Effects On Children Of Alcohol Dependent Parents Social Work Essay

Effects On Children Of Alcohol Dependent Parents Social Work Essay Whenever a question arises, like what are the effects on children of alcohol dependent parents, we all have the option to put forward a few answers and to set this topic aside. Alcoholism is also known as a family disease. Alcoholics may have young, teenage, or grown-up children; they have wives or husbands; they have brothers or sisters; they have parents or other relatives. An alcoholic can totally disrupt family life and cause harmful effects that can last a lifetime (Tetyana Parsons, 2003). Life is something what we have to pass over moral values and good living examples to the next generations. Since we all belong to family, we can never ignore the relevance of family life, and in family children are supposed to get the primary consideration and caring. But in an alcoholics family, the most affected group will be their children. Parents who abuse alcohol could cause a negative impact on their childrens lives. Feelings of anger and neglect can follow a child throughout adulthood and have a detrimental effect on his relationships with others (Bogle, D. 2010). Dustin Bogle, an experienced fitness instructor, nutritionist and fitness article writer, gives some major problems that occur to alcoholics children. Aggressive behavior is one of the first characteristics that a child might develop from having a parent who abuses alcohol. The aggressive behavior of children may lead to academic failure and serious social problems. As the second one, he mentions warning signs. Children may show warning signs of having an alcoholic parent. They may act out in anger with other children, or might find them lying about things. When scolded, children may become scared of their parents finding out, or they may be causing trouble because they want that extra attention that they are not receiving at home. The environment that the children are placed in is often unpredictable and chaotic. This is the third point he puts forward. The oldest child in the group is taking care of the other children while the parenting skills are lacking. Other children may become trouble-makers, and some resort to isolation, often becoming shy and unresponsive to other children. The last observation of Dustin Bogle, probably a crucial one, is the cycle of addiction. It is a very common and dangerous occurrence, and lot many dilemmas are attached with this as well. Criminal acts, teen pregnancy and other mental and emotional issues may arise. The children may become institutionalized in either jail or a rehabilitation center. Children may also be taken out of their home if the alcohol abuse becomes really bad, or they could be put in foster care or end up living on the streets. Alcoholism is a widespread disease, and it has deep rooted health related issues and severe long lasting consequences. The funniest thing in regards with alcoholism is that still it is being considered as a medium of socialization. The behaviors of parents are the guidelines of their children, and it doesnt matter whether it is good or bad. Amber Keefer, a famous health related article writer who has more than 25 years of experience in the field, is presenting some very good information in this particular matter. Fear, low self-esteem, self-blame, injury/illness, financial effects, and changes in Family Structure are the effects that she suggests for a review. If we can have a deeper look in to each point, we can see that all these points are very relevant. Children of parents who abuse alcohol often live in fear, primarily because they are abused or neglected when a parent is under the influence of alcohol. They may witness domestic violence against the other parent, their siblings or even other adults living in the household. Children who are frightened for their own safety may suffer from anxiety, sleep disturbances and depression. Children often develop low self-esteem when one or both parents abuse alcohol. When parents are more preoccupied with alcohol abuse than their parental roles, a child may not get the sense of security he needs to develop healthy self-esteem. Children often blame themselves when a parent abuses alcohol. They think that it must somehow be their fault if a parent uses drugs or drinks too much alcohol, and that will result in the loss of their self-reliability. Children can suffer injuries or health problems as a result of a parents alcohol abuse. If a pregnant woman drinks alcohol, the baby can develop long-term health problems. The unsanitary and unsafe situation at home may lead to certain type of illness and injuries. A family with an alcohol abused parent will definitely have economic consequences, and that family will be forced to live a low income life. Such a situation may develop an inferiority complex in children. Separations and divorces may happen in such families and those incidents will create even more stress and confusion for children. A child who is being raised in a single parent house hold, may not get proper care or even unable to get better developmental opportunities. Patti Kelly a freelance writer and registered nurse with many years of experience in pediatrics, geriatrics, public health and preventive care have made some serious observations on this topic. She is describing the effects under certain specific classifications; they are: psychological, educational, economical, social and developmental. Denial, anger, shame, anxiety, hopelessness, self-neglect, shame and isolation are a few of the psychological consequences noted in children of alcohol abused parents, and a sense of security and positive outlook are difficult to establish for such children. Children of alcohol abused parents are at an increased risk of learning disabilities, poor school attendance, and they are also more likely to be expelled, be institutionalized or drop out of school. An alcohol abused person is always in a risk of being either unemployed or under-employed and lack of income results in an overall decrease in the familys standard of living and can lead to difficulty meeting basic needs. The children of an alcoholic may be ashamed to go out in public, and such shame and fear may also prevent them from having friends over. Trust and security are being considered as the promoting agents of promote healthy development and a family with alcohol abused parent can never provide such a situation at their home. Physical and sexual abuses are also more common when there is a parent who abuses alcohol, and these factors, may negatively impact a childs normal development, making children more prone to suicide, anxiety, eating disorders and depression. As a part of this research, it is very important to note about the treatment side of the alcoholism. As I mentioned earlier, alcoholism is a disease which requires specific treatment, even though there is no medical treatment for that. But alcoholism is a treatable disease and many treatment programs and approaches are available to support alcoholics. Motivation is the major portion in treatment of alcoholics, and other important step is the self-decision. We can categorize the treatment in different steps, they are, commit to stop drinking, set goals and prepare for change, withdrawing from alcohol, find new meaning in life, plan for triggers and cravings, get support and getting started on treatment. Although it is not that easy to achieve, a powerful will and support from others, the goal is so close. The importance of this research is that what the role of a teacher in this issue is. Since the group I have taken into consideration here are children, and only because of that without any doubt I can say that a teacher can do wonders in this particular issue. Motivation is the better medicine for this and a teacher can do it very easily. Normally, almost all the parents are too much concerned about their children, and a teacher will get lots of opportunities to have detailed observation and discussion with parents. A teacher can include the topic alcoholism in their monthly meetings, and they can conduct one on one meeting with parents in which they can collect details of their family. The moral support for the children is the greatest part in this, and the teacher is the best ever person who can provide that. All the above finding and studies are giving us a clear picture of the consequences that could happen to the children of alcohol abused parents. If we can have quick look, we can see that the alcoholic abuse of parents has strong influence in their childrens future. Psychological, educational, economical, social and developmental issues can be counted as the major problems of the children of alcohol abusing of parents. Even though there is no medication, treatment of alcoholics is very important. Since a teacher has an influential role in a childs life, a teacher is supposed to pay more attention in giving moral support to children. For me, preparation of this research paper was an exciting experience. I am sure that the pieces of information that I shared here is just like a drop of water from an ocean. Although I had a chance to do a survey in this subject before, I was quite ignorant about its consequences fully. Most of the information that I gained through this research is really worthy. If we can do a little bit more deep research, definitely there are a lot more issues that we can find. The importance of peer groups and communities in the treatment of an alcoholic is a relevant question that I would like to rise. As the alcoholism is a social disaster, what are the steps that could be taken by the official authorities, in order to have control on this, is the question that I would like to ask. As an ECE student what I can offer is my moral support to the children those who are having this issue, and my effort to educate the society in regards with this dangerous problem.

Education and Acculturation in Our Lives :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Do you believe that there is more than one way to â€Å"see† things? If you were given a piece of art to look at, what would you â€Å"see†? Would you see the same thing as a three year old, as your friend in Korea, or as your art teacher? Why is it that each person would see the picture differently? Is the picture not the same in each case? Why would each person not see the same thing or interpret it the same way? According to Cole, the way we perceive things in our day-to-day lives is highly due to our education and acculturation. Each person sees things differently because of the way they have been raised, and the culture and education they have been given.   Ã‚  Ã‚  Ã‚  Ã‚  The senses play a vital part in the lives of individuals and the way they interpret the things around them. â€Å"[The sense of] touch has been described as the most primitive and the most personal of the five senses† (Colombo, Gary pg.27). Touch, though often unnoticed, is the physiological sense by which external objects or forces are perceived through contact with the body. Lopez writes, â€Å"Eventually I visited many places, staying with different sorts of people. Most worked some substantial part of the day with their hands† (pg.32). Many times touch is overlooked as an educational tool. Touch is one of the things that are very significant in developing people both physically and emotionally and in linking us to other human beings. The sense of sight plays an important role as an educational device. We use our sense of sight to visually interact with our surroundings. With this sense we can recognize objects around us and make new discoveries. The mind plays a direct role in the way we respond to and interpret the things we see. The human eye provides the brain with vast amounts of visual information, in which the brain then registers or disregards in memory. The brain oftentimes transmits signals back to the person which cause a physical or emotional reaction. For example, when one touches a pointy object or hits one’s knee on a hard surface, one feels pain not from the pointy object or the hard surface but by the interpretation in one’s mind from electrical signals inside the brain. This is what causes one to yell out in agony when these particular situations occur. The more educated one becomes, whether it is by learning through experience as one gets older and/or being educated in school, the greater ones capability to sense their surroundings is. Education and Acculturation in Our Lives :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Do you believe that there is more than one way to â€Å"see† things? If you were given a piece of art to look at, what would you â€Å"see†? Would you see the same thing as a three year old, as your friend in Korea, or as your art teacher? Why is it that each person would see the picture differently? Is the picture not the same in each case? Why would each person not see the same thing or interpret it the same way? According to Cole, the way we perceive things in our day-to-day lives is highly due to our education and acculturation. Each person sees things differently because of the way they have been raised, and the culture and education they have been given.   Ã‚  Ã‚  Ã‚  Ã‚  The senses play a vital part in the lives of individuals and the way they interpret the things around them. â€Å"[The sense of] touch has been described as the most primitive and the most personal of the five senses† (Colombo, Gary pg.27). Touch, though often unnoticed, is the physiological sense by which external objects or forces are perceived through contact with the body. Lopez writes, â€Å"Eventually I visited many places, staying with different sorts of people. Most worked some substantial part of the day with their hands† (pg.32). Many times touch is overlooked as an educational tool. Touch is one of the things that are very significant in developing people both physically and emotionally and in linking us to other human beings. The sense of sight plays an important role as an educational device. We use our sense of sight to visually interact with our surroundings. With this sense we can recognize objects around us and make new discoveries. The mind plays a direct role in the way we respond to and interpret the things we see. The human eye provides the brain with vast amounts of visual information, in which the brain then registers or disregards in memory. The brain oftentimes transmits signals back to the person which cause a physical or emotional reaction. For example, when one touches a pointy object or hits one’s knee on a hard surface, one feels pain not from the pointy object or the hard surface but by the interpretation in one’s mind from electrical signals inside the brain. This is what causes one to yell out in agony when these particular situations occur. The more educated one becomes, whether it is by learning through experience as one gets older and/or being educated in school, the greater ones capability to sense their surroundings is.

Jesus And Law of the Prophets Essay

During the time of Jesus many did not believe in Him for what He teaches are a contradiction to their beliefs. Pharisees are the ones who are considered the righteous persons during that time. They and the people thought that Jesus’ testimonies are not true because what He teaches and did are against the Law of the Prophets, He opened the eye of a blind during Sabbath Day which is a sin for them. On Matthew 5:17-20, Jesus said that He cone not to abolish the Law but to fulfill them. Anyone who breaks one of the least of these commandments and teaches others to do the same will be called least in the kingdom of heaven, but whoever practices and teaches these commands will be called great in the kingdom of heaven (Matthew 5:19). With that account, Jesus is trying to say that He did not come to abolish the Law; in fact He is more concerned with the Law. The rest of Matthew 5 gives us a clear thought that Jesus is in favor of the Law. He said on Matthew 5:21-22 that anyone who is angry of his brother will be subject to judgment (note that in Matthew 5:21 Jesus said: You have heard that it was said to people long ago, ‘Do not murder, and anyone who murders will be subject to judgment.’). With that account we can say that the Law is not what the Pharisees think and do. If the Law is like what the Pharisees have thought He would have not said: For I tell you that unless your righteousness surpasses that of the Pharisees and the teachers of the law, you will certainly not enter the kingdom of heaven. Why Jesus did say this? This is because no one can obey the law all the time. No who is perfect enough to not commit sin against the Law. That was also the purpose of Christ coming; to save the world. That why in Ephesians 2:8-9 it says: For it is by grace that you have been saved, through faith – and this is not from yourselves, it is the gift of God- not by works, so that no one can boast. Actually, Matthew is does not contain a Jewish and anti Jewish in gospel. The matter is not because of the people itself but with the belief and practices that they have. Jesus is not imposing a new law but rather fulfilling the law as what He said. God is not against of the people but He is against of what the people (sinners) have done. Work cited: The Holy Bible (1988). The New International Version. Broadman & Holman Publishers: Nashville

Ethics During Change Essay

As society has seen over the last few decades, ethics had not been at the forefront of organizational decision-making and change processes as it should have been. Unfortunately because of the actions or lack of actions by the few, many lives have been devastated and society’s view of corporate organizations has been severely damaged. Between government interventions, and organizational realizations, ethics seem to have become a focal point during the decision making and change processes. Most organizations realize that changes must occur to maintain, sustain, and grow, and the inclusion of ethical considerations is imperative to sound decisions and implementation. Organizations must make a commitment to themselves and society, to uphold a high level of ethical standards and behaviors, to ensure the view of the organization remains positive. Simply stated, ethics are beliefs individuals and organizations have that determine what standards or behaviors are deemed to be appropria te or inappropriate. According to Sonenshein (2009), there is a theory about the emergence of ethical issues during the change process (Sonenshein, 2009, p. 230). Sonenshein (2009) explains that the starting issues found in change are, â€Å"trigger points, ambiguity, and employee welfare frame† (Sonenshein, 2009, p. 230). Sonenshein (2009) further explains that the starting issues found during the implementation of change, refer to an individual’s sense-making about the organizational change (Sonenshein, 2009). Sense-making, according to Palmer, Dunford, and Akin (2006) â€Å"is a significant part of importance to understanding the change† (Palmer, Dunford & Akin, 2006, p. 190). When one does not have a clear understanding of the changes occurring, and the effect or consequences the change will have on him or her and the position held within the organization, emotions tend to become involved. One emotion described by Sonenshein (2009) is that an individual may perceive during the ch ange process, is â€Å"loss,† which he explains may also lead to an individual believing that he or she has been treated unfairly (Sonenshein, 2009, p.  231). To further add to ethical change issues, if the directives created for the change are not clear and concise, the interpretation of what is to occur can have multiple meanings and cause confusion. Ambiguity occurs when, â€Å"an organization has a vision but is not prescriptively clear on how to achieve it† (Palmer, Dunford, & Akin, 2006, p. 268). Palmer, Dunford, and Akin (2006) explain the importance of communication during change implementation as well as factors that help to create a sense of confusion. The three factors mentioned are, â€Å"message overload, message distortion, and message ambiguity† (Palmer, Dunford, & Akin, 2006, p. 268). The purpose of communication is to ensure each individual understands the changes to occur, the reasons for the change, and the effects expected from the change. The individual must have the ability to make sense of the change, understand the social impacts of the change, to ensure he or she is willing to â€Å"buy-in† to the change. The â€Å"employee welfare frame† is explained as a thought process some employees choose to use to determine the impact the organization’s change will have on him or her, and any inherent rights that may be infringed upon because of the change (Sonenshein, 2009). As explained by Sonenshein (2009), â€Å"poorly managed change efforts erode organizations relational health† (Sonenshein, 2009, p. 233). For an organization to achieve a successful change, the stakeholders must see the benefits associated with the change. The stakeholders must also have a clear view of the organizations vision and mission to accept and commit. Some organizations may take short-cuts in efforts to speed-up the change process; others may conceal information from employees and external entities that may be vital to gaining acceptance and commitment, thus damaging how the organization is viewed by stakeholders. Ethics in business must remain at the forefront of any decisions or changes during discussions or implementations. As seen, ethics in business is not confined to simply financial reporting; ethics encompasses every facet of organizational health and growth. References Palmer, I., Dunford, R., & Akin, G. (2006). Managing Organizational Change: A Multiple Perspectives Approach, 1e. Retrieved from The University of Phoenix eBook Collection database. Sonenshein, S. (2009, Jan/Feb). Emergence of Ethical Issues during Strategic Change Implementation. Organization Science, 20(1), 223-239. Retrieved August 23, 2013 from http://sonenshein.rice.edu/uploadedFiles/Publications/Sonenshein_emergence%20of%20ethical%20issues%20during %20strategic%20change%20Org%20Science.pdf

Grammar school Essay

From 1834, the year of emancipation of slaves in Dominica and the other British West Indian colonies to 1845, the popular education that was existent was really religious education. The concept of a state system of education in the West Indies emerged in Britain in 1833 as part of the act to emancipate slaves in British custody. Prior to that, the masses of the people had practically no formal education. In Dominica, from 1834 onwards, the British subsidized primary education through grants but basically, education was imported and promoted mainly by missionaries. The content of education was divorced from the interests and needs of the masses and the community. Emphasis was on the classics and the arts. There is little doubt that the churches original interest in education was the creation of influential educated elite. In practice, their interests were denominational, especially seen in the establishment of secondary schools. Proposed educational policies depended greatly on the availability of funds, which were always insufficient. Therefore, changes and reforms were minimal. The newly elected legislative councils and their leaders gave little support. In reality, education, in practice was for a privileged minority. The populace remained virtually ignorant and illiterate. The pre-emancipation society was therefore not in any sense an educated one. Where slaves received any instruction at all it was of a religious nature provided by the church at long intervals. The authorities had no aims or standards; hence there was no system of formal education. It was against this background that the British Imperial Government incorporated an education grant in the 1833 Act of Emancipation to assist in the educational development of the Negroes. Establishing schools for the masses was provided for by the Act, which included grant money from the imperial government to provide education in the ex-slave colonies. This grant money is known as the Negro Education Grant. It was regarded as an urgent matter. The total grant amounted to a mere ? 30,000 per annum for five years for all the BWI of almost one million people. The decision to allocate the grant was executed through the local legislatures and the religious bodies. The grant was decreased each year and ended in 1845. The denominations were offered financial help to build schools, and later to assist in the payment of teachers’ salaries as the best means of developing a system of education. Dominica’s share of the Grant amounted only to ? 600 to be spent on 14,000 ex-slaves. This amount was very insignificant and was spent mainly by the Society for the Propagation of the Gospel (SPCK). After two years it became apparent that the desired and intended results were not forthcoming because of the many difficulties faced. Some churches were unable to accept more grants because they could not bear the recurrent expenditure on their schools. In August 1837, the grant was switched to pay one-third of teachers’ salaries instead. This was insufficient, and the societies did not expand their operations further. As the expected expansion did not materialise the imperial government was disappointed. Hence, the union of the imperial government, local legislatures and the churches could not fulfil the early ambition to create a viable education system. Thus, in 1841, the imperial government started to withdraw the fund. The Mico trustees who had done the most protested, but to no avail. In 1845 it came to an end, and so the burden fell on the West Indian legislatures and workers to increasingly support the education of their own children. In Dominica, the drive towards education for the masses was assisted by the local legislature, thus complimenting the work done by charities and the churches so that by July 1840, Dominica had 20 schools, 10 teachers, 1,086 pupils and total average attendance was 750. The British Imperial Government gave two main reasons for ending the NEG: 1. English workers were said to be worse-off than West-Indian workers 2. The Baptists were said to be prospering – although they had refused all aid Both claims were false. The churches lacked both money and resources. The British felt in the case of Dominica that the Catholic Church could not and would not provide appropriate education. They therefore supported alternatives to church schools. They decided to provide secular schools and to withdraw grants to the church schools. This was strongly opposed until a compromise was reached. The main success of the period of the NEG was the idea of popular education. The Provision of Secondary Education in Dominica: Providers and Gender Issues From the foregoing, one can appreciate the fact that the provision of education was a task that involved the participation of several providers or stakeholders: The British Imperial Authority, the Local Legislature or Assembly, the Church (especially the Catholics) and the Charities (especially the Mico Trust). Prior to emancipation, the provision of education was the responsibility of the churches and the charities. Education was very limited and very few benefited. In reality, what ever was taught was basically religious education. With the passage of the Act of Emancipation, an attempt was made to establish popular education. The NEG thus provided the needed funds for this purpose but eventually ended in failure. These funds were channelled through the bodies mentioned above, especially through the charities and the churches. By 1868 the main providers were mainly the state (the Local Legislature) and the church. It must not be forgotten that the vast majority of the population were Catholics and therefore co-operation and compromise between the two bodies were of paramount importance. By that date, the majority of primary schools belonged to the state i. e. 18 out of 33 (54%). This was unique, for no other West Indian society had such participation by the state in educational provision. In the case of secondary education, the provision was by the Church (Catholic). The first establishment for the provision of secondary education was the Convent High School (CHS) in 1858. This was exclusively for the children of the local elite. The children of the rural peasantry and the working classes were excluded. The state provided some funds for the school. But there were no secondary education provided for the masses. It is again unique to Dominica in that early period that post-primary education was being provided only to girls when this gender was marginalized in the rest of the W. I and in Britain itself. Even today, in 2000, over 65% of secondary school students are girls. The figures for the Clifton Dupigny Community College, University of Technology (Jamaica) and University of the West Indies are roughly the same. In the case of Dominica, male marginalisation has had a long history, contrary to popular opinion. Due to mounting pressure and clamour for secondary education for boys and the children of the masses, the state established the Dominica Grammar School (DGS) on the 16th of January 1893, with a registration list of 25 boys under the headmastership of one tutor, Mr. W. Skinner (M. A – a graduate from Catherine’s College, Cambridge, England). It was to be run as a government school, with the aim to provide higher education for boys. The building being used was a personal gift from Mr. Dawbiney, a respectable Jamaican who had settled in the island. The DGS remained a boy’s school until 1972. This occurred at a time when the number of girls selected by the Common Entrance Examinations far surpassed that of boys. The first DGS girls came from the CHS and the WHS. The total number of girls on the roll for that year totalled 34 out of a total of 560 students. Thus a reluctant but necessary era commenced in that year – the DGS becoming a co-educational institution under the headship of Mr. J. K. Gough (B. Sc; Dip. Ed. from Scotland). In that same year there were 14 Dominican staff members who were university graduates. Not to be outdone by the Catholics, the Wesleyan Society (Methodists) following the tradition of their rivals, opened the second high school for girls in the island, the Wesley High School (WHS) in October 1927. By that year, 80% of the students accessing secondary education were girls. This again was a unique situation second to none in the W. I. This further marginalized the boys given the restrictive and limited nature of access at the time. At this juncture, it is necessary to appreciate the great effort expended by the churches in the provision of secondary education in the island of Dominica, albeit for denominational reasons. In 1932, the Christian Brothers (Catholics) opened the second educational establishment providing secondary education for boys, the Saint Mary’s Academy (SMA). By that year educational provision was roughly equal for both genders with boys now having the slight edge, notwithstanding the fact that the girls were doing better in entrance and scholarship exams. There were insufficient spaces available. An entrance examination would soon be rigorously applied to ration out, select and match the number of students to the available supply of places. This state of inequitable affairs became unbearable as the girls were now being marginalized in favour of boys who were securing less ‘passes’ than girls in the exams. In other words, the selection was a function of available places. The two boys’ schools had more places than the two girls’ schools. Therefore, fewer girls were selected although their average scores were higher than that of boys who secured places. In the1972/1973 school year, the Labour government of Mr. Edward Oliver Leblanc took the bold step to make the DGS co-educational. This occurred at a time when the number of girls who had succeeded at the Common Entrance Examinations far surpassed that of boys. Since then, girls have kept on increasing the education gap or divide to the extent that in Dominica and the West Indies this problem of ‘male marginalisation’ and ‘male underachievement’ and the like, have now become so serious that it threatens the whole concept of male patriarchy. The year 1972 has been regarded as a milestone in Dominica’s educational history as far as secondary education is concerned. From that year all new secondary schools have opted to become co-educational with the exception of the Saint Martin’s Secondary School in 1988. Another important milestone in our educational history is the year 1971. For the first time, secondary educational provision moved out of Roseau with the establishment of the co-educational Portsmouth Secondary School (PSS). This greatly reduced the cost burden to parents in the northwest, north and northeast of the island, who, hitherto had to make tremendous sacrifices to provide education for their children in the capital, Roseau. By 1974, the Common Entrance Examinations as a selector of educational life chances was psychologically so devastating to pupils that those who were not selected felt that they were ‘rejects’ and ‘failures’ with no hope or future. It was against this backdrop that a group of concerned persons headed by Ms. Jean Finucane-James decided to provide a ‘second chance’ to those pupils that was not based on a selective exam. This co-educational school was named the Dominica Community High School (DCHS). Apart from the PSS, the early 1970s were characterised for having secondary education concentrated in the capital city of Roseau. The ‘70s was a period of political upheaval. In August 1979, Hurricane David struck and the island was devastated: 43 deaths, massive destruction of crops and the forest, wildlife was decimated, schools and the social and economic infrastructure was destroyed. The economy came to a standstill. Educationally, the students suffered greatly. A large number of students from the northeast could not attend the Roseau schools. In the aftermath of the hurricane, two schools were opened in the northeast: St. Andrew’s High School (SAHS) in 1979, located in Londonderry which is run and operated by the Methodists and in 1980, the Marigot Foundation High School (MFHS) headed by Mr. Martin Roberts, a former Methodist minister. The last named school was eventually renamed the Marigot Secondary School (MSS) when in 1999 it passed over to the state. These two schools are co-educational institutions. In this catchment area the Common Entrance Exams consistently selects more girls than boys. In the 1980s four schools were established. In 1981, the Seventh-Day Adventists began to provide secondary education. The Seventh-day Adventist Secondary School (SASS) is located in the Portsmouth suburb of Granvillia. It is a co-ed school. In that very same year the co-ed St. Joseph Campus of the DGS was opened which later became a separate entity as the St. Joseph Secondary School. In 1996 it was renamed the Isaiah Thomas Secondary School. In 1988, two government co-ed secondary schools were established from what were formerly Junior Secondary Programmes: the Goodwill Secondary School (GSS) and the Grand Bay Secondary School (GBSS). In that same year, the Catholic–run St. Martin’s School for girls upgraded its technical/vocational wing into a fully-fledged secondary school called the St. Martin’s Secondary School (SMSS). With the opening of these new schools and the continued use of the Common Entrance Exams the gender balance continue to be in favour of girls to the detriment of boys. In October 1994 the Nehemiah Christian Foundation headed by Mrs. Rhoda George opened the Nehemiah Comprehensive School with 60 boys and girls. The school is located in Jimmit, Mahaut. In the financial year 1995/96 the government entered into a loan agreement  with the World Bank to fund the Basic Education Reform Project (BERP). One of the three main objectives of the project was to expand access to secondary education. Under the project, this objective was fulfilled in the co-ed Castle Bruce Secondary School (CBSS) in 1998. TABLE I DOMINICA: Academic Secondary Schools, 2002/03 |School |Year Founded |Boys |Girls |Total |Status | |Convent High School | | | | | | | |1858 |0 |493 |493 |Assisted | |Dominica Grammar School |1893 |518 |281 |799 |State | |Wesley High School |1927 |0 |287 |287 |Assisted | |St. Mary’s Academy |1932 |420 |0 |420 |Assisted | |Portsmouth Secondary School |1971 |402 |435 |837 |State | |Dominica Community High School |1975 |79 |46 |125 |Assisted | |St. Andrew’s High School |1979 |233 |292 |525 |Assisted | |Marigot Secondary School |1980 |86 |59 |145 |Assisted | |Isaiah Thomas Secondary School |1981 |312 |393 |705 |State | |SDA Secondary School |1981 |108 |87 |195 |Private | |St. Martin’s Secondary School |1988 |0 |306 |306 |Assisted | |Goodwill Secondary School |1988 |380 |262 |642. |State | |Grand Bay Secondary School |1988 |334 |343 |677 |State | |Nehemiah Comprehensive School |1994 |64 |73 |137 |Assisted | |Castle Bruce Secondary School |1998 |266 |291 |557 |State | |Orion Academy |2003 | | | |Private | |Total | |3 202 |3 648 |6 850 | | Ministry of Education, Sports and Youth Affairs, 2002/03 The School Curriculum Several factors impinge on the development of the curriculum in Dominica: slavery, colonialism, politics, economics, religion, socio-cultural biases, parents, teachers and the learners themselves. In the pre-emancipation era the curriculum that existed was of a religious nature. The society was largely illiterate and ignorant. There existed no notion or idea of popular or mass education. With emancipation in 1834, the rudiments of a system of education began to take shape. The limited curriculum was non-scientific and bookishly academic based on rote and memory teaching and learning. By 1868, as the primary system took root the three r’s were taught namely reading, writing and arithmetic. The system that was taking shape was one that would provide labourers and servants and no more. At the secondary level, the curriculum catered for the children of the elite: Maths, Science, Geography, English, Greek, and Latin. The colonial powers and the local legislatures controlled the educational system. In other words, the ruling elites/classes decided who should be taught, what should be taught, when, how and where. The entire process from start to finish was decided for the learner. In 1899, Agriculture was being promoted as a subject to be taught so that the learner would become an agricultural labourer or worker on an estate or join the ranks of the impoverished peasantry. So agricultural schools were encouraged. In this way the islands would remain as sources of primary agricultural produce. When the British abolished the local legislatures and imposed direct crown colony rule the curriculum again was being used as a tool to keep the masses in their place. It limited them to learn the basics and agriculture. Attempts were made to improve education at the end of the First World War (1914-1918): salaries to teachers, payments by results and attempts at compulsory education. The West Indian Conference in Dominica in 1932 urged the region to struggle for compulsory education among other things. This failed. In 1957, the ministerial system was brought to Dominica with some exercise of authority by the house of assembly. But power still lied with the British parliament. Budgets could be passed, but had to be approved by Britain. In 1967, Dominica became an associate state with Gt. Britain. All internal matters were under local jurisdiction, but foreign affairs, trade and defence resided with Gt. Britain. Dominica could now influence and shape educational progress, but very little happened. The primary system continued to develop. The high schools became stagnant. The last one to be established was in 1936 (SMA). Thirty-seven years passed before the next one, the PSS was established. By 1978, the curriculum at the primary was now being driven by the Common Entrance Examinations to the detriment of all else. The same thing could be found at the secondary schools. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The School Curriculum and Examinations The CXC and the GCE curriculum dictate the locus and focus of secondary education in Dominica. These exams cater for the 30-40% of the ability range of secondary students. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The HSC, LSC and GCE dominated the curriculum of secondary schools since the 1880s. The failure rates were very high at both the ‘O’ and ‘A’ Levels. It was also a drain on the scarce resources of the region. The minimum of 5 ‘O’ Level subjects were required to move into the sixth form and five subjects were needed of which 2 must be at ‘A’ Level for university entry. The Caribbean was influenced by educational and curriculum developments in North America and Europe, especially Britain. Revolutionary curricular changes in maths and science were being undertaken in the USA as a result of the Russian success in Sputnik I. In the U. K, the Nuffield Foundation invested heavily in a science development project. In 1969-70, the West Indian Science Curriculum Innovation Project (WISCIP) began at St. Augustine, UWI, and Trinidad. It was a new approach with emphasis on enquiry and experimentation, understanding and constructive thinking. This was introduced in the DGS and the other high schools of the time. During that same period ‘New Mathematics’ was introduced in the schools’ curriculum. All five of the secondary schools in Dominica adopted it. The Convent High School had their first ‘O’ Level candidates in 1971, and the DGS in 1972. Results in all Caribbean schools were not so good at first because of the unfamiliarity with the new approaches and topics such as inverses, identities, algebra of sets and matrices, decimalisation and metrification, vectors, inequalities and topology. At first most of the schools used the School Mathematics Project (SMP) books, but these were replaced by the Joint Schools Project (Caribbean edition) series, as part of the CEDO/UNESCO/UWI Caribbean Mathematics Project. The CXC was established in 1972 to serve the Commonwealth Caribbean. The process took over 10 years. The CXC was to replace the GCE exams. It would develop syllabi, conduct exams and issue certificates. This was a form of asserting cultural and intellectual independence from our colonial past and from Britain. Politically, the Caribbean has eschewed integration. There was the West Indian Federation as colonies of Britain (1958-1962). It ended in failure due to insularity, nationalism and dependency. With independence, the nations can dictate their educational goals and match these to national needs. In Dominica, we have not had a long history of educational reforms established in law. In 1949 an Education Act was passed to regulate and govern the sector. This was changed in 1997 when the new Education Act was passed. This was part of an attempt to harmonise education legislation in the Eastern Caribbean. In 1995 the Basic Education Reform Project was launched (BERP). The Project had three main objectives: 1. to strengthen the management and planning capacity of the Ministry, 2. to enhance the quality of education, and 3. to expand and conserve school places. Economically, we live in an interdependent world, a global village. We are partners bargaining from a position of weakness. Unequal terms of trade, onerous foreign debts, trade deficits and balance of payment problems deplete our resources so that our educational budgets are severely constrained. In general (1999 – 2004), Dominica spends about 17% of its recurrent budget on education, 1-2% on materials and supplies and about 80% on personal emoluments. New Curriculum Developments. Primary schools follow a curriculum, which has recently been reviewed by the Curriculum Development Unit (CDU). Schools have been provided with curriculum guides for English Language, Mathematics and General Science for Grades K to 6. Curriculum guides for Social Studies, Mathematics, Science and English Language were to become available in September 1999 for grades K to 6. A curriculum guide for Social Studies has been prepared for Form 1 at the secondary level. Workbooks for Grades k to 3 for English were to have been made available from September 1999. In addition a curriculum guide for Health and Family Life covering primary and secondary age ranges is being monitored and supported in schools. A draft national policy for this was presented to Cabinet in August 1998 but has not yet been officially approved. The CDU has planned to review Music, PE, Art and Craft, and Agriculture in 2001 as well as to start writing and production of support materials for pupils and teachers. The revised primary schools curriculum appears to be appropriate at the national level. The main problem appears to be in its delivery. The main need at the primary level for curriculum development is in relation to adapting the teacher’s guides for multigrade teaching and provision of differentiated activities for all subjects and all classrooms. Dominica does not have a National Curriculum and therefore, the curriculum de facto is determined by each school and in practice is closely related to the requirements of the Caribbean Examination Council (CXC) other external examinations and higher ability students. A balance needs to be struck between the academic and practical skills education in the secondary sector in any future national curriculum. The Ministry of Education has outlined the following process to arrive at the promulgation and implementation of the National Curriculum (NC): National Curriculum Committee (NCC) established in school year 1999/2000 NCC reviews existing curriculum: locally and regionally Under the NCC, Subject Teams and Subject Areas are established Development of Syllabi, and Curriculum Guides in Core Subject Areas Curriculum Training of Staff/Subject Team Members Resource Provision First Draft National Curriculum in Core Subject Areas Review of Draft Curriculum Development of Curricula in other subject areas. Establishment of National Norms and Standards for all subjects Piloting of National Curriculum in a cross-section of schools Promulgation of National Curriculum by Minister of Education Use by all schools of the National Curriculum as of September 2003 The Secondary Education Support Project (SESP) had been working with the Curriculum Development Unit (CDU) to write and pilot a revised curriculum for Forms 1 to 3 in the core subjects of English, Mathematics, Science and Social Studies, incorporating activities for average and below average ability pupils. Drafts of curriculum guides for Form 1 have been completed and were made available to schools in September 1999. All the guides for the four core subjects were made available in 2001. The CDU also has completed work in Music, Art, Craft, and Agriculture. However, the major curriculum need resides in the consideration of a curriculum which will meet the needs of all students – academic, technical/vocational, aesthetic, spiritual, moral and for citizenship and fulfill the ambitions set out in the 1997 Education Act. This would be especially so when Universal Secondary Education is achieved.

According to material Coursework Example | Topics and Well Written Essays - 750 words

According to material - Coursework Example That it was written at a time when the Catholic doctrines were still held in high esteem (during the Middle Age) clearly portrays this. Perhaps the death of Ackermann’s wife is symbolic of the fall of the Roman Empire and Roman Catholic Church that paved way for transformation of the church in England (Parker 145). According to Luther, God, and not the church or its agents could only offer salvation. He opposed the selling of indulges (pieces of paper) that supposedly got people to heaven. His open disagreement with the Roman Catholic Church saw him write the 95 theses, where he explained his dissatisfaction with the church, and his eventual championing for the Protestant Church (Parker 91). Tears of the Fatherhood talks about the toll the thirty years of war had on Germany. It hurt the economy. Property was destroyed, lives lost, and cities ruined. Major roads were closed and for a long time Germany felt the effects of the war. Social amenities such as schools, hospitals and recreation centers were reduced to rubble. The war had excesses such as raping of young women and girls by the enemy soldiers (Parker p182). The poem uses poetic devices such as symbolism. Nature is used such as the blocked river; the river is blocked with corpses. The reader gets the picture and one is therefore able to understand how grave the effects of the war were. The title Tears of the Fatherhood depicts the mourning by the German citizens who start all over to revive the economy. However, the memories of the war will live with them, just as a father mourns the death of a child. In summary, the Communist Manifesto argued that capitalism lead to classification in the society that creates social conflicts. As such, they asserted that capitalism was unstable. The communists intended to stage a revolution and see equitable distribution of resources in the society.

Web Development Essay Example | Topics and Well Written Essays - 2000 words

Web Development - Essay Example As the house is nearly due the opening, he requested a live-functioning web site in high standard, with user friendly and easy navigation characteristics. In this report, the experience of developing the RS Holiday House website is reflected and based on the skill areas learned in the workshop sessions. The project goal was, also to explore alternate techniques, implement functions using HTML5, CSS3, and JavaScript and allow us to submit online by making the website more user-friendly. The priority area was to develop a website to display information about the business that the RS Holiday House offers and the ability to book a reservation. The creation process is represented in the plan outlined below. The process of web development varies from developing the easiest static pages with plain text to the highly complex web based electronic businesses, social network website or Internet applications (Alexander, 2009), (Shelly, Cashman, & Vermaat, 2005), and (Shelly, Cashman, & Vermaat, 2005). The planning process begins with the consultation between the client and the developer. In this phase of the website development, I have gathered customer requirements. At this stage, a discussion was carried out with the customer regarding his requirements. I also analyzed the main areas that will be addressed or covered in the website. This process was a good practice which, I have learned in the project conducted earlier on in week three. During this period, I had the opportunity to try out both sides of a client and a developer role. Knowing now how to ask right questions to find out clients requirements helped me to know how to prepare myself for this project. The outcome of the client-deve loper consultation was that the website should work on the highest standard. It should also be simple but, modern. One of the client’s requirements was that the customer would be able to book a reservation right away from the website. As the business