The uk education system for disabled pupils The WritePass Journal

The uk education system for disabled pupils Introduction The uk education system for disabled pupils Introduction The Education System in the UK is presently experiencing a major transform which has not occurred at any time since Butler Education Act in 1944. There are currently an enormous variety of schools with extensively mismatched governance, funding arrangements and legal obligations. All government funded schools students in UK are accountable to follow National Curriculum excluding private school’s students, Northern Ireland and Wales mainly pursue the National Curriculum needs. The United Kingdom independently addresses the needs and rights of pupils and children with disability/special educational requirements (Adams Brown, 2006). The Special Education Needs Disability Act (Stationary office 2001) defends pupils who obtain special education services from being differentiated against, as per the United Kingdom for legal services. Special education has progress a long way since the idea came about in the 1700s. During this time children with disabilities were measured as being discouraged, this was awkwardness to their families and they were therefore abandoned or hidden. Now in the United Kingdom, those who have particular needs are attaining more recognition in society and their human rights as people are being recognised, mainly in education. This has been helped with the approval of significant laws such as the Special Education Needs Disability Act (Stationary office 2001). Special education is a dedicated sector of education that is intended to teach and give chances to pupils with disabilities. Special practitioners offer instruction particularly modified to meet people needs which makes education accessible to pupils who otherwise would have an inadequate right to reach education. Lotter (1999) â€Å"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages.† Even though regional authorisation special education is comparatively new in the United Kingdom, children with disabilities have been nearby from the very start, in both education and in each community. Children with disabilities became more evident after the development of main stream education. Now more than ever children are being held answerable. Now more than ever children are being held answerable.   When education turns into an objective for all children, educators start monitoring disabilities precise to task and setting. After several years of legislation and research, special education now offer facilities to pupils with all different types of disabilities, comprising emotional disturbance, mental retardation, speech-language disabilities, learning disabilities, impaired hearing and low vision, deafness and autism, blindness, traumatic brain injury, and other heath impairments. (British Journal of special education 2003). Whether in a mainstream or a specialist school, children should be treated as individuals. Every child is equal and has the right to a reasonable beginning in life, with an excellent chance to do well. Presently,   there are around 2 million young people and children in England, who are recognised as acquiring a special educational need (SEN), or who are disabled, who are excessively deprived (Riddell Tinklin, 2006). Disabled children with SEN can experience frustration by the lack of assistance at school or from other areas. Millions of families have disabled children or a child with SEN, and parents have stated that the structure is bewildering, bureaucratic and adversarial and that it does not adequately reproduce the requirements of their family life and their child. (Row, 2005)   Whilst the situation of young people, children and their parent’s differs greatly, from young individual making small modifications in class to children with life-limiting long term situations, families have various mutual and cultural issues. The structure to assist young people and children who are disabled or who have SEN frequently works beside the needs of families. Disabled children’s need for support can be recognised late; families are developing to put up with a culture of little prospects about what their child can attain at school; parents don’t have the right knowledge about what they can and have in way of options about the most excellent schools and care for their child; and families are required to discuss every bit of their support independently with a range of professionals. For the best policies and legislation, United Kingdom studies are rewarded, recognized and respected across the globe. A United Kingdom qualification will give people a concrete foundation for their future. It will improve people’s careers and their possibility to progress more quickly and earn extra money. United Kingdom colleges, universities and schools offer a creative, vibrant and challenging background in which to expand pupil’s prospective. Educational quality standards are in the middle of the most excellent in the globe. The colleges, universities and schools are frequently monitored and checked so that their subjects answer the measures set by the educational system here. Several other regions are now trying to pursue the example of the United Kingdom (Barton Armstrong, 2008). In this world or era people require particular qualities and skills to do well. All companies desire employees who are creative, effective and extremely skilled. This is the great part of United Kingdom institutions that they employ a range of assessment and teaching techniques to encourage pupils to achieve their command over the course.     More than 90 percent of the U.K’s pupils learn at publicly financed Local Authority schools. Around 8.5 million pupils are admitted in one of the 30,000 schools in Wales and England; 830,000 pupils in Scotland are admitted into about 5,000 schools, comprising special education schools and other pre-schools; and 350,000 children sent to 1,300 Local Authority schools in Northern Ireland. (UK National Statistics Publication Hub 12/4/2011) Primary schools frequently comprise both boys and girls as pupils. Secondary schools may be also co-educational or single-gender (Great Britain, 2009). In the UK the education system is separated into four major parts, primary education, secondary education, further education and higher education. In the UK children have to officially be present at secondary and primary education which proceeds from about 5 years old until the children are 16 years old. State schools are funded and administered by the government through authorities of local educations even though various schools now direct their own funds and are recognised as Grant Maintained Schools. No financial assistance for the education of a child is necessary from the parents. Education departments in England, Scotland and Wales finance schools through a Local Education Authority (or Education Authority in Scotland). Schools are basically funded in Northern Ireland, from public finance through five Library and Education Boards. According to the law, all children in Wales and England among ages five and sixteen should obtain a full-time education, while children should start at age 4 in Northern Ireland. For children below age 5, publicly financed pre-schools and nurseries are obtainable for a very low number of hours every week. Pupils can attend 6th form colleges or other additional education associations after the age of 16. Both decisions present common education subjects in order to extra precise applied or vocational subjects. The United Kingdom initiates state schools and National Curriculum in 1992 which are necessary to stick to it until pupils reach age 16 (Florian, 2009). The Education and Skills Act of 2008 rose the necessary age to 18, applied for 17 years old in 2013 and for 18 years old in 2015. (Self-governing schools are not grateful to stick to the National Curriculum.) Core subjects of National Curriculum are: English (Welsh is   a major subject in schools of Welsh-speaking), science, mathematics, technology and design, communication and information technology, geography, history, music, advanced international languages, art and design, citizenship and physical education. In addition to these essential courses are numerous other required subjects, such as education of religion. Associated to Children’s Plan and Every Child Matters, the Childcare Act 2006 takes on several of the major promises from the 10 years strategy of Government for Childcare, introduced in 2004 (House of Commons Join, 2009). The major necessities of the Childcare Act came into effect in September 2008 and comprise a constraint for local authorities to improve the five outcomes of Every Child Matters results for all pre-school pupils and reduce disparity in these results; safe adequate childcare for on-job parents; and offer an enhanced parents information service. The Act has also simplified and reformed regulations of early year and examination arrangements, offering a latest incorporate care and education excellence framework for pre-school pupils and a latest Ofsted Childcare Register. From birth to age 5, to carry out development of child its initiate’s latest foundation stage of early age which is incorporated excellence framework for both care and education. In early 2009, the government introduced 5 years evolution of development plan for children. The government starts the development of an early intervention programme for young children in the United Kingdom. As well holds suggestion to get better sustain plan for friends, parents and relatives who concern with children; and expand the right to demand flexible working to parents of those children who are under aged of 16 and more; to further get better the accessibility of childcare places and free early education; to make sure that, by 2015, everybody working in premature childcare and learning has a pertinent qualification; and get better financial support and information for parents. Modification was announced in autumn 2008 to the structure of National Curriculum assessment and testing in schools. The superficially set and marked tests (in English, science, mathematics) which had formerly adjust at the ending of major stage 3 (age 14) were terminate and, since 2009, pupils in this major stage have been charge through teacher measurement only   (Florian McLaughlin, 2008). Special Education performs a significant role in United Kingdom Education. Parents depend on the schools to incorporate their disabled child into a healthy life, enclosed by those who will educate them. Special education teachers are facing a great deal of stress.(Trendall, 1989) The job level is very different compared to normal pupil’s level. Teachers have to go through particular training to become a special education teacher. There are also different disabilities which teachers need to be aware of to be in special education and how to promote and meet each child’s need. In the pupils the condition of disability differs from a minute learning disability to something as large as mental handicapped. Whatever the disability is, there is all the time student feel pressure of shorten abilities comparatively normal children. Although working with pupils with SEN can be tremendously gratifying, the work as well can be sensitively and physically draining. Numerous teachers of special education are below substantial pressure because of administrative jobs and heavy workloads (Trendall, 1989). It takes a definite personality to be capable to have this job, somebody enduring and who has teaching capability. A small number of special education teachers dealing with pupils with autism or mental retardation, principally educating them basic literacy and life skills. However, the mainstream of the teachers of special education work with pupils with knowledge of reasonable disabilities, employing the common education curriculum, or transform it, to answer the indivi dual needs of every child. The last 50 years have seen important transformations in special education learning requirements for pupils. Approximately 1.7 million pupils in the United Kingdom have special educational needs (SEN), with more than 250,000 having declaration of SEN. Various optimistic progresses have been prepared in educating these pupils, with special needs pupils having more learning opportunities and options (Janzen, 2007). How these chances are existing has been continues source of argument. There are essentially two schools of consideration in special education: one support inclusion and mainstreaming, the other assist segregated special schools. (Janzen, 2007).Educational policy and Legislation have swung back and forth among the two schools, and while there is prolonging conflict on which setting is excellent to serve SEN children. SEN provision was grounds on the 1944 Education Act, entering the 1950s which called on Local Education Authority (LEA) to choose a need of child for special cur e and suitable educational methods.   Children believe â€Å"in-educable’ where being admitted in to special schools. These post-war educational categorisations, while apparently cruel by current standards, â€Å"were taken as an optimistic development† (House of Commons Join, 2009).     By the 1960s, terminology transformed from ‘feeble-minded’ and mentally deficient ‘to’ educationally sub-normal and a focus on mainstreaming SEN pupils into standard public schools developed. â€Å"The Education of Handicapped Children and Young People†, written by Warnock Report, was published in 1978. The document â€Å"offered the basis for innovative transform in consideration about the educational requirements of pupils with special needs†. The analysis sought to emphasis any pupils learning requirements that could not be answered by an instructor in a usual mainstream classroom, and supported inclusion relatively than special schools. Lady Warnock argues in her report that â€Å"we must believe the proposal of including all children in the general educational project of learning, wherever they can greatest learn† (Brantlinger 2006 p 111-118) The definition of SEN widen significantly, and more children were essential to be assess for SEN, most importantly its required stable boost in the ratio of special education pupils all through the next 2 decades. Significantly, the Act stopped every child from being uneducated, despite of impairment, and powerfully sustained inclusion and mainstreaming whenever probable. The Education Act of 1981 needs a proper estimation of all capable SEN children, a provision reserved by ensuing legislation. A ‘Statement of Special Educational Needs’ is formed by educational departments, who are accountable for seating the child’s areas of requirement and recommending educational strategy to serve the child. The SEN Statements are to help pupil’s access mainstream schools, to ensure that the needs of the child can be met, her or his existence does not hinder other pupils from learning, and inclusion is a competent employment of resources. The government policy has come under criticism recently as it has a confused and indifferent definition, which discusses the closure of special schools and ‘forcing’ some children into a mainstream school (House of Commons: Education and skills committee 2006). The Child Convention rights of UN, implemented by the United Kingdom in 1991, sustained the 1981 Education Act’s focus on inclusion. The Convention competed, between other things, that disabled pupils â€Å"must have efficient right of entry and obtain education which persuade the fullest probable social incorporation and personnel development†. Not all LEAs or parents support inclusion, however, and numerous families discuss that they must contribute more to the choices and decisions concerning their child’s education, and that the bureaucratic and complex appeals procedure required transformation. The procedure frequently resulted interruption which was causing frustration to all groups involved The government retort with a latest Education Act in 1993, which recognised the SEN Tribunal.   The Tribunal offer parents rights of rectify, whereby they could confront decisions by the LEA for concerning their child.   Parents’ and later children’s analysis were now necessary to be given equivalent legitimacy in the decision processes and assessment.   A revised Code of Practice in 1994 and 2010 on Special Educational Needs additional supported family participation.   The Code was formed to improve and direct them in general condition for pupils of SEN, and â€Å"charges those accountable with offering the education which is suitable in respect for the children’s special educational need† (Carpenter Egerton, 2007 P 118-126). Significant legislation sustained all through the 1990s. The Education Act of 1996 carries on government focus on inclusion and mainstreaming, offering â€Å"a lawful structure for the development and assessment of special education stipulation for child with special education requirements†. (Education Act 1996). â€Å"In performing their duties and powers under the current order, LEAs should have consider to the common standards, that pupils are to be educated in mainstream schools, except that is unsuited with the desires of the parents and the requirements of the children or the stipulation of competent education for other child† (Education act 1996). Further regulations associated with the Act and executed in 1997 formally require parents to be asked and their suggestions taken into consideration when producing a child’s SEN statement. The Children Act 2000 needs educational and government authorities to create first deliberation for the good interests of the specific child holistically, rather than only support decisions of his or her educational requirements.   The Act as well acknowledges the significance of parent’s decisions, and the right of the child as part of a family unit. (Carers and Disabled Children Act 2000) In sight of legislation one would believe that parents would support inclusion; however, further currently the changes materialised to be changing back in the direction of the continuation of special schools over mainstreaming, at slightest in some arrangements.   For instance, â€Å"the idea of inclusion was ‘the main unfortunate legacy’ of 1978 report,† and presently promote â€Å"an instant reconsideration of SEN provision and a suspension on the closing of special schools†.   (Special educational needs 2006) The 2001 Special Educational Needs Disability Act (SENDA 2001) offers for closing of special schools merely as mainstream schools have designed resources and programs to fulfil SEN pupils’ needs.   This shows the SENDA into disagreement with the pro-inclusion 1996 Education Act (Bursztyn   2007 P 99-103) contends â€Å"We are start to observe an extraordinary development in the conflict and tensions happening from the practical execution of implementing features of the Special Educational Needs and Disability Act 2001 and Education Act 1996† (Adams Brown, 2006). SENDA has â€Å"shaped greater prospect of the possible attainment of disabled pupils and increases knowledge in education contributor of their responsibilities to encourage inclusion and access.† SENDA has â€Å"shaped greater prospect of the possible attainment of disabled pupils and increases knowledge in education contributor of their responsibilities to encourage inclusion and access.†Ã‚   SENDA significantly set up a recent set of Tribunal policy, the Special Educational Needs Tribunal Regulations 2001, which expand the Tribunal to as well wrap appeals prepared on the foundation of discrimination.   This permits groups in the appeals procedure to ask any number of eyewitnesses to attend the appeal and converse on their behalf, and open the discussion to any invited group. Significantly successful initiatives of government in the last few years have also emphasised the provision and opportunity for SEN pupils. The 2001 Careers and Disabled Children Act provide resource and financial allotment, contributing â€Å"latest prospects for individualized and flexible packages of favour through the employment of direct payments†. The broader Special Educational Needs of government and 2002 Disability Regulations have identified the need for provisions to prevent, and addresses the â€Å"discrimination beside disabled humans in their access to education† (Vickerman, 2007 P56) The Special Educational Needs Disability Act 2001 (DfES 2001) made it difficult to expel or suspend pupils with Disabilities Education Act, of learning disabilities because of their manners. As well as being essential and necessary that every learning disabled children have an IEP, Individualized Education Program. An IEP is a plan that should comprise present act of the pupils, the yearly objectives the pupils requirements to attain, special education and associated services the child wants, contribution. If any, with non-disabled pupils, changing essential to take dates of tests and places of when and where special services will be offered and the estimated ratio of the children (Farrow, 2007). The 2001Special Education Needs Disability Act defends students who have taken special education services from being unfairly treated, as per the legislation. The 2001 Special Education Needs Disability Act defends students in academic courses, enrichment programs and work-study. When a disabled child is not receiving care in a justified manner and in an activity or class, the law states that the school and teachers build a suitable, logical modification so that they can obtain the same education as non-disabled students. . This act was effective from September 1, 2002 in the United Kingdom. It was an alteration to the 1995 Disability Discrimination Act where Gary Bunt wrote in his article, â€Å"The Implications for PRS is the Special Needs and Disability Act 2001† The Special Education Needs Disability Act 2001 is focused on settings from 0 to 5, preschools to college. This act enlightens education and associated services, admissions and exclusion. Consequently, if settings are found to be denying admission to pupils who are disabled, this is against the law. The schools might not admit students who are not able to take part in extracurricular conducts which are funded by the school just because of their disability. Those disabled children who have not had the opportunity to take part in normal school life activities of educational and extracurricular are given the opportunity in the 2001 act of Special Education Needs and Disability which gives them the opportunity to obtain similar opportunities as normal students have. For example, a pupil who is visually impaired can ask for materials in large print to have access to the same material as pupils who are not visually impaired (Westwood, 2007). A pupil who is deaf can request that they can be given a set of class notes to read or request to sit up front in class so that she can read the practitioners lips. Because of this act, at institutions educators of higher education must energetically seek to build spaces for children with disabilities. Schools must be positive. Instead of waiting for acceptance for an appeal for amendment, the schools were directed before the Act was given assent. This includes making provisions that will ensure that students with disabilities are handled justifiably. In this case as Bunt discuss in his article, disabilities are analysed by the long-term incapability to do every day works due to disability. If institutions carry out certain practices throughout their departments, all pupils can benefit from the act. For example, creating audio or video of the class to help pupils who are physically impaired, can likewise help non-disabled pupils study for tests if the materials are available to all pupils. Its important to note that the accommodations that are provided by these schools are not meant to provide an unfair advantage, but to give disabled pupils the same opportunity as other pupils. Education has experienced numerous levels of the way a child is educated. The law has prepared a way for those with learning troubles and now there is no impeding them. Pupils with learning disabilities ultimately have an opportunity to surpass in school and this gives them the chance to have a normal life. References Adams, M. Brown, S. (2006). Towards inclusive learning in higher education: developing curricula for disabled students. London: Routledge. Barton, L. Armstrong, F. (2008). Policy, experience and change cross-cultural reflections on inclusive education. Dordrecht, The Netherlands: Springer. British Journal of special education. (2003). London: National Council for Special Education Ltd. Brantlinger, E. A. (2006). Who benefits from special education?: remediating (fixing) other peoples children. Mahwah, N.J: L. Erlbaum Associates. Bursztyn, A. (2007). The Praeger handbook of special education. Westport, Conn.: Praeger Publishers. Carpenter, B. Egerton, J. (2007). New horizons in special education: evidence-based practice in action. Stourbridge: Sunfield Publications. Carers and Disabled Children Act 2000: Chapter 16.. (2000). London: Stationery Office. Department for Education and Skills (DfES). (2001) Special Educational Needs Code of Practice. Nottinghamshire: DfES Publications. Education act 1996: chapter 56. (1997). London: Stationery Office. Florian, L. (2007). The Sage handbook of Special Education. London: Sage Publications. Florian, L., McLaughlin, M. J. (2008). Disability classification in education: issues and perspectives. Thousand Oaks, CA: Corwin Press. Glass, Norman. (1999). Sure Start: the development of an early intervention programme for young children in the United Kingdom. Children Society. 13 (4), 257-264. House of Commons: Education and Skills Committee. (2006) Special Educational Needs. London: The Stationary Office. House of Commons Join. (2009). The Un Convention on the Rights of Persons with Disabilities: First Report of Session 2008-09; Report, Together with Formal Minutes and Oral and Written Evidence. Publisher The Stationery Office. Lotter, K. (1999). Universal Declaration of Human Rights: international print portfolio. Durban: Artists for Human Rights. Reynolds, C. R, Janzen, E. (2007). Encyclopaedia of special education: a reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (3rd ed.). Hoboken, N.J.: John Wiley Sons. Riddell, S. Tinklin, T. Wilson, A. (2006). Disabled students in higher education: perspectives on widening access and changing policy. London: Routledge. Row, S. (2005). Surviving the special educational needs system: how to be a velvet bulldozer. London: J. Kingsley Publishers. Special educational needs. (2006). London: Stationery Office. Special Educational Needs and Disability Act 2001: explanatory notes. (2001).  Ã‚   London: Stationery Office. Schools and Colleges: UK National Statistics Publication Hub . Home: UK National Statistics Publication Hub . N.p., n.d. Web. 12 Apr. 2011. statistics.gov.uk/hub/children-education-skills/school-and-college-education/school-and-colleges. Trendall, Chris. (1989) Stress in teaching and teacher effectiveness: a study of teachers across mainstream and special education, Educational Research, 31: 1, 52 - 58 Vickerman, P. (2007). Teaching physical education to children with special  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   educational needs. London: Routledge. Westwood, P. S. (2007). Commonsense methods for children with special educational needs (5th ed.). London: Routledge. 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Research Paper on California Indians

Research Paper on California Indians Historian Kenneth King said about California Indians: If they did not have the ability for organization shown by the Six Nation (Iroquois) in the Eastern part of the United States, they were, on the whole, child like and affectionate and willing to accept the gentle rule of the padres. The ignorance of this statement is astoundingly obvious if one looks at the indigenous people of California and the Padres of the Spanish missions without the rose-colored glasses of a romantic, euro-centric, manifest destine point of view that suggests industrial, Christian societies conquer all. The indigenous people of California were not a primal people that needed to rely on the Spanish and hence the Spanish were not invited into their lands. As Costo said, The Native Californians were by no means primitive; rather they were singularly complex hunters and gathers. (Costo, pg 10) Kings statement tries to justify the colonization, exploitation and murder of the indigenous Californians by asserting t hat the natives were too unorganized to resist or some how inviting to the padres. This assertion, in essence masks the policies of institutional reduction and practical colonization that terrorized the natives and reluctantly drove them inside the mission walls for safety, which unfortunately harbored only more exploitation. In his quote, King refers to the Seneca people, a member of the Iroquois League of Six Nations. They are one of the few tribes to survive in America, intact to this day on their ancestral land, because of their continuous warring with the Europeans. One could accurately state that they were not willing to accept the rule of others, because they fought and held their land. On the contrary, one may not just reverse this logic and hold it to the indigenous Californians. California Indians were not necessarily willing to accept the gentle rule of the padres just because they could not stop them from invading. Just as the Polish people of modern Europe were not necessarily willing to accept Hitlers Nazi led invasion of their country, to practice his similar form of gentle rule. There is no logical connection that says if the natives were conquered, than they must have had a desired to be so. In fact, much evidence will prove the contrary. The statement King made disguises the real forces that drove Indians to the missions. The indigenous people of California that were forced into the missions were driven by two main factors- reduction and colonization. The padres colonized the lands and practiced the institutionalized policy of reduction to convert the land, animals, and natives to their way of life. Both colonization and reduction are a strategy instituted to usurp control over a people, their land and their culture. The most evident form of reduction was the blatant theft of land from the natives. A priest and his soldiers would occupy the high ground in an area and drive the Indians off to other clans or into their missions. Then they would reduce the number of surrounding villages by including them into the mission system and group them together, closer to the mission. Military force backed all these operations and frequently killed the men of villages and stole the women and children for the mission system. The policy of colonization and reduction also affected the ecology of the native land. The priests would grow their own colonizer plants and graze their own colonizer animals on the newly stolen land. The introduction of European traditional agriculture reduced the amount of land the natives had to survive off of and changed the native environment to unfamiliar flora and fauna, of which the natives did not know how to survive. The Spanish brought livestock with them, such as sheep and cattle, which ate the indigenous grasses. Soon indigenous animals, such as rabbit and deer, could not find food and their populations were reduced. The natives were driven inside the mission walls because of scarce indigenous greens and small game populations. The colonizing padres also took on a plan to institutionally reduce the traditions, customs, culture, language, societal standards and freedom of the natives. Natives were baptized upon entering the mission and forever binding them to its gates. A baptized native could never leave. Many escaped and were tracked down and killed by soldiers. Once in the mission they were force to pray to Jesus. A supposed pail skinned God, which dictated a new set of rules and represented oppression. The rules consisted of restricting original language, prayer, medicine or historical reciting. The padres wanted to completely rid the savages of their heathen ways. They controlled every aspect of the natives, even their sexuality, which was limited to the missionary position. The natives minds were washed of their culture inside the missions. (Hurtado) Outside the missions the Spanish soldiers destroyed bodies of the natives through murder, rape and the spreading of disease. Diseases such as pneumonia and diphtheria spread amongst the people quickly. Their bodies had no tolerance to the foreign viruses and were hit especially hard. The spread of disease pushed the natives toward the Spaniards, looking for a cure. Many natives were taken to the missions upon their death beds, in a last resort to cure a European illness. (Lecture) A more blatant form of murder was the slaughter of men and women by the soldiers, who were managed by the padres. The barbaric padres and soldiers would destroy, relocate, rape, breed and brain wash the natives. Whether it was the spoils of victory or just boredom, rape was prevalent. Murder was expected when over taking a new village or traveling on the coast. As San Juan Batista wrote, that anytime the Spanish passed two Santa Barbara the killing of a few natives was inevitable. (Lecture)(Hurtado) The indigenous people of California were not childlike or in anyway unsophisticated. In fact they had complex social groups that existed with reciprocity for thousands of years. When King describes the natives as childlike and unorganized, he suggests that they are a lower society and the missionaries felt the same. Fray Francisco Garces said Oh, what a vast heathendom!Oh what a heathendom so docile! (Costo, pg 10) As Rupert Costo points out in The Indians Before the Invasion, The concept of agriculture was a prerequisite for the development of civilization Native people were not primitive, they has their own economic system. Money was in the form of beads. The Indian name for their money is Koy Koy. (Bean, pg 304) They had established trade routes and systems of passing on goods on to distant tribes. Just because they did not industrialize production or use European traditional agriculture didnÐ ¢t mean that resources were not organized. Once again Europeans see technology as the b ar of civilization, rather than examining the balance a society has with its surroundings and its prosperity through non-material eyes. As Kroebers maps point out, the natives in California were very organized and had structured territorial regions. Costo points out that such conditions of territorial stability were generally true throughout California (Costo, pg 15) California was one of the most diverse places in the entire world, with many languages, customs and religions. Native people managed to prosper, through respect and communication through local general counsels. Costo confirms this when he said, the society began to use tools and set up laws establishing its governing bodies. (Costco, pg 18) They generally used natural ecological borders. As Tharon Weighhill said, there was a secret language called the Sylyux language, that chosen members of a clan would speak at intertribal meetings. These meetings discussed local concerns and kept relations strong. They used reciprocity and respect to let each other live. An example of this is exhibited when Bennae Calac, a Lesuno, spoke of not interfering with George Zunigas people, the Kumia, when speaking of modern local issues. She said that she would have no business telling his people what to do. This exemplifies the balance the clans/tribes had with each other. King uses the word affectionate to describe the native, because they did not reject the Spaniards upon their first meeting. The truth is that the natives were accepting to the new comers and they did not war until after they were encroached upon. This tolerance is a sign of an advanced society. They were welcoming until there was reason not to be, just as a new neighbor is today. I believe that King is using a warped sense of societal ranking to asses that accepting a stranger or tolerance is a flaw. California natives did fight back in many violent and spiritual rebellions and the following are just summaries of a few of the most famous: In 1775, the Kumayaay resisted Spanish rule and burned their local Presidio. In order to do this, they sought out the Quchans, whom had more military knowledge on how to burn and attack the missions. The Kumayaay were successful in capturing San Luis Jayme the padre in command. They killed him in accustom to killing a man possessed with witchcraft. The shot him with arrows and crushed the head. Unlike the Spaniards, they did not slaughter the soldiers and all others that resided in the mission. They merely killed the leader in hopes that the mission would fall. Of course the Spaniards sent another priest and Jayme became a Christian martyr. By 1780, eight missions had been founded, but in no way does that indicate an accepting state of affairs by natives. In 1781, the Quechan removed the Spanish from the Colorado River bordering California. The Quechan had agreed to let the Spanish in if the Quechan were left alone, but once again reduction was practiced by the padres. Learning from the past the Quechan killed all the Spaniards and never again could the Spanish colonize South Eastern California. On Oct. 25th 1785, there was a rebellion by the Gabrielinos in San Gabriel. Local Gabrielinos attacked the mission inspired by the rape of a chiefs wife. Led by an Indian doctor, leaders Toypurina and Nick Jose were captured. In an interview the leaders said that they were upset that the Spaniards had invaded and that they were perpetrating pagan abuses on the Indian people. In 1791, at San Jose non-Christian Indians threatened baptized Indians to leave the mission or die. Spanish soldiers slaughtered the village were the threats had originated and capture the women for labor. In 1793 another movement of combined baptized and non-Christian natives attached Santa Cruz. The non Christian man who led the charge found a baptized wife. Eventually the church found her, took her an sent her to a mission in San Francisco In 1794 there was a conspiracy in San Louis Obispo. Baptized Indians told the soldiers of a plot to kill them. In the 1790s in Santa Barbara constantly attacked and there was constant rebellion. Most notably in 1801, when a woman named Chupu led a rebellion against all of the Spanish ways. ChupuÐ ¢s Rebellion was inspired by her vision and focused on conducting reverse Baptisms. She hoped that rejecting the church would free people of the diseases that had ravaged them. The rebellion was continuous because the missions were savage. The Spaniards were the people who brought the idea of rape as a spoil of war and genocide as a common practice. Before the Spanish invasion he native people were organized and balanced spiritually, ecologically, territorially and intertribal. They fought the insurgence of the missions through violent and psychological rebellions. Kings quote is grossly inaccurate and speaks to his misunderstanding of California Indian History.

Strategic Analysis of HMV The WritePass Journal

Strategic Analysis of HMV Introduction Strategic Analysis of HMV . All Business. (2011b). Waterstones HMV. Available at allbusiness.com. Accessed 3 July 2012. Billboard Biz. (2011). HMV recorded rise in Sales. Available at billboard.biz. Accessed 3 July 2012. Bright Club. (2010a). Benefits and Drawbacks of E-Commerce: Case Study of HMV. Available at   brighthub.com/office/entrepreneurs/articles/50145.aspx?p=2. Accessed 4 July 2012. Bright Club. (2010b). HMV Case Study: Development of Ecommerce Strategy. Available at brighthub.com/office/entrepreneurs/articles/50145.aspx?p=2. Accessed 4 July 2012. Cream Global. (2010). HMV Case Study: The Value Long Tail. Available at creamglobal.com/search/17798/18337/the-high-value-long-tail/ Accessed 4 July 2012. Design Council. (2010). Designs to Overcome a Downturn: Case Study of HMV. Available at designcouncil.org.uk/Case-studies/Designs-to-overcome-a-downturn/HMV-Group/ Accessed 3 July 2012. Experian. (2010). HMV Case Study. Available at experian.co.uk/assets/resources/case-studies/HMV_V4.pdf Accessed 4 July 2012. Guardian. (2010). HMV Waterstones Trading. Available at guardian.co.uk/business/2010/jun/30/hmv-waterstones-trading. Accessed 4 July 2012. Guardian. (2011a). HMV Group. Available at guardian.co.uk/business/. Accessed July 2012 Guardian. (2011b). HMV Curzon Artificial Eye Cinemas. Available at guardian.co.uk/business. Accessed 4 July 2012. Inside Retailing. (2010). HMV UK Music to the Eyes. Available at insideretailing.com.au/Latest/tabid/53/ID/8073/HMV-UK-Music-to-the-eyes.aspx. Accessed 3 July 2012. Konverge. (2010). HMV Case Study. Available at konverge.com/pdf/HMV_cs.pdf. Accessed 4 July 2012. Kotler, P. and Keller, K. (2005). Marketing Management. Prentice Hall. The Daily Swarm. (2010). Enlarging Music Retails Product Base HMV. Available at thedailyswarm.com/headlines/enlarging-music-retails-product-base-hmvs-profits-18-live-venues-ticketing-dvds-tech-fashion/ Accessed 3 July 2012. The Times 100. (2010). Case Study: HMV Building on Brand. Accessed 4 July 2012. thetimes100.co.uk/case-studybuilding-on-brand24-23-3.php Telegraph. (2010). HMV set for Fashion Roll Out as Sales Fall. Available at telegraph.co.uk/finance/newsbysector/epic/hmv/7650267/HMV-set-for-fashion-roll-out-as-UK-sales-fall.html. Accessed 4 July 2012.

Develop an Export Strategy for an Organisation Essay - 4

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Discussing incentives to conserve marine biodiversity conservation Assignment - 1

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