the three R ‘s which would hold been Reading, Writing and Arithmetic. By analyzing these basicss pupils were judged to hold been given a good, if non just instruction to come on into a productive life. It is this foundation in Britain ‘s instruction system that reflects New- Fists course of study of fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. Benjamin, H ( 1971, p12 ) states ; ‘The best trained horse-clubbers of the folk went out twenty-four hours after twenty-four hours and employed the most efficient techniques taught in the schools, but twenty-four hours after twenty-four hours they returned unrewarded. A Equus caballus clubbing instruction of the highest type could acquire no consequences when there were no Equus caballuss to club ‘ . As clip goes by the age old course of study of fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire is being called into inquiry because new ways of lasting were needed. The butchery of all the natural resources, biological promotion of a species and the onset ice age, forced the folk to contrive new technological betterments in their endurance accomplishments. As new ways were found to catch fish, traping antelope and capturing bears, the old course of study was sought to be out of day of the month by the bulk of the folk. The groups in the group opposed the seniors and questioned the techniques and learning which were seen to be irrelevant. One could pull analogues with this statement in the past and present instruction system, which has its values in the Thatcher Government of 1979 and the debut of the National Curriculum and all the proficient progresss that have been made since. Prior to the National Curriculum schools were able to learn â€Å" what † and â€Å" how † they wanted. It was an independent clip for instructors and all that were involved in the profession of instruction. The educational model of Britain had non changed since the debut of General Certificate of Education Ordinary degree makings, and the Advanced GCE degree in 1951. It was non until the early 1960 ‘s that the Certificate of Secondary Educa tion was introduced, as the O ‘ Levels were deemed to be excessively hard for the bulk of province instruction. The debut of Margaret Thatcher in 1979 can be seen as the major alteration to the educational system in Britain, and the continuance of that subject in Tony Blair ‘s New Labour in 1997. Thatcher sought to revolutionize the old model of O degrees and present an up to day of the month General Certificate of Education. Harmonizing to Kelly, A ( 1994 ) this new making would integrate all the new technological progresss and give pupils the cognition, accomplishments and abilities to come on into the wider universe of employment and the beginning of womb-to-tomb acquisition. As clip has gone by the purportedly radical making set up under Thatcher, has itself come under oppugning and go the old guard. Tomlinsons Report in 2004 on course of study reform had put frontward a extremist shingle up of the whole making model for 14 to 19 twelvemonth olds. The writer has identified and differentiated vocational preparation and instruction through the senior ‘s stance on course of study alteration. One could pull analogues with the seniors and the building industry and house edifice because the necessity to construct and build a warm, stable and unafraid environment has been cardinal to our endurance since the beginning of clip, from the dark ages to the in-between ages and to the present twenty-four hours. As one coevals passes the learnt accomplishments from one to the other, cognition is being transferred and in clip expanded. As history progresses the manner in which one constructs their houses will alter with manner, manners and thoughts of the clip. Through this all the accomplishments that are learnt through new thoughts and manners are passed onto the following coevals of skilled craftsman. House edifice and building has been portion of the fiction of society, and the manner in which learners have been taught has evolved f rom that. Knowledge of constructing different ways has ever been fixed but what is â€Å" Truly Useful Knowledge † are of all time altering, depending on the Government enterprises, Sector skills Councils and the policy shapers of the clip. Presently the building industries have undergone a major reconsideration of all their makings and through authorities reform and support, issues have had to accommodate. The writer has brought the statement between instruction and preparation and how one is clearly different from the other, the groups in the folk are reasoning for an inspection and repair of their seemingly out of touch patterns fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. The groups are reasoning for instruction to reflect what is go oning in the outside universe and to maintain up to day of the month with technological progresss. Through the seniors the statement for the course of study is based around societal duties, progressive acquisition and cardinal cognition, Benjamin, H ( 1971, p15 ) states ; â€Å" We do n't learn fish-grabbing to catch fish ; we teach it to develop a generalised legerity which can ne'er to developed by mere preparation. We do n't learn horse-clubbing to club Equus caballuss ; we teach it to develop a generalised strength in the scholar which he can ne'er acquire from so matter-of-fact and specialised a thing as antelope-snaring. We do n't learn tiger-scaring to frighten Liberation Tigers of Tamil Eelams ; we teach it for the intent of giving that baronial bravery which carries over into all the personal businesss of life and which can ne'er come from so basal an activity as bear-killing. † The same statements environing the course of study for 14 to 19 old ages olds are still being asked today, with relevancy to the pupil ‘s abilities to go forth instruction being to the full equipped with the right cognition to come on into employment, preparation and womb-to-tomb acquisition. The writer has used a journalistic manner of composing he writes in a manner that high spots and sensationalises New-Fist-Hammer-Maker ‘s expertness in doing good hunting tools for illustration Benjamin, J. ( 1971, p7 ) states ; ‘New Fist gained his name and considerable local prestigiousness by bring forthing one of these artifacts in a less unsmooth and more utile signifier than any antecedently known to his folk ‘ . The writer Benjamin has used a scope of affectional and descriptive linguistic communication to depict his narrative of a Palaeolithic tribe.Benjamin, H. ( p7 ) states ; ‘New-Fist pushed himself beyond those lengths to the point where thinking was inevitable ‘ . By puting New- Fist apart from his fellow folk Benjamin, H ( p7 ) states ; ‘He would gaze moodily at the flickering fires and inquire about assorted parts of his environment until he eventually got to the point where he became strongly dissatisfied with the accustomed ways of his folk ‘ . The whole narrative is set in a metaphor for life through instruction and those that administer what is â€Å" Truly Useful Knowledge † . The metaphor used by the folk is that instruction is the foundation for life itself and this can non be replaced by manner, manner, technological progresss and alteration in attitudes. The writer has used a simplistic manner to state the narrative of â€Å" The First Great Education Thinker â€Å" in maintaining with the narrative line itself. He has tried to prosecute all that read it foremost a apparently simple journey about a folk and their beginnings of an instruction system which has undertones of irony, sarcasm and a lingua in cheek attitude, Goodland, J argues ( xxviii,2004 ) that ; ‘However the cardinal defeat expressed satirically by Harold Benjamin in the Saber Tooth Curriculum was caused by the broad spread between the prevailing pattern what was executable ; between the best and poorest patterns ; between the verbal committednesss to instruction and the existent support it received ; between the pressing demand and the response ‘ . The writer has used dyslogistic words throughout the Saber Tooth Curriculum to cynically state the narrative of New-Fist and his folk. He has stigmatised, mocked and stereotyped the bulk of the folk and those that ab initio go against the new instruction system. In decision the Saber Tooth Curriculum was seeking to place how the universe was altering in its technological progresss. Harold Benjamin was sardonically naming into inquiry, course of study alteration and the different sides that opposed it. Benjamin has used a metaphor for the narrative and how instruction is the beginning of cognition and the necessity to construct on that cognition to convey about alteration and future prosperity. Britain is in a clasp of fiscal instability and the hereafter looks unsure for employment, preparation, instruction and life long larning. Britain and the state are fixing for a general election and the possibility of a alteration of Government looms. The Saber Tooth Curriculum and its satirical statements and arousing inquiries are still apparent in today ‘s Britain. The Saber Tooth Curriculum poses the thought of cognition as being fixed and ne'er changing and instruction being inactive and unmoveable. This in my position is a romantic and naif position of the universe through rose tinted spectacless. Educational alteration is a positive measure, merely if it is being changed for the good of the people and non by policy shapers or politicians. Bibliography Benjamin, H. ( 1971 ) The Saber Tooth Curriculum in The Curriculum ; Content Design and Development. Milton Keynes: Open University Press. Benjmain, H ( 2004 ) The Saber Tooth Curriculum The book that Changed the manner we look at Education. United States: McGraw-Hill. Kelly, V. ( 1994 ) . The National Curriculum A Critical Review. Newcastle upon Tyne: Sage Publications This essay sets out to place how the thought of modernism and postmodernism tantrums into the instruction system of Britain. It will seek to detect how instruction foremost began from the enlightenment period in the 19th century up to the present twenty-four hours. This essay will foreground the alterations that have taken topographic point in instruction, and how vocational instruction, and the beginnings of womb-to-tomb acquisition has taken root in todays province instruction system. The beginning of the instruction system in Europe and its ideals and beliefs have stemmed from faith and the church. From the really beginning of the spiritual beliefs, followings and adherents would hold required the cognition and accomplishments to read and follow instructions from the Christian religion. The Gallic revolution in1848 played an of import function in finding the enlightenment and modernistic thoughts. Prior to the Gallic revolution the sovereign, authorities curates, church clergy and the old guard were the most powerful influences on society. The enlightenment undertaking had split from the instructions and beliefs of the church and religion and placed its values in ground, scientific findings, human nature, not spiritual thoughts, free thoughts and rational thought. The enlightenment period would be a revolution of thoughts that emanated from the old thoughts of the in-between ages, and faith and the church being the fount of all cognition. Out of the Enlightenment period Modernity was born towards the terminal of the 19th century and they would hold viewed the universe as scientific, based on cosmopolitan truths, logical thought of cognition and objectiveness. This was a move off from trust on religion to ground merely accepting cognition if their was cogent evidence of a move into modernness Bron, A ( 2002, p42 ) states ; ‘Modernism has, of class, many dimensions but cardinal to its beliefs was the emancipatory potency of peculiar signifiers of cognition. Reason and scientific discipline were to be applied to human personal businesss, every bit good as to the natural universe, replacing God as the premier footing for human improvement and societal advancement ‘ . Modernity mirrored capitalist economy and the province did non endeavor for instruction of the multitudes to derive societal equality but to do the state prosper economically. The industrial revolution went some manner to alter thoughts about cognition, instruction and preparation as workers were going more skilled and the necessity to read and compose was evident. For the bulk of people, instruction was seen to be for the privileged few, up until the terminal of the Second World War. Education of this clip was based on a three grade system that included Secondary Moderns, Grammar and Technical Schools. The instruction of the bulk of the state was left down to the instructors, pedagogues and caputs of the educational establishment, authorities and curates were non involved in the â€Å" what † and â€Å" how â€Å" to learn kids. The instruction of the clip would hold been based around reading, composing, arithmetic, spiritual instruction and vocational topics like woodwork, needlecraft and metalwork. This would hold reflected a hidebound position of instruction instead than a modernist attack. While the move towards modernness had begun, many schools still remained traditionally based around the church. Kelly, V ( 1994, p24 ) argues ; ‘In most societies deliberate efforts are made to utilize the educational system to advance certain sorts of societal and political values- and spiritual values excessively, since it is apparent that the monolithic part of the churches development of instruction Al proviso over the old ages, along with their close engagement in the planning and direction of schools and colleges ‘ These pupils would non hold left school without a making but may hold been awarded a certification of school accomplishment. As instruction progressed into the 1950 ‘s The General Certificate of Education Ordinary degree makings and the Advanced GCE degree making were introduced into mainstream instruction. Harmonizing to the Qualifications and Curriculum Development Agency, the Certificate of Secondary Education ( CSE ) was introduced in the 1960 ‘s to provide for a wider spectrum of pupils. The grounds behind this was that the bulk of pupils were non able to finish the elitist O Levels and A Levels, as the scrutinies and procedures were excessively far making for the ordinary kid. The modernistic attack towards instruction system had non changed since the debut of the 1944 Education Act under Churchill ‘s Government, until the debut of the Margaret Thatcher Government in 1979. The station modernistic motion has come from a reaction against Modernism. This would hold been reflected in our civilization and, whether that is the humanistic disciplines, literature or architecture, these have stemmed from a feeling of alteration in our society. The first universe has evolved and moved on from the beginnings of capitalist economy and industrialism. Managerialism and the move off from the single instructor keeping power in what they taught their pupils, to the province make up one's minding what should be taught. Technology, whole sale capitalist economy, denationalization, globalization would boom in the station modern universe, which had its roots at the terminal of the Second World War. Harmonizing to Usher, R ( 1996, P2 ) it is really hard to pigeon hole instruction with Postmodernism and goes onto province ; ‘Historically, instruction can be seen as the vehicle by which modernness ‘s ‘grand narrations ‘ , the enlightenment ideals of important ground, single freedom, advancement and benevolent alteration, are substantiated and realised ‘ Since the Introduction of Margaret Thatcher and her Conservative party in 1979 they had sought to alter the instruction system in Britain, with the Education Act 1988, a new Curriculum was born. The construction of the old making for primary and secondary schools were deemed to be out of touch. The General Certificate of Education Ordinary degree makings were to be abolished and replaced by The General Certificate of Secondary Education, Usher, R ( 1996, p25 ) states ; ‘Education is itself traveling through profound alterations in footings of intents, contents and methods, alterations are themselves an facet of the uncertainnesss of the postmodern minute ‘ . And goes on to province ; ‘Thus postmodernism becomes portion of the course of study, incorporated into the modern pattern of instruction ‘ . The National Curriculum had put the Government at the head of educational development. It had moved policy devising and educational alteration into a centrally planned system. The National Curriculum had identified that pupils would be broken down into cardinal phases, so that they could analyze the patterned advance and attainment marks from each cardinal phase, from an appraisal defined by the authorities. Another cardinal alteration was the distinction of topics into nucleus and foundation topics. The nucleus topics would be based around Mathematics, English and Sciences and Kelly, V ( 1994, p24 ) argues ; ‘Thus English has to come known more frequently as ‘ linguistic communication ‘ , as instructors have come to concentrate on the development of the students ability to utilize linguistic communication for thought and for speaking every bit good as for authorship, and, in the procedure of this alteration, there has been some loss of accent on grammatical constructions, on punctuation and, in general, on the mechanics of the English linguistic communication ‘ . The Governments concluding to alter the course of study, was to maintain in line with the postmodern universe and its rivals. Harmonizing to Kelly, A ( 1994 ) the demand to educate and develop pupils to go portion of society through employment and economic growing was paramount to the ideals of the Government. The beginnings of life long acquisition for 14 to 19 twelvemonth olds can be seen In 2004 by Mike Tomlinson study on the 14-19 reform of instruction which was commissioned by Tony Blair ‘s Labour Party following on from his â€Å" Education, Education, Education † rhetoric. The proposed alteration of course of study is really much centred on immature pupils going grownups within the making model, therefore seting them on the first measure of life long larning. The alteration in ideals and aspiration between New Labour and the Conservative Party it had superseded could be seen as an extension of the former government. Mike Tomlinson had advocated a complete shingle up of the current making model of G.C.S.E ‘S and A Level making. Harmonizing to Tomlinson ( 2004, p4 ) the reform was needed to ; ‘Raise engagement and accomplishment, strengthen vocational paths, provide greater stretch and challenge, acquire the rudimentss right ( English, maths, ICT ) cut down the appraisal load, and do the system more crystalline and easier to understand ‘ . Since 2004 Vocational instruction has been introduced into secondary school, constructing people into the universe of work non modernism instruction for instruction interest. The overplus of classs now available to school kids from the age of 14 old ages old, scope from Construction, Horticulture, Catering, Creative Media, Motor Mechanics, Engineering, Hair, Beauty, Outdoor instruction etc. This continuance of the altering face of instruction falls in line with Jarvis ( 2004, p32 ) ; ‘With this rapid alteration, it is about impossible to see cognition as a truth any more- we are now speaking about something that is comparative and can be changed once more every bit shortly as some new find is made ‘ . Although vocational instruction has reached many more pupils in secondary schools Tomlinson ‘s, sweeping alteration of the making model for 14-19 twelvemonth olds has been watered down and have been partly introduced. In decision the argument and statements environing Modernism and Post Modernism in our society have been ongoing since the debut of the thought. Mod positions replaced the ideals of the church, and cognition being placed into scientific findings and truths as the universe was altering. The thoughts of Modernism and Postmodernism took assorted signifiers in architecture, art, literature and instruction, and it could be argued that postmodernism is merely another signifier of modernism, and one is an extension of the other. As the essay has shown cognition is of all time traveling and altering and the instruction of our society reflects that cultural and ideological motion. Bibliography Bron, A. , Schemmann, M. ( 2002 ) . Social Science Theories in Adult Education Research. New Brunswick ( USA ) : Transaction Publishers. Jarvis, P. ( 2001 ) The age of larning. London: Kogan Page. Kelly, V. ( 1994 ) . The National Curriculum A Critical Review. Newcastle upon Tyne: Sage Publications Usher, R. , Edwards, R. ( 1996 ) . Postmodernism And Education. Great Britain, Chatham: Routledge. Department of Education and Skills. ( 2004 ) 14-19 Curriculum and Qualifications Reform. Available at: hypertext transfer protocol: //www.dcsf.gov.uk/14-19/documents/Final % 20Report.pdf ( Accessed: 1st April 2010 ) The essay will place a modern-day thought within instruction, Marketisation, and how it has affected the direction of schools and how they have changed their political orientation and construction because of it. It will turn up how the school ethos and their long term plans fits into womb-to-tomb acquisition. The essay will foreground the alterations in authorities and how they have affected instruction and place cardinal constabularies within that. The debut of the Conservative authorities under Margaret Thatcher in the 1970 ‘s changed Britain and its nucleus values in footings of its national industries, instruction and the wellness service. Before the Conservative Government Secondary schools were able to learn its ain course of study and make up one's mind what â€Å" Truly Useful Knowledge † was for their pupils. It was in the epoch of instructors being independent and at the Centre of pupils larning. The course of study of schools from the1950 ‘s to the1970 à ¢â‚¬Ëœs harmonizing to Matheson, D ( 2008 ) , did non hold a common nucleus course of study and was able to take their ain standards for learning. Schools were able to learn what they decided and how they were traveling to learn. Schooling of the 1950 ‘s and the 1970 ‘s gave power to instructors in the schoolroom. They could take their ain reading stuff, doctrine and the manner they taught the kids. The Thatcher Government and its political orientations and values had crushed the brotherhoods in its chase of merchandising of Britain ‘s National industries and interrupting the spirit of all those that stood behind it. The thought of denationalization was introduced under Thatcher ‘s Conservatives and Education did non get away their implicit in influences, Randle, K argues that ( 2000, pp140 ) ‘The New mangerialsim can be characterised as a manner of direction which emerged in the UK in the early 1980 ‘s and bit by bit distribute throughout the Public Sector. It began with the civil service in the aftermath of the Rayner Scritinities and the Financial Management Initiative ( Metcalf and Richards. 1987 ) and has since been established in local governments, the BBC, the NHS and the Education Sector ‘ . Prior to Thatcher all secondary schools and farther instruction colleges were under the control of Local Educational Authorities, but Thatcher had given all secondary schools the license to go Masterss of their ain fate if they so desired, and enter into the concern universe of instruction. Secondary Schools were now portion of this new universe of denationalization, marketisation and Thatcherism. Kelly, A ( 1994, p48 ) states ; ‘It is possibly deserving observing foremost the commercial imagination that is a characteristic of much of the 1988 Acts back uping certification. We read of the suppliers of instruction, of the ‘delivery ‘ of the course of study, of ‘machinery ‘ for carry throughing this and that, of the ‘users ‘ of the system, of its ‘consumers ‘ , of our rivals and so on ‘ . The 1988 Education Reform Act would turn out to be instrumental in both, the manner in which schools and farther instruction colleges were funded. The National Curriculum was introduced into province instruction in 1988 so the Government could determine the patterned advance of all secondary schools in England. The debut of the National Curriculum conference tabular arraies and SATS were shortly to follow. In countries of the state that still have Grammar Schools, Comprehensive and Secondary Moderns viing against each other, the National Curriculum set up under Thatcher would ever be a stumbling block for the under acting schools that would be at the underside of the conference tabular arraies. With the oncoming of Marketisation and Managerialism of instruction, Secondary Schools like The Community College Whitstable would hold to accommodate to the altering values of instruction. Schools have had to alter the set up of their managerial doctrines and go more in melody with the fundss of their establishment. The direction squad at The Community College Whitstable is set up as a concern with the Managing Director at the top or the Head and the Teachers at the underside in what could be described as a Christmas tree formation. The caput will hold their senior direction squad below her, and 2 Deputy Heads and the main Finance Officer as their closest confidantes. From the instructor at the bottom one will hold to see one degree above before he or she can talk to the Head. Through this concatenation of bid the Head instructor will be able to study and supervise the school and how it performs both financially and academically. For schools such as The Community College Whitstable, pulling a steady flow of pupils twelvemonth on twelvemonth is critical as the pupils represent a fiscal addition. The conference tabular arraies are all of import for possible new pupils and the patterned advance up the conference is paramount. Harmonizing to Ofsted Report ( 2000 ) The Commu nity College Whitstable had underperformed academically in 1997, 98, 99, which show that they was in the bottom five per cent of schools. The Oftsed Reports in 2006 and 2009 have non shown much advancement from the early yearss of the transmutation of the Sir William Nottidge to The Community College Whitstable. The grounds for this can be seen in the unjust disadvantage of the choice policy and competition from other schools in the Kent country. Hill, D ( 2001, p12 ) backs up this statement ; ‘New Labour policy and discourse on instruction, on schooling in peculiar, shows both continuities and differences with Thatcherism. The major continuities are a scope of low public outgo, denationalization, and the care of a selective, specializer and exclusionary instruction system ‘ . The outlooks from instructors to execute, educate and train pupils to go through test has non been greater as instructors public presentation degrees are linked into the school â€Å" mangerialism † . Teachers are bound to the schools with annual reappraisals on their public presentation direction, which are centred on the schools aspiration on accomplishment. Through these public presentation direction reviews instructors are assessed and a annual increase of their wage is paid. The 14-19 docket and the present authorities policies and support have had an impact on all secondary schools, they are no longer happy to allow their pupils travel to the local farther instruction colleges or elsewhere. The policy to maintain pupils past the compulsory age, are apparent at The Community College Whitstable, as the figure of station compulsory pupils have risen each twelvemonth, from 11 in 2000 to 117 in 2009. The chance of maintaining pupils station 16 are seen as a must for The Community College Whitstable. The growing of 6th signifier can be seen as instruction for instructions sake, as the consumption of pupils into 6th signifier can be seen as an unfastened door policy for fiscal addition, Evans, K. ( 2000, p126 ) argues ; ‘Currently, both the FEFC and TEC support theoretical accounts is target driven. If we add in the force per unit areas on schools to make full their sixth signifiers with pupils who will accomplish and, hence, hike their schools standing in the conference tabular arraies, we can see that, at local degree, the construct of partnership in station 16 instruction and preparation market is non based on lovingness and sharing ‘ . As one can measure the debut of womb-to-tomb acquisition is really of import to secondary schools, which no longer sees themselves as merely mandatory instruction but establishments of larning. As each pupil represents money and are costed into the budget for the fiscal twelvemonth it is imperative to prolong the pupil Numberss. Not merely are secondary schools viing with other educational establishments they are besides mercantile establishments for outreach Centres such as Learn Direct. The Community College Whitstable has incorporated the Learn Direct into their substructure, which caters for a broad scope of educational classs, either online or as a bead in Centre. These Centres are cardinal for womb-to-tomb propensity or those that do non desire to come in mainstream instruction. Such enterprises are instrumental in the new managerialism and marketisation of secondary schools such as The Community College Whitstable. In decision Marketisation of schools and Further Education are straight linked to the Margaret Thatcher ‘s Conservative Government of the late 70 ‘s and early 80 ‘s. The extremist shingle up of the national establishments from denationalization, and the interruption up of trade brotherhoods and the planetary economic system have had a immense impact on the instruction system. Despite the alteration in Governments, the on-going conflict for the right instruction system is still being sought after. Secondary schools such as The Community College Whitstable have become concerns in instruction in their ain right and will hold to accommodate and continually alteration with the air current of power. Secondary schools will and make play an of import portion in Lifelong Learning as they are the foundations for all our acquisition.