Fist Stick Knife Gun Essay - 1524 Words

Jen Jeffrey Juvenile Justice and Delinquency October 21, 2001 Critique of Fist Stick Knife Gun The Book Fist Stick Knife Gun by Geoffrey Canada is a biographical account of his childhood in the south Bronx. He and his 4 brothers were raised by only their mother. She would survive on no more than ten dollars a week. He moved several times as a child until finally landing on union avenue, the place were many of his life lessons were learned and at times applied. He learned about the ranking process of kids on union Ave. and how the only way to improve your status was to use your fists to fight your way up the chain. Looking back Geoffrey Canada notices the major shift in attitudes concerning the rules of the streets. What once was†¦show more content†¦The lower categories were the early teens and the pre teens. The early teens were just learning the rules whereas the pre teens couldnt go off of the sidewalk. Geoffrey belonged to the lowest rung, the sidewalk group. As time went on he got in many fights, sometimes with friends just to dig himself out of the bottom grou p. He soon became the kid not to challenge because he learned how to fight. The next was Stick. Their wasnt much mention of this phase in his life, but he does mention the fact that in certain circumstances, a broken bottle or a stick can be used in self defense when the opponent uses a weapon. The place where this would happen is at school. The rules of the streets still applied but the problem was many different gangs associated and congregated at his junior high. So everyone their follows different rules, some gangs might think the use of weapons is acceptable, so Union Ave. people have to adjust these circumstances and use a stick or a broken bottle to defend themselves. As he grew even older he began to notice other gangs tendencies of carrying knives. He realized that this fact changed the code of conduct. No longer would be a good fist fighter keep you from confrontation. Even the most unskilled fighter could win a fight and be on top if they knew how to swing a blade. One day Geoffrey lucked out, because he found an oldShow MoreRelated`` Fist, Stick Knife, And Gun ``1266 Words   |  6 Pagesmaster the code of conduct and or the rules of the streets in order to survive. Not to mention learning the demands of socially regarding displaying appropriate behavior when they are outside of the disorganized community. In the book, Fist, stick knife, gun, the author shared his experience of growing up in a society in which he needed to learn the code of conduct that regulated what was fair and unfair when it came to surviving and protecting himself throughout his childhood. Not only did CanadaRead More Critique of Geoffrey Canadas Fist Stick Knife Gun Essay1506 Words   |  7 PagesCritique of Geoffrey Canadas Fist Stick Knife Gun The Book â€Å"Fist Stick Knife Gun† by Geoffrey Canada is a biographical account of his childhood in the south Bronx. He and his 4 brothers were raised by only their mother. She would survive on no more than ten dollars a week. He moved several times as a child until finally landing on union avenue, the place were many of his life lessons were learned and at times applied. He learned about the ranking process of kids on union Ave. and how the onlyRead MoreAnalysis Of The Book Fist Stick Knife Gun By Geoffrey Canada Essay2179 Words   |  9 Pagesthoroughly convincing. His Book Fist Stick Knife Gun, is a great explanation of violence and poverty in late 20th century here in America’s inner cities. Of how he changed from a timid and frightened child into a young man who could hold his own in a fight in the streets, is written in a believable way. Canada actually learned the way of the streets because he grew up in the streets. All of his experiences first started when he was a child when he and his friends used their fists to settle disputes and toRead MoreThe Importance Of Teaching A Past Lesson836 Words   |  4 Pagesand students alike to understand how classroom interactions can become more meaningful. In addition to my lesson analysis, I have also included a lesson plan and its subsequent reflection. The lesson provided was an opening lesson for my Fist, Stick, Knife, Gun Unit. The intention was to lead with high levels of engagement in order for students to buy in to the upcoming Unit. In the past, my principal and new teacher mentor has suggested videos and co-operative learning strategies that will allowRead MoreI Am An Active Participant898 Words   |  4 Pagesstudents witnessed uproar after the death of Freddy Gray. While coming up with a Unit Plan, I knew it had to be relevant to what my students are currently experiencing. After conferencing with several teachers, I finally decided to teach Fist, Stick, Knife, Gun. Our Essential Q uestion for the Unit is, Where does violence come from and how can we stop it? Acknowledging what my students are going through rather than sweeping it under the rug appeals to the part of the standard that requires teachingRead MoreA Very Thoughtful Look Into Inner City Violence And The Rules Surrounding It1718 Words   |  7 Pagesis thoroughly convincing. His Book Fist Stick Knife Gun, is a great explanation of violence and poverty in late 20th century here in America. His story of how he changed from a timid and frightened child into a young man who could hold his own in a fight in the streets is written in a believable way. Canada actually learned the way of the streets because he grew up in the streets It first started when he was a child when he and his friends used their fists to settle disputes and to gain a reputationRead MoreEnding Of Huck783 Words   |  4 Pagesinto the forest, the boys had found a huge stick pile. Huck then took out his pocket knife and said â€Å"well?... Let’s get to carving.† So then all the boys proceeded to carve out wooden knifes, spears, rings, and small animals while singing. That’s when Tom said â€Å"hey, we could carve wooden guns and play cowboys and Indians!† All the boys agreed to this proposition, and so that’s exactly what the boys did for the next 45 minutes. All boys had their own wooden guns that they all made individually, and thenRead MoreRacial Profiling by Police Essay1669 Words   |  7 Pages Brent Staples’ essay, â€Å"When the Paranoids Turn Out to be Right,† acknowledges the issues of racism and racial profiling committed by police. In â€Å"Fist, Stick, Knife, Gun,† Geoffrey Canada also expresses views on this issue when he asserts that police fail to protect and serve individuals in poor neighborhoods. Staples contends, â€Å"Among the day-to-day acts of discrimination that shadow African Americans, none are more stressful or dangerous than those committed by police, some of whom treat black peopleRead MoreGeoffrey Canada and the Harlem Childrens Zone Essay1672 Words   |  7 Pagesand kept them privy to the civil rights struggles that their community was facing (AE, 2011). Growing up in Harlem was challenging. Early on, Canada knew that there was a ranking order in the South Bronx. He highlights this in his book, Fist, Stick, Knife, Gun: A Personal History of Violence in America (1995). Canada tells a story about how his two older brothers were playing at the park one day. The younger of the two boys, took off his jacket. A boy at the playground threatened the Geoffrey’sRead MoreEssay on Freedom Riders1426 Words   |  6 Pagesbut the bus got away until about six miles down the road. The mob caught up to the bus and surrounded it until Ell Cowling, a police officer, pulled out his gun and badge and the Klansman backed away. Someone from the mob had thrown a flaming device into a bus window and the bus went up in flames (Garrow 2). Two highway patrolmen fired their guns to scare the crowd and make them leave so the passengers could safely get off the bus. Only twelve riders were taken to the hospital to be treated for smoke

World War II And The Great Society - 1772 Words

Which has proven to be more impactful on American History: World War II and the New Deal, or the Vietnam War and the Great Society? Both wars were brutal and changed the lives of many Americans, and both programs, the New Deal and the Great Society, had huge impacts on the poverty rates in the United States. World War II in Europe began on September 3rd, 1939, when the Prime Minister of Britain, Neville Chamberlain, declared war on Germany. Thanks to the Allied and Axis powers systems, many of the world’s countries were involved in this massive war. Germany’s unprovoked attack on Poland was the start of World War II. The war was six years long, resulted in over 60 million deaths, and involved Germany, Italy and Japan on the side of the†¦show more content†¦At the war’s end, these factories were converted into factories where appliances and automobiles and other vary luxury items would be manufactured. There was a new, high demand for luxury items such as televisions and new houses after the war. During World War II, men AND women were both making a whole lot more money, and since this money could not be spent during war time due to rations, there was a huge amount of people spending their savings made during this time after the war, and this had a major pos itive impact on America’s economy. World War II affected American Society in so many different ways. Wartime posters and the victory in Europe caused a huge sense of patriotism in many Americans. Women were forced to begin work and became spenders. Minorities were beginning to be integrated into sports, music, and movies; and Civil rights issues for women and minorities started becoming more and more important throughout society as well. World War II’s extensive scientific research lead to many new technological advances. New inventions, new products, new understandings of life. There were also new forms of music and art that started becoming popular during the time of the Second World War such as Jazz, Blues, Western Swing, American Urban Art, and Abstract Expressionism. Politically, World War II also caused many changes. After the war, American was no

Swatch Case Study free essay sample

What do you think has been the contribution of the marketing function, the product design function and the operations function to the success of Swatch? Please explain in sufficient detail. The Swatch brand launch in the 1980s was marked by new and great styles and designs. It was originally intended to regain the market share that was lost to Japanese manufacturers. The combination of marketing and manufacturing expertise, and stylish product design was able to restore Swiss made watches as major players in the watch industry. Swatch watches are manufactured in Switzerland, which has one of the highest labor costs in the world. But because efficient manufacturing operations, like building the quartz mechanism directly into the plastic case, and using less components (less than half the number in most other watches), the company was able to produce high volumes at low costs. Fewer components also meant that the manufacture of the watch could be fully automated. We will write a custom essay sample on Swatch Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The company has a very effective marketing strategy. It has different varieties of watches for different segments (according to age of their customers). It makes sure that it has a series of new watches with different styles for every season (Spring collection, Summer collection, etc. ), every special occasion and every significant world event (like the Olympics and the World Cup). Swatches used to be available in every store at affordable prices (to re-capture the lost market share), but now the company has a different strategy to keep peoples’ interest up beyond the 80s craze it has created. It is now doing the opposite of what it did decades ago. This is due to more than one factor including the artistic design (which are sought after). Swatch capitalized on the idea of product line extensions and variations. It has also tapped famous personalities like John Lloyd Cruz and Anne Curtis (which are effective celebrity endorsers) to represent the company. Product design is also remarkable because the company hires talented designers. The designers are asked to make sure that their works of art, every design in every series, will meet the expectations of customers. For this reason, Swatch watches are popular not only in the Philippines but more so in other parts of the world. 2. How do you think Swatch compares with most watch manufacturers? Swatch’s manufacturing operations allows it to produce at relatively high volume and low variety for much of its manufacturing process. It therefore has a relatively simple and relatively cheap manufacturing operation, while at the same time allowing ‘mass fashion’ orientation of its marketing. Swatch has a higher degree of automated manufacturing (because of the high volume and the standardized products) and rely less on labor in the manufacturing process. The company can allocate more for product design, and less for direct manufacturing labor cost as compared with other companies. Swatch’s designs continue to surprise even the avid customers and it manages to maintain the excitement and continue to capture and captivate customers’ attention.

The Bible among the Myths

Introduction The Bible among Myths by John N. Oswalt is among the best apologetics of the recent times. The book seeks to debunk the ideas, which secular scholars have been propagating in the recent years, that the Old Testament chapters of the bible are part of the Ancient Near East Mythology.Advertising We will write a custom book review sample on The Bible among the Myths specifically for you for only $16.05 $11/page Learn More In essence, what Oswalt does in this book is to show that any arguments linking the Old Testament with the Ancient Near East Mythology are misguided. In so doing, Oswalt endeavors to make it plain to readers that literature from such scholars is misleading. In a bid to achieve this goal, Oswalt chooses to approach the book from a polemical viewpoint to convey his point. His introductory argument anchors on the assertion that in the last five decades much has not changed insofar as the content of the Old Testament is concerned, yet the perception of scholars has radically changed in the same duration (Oswalt 2009, 11-12). Currently, most scholars have lost esteem for the Old Testament, and to them, it is just another Ancient Near East myth. Some scholars consider the Old Testament as ‘remarkably similar’ to Ancient Near East mythical literature associated with other Semitic religions that originated from the Ancient Near East. Oswalt dispels this assumption by going to great depths to explain what a myth is in a bid to exclude the Old Testament from such definitions. Oswalt accomplishes this task in the first section of the book, viz. the first five chapters, which explore the Old Testament alongside the Ancient Near Eastern myths to bring out the contrast between the two.Advertising Looking for book review on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The second section of the book analyses the Old Testament from a historical p erspective and eventually concludes that the bible is a historical account to a certain extent. Chapter 1 The first chapter opens with an assertion that the bible is a key contributor to the Western world’s perception of reality. The importance attached to the Bible’s contribution in this sense stems from the fact that it greatly influenced ancient Greek philosophy and it continues to influence the perception of the world to date. The influence of the Greek thought on contemporary world perception is explored. The most illustrious aspects of ancient Greek thought that are inherent in the manner in which we perceive the world today are, according to Oswalt, the notion that human beings live in a universe and not a polyverse (Oswalt 2009, 21). Oswalt endeavors to show how the Greek pattern of thinking fits in with the biblical perspective of the same. Therefore, he explores the Hebrew perspective of the same issue. He notes that the Hebrew descendants were monotheists wh ose principal belief was that there is only one supreme God, who doubles as the creator of the universe. God revealed himself and his will to humankind, and thus humanity is expected to obey the will and be rewarded or defy it and face punishment.Advertising We will write a custom book review sample on The Bible among the Myths specifically for you for only $16.05 $11/page Learn More The notion of the integration of the Greek philosophy and biblical principles in today’s worldview manifests in the fact that the Greeks believe in the law of non-contradiction, which fits in well with the Jewish idea that God set himself apart from his creation (Oswalt 2009, 25-26). Oswalt thus notes that logic or rational thinking, which the Greek are credited with as the originators, only came to be after humanity’s acknowledgement of God as the sole creator of the universe. Oswalt refutes the emerging belief that logic and science can prosper without relig ion by arguing that the only thing that the two can deliver to humanity is destruction. He notes that Hiroshima and the Buchenwald concentration camps are the best humanity can achieve through logic and science alone. Chapter 2 In the second chapter of the book, Oswalt embarks on a mission to set the bible apart from myths by presenting different scholars’ definition of the term and trying to find the definition that suits the bible most. He starts by pointing out the reductionist viewpoint, which has been assumed by scholars towards the bible since the 1960s. In an attempt to prove that the bible is unique and cannot be equated to Ancient Near Eastern myths, Oswalt examines different definitions of the term ‘myth’. He carefully examines three definitions of the term and proceeds to show why the bible does not fit with each of the definitions. Specifically, the first definition claims that the most outstanding feature of a myth is the falsity of the narrated occu rrence or deity in the narrative (Oswalt 2009, 33).Advertising Looking for book review on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The distinctive feature of the second definition is that it notes that truth in a myth is relative so that if many people think the myth is true then it is truer than otherwise. In the third definition, events in myths are neither right nor wrong (Oswalt 2009, 38). All the three perspectives of a myth espouse the idea of continuity, which claims that all matter in the universe is the same thing. The example employed in the book to explain this idea is that of a man and a tree being the same thing both physically and spiritually. The fact that the underlying principle is the idea of continuity behind the myths leads Oswalt to define myth in his own way as ‘continuity’. Oswalt thus notes, â€Å"Myth exists to actualize continuity† (Oswalt 2009, 45). From such a position, he is in a position to explicitly outline the intrinsic characteristics of the Christian and pagan perspectives of the world later in the book. Chapter 3 The third chapter is dedicated to explainin g the philosophy of continuity deeply to give clear concept of its assertions as well as Oswalt’s beliefs insofar as the idea is concerned. All myths have, at their heart, the concept of continuity in which humanity, nature, and the divine are all part of one another. There is an interconnectedness, which links the physical, the spiritual, and the divine such that their existence is a circular continuum. Continuity is thus a worldview whose essence is mythical thinking. Oswalt analyses continuity with the intent of articulating its aspects in relation to religious thought. He notes that continuity, if approached from the perspective of a worldview, has numerous effects. Chief among the effects is the idea of associating some natural signs with certain phenomena (Oswalt 2009, 50-56) that if a certain sign manifests in nature, it symbolizes the arrival or departure of some phenomena. As an example, he tries to point the link between floods, plagues, and weather patterns among o thers with reality. Another good example that shows the effect of continuity is given by the use of magic to manipulate the universe in one way or another. Oswalt gives several other effects of continuity, and in essence, his argument is that myth is nothing, but a way of looking at reality. He proceeds to delineate definitive features of myths. Among them, all, but a few myths, share the idea that there are numerous gods. Chapter 4 In this chapter, attention shifts from examining the features of myths to examining the features of the bible. In essence, Oswalt moves from the continuity worldview to give a biblical worldview, which he calls transcendence. The main idea behind transcendence is that God exists apart from the universe and there is no continuity between the physical and spiritual planes. According to Oswalt, transcendence manifests in everything that the bible highlights about reality and he explains the distinctive features of the Old Testament such as monotheism, icono clasm, and the value attached to humankind coupled with the origin of acceptable ethical standards (Oswalt 2009, 64). A key feature of the bible that emerges from the description is that apart from the bible religion, viz. Christianity, all other religions are polytheistic except Judaism and Islam whose origin is accounted for in the bible. Thus, the key feature of the Old Testament in this respect is that Yahweh is the one and only God. This feature also applies to the rest of the bible. A different key feature of the bible is that before the universe came to be, God already existed. Thus, God created anything that exists in the universe out of nothing, which is a distinguishing feature of the bible. Another distinguishing feature of the bible in chapter four is that humanity is held in high esteem unlike in myth where humans are lowly creatures. This assertion by Oswalt fits in with the idea that man was created in the image of God and he was given authority over all creation. Sev eral other features of the bible are described, but all of them point to the idea that transcendence underpins every distinguishing feature of the bible. Chapter 5 Oswalt proceeds with his argument on why the bible is not a myth. This pursuit compels him to explore the ethical standards demanded of humanity in an attempt to show that the Ancient Near East and other secular world perceptions. Therefore, he expounds the concept of ethics from the perspective of the Ancient Near East and other secular worldviews. Oswalt notes that these worldviews held two distinct standards of ethics. Of these two, the first standard delineates how humankind should interact with its own. Concisely, it defines what is expected of every individual insofar as relating with one another is concerned. The other standard of non-biblical ethics explained how humankind was supposed to relate with numerous gods, which myths claim to exist. Every god had a particular way in which humanity was supposed to approac h him/her and carry out his/her instructions. This aspect sets the bible apart from myth completely because in the bible, God set a single standard of ethics for humanity. The standards that were expected of humankind when Christianity began are the same standards expected of humanity today because the God of today is the same God that existed even before he created anything (Oswalt 2009, 85-87). The idea of same ethical standards for all humanity leads Oswalt to compare the similarities that exist between Israelites and non-Israelites. He outlines a number of areas, which exhibit similarities between the two groups, but he is quick to point out that such similarities are a matter of coincidence. He does not believe that such similarities were intended to exist between the two groups. His main point as he closes the first section is that the bible’s perspective is unique and distinct from other perspectives and thus it is not a myth. Chapter 6 The second section of the book b egins with this chapter. The gist of Oswalt’s argument in this section is the historicity of the Old Testament. He is keen to note that the widely accepted historical ideology came from the bible. In a bid to prove this argument, he begins by examining the definition of history. Though there are several definitions, he examines them and coins his own, which he believes is the best. The theme of his definition is that for a text qualifies as history, it has to focus on human activity in â€Å"time and space, exist for the purpose of human self-knowledge, attempt to be an accurate account, and include an attempt to evaluate† (Oswalt 2009, 113). With this definition in place, he proceeds to examine other ancient pieces of writing. His intention is to point out that the writing may be insightful in giving an idea about ancient culture and other aspects of life, but clearly, they meet the criteria for qualification as history. The different ancient forms of writing are list ed and the purpose for each of them outlined, but all of them are found to fall short of qualifying as history because they distort the true account of events or they unnecessarily focus on particular individuals at the expense of many among other reasons. Oswalt then proceeds to point out how the bible is different from other forms of ancient writing. He endeavors to prove that the bible fits into the definition of history he coins because the bible, unlike other forms of ancient writings, depicts humans as fallible characters who have notable flaws inherent in the human nature (Oswalt 2009, 124-127). He uses the outstanding example of King David who is hailed as the greatest king in the bible, but he committed adultery and murder of a woman’s husband. Chapter 7 In this section, since the author has already concluded that the bible is history, he sets out to dispel the arguments leveled against the historical nature of the bible. He notes that some of the issues that have ca st doubt on the bible’s historicity include revelations and supernatural events, which were associated with the Israelites. Oswalt proceeds to note that God was keen on ensuring that Israelites recorded true accounts of their experiences. The main point that comes out here is that the bible points out clearly that God has made everything that is known to humans known via human-historical experience. Oswalt is keen to point out to the reader that the bible is an accurate account of the past. The idea of accuracy and history features in his definition of history earlier in the book. According to him, accuracy is one of the key yardsticks for determining what is historical and what is not. Thus, in the case of the bible, God preternaturally manifested his being to the Jews to make sure that whatever they chronicled was a true record of what they had seen and heard. This aspect, according to Oswalt, qualifies the bible as historical despite the criticisms leveled against it. He i s also careful not to touch on biblical passages, which would discredit his argument on the historicity of the bible. Chapter 8 In chapter eight, Oswalt continues to argue his case about the accuracy of the bible, which makes it historical. Therefore, chapter seven and chapter eight are somewhat like a single section for they address the problems associated with history in an effort to distance the bible from such problems and prove beyond doubt that it is indeed historical. Like in the previous chapter, his energy is directed towards proving that the bible is a historically accurate document. With this knowledge, he urges the reader to note that the entire bible is historical because books included therein give accounts of real people and their patterns of life. An important element of the accounts is that it does not attempt to hide their flaws, which typically picture them as ordinary humans. Oswalt goes a little bit deeper to bring out what the term history really means. In so d oing, he uses the German and Norwegian versions of the term Geschichte and Historie respectively. He shows how the translation of the term into different languages could distort the underlying meaning. He notes that the German version refers to a narrative while the Norwegian version refers to an actual event (Oswalt 2009, 157). In concluding this section, Oswalt notes that the bible is historical and that its historical nature cannot be isolated from theology because the essence of theology is history and to crown all these arguments, he quotes Apostle Paul who wrote that faith could not exist if people do not believe in Jesus Christ’s resurrection, which is a historical event. Chapter 9 This section is the penultimate chapter of the book. Oswalt thus begins to lay the ground for his conclusion. He does this identifying a few scholars who have given alternative viewpoints on the bible. Among those he identifies are â€Å"John Van Seters, Frank Moore Cross, William Dever, an d Mark Smith† (Oswalt 2009, 172). What Oswalt does at this point is to debunk the viewpoints of all these scholars by identifying a key idea in their work and pointing out how it is misguided and thus false. He begins by critiquing Van Seters’ claim that Jewish priests tampered with the bible after the Babylonian exile so that according to this scholar, the bible is not in its originally intended form (Oswalt 2009, 172). Oswalt refutes this assertion and points out that it is false. He also refutes Cross’ claim that the bible was an epic poem before being changed to what it is today (Oswalt 2009, 175). In the two instances, Oswalt position is that the bible has never undergone any alteration or changes save for translation into different languages. Oswalt proceeds to debunk other viewpoints from scholars such as William Dever who firmly believes that the Judaic belief system was similar to the Canaanite belief system, yet the similarities were ignored by scholars thus pitching the Israelite belief system as unique when it actually was not. Oswalt rejects this perspective as misguided and false, as to him, this kind of literature misleads its readers. Oswalt also rejects Mark Smith’s argument, which claims that the Israelite system of belief traces its roots to the Canaanite polytheistic belief system (Oswalt 2009, 181). This argument undermines the accounts of the bible, which it records that only one God existed before creation and he created everything that exists in the universe. In essence, it undermines the concept of transcendence as elaborated by Oswalt in chapter four. Thus, it cannot hold as true. Chapter 10 This chapter is the concluding section of the book whereby Oswalt sums up all his key arguments, which allows him to take a strong stand that the bible is a unique and special writing and is thus not a myth. The major ideas he conveys are the disparity between the biblical worldview or biblical perception of reality and the secular or non-biblical perceptions of the world. He is keen to point out that the biblical perspective finds its essence in the concept of transcendence while the non-biblical perspective has its essence in the concept of continuity. In a bid to make his point on the superiority of the bible over Ancient Near East literature and other non-biblical writings, he points out that the Western world has embraced the worldview of continuity, hence the downturn in morality that is witnessed in its societies. Here, he further propagates the idea that nothing good can come out of humanity if the influence of God is missing. Therefore, the bible cannot fall within the precepts of the definition of a myth. Reference Oswalt, John. 2009. The Bible among the myths: Unique revelation or just ancient literature? Grand Rapids, MI: Zondervan. This book review on The Bible among the Myths was written and submitted by user MotherAskani to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Autism spectrum disorder in relation to education

Introduction Autism spectrum disorders refer to the disabilities that are of neurodevelopment nature. In most cases, the disorders last for the entire lifetime of an individual. Autism Spectrum Disorders (ASD) is notable within the first thirty-six months after birth of a person.Advertising We will write a custom essay sample on Autism spectrum disorder in relation to education specifically for you for only $16.05 $11/page Learn More Some of the most common characteristics associated with ASD include difficulty in communication, social interactions and the individual displays a stereotyped attitude and activities that one undertakes. Medical research studies report that Autism Spectrum Disorders are because of an impaired brain development process and the overall functionality of the brain, which usually occurs during the initial 3 years of a person’s life (Kavale 2002). This paper attempts to examine the relationship that exists between Autism Sp ectrum Disorders and education. The paper will first outline Wendy Lawson statement of 2001 about ASD in relation to education, after which the relationship between ASD and education is established. The paper will also outline the challenges associated with the implementation of inclusive programs for students with ASD, various ways used to tackle the associated challenges and a conclusion based on the personal position concerning inclusion approach to education. Overview of Wendy Lawson statement on the relationship between the ASD and education Lawson claims that the school environment sometimes can be harsh to both parents and the children; this is because the education system cannot address all the needs of every individual. The application of concepts such as exclusion and separation is an effective approach towards the solution of problem of variability in the education system. There are categories of individuals in the education system that requires full time attention in ord er to foster effective learning. This means that the education system must have strategies that incorporate the concepts of adaptability and should be able to consider the needs of the different individuals in the education system.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is worth noting that special schools need to put more emphasis on neurodevelopment of autistic individuals. Many individuals are not aware that they have Autistic Spectrum Disorders. In addition, they are not prepared to handle the cases of ASD. Challenges encountered when implementing inclusive programs for students with ASD Inclusive programs can be either full inclusion or regular inclusion. The choice of the mode of inclusive programs depends on the levels of severability of ASD in students (Bowe 2005). Inclusive programs use the concepts of integration, meaning that students with ASD can attend classes with other norm al students for all day or at least more than half of the lessons duration. The inclusive program considers students having ASD at the same levels as other members of the class. In case a student requires special attention, the provisions of such services are available outside the classroom setting, especially if they will cause interruption to the rest of the classroom (Jorgensen et al 2005). An example of such special service is speech therapy. In such cases, the autistic student is taken to a resource room, where there are more thorough instructions compared to the regular classroom. For the case of full inclusion, there is integration of students having ASD on a fulltime basis with the regular students (Loxley 2007). In this case, there is no segregation depending on the severability of the ASD in students. A significant number of educators argue that is the most effective approach to administering learning to students with ASD. In this context, there are no specialized and segr egated educational supports to autistic students. An inclusive program for students having ASD is not easy to implement. In order for autistic children to learn effectively in the normal classroom set up, there is need to have enough funding in order to employ the necessary support specialists and acquire learning resources for the students and teachers (Jorgensen et al 2005). In addition, there is need to have assistive technologies, which can be used to enhance the accessibility of the classroom for students whose body movements have been significantly impaired. The following outlines the various challenges associated with the implementation of inclusive programs for students with ASD (Kavale 2002).Advertising We will write a custom essay sample on Autism spectrum disorder in relation to education specifically for you for only $16.05 $11/page Learn More The first significant barrier to the implementation of inclusive programs for autistic students is adequate funding. Attending to students having ASD in the regular classrooms requires specialized teachers and supplementary staff in order to aid in the realization of the needs of the students having ASD. An inclusive program for autistic students requires intense funding which aims at the provision of services to meet the individual needs for autistic children (Marston 2004). The current state of the economy cannot support the provision of such services. The implementation of inclusion programs without adequate funding will hinder the provision of specialized professional services to the autistic students. For autistic children to learn effectively in a regular classroom environment, one student requires at least one specialized teacher, this translates to immense resources in order to implement inclusion programs for students having ASD effectively (Loxley 2007). Immense resources are also required in order to adjust the curriculum for autistic students to match that of regular students. This means that the curriculum adjustment is at the expense of regular students, since focusing on the administration of learning for students with ASD will hinder learning for regular students in the same classroom and vice versa (Bowe 2005). Immense funding is also required in order to facilitate the setting up of a resource room that provides special services, for instance speech and language psychotherapy, physical psychoanalysis and additional social work. In general, the implementation of inclusive programs in mainstream educational institutions is an expensive venture that requires both human and material resources that are not readily available in regular schools. This is a significant barrier towards the implementation of inclusion programs for students having ASD (Loxley 2007). The second significant constraint associated with the implementation of inclusion programs for students having ASD is negative attitudes. An educational institution is similar to societal setting; this implies that autistic students are subject to negative attitudes from other regular students and teachers (Loxley 2007). In some cases, general education facilitators can fail to understand the nature of students having ASD.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This plays a significant role in inhibiting effective learning by autistic children. Attitudinal barriers can be either intentional or unintentional. Intentional barriers that are likely to be evident during implementation of inclusion programs for students having ASD include cases of isolation, instances of physical bullying and emotional bullying. Isolation usually makes it difficult for autistic students to fit in the normal classrooms set up because of factors such as difficulty in making of friends (Loxley 2007). Emotional bullying involves the perception that students having ASD are always stupid. Unintentional barriers are due to lack of understanding of the state of the autistic children by the staff and other students of the education system. Research studies have reported that the most rampant case of unintentional attitudinal barrier is lack of understanding on the side of support staff and regular teachers. Regular teachers assigned to fend for children having ASD always view this task as being inappropriate, therefore resulting to ineffectiveness in the delivery of education services to autistic students (Bowe 2005). The third significant barrier associated with the implementation of inclusive programs for students having ASD is that there is lack of curriculum structures designed foundation of universal design (Bowe 2005). Most of educational curriculum presently used focuses on a particular grade and subject. In most cases, the structure of the curriculum puts into consideration the needs of regular students; as a result, they overlook the learning needs of students having ASD. The structure of the most educational programs leaves students with exceptionalities, especially autistic children outside the curriculum structure (Marston 2004). This is due to the perception that most educators feel that students with special needs should be excluded from the regular educational system and their needs be attended to in a special environment. In order f or inclusive programs to be effective, they must deploy multi-level instructions to foster universal design in the education system. The strategies deployed in teaching and learning should ensure that autistic students have the capability to learn on their own. This is achievable through incorporating the concept of universal design in the structure of educational curriculum. This is not the case in the present educational curriculum that does not put into consideration the fact that students having ASD require more attention and support compared to regular students (Bowe 2005). Lack of universal design in educational curriculum implies that there is no guarantee for meeting the learning needs for autistic students. Inclusion means that the autistic children use the normal class routine and structure, as a result, the learning approach is the same as for normal students (Bowe 2005). Inclusive programs overlook the provision of individual needs because the learning procedures applied focuses on regular students’ methodology. In such a scenario, students with ASD who require specialized services such as speech therapy are disadvantaged largely. Another significant barrier to the implementation of inclusive programs for students having ASD is that the current state of classroom set up does not embrace the concept of diversity in the population of the students (Kavale 2002). An important aspect of inclusive program is that it should facilitate the establishment of heterogeneous learning environments, which addresses the needs of students with different learning abilities effectively without affecting the learning process of other students. It is usually difficult to implement inclusive educational programs in homogeneous learning environment. Therefore, such an approach to student grouping results to the segregation and differentiation of students having ASD, thereby hindering the implementation of inclusion programs for such students. This streaming practi ce segregates autistic students since they have different learning abilities compared to regular students. In such a scenario, mutual learning is significantly impaired. Segregation in the delivery of educational services hinders developmental learning among students having ASD (Marston 2004). Systemic barriers are not easily addressed, especially the lack of heterogeneous classrooms in terms of classroom size and support services. Even in cases where there are heterogeneous learning environments, lack of resources for administering teaching can still hinder effective implementation of inclusion programs for students having ASD (Susan 2005). Another significant barrier that inhibits the implementation of inclusive education for students having ASD is that there is lack of necessary expertise and knowledge that are required to implement inclusive practices to education. This is an inevitable barrier towards the realization of effective inclusion programs for autistic students because regular educators usually feel that they do not have the required knowledge and skills to attend to autistic students in an effective manner. Teaching students in an inclusive classroom requires adequate skills that are essential handling students with different learning abilities (Susan 2005). This means that educational institutions have the challenge of outsourcing of the professional teaching and support staff. This in turn puts pressure on regular educational institutions to concentrate on looking for viable alternatives outside the normal classroom setting (Susan 2005). Lack of knowledge is a systemic barrier to implementation of inclusive programs for students with ASD; this is due to factors such as inadequate pre-service training, in-service training, and lack of accountability by the available regular teachers towards teaching students with ASD. In addition, regular schools are not ready to invest in the acquisition of necessary expertise towards the provision of educatio n to students with ASD in regular classrooms. Available regular teachers always lack the confidence and required special skills in order handle students having ASD. There are other systemic barriers to implementation of effective inclusion strategies to students with ASD such as lack of accountability mechanisms, required professionals to attend to students with ASD, obscurity in the adoption of diversity and the inclusion approach to education (Bowe 2005). How the above challenges can be addressed using evidence-based practice There are diverse ways of tackling the above challenges in order to foster effective implementation of inclusive programs for students having ASD in regular institutions (Bowe 2005). The approach towards eliminating such barriers should aim at the establishment of plans of approach that emphasizes on the identification of specific barriers, and then deployment of strategic actions that aims at elimination of the challenges associated with the implementation o f inclusive programs for students having ASD (Loxley 2007). The first method towards approaching such challenges is the adoption an educational system that is universal in its design, in the sense that it can accommodate and address all the categories of students in the education system without bias. The realization of this is through designing an educational curriculum that does not segregate students according to their learning abilities (Kavale 2002). An effective learning environment is that which can facilitate mutual learning amongst students irrespective of differences in their learning abilities. Educational institutions should aim at integrating all students without dividing students basing on developmental abilities, as the case of students having ASD. Educational systems must prioritize understanding the educational practices associated with inclusive programs for students having ASD. It is imperative that the educational plans and policies in regular learning institution s put into consideration the learning requirements of students with problems in neurodevelopment, especially ASD (Bowe 2005). The second effective strategy for addressing the challenges related to the implementation of inclusive programs for students with ASD is the establishment of good collaboration and effective preparation strategies. Collaboration is one of the most significant aspects of inclusive programs. This means for inclusive programs to be effective, they must provide an avenue through which educationally facilitators can meet and discuss the recent educational practices in handling students who have ASD. The use of collaboration in the deployment of inclusive programs makes the regular teachers and the supporting staff to feel that they have the support that they need in order to attend to students with ASD in a regular classroom setting (Susan 2005). It is also important that inclusive programs for students having ASD should provide an opportunity for the various educ ators to develop lesson plans, which can address the needs of exceptional students. Failure to develop lesson strategies to accommodate the needs of students with ASD is the most rampant source f frustration for teachers when they attend to special students (Kavale 2002). Therefore, administrators of educational institutions need to recognize the significance of implementation of inclusive programs for students having ASD. The realization of this is through proving sufficient time for the educators to plan and consult with one another. Collaborative effort is also required between the educators and paraprofessionals. It is the responsibility of the education system to identify opportunities, which promote collaboration and specific preparation efforts. It is also important to put into consideration students who have issues with neurodevelopment. In order to address this challenge effectively, educational institutions will need to add more resources that aim fostering educational mod els that flexible and appropriate in the context of students having ASD (Bowe 2005). The third significant strategy that aims at tackling the challenges associated with the implementation of inclusive programs for students with ASD is the development of knowledge competencies of the specialized professional in handling exceptional students. It is imperative that inclusive programs should distinguish the roles of professional regular teachers and specialized teachers. Paraprofessionals should not undertake the duty of normal professional teachers when they are attending to students with ASD. As a general rule of thumb, paraprofessionals should provide support to teachers while dealing with autistic children, in the context of inclusion programs. Just like other educators, paraprofessionals must be facilitators of inclusive programs for it to be successful. A significant skill requirement for paraprofessionals is the ability to foster independence and interdependence learning approach es (Marston 2004). Another important way of addressing the challenges related to implementation of inclusive programs for students with ASD is to ensure that parents and families provide the required support and be partners during the implementation of inclusive programs. Parents and families form an essential aspect of the educational system. In order to implement inclusive plans effectively, parents and families need to be involved actively in the process of planning for inclusive education. It is also important that the educational planning process put into consideration the views and perceptions of the parents and families that have autistic children. Lack of their involvement is a challenge that should not be underestimated (Susan 2005). This implies that the inclusive programs need to devise methods of fostering ways through which families and parents should be in partnership with the educational institutions. The inclusion program should also aim at providing awareness to par ents, through informing them of the roles of the various paraprofessionals. This fosters direct contact and aims at monitoring the development process of a student with ASD. Other strategies than can address the challenges during the implementation of inclusion programs include offering training to teacher assistants, implementation of peer support methods and ensuring that inclusive program practices are consistent with the standards (Bowe 2005). Personal position regarding an inclusive approach to education Inclusive approach to education is not an effective methodology to foster equality in then education system. The only significant challenge is that inclusion ignores the fact students with disabilities require special attention in learning environments that intensely monitored and controlled. A student having neurodevelopment problems is less likely to maintain concentration in a classroom environment full of student with similar characteristics. Inclusive approach to education is only effective when school administrators deploy staff preparation strategies to enhance their skills in handling students with neurodevelopment problems. The effectiveness of inclusion approach to education significantly depends on how aware and prepared learning institutions are towards the methodology. It is arguably evident that a significant number of learning institutions do not use the standard inclusion practices when administering learning to students with ASD and other neurodevelopment problems (Kavale 2002). Alternatives to inclusion such as special education have proved more effective in considering the needs of students with neurodevelopment problems. Special education provides learning methodologies that are customized and attempts to address the learning needs of students in an individual basis (Bowe 2005). Despite effecting how the students will interact with other individuals in the social world, studies have depicted that isolation of students with neurodevelop ment problems is more effective than inclusion. References Bowe, F., 2005, Making Inclusion Work, New York: Merrill Education/Prentice Hall. Jorgensen, C., Schuh, M., Nisbet, J., 2005, The inclusion facilitator’s guide. Baltimore: Paul H. Brookes Publishing Co. Kavale, K., 2002, Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education ,Vol. 12 no. 6, pp. 56-89. Loxley, A., 2007, Deconstructing Special Education and Constructing Inclusoin, Maidenhead: Open University Press. Marston, D., 2004, Journal of special education ,Vol. 20 , no. 2 pp. 89-102. Susan, D., 2005, Understanding and Workong With the Spectrum Of Autism, Sydney: Elsevier Australia. This essay on Autism spectrum disorder in relation to education was written and submitted by user Leilani Pennington to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Hillsborough disaster Essay Essay Example

The Hillsborough disaster Essay Essay Example The Hillsborough disaster Essay Essay The Hillsborough disaster Essay Essay The Hillsborough catastrophe was an incident that occurred on 15 April 1989 at the Hillsborough bowl in Sheffield. England. during the FA cup semi-final lucifer between Liverpool and Nottingham Forest association football nines. The crush resulted in the deceases of 96 people and hurts to 766 others. The incident has since been blamed chiefly on the constabulary. The incident remains the worst stadium-related catastrophe in British history and one of the world’s worst association football catastrophes. association football nines used to contend the semi-final of the FA Cup at a impersonal locale. and in 1989 Hillsborough was selected by the association football. While opposing protagonists were segregated in the bowl. Liverpool fans were allocated the Leppings Lane base. reached by a limited figure of turnstiles. Entry to the land was slow due to the few decrepit turnstiles available to the Liverpool fans which caused unsafe overcrowding outside the land before kick-off. In an effort to ease force per unit area outside the land. Chief Superintendent Duckenfield ordered an issue gate to be opened. The opened issue gate led to a tunnel marked â€Å"Standing† which led straight to the two already overcrowded enclosures ( pens ) . In old old ages the tunnel had been closed off by constabulary when the two cardinal pens were full. nevertheless on this juncture the tunnel was unmanned. The resulting inflow of protagonists caused suppression and some fans climbed over side fencings or were lifted by fellow protagonists onto the base above to get away the crush. Moments after kick-off. a crush barrier broke and fans began to fall on top of each other. The game was stopped after six proceedingss. To transport away the injured. protagonists tore down advertisement billboards to utilize as stretchers and exigency services were called to supply aid. Of the 96 people who died. 14 were admitted to infirmary. When the FA Chairman visited the Control Box to happen out what had happened. Chief Superintendent Duckenfield told a ‘disgraceful prevarication that the protagonists had â€Å"rushed† the gate. The 1990 functionary enquiry into the catastrophe. the Taylor Report. concluded â€Å"the chief ground for the catastrophe was the failure of constabulary control. The findings of the study resulted in the riddance of standing patios at all major football bowls in England. Wales and Scotland. On the twentieth day of remembrance of the catastrophe. authorities curate Andy Burnham called for the constabulary. ambulance and all other public bureaus to let go of paperss which were non made available to Lord Justice Taylor in 1989. This action led to the formation of the Hillsborough Independent Panel. which in September 2012 concluded that no Liverpool fans were responsible for the deceases. and that efforts had been made by the governments to hide what happened. including the change by constabulary of 116 statements associating to the catastrophe. The facts in the study prompted immediate apologies from Prime Minister David cameron ; the Chief Constable of South Yorkshire Police Chairman David Bernstein and Kelvin Mackenzie. then-editor of The Sun. for their organisations’ several functions. In September 2012. the Hillsborough Independent Panel concluded that up to 41 of the 96 human deaths might hold been avoided had they received prompt medical intervention. The study revealed â€Å"multiple failures† by other exigency services and public organic structures which contributed to the decease toll. In response to the panel’s study. Attorney General for England and Waless. Dominic Grieve MP. confirmed he would see all the new grounds to measure whether the original inquest finding of facts of inadvertent decease could be overturned. On 19 December 2012. a new inquest was granted in the High Court. to the alleviation of the households and friends of the Hillsborough deceased. 1. Examination of Evidence associating to the Hillsborough football bowl catastrophe. Lord Justice Stuart-Smith. February 1998. Page 83. hypertext transfer protocol: //www. southyorks. constabulary. uk/sites/default/files/STUART 2. Conn. David ( 17 April 2009 ) . â€Å"Football: David Conn on Hillsborough† . The Guardian. Retrieved 12 September 2012. 3. ^ Eason. Kevin ( 13 April 2009 ) . â€Å"Hillsborough: the catastrophe that changed football† . The Times ( UK ) . Retrieved 1 October 2009.

Alexander the Great Research Paper Example | Topics and Well Written Essays - 2250 words

Alexander the Great - Research Paper Example By the time Alexander ascended to the throne of Macedonia, the main cities of Greece were already brought under the Macedonian rule and so Alexander came up with a strong and experienced military force in the land. At first, he established as the general of the Greece and then he ventured to expand the empire to the other side of the world. He started his expansion of the empire by attacking Asia Minor in 334 B.C. The ten years of expanding the empire, up to his death, marked as the craftsmanship of this Macedonian king. The whole Persia under Darius III came to be under Alexander the Great. The attack of Alexander in India (336 B.C.) witnessed the greatness of the emperor by giving the land to the earlier king. The near mutiny of his troops made him back to Macedon. The death of Alexander in 323 B.C. in Babylon witnessed the end of Macedonian dreams to conquer the remaining countries of the ancient world. BBC says, â€Å"Alexander led his army a further 11,000 miles, founding over 70 cities and creating an empire that stretched across three continents and covered around two million square miles† (BBC). All the places he conquered were put together in an ‘international network of trade and commerce’. The language and culture of the Greek spread across the conquered places and there was the interchange of the culture- the Greek and the conquered countries. This research gives a small description of the conquests of Alexander the great and tries to analyze how Alexander’s conquests affected the countries with Hellenistic attributes. So the paper takes the thesis statement, Alexander’s the great conquests affected the countries in many ways. Alexander’s Conquests It was after ascending into the throne of Macedon in 336 B.C., Alexander III took part with the desire of his father in expanding the territory of the country. His father, Philip II, had already made the Greek countries under Macedon through military and diplomatic measures. So he had already paved the way for his son to ride on. The new king Alexander at the age of 20 started his attempts to conquer the other countries. It was amazing for researchers to believe that Alexander could take control the major parts of the ancient world. His empire coved the countries like Egypt, Syria, Palestine, Armenia, Persia, Afghanistan and India of the ancient world. All those places that came on the way from Macedonia to India became under the control of Alexander the great. (See appendix 1) William J. Duiker and Jackson J. Spielvogol had given the brief account of Alexander’s invasion in their book, The Essential World History. It is stated in the book that, in the year 334 B.C. his army, consisting 37,000 men entered Asia Minor and soon the entire western half of the country came under Alexander. The attack of Alexander suddenly alarmed the Persian ruler, Darius III and he wanted to stop the movement of the Greek army. The battle of Issus was a fe arsome one between these two armies and finally the Greek became victorious. This success made him

Should the DREAM Actor legislation like itbe passed Essay

Should the DREAM Actor legislation like itbe passed - Essay Example Every day, immigrants in the United States feel alienated from the society. It may start at an early age or during the teenage year after enrollment to advanced educational institutions. This prevents them from taking part in activities that benefit the society. Immigrants are also denied opportunities which may help build them morally and psychologically. In most cases, immigrants are the best performers in educational institutions. However, they have to go through many hardships so as to afford to pay for their education and also to secure a job in the job market. In turn, this denies them the chances to benefit the society economically. For undocumented children, securing a place in schools and other educational institutions is hard enough. If the manage to enroll to a school, another problem arises in paying their school fees. Sometimes, they may even have to take breaks so as to work. In the worst case scenarios, they even end up dropping out of school completely. However, this is not even half the challenges that they have to go through in their day-to-day lives. For a child to develop psychologically, he/she needs to have a sense of belonging either to a community, a state or a certain social group. Undocumented children are denied this opportunity by being denied certain privileges such as social security numbers and ID cards. This prevents them from taking part in social activities and having fun like other documented teenagers. One of the reasons and explanations, as to why I think the dream act should be passed is because it recognizes undocumented children. The Dream Act gives undocumented children the chance to participate in economic activities and also further their education. As stated previously, many undocumented children are good performers in their studies. However, they end up dropping out of school due to lack of school fees. For example, â€Å"The ‘Invisibles’†, an article written by Doulas McGray, states â€Å"In 2004,

External influences affecting the firm and its activities Essay - 1

External influences affecting the firm and its activities - Essay Example itate corresponding change in strategy so as to take into considerations of the emerging risks which may influence the overall development of the business enterprise. These external factors are highly relevant for smooth operations of the business. ‘These are characterised by 4Is: issues, institutions, interests and information’1 (Baron, p2). Non market factors, in emerging markets become all the more crucial because of the sensitive nature of the new market potential and the volatility of the market forces. The socio-political environment coupled with the media and public opinion are become vital factors for the stakeholders interests. The strategic relevance of 4Is is vital to the success of the business operations. Issues, which might clash with the operations and performance of the company, must be addressed urgently. The institutions are defined as bodies which are affected by the issues, which may be local or national in character. Interests are the personal stake of the individual or groups, in the issues. Lastly the information relates to the various facts and fictions of the issues and the actions taken thereon. Some recent external factors, which are having significant impact on the business, the world would be taken up. It is especially true in the contemporary times, when the global economy is going under tremendous turmoil. The recessive trends in the market have become crucial factors that are having varying degree of impact on the businesses across the world. The American economy has been under tremendous strain with its deteriorating job market and dismal performance of its various public private companies. Recession has also been declared in Britain and the effect of such trends could be clearly seen across the globe. The bankruptcy of major financial institutions has resulted in the financial meltdown that has created a serious crisis situation in the global economy. The economic disaster has topped the priority issues (CBS) that need to be

Development of Forensic Science Methods

Development of Forensic Science Methods The Criminal Justice System of England in the 18th century initially consisted of perpetrators being privately prosecuted by their victim, with the victims playing the role of the criminal investigator; gathering and submitting evidence, paying fees to cover the expenses of the constables time in order to apprehend the suspect, filing charges with the local magistrates and presenting evidence to the grand jury. However, the development of the CJS has resulted in professional bodies gathering and submitting evidence, alongside the representation of victims in court by the Crown Prosecution Service (CPS), victim support services and there are an array of specialist courts in existence who handle cases specific to their knowledgeable subject. The Contribution of Forensic Science to Police Investigation As cited by Pyreck (2007, p. 4), The National Institue of Justice (NIJ. 1998) defines forensic science as the application of scientific knowledge to the legal system. Thornton (1997) observes, Forensic comes to us from the Latin forensus meaning of the forum. In ancient Rome, the forum was where governmental debates were held, but it was also where trials were held. It was the courthouse. So, forensic science has come to mean the application of the natural and physical sciences to the resolution of conflicts within a legal setting. The Home Office Report (2005, p. vii) proposes that factors such as the degree of integration and communication between police and scientific support appeared to be important in determining retrieval rates. Forensic science was initially a conventional means to corroborate suspected offenders, however due to procedures such as DNA testing; the report goes on to state that there is an increase in the proportion of volume crime offences detected using foren sic evidence. In the UK, it is estimated that, for directly detected volume crimes, the main evidence securing the detection was forensic in more than one quarter of cases. Databases such as AFIS and NDNA run systems which provide comparable results from forensic evidence to apprehend offenders on the system; with a detection rate of attaining perpetrators in seven in ten cases, which can render to be the solution to a further 0.4 open cases on the system. Fingerprint evidence can be found 41% of the time at scenes of vehicle crimes, 45% of non-residential burglaries and one in three residential burglary scenes; with 10% of scenes providing DNA evidence. However, it proves to be difficult to collect forensic evidence when scenes are inaccessible, have been purged or the offender has been vigilant. It can also be difficult to convict suspects with a positive DNA match when there is insufficient evidence or the individual provides a legitimate alibi. The use of forensic measures in co urt however, have proven to impact cases in a positive light; namely for theft, murder and burgulary cases, with an increase of 17% for burglary; alongside this, the appraisal of DNA and fingerprint evidence augments a jurys decision to convict in cases of homicide and rape. Methodology Applied when Gathering Blood Spatter Evidence and Other Samples in Criminal Investigation Forensic Scientists can gather a more accurate profile of the perpetrator and how the crime was committed by gathering and analysing the following specimens: Hair analysis Fiber Analysis Glass Fragments Paint Chips Analysis Soil Analysis Ballistics Toolmarks Bitemarks Fingerprints Footwear Tire Impressions Blood Spatter Analysis DNA Analysis Blood, Semen, and Saliva (DNA matching and typing; blood-spatter analysis Nonhuman DNA (dog, cat, deer, whales) Drugs (drug identification, forensic pathology) Explosives (bomb and arson identifications and source traces) Fibers (fiber typing, source identification, and matching) Hair (hair typing and matching) Fingerprints (fingerprint matching, AFIS, etc.) Bones (gender and age typing, identification of remains; weapon identification) Wound analysis (weapon typing; physical movement patterning) Firearms and ammunition (ballistics and tool-mark identification) Powder residues (shootings, suicides) Glass (glass typing and matching) Foot, tire and fabric impressions (impression typing and matching) Paint (paint typing and matching in automobile collisions, hit and run) Petroleum products (product typing and matching) Plastic bags (typing and matching; garbage bags as suffocation device or when used in transports) Soils and minerals (mineral typing and matching; forensic geology) Tool marks (tool identification and matching; homicides, burglary, home invasions, etc.) Wood and vegetative matter (plant typing and matching; plant DNA) RAPD matching; limnology, Forest Service Lab Insects, larvae, maggots; forensic entomology; time of death; location analyses) (Kiely, F. T. 2006, p. 50) One of the underlying principles behind forensic analysis is the concept that when two individuals come in contact with one another, or if an individual comes in contact with an object, there is a high probability of transfer of biological material (skin, hair, etc.). The transfer does not always have to be as obvious as blood, (Missouri State Highway Patrol, p. 22). Due to this, it is important to collect samples from all those whom have been in contact with the victim and the scene of the crime to avoid wrongful implications by eliminating those individuals whom do not match the suspects DNA profile. Analysing Blood, Semen and Saliva Samples Hair is a biological specimen of the body and may be associated back to its source through DNA analysis (although DNA is not always successfully extracted from hair), (Missouri State Highway Patrol page. 30). Alternatively, materials stained with blood, semen, saliva can be collected, be ensured to be air dried before placed in a paper bag and sealed, then tagged with the identification of the contents, exhibit number, initial and date. For porous material such as cloth and leather, investigators are advised to cut the area containing the stain; however for nonporous materials such as glass and metal, stains are removed via a cotton swab that has been moistened with water; and for liquid stains, a clean cotton swab is immersed in the sample. In terms of collecting semen samples, when the specimen is not drying-out, alternatively, condoms are to be frozen. When collecting a Buccal (Oral) swab, two to four swabs must be vigorously rubbed on the interior of the cheek for a minimum of 30 secs to a minute to recover epithelial (skin) tissue; which must then be labelled with the individuals names. The Application of Fingerprint Identification When fingerprint evidence found in a body of water is collected, it should remain in the original water. A watertight container should be lowered into the water and allowed to fill. This allows the evidence to be placed in the container without exposing it to the air. If fingerprint evidence found in water is allowed to dry before processing, the likelihood of developing prints of value dramatically decreases. (Missouri State Highway Patrol) page. 17)The Automated Fingerprint Identification System (AFIS) is a database which stores fingerprints that have been taken from suspects, whether they have been incarcerated or not; due to which perpetrators are easily identified, without having a definitive suspect, as their prints are already present on the system. Latent fingerprints on nonporous materials deteriorate rapidly upon prolonged exposure to high temperature and humidity. Consequently, items should be processed and/or forwarded to a laboratory as soon as possible A ruled scale should be used when photographing latent prints. Latent prints on materials are to be handled with gloves and placed in a cellophane protector, whereas latent prints on surfaces such as plastic cards, metal plates and glass bottles are dusted with finger print powder and then extracted with lifting tape and placed on a 3 x 5 card, which contrasts in color with the dusting powder used. Behavioural Science Support As cited by Alison and Rainbow (2011), the crime scene is presumed to reflect the murderers behaviour and personality in much the same way as furnishings reveal the homeowners character (Douglas et al., 1992: 21) (Alison, L. and Rainbow, L. 2011 p. 19) Full verbal case briefing and access to the SIO/investigation team All relevant statements Crime reports Any officers reports/status reports Pathology and forensic reports/findings Full set of crime scene and pst -mortem photographs Available analysis (e.g. telephony, palynology, entomology, etc) Relevant maps Visit to all relevant scenes; allows the BIA to gain fuller understanding of the decision-making process of the offender. Such information is not routinely available from (the above mentioned methods), where often the evidential focus is too restrictive to provide the necessary behavioural perspective. (Alison, L. and Rainbow, L. 2011 p. 25) Behavioural Investigative Advisors (BIAs) provide a theoretical perspective in investigations via the use of forensic psychology to support investigators by implementing methods such as crime scene assessment; DNA screening; suspect prioritisation; familial DNA; nominal pool generation; interview strategy; media strategy; offender background characteristics; and investigation strategy, (Newburn, T. Et al. p.. 658). In order to perform an accurate evaluation, BIAs require case materials such as: Please refer to Appendix. 1: Example of the BIAs work. The BIA are able bodies whom provide expertise in offender profiling to connect cases where correlating physical evidence is not evident. The Serious Crime Analysis Section (SCAS) of the NPIA, through their mandate to collect and analyse a range of sexually motivated offences throughout the UK, now has more than 16,500 offences on ViCLAS (Violent Crimes Linkage Analysis System) database, (Alison, L. and Rainbow, L. 2011 p. 25). Appendix Appendix 1: Example of the BIAs work. (Alison, L. and Rainbow, L. 2011) Case Study 2, folder 1FF, 194528.jpg

Reflective Nursing Essay

Case Study One In this case study I will use Gibbs (1988) model of reflection to write a personal account of an abdominal examination carried out in general practice under the supervision of my mentor, utilising the skills taught during the module thus far. What happened During morning routine sick parade I was presented with a 21 year old male soldier experiencing severe acute, non specific, abdominal pain. Under the supervision of the medical officer (MO) I proceeded to carry out a full assessment and abdominal examination, using Byrne and Long’s (1976) model to structure the consultation. I requested the patients’ consent before conducting the examination, as is essential before commencement of any medical procedure, be it a physical examination or a critical surgical procedure (Seidal et al, 2006). The patient was quite agitated on arrival and appeared to be in a great deal of pain, and so before continuing with the physical examination I reassured him and made him comfortable in the treatment room. On examination his abdomen was soft, palpable with no tenderness, on auscultation bowel sounds where normal, vital signs normal, with cramping centralised pain. Feelings I was feeling confident in my ability to deal with the patient and perform the examination effectively as I had practiced this several times previously using the university resources and mock OSCE with my facilitator. As I am often solely responsible for the care and management of patients during out of hours (OOH) I felt comfortable assessing and triaging the patient. However, under normal circumstances I would assess the patient and refer them to the MO if I was concerned about their condition, in order for a decision to be made. I was also being closely monitored throughout which did increase the pressure to deliver the correct diagnosis and make appropriate decisions. However, by utilising the consultation model I feel I managed to keep a focused approach and ensure the correct questions where asked. Evaluation I feel I gained a good history from the patient by using the SOLER principles (Egan, 1990) taught in the history taking presentation. Thus allowing me to form a differential diagnosis and rule out certain causes, such as; constipation, and indigestion. Subsequently, the physical examination enabled me to confirm a diagnosis of acute abdomen. As the patient was not experiencing any worrying (red flag) symptoms associated with abdominal emergencies, such as; appendicitis or pancreatitis. However, I did forget certain aspects of the physical examination and had to be prompted by the MO. Although with more practice such incidence would be reduced. Analysis I was happy that I managed to rule out any distinct causes of the abdominal pain by performing the examination to collect data, analyse it, and use the results to make an appropriate decision (Schon, 1984). However, had I performed the examination without assistance I may not have gained all the information required to confirm diagnosis, as I did forget some aspects. Conclusion The MO seemed happy with my diagnosis and care plan, though he did highlight the importance of practicing the physical examination skills in order to become a more competent practitioner. Overall I feel gaining knowledge and skills in translating a patients’ history and physical examination results, has enabled me to become more confident in making a diagnosis and has improved my decision making skills. Action Plan In order to become a more capable and effective practitioner I must continue to perform physical examinations under the guidance of a more senior practitioner, and utilise their expertise during the decision making process. Additionally, I will continue to develop my consultation and history taking skills by using Byrne and Long’s (1976) consultation model to assist my practice and aid future development. References BYRNE, P, S., LONG, B, E, L. (1976) Doctors talking to patients. London: HMSO EGAN, G. (1998) The Skilled Helper: A problem-management approach to helping. 6th edn. Pacific Grove, London: Brooks/Cole. GIBBS, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: further education unit, oxford polytechnic SEIDAL, H, M., BALL, J, W., DAINS, J, E., BENEDICT, G, W. (2006) Mosby’s Guide to Physical Examination. 6th edn. Philadelphia: Elsevier. SCHON, D. (1984) The Reflective Practitioner: how professionals think in action. New York: Basic Books.

Dietary Supplement

Dietary Supplement Report Ebony M. Dean SCI/241 January 27, 2013 Joseph Casico Dietary Supplement Report Dietary supplements are vitamins, minerals, herbs and other substances meant to improve your diet. They can come in pill form, capsules, powders and liquids. Supplements do not have to go through testing that drugs do. Some supplements can play an important role in your health. For example, pregnant women take the vitamin folic acid to prevent certain birth defects in their babies.Taking any kind of supplements can also be a type of complementary or alternative medicine. The U. S. Food and Drug Administration (FDA) do not regulate dietary supplements in the same way that it regulates medicine. A dietary supplement can be sold without research on how well it works. The benefit of taking dietary supplements is that they are designed to augment your daily intake of nutrients. Normally, you should be able to get all the nutrients you need from a well balanced diet.However, taking supp lements can provide additional nutrients when your diet is lacking or when certain health conditions cause you to develop an insufficiency or deficiency. Multiple-vitamin supplements provide all the basic vitamins and minerals your body needs. These vitamins are generally safe because they only contain small amounts of each nutrient. Individual nutrients can also be sold as a dietary supplement, but in larger amounts than what’s found in a typical multiple-vitamin.These supplements may be used to treat a simple deficiency, such as an iron deficiency, but sometimes they’re used therapeutically to treat specific health conditions or risk factors. For example, large doses of niacin may be used to raise good cholesterol, and folic acid has been used to reduce the risk of a birth defect called spina bifida. The risk of taking dietary supplements is that some contain active ingredients that have strong biological effects in the body. This could make them unsafe in some situa tions and hurt or even complicate your health.Using dietary supplements could lead to harmful and even life-threatening consequences such as using supplements with medications whether prescription or over the counter and substituting them for prescriptions medicines. Taking too much of some of these supplements, such as vitamin A, vitamin D, and iron. Some supplements can also have unwanted effects before, during, and after surgery. Always inform your health care provider, including your pharmacist about any supplements your taking especially before surgery.The FDA regulates both finished dietary supplement products and dietary ingredients under a different set of regulation than those covering â€Å"conventional† foods and drug products (prescription and Over-the-counter). Under the Dietary Supplement Health and Education Act of 1994 (DSHEA), the dietary supplement or dietary ingredient manufacturer is responsible for ensuring that a dietary supplement or ingredient is safe before it is marketed. FDA is responsible for taking action against any unsafe dietary supplement product after it reaches the market.Manufacturers are required to produce dietary supplements to minimum quality standards and ensure that they do not contain any contaminants or impurities, and are accurately labeled. Generally, manufacturers do not need to register their products with FDA nor get approval before producing or selling dietary supplements. Manufacturers must make sure that product label information is truthful and not misleading. The manufacturers are required to report all serious dietary supplement related adverse events or illnesses to the FDA as of December 2007.The FDA can take dietary supplements off the market if they are found to be unsafe, adulterated, or if the claims on the products are false and misleading. Folic acid is a type of B vitamin that is normally found in foods such as dried beans, peas, lentils, oranges, whole-wheat products, liver, asparagus, bee ts, broccoli, Brussels sprouts, and spinach. Folic acid is used for preventing and treating low blood levels of folic acid as well as its complications, including â€Å"tired blood’ (anemia) and the inability of the bowel to absorb nutrients properly.Folic acid is also used for other conditions commonly associated with folic acid deficiency, including ulcerative colitis, liver disease, alcoholism, and kidney dialysis. Women who are pregnant or might become pregnant take folic acid to prevent miscarriage and birth defects such as spina bifida that occur when the fetus’s spine and back don’t close during development. Folic acid is likely safe for most people. Most adults do not experience an aide effects when consuming the recommended amount each day, which is 400 mcg.High doses of folic acid might cause abdominal cramps, diarrhea, rash, sleep disorders, irritability, confusion, nausea, stomach upset, behaviors changes, skin reactions, seizures, gas, and excitabi lity. There is some concern that taking too much folic acid for a long period of time might cause serious side effects. Some research suggests that taking folic acid in doses of 800-1200 mcg might increase the risk of heart attack in people who have heart problems. Other research suggests that taking these high doses might also increase the risk of cancer such as lung or prostate cancer.For folic acid deficiency: the typical dose is 250-1000 mcg per day. For preventing neural tube defects: at least 400 mcg of folic acid per day from supplements or fortified food should be taken by women capable of becoming pregnant and continued through the first month of pregnancy. Women with a history of previous pregnancy complicated by neural tude defects usually take 4 mg per day beginning one month before and continuing for three months after conception. References: www. nih. gov/medlineplus/dietarysupplements www. wedmd. com/dietarysupplements www. fda. gov/food/dietarysupplements

Continental Europe seeks to combine flexibility with security in its relations with the workforce via a range of measures one of which is flexicurity. The WritePass Journal

Continental Europe seeks to combine flexibility with security in its relations with the workforce via a range of measures one of which is flexicurity. Introduction Continental Europe seeks to combine flexibility with security in its relations with the workforce via a range of measures one of which is flexicurity. a, p. 1). Flexicurity is thereby an important element of the European Employment Strategy, which must be incorporated into all of the Employment Guidelines within the EU. This helps to modernise labour markets (Flaschel and Luchtenberg, 2012, p. 14) and achieve the 75% employment rate target that has been set by the Europe 2020 Strategy. This Strategy seeks to change Europe into a â€Å"smart, sustainable and inclusive economy† (European Commission, 2012b, p. 13). In effect, flexicurity is vital for the labour market and must be promoted by all so that unemployment and long term exclusion from the labour market can be sufficiently tackled. It was made clear in the 2011 Annual Growth Survey that in order for an integrated labour market to be created â€Å"rigorous fiscal consolidation for enhancing macroeconomic stability† (European Commission, 2011, p. 1) is needed. Growth enhancing measures as well as reforms for higher levels of employment would also create a more integrated labour market, which would help to achieve the employment rate target. However, it was stressed by Linda Richardson that in order for the employment rate target to be successful attained, work needs to be â€Å"an economically attractive option† (European Employment Observatory, 2012, p. 1). Therefore, individuals need to be provided with the incentive to work in order for this to prosper otherwise the Flexicurity strategy will become futile. In order for Flexicurity to be fully achieved, nonetheless, it is important for all Member States to â€Å"design solutions that offer flexibility and security beyond company borders in order to facilitate good and timely labour market transitions and to reduce labour market segmentation† (European Expert Group, 2007, p. 41). It remains to be seen whether this approach will also address national borders in future years b ut it is evident that Flexicurity provides an opportunity to achieve â€Å"economic efficiency and social equity to a higher level in Europe† (European Expert Group, 2007, p. 41). In addition, the pathways to establishing Flexicurity need to ensure that national contexts and histories are taken into account since each Member State has a different legal and contractual model, which often stems from historical viewpoints that have become embedded into national cultures. This ultimately shapes the ways in which Member States adapt and change, which illustrates the importance of this when it comes to implementing policy measures relating to Flexicurity. Arguably, it is manifest in accordance with this that whilst there are a number of different pathways to achieve Flexicurity, each Member State will adopt their own according to their own cultures of industrial relations. This was clearly recognised by Wilthagen (2008, p. 14) when it was pointed out that: â€Å"There is not one common or standard pathway to flexicurity and every Member States will have to construct its own pathway, based on its typical history and its political, cultural, institutional and organisational tradition and particularities.† Despite this, each Member State can in fact learn from the approaches undertaken by other Member States, yet this will require intervention by the EU so that the different pathways to Flexicurity can be promoted. It is important that Flexicurity s uccessfully addresses the problems surrounding young workers. This is because, young workers are mostly affected by reduced employment opportunities and as a result it is vital that Flexicurity is able to address this. Flexicurity should thereby â€Å"reduce the divide between insiders and outsiders in the labour market† (Eurofound, 2012, p. 1). In doing so, it is vital that insiders are being supported during job-to-job transitions, whilst outsiders are provided with easy access to work and stepping stones, which will â€Å"enable progress into stable contractual arrangements† (Eurofound, 2012, p. 1). Flexicurity for young workers has proven successful in helping young people find work (OECD, 2008, p. 109). This clearly highlights the significance of Flexicurity and demonstrates how Flexicurity can be used as a means to support specific groups of people who are usually disadvantaged within the labour market (Broughton, 2012, p. 1). Arguably, Flexicurity appears to be a solution to the problems faced within the labour market, which is why it is important for the promotion of Flexicurity to be fully realised by the EU. Not all agree that Flexicurity is the solution for all Member State s, however, and instead believe that â€Å"the concept reveals itself to be less convincing when it comes to its application within the framework of different socio-economic realities and differently shaped labour markets† (Heeger, 2012, p. 1). Therefore, whilst Flexibility does appear workable in theory, the same cannot be said in practice since there is no one size that fits all and different approaches will need to be employed. Conclusion Overall, whilst Flexicurity is an important concept, which aims to combine flexibility with security in order to achieve the 75% employment rate target that has been set by the Europe 2020 Strategy, it is evident that there are a number of different pathways to achieving Flexicurity. Because of this, there is much difficulty in deciding what the best approach to take is, however this will differ according to the historical cultures of industrial relations of each Member State. Flexicurity does appear workable when it comes to solving the problems relating to young workers, and evidently helps young workers enter the labour market. This is vital given that young workers are mostly affected by unemployment levels and as such it is imperative that Flexicurity is better promoted by the EU and its Member States. References Broughton, A. (2012) Using Flexicurity to Support Specific Groups of Workers at Company Level, IES, [Online] Available: employment-studies.co.uk/news/es16art4.php [03 January, 2012]. Eurofound. (2012) Flexicurity – It Takes Three to Tango, [Online] Available: eurofound.europa.eu/resourcepacks/flexicurity.htm [03 January 2012]. European Employment Observatory. Workshop on ‘Making Work Pay’ Meeting Report, [Online] Available: www.eu-employment-observatory.net//EEOThSeminar-MWP-21Fe [03 January 2012]. European Commission. (2011) Commission Publishes Annual Growth Survey, Economic and Financial Affairs, [Online] Available: http://ec.europa.eu/economy_finance/articles/eu_economic_situation/2011-01-annual-growth-survey_en.htm [03 January 2012]. European Commission. (2012a) Flexicurity, Employment, Social Affairs Inclusion, [Online] Available: http://ec.europa.eu/social/main.jsp?catId=102langId=en [02 January 2012]. European Commission. (2012b) Europe 2020, [Online] Available: http://ec.europa.eu/europe2020/index_en.htm [02 January 2012]. European Expert Group. (2007) Flexicurity Pathways; Turning Hurdles into Stepping Stones, [Online] Available: ec.europa.eu/social/BlobServlet?docId=1519langId=en [03 January 2012]. Flaschel, P. and Luchtenberg, S. (2012) Roads to Social Capitalism: Theory, Evidence and Policy, Edward Elgar Publishing. Heeger, K. (2012) Flexicurity – Further Erosion of Workers Rights? EU Observer, [Online] Available: http://euobserver.com/opinion/114980 [Accessed 03 January 2012]. OECD. (2008) Jobs for Youth: Netherlands 2008, OECD Publishing. Wilthagen, T. (2008) Mapping out Flexicurity Pathways in the European Union, Tilburg University, Flexicurity Research Programme.

ABBOTT Surname Meaning and Origin

ABBOTT Surname Meaning and Origin The Abbott surname means abbot or priest, from the Old English abbod or Old French abet, which in turn derive from the Late Latin or Greek abbas, from the Aramaic abba, meaning father. Abbott generally originated as an occupational name for the chief ruler or priest of an abbey, or for someone employed in the household or on the grounds of an abbot (since celibate clergy usually didnt have descendants to carry on the family name). According to a Dictionary of American Family Names it may also have been a nickname bestowed on a sanctimonious person thought to resemble an abbot. The Abbott surname is also common in Scotland, where it may be of English origin, or possibly a translation of MacNab, from the Gaelic Mac an Abbadh, meaning son of the abbott. Surname Origin: English, Scottish Alternate Surname Spellings:  ABBOT, ABBE, ABBIE, ABBOTTS, ABBETT, ABBET, ABIT, ABBIT, ABOTT Where in the World is the ABBOTT Surname Found? The Abbott surname is now most commonly found in Canada, especially in the province of Ontario,   according to WorldNames PublicProfiler. Within the United Kingdom, the name is most common in East Anglia. The name is also fairly common in the U.S. state of Maine.  Forebears surname distribution data places the Abbott surname with the greatest frequency in the former British Caribbean colonies, such as Antigua and Burbuda, where it is the 51st most common last name. It is next most commonly found in England, followed by Australia, Wales, New Zealand and Canada. Famous People with the Last Name ABBOTT Berenice Abbott - American photographer and sculptorGrace Abbott - American social worker best known for her work improving rights of immigrants and advancing child welfareEdith Abbott - American social work pioneer; sister of Grace AbbottSir John Abbott - former prime minister of CanadaJeremy Abbott - U.S. national figure skating championGeorge Abbott - American director, producer and playwrightBud Abbott -  comedian best known for playing the straight man of Abbott and Costello   Genealogy Resources for the Surname ABBOTT Abbott DNA ProjectIndividuals with the Abbott surname or any of its variations are invited to join this Y-DNA surname project of Abbott researchers working to combine traditional family history research with DNA testing to determine common ancestors. The Abbott Family GenealogyThis site compiled and written by Ernest James Abbott collects information on primarily Americans with the Abbott surname, and includes sections on authors, occupations, famous descendants, courses, and Abbotts in the military and ministry. Abbott Family Genealogy ForumSearch this popular genealogy forum for the Abbott surname to find others who might be researching your ancestors, or post your own Abbott query. FamilySearch - ABBOTT GenealogyExplore over 1.7 million historical records and lineage-linked family trees posted for the Abbott surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. ABBOTT Surname Family Mailing ListsRootsWeb hosts a free mailing list for researchers of the Abbott surname around the world. DistantCousin.com - ABBOTT Genealogy Family HistoryExplore free databases and genealogy links for the last name Abbott. The Abbott Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the common Abbott last name from the website of Genealogy Today. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins