Culture in North East India

Culture in North East India Historians maintain that the boundaries of ancient India roughly coincide with those of the present day South Asian Association for Regional Cooperation (SAARC). There are some who believe that except for the period under the British rule, India has never been a nation state. Other historians disagree and maintain that India has always been a cultural and economic entity and the North East has always been an integral part of India. There is also a school of thought which maintains that the population of North Eastern India has greater affinity with the people of South East Asia than with those from the rest of India. The political and cultural isolation of the Seven Sisters has spawned these observations. Perhaps, it is because of such divergent views and the prevailing situation that it is not very uncommon to hear the Indian leaders emphasising the importance of early integration of the people of the North East into the national mainstream.   The North East is a magnificent tragic tapestry of people, events nature. You can be touched by its rivers, rain mist, overwhelmed by the seeming gentleness of its people stirred by its powerful evocative history. There are not less than 220 ethnic tribes in the eight states comprising the region with a population of about forty million people. There are communities with kin in the neighbouring countries. There are sensitive and complex problems that have defied solution for as long as independent India has existed. The population is about three percent of the national figure. Its people are an anthropologists delight an administrators nightmare. A settlement in a district that satisfies one group will alienate a handful of communities in another part of the same district, not to speak of the state. There are special laws, constitutional provisions such as the Sixth Schedule Article 371A which seek to protect the traditions, land rights of various hill communities. North Eastern India has been facing increasing challenges as it copes with pressures emanating from its ethnic diversity. The rising challenges of ethno-nationalism and erosion of the state authority pose an increasing threat to the national security. The present socio political scene in the North East thus underlines disturbing trends. According to an estimate, there are more than 40 insurgent groups operating in the region. Absence of credible conflict management mechanisms is evident from the situation which is deteriorating by the day. Widespread poverty and unemployment, increasing economic disparities as compared with the rest of the country and those within the region and growing corruption in public life are further adding fuel to the fire. Increasing mobilisation for economic and political space by more and more socio-economic groups is causing turbulence in an environment of limited resources and constrained capabilities of redistribution of wealth. Thus, the fear of identi ty is further compounded by a social security factor, which essentially boils down to protecting the land from outsiders and in some cases within the region from other ethnic groups. Social, Cultural Educational Background Of People Of The North Eastern States Assam The people of Assam inhabit a multi-ethnic, multi-linguistic and multi-religious society. They speak languages that belong to three main language groups: Indo-Aryan, Austro-Asiatic, and Tibeto-Burman. The large number of ethnic and linguistic groups, the population composition and the peopling process in the state has led to it being called an India in miniature. Ethnic Groups. Tai-Ahoms were historically the dominant group of Assam and were the ethnic group associated with the term Assamese. More recently, the Assamese language speaking ethnic group has been associated with the term Assamese. Bengalis are another major group of Assam and are a majority in the Barak Valley. Bengalis are often stereotyped by many ethnic Assamese as Bangladeshi illegal immigrants, especially if they are Muslim. Bodos are the dominant group in Bodoland. They mostly speak the Tibeto-Burman Bodo language and live in Bodoland. Culture Of Assam. The culture of Assam is traditionally a hybrid one, developed due to cultural assimilation of different ethno-cultural groups under various politico-economic systems in different periods of pre-history and history. With a strong base of tradition and history, the modern Assamese culture is greatly influenced by various events those took place in the British Assam and in the Post-British Era. The language was standardised by the American Missionaries with the form available in the Sibsagar District (the nerve centre of the Ahom politico-economic system). A renewed Sanskritisation was increasingly adopted for developing Assamese language and grammar. A new wave of Western and northern Indian influence was apparent in the performing arts and literature. Assamese culture in its true sense today is a cultural system composed of different sub-systems. It is more interesting to note that even many of the source-cultures of Assamese culture are still surviving either as sub -systems or as sister entities. In broader sense, therefore, the Assamese cultural system incorporates its source-cultures such as Bodo (Boro) or Khasi or Mishing (Micing) but individual development of these sub-systems are today becoming important. However, it is also important to keep the broader system closer to its roots. Some of the common cultural traits available across these systems are:- (a) Respect towards areca-nut and betel leaves. (b) Respect towards particular symbolic cloth types such as Gamosa, Arnai. (c) Respect towards traditional silk and cotton garments. (d) Respect towards forefathers and elderly. (e) Great hospitality. (f) Bamboo culture. Status of Women in Assam. (a) In Assam, the status of women is high in comparison to the women of some other States of India. (b) There is greater gender equality in Assam. The society doesnt suffer from practices like dowry, child-marriage and bride-burning. This could be due to the fact that the Assamese society evolved partially from a tribal background and has thus retained some of the original value system of equity. (c) In the field of education, women in Assam are in a better position than the all-India average. As per 2001 census the literacy rate for Assam is 64.28 per cent as against 65.38 per cent for India. While male literacy is 71.93 per cent (India-75.85 per cent), female literacy stands at 56.03 per cent (India-54.60 per cent). (d) Female work participation is another indicator of womens status in the society. Assam has a largely rural agrarian economy, which is characterized by high rate of work participation of women. Though Female Work Participation Rates (FWPR) are high, as it is subsistence farming, women do not benefit economically, though they share a disproportionate share of the work burden. Nagaland Nagaland is almost entirely inhabited by the Naga tribes except some Kukis, Kacharis, Garos, Mikris, Benglas, and Assamese etc. in the plains sector. Originally, the Nagas were not known by the names of the tribes as they are known now, but by the name of a group of villages. Gradually they have settled down to the tribe names as are found now, but still then the process of amalgamation or separation is still going on. According to the census report, there are 16 Naga tribes and four non-Naga tribes inhabiting Nagaland. Society. The people are simple, straight-forward, hard-working and honest people with a high standard of integrity. They possess a strong sense of self respect and rarely submitted to anyone who roughshod over them. A hallmark of their character was their hospitality and cheerfulness. The Naga tribals have an egalitarian society, and the village is a closely knit unit consisting of households of different clans. The Village. They traditionally live in villages. The village is a well-defined entity with distinct land demarcation from neighboring villages. Each has a dialect of its own and as such there is a strong sense of social solidarity within it. The people in it are held together by social, economic, political and ritual ties. The villages have their own identity but not in isolation as there are interdependent relationships with neighboring villages. The impact of modernization is slowly but steadily eroding the centrality of villages as a social unit as large commercial towns are rapidly coming up in every region of the Naga hills. This is bringing about drastic changes in the values, lifestyles and social setup of the people. The Family. The family was the basic unit of the Naga society. Marriages were usually monogamous and fidelity to the spouse was considered a high virtue. Marriage within the same clan is not permitted and it amounts to incest. Incestuous couples used to be ostracized from the villages. The family was the most important institution of social education and social control. There used to be a deep respect for parents and elders. Material inheritance, such as land and cattle, is passed on to the male offspring with the eldest son receiving the largest share. Status Of Women. In the classless, caste-less Naga society, women have traditionally enjoyed a high social position, with a pivotal role in both family and community affairs. However, being a patriarchal society with strong warrior tradition, it is considered an honor to be born as a man. The traditional culture and customs expect a Naga woman to be obedient and humble; also expect her to perform the roles of wife, mother, child bearer, food producer and household manager. She also supplements the household income by weaving colorful shawls, an activity which is done exclusively by women. Women are highly respected and given a great deal of freedom, however, they are traditionally not included in the decision-making process of the clan or the village. Social and Cultural Heritage. The cultural traditions of the Nagas include features which are common to all the tribes like head hunting, common sleeping house for unmarried men which are taboo to women, a sort of trial marriage, or great freedom of intercourse between the sexes before marriage, disposal of dead on raised platforms, the simple loom for weaving cloth etc. Life in Nagaland is replete with festivals throughout the year as all the tribes have their own festivals, which they greatly cherish. They regard their festivals sacrosanct and participation in them is compulsory. Most of these festivals revolve round agriculture, which is still the mainstay of the Naga society. Over 85% population of Nagaland is directly dependent on agriculture. Transformation And Challenges.  The Naga society is undergoing tremendous transformation. The spread of Christianity, the growth of education and developmental programs undertaken by the government have all unleashed forces which are churning up the tribal society and rapidly changing its complexion and character. The modern set up of detached nuclear families is fast catching up with the people as they have greater intercourse with the modern world. This is leading to the erosion of the role of the clan and the village as agents of social control. Manipur Manipur is a place where different waves of races and culture met through the ages, which ultimately mingled together. The main population of the people is of Manipuries known as Meities. The Meitei speak Manipuri language, which is in Kuki chin group. They are divided into seven endogamous groups locally known as Salai. The general characteristics of the Meiteis are of Mongoloid type small eyes, fair complexion, rudimentary beards etc. generally they are thin built with well-developed limbs. The men among them do not exceed 57 in height and women on an average about 4 shorter than their counterparts. Society. The society is patrilineal though the women bear the major yoke of labour. Women share the responsibilities of earning and are not confined only to household duties. The household is a true social unit ant the head of the family has to perform certain religious duties. Their families consist of man, his wife and unmarried children. They practice both types of marriage by engagement and elopement. Though monogamy is the usual rule, there being more women than men, the practice of polygamy is also not uncommon. Meitei women have always enjoyed high economic and social status in Manipur, and today they work in nearly every social and economic sphere of society. In particular, they control traditional retail, including the Meitei markets and the trade in vegetables and traditional clothing. The Meitei people are well-known for their sporting prowess, hockey and polo are traditional and the Meitei form of martial art, thang ta, has recently been recognised as one of the official forms of international martial arts. Culture. Agriculture is the main stay of the people. About 88% of the total working population in the hills and about 60% of the working population in the valley depend entirely on the agriculture and allied pursuits like animal husbandry, fisheries and forestry. The people of Manipur have inherent love of performing art with lyrical beauty and rhythm. Their rich culture and tradition are also reflected in their handloom, tasteful clothes and in finer workmanship of handicrafts. Weaving among them is a traditional art of women and finds an easy market. They are deeply sensitive and their unique pattern of life with inherent love of arts is reflected in their dance and music. Their dances, whether folk or classical or modern, are devotional in nature.   Tripura The Tripuri people are the original inhabitants of the Kingdom of Tripura in North-East India and Bangladesh. The Tripuri people through the Royal family of the Debbarmas ruled the Kingdom of Tripura for more than 2000 years till the kingdom joined the Indian Union in 1949. The Tripuris live on the slopes of hills in a group of five to fifty families. Society Culture. The indigenous Tripuri people comprise various hill tribal communities who migrated to this land in successive waves in the ancient past. Each community had its own elementary social and administrative organization starting from the village level and up to the chieftainship of the whole tribe. The tribes enjoy their traditional freedom based on the concept of self-determination. The Tripuri people have a rich historical, social and cultural heritage which is totally distinct from that of the mainland Indians, their distinctive culture as reflected in their dance, music, festivals, management of community affairs, dress and food habit has a strong base. Mizoram Historians believe that the Mizos are a part of the great wave of the Mongolian race spilling over the eastern and southern India centuries ago. Mizo comprises of 5 major tribes and 11 minor tribes known under the common name Awzia. Mizos are of Mongoloid origin, speaking a dialect of Tibeto- Burman origin. The Mizos came under the influence of the British missionaries in the 19th century and today the majority of the Mizos are Christians by faith. The literacy rate is the second highest in the country. The people are mostly non- vegetarian and their staple food is rice. The Mizos are a close- knit society with no class distinction and discrimination on grounds of sex, status or religion. They are hospitable, sociable and love music, singing and dancing. Mizos are agriculturists all their activities revolve around this cultivation and their festivals are connected with such agricultural operations. Society And Cultural. A gregarious and close- knit society, they evolved some principles of self-help and co- operation to meet social obligations and responsibilities. Constructive social works were executed through voluntary community works. Every family was expected to contribute labour for the welfare of the community. The Mizos are a distinct community and the social unit was the village. Around it revolved the life of the Mizo. The Mizos have been enchanted to their new- found faith of Christianity with so much dedication and submission that their social life and thought- process have been altogether transformed and guided by the Christian church organisations directly or in directly and their sense of values has also undergone drastic change. No class distinction and no discrimination on grounds of sex are not seen in Mizo society. 90% of them are cultivators and the village exists like a big family. Birth of a child, marriage in the village and death of a person in the villag e or a community feast arranged by a member of the village are important occasions in which the whole village is involved. Arunachal Pradesh There are 26 major tribes and a number of sub tribes living in the state. Most of these communities are ethically similar having derived from an original common stock but their geographical isolation from each other has brought amongst them certain distinctive characteristics in language, dress and customs. Society and Culture. The whole population of Arunachal can be divided into three cultural groups on the basis of their socio- politico religious affinities.For about 35% of the population of Arunachal Pradesh, agriculture is the main occupation. Festivals are an essential part of the socio- cultural life of the people. The festivals are usually connected with agriculture and are associated with ritualistic gaiety either to thank God or to pray for bumper harvest. Summary Of Characteristics Of People Of The NE States Having seen the characteristics of the social, cultural other factors pertaining to the people of insurgency effected North Eastern states, it is imperative that the peculiarities be summarized. It is difficult to profile such a vast diverse anthropology, however for the ease of the study, certain basic similarities could be clubbed together a basic framework of behavioural attitudinal pattern could be listed as under :- (a) People have a strong affinity to their race, ethnicity have strong inclination for preservation of the same. (b) In the rural areas, where people reside in their particular ethnic group, there are stringent rules, customs traditions to be followed flouting them is taken very seriously. (c) As the people belong to the lesser developed part of the country, their basic culture beliefs are intact there is less proliferation of modernity in their values. (d) They have strong values regarding respect to the elders, women and could go to great extent to preserve their honour. (e) They are basically agrarian community, hardworking, innocent socially active within their own community. (f) They have rich cultural heritage bonds which gives them a sense of exclusivity belongingness. (g) The various societies are religious and secular. (h) The division of societies is not based on caste system. It is based on ethnicity, in a particular tribe, everybody is treated as equal. (j) Women have a pivotal important role to play in their communities. Few of the societies are male dominated but most of them have equal status for women in the respective society. (k) Education awareness is on an increase over a period of times have reached even the remote areas. (l) The languages / dialects spoken are specific to a tribe it does not have any semblance with most of the languages of rest of the country.

Learning environment in primary schools

Virtual Learning Environments or VLEs are the new-age educational direction engineerings that support interactions between scholars and instructors. Virtual acquisition environments besides focus on using assorted resources like on-line systems and practical tools to heighten the acquisition experience. The learning result and experience realized by deploying such a system depends on how good instructors use the system in the schoolroom. The important determination to utilize VLEs in primary schools provides countless benefits to and arouse a figure of critical academic direction issues. The end of this paper is to measure how constructs of VLEs have affected acquisition in primary schools, particularly in relation to the present instruction patterns and deployment of online and practical instruction engineerings. In add-on, this paper besides provides how pedagogical acquisition values can impact the acquisition environment, particularly when schools use VLEs to circulate informatio n through modern communicating systems. Introduction The action to implement a practical acquisition environment ( VLE ) in a primary school provides a figure of advantages. It besides raises many pertinent issues for the school direction. In fact, school direction should take this issue really lightly ( Gill & A ; Shaw 2004 ) . VLEs are the new-age acquisition systems that provide a figure of practical benefits to schools. It ‘s, anytime and anyplace entree, ability to heighten motivational degrees in pupils, capableness to ease independent acquisition, enhanced use of modern information and communicating engineering ( ICT ) tools and active engagement of both instructors and pupils, are some of the most important benefits ( Becta 2004 ) . Many school direction boards perceive a VLE plan as â€Å" facilitators of alterations in instruction and teaching method towards more learner centered attacks, heightening interactivity in larning [ and ] assisting constructional cognition edifice † ( Land & A ; Hannafin 2000, Pentland 2003 ) . However, there is a lingering confusion over the use of footings that highlight online larning system ( Gill & A ; Shaw 2004 ) . The most widely accepted definition for VLEs as defined by JISC ( 2003 ) is really simple: â€Å" A VLE is an electronic system that can supply on-line interactions of assorted sorts that can take topographic point between scholars and coachs, including online acquisition † ( JISC, 2003 ) . Some other definitions are broader and brushing in nature. European Schoonet uses a broader definition for VLE: â€Å" Any solutions that propose a coherent set of services with pedagogical purposes, back uping acquisition and instruction activities † ( EUN 2003, Annex VI, p81 ) . Commercial VLE developers use an wholly different definition while schools use the term acquisition platforms. The history and development of VLE is rather recent. With the promotion in computing machine and communicating engineering, policymakers from different schools started utilizing on or the other VLEs to supplement their primary educational attempts. Although the use of VLEs is really recent, one can follow the history of VLE back to the former yearss of educational calculating those used technically lacking systems ( Winn 2002 p332-335, Ganesan et al 2002, p94-95 ) . If at all, some schools used this engineering, it was most likely motivated by technological developments instead than the most urgent instruction demands ( Esienstadt & A ; Vincent 2000, Porter 2003, Gill & A ; Shaw 2004 ) . There is a ferocious argument on the efficaciousness of presenting VLEs in a primary school educational scene. Right now, there are light studies of primary schools utilizing a full-pledged VLE to heighten the quality of instruction. Becta ( 2003 ) studies that, â€Å" a to the full incorporate VLE [ may ] non be appropriate for a primary school at this phase in VLE development † ( p35 ) . On the other manus, Gill and Shaw ( 2004 ) perceives that â€Å" most of the primary schools depend â€Å" on external inputs to develop their apprehension, vision and attendant usage of any provided solution † ( p3 ) . However, more Numberss of schools have started to utilize VLEs to intermix primary instruction into the kingdom of modern practical educational constructs ( DfES 2005c ) . Some primary schools around the universe, particularly in the progress states of the West have started utilizing â€Å" establishment degree † information and communicating engineering ( ICT ) to better their instruction and direction aims. This survey provides how VLEs can impact the edification degrees of primary instruction in schools and in what mode primary schools can incorporate many pedagogical practical acquisition values in a seamless mode. This paper besides presents the use of primary practical acquisition techniques that a primary school can utilize to develop its pupils and recognize better larning experience from them. Reappraisal of Literature VLE is basically a network-empowered computing machine package plan where the user takes portion in an highly fake 3D infinite medium ( Dickey, 2005 ) . Harmonizing to Trindade et Al. ( 2002 ) , VLD displays a high grade of submergence and active engagement that finally makes a user as if he or she is an unreal environment. A VLE plan may include several tools like conferencing system, synergistic simulation tools, shred practical whiteboards, asynchronous and synchronal treatment togss ( Britain & A ; Liber, 1999 ) . VLEs offer several advantages over a traditional schoolroom. They are flexible, convenient, supply easy entree to class stuffs and aid pupils retain cognition for a long clip. VLEs besides empower larning that is student-focused, synergistic and self-sufficient ( Harasim et al. 1995 ) . Academicians believe that VLEs could assist pupils with rational lacks in advanced instruction. Pantelidis ( 1993 ) believes that VLEs have the capableness to promote active acquisition and they give users an experience of self-denial over the learning procedure. Both engaged acquisition and VLEs relate with each other. Engaged acquisition is a really old thought. VLEs normally deliberate on active and engaged larning through enquiry. Engagement is an of import construct. In kernel, it is â€Å" the mobilisation of cognitive, affectional and motivational schemes for interpretative minutess with text ‘ ( Bangert-Drowns and Pyke, 2001, p215 ) . An occupied scholar discoveries larning really exciting while the attending degree that he or she exhibits is far better and lengthier. An occupied scholar is besides a scholar by engagement and geographic expedition. The active usage of information and communicating engineering ( ICT ) and its tools could help a pupil become an active and engaged scholar. An ICT based, VLE environment ever involves disputing and existent jobs to work out ( Savery & A ; Duffy, 1995 ) . It besides facilitates different types of interactions like learner-content, learner-learner, and learner-teacher ( Chou, 2003 ) . Collaborative acquisition is possible with the deployment of VLEs. Students can easy work in groups to happen solutions to a common job or act as a squad to happen collaborative solutions. Salmon ( 2003 ) explained how teachers could utilize VLE to assist pupils go capable and academically empowered. A good VLE system can better I ) the pupil ‘s degree of handiness to the acquisition procedure, two ) the schoolroom interaction between the pupils and teachers and three ) their motive towards the acquisition ( Lopez et al. 2007 ) . Using effectual VLEs to incorporate seamless pedagogical values The execution of VLEs in a primary school can be really effectual. To put up a formidable VLE to back up a school course of study, the direction may necessitate to believe of its effectivity that in bend is influenced by three of import factors: cognition direction, students ‘ attack to acquisition, and academic public presentation ( Becta 2003 p32 ) . However, all the three factors show a really close relationship. The basic attack to larning in a primary school is affected by the type and effectivity of cognition direction and its sharing form among different pupils. These factors besides lead to some critical inquiries: First, how does a VLE plan act as an effectual tool for administrating cognition direction in a primary school? Second, can its usage and deployment demonstrate a positive influence on pupil ‘s point of view about his or her academic public presentation? Third, is it possible for a VLE plan to heighten the public presentation of pupil in footings of mensurable academic accomplishment? Although practical acquisition environment is a fast spread outing field of academic research, its usage in primary school is instead really bare. No much literature is available on this specific country. One of the of import concerns that most schools express is how they can guarantee a better bringing for traditional course of study and act as facilitators for brushing pedagogical transmutations on the other. Another pressure concern could be the being of the perceived â€Å" digital divide † as suggested by many writers ( Sallis & A ; Jones 2002, Valentine et al 2005 ) .Some school direction boards may besides experience about the equality of entree to an online course of study ( Becta, 2003 ) . One of the booby traps of utilizing VLEs in a primary schoolroom scene is the being of a â€Å" digital divide † . Many of the pupils who want to take portion in the VLE thrust may non hold a computing machine with an internet connexion. Students from developing states normally face this job. Another important concern could be the deficiency of cognition in runing a computing machine system. However, some pupils may entree the class by deriving internet connexion from topographic points other than their places. However, these concerns may be irrelevant now because the deployment of robust VLEs can vouch a figure of benefits and advantages. They can authorise the school and its pupils with a far greater entree to the course of study by utilizing a specific and confirmed technological invention ( Vincent & A ; Whalley 1998 ) . In add-on, an efficient computer-enabled communicating system can wheedle even the shyest and withdrawn pupils to fall in the plan ( Williams 2002, p266 ) . VLE-blended learning plan Acts of the Apostless as a solid ground tackle. The instructor who handles the plan becomes the ground tackle for his or her pupils. Anchored direction will authorise pupils to research, question, inquiry and analyze the class presented in a practical context. VLEs are really efficient in giving a meta-environment where the system will unite legion on-line resources that could be of huge usage to a pupil ( Sumner & A ; Taylor 1998 ) . Teachers use VLEs as a common platform to plan and make trade name new classs ( Minshull 2004, p25 ) . A instructor who uses a good VLE can presume the function of a â€Å" cognition agent † ( Davenport & A ; Prusak, 2000, p29-30 ) . Decisions Introducing a VLE environment is a direction determination. The most of import inquiry that research workers pose here is, â€Å" what can schools make to put up a VLE acquisition environment and guarantee its complete success and maximal effectivity? † Minshull debates that â€Å" it is aˆÂ ¦ indispensable that the choice of the VLE and the manner it is implemented are in close conformity with the establishment ‘s strategic program † ( 2004, p20 ) . Many writers argue that VLEs in a primary school context is non utile and it may non supply the coveted result. It is true that many schools are happening deployment of VLEs in their school course of study. The most often asked inquiry is whether this system is making a new paradigm in instruction or it is merely seeking to better an already bing version of plan. The European EUN Consortium Study ( Vuorikari, 2003 ) argues about three of import points: There is a sensed roar in VLE ‘s development They are non run intoing the outlooks of the academicians Schools, whoever is utilizing it, deploy it as a traditional tool to circulate new cognition and accomplishments By the way, this study proposes two plausible grounds for the slow-paced development in the deployment of VLE. The first ground is that most instructors are still larning the techniques in which a VLE plant. The 2nd 1 is the system ‘s inability to back up the coveted alteration ( Vuorikari, 2003 ) . VLEs could be extremely successful tools for presenting content in a real-time mode. However, it can work merely when it utilizes its technological characteristics along with the much-needed re-analysis of the instructor ‘s teaching method. At times, instructors and teachers who are involved may hold some troubles. The teacher-level barriers to the successful execution of VLE system could be the deficiency of assurance, clip and preparation ( Guha, 2000 ) . Teacher ‘s evident fright of failure could besides be a large factor in accommodating to the new engineering. A important alteration in the pedagogical pattern to utilize the new engineering may coerce some instructors non to accept the utility of VLE plans because they feel that those plans may non heighten larning procedure. It may be necessary to analyze the bing pedagogical atmosphere in relation to the present manner of instruction, scrutiny and instruction patterns. The type of barriers that exist today towards the effectual usage of VLE systems are segregated into two typical groups: those associating to the teachers and those connected to the establishment direction ( Becta, 2004 ) . Lack of good ICT installations could be another barrier ( Pelgrum, 2001 ) . Inadequate entree to computing machine installations and organisation of computing machine systems into VLE suits could besides be other barriers ( Fabry and Higgs, 1997 ) . Introduction of VLEs into primary school environment is a comparatively new phenomenon. With the coming of new communicating engineerings and tools, the instruction sector will see debut of sophisticated bringing systems that rely entirely on practical acquisition environment doctrines and aims. Barriers, when broken and shattered, will give manner over to the adaptation of VLEs in an drawn-out graduated table. However, instructors and the establishments may necessitate to utilize this system sagely and in a productive mode. Otherwise, they may merely neglect to accomplish the coveted aims. To cite Tony Bates ‘ words, â€Å" Good instruction may get the better of a hapless pick in the usage of engineering, but engineering will ne'er salvage bad instruction ; it normally makes it worse † ( 1995, p.12 ) .

Counseling Children in a Community Setting Essay

This article deals with the effects of loss on children of both a primary and secondary nature. Events such as the death of a parent or friend and the resulting consequences can be difficult for a child to deal with, depending on what stage they are at developmentally. Other losses such as personal possessions, those resulting from abuse or a sudden change in a child’s life can also be difficult (Goldman, 2004). The author also discusses, according to Piaget’s developmental theory, how children deal with loss. Younger children can often have trouble understanding why a loved one died may connect an event to the death that is not even related. Older children are curious as to the events and reasons for the loss, tending to seek answers as to why the death occurred. It is recommended that when speaking to children about death, an age-appropriate explanation should be used. Children need to have information that clearly defines specific type of death that has occurred, such as a murderer or an accident (Goldman, 2004). To help children effectively cope with a sudden loss, Goldman proffers several options that can be productive. Having a team that focuses on supporting the child can be very beneficial to bereavement counseling. This team has members from: the family, school and includes the counselor. The team assesses exactly what losses have occurred to the child and what developmental stage the child is at. Based on this information, the team can set up a plan for supporting the child (2004). Other methods that can be used to help the child include helping the family communicate about the death, support groups, play therapy and focusing on early intervention. The author stresses the importance of having an all-around knowledge of the circumstances and that considering the consequences that the loss will have on a child’s whole life experience (Goldman, 2004). References Goldman, Linda. (2004). Counseling with children within contemporary society. Journal of Mental Health Counseling, Volume 26, no. 2, 168-187.

Physician Assisted Suicide Is The Real Question - 2011 Words

To live or die that is the real question? This is a question many terminally ill patients and their loved ones are facing in the county on a daily basis. Dealing with the pain of a sever cancer or watching a loved one battle discomfort can be unbearable. There are a growing number of people who choose to end their lives using physician assisted suicide. Although PAS has been around for several years, many people have a misinterpretation of what physician assisted suicide or PAS really is. In the early 1980s, Dr Kevorkian was widely known in the media for having assisted terminally ill patients with ending their lives. Dr. Kevorkian, an outspoken supporter of PAS was somewhat of a pioneer in this area however, he was arrested and put†¦show more content†¦(Pickert, Assisted Suicide, 2009). Medical ethics and patient care go hand and hand. As health care providers, it is their duty to see that the patient s needs are met. We are charged to insure comfort and proper recovery. The question here is whether there is a difference for patients who request voluntary euthanasia or assisted suicide. These patients have the same rights to quality care of their bodies as we all do. Although, the United States constitution ensures us the right to life, it doesn t mean that the right to die is taken away. Five states currently allow physician assisted suicide. In each state there has been controversial and contentious debate as to whether states should follow the lead of states that have allowed PAS. Currently, in the great state of California, a woman by the name of Christie White is now suing the state for the right to end her life and ultimately the pain not only from her ailments but also from the promise of death which she believes she has the right to. White, who has been suffering from two types of insidious cancer, known as lymphoma and leukemia are slowly but surely killing her. She believes that the state should grant her right to PAS and allow her to end her pain. While doing this research, a relevant statute under the California state s penal code, which has been around since 1874 indicates anyone who tries to assist a person in suicide in whatever capacity, including