A Critic of Kazol’s Ordinary Resurrection Essay Example

A Critic of Kazol’s Ordinary Resurrection Essay A Critic of Kazol’s Ordinary Resurrection Name: Institution: A Critic of Kazol’s Ordinary Resurrection We will write a custom essay sample on A Critic of Kazol’s Ordinary Resurrection specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Critic of Kazol’s Ordinary Resurrection specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Critic of Kazol’s Ordinary Resurrection specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In chapter six, Kozol presents the resentment in Lucia. When asked about God’s power she does not recognize His supremacy over all creation. She limits His power to making hearts. Because of the hardship she and her family were undergoing, she had lost faith in God’s provision and protection. The disease afflicting her grandmother symbolizes the hardship. In addition, Kozol draws attention to the absence of a man figure. Society views Men as heads, protectors and providers. In this chapter, Lucia’s father is absent, and her grandfather is dead. This symbolizes the absence of protection, provision and leadership. Her grandmother’s fall to the ground depicts the place of women in society, thus a low place. Chapter 7 presents a generous side of the able society. At St. Anne’s, a group of ‘lucky’ girls benefit from the generosity of this institution. In the book, Katrice’s daughter says, â€Å"†¦..there are many hungry children in this neighborhood who never have enough to eat and we are blessed to have enough to give you†¦.† (Kozol, 2000, p. 83). The author titles the chapter ‘Things As They Are’. This presents an opinionated reality that the immigrants were entirely dependent on the able in society even for their basic needs. He contrasts the organization and the disorganization in the two societies. At the beginning of the chapter, he shows us the punctuality at St. Anne’s, the institution funded by the generosity of the able and the unruly nature of the poor immigrant children. The hopelessness of the black children at St. Anne’s is eminent in Chapter 8. With the absence of their stronger brothers to encourage them, they look to female students who come to give them hope. Even the author who is a male could not play this role rather is only at St. Anne’s to document. He even cannot identify with the discouragement and hopelessness of the girls when asked as he finds it hard to answer. The title of the chapter perhaps signifies the giving back of life to the once dead hope in the girls. The disadvantage of women in society shows in this excerpt. This is shown by the author by drawing the readers attention to the knowledge of the female students on the evidently existent gender issues. The males take a back role in the regular visits to the church to get to know the girls. Chapter 9 shows poor health and education services available to the immigrant communities living in the south. The quality of Language is poor. For instance, when Piedad answers about how many people she saw at the hospital by saying â€Å"almost a lot of people†. (Kozol, 2000, p. 109). This is a clear indication that her education system was not proper. A proper education system would equip her with correct grammar. As well, the health services to this unlucky community are substandard and crowded. Asthma requires an immediate response. Even with this urgency, Piedad still had to wait the whole night for her brother to get medical attention. She explains the crowded nature of this facility, a reality that was not in the north. In Susanna Medina’s ‘Sterilized against their will’, the women are treated as though they do not own their bodies. The government forces sterilization on their bodies without consulting them. Some undergo tubal ligation contrary to their will. This is a depiction of the powerlessness of a lower class group. The lower class suffers under the dictates of an able society. The dormant role of men also emerges. Men could also undergo vasectomy, but the government chose to cut the fallopian tubes on women. Both Kazol’s book and Medina’s article portray the inequality of social classes in society. As well, the dormant and absentee role of men while women continue to suffer is depicted.

Originality essays

Originality essays If there is one part of Emerson's philosophy that I subscribe to the most, it is this idea. Few people actually follow their own ideas and decide for themselves what is good and bad, right and wrong, lawful and tyrannical. Most people are like sheep intellectually; who follow the rest of the herd no matter where it goes and what it does. When they are in the herd there is no thought of examining what they are doing, they just act and do like the others. In order to become a man, and if you so should chose a shepherd of these sheep, you must breakaway from the herd and find yourself and follow those truths which you hold self-evident. You will then be a man, thinking for yourself and doing what is right in your heart. I myself believe that I have broken away from the herd. I am no longer concerned of what others think of me or my actions. I do only the deeds that I believe in and find rewarding. People often ask me why do I run? What is it that compels you to put yourself through such misery? The answer is quite simply I find it rewarding. It raises my self-esteem and allows me to take pride in myself for what I have accomplished. Every time I run it allows me another chance to break way from the herd and become a man again thinking about what I believe is right for me. The other question I hear often, usually from the same people, is "Why don't I play football?" People see that I am built and aggressive, and when they find out that I don't play this sport they are puzzled. But that is all you can expect from the sheep as it is incomprehensible to them that you wouldn't use your gift and play a sport that you have an advantage in because they never consider whether something is rewarding! Also if it is what they really want for themselves. They just become what society says they should be and as a result forfeit their reward without ever knowing of its existence. One might argue that by not conforming and being part of the her...

How do you envision the city of the future Essay

How do you envision the city of the future - Essay Example According to Terry Kirby (2011), â€Å"almost three quarters of the world’s population will live in large metropolises by 2050†. Therefore, what architects will be considering in designing buildings is more space that will accommodate large populations which would still make people feel free to move around. Consequently, cities will be having more high-rise buildings to maximize land areas. As Jason Bennetto (2011) suggests, the city will be designed by first analyzing how the place functions and how the people relate with each other. Through computer modeling the city could be designed to perfectly create not only the necessary buildings but also the spaces between them for better accessibility. Thus, it could be said that the future city will have many tall buildings which are arranged systematically for the ease and comfort of humans. Within the buildings, many spaces will also be created. Today’s architectural designs portray what might be adopted for future use in order to maximize the use of spaces. For instance, apartments for families perhaps will not be as wide as modern apartments but they will still be as comfortable and spacious for the whole family. This could be achieved by using a space for many purposes. For example, a space can be used as a reception area during the day and a study place in the evening which could also be turned into a bedroom when necessary. This could be achieved through the use of beds which could be folded to turn into chairs and tables and which could also be tucked away to create more space. Another likely innovation for the future city is one suggested by Dr. Rachel Armstrong, a lecturer at the University of Greenwich who specializes in innovative building materials. She suggests the use of â€Å"smart surfaces† which could be used for two or more purposes (Bennetto, 2011). This is similar to the illustration of interior designing mentioned above.

Aqua Resources to list on London Stock Exchange Research Paper

Aqua Resources to list on London Stock Exchange - Research Paper Example While others have announced the effects on wealth after the announcement of the listing of shares this study will indicate the long and short-term effects on the wealth of shareholders who list through their various companies in the London Stock Exchange. The case to be used in this study is the Aqua Ltd.   Aqua invests principally in businesses that are involved in - water treatment and recycling, wastewater and recycling, water treatment and purification, water infrastructure, water application and conversion (water-to-energy and desalination) with the objective of capturing the growth opportunities emerging from the attractive long-term dynamics driving the water industry. Aqua's investment objective is to provide long-term capital appreciation through exposure to a diversified portfolio of water-related investments. Pursuant to this objective, Aqua's ordinary shares were admitted to listing on the Official List of the UK Listing Authority and to trading on the main market for l isted securities of the London Stock Exchange plc on 24th July 2008. Aqua is a Guernsey-domiciled Authorized Closed-ended investment scheme pursuant to section 8 of the Protection of Investors (Bailiwick of Guernsey) Law 1987, as amended and rule 6.02 of the Authorized closed-ended Investment Schemes Rules 2008.   The study examines a variety of measures to gauge the wealth effects, incl the ding buy-and-hold excess returns, excess returns around earnings announcements, and industry-adjusted operating performance.... Pursuant to this objective, Aqua's ordinary shares were admitted to listing on the Official List of the UK Listing Authority and to trading on the main market for listed securities of the London Stock Exchange plc on 24th July 2008. Aqua is a Guernsey-domiciled Authorized Closed-ended investment scheme pursuant to section 8 of the Protection of Investors (Bailiwick of Guernsey) Law 1987, as amended and rule 6.02 of the Authorized closed-ended Investment Schemes Rules 2008 (A Proposal for putting some stop to the extravagant humor of Stock-Jobbing). The study examines a variety of measures to gauge the wealth effects, including buy-and-hold excess returns, excess returns around earnings announcements, and industry-adjusted operating performance. This is done to monitor the flow of wealth in terms of the working outlay of the shares in the stock market. From the study, we find that the old stocks underperform during the preannouncement period. This evidence suggests that the listed sto cks were issued after periods of poor performance hence a boom period has to be allowed to take shape for the contrasts to be covered up and avoid spinoffs and carve outs. The pre-announcement returns by the London Stock Exchange provides some evidence on the circumstances that lead to listing stock and restructurings that take shape thereafter. However, the wealth effects of restructurings can only be measured starting with the announcement returns after the end year compilation of financial data. We find that the average announcement excess returns are significantly positive and range between 1.8 and 2.7 percent relative to different benchmarks placed. These returns are similar to those documented by previous studies of listing stocks in the stock exchange (Rules and

HRM Assignment this is a Business degree Report

HRM this is a Business degree Report - Assignment Example This is what had happened to Bolton Wonderers wherein one of their female nutritionist had claimed for an equal pay. The main thrust of this paper is to provide the management team with advices in relation to legal and procedural issues to the claim of their female employee that she is paid substantially less than her male counterparts. Legal and Procedural Issues There is discrimination in the workplace if there is hostility toward an individual based on sex, age, religion, race and even disability (Hoffman, 1999). Legal training program in every organization is mandated by the Federal and state law to avoid any sex biases. The group of women is heavily regulated with so many legislations for them to be protected from discrimination particularly in the workplace. The study of Lockwood (2006) cited that some organizations nowadays are considering woman as one of the talented pools of becoming future employees. In fact, it is suggested that women are capable even in high level special ty careers. Although it’s difficult for them to achieve an equal footing with men in the workplace, the total of women workers is increasing. They are now considered as one of the great contributors in this change in demographics and economic factors. In almost all countries, provisions and legislation with regard to the employment of women are significantly considered because these could only paved the way to equal opportunities in employment. The European Economic Community (EEC) had constructed principles that women are entitled to receive equal pay with his male counterparts, provided that they are doing equal work. â€Å"In 1975, the Council of the European Communities issued the Equal Pay Directive (75/117) which states that all discrimination on the ground of sex in respect of pay should be eliminated† (Littlejohn, 1994). The issuance of the directive obliged members to completely comply with the legislation. It is stated in the regulation that all establishment s should give a woman an equal pay with man if they are doing like work, work rated as equivalent, and work of equal value to that of the man. In addition, it has been specified in the legal procedure revised by the Equal Opportunities Commission (EOC) that an â€Å"employer can only pay a man more than a woman for doing equal work if there is a genuine and material reason for doing so which is not related to sex† (Equality and Human Rights Commission, 2003, p.2). A sex discrimination in pay would exist if the employer’s reason is based on higher market value wherein it would regard the job as for male only. In the case of the female nutritionist, she claimed that she has grounds for an equal pay claim over his male counterparts who are the physiotherapists and the coaches. The claim could be considered by the management team considering that it is stated in the law that work of equal value would entitle the women to claim for an equal pay. The Legal Procedure Filing a sex discrimination in pay is a complicated process, and so the law provides a legal procedure for individual who wants to file a suit against their employers for an equal pay claim. If the female nutritionist would take a claim for equal pay with his male counterparts, then the issue should be first introduced to the management team of Bolton Wanderers being her employer. The issue should be first settled between the employee and the employer by applying the company’

The Inclusive Education Policy In Myanmar Education Essay

The Inclusive Education Policy In Myanmar Education Essay This research focuses on the primary and lower secondary level students with disabilities for the purpose to address the educational needs of CWDs in Myanmar. In addition, one of the most important concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility for their learning throughout the concepts of community involvement and technical assistance to achieve a sustainable future. The political and social context is discussed in terms of international policy reforms and initiatives, especially the Salamanca Statement that agreed to ensure a basic education for all children, including CWDs. The Salamanca Framework for Action (1994) was a significant milestone in the education for CWDs and recommended the mode of service delivery of timing and intervention that linked to inclusive practices. National-level policy and laws as they relate to CWDs are briefly described in service delivery, and increase awareness about the educational opportunities for them. Moreover, the government tries to make the concerted efforts harmoniously for the quality of life of PWDs at pleasant. According to the guidance of the EFA-NAP, the following activities are being implemented: Providing primary school textbooks worth over 1835.51 million kyats in free of charges for over 5 million primary students to initiate free, compulsory primary education; Preparing the programs for scholarships and stipends which will be implemented starting from 2012-13AY in basic and higher education sectors; and Enacting the private school registration law and developing rules and regulations in coordination with concerned departments to contribute the education services by the private sector. For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the following monitoring and supervision criteria such as Accomplishment of the school principal; Level of school attendance; Implementation of monthly lesson plans; Students achievements; Use of teaching aids, facilities laboratories; Cultivating morale and ethics; Capacity of teaching staff; Adequate classrooms and furniture; School sanitation and tidiness; Adequate teaching aids and multimedia facilities; Greening of a school campus; and Good physical setting of schools. Myanmar has made progress in the education sector to fulfill MDG 2: Achieve universal primary education with the target of ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling: however the dropout rate still high in secondary school level. A total of 92 governments including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for All (EFA), recognizing the necessity and urgency of providing an education for children and youth with special needs within the regular education system. By the official data on net enrollment in primary schools was 84.6% in 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has mostly been removed from basic education enrollment. However, the net enrollment rates in secondary and tertiary education are very low. The quality of education at all levels remains a serious concern. Inclusive education (IE) is to support education for all, with special emphasis on removing barriers to participation and learning for girls and women, disadvantaged groups, children with disabilities and out-of-school children. The core point of IE is the basic right to education, which is rooted in many international human rights treaties since the UDHR adopted in 1948. The Dakar Education Forum (2000) reaffirmed that education was a fundamental human right and underlined the importance of a rights-based government actions in implementing EFA activities at the national level. The agreements on the principles and standards of IE spelt out the international human rights instruments and a rights-based education system. Myanmar government applies a rights-based approach to education in their programming and planning processes. It will also briefly discuss possible entry points and tools to move forward. In addition, it is hoped that this research will increase understanding of human rights importance in underpinning development cooperation programming, as well as fostering a discussion on the practical aspects of implementing such programming. Many of the problems are related to the lack of education quality, relevance and exclusion of learning. There is a well-recognized link between overcoming the barriers of learning and achieving the EFA goals. Government and schools principals must, therefore, pay special attention to children who should be in school, and are not, and to children who are in school, but are unable to succeed there. At the present, MOE is making special arrangements for the disabled and other excluded children to attend formal schools and to continue their education receiving special care and attention. In Myanmar, IE programs were formulated to accommodate for all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These programs include all vulnerable children such as CWDs; children form mobile families, orphans, street children, and other disadvantaged children. No.25 Basic Education Primary School (Yangon) is the best witness of MOE in implementing IE. A new multi-pronged strategy for the capacity building in Teacher Education can promote the progressive adoption of effective teaching and learning methodologies for all CWDs at all levels. MOE and other partners strengthen educational management for the Basic Education Sector Plan that supports the Governments education service delivery to meet commodities needs at the school level. IE is a programme that creates opportunities for CWDs to pursue education together with non-disabled children in mainstreaming schools. It can bring about the educational opportunities for them. Nowadays, CWDs who have completed their primary education through special schools are now able to continue their education in mainstreaming schools by keeping abreast with other non-disabled children. IE According to the statistics data from MOE in 2011 showed that, there were 801 disable children in mainstreaming schools, 1450 children in special schools for the blind and the deaf, 30 disable students in universities and colleges and 6 disable students in master degree courses in 2010-11 AY. The government policy was developed and practiced with policy reform to fill the gap in legal and policy development. As par hearing from the media, the advocacy for helping disabled issue more and more in Myanmar. The government policy and legal change occur on resetting criteria for definition of PWDs. Out of nine criteria (international norms), some implementation processes of IE use four criteria to define the PWDs. To be more specific about educational opportunities for CWDs, the government agrees to provide all children (including all regardless of physical condition) equal opportunity to learn basic education. In the actual situation, there has a gap between policy and practice. The concept of IE means welcoming all children, without discrimination, in formal schools. Indeed, it is a focus on creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Inclusion means a shift in services from simply trying to fit the child into normal settings; it is a supplemental support for their disabilities on special needs and promoting the childs overall development in an optimal setting. It calls for respect of difference and diversity of individual characteristics and needs. This has to include a consideration of overall organization, curriculum and classroom practice, support for learning and staff development. By the collaboration and cooperation of MOE, DSW is implementing inclusive education for the students with disabilities especially for the Blind and the Deaf students. Also, inclusive education workshops were held throughout the country and the teachers from the MOE and the staffs from DSW were also attended. Myanmar is now implementing six sectors for PWDs across the nation such as Enhancing Education Standard, Improving Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Providing Social Needs. In this situation, if the service providers can make the concerted efforts harmoniously, the life quality of PWDs will surely be enhanced and pleasant. Inclusive education can bring about the educational opportunities for CWDs. Some NGOs and DPOs are collaborating with the Department of Social Welfare, the Department of Basic Education and the Department of Health for CWDs, who have completed their primary and lower secondary education level through special schools, able to continue their education. 3.6.1 Implementing processes of IE by I/LNGOs TLMI is involving a little part in this area of IE implementation processes. They only conduct trainings for teachers on disability issues, the importance of CWDs to get the opportunity to attend schools like any other children and providing some barrier free arrangement in selected schools. TLMI is working with the parents of CWDs to convince to send the formal school and on the other hand they also try to engage with school principals to accept and pay attention for those children. Also they proposed the education need of PWDs in the Draft disabled law, advocate the decision makers and teacher, and we are working together with U Tin Nyo, retired DG from MOE who is very interested in IE for CWDs. Myanmar Independent Living Initiative (MILI) has concrete plan to implement the IE programs for children with cross-disabilities, they could not take shape it yet fully because their organization is just one year old still young. But, some executive members of MILI organization are actively involved in comprehensive disability law drafting process to ensure the educational rights of PWDs. The Long experience of disability inclusive education for five years, the community-based rehabilitation programs mainly supported poor children with disabilities to go to mainstream schools, advocated parents and education teachers for disability inclusive education and renovated the schools to be accessible for students with disabilities in collaboration with Department of basic education, DSW, local PWDs Self-help Organizations and other relevant stakeholders. That organization has planned to work in IE policy for PWDs by following kinds of strategies; Awareness raising and advocacy for disability inclusive education policy law Capacity building of educational officers and staffs, and parents as well Support children with disabilities for their mainstream and special schools Change the schools as accessible friendly places for disabled children Strengthen the collaboration among government departments, non-government sectors and relevant stakeholders to ensure the educational right of disabled children Eden initiated the project of IE implementing in formal schools and the plan for barrier free renovation such as walkways, seat toilet and one handrail that fixed in the toilet. In that project, 80 IE students were gathered at Eden Centre for CWDs. Also Eden celebrated the township level awareness meeting for introducing to the teachers for successfully implemented IE policy. It means that the principals and teachers from 21 schools are introducing IE awareness about IE at their schools. Therefore, IE process can only succeed through strong collaboration and cooperation amongst all shareholders especially from the government site and the donor site as well. Eden is cooperating with DSW and MOE. According to their advice, they held workshops and trainings for awareness raising workshop with DSW and MOE and shared awareness about IE and disability issue to other I/LNGOs staff, local authorities, other stakeholders and teachers from mainstream schools. EDEN organizes a series of mobile training courses throughout Myanmar aimed at helping improve the lives of disabled people which focus on activities such as CBR, IE and disability development. Through the help of DSW and Department of Basic Education No. (1), (2) and (3), awareness training not only about IE but also the Social Model of Disability was conducted in mainstream schools. PWDs in Yangon have more chances to access this information with help from NGOs and DSW, but those living in rural areas having difficulties due to inconvenient transportation and lack of mobility, U Hta Oke said. Im pleased about the growing number of people working in the field, but most of them are using a charity approach, which involves giving food, money, tools and other necessities, he said. Not many are using a life-based approach, which means providing training so they can stand on their own feet. Moreover, for the educational status of children with hearing/seeing/ intellectual disabilities in Myanmar is inadequate and behind-the-times. There is only the DSW has one project on sign language especially for people with hearing disability. There is no standard educational practice. Teachers learn by copying the methods of older teachers. According to the UN CRPD agreement emphasizes bi-lingual/bi-cultural education for people with hearing disability. The Mary Chapman School in Yangon uses the philosophy Total Communication that is method has been a widely adopted language policy in deaf education from the 1970s. But this philosophy is out-dated. Graduation rates are very low. In Yangon Division, only 14 students with hearing disability have passed high school and only six have graduated from university until 2011-2012 academic years. Undertaking All School-age Children in School Program In Myanmar, all school aged children in school project (ACIS) was implemented by the MOE by collaborating with UNICEF since 1994 with the aims of reducing the number of over-aged out of school children, eliminating non-school going populace, ensuring that all school aged children to attend school and increasing the enrollment rate of primary level students. They designed the last week of May as the Whole Country School Enrollment Week. 3.6.2 Special schools which are supported IE for CWDs Myanmar has a policy of IE, which means disabled students, including those who are blind, are allowed to attend classes in mainstream schools. This study found that mainstream schools are not properly equipped to cater for students with disabilities which mean that most CWDs are forced to attend special schools, despite the policy. There are challenges to implementing the policy, since schools lack the required resources and facilities. Myanmar Christian Fellowship of the Blind (MCFB) was founded on 4th August, 1975, to upgrade the basic level of education afforded to blind people in order to increase opportunities of leading independent in life styles. That foundation encourages beneficiaries in education specific to their needs including vocational training, as well as a focus on how to cope as a blind parent and job placements. The MCFB accepts children aged five and above and enrolls a similar method to the government mainstreaming schools. At that school, students can learn from grade 1 to 5 and then they can continue their secondary education in formal school. That school charges Kyats 15,000 a year for day students and Kyats 40,000-50,000 for boarding students, which covers accommodation, meals and tuition fees. However, there are over 700 blind and visually impaired students receive a formal or vocational education. The schools should be equipped with teaching materials in Braille, and teachers who know how to teach the blind by using Braille, said Mr. Thein Lwin, the general secretary of MCFB. Also in an interview with the principal of the Kyee Myint Daing School for the Blind found that the school accepts children from age six to 16, who are taught to the fourth standard. After they finished the primary education, they are sent to a formal school to continue their secondary education. The school and provides has both day students and boarders with free of charges for all fees of food and accommodation. The school can accept 200 students for one academic year. Mary Chapman School for the Deaf accepts children from the ages of five to 18. At that school, children can learn regular curriculum that is taught in formal schools together with speech reading, finger spelling and sign language. Moreover, children at that school over 10-year of aged are taught reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school fee is Kyats 6,000 per month including meals for students. The School for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally disabled children between the ages of six to 18 and teaches the standard curriculum up to the fourth standard. It has developed a special curriculum for children with a learning disability that take into account the extent of their disability and their capacity to learn. The current admission fee is Kyats 10,000 for one academic year. Further, while the study found that, the technical for education and training initiatives are not new to Myanmar. As a result of some recent educational developments and reforms, it is new to some teachers and learners both in curriculum and methods of delivery. Special Program for Over-aged Children This program is one of the branches of all school aged children in school especially for over-aged children. It was started in 2003-04 AY at basic education schools. If the child has between the age of 7 and 8, he/she will complete the primary education within 3 years and if the child has over 9 years of age, this accelerated program enables to complete his/her primary education within 2 years. Monastic Education System Under the supervision the Ministry of Religious Affairs, the monastic basic education schools are initiated by collaborating with the MOE. They use the formal basic education curriculum of MOE but the schooling hour is flexible according to the students availability. This program is so benefit for the marginalized children including CWDs that is complementary to the formal education system. In 2010-11 AY, there were about 1431 Monastic schools (1071 primary schools, 246 post primary schools, 112 middle schools and 2 high schools) with 0.215 million students including novices and nuns. Currently, at least 40% of all students in Myanmar are attending at these monastic schools. The research found that it is still very few opportunities for CWDs if we compared to the entire nation. 3.7 Problems of accessibility to education faced by PWDs The principle of basic education as a right based approach has been accepted internationally. However, a large number of CWDS are not able to complete a minimum number of school years in most developing countries. They face a variety of barriers before coming to school and even within the school. This research findings highlighted the problems of CWDs to access education that although the regulation and laws on inclusive education for all excluded children have been well established in Myanmar. The government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille books, Braille writing frames and syllabuses, qualitative/standard papers for writing in Braille, assistive devices for mathematical teaching or learning, and sign language interpreters. For these reasons and because of the lack of skilled teachers, the IE systems benefits have not been realized. Learning through the restricted environment has also been one the most critical issues of educational opportunities for PWDs that needs to be addressed in order to create equality and equitable education in Myanmar. The current education system does not suit for PWDs in rural area, specifically in promoting the education standard of CWDs. In fact, there are several factors that influence over the education opportunity for CWDs. In addition, the researcher tries to explore what are those factors, challenges, and obstacles in pursuing education in the community. The following data are contributed by the PWDs and community representatives during the field research. Towards the attainment of MDGs, many challenges still remain with regard to special focus which is required on hard-to-reach areas. A need of advocacy with more focus on duty bearer is a strategy to make sure of the long term commitment. The policy needs to be rewritten with a better understanding of authorities, duty bearers and duty holders. Moreover, the accessible services for PWDs in Myanmar is very little, only those who live in cities could access to those services and even then they need to get to such places where by need a lot of barriers to overcome to get there and money factor is another big barrier. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health. According to the First Myanmar National Disability Survey 2010 showed that there were only 50% of PWDs in Myanmar never attended school, out of which 66.5% enrolled in primary schools, 22.2% in secondary schools. Some kind of problems concerned with CWDs. A large percentage of those who do attend mainstream schools soon drop-out because of unfriendly attitudes and environments in educational settings. They often encounter negative treatment from their peers who are not sensitized to disability issues. Most teachers and school principals are not familiar with the idea of including. In Myanmar, one of the Southeast Asian countries, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. Its not right. In special schools, there have IE projects for all CWDs. It can only the way to make in those childrens lives to be valuable. While the enrollment rate increase almost 100% every year at school opening seasons, there is alarming about 40-50% dropping out before they completed in their primary education so one could imagine for students with disabilities. There is little help for schooling opportunities for students with disabilities with the current situation because of the low awareness about the disability issue, wrong traditional believes and practice, less accessible resources (Brielle, sign language, teaching aids, Buildings, etc.), Low prioritization and no special law and regulation to protect them. Among the four types of disabilities, accessibility for physical disability, blind and deaf disability may be about 3. For people with intellectual disability is 0.05. The vast majority of CWDs never attended school and that a large percentage of the ones who do attend mainstream schools soon drop out due to inaccessible school infrastructure, lack of learning scopes, improper learning process and unfriendly school environment. But amongst the children that are not in any form of educational setups, a large majority shows a keen interest to acquire education. CWDs may have many of the problems that affect children at risk. The difficulties and problems are not because of their impairments but because of several barriers around their environments. During this field research, the researcher notified that there is an absence of reliable and consistent data on the educational status of children according to their disabilities. This makes it difficult for educators, policy-makers and programmers to understand the nature of the problem, and identify possible solutions. Moreover, the current teaching methods are not addressing to the individual needs of students with disabilities by lacking training and experience of teachers in teaching and handling them. Currently, the education of CWDs is concerned by DSW. For this reason, it is difficult to mainstream the program. Education for CWDs needs to be addressed by the MOE by collaborating with DSW and other stakeholder organizations. Economic Factors The high cost of instructional materials of CWDs further curtailed their access to all inclusive education services. Some representatives from DPOs were also presented about the cross section of economic factors of CWDs families to access education. To summarize the various agreements on poverty issues that is seriously hindering the CWDs from accessing education. Poverty is not only affected on the accessibility of basic education for CWDs but also for other children. In other the school drop-out CWDs case, many of them are suffering from an unrecorded or undiagnosed disability. If the community aware more about the disability issue, they could try to improve education for those children, but right now the illiteracy rate of this population is so high and that caused an economic burden on countries. In the failure to include those CWDs, most of the community members are ignoring an important step in our attempt to eradicate poverty. Poverty and lack of knowledge on disability issues are the major problems accessing education for CWDs. Poverty would stand out on top as there are livelihood opportunities for parents who are poor and having CWDs in the family. The researcher agrees with the respondents that because of the perceived added costs of health related problems, the problem is relatively deeper when the CWDs are involved. More than half of the population of PWDs lives in rural areas detached from the benefits of information and communication, transportation, and certain advanced technological facilities. Indeed the high cost of equipments, coupled with the rampant poverty predetermines the near or total absence of instructional materials. There does not seem to be a policy to ensure the massive distribution of these materials. School infrastructure The lack of matching infrastructure necessary for the integration was identified as a key challenge to all inclusive education services. Most of the schools infrastructures are not comfortable for children with physical and visual disabilities. There are many environmental barriers for wheelchair movement. In schools that are at least two stories high, there is no way to climb up the stair by children in wheelchairs or using crutches. Parents of physically disabled children have to be carried up stairs and the doors are also not large enough for wheelchairs to pass through. Lack of classroom adaptations hinders the movement of children with disabilities including the furniture of the classrooms and accessible toilets. These barriers are so difficult to access IE. A key problem is the lack of clear policy guiding I/LNGOs interventions in education for students with disabilities. Another barrier is the lack of reliable information and statistics which could back up planning and funding processes. All schools are under the Ministry of Education, but the development issues of CWDs are still under the DSW. Existing policies related to education and disabilities were found to be contradictory to each other. Appropriate policy formulation adaptation is required to overcome the barriers. Moreover, the budget for education is the basic need and awareness of duty bearers and duty holders need to be promoted along with its legal and policy development. It is somehow, inclusion is not a subject of Teachers training college, training methods tools are not available in Myanmar. Insufficient knowledge of inclusive teaching methodologies, lack of public awareness about the needs and opportunities of this target group and lack of funding to support inclusive education for CWDs are all preventing these children from receiving an education and being included in wider society. It is found that to be depended upon the individual teachers or school principals interest to initiate and include in the mainstream education system. Most of the services are available only in Major City such as Yangon, Mandalay and Sagine where 27% of PWDs are aware of existing social services, while only a third of those ever contacted the agency. Isolation and negative attitude by peers According to the EFA strategy, all schools are found to be enforcing IE process regarding the CWDs but there are no insulting them, special support for them, no strenuous work for them. In some cases, some non-disabled children perceive some CWDs as contagious and fear that they will transmit from those disabilities. Some superstitious parents of non-disabled children want to prevent their children from making friends with CWDs. This is one factor that upsets one of CWDs. Information and awareness sector As to the awareness of NGOs who provide services for PWDs, 14.7% know of their presence but just over 1.7% of those who are aware of the services had ever contacted NGOs. Concerning special institutions, 20.2% of PWDs have knowledge about special institutions but only less than 1.7% of them ever had contact with them. Only 14.6% of PWDs know about the existence of organizations for and of PWDs whereas only 2.5% of them ever been involved with those organizations. Participation of PWDs in IE policy is not a big problem for physically disabled persons. The big problem is IE and vocational training for ID. Government, I/LNGOs and DPOs need to do a lot of it. Unavailable trained teachers in adopting students with disabilities The lack of enough trained teachers has predetermined that CWDs lack the specialized care they need. This could be explained by lack of awareness and disability related facilities like ramps, special toilet facilities, learning materials by the parents. Teachers can integrate the virtue of education levels, roles and responsibilities by being exposed the requirements of CWDs in the community. In almost all schools, the students with disabilities allow to sit in front of the classrooms. Nevertheless in some schools, there was no effort to support for CWDs in this regard. The researcher noticed that one student with hearing disability was sitting at the back of the classroom that worsen her learning skill. When the researcher asked her class teacher about it, she said that the child had not told her about it. Teaching method Another problem faced by CWDs is the traditional methods of teaching and learning that has little scope for addressing diverse learning needs of students, lack of continuous assessment of individual learners, and a serious shortage of assistive devices and learning materials all act as major barriers to CWDs. There is no special curriculum for CWDs in mainstream schools but there are some special schools for CWDs, which unfortunately those schools are not located in and around the rural area. If CWDs can able to access formal education in the mainstream schools, they can gain not only education, but also the opportunity for social inclusion with their non-disabled friends that are so important to practice for their life-skills. Summarizing the interview with one student with intellectual disability from special school shared his feeling that he wanted to attend the school and he would like to live with his friends. If he stays at home, he feels so lonely and bored because he has nothing to do at home. He wants t

USS MAINE :: essays research papers

In the late 1800’s the American people and their government became more willing to risk war in defense of American interests overseas, support for building a large modern navy began to grow. Supporters argued that if the United States did not build up its navy and acquire bases overseas, it would be shut out of foreign markets by Europeans. Captain Alfred T. Mahan observed that building a modern navy meant that the U.S. had to acquire territory for naval bases overseas. This would enable them to operate a navy far from home. A country needed bases and coaling stations in distant regions, which was exactly what they did by having Havana, Cuba be one of its ports. Another factor that was part of the Navy’s modernization was the USS Maine, which was probably the most famous ship of its era. The USS Maine was one of the Navy’s first armored battle ships. It was one of the first U.S. naval vessels with electrical lighting. It had a top speed of 17 knots and a crew of 392 officers and enlisted men. On the evening of February 15, 1898 the USS Maine exploded. Of the 345 officers and sailors aboard the Maine, 266 died. There were many ideas of how this explosion occurred, namely: the ship’s ammunition supplies blew up, a fire accidentally ignited the ammunition, and that a mine detonated near the ship set off the ammunition. At the time Cuba was a Spanish colony, but it was in the midst of a revolution. The Cuban people were fighting for independence from Spain. During this Cuban revolt against Spain and the American battleship Maine dropped anchor in the Havana harbor to protect American interests in Cuba. Many Americans regarded the Spanish as tyrants and supported the Cubans in their struggle. This immediately made Americans jump to the Conclusion that Spain blew up the Maine. American’s felt that since they were allies with Cuba that Spain was trying to harm America, as to not interfere with Cuba’s revolt against them. With in a matter of weeks, Spain and the U. USS MAINE :: essays research papers In the late 1800’s the American people and their government became more willing to risk war in defense of American interests overseas, support for building a large modern navy began to grow. Supporters argued that if the United States did not build up its navy and acquire bases overseas, it would be shut out of foreign markets by Europeans. Captain Alfred T. Mahan observed that building a modern navy meant that the U.S. had to acquire territory for naval bases overseas. This would enable them to operate a navy far from home. A country needed bases and coaling stations in distant regions, which was exactly what they did by having Havana, Cuba be one of its ports. Another factor that was part of the Navy’s modernization was the USS Maine, which was probably the most famous ship of its era. The USS Maine was one of the Navy’s first armored battle ships. It was one of the first U.S. naval vessels with electrical lighting. It had a top speed of 17 knots and a crew of 392 officers and enlisted men. On the evening of February 15, 1898 the USS Maine exploded. Of the 345 officers and sailors aboard the Maine, 266 died. There were many ideas of how this explosion occurred, namely: the ship’s ammunition supplies blew up, a fire accidentally ignited the ammunition, and that a mine detonated near the ship set off the ammunition. At the time Cuba was a Spanish colony, but it was in the midst of a revolution. The Cuban people were fighting for independence from Spain. During this Cuban revolt against Spain and the American battleship Maine dropped anchor in the Havana harbor to protect American interests in Cuba. Many Americans regarded the Spanish as tyrants and supported the Cubans in their struggle. This immediately made Americans jump to the Conclusion that Spain blew up the Maine. American’s felt that since they were allies with Cuba that Spain was trying to harm America, as to not interfere with Cuba’s revolt against them. With in a matter of weeks, Spain and the U.

Utopia in Candide

Marco Flores 9/24/12 Utopian Lifestyle Throughout much literature such as Candide, by Voltaire, a concept of a Utopia is introduced. In this book, the utopian society was represented by El Dorado. Here, no realistic world ideals were present, as they were completely satisfied with what they had. They did not pray to God for help or even were curious enough to venture off outside the premises of their city. Lack of curiosity, which is completely against the norm of human nature, was what made them believe they have a perfect society.Most of all, in creating a fictional utopian society, Voltaire is satirizing classical European ways of thought, rather referring to them as the dystopia of the world. Utopias are essentially ideal societies that could never be duplicated in the real world of things. It is literally a fictional way of life that could only be strived for and never be reached. In the novel, they stumble upon El Dorado which is shown to be a magical utopian society. All men a re kind and equal to each other and no one seems to want â€Å"more†, which we as Americans have been accustomed to.They are not seeking to improve themselves in society, which is a concept so baffling for us to understand. It is difficult for us to understand because as a society the motto we live by is â€Å"we want more† and that is why we are far and away from a utopian society. We are never satisfied with what we have, while there in El Dorado, they simply are complacent with where they are. Unlike the citizens of El Dorado, that society was not achievable for Candide and Cacambo. Being an outsider, Candide could not simply drop his ideals to follow those of El Dorado, where gold and gems are just pebbles which they walk upon.Unlike the kids of El Dorado, they could not just play with the precious metals as if they had no value. Not only do their citizens undervalue gems which would make them prosperous throughout the world, but they are satisfied and do not worsh ip nor kill those who do not have the same beliefs as them. They don’t ask God of anything because they believe that what they are provided with is what they could and must use. â€Å"We do not pray to him at all, we have nothing to ask of him; he has given us everything we need; we thank him unceasingly,† 47). When Cacambo and Candide reach Eldorado, Candide concludes that this must be utopia, a place where everything â€Å"is for the best. †Ã‚   However, he is yet unhappy because he misses Cunegonde, and Cacambo has a â€Å"restless spirit† and is not satisfied, either. So, they leave because of their personal desires to achieve more wealth and fame back in Europe. The satire that Voltaire provides on the subject of a Utopia is that there is a great problem the world suffers is that the perfect state is unachievable.Although El Dorado provides a home with no worries or difficulties, Candide always wants more. There is no way to please human beings, even when all of your mistakes are undone and all men are equal. The true problem is that troubles still exist and there is no way to achieve complete happiness. Although El Dorado is seen by Candide as a true Utopia, it is rather the garden which itself is the true Utopia. In the end, they are left with the concept of the personal garden as their true paradise.Thus the theme of the novel is that happiness can only be achieved by concentrating on peace and well-being within one's self, rather than seeking adventures, riches, or material goods. It was the Turk at the conclusion of the novel that describes happiness is like a garden, where you must spend time to cultivate it and let it prosper. Candide realizes that you are the one that must create happiness as things don’t just happen for a reason. As the â€Å"worthy old man seems to have created for himself an existence far preferable to that of the six kings† has done. 93). Throughout his life, Candide has struggled with Pangloss’ philosophy of optimism, while he tries to connect what he’s been taught and what he sees before him. Pangloss always taught him to see that things were always for the best and that there is an explanation for everything. This is difficult for Candide, as he does not see how a world full of war, murder, poverty, rape, and starvation could remotely hold the philosophy that â€Å"everything is for the best in the best of all possible worlds†.On the other side, is Martin with his pessimistic view on the whole world. He sees everyone and everything in a bad light. It is not until the old man where Candide realizes that the world neither is the best or worst of all possibilities. Candide realizes that one can only be content with those around them if they are striving to achieve happiness within, rather than without. Voltaire explains to us that even when one reaches an ideal society where things cannot get more perfect, one is still not satisfied.Rather th an just satirizing the ideas of utopia, he is criticizing our very own human nature. After all attempts to reach bliss through religion and riches, Canide combines the teachings of his two professors, Pangloss and Martin, to the belief in a simpler life full of inner satisfaction where one spends his time cultivating his own garden. So, instead of being a place where no further improvement is necessary, Voltaire explains that a Utopian Life is rather one where you control the variables and focus on your own happiness rather than other variables.

Free Essays on What Happens After The Attack

Source of Current Reading Article The Wall Street Journal, September 27, 2001, pgA8 Delta Joins Major Carrier in Cost Cuts, With Plans to Lay Off 16% of Work Force Summary Delta Airlines feels that they need to lay workers off because of the drastic decline in sales. Delta is offering six voluntary programs, one to five year leaves, an early retirement plans, and a voluntary severance package that provide as much as 20 weeks’ pay and other benefits. Delta is cutting many of their flights trans-Atlantic routes which they think would likely be hit harder due to the U.S. strikes back at terrorists. After the attack Delta is averaging a passenger load of about 140,000, compared with 300,000 the day before it. Delta is not the only airline choosing the route of laying employees off, Continental Airlines, and Northwest Airlines Critique I feel that this Delta airlines issue is a business ethical situation. On the business side the company is looking at the big decrease in sales. So in order for company to start making profits they must decrease their liabilities. The easiest way to do that from the companies prospective is to let go of some employees. On the flip side there is a ethical issue in the air. It is not right to lay people off every time business gets bad. Delta employees have families to support and bill to pay just like the next person. There are some laws protecting employees from lay offs like unions. Everyone does not join unions because they feel they are a waste of money, but who would have though terrorist would hit the airlines industry. There needs to be some kind of compromise between the business side and the ethical side to come to some kind of resolution.... Free Essays on What Happens After The Attack Free Essays on What Happens After The Attack Source of Current Reading Article The Wall Street Journal, September 27, 2001, pgA8 Delta Joins Major Carrier in Cost Cuts, With Plans to Lay Off 16% of Work Force Summary Delta Airlines feels that they need to lay workers off because of the drastic decline in sales. Delta is offering six voluntary programs, one to five year leaves, an early retirement plans, and a voluntary severance package that provide as much as 20 weeks’ pay and other benefits. Delta is cutting many of their flights trans-Atlantic routes which they think would likely be hit harder due to the U.S. strikes back at terrorists. After the attack Delta is averaging a passenger load of about 140,000, compared with 300,000 the day before it. Delta is not the only airline choosing the route of laying employees off, Continental Airlines, and Northwest Airlines Critique I feel that this Delta airlines issue is a business ethical situation. On the business side the company is looking at the big decrease in sales. So in order for company to start making profits they must decrease their liabilities. The easiest way to do that from the companies prospective is to let go of some employees. On the flip side there is a ethical issue in the air. It is not right to lay people off every time business gets bad. Delta employees have families to support and bill to pay just like the next person. There are some laws protecting employees from lay offs like unions. Everyone does not join unions because they feel they are a waste of money, but who would have though terrorist would hit the airlines industry. There needs to be some kind of compromise between the business side and the ethical side to come to some kind of resolution....

Tobacco And Western Culture Essays - Human Behavior, Smoking, Health

Tobacco And Western Culture Essays - Human Behavior, Smoking, Health Tobacco and Western Culture Grade Received on Report : 89 Essay 1: Tobacco and Western Culture The use of tobacco dates back to the 17th century. The primary reason for its beginning was purely economic at first. It later became apparent to researchers over the decades that tobacco was more than just a commodity to be traded for economic gain. It was actually a drug, nicotine, which developed into physical dependency and had adverse side effects as people began to live longer. Further research at the social level, revealed its social impact on the western culture. It didn't take long before early traders began to realize the economic benefits of trading tobacco as a primary cash crop. Its known influences were completely overlooked to maintain the desired income and trade benefits. In western culture, early settlers, saw tobacco as a primary source of support for the family. It was entirely possible to grow tobacco and live a very good lifestyle. During the early years, tobacco was not seen as a bad thing. Instead, it was actually a way of life. As time passed, govermental agencies also began to see the economic benefits produced by the tobacco industry. Taxing the crop became very lucrative and later resulted in subsidizing the farmers as needed to maintain taxation levels. The advent of production cigarrettes soon opened doors for manufacturers which hadn't existed before. A cheap and easy method of providing tobacco users a manageable product soon led to widespread use in the western world. This attitude soon began to chang! e, however, as researchers began publishing reports on the ill effects of smoking and tobacco use. Tobacco lost a lot of its social influence when people began to understand its physical effects. Tobacco use was linked with birth defects in pregnant women. Lung cancer was directly linked to smoking in 1950 by the Cancer Control Department in the New York State Health department. It became very clear that the past opposition to smoking and tobacco use was substantiated. It had also become clear that smokers were in a group alone from the rest of society. Just as other groups grew and shrank with the times, so would the smokers. Nicotine had been discovered to be the dependency factor in tobacco and soon ranked a classification with other social drugs like alcohol and caffeine. Its use was seen to be just as severe as these and warranted just as much focus in the social arena. This didn't stop people from using tobacco. The reasons for tobacco use had already become more complex than just physically damaging. Tobacco use had grown to be a social instrument. It can be easily proven that people smoke for different reasons. Stress is now a large part of society and nictotine tends to reduce the stress factor. There have also been reports of the soothing effects nicotine provides during times of prolonged strain on the brain. This is typically due to long hours of reading or studying. The ability of nicotine to soothe the mind allows the brain more concentration and thus the individual is able to more easily comprehend the task at hand. Despite the good and bad effects of tobacco use, it still continues today and I feel that it will be some time before smoking is completely removed from society. Actually, it's not half bad considering the alternatives of the 21st century. Consider pulling up in your car next to someone at a stop light smoking a cigarette and think about seeing someone smoking marijuana. Which would you prefer? Essay 2: Birth Control The main reason to limit the population in a given society is to insure that a balance between the resources available and the number of people is not exceeded. It is fundamental to the survival of a given society that everyone has enough food, housing, and work to maintain certain social standards. This has been done in many ways throughout the centuries. Birth control methods range from religious belief to medical fact to social superstition. In all cases the limiting of newborn has effectively kept people out of anarchy. In looking at the history of birth control, it is easy to imagine why the population must be regulated. Even today the situation is being

International Macro Post Essay Example | Topics and Well Written Essays - 500 words

International Macro Post - Essay Example It highlights how the aftermath has made GDP growth rates tumbled while the inflows of foreign unswerving investments have dried out. The article also explores the failures of the government for decades during the dictatorial regime. The country has to establish conventional macroeconomics to guide in managing economic growth and economic development instead focusing on GDP and neglecting other economic concerns such as inflation, unemployment and externalities. In their final submission, the article highlights possibility of hope for the’ New country’. Despite the challenges that the country has gone through in the last three decades leading to massive capital flight. The article underscores the need to review the economy while at the same time impose sound economic policies i.e. monetary and fiscal policies that would reclaim the country’s lost balance of payment (BOP) and country’s currency reserves. They retaliate the fact that Egypt as a country still can create a favorable environment for economic growth and entrepreneurial change. One key issue that the article explores according to my understanding is the link between civil war or the revolutions and their impact on macroeconomic policies and objectives such as economic growth of the country. It is essential to analyze the impact through domestic investment. The capital stock of any given country epitomize its accumulated stock of machineries, firms that are there in the country at any point in time, and this are what adds to productive power in the economy. If capital stock rises so will economic growth at its all-time high. According to neo-classical economists capital stock, originates from investment and depreciation. Egyptian revolution affected capital stock in two ways. First it reduced the existing stock of capital since during the period of revolution roads, ports and factories were destroyed. Secondly, the level of capital stock is affected by investment that must

Rhetolical analysis Essay Example | Topics and Well Written Essays - 1250 words - 1

Rhetolical analysis - Essay Example ill go down in history as the greatest demonstration for freedom in the history of our nation.† Although some paid little attention to his words, his speech perpetually constituted civil rights in the souls of majority of Americans (Leff and Kauffeld 181). King’ speech had a way of persuading the American people with powerful words, in fact, he remains to be one of the world’s greatest orators. In his deliberative speech, he notably uses Ethos, Logos and Pathos to convince Americans that racism and discrimination was not the way to go to achieve the American Dream. King’s uses figures of speech to stress certain words. For example, the use of inversion and anaphora stresses the aim and main points in his speech. He states that â€Å"one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land.† He also uses experience and metaphors to show his audience what discrimination and racism has done to the American society. His own experience is incorporated in the speech when he says that â€Å"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their charac ter.† And metaphors when he says that â€Å"Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." To bring authority to his speech and project that he is worth listening to, King uses Lincoln who is a respectable figure, the American Constitutionan and God. In his analogy of Lincoln, he states that â€Å"Five score years ago, a great American, in