History of Abortion Controversy in the U.S.

In the United States, abortion laws began to appear in the 1820s, forbidding abortion after the fourth month of pregnancy.  Before that time, abortion was not illegal, though it was often unsafe for the woman whose pregnancy was being terminated. Through the efforts primarily of physicians, the American Medical Association, and legislators, as part of consolidating authority over medical procedures, and displacing midwives, most abortions in the US had been outlawed by 1900. Illegal abortions were still frequent after such laws were instituted, though abortions  became less frequent during the reign of the Comstock Law which essentially banned birth control information and devices as well as abortion. Some early feminists, like Susan B. Anthony, wrote against abortion. They opposed abortion which at the time was an unsafe medical procedure for women, endangering their health and life. These feminists believed that only the achievement of womens equality and freedom would end the need for abortion. (Elizabeth Cady Stanton wrote in The Revolution, But where shall it be found, at least begin, if not in the complete enfranchisement and elevation of woman? ) They wrote that prevention was more important than punishment, and blamed circumstances, laws and the men they believed drove women to abortions. (Matilda Joslyn Gage wrote in 1868, I hesitate not to assert that most of this crime of child murder, abortion, infanticide, lies at the door of the male sex...) Later feminists defended safe and effective birth control — when that became available — as another way to prevent abortion. Most of todays abortion rights organizations also state that safe and effective birth control, adequate sex education, available health care, and the ability to support children adequately are essentials to preventing the need for many abortions. By 1965, all fifty states banned abortion, with some exceptions which varied by state: to save the life of the mother, in cases of rape or incest, or if the fetus was deformed. Liberalization Efforts Groups like the National Abortion Rights Action League and the Clergy Consultation Service on Abortion worked to liberalize anti-abortion laws. After the thalidomide drug tragedy, revealed in 1962, where a drug prescribed to many pregnant women for morning sickness and as a sleeping pill caused serious birth defects, activism to make abortion easier escalated. Roe V. Wade The Supreme Court in 1973, in the case of Roe v. Wade, declared most existing state abortion laws unconstitutional. This decision ruled out any legislative interference in the first trimester of pregnancy and put limits on what restrictions could be passed on abortions in later stages of pregnancy. While many celebrated the decision, others, especially in the Roman Catholic Church and in theologically conservative Christian groups, opposed the change. Pro-life and pro-choice evolved as the most common self-chosen names of the two movements, one to outlaw most abortion and the other to eliminate most legislative restrictions on abortions. Early opposition to the lifting of abortion restrictions included such organizations as the Eagle Forum, led by Phyllis Schlafly. Today there are many national pro-life organizations which vary in their goals and strategies. Escalation of Anti-Abortion Conflict and Violence Opposition to abortions has increasingly turned physical and even violent, first in the organized blocking of access to clinics which provided abortion services, organized primarily by Operation Rescue, founded in 1984 and led by Randall Terry. On Christmas Day, 1984, three abortion clinics were bombed, and those convicted called the bombings a birthday gift for Jesus. Within the churches and other groups opposing abortion, the issue of clinic protests has become increasingly controversial, as many who oppose abortions move to separate themselves from those who propose violence as an acceptable solution. In the early part of the 2000-2010 decade, major conflict over abortion laws was over termination of late pregnancies, termed partial birth abortions by those who oppose them. Pro-choice advocates maintain that such abortions are to save the life or health of the mother or terminate pregnancies where the fetus cannot survive birth or cannot survive much after birth. Pro-life advocates maintain that the fetuses may be saved and that many of these abortions are done in cases that arent hopeless.  The Partial-Birth Abortion Ban Act passed Congress in 2003 and was signed by President George W. Bush. The law was upheld in 2007 by the Supreme Court decision in  Gonzales v. Carhart. In 2004, President Bush signed the Unborn Victims of Violence Act, permitting a second charge of murder — covering the fetus — if a pregnant woman is killed.  The law specifically exempts mothers and doctors from being charged in any cases related to abortions. Dr. George R. Tiller, the medical director at a clinic in Kansas which was one of only three clinics in the country to perform late-term abortions, was assassinated in May 2009 at his church. The killer was sentenced in 2010 to the maximum sentence available in Kansas: life imprisonment, with no parole possible for 50 years. The murder raised questions about the role of repeatedly using strong language to denounce Tiller on talk shows.  The most prominent example cited was repeated description of Tiller as a Baby Killer by Fox News talk show host Bill OReilly, who later denied having used the term, despite video evidence, and described the criticism as having the real agenda of hating Fox News.  The clinic where Tiller worked closed permanently after his murder. More recently, abortion conflicts have been played out more often at the state level, with attempts to change the assumed and legal date of viability, to remove exemptions (such as rape or incest) from abortion bans, to require ultrasounds before any termination (including invasive vaginal procedures), or to increase the requirements for doctors and buildings performing abortions.  Such restrictions played a role in elections. At this writing, no child born before 21 weeks of pregnancy has survived more than a short period of time. Books About the Abortion Controversy There are some excellent legal, religious, and feminist books on abortion which explore the issues and the history  from  either the  pro-choice  or  pro-life  position. Listed here are books which outline the history by presenting both factual material (the text of actual court decisions, for instance) and position papers from a variety of perspectives, including both  pro-choice  and  pro-life. Articles of Faith: A Frontline History of the Abortion Wars: Cynthia Gorney. Trade Paperback, 2000.A history of the two sides and how their proponents developed deepening commitments during the years abortions were illegal and then after the  Roe v. Wade  decision.Abortion: The Clash of Absolutes: Laurence H. Tribe. Trade Paperback, 1992.Professor of Constitutional Law at Harvard, Tribe attempts to outline the difficult issues and why  legal  resolution is so difficult.Abortion Controversy: 25 Years After Roe vs. Wade, A Reader: Louis J. Pojman and Francis J. Beckwith. Trade Paperback, 1998.Abortion Dialogue: Pro-Choice, Pro-Life, American Law: Ruth Colker. Trade Paperback, 1992.

Themes in Wide Sargasso Sea by Jean Rhys Essay examples

Themes in Wide Sargasso Sea by Jean Rhys The main themes in Wide Sargasso Sea are slavery and entrapment, the complexity of racial identity and womanhood or feminism. In all of these themes the main character who projects them are Antoinette and Christophine. The theme slavery and entrapment is based on the ex- slaves who worked on the sugar plantations of wealthy Creoles figure prominently in Part One of the novel, which is set in the West Indies in the early nineteenth century. Although the Emancipation Act has freed the slaves by the time of Antoinettes childhood, compensation has not been granted to the islands black population, breeding hostility and resentment between servants and their white employers. Annette,†¦show more content†¦In this manner, power structures based on race always appear to be on the brink of reversal. The theme of womanhood intertwines with issues of enslavement and madness in Rhyss novel. Ideals of proper feminine deportment are presented to Antoinette when she is a girl at the convent school. Two of the other Creole girls, Miss Germaine and Helene de Plana, embody the feminine virtues that Antoinette is to learn and emulate: namely, beauty, chastity and mild, even-tempered manners. Mother St. Justines praises of the poised and imperturbable sisters suggest an ideal of womanhood that is at odds with Antoinettes own hot and fiery nature. Indeed, it is Antoinettes passion that contributes to her melancholy and implied madness. Rhys selected the first decade of 19th century as the best possible period in which her novel would take place. The story is set just after the emancipation of the slaves, in that uneasy time when racial relations in the Caribbean were at their most strained. So, the combination of the period used the themes exposed by Rhys go hand in hand, being the themes a consequence of the period used to manifest such themes. They both are relevant to one another and will be as far as this novel goes. The main symbols that are identified are a bird, forest, trees, and her garden at Coulibri Estate. The bird in this novel is Coco, Annettes pet parrot, enacts Antoinettes own doom. With his wings clipped by Mr.Show MoreRelatedThe Theme of Misunderstanding in Charlotte Brontes Jane Eyre and Jean Rhys Wide Sargasso Sea876 Words   |  4 PagesThe Theme of Misunderstanding in Charlotte Brontes Jane Eyre and Jean Rhys Wide Sargasso Sea In both classical novels Jane Eyre by Charlotte Bronte a Wide Sargasso Sea by Jean Rhys the theme of misunderstanding is represented very widely. Both Victorian era dramatical romantic fictions have some impact in them from their respective authors. Brontes lonliness is transformed into Jane Eyres Character whom mostly all characters in the novel misunderstand her until they truly get to recognizeRead MoreJane Eyre vs Wide Sargasso Sea Essay example1635 Words   |  7 Pagesï » ¿Tyler Perimenis Professor Mathews English 2301W 21 October 2014 Symbolism through Theme Of Jane Eyre and Wide Sargasso Sea â€Å"To produce a mighty book, you must choose a mighty theme. No great and enduring volume can ever be written on the flea, though many there be that have tried it,† stated Herman Melville. As implied, without theme, no novel can be considered â€Å"mighty† or have any depth. Theme is essential in any work of art. Jane Eyre is a novel by Charlotte Brontà « that takes the readerRead MoreTrapped in the Red Room: A Look into the Mind of the Original Mrs. Rochester1399 Words   |  6 Pagestale that is desperately begging to be told. Jean Rhys took up this challenge and presents an alternate perspective of this misguided and misunderstood woman. Through the use of differing points of view told through the eyes of the young Edward Rochester and Antoinette Cosway the enigma of the mysterious woman in the attic comes together like a puzzle. This essay will examine the aspects of theme and narrative mode in both Jane Eyre and the Wide Sargasso Sea as well as analyze th e importance those literaryRead MoreEssay Colonising Within the Marriage in Rhyss Wide Sargasso Sea1153 Words   |  5 PagesMarriage in Rhyss Wide Sargasso Sea      Ã‚   Jean Rhys complex text, Wide Sargasso Sea, came about as an attempt to re-invent an identity for Rochesters mad wife, Bertha Mason, in Jane Eyre, as Rhys felt that Bronte had totally misrepresented Creole women and the West Indies: why should she think Creole women are lunatics and all that? What a shame to make Rochesters wife, Bertha, the awful madwoman, and I immediately thought Id write a story as it might really have been. (Jean Rhys: the West IndianRead MoreComparing Wide Sargasso Sea and Jane Eyre Essay1325 Words   |  6 PagesAuthors, Jean Rhys and Charlotte Bronte constructed their novels in completely different time periods and came from different influences in writing. Jean Rhys’s fiction book, Wide Sargasso Sea is an interesting relation to Jane Eyre. The female character of Jane Eyre forms into a furiously, passionate, independent young woman. The female character of Jean Rhys’s illustration is a character that Jane will know further on as Roches ter’s crazy wife who is bolted in an attic. Jean Rhys further studiesRead MoreFire Causes Mental Illness in Jane Eyre and Wide Sargasso Sea1273 Words   |  6 Pagescompletely destroy the type of character that a child has been molded into. A prime example of a traumatic early childhood experience is a fire, especially when the fire occurs in the childs home. When she was a child, Antoinette Mason of Jean Rhys Wide Sargasso Sea endured a residential fire at Coulibri. This fire was the chief cause behind the development of Antoinettes mental illness later in life. Everyone knows that the potential exists for a residential fire, but no one thinks it will everRead MoreJane Eyre : A True Love Story1875 Words   |  8 PagesJean Rhys and Charlotte Bronte agitated their pieces of work during different times and come from two different backgrounds. Although these things set these two women apart, their use of symbolism can be closely compared to one another. Wide Sargasso Sea, the prelude to Jane Eyre, paints a picture of how accounts and understandings differ from each novel, creating a sense of characters pasts being unavoidable. The Wide Sargasso Sea is an imaginative and innovative rejoinder to Charlotte Bronte’sRead More Contrasting Gender Differences in in Medea versus Wide Sargasso Sea1722 Words   |  7 PagesGender Differences in in Medea versus Wide Sargasso Sea Stereotypical attributes traditionally associated with women, such as having a propensity to madness, or being irrational, frivolous, dependent, decorative, subordinate, scheming, manipulative, weak, jealous, gossiping, vulnerable and deceitful were common in the times relevant to both works, i.e. Ancient Greece and in the 19th and early 20th Century. Masculine attributes in Euripides time were more along the lines of being valiant, heroicRead MoreFire in Hean Rhy ´s Wide Sargasso Sea Essay2032 Words   |  9 Pagesresource for humans. Physiologically fire can provide protection, hope, and direction. (thesis) In Jean Rhys’s novel Wide Sargasso Sea fire is the symbol used to represent the motif of trauma. This motif of trauma connects to Rhys’ theme that unless people who suffer trauma eventually learn to cope with it, it will build psychologically and will eventually be released harmfully. The novel Wide Sargasso Sea commences with tension between the recently emancipated slaves in Jamaica and a wealthy familyRead MoreThe Caribbean History1095 Words   |  4 PagesWalcott and Jean Rhys both have texts that use the fragments of the Caribbean history to create their texts. Walcott has mentioned in many essays and interviews how important it is for the artist to not become disillusioned and bitter about history. Rather, artists should make use of these fragments of European, African, and native Arawak/Amerindian, to reinvent and create a voice that entails all of those influences. Walcott redefines and reinvents the literary epic in Omeros and Rhys challenges

Leading professional development Free Essays

string(32) " whatever means is appropriate\." Analyze the extent to which the approach relates to an organizational context known to you. The abstract I have selected for review and analysis, with most relevance to my own professional development and therefore is of most interest to me is that of Lyndon king : can a single, short continuing professional development workshop cause change in the classroom ? This article refocuses attention on the classroom, specifically on the importance of teacher Professional development in enhancing and changing teachers’ knowledge and skills in ways that lead to improvement in student performance. It is based on research carried out for SEES study into how far is short continuing professional development is effective? The demonstrated success of the SEES model of short, single workshops in bringing about lasting change in practice is noteworthy, given the emphasis in the literature that CAP can only be effective if it is sustained ; is delivered by a well-trained provider, within a well-structured workshop that provides opportunities for exploration, practice and peer feedback. We will write a custom essay sample on Leading professional development or any similar topic only for you Order Now Providing a factual framework discussed by many educational researchers, Lyndon and king summarize the context, content, and process of effective and high-quality teacher professional development. Years ago, I have participated with many short and long PDP workshop at 2 schools in which I was a teacher . And to be objective few workshop gave me opportunities to acquire and practice new skills over relatively extended eroded of time, and it provided an ideal environment for interaction with other colleagues . While many other workshop stopped short of producing their intended results; they pointed out problems with traditional teaching but offered little help in changing what happens in the classroom and provided no opportunities for us to practice what we learnt. So the problem was not the lack of professional development activities or whether they are short or long ,to the contrary professional development for teachers has been included in every major initiative designed to improve student performance. The problem is that the quality of those programs has been inconsistent. Nevertheless, many like Joanne- in the group tutor – would agree with Errata’s typology session 10 that the scope of professional development is wider that simply the measurements of results, outcomes and standards, and therefore suggests CAP which is encompassing of other dimensions should be considered Anyone,2013). On the other hands Stephanie had to admit that there was in most of the attended CAP a great deal of scope for personal development, team working, developing greater awareness/understanding and developing problem solving skills. However in order for the school to Justify the resources it is expending, he sees that there must be at least some organizational benefits too (Stephanie, 2013) I agree with Lyndon king that Professional development can succeed only in settings, or contexts, that support it . And this support must come from administrators. Drawing on the case studied in this article (short workshop for science department in many schools designed by the earth science education unit) it shows that one of the finding outcomes of professional development initiative is depended ultimately on the factor whether its administrators consider it important. For this reason, buy-in on the part of administrators (whether state directors, superintendents, or principals) is critical to success (McLaughlin Marsh, 1978). Leaders can approach decisions about professional development with intellectual rigor and discipline or give them a cursory treatment as an afterthought to more pressing matters. Likewise, their decisions may be implemented with attention to quality and serious reflection on their impact or haphazardly executed with a sense of discharging an unpleasant responsibility. Those are the choices leaders face each time they meet to plan professional development. Harebell,2003) I believe that Short or long workshop is â€Å"not an event, it is a process â€Å"(Harebell, 2003). By â€Å"process† I mean â€Å"the innovation† in the sense of having an adequate theory base; introducing methods for which there is evidence of effectiveness; being supported with appropriate high quality materials. And that the PDP program sometimes needs to be of sufficient length and intensity ;uses methods which reflect the teaching methods being introduced; includes provision for in school coachi ng (Dade ,2004). By the â€Å"process † I mean that the teachers should work in group to share experiences; communicate effectively amongst themselves about the innovation; should be given an opportunity to develop a sense of ownership in the innovation and be supported in questioning their beliefs about teaching and learning and giving them opportunity for practice and reflection( Dade,2004). By â€Å"process† I mean the knowledge or awareness, changes in attitude, development of skill, and transfer of training and ‘executive control which are needed to maximize the chances of CAP leading to change in the classroom Joyce and Showers, 1988) In y point of view , CAP is an opportunity to learn new strategies for teaching to rigorous standards ,and it is not a matter whether the CAP is long or short ,as long as it has this four criteria : a clear focus on learning and learners, an emphasis on individual and organizational change, small changes guided by a ‘grand vision’, and ongoing professional development that is procedurally embedded ( Gushes ,2000) in addition to Andy different factors and principles listed before agree with Lyndon that all these elements need to be present if it is to have impact in the lassoer for the benefit of every student. Art 2 Critically analyses an approach to leading professional development you have identified in your work on Theme 3, using at least two ideas selected from the list below. Professional identity and values Professional learning communities/networks Informal learning Mentoring/coaching Developing capacity Whole team/organizational development Forms of professional development Professional development for individuals Power and culture in organizations Professional development contexts Leading PDP is of great importance in the life of schools, it contributes directly and indirectly to professional and personal development for staff and to the improvement in teaching and learning. Harris reminds us that ‘managing human knowledge is a critical dimension of organizational survival’ (Harris, 2001). So it is important that the leader of professional development enables knowledge development by whatever means is appropriate. You read "Leading professional development" in category "Papers" Professional development is a complex endeavor. Understanding its elements, mastering its implementation and considering its impacts involve continual reflection and analysis. Although it is possible to identify elements and factors that affect professional development is important to hold on to the issue of their interrelationship in terms of development. Many researchers suggest links to individual and organizational issues and influences for the leader of professional development. These include: individual professional identities and values organizational vision, culture and targets the means, availability and accessibility of professional development the role of communities of practice and networking both formal and informal means of development the influence of the nature and context of organizations the influence of peers, mentors and coaches professional teaching and training expectations While these themes can all contribute to professional development leadership, they do so in different ways. In this part I will analyze how organization’s context, power and culture contribute to PDP A considerable literature has emerged in recent years concerning the relationship between organizations and learning. Many questions have arisen about how organizational arrangements enhance or inhibit the ability of their members (whether viewed individually or as groups) to learn? And to what degree are individuals’ learning experiences determined by the ways in which opportunities are structured? Examining the role of organization context may enhance our understanding about these questions. The complexity of the educational professional development context lies in the scope of cultural understandings, factors and influences, which all play a part (Theme 3 section 10). The key is the extent that organization can conduce to the changes that the professional development is designed to bring about. Before change can take place there must be a shared sense of need for change-?the more strongly and widely felt the better. Lack of organization support and change can sabotage any professional placement effort, even when all the individual aspects of professional development are done right. And where staff development opportunities are poorly conceptualized, insensitive to the concerns of individual participants and make little effort to relate learning experiences to workplace conditions, they make little impact upon teachers or their pupils (Day, 1999) In addition the decisions taken about the structure and functioning of the organization, and the design of work within it, are of fundamental importance in influencing the extent to which individuals can participate in the process of learning (Gaston, 2004). We have to focus on the conditions that organization creates for its members to engage effectively with learning. As Billet states:† Workplace readiness was central to the quality of learning experiences. Readiness is more than the preparedness for guided learning to proceed. It also includes the norms and work practices that constitute the invitational qualities for individuals to participate in and learn through work. Such factors may influence individual le arning in a number of ways. They may provide access to knowledge or information; they may facilitate participation in activities with learning attention; they may provide support and guidance to help make learning effective; and they may reward learning activities and outcomes â€Å"(Billet, 2001) On the other hand, a full analysis of leading professional development requires an investigation of power . The inclusion of an analysis of power within educational change is vital because power legitimates and drives change. A post structural views of power rests of three core principles (l)power is not restricted to a dominate few but circulates within school affecting all its members;(2)power relies on language and discourse to instruct its truths;(3)individuals perceive who they are via discourses of truth (Halyards and Leonard,2001). So what is important is the strong relationship between structure and agency in the workplace . And this can provide learning opportunity through : Involving participation in communities of practice, especially opening up opportunities for learning through moving beyond a tightly situated and context bound approach to participation Involving work organization and Job design, especially the creation of environments which allow for substantial horizontal cross- boundary activity, dialogue and problem-solving. Emphasizing the importance of access to knowledge-based qualifications and off-the-Job learning. ( Fuller and Union , 2004) there is an increasing recognition of the importance of culture in designing leadership developments programs (study guide ,IPPP) Good seeds grow in strong cultures . Understanding the school’s culture ,therefore, is an essential prerequisite for any internal and external change agent. Organizations should open up space for generating shared meaning, reconstituting power relations to broaden access to knowledge and provide cultural tools to mediate learning. The basic essence of organization ‘s culture is the deeper level of basic assumptions and beliefs that are shared by members of an organization , that operate unconsciously ,and that define in a basic taken for granted fashion an organization’s view of itself and its environment (Sheen . 1985) Stool and finks see Cultural norms _ such as :shared goals ;responsibility for success; collegiality; continuous improvement; lifelong learning ;support ;mutual respect ;risk taking; openness celebration and humor -are the unspoken rules for what is regarded as customary or acceptable behavior and action with shape reaction in the school( Stool,1999) . These norms shape reactions to imposed improvement. It is therefore, important for those working in schools to understand their norms because the acceptance of improvement projects by a school depends on the fit between the norms embedded in the changes and those within the school’s own culture (Carson,1996). To be effective these cultures norms need to be reflected in strategies that enabled their underlying values to be translated into genuine engagement of all staff. The norm collegiality most likely seen to lead to improvement. Example of collegiality includes team teaching, mentoring, action research, peer coaching, planning and mutual observation and feedback. These derive their strength from the creation of greater interdependence, collective commitment, shared responsibility, and perhaps most important, greater readiness to participate in the difficult business of review and critique (Fallen and Harvests 1991). This culture will allow teachers to focus upon their own learning, career and promotion ambitions and to consider new responsibilities within their own school context. The assumption is that this will lead to an improved and enhanced sense of professionalism for teachers, plus an increased motivation to stay within the profession. With the additional benefits that come with familiarity of context. A supportive, blame-free environment that encourages and facilitates professional dialogue, and provides opportunities to extend and experiment with new practice can further the benefits of peer collaboration and support (Errata, 2001). To sum up, contexts and cultures may not Just provide or close down opportunity; it may also influence the ability and willingness of individuals† to exercise personal agency in pursuit of developmental goals† (Billet, 2001). As Stool said real improvement cannot come from anywhere other than within schools themselves and within is a complex web of values and beliefs, norms, social and power relationships and emotions . Changing schools is not Just about changing curricula ,teaching and learning strategies ,assessment structures and roles and responsibilities . It requires an understanding of and respect for the different meaning and interpretations people bring to educational initiatives ,and the nurturing of the garden within which new ideas can bloom( Stool. 1999) part 3 : Evaluate the effectiveness or potential for effectiveness of leading professional development in an organization or team known to you. In your evaluation you will need to define the sense(s) in which you are defining effectiveness. You may consider changes in: the development of individuals organizational capacity and capability Capability and changes in student and/or staff learning and links to goals or targets. Finally make recommendations for developments drawing on your practice, the ideas and the materials from Theme 3 In this part I will examine the effectiveness of leading and implementing curriculum innovation using CIT ,which took place in a Lebanese primary school. My definition of the term† effectiveness â€Å"is when an appropriate professional development provision is successfully matched to particular professional needs. The curriculum implementation required the use of high levels of skill in all of the key areas of leadership including strategy development and implementation, human resource management, teaching and learning, financial management, accountability, and liaison with key stakeholders and the community. Effectively led curriculum innovation, in our school, did improve standards of achievement and increase dents’ enjoyment and engagement in learning which the focus of all the staffs efforts was. After the long term assessment of CIT use in the classroom, as a teacher I can confirmed that this professional development had deepened our teachers’ knowledge of the subjects being taught; sharpened teaching skills in the classroom; kept up with developments in the individual fields, and in education generally; generated and contributed new knowledge to the profession; Increased the ability to monitor students’ work, in order to provide constructive feedback to students and appropriately redirect teaching. From (The National Commission on Mathematics and Science Teaching for the 21st Century, 2000) In addition the sense of community, and the â€Å"supportive coaching†, and the follow up that was provided by the school leaders,-especially during the early phases of implementation when most problems is usually encountered- helped me and my colleagues† to develop and maintain a sense of efficacy regarding new teaching strategies† (Showers, Joyce, Benn ett, 1987). It was the collaborative and sustained and a blame free environment that encouraged us with opportunities for discussion and exploration with colleagues, ND provided opportunities to extend and experiment with new practice. Monitoring and assessments were important steps were taken to track progress across thematic as well as subject- based curricula. In Such a way we were able to identify failing and vulnerable children, as well as giving leaders and teachers a detailed understanding of what they need to do at the end of each Key Stage in order ensure progress. In addition, the well-developed assessment systems provided accessible and user- friendly data to help teachers advance within-year progress . III these elements laded a key roles in the effectiveness of leading curriculum innovation. Recommendations: I agree with Levine that CAP should no longer be comprised solely of short courses; teachers need opportunities to reflect, engage in professional dialogue, work with pupils, and engage in peer observation, coaching and feedback (Levine, 1999) And I agree with Sparks and Hirsch, who recommend the following national professional development model for teachers: ; Create learning schools in which all staff is involved in â€Å"sustained, rigorous study of what they teach and how they teach it. Provide time for teacher professional development equaling 25 percent of time during each day for teachers to work together and to collaboratively plan lessons and share information. Base professional development on the collaboration model-?teachers learning from each other. How to cite Leading professional development, Papers

Harmonization of Accounting Standards

Question: Discuss about the Harmonization of Accounting Standards. Answer: Introduction: Significance of harmonization of different accounting standards is towards serving the global stakeholders of the business organizations as the direct result of global economy. The main rationale is lying on the concept of standardized accounting policy amongst the nations(Haldma, 2003). The significance is categorically divided into following features: To facilitate the transactions internationally with minimization of costs of exchange with provision of true and fair facts of accounting information. To ensure standardization of accounting information for the global economic policy makers(Das Pramanik, 2009). To improve information of global financial markets To ensure improvement of accountability of government. To help providing a global level playing field To make a standard platform for the accounting professionals globally in the forms of auditors and regulators in respect of the standardized form of accounting information to ensure standardized form for evaluation process. In case of absence of free trade, international accounting standards will fix tariff, quotas and other trade restraint instruments of the nations to make the system more perfect with involvement of lesser risk for the players engaged in trade. Ability of Stakeholders in the forms of managers and investors for making right decisions(Unc, 2013). Efficiency level of global resource management will be enhanced with right allocation. Present expansion of global capital markets with availability of global communication demands of providing useful information with comparison within the international borders.(Rivera,1989) With the above changed global scenario, the significance of harmonization of accounting standards are getting more importance day-by-day. The European Union Countries, a major stakeholder of international trades are more conscious about the importance of this convergence. Lately Australia and New Zealand is also realizing the emphasis and implementing Australian Accounting Standard which is in the process of convergence with International Accounting Standards with the implementation o0f International Financial Reporting Standards of IFRS as the common the platform to ensure treatment of different accounting information for the finalization of accounting report(Gulin et al., 2003). Promoter of harmonization of accounting with reason: The main promoters of harmonization of accounting are European Union members, with USA, Australia and Canada. The main reason for harmonization of accounting is lying on the fixation of common platform on which the international standard of accounting can be established. Emphasis is being given on the foundation of standardized format of accounting application with relation to different issues in which different countries are adopting different system of accounting which defies the common purpose of standardization of accounting. With the newly emerged concept of global economy, the stakeholders of the business organizations are spread over globally. The practice of common accounting standard will help them to understand the accounting information depicted through financial reporting. The role of IFRS is self explanatory regarding the reporting of financial information as endorsed by the four giants of audit practices globally in the forms of Deloitte, KPMG, Ernst and Young and PWC(F ossung, 2010). Challenges of harmonization of accounting: Although it is theoretically acclaimed globally that the harmonization of accounting standards are necessary for the global economy, there are barriers or challenges to implement the same. The basic challenges are: Reluctant attitude- It is observed that US is not willing to accept the systems sponsored by International Accounting Standard Committee or IASC. As US is considered as the biggest market, it is really tough for international business houses to run their business without the acceptance of IASC. Being considered as the Big Brother of G4, the activities of IASC is restricted as a mere spectator in G$ meeting without the power of voting. Environmental difference- In case of application of harmonized accounting standards- legal, social, economic and cultural environments are playing major role which are main causes of diversity in the practiced accounting standards globally amongst the nations. Quality of Financial reporting It is depending upon the culture of accounting standards applied in the countries. Proper regulation with other support can ensure proper implementation of accounting standards and harmonization can only be possible if the countries are ready to accept the changes on accounting practice as per IASC. Rules vs. Principles- Conceptual difference of application of accounting standards raise doubt for the countries. International Accounting Standard Board is based on principle based guideline. There are countries which are more prone to rules and the concp0tual conflict is raised between rules and principles so far application of accounting standard is concerned. Main problem in this aspect is application of IFRS as a strong instrument of harmonization which cannot be acceptable for the countries that are habituated in rule based accounting system(Shil et al., 2016). References: Das, B. Pramanik, A.K., 2009. Harmonization of Accounting Standards through Internationalization ; https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.659.4546rep=rep1type=pdf. International Business Research, 2(2), pp.194-202. Available at: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.659.4546rep=rep1type=pdf. Fossung, M.F., 2010. Harmonisation of accounting standards: disclosure policies and practices of european commercial banks. [Online] Available at: https://www.memoireonline.com/10/09/2775/m_Harmonisation-of-accounting-standards-disclosure-policies-and-practices-of-european-commercial-bank6.html [Accessed 29 December 2016]. Gulin, D., Ferdo, S., Vai?ek, V. Lajo, Ã… ½., 2003. History of accounting regulation in the Europe and its effects on theaccounting regulation in Crotia. [Online] Available at: https://www.crefige.dauphine.fr/recherche/histo_compta/gulin.pdf [Accessed 29 December 2016]. Haldma, T., 2003. Harmonization of Estonian accounting system with the European framework. [Online] Available at: https://www.mattimar.ee/publikatsioonid/majanduspoliitika/2003/2003/6_Ettevotluspol/49_Haldma.pdf [Accessed 29 December 2016]. Shil, N., Das, B. Pramanik, A.K., 2016. Harmonization of Accounting Standards through Internationalization. [Online] Available at: https://www.researchgate.net/publication/42385908_Harmonization_of_Accounting_Standards_through_Internationalization [Accessed 29 December 2016]. Unc, 2013. The EU and the Global Convergence in Accounting Standards. [Online] Available at: https://europe.unc.edu/wp-content/uploads/2013/08/Brief0709-accounting-standards.pdf [Accessed 29 December 2016].