Human Sex Trafficking in the Us free essay sample

Although many Americans are unaware that human sex trafficking goes on in the US, it is a problem that happens more often than people think and requires education to others on the topic, as well as more enforcement from police and law enforcement officials. Human trafficking is the act of recruiting, transferring, or receiving a person through the use of force for the purpose of exploiting them. Specifically, human sex trafficking involves a man or a women who â€Å"traffics,† and forces others to have sexual intercourse with someone else for money. Human sex trafficking is derogatory, disrespectful, and takes away people’s basic rights as a human being. According to Ms. Walker-Rodriquez assistant states attorney and a current member of the Maryland Human Trafficking Task Force, â€Å"Not only is human sex trafficking slavery but it is big business. It is the fastest-growing business of organized crime and the third-largest criminal enterprise in the world† (Rodriguez, FBI. We will write a custom essay sample on Human Sex Trafficking in the Us or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page gov). It involves both physical and mental abuse, as well as bully tactics, and drugs in order to have full control over these individuals. This crime usually has life-long psychological effects on the people being affected, and could end in death. The major problem with human sex trafficking is that the person trafficking only cares about money, will do anything for money, and those being trafficked are often the most vulnerable people that will let the trafficker control them without even realizing what is going on. The most vulnerable group of people that human sex trafficking affects are children ages nine to eighteen. According to the U. S. Department of Justice, â€Å"of the 2,515 cases reported, more than 1,000 of those involved children† (Baldras USAToday). That is just the number of cases being reported, however one can conclude that there are many more cases than those being reported because of a child’s fear to come out and tell someone what is happening to them, as well as the low rate of enforcement against this crime. The children being affected are usually run-aways; these children are coming from broken homes, some financially unstable, some having damaged relationships with parents, and some having experience with domestic abuse. This makes them very vulnerable because they are still developing and cannot even fully distinguish from what is right and wrong. An estimated 80% of the children being affected each year are girls, and the average age being affected is twelve years old, but some can be as young as nine. These facts just emphasize how vulnerable these children are which makes it easier for the trafficker to abduct and control them. In contrast to the innocent children being trafficked, the trafficker, often known as â€Å"the pimp,† is driven by two primary factors: high profits and low risks. These are greedy people that have no morals and only want money. The National Human Trafficking Resource Center estimates â€Å"it’s a $32 billion industry, with half coming from the United States† (USAToday). Also, it is a low risk for the trafficker because often children either do not understand that what is going on is wrong, or are too scared to come out and are trapped by pimp because of abuse. They purposefully choose runaway children because they know how easy it will be to control them. Although making lots of money, the pimps are usually uneducated, high school dropouts, with the average age entering into the industry being 23. The psychological mind set of a pimp is that human sex trafficking is a business that makes lots of easy money, and is not made by controlling just one girl. Often times, these pimps have houses of groups of girls anywhere from three to fifteen people, and require them to come home every night with hundreds of dollars. One example of just how much money a pimp makes can be seen using basic math skills: 10 girls each required to make $500 dollars a night equals to $5,000 dollars just in one day. If each of the girls were to make this much money every day, that would equal up to around $1,825,000 a year. This industry is ever growing, bringing in lots of money as well as terrible effects on the victims. The process of the trafficking includes manipulation and luring the victims into these terrible situations by prying on their hopes to improve their lives, promising them a better life, a good job, a loving relationship, or new opportunities. In other cases, pimps kidnap victims and use constant physical, psychological, and often drug abuse to control them. Examining one case of millions, Jeannine Amber wrote about a young girl named Nikki who ran away when she was 12 years old and did not return home that night. Like Nikki, most of the victims affect by sex trafficking are young, vulnerable, and unable to make a right decision. Nikki was on the debate team, swim team, and track team, got good grades, and never disobeyed her mother, but one night she and he mother got into a fight in which Nikki decided she could not handle. The night of the fight, Nikki decided to run away from her home in Harlem, New York and take the subway to Brooklyn to get away for a while. Nikki reported that she intended to come home that night until a man approached her telling her â€Å"how sexy she looked in her tight blue Baby Phat jacket and laced-up Timbs† (Amber Lost Girl). Nobody had ever talked to the girl like that before, and when the man asked Nikki if she wanted to go to a party with him, she said yes. This is how the process begins: with manipulation. The pimp first makes his victims feel good about themselves, knowing that they will accept the compliments because they are young, vulnerable, and do not realize the consequences of what will happen. The process of trafficking begins with â€Å"small favors,† that eventually lead to larger and larger â€Å"favors,† that leads to the child being trapped in an unwanted industry, not knowing which other place to turn. The party that Nikki went too ended up being with the man and one other person in his basement. The man offered her weed to smoke with him, and not wanting to seem childish, Nikki agreed and soon after passed out on the man’s bed. She awoke to the man stroking her leg telling her how sexy she is. â€Å"She pushed his hand away and told him she was a virgin. But he wouldn’t stop. She panicked. I didn’t know what to do, she says now. She thought, If I just lie still, it will be over soon† (Amber Lost Girl). Nikki was experiencing an introduction to what her pimp was soon going to be making her go through. The man kept Nikki in bed with him for 3 days, getting high with her, buying her meals, and giving her compliments. On the fourth day, the pimp convinces Nikki to let a man touch her for $50 dollars by reminding her of the 2 meals that he had paid for her on previous days, and telling her that he could not always pay for her. He explained to Nikki that she had to make money, and that they would have a good life together. When manipulation of the mind occurs, especially in a mind as vulnerable as 12 year old girl, it is often difficult for the girl to process what is going on. Over the span of a few months, Nikki’s favors to her pimp became larger and larger, ranging from working in a strip club in Las Vegas to being gang raped by six men in the back of a minivan. Nikki was suffering physically from all the sexual abuse, as well as emotionally and psychologically. Nikki started to believe that she was worthless, and that her only purpose in life was to serve her pimp. These effects are devastating, and truly alter the way a child develops, physically and cognitively. Also a dangerous effect of this crime is when the victims become criminalized for prostitution. The first time Nikki was arrested for prostitution, she was 12 and sentenced to a year in detention. When she was released, she received no therapy, and went back home to her mother who put her in a nearby middle school. A few months later, when Nikki became distraught over a boy who stopped talking to her at school, she ran away again back to the streets, and a man who told her he’d always take care of her. Nikki went back to her pimp because of the psychological effects he had on her. At this point in her life, Nikki has become psychologically dependent on her pimp. She had no other choice but to return to him. Like Nikki, the psychological effects of human sex trafficking are disastrous, destructive, and deadly. Nikki did finally escape the industry when she was 20 years old and realized that her pimp was not going to fulfill the promises he told her. Because of her age, her pimp let her go because â€Å"he preferred the younger girls anyway,† but this is not always the case (Amber Lost Girl). Many times, children who are trafficked at a young age like Nikki do not always escape the lifestyle of human slavery. Sometimes these children never escape, become adult prostitutes and are in a forever cycle of this abuse. Although Nikki escaped, she still suffers today from being a victim. She lives at home with her mother with a minimum wage job as a supermarket cashier. However, Nikki is on her way to making her life better, â€Å"her dream is to study law or advertising: she hasn’t made up her mind. All she knows is that she’s determined to be one of the girls who made it out† (Amber Lost Girl). Furthermore, Nikki’s story emphasizes the fact that this is a huge underground problem in the United States that people need to be aware of. Also, there needs to be more rehab and therapy programs out there for girls being trafficked. Instead of being arrested for prostitution at age 12, children should be evaluated and put into a relief program. The problem is that Americans are so conservative when it comes to sex and do not want to open their eyes to such a vulgar problem such as human sex trafficking. The solution is to raise awareness about the situation: teach junior high students about human sex trafficking in health class or have a local documentary showing about a victim who went through the tragedy at the local library. The important part is letting American families who may have be at risk of being affected to look out for signs of this, as well as getting the word out so that those who are being affected may realize that they are being victimized and ripped of their own rights and come forward, despite the risks and their fears of their pimps. Lastly, more enforcement needs to be made against human sex trafficking, so that innocent children, like Nikki, aren’t arrested for a crime that they did not commit. The child does not choose to be in the situation, so therefore he or she should not be punished for a crime that was never committed. Although congress passed â€Å"The Victims of Trafficking and Violence Protection Act† in 2000 that was passed â€Å"to combat trafficking in persons, especially into the sex trade, slavery, and involuntary servitude,† the law has not been properly enforced, because thousands of girls like Nikki still exist in present-day 2012 (state. gov). Police, FBI, judges, and all other officials need to be aware of this problem in order to further prevent this process from occurring. All in all, human sex trafficking is modern-day slavery that gets the title of â€Å"Prostitution. † Human sex trafficking is a federal crime that occurs every single night in the USA, and can be fought against. With the help of education systems in the U. S. , as well as more awareness amongst law enforcements, Americans call all work together in order to stop this horrendous crime of human disrespect. Works Cited Amber, Jeannine. Lost Girl. Essence 40. 7 (2009): 164-169. Academic Search Complete. Web. 11 Dec. 2012. Baldas, Tresa, and Detroit Free Press. USA TODAY. USATODAY. COM. N. p. , 22 Jan. 2012. Web. 12 Dec. 2012. Congress. Victims of Trafficking and Violence Protection Act of 2000. State. gov. U. S. Department of State, 28 Oct. 2000. Web. 11 Dec. 2012. Frundt, Tina. Enslaved in America: Sex Trafficking in the United States. Womensfundingnetwork. org. N. p. , 2012. Web. 12 Dec. 2012. Human Trafficking. FBI. N. p. , 2012. Web. 12 Dec. 2012. Smith, Heather. Sex Trafficking: Trends, Challenges, And The Limitations Of International Law. Human Rights Review 12. 3 (2011): 271-286. Academic Search Complete. Web. 12 Dec. 2012.

Analysis of the French Wine Sector

Analysis of the French Wine Sector Introduction The wine industry is one of the oldest industries in the world with a number of countries being that major players in the industry. One of the countries in which the wine industry has existed for a very long time is France. For a long time, France has been known to be one of the renowned nations in the production and consumption of wine. This means that there are very many firms that produce wine in France. France has a large population that consumes wine thus this population acts as the first market for the wine sector or industry in the country. The government of France has been supporting the Wine sector for a long time due to the expansiveness, and thus influence of the industry to the economy of France. The government support has backed the sector from both internal and external economic pressure and threats (Jenster, 2008). Over many years, the wine industry in France has been influenced the interests in English and the Dutch market. This happened before the French revolution. The ancient regions in France which have been known to produce wine include Alsace, Bordeaux, Burgundy, Loire Valley, Champagne, Languedoc and Rhone. France dominated the wine industry globally till near the end of the 20th century. However, the 21st century has brought about significant changes in the wine industry.Advertising We will write a custom research paper sample on Analysis of the French Wine Sector specifically for you for only $16.05 $11/page Learn More The global wine market has become significantly competitive. Other regions of Europe and the world have come in the industry and are giving France a cut throat competition. In Europe, Spain and Italy have joined wine producing countries in the world. Also, there are other recent wine produces like Australia, California – United States and a number of countries in the South American region (Wherry, 2011). The wine sector in France started booming in the 19th century after the e nd of French revolution. The French Revolution brought about the rise in incidences of production of poor quality wine in France. This was because there was inadequate knowledge among the producers of wine in the country. The technology that was being utilized in the processing of wine was poor. Therefore, investment was made in order to come up with improved technologies in wine production. Therefore, a wine processing technology known as â€Å"chaptalization† which entails the addition of sugar into wine to raise alcohol levels was developed. This was a turning point in the wine sector in France as this technology was further built on to better the industry. By around 1850s, the wine industry had sky had attained voluminous growth. During the same time, the upper class commonly referred to as the bourgeoisie had emerged. This class formed part of the largest group of wine consumers. The bourgeoisie provided a big market for the wine sector. Many technological developments t ook place in the wine sector to better quality of wine. Towards the end of the 19th century, the government of France gave Louis Pasteur the task of studying the problems that were facing the wine industry. Pasteur carried out research and established findings that revolutionized the science of winemaking in France. In his study, he discovered what caused wine spoilage and developed processes of eliminating wine spoilage. Also, the development of the French railway systems added to the betterment of the wine sector as it opened up more area for trading of the French wines. More regions became accessible (Anderson, 2004). Wine is produced in different regions of France. France as a country produces approximately 60 million hectoliters of wine annually. The country has the second widest total vineyard area globally. The leading county in terms of the size of vineyard area in the world is Spain. France still leads the production of wine in the world.Advertising Looking for rese arch paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was only eliminated from the top spot in the year 2008 by Italy. The country produces a wide variety of wines. Expensive and high vined wines are produced and exported to other countries where they are consumed. Modest wines are also produced though they are mostly sold in the local market (Anderson, 2004). France has different varieties of grape, and this is one of the factors that give this country a competitive advantage in the wine sector. These different varieties of grape include chardonnay, pinot noir, cabernet sauvignon, syrah, and sauvignon blanc. However, these varieties have been introduced and are now being cultivated in other countries. The wine making practices that were only utilized in France have also been imported by other countries. This has been coupled with other pressures like the drop in the local consumption and the growth of wine i ndustries in other countries within and outside Europe. This has put pressure on the wine sector and reduced the competitive advantage of this sector in the world market. The per capita wine consumption dropped by almost 20 percent in the 1900 decade. This means that reliance on foreign markets remains to be the focus of wine producers in the country. France has been depending on the regional market for the sale of its wine. Therefore, the production of wine in other states within and without the European Union threatens the wine sector. Expensive wines have been fetching a lot of in some for the sector as most of the expensive wines find markets in the wealthy markets of Europe and the United States (Dougherty, 2011). The wine sector is an important booster of the agricultural sector of France. Agriculture forms part of the important sectors in the economy of France. The main crops that are grown are sugar beets, barley, wheat, corn and potatoes and fruits. The fruits are utilized in the making of wine. Therefore, the wine industry holds a big part of the local economy through the support of the horticultural sector. The wine sector provides employment to a relatively big number of people. Apart from this, the wine industry is a foreign exchange earner for the country by way of the payments that are made from the sale of wine in the international market. The wine sector boosts other industries in the country; therefore, its importance in the French economy is too open (Dougherty, 2011). The wine sector in France has been coping well in the global wine industry. However, the competitive developments in the 21st century have affected innovation and the wine export opportunities for the country. However, the country is still ranked as the leading producer and in consumption of wine.Advertising We will write a custom research paper sample on Analysis of the French Wine Sector specifically for you for only $16.05 $11/page Learn More It is important to note that the gap at which it is leading is shrinking at an increasing rate. By the year 2007, France only had a 20 percent of the total world production while its consumption stood at 14 percent. More competition is likely to shrink its market more and force the country out of the international wine market. The wine exports are reducing while the local sales are also going down (Jordan, Zidda Lockshin, 2007). Strategy Exploration – Exporting, Differentiation and New Technology Owing to the recent developments in the wine sector of France, a number of strategies have been adopted to streamline the sector. These strategies are differentiation, exporting and new technology. All the strategies aim at improving the competitiveness of a sector in the economy. Differentiation, commonly known as product differentiation in economics and business studies can be defined as the approach that a firm in the industry adopts in order to develop and increase marketing of its u nique goods for different segments of customers. This strategy works well where a firm has an upper hand when it comes to competitive advantage and the ability to sustain costly advertising campaigns. Essentially, this is regarded as one of the marketing strategies. This strategy is also called market segmentation. Product differentiation simply means separating the products of a firm from those of competitor firms. The major objective of product differentiation in an industry is to boost the competitive advantage of the product in the market. In other words, product differentiation increases the competitive advantage of products if it is properly applied by a firm in the industry or economy. In economics, well conducted product differentiation results in monopolistic competition. It eliminates perfect competition. There are there different types of product differentiation, which are simple, horizontal and vertical differentiation (Zanni, 2004). The exporting strategy involves the a ssessment of the products as it appertains to their potentiality for export. Exporting strategies aims at helping a firm to enter and gain grounds in the international market. Exports expand the market for products and the competitive base of a firm. New technologies are applied in either the business processing or production stages of products of a firm. When applied in the production process, new technologies do aim at raising the quality and the value of products in the market. When the product quality is improved by way of applying new technology, the products become more competitive in the market (Jordan, Zidda Lockshin, 2007).Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The various strategies may be used differently at a time; however, in certain instances, firms may decide to use various strategies concurrently. However, this depends with the intensity of the problem that is being solved by these strategies or the objectives of the firm that is applying the strategies. More often, one strategy is applied. Nevertheless, the success of the strategy determines the employment of the proceeding strategy. The wine sector of France has applied all these strategies at different times. These strategies have been applied to increase the competitiveness of the sectors as a result of internal and external constraints that have been affecting the operation of the sector in the country. New technology has for instance been applied from the earliest time of the industry with a lot of changes being made to enhance wine quality. Product differentiation has also been adopted by the wine industry and applied in different ways. The wine has been branded differently t o make it distinctive from other wine products from Italy, Spain and other wine producers in the United States and the South American region. Other aspects of product differentiation like packaging have also been employed by the French wine industry. With the shrinkage of the local market, the wine sector of France has been forced to develop export marketing strategy which will see it increase foreign sales that will be useful in offsetting the effect of the shrunken local market (Moulton Lapsley, 2001). Strategy Analysis: French Wine Sector (Impact on ) Strategy Exporting Strategy II Differentiation Strategy III New Technology Customers There are different types or brands of wine produced in France. France Produces high quality wine which is suits the customers in the foreign market. The quality of wine that is mostly consumed at the local market is of medium quality. Also, there will be price differences that come with each developed wine brands. Therefore, they are attrac ting customers of different income bases. The different brands in which the wine is offered gives an opportunity to customers in the foreign market to enjoy the variation and differences min tastes of wine. There is a likelihood of increase in the number of customers in the foreign market. Innovation in the wine industry, through the introduction of new technologies, has resulted to the development of new tastes and variations in wine products. Therefore, the number of customers has also risen. Technology has a positive impact especially so when it turns out positive on products. Employees When the export strategy succeeds, the employees will get an assurance of being sustained in the industry. With increased exports, there will be increments in income for the company. Therefore, the workers will get an increment in wages which will better their economic conditions and motivate them. Differentiation has a direct effect on employees. When the industry diversifies its production and distribution process, this results in an increased number of employees. There will be structural changes that come with differentiation which will have a short-term effect on the employees as the program picks up. However, the employees will get benefits as the program picks up. The new technology is leading to the production of different brands of wine. New brands of wines mean that the market will expand the meaning that more jobs will be created, and the current employees will be remunerated. Community There will be different types of wines available for the community. Increase in wine exports has encouraged wine tourism, which will better the community. Wine sector differentiation offers the community with employment activities as differentiation creates more diversification and thus more job opportunities. Community development results from improved technologies and improved productivity. Innovation will lead to the growth of the wine sector. This will benefit the community directly through offering employment opportunities. Also, it will have indirect benefits through corporate social responsibility activities of the firms in the sector. Government Increasing exports are helping the government of France to advance international business relations with other countries through bilateral and multilateral trade agreements. It opens up the country to increased trading activities. Differentiation has been the source of business diversification that has led to the development of tourism and hotel industry. This is because most French wine accompanies meals. The government uses wine as the major tourism feature. Support of research and development in order to innovate results in industrial growth meaning that the government will directly gain from industrial growth. More jobs will be created for the citizens and the government will garner more taxes from the industry. Alliances France is cooperating with other wine companies in other countries. This will help the country to gain new techniques of production and improve its access into the foreign market. This also improves its reputation in the international market. Alliances are part of the facets f the differentiation strategy. A business alliance, which is part of business partnership, helps in the development of technology and production invention and innovation. His s helping in the bettering of products in the industry. Competitors New competitors have come into the wine industry. These competitors are Italy, Spain and other countries in South America for instance Chile. In order to overcome the competition, France has chosen to adopt differentiation strategies that help to maintain their products in the international wine market and maintain a good share of the wine market in the international market. The competition that has developed in the global wine market has necessitated the rebranding of products to and increased promotion of the French wines both at the local and i n the international market. Wine firms in France are adopting all measures that will see them maintain the status and sales of their products in the now competitive wine market. As part of the efforts of fighting competition, new brands are developed through research and development thereby helping to raise the competitive levels of the French wine industry. Investors The whole process of the wine sector improvement gives an opportunity to investors in the agricultural sector of France. This sector produces raw materials that are used in the making of wine. The export of wine products into the international market results in other business deals giving a chance to both foreign and local investors. Investors in the industry directly benefits from the export of wine. This opens a window for investors in the wine and related sectors. More income is generated as a result of new technologies, more income to the investors thus more investments. The different strategies that have been used in the improvement of the wine sector in the country have different effects on the different business groups in the wine industry. Overall, these strategies have the primary aim of beating the competition in the wine market. As earlier explained, the exporting strategy has been the focus of the wine sector in France due to the witnessed decreasing rate of local consumption of wine. This strategy has aided in increasing the access of new brands into the international market thereby leading to stakeholder benefits. The investors have benefited in different ways. The government of France and investors in the wine industry has been the major beneficiaries from the exporting strategies. The international business agreements that are established opens up the country to cross-country trading activities. These trading opportunities are taken up by investors who build on the opportunities presented to establish other trading activities. On the other hand, the foreign business transacti ons, which serve as sources of foreign exchange, are crucial to the economy of a country. More foreign exchange earnings mean that the French economy will be stronger. Therefore, the wine industry is coming to Exporting strategies continues to support the wine sector of France that has been facing a stiff competition since the beginning of this decade (Jordan, Zidda Lockshin, 2007). Analysis of Competitive Strategies Competition also exists between different wine producers in France. In the year 2010, private labeled wines continued to lead in sales. The privately labeled wines had a market share of 28 percent. In terms of sales in the chain stores like the hypermarkets and supermarkets, the brand accounted for almost 80 percent of sales in the same year. A similar trend was also seen in the year 2011. The high sales of the private labels are attributed to the value which customers attach to the private labeled products (Jordan, Zidda Lockshin, 2007). The wines that target niche c onsumers such as the young people, women and consumers who are more conscious with their health are the driving forces of innovation in the wine sector. Light wine versions are expected to feature considerably in the market. The production and supply of organic wines is also expected to rise. A large number of wine producers in France are turning into producing organic wine because of the changing customer preference. The French government came up with a modernization plan to aid the sector and increase its competitiveness due to competition in the sector. The plan was unveiled in the year 2008. The aim of the plan was to bring down the complex regulations that blocked wine companies from effectively competing with other producers in the international arena. Players in the sector conquered with the content of the plan. The plan was developed in line with the business reforms f the European Union. The plan allowed for the production of grape wine, as well as putting the year on the l abel of the wines. Also, cheaper wine making techniques have been adopted courtesy of the plan. The cheap wine production techniques are used in countries that compete with France in wine production. The categorized wine producers into three groups whish are Vignobles de France also known as wines of France. This label replaced the Vin de table. Wines under this category carry both the year on the label and the variety of grapes uses in making it. The second category is Indication Geographique Protà ©gà ©e also known as Protected Geographical Region. This group replaced the Vin de pays. The last group is the Appellation d’Origine Protà ©gà ©e (Jean-Guillaume, 2009). The plan had the objective of attaining originality in production and encouraging massive wine production. This plan has been adopted in the industry. Also, the government of France has had pressures to amend the law which bared the online marketing of wines. Online wine marketing is now legal, and many busine ss analysts argue that this is the likely trend as we move into embracing information technology in easing commerce (Jean-Guillaume, 2009). Some critiques have argued that the French wine industry is suffering from inadequate entrepreneurship. This problem has given room for external competition, which threatens the sector. From quite a long time, the young winemakers in France were not encouraged to invest in the industry. There has been little aggressiveness among the French businessmen. Many businessmen avoid taking risks and have shunned from investing in the wine industry. This is contrary to what has been happening in the wine industry of other countries for instance Australia, which is now amongst the biggest competitors of France. Australia has been supporting investment and innovation which has resulted in massive investments in the industry by young investors. The French wine industry has worked on a conservative perspective which explains why it has been caught up by the emerging competitors in the wine industry (Jean-Guillaume, 2009). If at all more players will continue to come into the global wine industry and the French government fails to revive the local wine market, the competition may grow stiffer causing negative effect on the whole wine industry in the country. Conclusion Form the discussion; it is can be concluded that the wine sector in France has been under some economic pressures. These pressures have mostly resulted from an accelerating trend of competition in the international wide industry. It is important to highlight the problems or crises that the sector is facing. This will be critical in giving a clear understanding of how adopting business strategies have been critical in saving the sector from collapse. From the consumer pint of view, the producers are not producing cheap wine that will be affordable for them. Many factors lie behind this problem. The government has put up tough rules to govern the production of wine. These r ules have not been favoring the production of quality cheap wine. The French government has been in the limelight for failing to embrace the forces in the wine market. Nonetheless, the government has woken up to the challenge and has been nurturing plans that are helping to bail the industry. However, some of the measures have not solved the compelling issues in the industry. Wine diversity has been reserved through the categorization that was part of the government plan to modernize the wine sector. Nonetheless, quality improvement has not been done living the problem of reduction of local wine consumption unresolved. Furthermore, the least focus on quality may work against the French wine brands in the international market. The three strategies borrowed by the wine firms in France have been very beneficial. Through the exporting strategy, small firms in other countries. Such companies have attained financial growth and expansion. When a firm opens up into the foreign market, the o perations of the company will expand thereby leading to the growth of the sector under which the company lies. When the French wine enters the entire market world including the Asian market as it the trend that is being observed, growth and development will be imminent for both the individual companies and the industry at large. Export growth means the growth in demand for the products. The industry is thus active in terms of continuous and increased production to meet the demand in the growing external market. Product differentiation that has been going on has resulted in the production of different wine varieties. In addition to the new technologies aimed at improving the quality of these brands, the wine companies are recording increased sales both in the local and international market. The three categories of wines that were reached under the modernization plan are part of the differentiation strategy. Companies have become more diversified and produce different types of wines o f different standards widening their market. Differentiation has made the wine industry breach its culture of mostly producing expensive wine for the purpose of export. Companies are borrowing examples from the upcoming countries like Australia. These upcoming countries do not concentrate on producing expensive wine; they produce fairly cheap wine which is easily marketed as it is favored by its prices. Also, technology does not only feature in the production of wine. The companies have pressured the French government which has been forced to amend the laws and allow for online marketing of wine products. Internet marketing helps companies in reaching a wide network of consumers or customers. Internet marketing, which is a component of e-commerce, is easing the marketing of wine and subsequent expansion of the wine market. The French wine sector needs to keep improving on these strategies as the competition in the wine market is stiffening with more players coming in the industry. O ne thing that has not been emphasized by the industry is the restoration of the local market. There was a drastic fall in the quantity of local customers. Drop in local consumption of wine was significantly severe in during the financial crisis of 2008 to 2010. The local market has remained low from then. This paper has given an insight into the wine industry. Through the paper, I have known the real economic forces and trends in the wine industry. I had only known France as the leading and dominant in the world wine industry. However, from doing this paper, I have gotten to know that the wine industry is a competitive industry just like other industries in the world. Also, i have learnt that, at one point, France was overtaken by Italy in average wine production. Competition in business necessitates actions which have been taken by way of adopting business strategies. Some of the strategies are working well while others will have to be improved. The paper has also helped me to know the importance of different strategies and how they can benefit different stakeholders in business. Business is in itself a process. There are different cycles in business. The business can perform well at some times due to favorable conditions. However, businesses will encounter challenges which will require strategies that will help to make the business to stand the challenges. This is where business strategies become significantly important. Business strategies are mostly developed at the beginning of programs and are adjusted according to the challenges that come in the process of doing business. Business strategies give companies gives companies the framework of handling an issue or implementing a business program. The strategy establishes various steps and how these steps and actions will be coordinated so that the business goals are attained. Business strategies emphasize on the opportunities present in the external and internal business environment. Also, the threats that f ace the business from either within the company or from outside the company are highlighted in the strategies. The business environment is not static. It keeps changing with the changes in business forces. As the external environment in business shifts due to changes in either the competitors or customers and or sociopolitical and technological changes, the business goes back to the board to draft a set of action that will help it adapt to the changes as these changes causes a changes in the way a business or company functions. The threats have to be eliminated, and a good environment cultivated. This is the chief aim of business strategies. References Anderson, K. (2004). The worlds wine markets: Globalization at work. Northampton, MA: Edward Elgar Pub. Dougherty, P. H. (2011). Viticulture: The Geography of Wine. Berlin: Springer Verlag. Jean-Guillaume, D. (2009). An Institutional Approach to French Wine Strategies: the Cahors Case: 4th Bacchus Interdisciplinary and International W ine Conference Dijon, 8-9-10 July 2009. Web. Jenster, P.V. (2008). The business of wine: A global perspective. Copenhagen: Copenhagen Business School Press. Jordan, R., Zidda, P. Lockshin, L. (2007). Behind the Australian wine industrys success: does environment matter? International Journal of Wine Business Research, Vol. 19 Iss: 1, pp.14 – 32. Moulton, K.S. Lapsley, J.T. (2001). Successful wine marketing. Gaithersburg, Md: Aspen Publishers. Wherry, F.F. (2011). Culture of markets. S.l.: Polity Press. Zanni, L. (2004). Leading firms and wine clusters: Understanding the evolution of the Tuscan wine business through an international comparative analysis. Milano: F. Angeli.

Air Pollution Essay Example | Topics and Well Written Essays - 1500 words

Air Pollution - Essay Example As urbanization and industrialization continued to elevate, the rate of release of wastes into the atmosphere by the humans elevated to a level that nature could no longer cope with it. From that time air, pollution has elevates to a higher level because of pollution from the industrial, home and commercial sources. Since these sources are mainly found in the large cities, the air that surrounds them is usually having a high concentration of pollutant gases. When these concentrated gases go beyond the secure limits, then that is the time when they suit a pollution trouble. The graph below is an instance of the way the level of air pollution elevates.Air pollution results from various causes most of which are preventable. Smog that hangs in the atmospheres surrounding the cities is the most common air pollution form. However, there are different causes of this pollution. These pollutions cause elevate global warming. An instance via which air pollution causes global warming is when su rplus carbon dioxide goes into the air, and it depletes the ozone layer. Moreover, carbon dioxide, which is a greenhouse gas, is considered the chief pollutant of Earth warming. Despite the living things emitting carbon dioxide during breathing this gas is in most situations considered a pollutant when industries, power plants, vehicles, and planes produce it. In the current years, these activities have injected much carbon dioxide to the atmosphere thereby raising it levels to a higher rate than it had been thousands of years ago.

International Business Management Essay Example | Topics and Well Written Essays - 3000 words - 2

International Business Management - Essay Example It would use it to provide insight into how the concept can be used and a critical example of how the theory can be invoked. In his book, Competitive Strategy, Porter identifies some important elements that are necessary for the attainment of competitive advantage. Porter stated that competitive advantage arises when a firm provides the highest level of value to consumers, and hence attract the highest prices from them. Porter argues that this can only be internalised if a firm identifies some external elements in the business environment and internalize them in order to form a strategy based on them. In order to attain competitive advantage, a business needs to examine the unique positions and capabilities of competitors and players in an industry. When this is done, a firm can identify a business strategy and after that, designs its functional systems. Industry analysis involves the examination of the key players and the key threats to a given firms quest to attain competitive advantage. This is done by examining five main forces of the industry. These elements are: Every industry exists to produce some kind of value to the wider society. The industry would always exist and there is some kind of balance and stability that comes up naturally as the industry thrives and grows. The risk of entry of potential competitors refers to the situation whereby some third party businesses can enter the industry and produce services that can change the dynamics. The risk of potential competitors entering a given industry is strongly related to the presence or absence of barriers in a given industry. If there are no barriers in the industry and new entrants can easily enter, and this would make the sector extremely problematic. This is because a firms competitive advantage can be easily threatened. However, if there are high barriers like high capital requirement and other regulations, then an

Reflection Groups in Geometry Essay Example | Topics and Well Written Essays - 4000 words

Reflection Groups in Geometry - Essay Example A reflection group is a distinct group produced by multiple reflections of a finite-dimensional (Euclidean) space. Weyl groups of simple Lie algebras and symmetry groups of regular polytypes are examples of finite reflection groups while infinite groups comprise the Weyl groups of infinite-dimensional Kac–Moody algebras and the triangle groups similar to ordinary tessellations of the hyperbolic plane and Euclidean plane. With regard to symmetry, discrete isometry groups of broad Riemannian manifolds that are formed by reflections are grouped into classes leading to hyperbolic reflection groups (corresponding to hyperbolic space), affine (corresponding to Euclidean space) and finite reflection groups (then-sphere). Coxeter groups are reflection groups that are finitely generated. Unlike reflection groups, Coxeter groups are abstract groups that have a certain structure generated by reflections. An investigation of the topology and geometry of reflection groups will help us comp rehend the theoretic properties of the group. The concept of reflection in a Euclidean space and the hypothesis of discrete groups of motions resulting from reflections has its origin in the study of space polyhedral and plane regular polygons that goes back to early mathematics. In the present day, reflection groups are common in many areas of mathematical research, and geometers encounter them as special convex polytopes or discrete groups of isometries of Riemannian spaces with even curvature. On the other hand, an algebraist encounters reflection groups in group theory, particularly in the representation theory, Coxeter groups and invariant theory. Other areas of mathematics where they may be encountered include the theory of arrangements of hyperplanes, a theory of combinations and permutation, a theory of modular forms and quadratic forms, low-dimensional topology, singularity theory, and the theory of hyperbolic real and complex manifolds (Yau 1986).  Ã‚  

Strategies to Integrate Children with Dyspraxia

Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th Strategies to Integrate Children with Dyspraxia Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th