The Industrial Revolution, 1780-1914

The Industrial Revolution, 1780-1914 To what extent can the period in Britain between 1780 and 1914 be termed correctly as an industrial revolution? â€Å"The industrial revolution is precisely the expansion of undeveloped forces, the sudden growth and blossoming of seeds which had for years lain hidden or asleep.† Paul Mantoux’s quote regarding the industrial revolution is used to describe the range of different phenomena that constituted this watershed moment in British, European and world history. This is because the industrial revolution cannot be pigeon‑holed. It was not a government policy and none of what occurred politically, socially, culturally or economically in Britain between 1780 and 1914 came from design but rather was the result of a historical accident of a sequence of key factors all occurring during the same timeframe. The period represented a transition from early modern history to modernity, with many of the social and economic ills that arrest much of the contemporary world today first acted out in the newly industrialised areas of the UK in the eighteenth and nineteenth centuries. The industrial revolution affected the entire structure of British society, from the monarchy to the previously numerically dominant peasant classes, from agricultural workers to merchants. There is no doubt that a momentous shift had taken place: the far‑reaching legacy of the changes that occurred during the period 1780 and 1914 culminated in the Great War where the casualty figures soared into the millions as opposed to the thousands who were, for instance, killed in the Battle of Culloden, testimony in itself to the enormous changes in machinery and industry that was witnessed during this revolutionary time. Yet to describe it as a ‘revolution’ invites further analysis. Although the transformation was wholesale it would be incorrect to think of Britain in 1780 as being an underdeveloped nation. As is always the case when taking a chronological look at history, it becomes apparent that the period immediately leading up to 1780 was a crucial time in laying the foundations for the sweeping changes which were about to take place. By this point in history England had the fastest growing empire of any of the traditional European powers, was in possession of the largest navy in the world (essential in terms of acquiring and maintaining an empire in the eighteenth century) and was home to a true metropolis with regards to the capital city. â€Å"The dominance of London was fully established, and this had helped to create that integration and rationalisation of the cultural, political and economic life of the nation which was to bring significant benefits in the eighteenth century.† In many ways, Britain during this time was a country that had already shed its medieval skin. The huge shift in the number of people who had to work to survive proves the truth in the assumption that England had ceased to be a society based along the middle ages notion of landed aristocracy and its inherently unpopular feudal system. Thus, English history bore witness to the birth of the modern proletariat; â€Å"not here meant in the special sense of the creation of the factory labour force, but as a broad description of the protracted process by which working for wages, characteristic of perhaps a quarter of England’s population during the reign of Henry VIII, became the condition of more than 80 per cent by the mid nineteenth century.† In certain areas of Britain the social, political, cultural and economic changes that this period of history bequeathed constitute a complete, grass roots revolution whereby the look of certain places in 1914 bore no resemblance to their appearance in 1780. While the early modern period that preceded the industrial revolution saw the growth of London and trade, the period of the later 1700’s saw the north of England experience something of a re‑birth, as a direct result of the industrial revolution. Previously, many areas of the North were little more than buffer towns; populations constructed to keep out any potential Scottish invasion from the north but offering little to the growth of the English economy. But the industrial revolution altered the entire relationship between North and South, re‑instigating a sense of purpose in the people north of Birmingham. â€Å"Many once great centres were on their way to the pleasant obscurity of county rather than nation al fame: York, Exeter, Chester, Worcester, Salisbury.† First and foremost, the industrial revolution, exacerbated by the increase in production of cotton in the North‑West after the 1770’s and the invention of Arkwright’s water‑frame, swelled the physical constitution of the population and began a permanent migration away from the countryside to the towns as a result of industry gradually usurping agriculture as the lifeblood of the nation. Liverpool, for example, was seventh in the list of European capital cities by 1850 with Manchester ninth. This had the overall effect of creating urban centres of concentrated wealth with large sectors of the new proletariat class. Yet it would be incorrect to view this creation of new centres of populace as tantamount to a re‑distribution of political power. The political system in Britain ensured that power remained in the hands of the privileged, traditional sectors of society which were still predominantly based in or around London and the South‑East. Until the Great Reform Act (1832) rotten boroughs and anachronistic political modelling resulted in the great northern cities such as Leeds, Sheffield and Manchester having only a fraction of the electoral power that their numbers suggested. But even after 1832 there was no political revolution in England in spite of the continued, and in some areas accelerated, growth of industry and population. Marx and Engels had written their communist manifesto in the 1840’s predicting that the enormous sociological changes that England in particular was experiencing would lead to the birth of Europe’s first truly socialist nation. But there were very few recorded incidents of social unrest as a result of the industrial revolution and examples such as Peterloo (1819) were isolated and meagre in comparison to the widespread class revolutions that the continent witnessed in 1848. â€Å"The true explanation is quite simple: wealth. Class conflict was deferred to the twentieth century when international markets and industrial wealth in the North began to contract and working‑class standards of living levelled off or actually fell.† It was not only the physical make‑up of England that was shifting as a result of the changes seen since 1780 but also the period saw the birth of an entire sub‑nation within the British Isles, namely the people of the industrial heartland of South Wales. Quite simply, without the undoubted industrial revolution, areas such as the Rhondda and Ebbw valleys would remain largely unpopulated today. Rates of urban and social growth in South Wales during the nineteenth century are truly astounding with consequences that the region has yet to come to terms with today. â€Å"The Rhondda demonstrates, albeit to an extreme degree, the nature of the new urban expansion. It was a society of migrants, often far removed from their geographical roots: in 1911, only 58 per cent of the Rhondda’s people had been born in Glamorgan. The rest of Wales supplied 19 per cent, England 7  per cent. A sixth of the population was drawn from ‘elsewhere’, from Ireland and Scotland, but also from Spain, Italy and other lands. The community was disproportionately young and male. Between 1880 and 1914, males generally comprised at least 55 per cent of the population.† South Wales thus became a frontier nation, completely dependent upon coal for subsistence; it would not exist as we know it today were it not for industrialisation. The example of the new nationality which was borne out of the South Wales coalfields was symptomatic of the broader diffusion of ethnicity that the industrial revolution bequeathed to modern Britain. The influx to British cities of huge numbers of Irish after the potato blight of the 1840’s changed forever the local political, cultural and economic landscape. Along with a large influx of Jews, mostly displaced from Eastern Europe, the immigrants to British cities transformed the fate of the nation; most were willing to perform the worst jobs which enabled grater numbers of the local population to move up the complex industrialised social spectrum. London, in particular, became, during the nineteenth century, a haven for traders, merchants and, increasingly, knowledge with the first university college of London esta blished in 1826. â€Å"It was a progressive, enquiring energy which animated all of these concerns. It has been termed the energy of empire since the vast power and resourcefulness of nineteenth century London, at the centre of the imperial world, had somehow managed to infiltrate all aspects of its life.†Ã‚   Indeed, it can be argued that the all‑encompassing Empire of the latter part of Queen Victoria’s reign could not have occurred without the impetus of the inexorable industrial revolution beforehand. The invention of steam alone necessitated a rail work and domestic infrastructure capable of supporting an empire and, of course, economic imperialism was used much more frequently by the British invaders of India and Africa, as opposed to the militaristic imperialism which characterised the German acquisition of territory after the Franco‑Prussian War (1870‑1). Therefore, politically, socially and culturally, Britain was moving forward with great haste without instigating anything remotely close to a revolution in spite of the huge changes already described. Only in terms of economics can this historical period really be seen as fundamentally altering the composition and character of the country, with industrialisation creating the world’s first truly capitalist society. â€Å"This was the period when Britain enjoyed to the full the economic benefits of having become ‘the workshop of the world.’ Her total exports in 1850 were worth  £71  000  000, in 1870 they were worth nearly  £200  000  000. Her imports trebled in those years from  £100  000  000 to  £300  000  000†¦ whichever way it is looked at, the total wealth of the country was growing fast, and it was more widely distributed throughout the community than before.† The measure of the level of industrialisation ought to be gauged in social and political as well as economic terms. Yet, as contemporary Latin American analysts are discovering, facts and figures pertaining to these phenomena are notoriously difficult to calculate. Economically, however, it is apparent for all to see that the growth of Britain between 1780 and 1914 can only be explained in revolutionary language, as a direct result of an unprecedented industrial revolution. There is no doubt that the period 1780‑1914 was the key timeframe in terms of the British experience of the industrial revolution. The difficulty for historians is the phraseology: revolution implies one key date, a dramatic event and a sudden shift of national focus discernible after that occasion. In comparison to France, for example, British history at this time appears anything but revolutionary – the French experienced three revolutions by the time that the Third Republic was declared passed with the defeat of Napoleon  III. Evolution, as opposed to revolution, would therefore be a more accurate term to describe the myriad of changes that beset British society and political life during this period. And where there did occur a revolution, it took place in factories across the country, in coal fields and the birth of trade unions rather than in the execution or dissolution of monarchy and tradition. Much of the greater social, cultural and political changes that occurred after 1918 were as a result of the groundwork cemented during the period 1780‑1914, none greater than the formation of a society based upon class, itself a direct legacy of the industrialisation of the nation, as E.P. Thompson concludes in his own inimitable dissection of the social consequences of the industrial revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"This collective class consciousness was indeed the great spiritual gain of the Industrial Revolution, against which the disruption of an older and in many ways more humanly comprehensible way of life must be set†¦the slow, piecemeal accretions of capital accumula tion had meant that the preliminaries to the Industrial Revolution stretched backwards for hundreds of years. From Tudor times onwards this artisan culture had grown more complex with each phase of technical and social change.† BIBLIOGRAPHY P. Ackroyd, London: the Biography (Chatto Windus; London, 2000) P. Clark P. Slack, English Towns in Transition, 1500‑1700 (Oxford University Press; Oxford, London New York, 1976) P. Jenkins, A History of Modern Wales, 1536‑1990 (Longman; London New York, 1992) P. Mantoux, The Industrial Revolution in the Eighteenth Century (Metheun; London, 1961) P. Mathias, The First Industrial Nation: an Economic History of Britain, 1700‑1914: Second Edition (Metheun; London, 1983) F. Musgrove, The North of England: a History from Roman Times to the Present (Basil Blackwell;   Oxford, 1990) J. Rule, The Vital Century: England’s Developing Economy, 1714‑1815 (Longman; London New York, 1992) D. Thompson, England in the Nineteenth Century, 1815-1914 (Penguin; London, 1978) E.P. Thompson, The Making of the English Working Class (Penguin; London, 1991) E.A. Wrigley, People, Cities and Wealth (Basil Blackwell; Oxford, 1987)

Speech for Home work and special education teachers

‘This slide presentation is for a survey that I have undertaken. The survey is titled ‘A phenomenological Study of Homework from the position of simple particular instruction instructors of pupils with larning disablements. ‘ The hardy trades with the positions and experiences of instructors of pupils with larning disablements sing the value they place on prep. The value and the really capable of prep have been really controversial to many over the centuries since prep has been portion of the educational system in the United States of all time since schools were founded. In the 1800s, it was typical to hold 14-21 hours of prep given to pupils per hebdomad. It was during this clip that the value of prep started to be questioned. It was in 1897 that Dr. Joseph Mayer Rice questioned the construct of prep. Besides In the late 1900s a diary by the name Ladies ‘ Home Journal ran an article that rallied anti-homework protagonists who claimed prep was unhealthy and wa nted it abolished. In the 1920s The American Child Health Association conducted a survey that found out that kids could be negatively affected by prep. It was besides suggested in the thirtiess that prep was non just and infringed on household clip. Besides, the Society of the Abolition of Homework was founded. The 1940s saw an instruction displacement from boring jobs to problem-solving schemes. Following the launch of Sputnik in 1957, the U.S. Government faulted the deficiency of prep as the ground American kids were falling behind their Russian opposite numbers. In the 1960s the belief persisted that prep trumped all of import activities. The 1970s saw many political and cultural alterations that surrounded the Vietnam War and Civil Rights motion and one time once more homework went by the roadside. A 1980s study entitled, The State at Hazard stirred up instruction and reported that averageness was acceptable in schools. The No Child Left Behind statute law in 2000 took the phase , and schools began to experience force per unit area by the authorities to execute and put higher criterions. The demand for research is fueled by the fact that prep continues to be assigned to pupils and yet both instructors and parents and instructors question its effectivity and how it contributes to the pupil ‘s academic accomplishment. Many simple school instructors have different perceptual experiences and beliefs when it comes to giving prep to kids with larning disablements. Children with larning disablements may either non turn in their prep or non complete it. This would take to either the pupil neglecting the category or even in worse instances the pupil might drop out of school this is really apparent since surveies have indicated that kids with acquisition disablements are besides non graduating at the same rate as most of their schoolmates. Students with larning disablements lack to turn in their prep due to a twosome of grounds for illustration some assignments may be excessively long or excessively hard for them to understand while others may hold ill-defined waies. The whole survey is based on points of those who have been for or against prep. After I did thorough reappraisal of the related literature I found out that phenomenological surveies had non been conducted sing pedagogues ‘ histories of prep assignments, a spread that this qualitative survey addressed. Such diverseness of perceptual experiences and attitudes sing prep required a critical scrutiny of educational patterns and single instructor experiences with prep. I besides conducted a reappraisal by obtaining and reexamining multiple school territory policies sing rating prep and burdening the assignments in concluding classs. The consequences indicated that legion pupils are neglecting because they submit unfinished prep or make non subject any prep. Deductions from this survey may include alterations in the ways prep is assigned ( if it is assigned suitably ) and a reconsideration of rating processs. Deciding non to rate prep or perchance retracing and modifying prep assignment s for pupils with larning disablements could be a possible result of this survey. A secondary result might affect opening teacher treatments with decision makers about set uping prep policies in school territories every bit good as custom-making prep to the abilities of the pupils. Small research has been conducted on instructor positions and their ideas and feelings sing the prep assigned to the population of pupils with larning disablements. The information gathered in this survey will assist pedagogues and decision makers gain a better apprehension of the experiences, feelings, and ideas of instructors on prep. By leting instructors to portion their experiences, this research could lend to better professional development to fix instructors for progressively diverse scholars. Teachers ‘ preparations sing prep have besides been a concern with respect to decently composing custom-tailored assignments for pupils with larning disablements. A study coupled with an interview of more than 300 instructors was conducted and merely one person claimed to hold taken a class that focused on prep. In add-on, a instructor study was besides completed and merely 18 % had really attended professional development workshops on the subject of prep assignments can be created that are structured and tiered harmonizing to a pupil ‘s skill degree to assist further positive experiences in larning which in bend could ensue in a better entry rate of prep, higher go throughing rates in categories, every bit good as lower keeping rates and drop-out rates. So to paint a clear phenomenology was used to transport out the sturdy. The chief intent of this sturdy I undertook was to place the ideas, feelings, experiences and attitudes of the instructors of pupils with larning dis ablements in classs 3'6 sing the value, application, and creative activity of prep assignments. This phenomenological survey involved face-to-face interviews of instructors at multiple sites i.e. diners, diners, schoolrooms, conference suites. The choosing of the location of the interview was a affair of common convenience. The instructors were besides observed and anecdotal notes were taken. Teachers selected for this survey were those working in public school territories in the State of New York. These instructors had to hold been presently learning pupils with larning disablements in classs 3? 6 and had to hold had at least two old ages of learning experience. For the intent of the sturdy I conducted 13 interviews with the instructors who met the aforesaid demands. In order to enroll instructors for this survey I posted a publication on particular instruction web sites, instructor sites, and the Council for Exceptional Children. Participants were non compensated for the interviews. During the interview I easy gained and established resonance and trust with the aid of repeating how much this survey will help others and how much their sentiment agencies. Once resonance was established I explained to the respondents the demand of the digital tape recording equipment was explained. All inquiries were asked in the same order to compare informations consistently. The inquiries were concise, standardized, and open-ended to let for free ideas to happen from the participants. Once the interview was completed, participants were asked if they would wish to add anything. It was explained that their information will be kept confidential and that they will have a transcript of the typed transcript in the mail and to do any alterations, mark, and return to me. Known as member-checking, this process ensured that the reading made was free of any mistakes, and was concise and accurately reflected the message of the participant. Participants were assigned an alphameric codification to guarantee confidentiality. The intending units were so ranked, compared, and reduced from intending units to subjects and tracked utilizing a spreadsheet to cut down the information into identified subjects. Concepts and subjects that emerged from the interview procedure were compared and analyzed. Upon reexamining each written text, a content log of intending units were reviewed, and emerging subjects were recorded on an Excel spreadsheet. In this survey, accent was placed on the positions of the particular instruction instructors ; therefore, the result of this survey should hold an impact on the manner pupils with learning disablements are assessed, which may do instructors to reexamine their schoolroom prep policies and processs to outdo run into the demands of these pupils. In conformity with the intent of the survey to cognize the positions of instructors for the particular instruction sing their experiences in making appropriate prep assignments for pupils with larning disablements, six research inquiries were designed and developed by reexamining the related literature. The input, positions, and experiences of the instructors from their ain schoolrooms were really of import for understanding the ground prep is given. It besides gave a clear image on the value that teachers topographic point on prep, and the type of prep assigned. The inquiries for this survey were developed from the reappraisal of related literature. These inquiries are as follows: 1. What values do instructors of pupils with larning disablements in classs 3'6 topographic point on prep patterns? 2. How do instructors of pupils with larning disablements in classs 3'6 usage prep assignments? 3. To what extent do instructors of pupils with larning disablements in classs 3'6 believe that prep contributes to higher academic accomplishment? 4. Why do instructors of pupils with larning disablements in classs 3'6 assign prep? 5. What professional development preparation has instructors of pupils with larning disablements in classs 3'6 had in the creative activity of prep assignments? 6. What is the school territory ‘s policy regarding prep for the instructors of pupils with larning disablements in classs 3'6? The response of instructors for the above inquiries is as follows: Question 1: The instructors interviewed responded that prep could be done at school. They responded that prep should be checked but non needfully graded Question 2: The instructors interviewed responded that they kept an docket book to maintain path of prep. They responded that math prep was the easiest to modify while spelling prep is consistent for all pupils. They besides responded that prep provides good support of earlier acquisition. Question 3: From the interviewees response there was the belief that prep contributes to higher academic accomplishment as prep increased academic accomplishment in pupils with larning disablements since it provides good support to what is learnt in category. Question 4: The instructors responded that they do delegate prep since it has great value in linking place and school. The instructors besides believe that prep lets parents cognize what their kid is larning in school. Question 5: The instructors responded that they had professional development developing specifically related to bettering prep assignments in footings of the sum, type, length and other best pattern facets of prep. Question 6: Most of the respondents are incognizant of school policy and that afterschool prep aid is provided to pupils who need the aid. From the findings of this sturdy I was able to come up with a few deductions of the position of instructors of pupils with larning disablements towards prep. These deductions have a direct bearing on the current usage of prep and how or if instructors make effectual usage of prep as an assessment tool or how they align assignments to run into the demands of their acquisition handicapped pupils. What is the value? Teachers value prep based on this survey. They value it so much that excess clip in school is utilized every bit good as resources and funding to provide aid to pupils to finish their prep. Homework is checked, but non graded and this is based on the fact that many instructors reported that they want a pupil to try the work and they do n't cognize how much or how small aid they are having at place. There is a gulf between prep assignments and lessons which seems to thwart the acquisition handicapped pupils every bit good as instructors. There seems to be no force per unit area to alter the current pattern or struggles with equals in relation to amount or type of prep assignments. Feedback is of import and valued every bit good as the instructors are looking to see if pupils are comprehensive to the stuffs taught in category. Sing the usage of prep assignments: Teachers felt a demand to utilize an docket or assignment tablet for learning handicapped pupils to be able to maintain path of their assignments. Two topics were outstanding in prep assignments: math and spelling. It appeared the ground for this was that they were the most easy to modify ‘ diminish the figure responsible for and it seemed that spelling was used because there was no clip in the school twenty-four hours to suit it in. The usage of prep assignments was to reenforce earlier acquisition and to assist with memory. Homework was non assigned on new constructs or constructs that had non been taught yet, it was purely to reenforce the day-to-day activities of the lessons at hand. ‘ of the instructors reported that parents do non portion their enthusiasm or value for prep and feel prep is lending to a loss of involvement in school so the usage of prep assignments is of import to a instructor but appears to be conflicting in the place environment. Does homework advance higher accomplishment? Harmonizing to most literature it does non. Learning handicapped pupils have organisational and attending jobs that besides interfere with prep completion and farther intensify the completion rate. Deficits in base accomplishments in larning handicapped pupils besides are a concern. A cluster subject appeared which identified that pupils non merely have larning shortages but besides have motor, organisational, hyperactivity, and attending concerns which further consequence their completion rate of prep and prep does non look to advance a higher accomplishment degree since return is bad and pupils seem to non be able to understand it without aid of instructors in excess plans. Why do instructors delegate prep? The chief ground is to chiefly reenforce the schoolroom direction. All agreed that no new stuff should be given to pupils to larn on their ain. Teachers like to see the advancement and feel parents/guardians in the place should besides assist to reenforce direction. However, ‘-3/4 complete prep and that is merely after aid in after school plans, during tiffin, deferral, and mentoring periods. It was besides found that pupils take more than an hr to finish their assignments and seem to fight with them. Sing research inquiry # 5: Professional development: Merely one subject emerged 11/12 had ne'er received any professional development on developing and making prep assignments. This is overriding as best patterns need to be explored to back up larning handicapped pupils in the schoolroom. Differentiation, alterations, and adjustments all need to be learned and applied to efficaciously use prep to its intended intent. The last research inquiry # 6: concerned with school territory ‘s policy. 100 % of participants were incognizant of school policy. It was either non shared by their current disposal or they did non cognize such a policy would even be. 10/12 stated that it is non policy, but have an unwritten regulation for after school support and other aid for pupils for prep completion. There appears to be a broad spread between instructors understanding of the difference of excessively much prep and the world of breaks and troubles faced by parents of larning handicapped pupils. The tradition continues. Teacher ‘s prep patterns do non correlate with related research. It is a simple common belief, although unsubstantiated in literature, that homework helps to stand out the pupil. Teachers in this survey underestimated the troubles that larning handicapped pupils face and miss support and preparation to help their students.The attitudes and beliefs of instructors had non been given sufficient consideration to find if instructors are portion of the root cause. There is a immense spread between existent pattern and best pattern. By utilizing this phenomenological attack to arouse the values, attitudes, and beliefs of particular instruction instructors about prep, these new disclosures filled in a spread in the literature to explicate why prep is a job for larning handicapped pupils and what instructors face on a daily footing. Recommendations: 1. Investigate standard policies and processs to see if they are compromising best patterns in prep assignments and appraisals. 2. Work together with regular pedagogues and particular pedagogues to invent an acceptable grade of alterations or alternate assignments for learning handicapped pupils that are individualized where pupils can run into success alternatively of experiencing defeat. 3. Training protocols should be put in topographic point at both the college degree and territory degrees for professional development to research best patterns by utilizing scientifically based appraisals and organisational tools to utilize with pupils. 4. Homework is one time once more with this survey brought into inquiry and argument and demands to be dramatically realigned and reassessed so we do n't lose our acquisition handicapped pupils. We do n't desire them dropping out of school. We do n't desire them being held back. We do n't desire them to go awol. We want them to be successful and turn their disablement into their ability concentrating on the positive properties they each bring as persons. Decision: Most participants espoused positive and encouraging beliefs on the importance of prep yet few seemed willing to do significant alterations to suit the acquisition handicapped pupil. This could be based on the tensenesss of inclusion, standards-focused policies, political force per unit area, or province appraisal force per unit areas. There is still a feeling that prep improves achievement and is portion of the American instruction tradition. Teachers are fighting, though, with happening ways to work with their acquisition handicapped pupils and make individualized, modified, practical prep for them. There is a spread between the current pattern and what best pattern is and this has been uncovered through the subjects utilizing this phenomenological method of research by researching the beliefs, attitudes, and perceptual experiences of this 12 New York province instructors. Based on the findings of the survey and the research conducted the survey assisted with acknowledging the adversities prep topographic points on both households and instructors, therefore oppugning the value of this century-old tradition in the twenty-first century. The survey besides determined the demand for custom-tailored, individualised assignments at the pupils ‘ ability degree, instead than at grade degree. Other than the academic benefits of prep there are besides non-academic benefits of prep. Homework helps transfuse duty for trying the work and conveying assignments back to category. Though there are benefits the pattern needs to be reformed in order to provide even for those with learning dis ablements. The survey besides shed visible radiation on the fact that pupils with learning disablements are happening it hard to get by with the velocity of the other able pupils. In this light hence there should be betterment of this sector and instructors excessively should be trained more to get the cognition of how to cover best with such fortunes of kids with larning disablements. The research has shed visible radiation on the fact that pupils with learning disablements are are happening it hard to get by with the velocity of the other able pupils. Obviously, that pattern is one that needs to be reformed. There should be more professional development preparations and a changeless reappraisal of policies and processs should be established by territories to guarantee that instructors are following proper protocol. ‘

Why is Dai Williams working to build a Japanese Restaurant?

In this essay I am going to examine the reasons why Dai Williams has been working to build a Japanese restaurant. I am going to discuss in detail the decline of the coal industry, the location of the Sony factory and what services the Japanese brought with them for their benefits. Before Dai Williams started work on the Japanese Restaurant, he was a miner in the local coal mines. These coal mines were located in South Wales, Bridgend, and due to the decline Dai Williams along with many other people became unemployed. Location of the coal mines The decline of the coal industry was mainly due to the increase in Petroleum and Natural Gas, but another cause was the World War 2. During 1939 – 1945 the coal industry went down as men were sent to go and fight. In 1955 the demand for the coal industry never picked up again; and soon the requirements went extremely down. WW2 Begins WW2 ends Coal was also cheaper to import from abroad, so during the mid 1980s there was competition between Welsh mines and foreign importers. This meant that it was harder for the welsh mines to sell their coal. Soon after oil-fired stations were opened to supply power instead of coal mines. Most of the population was very skilled in mining and due to the decrease there was a mass of unemployment. The Bridgend Sony Factory was opened in 1973 and created hundreds of jobs; people were brought from Japan and people were employed from South Wales, this was good as there was a mass group of employment in Wales at that time of the decline in coal industry. The Sony factory was located in Bridgend; this was a good location as the M4 had just been built which connected South Wales to the Capital of England, London and many other big cities. This made it easier for Sony to sell their products as they could travel to all the big cities and people would also come to South Wales and buy there products. It was also near a port which made it easier and cheaper for Sony to import and export goods abroad. There was also a big demand for colour TVs in the UK and abroad which gave Sony huge advantages and profits. Sony then brought another site in Pencoed; this again created more jobs and again was to be found in a perfect location which was next to the M4 motorway and near a port. Location of the New Sony Factory Location of the Sony Factory. Many Japanese families settled into the area of Bridgend. People like Megan Jones benefited from the Sony factory. Megan Jones was employed to start working as a remote control assembler at the remote control factory; this benefited her as she was introduced to a new culture and even liked the Japanese food. To accommodate the needs of the Japanese, they brought along the services they enjoy in Japan, such as food and sport. A golf course was opened for the owner of Sony, which is Mr Ishiguru. This is a very common sport in Japan and when was brought to the UK, local people also started to engage themselves in this sport. Mrs Ishiguru also opened up a food co-operative which distributes Japanese food to the local community. This again attracts the local people to the Japanese culture. In conclusion to all this I think that Dai Williams is looking to build a Japanese culture because of the vast amount of Japanese families who have come over to Wales. It helps them adapt to this environment and helps the Wales population adapt to the Japanese. I think that in the future there will be an increase in coal again as other resources may start to decrease and run out.

Essay on Critical Incident - 1728 Words

Within this essay, the author will reflect on a critical incident using a reflective model. In order to guide the author undertake this reflection, Johns (2002) reflective model will be utilised. As the first stage of Johns reflective model asks for the description of the event, the descriptive part will be attached (see appendix A). In accordance with the NMC Code of Professional Conduct (2008) the names of the individual involved have been changed using pseudonym in the form of James, Jennifer and Christina for the purpose of maintaining confidentiality. This reflection has been chosen as it has shown the author the inadequacies on her part as a student nurse. Also to highlight the need for the author and professionals to have an†¦show more content†¦Furthermore, upon assessing Christina I noticed that she was experiencing breathlessness and showing signs of distress. According to Kisiel and Perkins (2006) recording vital observation is an important aspect of nursing care as this provides the physiological state of the patient. At this point my main priority was to assess the patient’s baseline. I also felt it was unnecessary to disturb Christina with questions regarding her history and identity. As this could have leaded the patient become more breathlessness. However, I was distracted by the patient’s breathlessness and distress. Therefore the consequence of my actions was that I wrote the vital signs on the wrong chart. The lack of proper documentation could have lead a negative impact on the patient health and can ultimately cause fatal consequences. The NMC (2008) requires practitioners to make correct documentation as this could cause dangerous consequences for patients and result in further disciplinary action. Looking back, Nurse James would have been held accountable for my action. The NMC (2008) clearly states that a registered nurse is obligated to ensure the safety of patients at all times. On the other hand, as a student I may be held responsible by the university and possible could face being penalised (Pellat 2006). Upon reflection I feel that as a student nurse at advanced stage of my training I was not able to work under pressure and multitask. I should have been ableShow MoreRelatedCritical Incidents Of Academic Institutions870 Words   |  4 Pages Critical Incidents in Academic Institutions The critical incident technique is used to gather and analyze an employees behavior through methods such as observation and interviews (Andersson Nilsson,1964). This technique is useful in collecting information regarding behavior that amounts to successful or unsuccessful in a performance (Peterson, Jeanneret, 2007). The procedures utilized in the critical incident technique allows for the similarities, differences and patterns of behaviors to beRead MoreA Critical Incident At The Dunmore Senior Center938 Words   |  4 PagesContext of the incident This report will outline a critical incident which occurred in 2014 at the Dunmore Senior Center. The incident narrated by the executive director of the center Jeanne Hugenbruch. The incident was initiated by the secretary and one of the senior members, when two of the seniors started arguing angrily and loudly with each other. At that day, fortuitously the executive director was not at the center which made the secretary the person who was in charge to handle the issue. DetailsRead MoreEssay Critical Incident Assignment4588 Words   |  19 PagesPortfolio – A description and analysis of up to 3 critical incidents encountered on school Experience A that you consider to be teaching dilemmas In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory. In addition, I will make reference to four approaches of analysis whichRead More Reflection Upon A Critical Incident Essay2677 Words   |  11 PagesThis paper will reflect upon and explore a critical incident which occurred whilst attending a clinical placement. Reflective practice has become very popular over the last few decades throughout a variety of professions. In some professions it has become one of the defining features of competence. The wide spread utilization of reflective practice is due to the fact that it ‘rings true’ (Loughran, 2000). Within different disciplines, what is understood by reflective practice varies considerablyRead MoreCritical Incident1756 Words   |  8 PagesINTRODUCTION The reason for this essay is to reflect on a critical incident that took place during my three week placement as a student nurse at Foster ward in Ankaful Psychiatric Hospital. The incident chosen is on language barrier in communication. This incident has made an impact on me due to the fact that effective communication is key to patient health outcomes and language has influence on effective communication. . There are various reflective models written by various theorists and theyRead MoreCritical Incident3681 Words   |  15 PagesCritical Incident A Reflective Essay Rich Parker 2001 defines critical incidents as snapshots of something that happens to a patient, their family or healthcare professional. It may be something positive, or it could be a situation where someone has suffered in some way. Reflecting on critical incidents will allow me to explore and analyse incidents and how it has affects me and what I hope to do with these effects in the course of my training towards becoming a registered practitioner. ItRead MoreA Critical Incident During The Theatre During A Knee Orif Surgical Procedure Essay2147 Words   |  9 PagesIn November 2015 , during the first block of clinical placement , a critical incident occurred in the theatre during a knee ORIF surgical procedure . The procedure involves re-alignment of broken bones which are held together by surgical implants such as metal plate , rod , and screws . The team involved in the procedure were an orthopaedic surgeon , a consultant , an anaesthetist , a theatre nurse , a scrub nurse , a radiographer , and a student radiographer . During the procedure , the patientRead MoreCritical Incident Report3661 Words   |  15 PagesCritical Incident Report Executive Summary This report describes a dissatisfying service incident and analyses the incident helping to develop recommendations for the serviced provider. The report integrates the description of an incident, a critical analysis of the incident, including and examinations of the service quality gaps model. Customer gap: dimensions, types of encounters and sources of displeasure and Providers Gaps 1, 3 and 4. The objective of this report is to analyse the criticalRead MoreA Critical Incident At University1995 Words   |  8 Pageswill be reflecting on critical incidents and their impact in order to develop as a healthcare professional. Using the Gibbs cycle I will describe the situation, how it made me feel, analyse what happened, evaluate the incident, before finally concluding and devising an action plan for the future (Jasper, 2015). I hope by reflecting on these incidents and my strengths and weaknesses it will support my goal of becoming a holistic healthcare professional. The first critical incident at university happenedRead MoreCritical Incident Scenario Essay1429 Words   |  6 PagesCritical Incident Scenario The critical incident that I will be explaining about is regarding an eight-year-old girl currently a student at Victory Independent School District (VISD). This student wrote on her class journal that her uncle was touching her in her private parts when no one was watching. The teacher was so confused to what to do when he read Bianca’s journal, especially because he was wondering if it was appropriate for him to ask her questions about it. The teacher was concern