Female infanticide Essay Example for Free

Female infanticide Essay Imagine a world with no women. There are no wives, no sisters, no daughters, and no mothers. Unfortunately, this world is on the brink of becoming a scary reality for Asian countries such as China and India. Due to attempts to control population and the low value associated with females in these societies historically and culturally, both China and India are now facing a serious gender imbalance. Female infanticide and sex-selective abortion are responsible for this gender imbalance. Due to the high occurrence of foeticides, infanticides, including new born neglect and abandonment, he world is currently deprived of over 100 million women. China and India alone are responsible for 80 million missing females. CHINA: In 1978 China introduced the one-child policy. The Chinese population was growing too fast and already was enormous. The government introduced this policy to slow down the growth of the population of China. This encouraged female infanticide even more. Before the introduction of the one-child policy female infanticide already existed. According to a report, an interview with 40 women over age 50, who claimed to have given birth to 183 sons and 175 daughters, of whom 126 sons but only 53 aughters survived to age 10. By their account, the women had destroyed 78 of their daughters. To Chinese families the son is the most important child. They believe that the son can work, carry the family name and look after elderly parents. Only after the desire of having a son or two has been met, do Chinese families prefer having a girl. INDIA: In the global arena, India is indeed fast developing and is gradually becoming a force to reckon with and this makes us extremely proud. However, there are certain home truths we arent aware of or chose to turn a deaf ear to. Female infanticide is one of them. India as a country is steeped in patriarchal values and thereby continues to talk about the importance of raising a male child. The idea of the male child enwraps an image of future security, protection, wealth and prosperity. Only can a male child grow up to look after his family. Only can a male child protect his family. Women are simply viewed as commodities and properties belonging to men. Women are perceived to be a burden on the family. From the time she is born, the only way her physical being/existence is given meaning is by virtue of marriage. In the institution of marriage lies the salvation of the woman. In looking after her husband and bearing children lies her attainment of Nirvana. And with marriage comes the social evil of dowry (giving away lump sums of money and gifts during marriage) which continues to haunt families. A large population of India continues to struggle on a daily basis for its survival. In a situation like this, the additional appendage of giving dowry to the grooms family increases the misery of an already devastated financial situation of the average Indian family. female infanticide.

A Critique on the Blank Slate Essay Example for Free

A Critique on the Blank Slate Essay There are three doctrines which have attained sacred status in modern intellectual life. The Blank Slate, a loose translation of the medieval Latin term tabula rasa, scraped tablet, commonly attributed to John Locke which delves into the opposing of political status quos and social arrangements, stating mainly that the mind is like a sheet of white paper void of all characters and ideas, furnished with words through experience; it denounced the differences seen among races, including the institution of slavery as slaves could no longer be thought of as innately inferior, ethnic groups, sexes and individuals for the differences come not from the innate constitution but from the differences in the experiences. It is indeed fitting to think of the mind that way as the mind is like a blank sheet of paper filled only through experience. Yet it is safe to say that not only experience that can fill it but also preconceptions and expectations of the society. Another doctrine is The Noble Savage, commonly attributed to philosopher Jean-Jacques Rousseau, inspired by the European colonists’ discovery of the indigenous in the New World; it stated the belief that savages were solitary, without ties of love or loyalty and without any industry or art. It also captures the belief that humans in their natural state are selfless, peaceable and untroubled and that negative emotions such as greed and jealousy are products of civilization, a concept which debased Thomas Hobbes’ belief that man is naturally cruel and requires a regular system of police to be resolved. Looking at it from a personal angle, I would say that I quite agree with Hobbes only on one aspect: man is naturally cruel; if he isn’t, then how is it that our history has been tainted with the blood of millions of people who have died because of a single man who could not rein his malice, i.e. Hitler. Even in our everyday life, we manage to impress upon other peopl e our evil nature, even if in a simple way. But that does not mean that we need to surrender our lives to leviathan control for I believe that we can change our nature, no matter how far back we may seem. As the last doctrine states, we are not merely machines with gears and springs, we are our minds and thus we have the ability to think and choose our own decisions. The last doctrine, attributed to Rene Descartes, is perhaps the most ingenious of all: The Ghost in the Machine. Our mind exists because we know how to think and the very act of doing so proves it. Our bodies’ existence however may be doubted for we may simply be immaterial spirits who merely daydream that we are incarnate. Add to that a moral bonus: the belief that the mind is a different kind of thing from the body. And what makes it truly intriguing is the fact that philosophers argue as to when the ghost enters the body, during the start of the fertilization when the sperm cell fertilizes the egg cell and creates the zygote or when it has become a fetus ready to be borne into the world. Certainly it is an argument comparable to the question, â€Å"Which came first, the chicken or the egg?† Philosophically answering the question would pertain to another question, â€Å"what is meant by ‘came first’?† as all philosophical questions go. These doctrines have so shaped the world that it has left fingerprints, from Walt Disney to the former president of the United States, George W. Bush. And even for a simple student like me who has recently come across the subject, I can say that I have already thought of such concepts even without reading it before, or at least I have thought about the idea of the Noble Savage and the Blank Slate. Yet as I read the concept of the Ghost in the Machine, I was very much in awe for I have never, in my whole sixteen years of existence, thought of such a thing. And what really appeals to me is the fact that Descartes claims that we are our minds and that our body may merely be an image we have formed as immaterial b eings. Even Buddha thought so, stating that â€Å"We are shaped by our thoughts; we become what we think†¦Ã¢â‚¬  I have long doubted the ideas of ghosts and reading of such a concept, especially in a subject such as this, makes me wonder how the philosopher conceived such an idea. Thinking of it gives me shivers as it implies that we are beings far greater than we imagined. And as good as it may sound, I think it appeals to man’s egotistic nature; we as humans who have done things, good and evil, try to look for a sound explanation to ease our consciences. I cannot say that the idea does not appeal to me yet I cannot also say that I do agree with it; on the other hand, of the three doctrines, I agree the most with the doctrine of The Noble Savage. I do believe that in our true nature, we are savages but that does not mean that we did not know how to control ourselves; indeed it would seem that the Native Americans, the specific race of people that the Europeans based the doctrine of The Noble Savage on, had a better society than we did: they were less barbaric, no employment problems and substance abuse, even crime was nearly nonexistent. And even if there were hard times, life was definitely stable and predictable. And yet that in itself was the reason why man chose to come out of his â€Å"savage† nature; he wanted adventure, twist and turns in his life; he wanted to feel the thrill of living. There is nothing wrong with that but for every choice there is a price to pay and the price we paid was high even if it remains to be seen whether it was worth it or not. However that is not enough reason to turn over our free will to an autonomous control; doing so would merely undermine the choices we have made for our civilization. Besides, our lives are meant to be lived fully and whatever choices we make, we must stand by it and see it to the end. Our mind, no matter how it started or whatever way it really is, is a tool for us to live our lives as we see fit. We must learn to harness our true potential to make sure that whatever choices we make would produce positive ripples that would be felt in the distant future to help the coming generations. As Plutarch said, â€Å"The mind is not a vessel to be filled but a fire to be kindled.†

The Relationship Between History And Geography Education Essay

The Relationship Between History And Geography Education Essay Whilst geography and history are two discrete subjects within the National Curriculum (1999), Martin (2002) believes that it is possible to identify areas of similarity between them from looking at the importance of history and geography statements. Moreover, she points out that there are links between history and geography through the knowledge and understanding, skills, concepts and values and attitudes and therefore it is possible to incorporate cross-curricular links when teaching the subjects. However, before these links are explored it is important to provide an overview of both subjects in their own right. Cooper et al (2006) state that geography is fundamental to childrens understanding of the world they live in. They highlight that geography allows children to study people and develop a sense of place. Furthermore, they point out that geography fosters childrens appreciation of the environment and helps them to understand why sustainability is important. Similarly, Catling and Willy (2009) suggest that primary geography allows children to develop a curiosity about the world through exploring people and the environment. In the Importance of Geography statement the Department for Education and Employment (DfEE) (1999) emphasise that geography allows children to question the natural and human influences within the world and the statement draws upon the importance of using enquiry skills. The importance of geography as an enquiry subject is evident in the organisation of the geography National Curriculum. The National Curriculum (1999) for geography is divided into two sections; the knowledge, skills and understanding and the breadth of study. The knowledge, skills and understanding children acquire fall into four aspects: geographical enquiry and skills, knowledge and understanding of places, patterns and processes and environmental change and sustainable development. The breadth of study specifies the localities through which children are taught the four aspects The National Curriculum (1999) for history incorporates two areas, knowledge, skills and understanding and breadth of study. The knowledge, skills and understanding identify the key concepts including chronological understanding, historical interpretation and enquiry. O Hara and O Hara (2001) argue that history is an important subject because history is not only about what happened in the past. They state its about why we are who we are and about whats next (p.9) and therefore history contributes to childrens social and cultural development. Moreover, Cooper (2006) emphasises the value of history within the curriculum. She suggests that history is an enquiry based subject that allows children to develop an understanding of the past through interpreting evidence from sources. The skill of enquiry is evident in the importance of history statement where the DfEE (1999) point out that history should encourage children to weigh up evidence to reach conclusions. Rowley and Cooper (2009) highlight the benefits of cross-curricular teaching and integration of subjects. They argue that finding links between history and geography makes learning relevant to children and offers a stimulating way to learn across inter-connected topics. They believe that crossing subject boundaries encourages children to improve their enquiry skills and show initiative. Moreover, Barnes (2007) advocates that teachers can make curriculum expectations meaningful for children through cross-curricular planning. He argues that when subjects are integrated children can apply the knowledge, understanding and skills they acquire in one subject to another. Similarly, the Independent Review of the Primary curriculum carried out by Rose (2009) advocates the importance of cross-curricular teaching to enhance childrens learning. The review states that subjects should be reformed into areas of learning with geography and history coming under the area of historical, geographical an d social understanding. Kimber et al (1995) argue that geography and history should allow children to develop positive attitudes and values of the world they live in. Martin (2002) builds upon this arguing that both subjects encompass common attitudes and values. She believes that these attitudes and values allow children to think about their rights and responsibilities in their immediate environment and the world, whilst developing an awareness of alternative viewpoints. Moreover, she points out that through studying geography and history children develop a respect of different lifestyles and cultures both in the past and at present. Martin (2002) states that the knowledge and understanding of history and geography can be linked because both subjects focus on people in different places, at different times. This is supported by the Qualifications and Curriculum Authority (2000) who found that the knowledge and understanding acquired in geography can be used in history. Whilst on school experience I was able to use the topic of ancient Egypt to develop childrens knowledge and understanding in both history and geography. Although ancient Egypt is an option under the world history study in the history National Curriculum (1999), I integrated geographical elements by looking at the River Nile. This is because the River Nile has a deeply geographical focus within a historical context. This enabled the children to consider the connections between rivers, farming and industry whilst looking at the significance of the River Nile in providing food and trade for Egyptians. On this occasion the geographical understanding abo ut rivers helped children to understand Egyptian history. Hoodless (2009) argues that there is a similarity between the skills children are expected to acquire in history and geography. This is further emphasised by Catling (2006) who points out that both subjects incorporate enquiry skills where children have the opportunity to ask questions, observe, record information and interpret evidence. These enquiry skills are reflected in the National Curriculum (1999) for history (historical enquiry 4.a, 4.b) and for geography (geographical enquiry and skills 1.a-1.e). Fraser and Donert (1996) and Hoodless (2009) argue that one way enquiry skills can be developed in the subjects is through examining a local area from a historical and geographical perspective. Moreover, Foley and Kanikoun (1996) suggest that a starting point for a local area enquiry study is to introduce key questions that children will find out the answer to. These enquiry questions include what is the place like? (p.11) which demonstrates a geographical focus for the enquiry and what was the place like in the past? (p.11) which emphasises the historical focus for the enquiry. Catling (2006) argues that in order for children to improve their knowledge of what a local area is currently like and what it was like in the past, they should collect evidence through field work, photographs and maps. He highlights that through an enquiry children will have ideas about why an area develops and how it has come to be like it is (p.14). Although I have not had the opportunity to use a local ar ea enquiry study in school, the humanities local area enquiry project gave me an in-depth understanding of how to plan a unit of work where children can see how the past has impacted on a present locality. Through exploring a range of primary and secondary sources and carrying out field work within my own enquiry I looked at the area from a geographical and historical perspective. Turner-Bisset (2005) suggests that a good way to engage in a local area study is by using historical maps. This idea is evident in a sample cross-curricular history and geography local area unit by Hoodless (2009). He suggests historical maps can be used to find out what the area was like at a particular time in the past. This lesson incorporates the geographical skill of interpreting maps (geographical enquiry and skills 2.c) as well as the historical skill of interpreting sources (historical interpretation 3 and historical enquiry 4.b) and therefore the link between skills in both subjects is evident. However, maps do not only provide a link between historical and geographical skills, Disney and Hammond (2002) argue that maps can highlight links between the concepts in both subjects. When considering the change of a local area they suggest that teachers should use new and historical maps which illustrate similarities and differences in a local area. For example they explain that a map which shows an area before the introduction of the railway and a map that shows the area after the introduction of the railway supports childrens development of the concept of change. They argue that this is because children can see for themselves the significant changes that have occurred in the area. On school experience I was able to develop the childrens concept of change within a cross-curricular geography and history lesson. However, instead of maps I used a range of photographs of the city of London from Victorian Britain until today. This enabled the children to use their interpretation skill s to decide how London has changed and how it is still changing. Martin (2002) further highlights that history and geography can be linked through the concepts of each subject. She points out that there are overlaps through the key concepts of change, chronology and similarity and difference. It is evident in the National Curriculum (1999) that the concept of change appears in both geography and history. In the National Curriculum (1999) for geography children are required to recognise how and why places change (knowledge and understanding of places 3.e) and in history children consider changes within and across different periods studied (knowledge and understanding events, people and changes in the past 2.d). However, whilst the over arching concept of change can take different forms in the two subjects, Hoodless (2009) argues that the concept of change can also be developed in a geographical and historical perspective through exploring the changes in a local area, discussed previously. It is important to highlight how the links between both subjects can impact on the whole school curriculum. Owen and Ryan (2001) argue that a school must produce long term plans that meet the statutory requirements of the National Curriculum (2000). This is further emphasised by the Nuffield Association (2009) who highlight that long term plans allow the school to map out the curriculum. Despite a schools long term plans, Knight (1993) states that an integrated curriculum will only be of value if it is based upon a whole school approach. He argues that a long term commitment to effective integration requires collaboration and agreement amongst a schools staff and shared ways of working (p.125). From looking at the long term planning in school it was clear to see that the cross-curricular links between history and geography were clearly planned. Although the management were wholly responsible for the plans, both the history and geography co-ordinators input was required to ensure that the links between subjects were evident and not left to happen by chance within a lesson. The whole school approach to cross-curricular learning outlined in the long term plans ensured consistency and progression in terms of knowledge, understanding and skills within history and geography. Moreover, the whole school integrated curriculum meant that the teachers did not feel pressured to teach every subject discretely thus freeing up the timetable, an issue acknowledged by Rose (2009). There are also implications for the teacher making links between the subjects and it will be important to consider these implications in my own teaching. Knight (1993) states that cross-curricular learning in history and geography depends on realistic integration (p.125) and he states that teacher must be secure in their own subject knowledge of both subjects to recognise real links. Moreover, Turner-Bisset (2000) and The Nuffield Foundation (2009) warn that cross-curricular learning is unsuccessful when links between subjects are forced or tenuous links are made. Turner-Bisset (2000) suggests that teachers should choose areas where the links are natural and not contrived because without these genuine links it is not possible for teachers to measure childrens progress of learning in either subject. Over my three school experiences I have seen strong examples of cross-curricular geography and history teaching such as integrating the impact of the water supply into Victorian Britain. However, Rowley and Cooper (2009) argue that cross-curricular planning raises issues for teachers because the links between subjects are based solely on their perceptions, there is no guarantee the connections between subjects will be made explicit to the children, nor will the connections make sense to the children. In order for children to understand their learning across subjects, Hoodless (2009) highlights that clear objectives are needed for both subjects and these objectives should be included in short term plans. Whilst on school experience it became apparent to me the lack of resources available to support integrated history and geography lessons. When planning a unit around Victorian London, I was required to produce my own resources. This involved visiting the archives at the Museum of London to collect photographs of the city of London in the Victorian era, as well as taking a trip into the central London to take photographs of the city. Although these resources were a beneficial aid to support childrens learning, a great deal of time was spent collecting and putting the resources together. Knight (1993) acknowledges the lack of good quality resources to enable successful integration. He argues that this puts a burden upon teachers to produce resources.

Global Warming - Mitigation is Not Feasible Essay examples -- Climate C

Global Warming - Mitigation is Not Feasible I am in the adaptation group, and I am trying to help my teammates by providing information on the greenhouse gas emissions due to transportation sector. I will provide facts that mitigation in transportation is a near failure. The whole purpose of my part in the group is to attack the opponent in the area of greenhouse gas emissions. From the EPA, the major cause of rising global temperature, part of the climate change, is due to excessive greenhouse gas emissions. They will contribute to warm up the Earth’s atmosphere by absorbing radiation and altering the chemical composition of the Earth’s atmosphere. 15,000 pounds of those are emitted annually per person in the US, for which 12500 pounds are carbon dioxide. Transportation sector constituted 27% of the US greenhouse gas emissions. Despise decreases in other sectors, greenhouse gas emissions from transportation sector have been rising 1-4% steadily in the last five years. Transportation mode alternation will affect the emissions in the long run since transportation mode is considered a long-term energy consumption pattern. From the US Census 2000, the vehicle occupancy data will help us better understand the details in the transportation modes in the US. The average vehicle occupancy varies from 1.057-1.145 person per car. Carpool programs can only increase the vehicle occupancy up to 2.27 person per car, which is not up to half of the vehicle’s capacity. The veh...

The Supremecy of faith the Supremecy of Reason :: essays research papers fc

The Supremacy of Faith, The Supremacy of Reason The history of science has long been in conflict with religion or  ¡Ã‚ §organized ignorance ¡Ã‚ ¨ as Dr. David Starr Jordan called in his book Science and Sciosophy. In this conflict history would reveal that science always prevailed. At times this victory was won at the cost and/or suffering of the individual who earth the nerve to present their finding to the world as court. Obstructions have been raised by men who thought the little they knew of the works and ways of the Creator was all that there was to be known. However, this insensitive response to the essential Christian Concepts provides inadequate recognition of the fact that Science and Religion may work to the same end but take different routes. My holistic view of the issue of science and religion has changed over the past 6 weeks. I realize that there is a certain harmonization of science and religion that gives humanity the abundant life engineered by Jesus Christ in the Gospel. This blending of my ethnocentric reli gious beliefs and the reasoning of empirical thought allowed a reinventing of viewpoint allowing my position to be transformed into something new. Which I believe would be an objective to this disciplined study. The selection of this book Science and Religion Opposing viewpoints allows the reader to take a glance at this conflict from five areas. Great Historical Debates on Science and Religion, Are Science and Religion Compatible, How did the Universe Originate, How did Life Originate and Should Ethical Values Limit Scientific Research? For the sake of brevity we will cumber you with a skeletal version of the text. The author is very clever in presenting information to provide a deeper understanding of the material and come away with an appreciation of the complex nature of the issues debated. The author was careful to mention Pitfalls to Avoid: „h Regarding one ¡Ã‚ ¦s own opinion as being common sense and the most rational stance and the viewpoint of others as being only opinion and naturally wrong. „h To close one ¡Ã‚ ¦s mind to the opinion of others they disagree with. Seek to understand rather than to be understood. The author emphasizes the following typology to develop basic reading and thinking skills: „h Evaluating Sources of Information „h Separating Fact From Opinion „h Identifying Stereotypes „h Recognizing Ethnocentrism Lastly, the author presents a recognized opinion or theory and allows the prevailing points of view to speak plainly and passionately on the subject. The Supremecy of faith the Supremecy of Reason :: essays research papers fc The Supremacy of Faith, The Supremacy of Reason The history of science has long been in conflict with religion or  ¡Ã‚ §organized ignorance ¡Ã‚ ¨ as Dr. David Starr Jordan called in his book Science and Sciosophy. In this conflict history would reveal that science always prevailed. At times this victory was won at the cost and/or suffering of the individual who earth the nerve to present their finding to the world as court. Obstructions have been raised by men who thought the little they knew of the works and ways of the Creator was all that there was to be known. However, this insensitive response to the essential Christian Concepts provides inadequate recognition of the fact that Science and Religion may work to the same end but take different routes. My holistic view of the issue of science and religion has changed over the past 6 weeks. I realize that there is a certain harmonization of science and religion that gives humanity the abundant life engineered by Jesus Christ in the Gospel. This blending of my ethnocentric reli gious beliefs and the reasoning of empirical thought allowed a reinventing of viewpoint allowing my position to be transformed into something new. Which I believe would be an objective to this disciplined study. The selection of this book Science and Religion Opposing viewpoints allows the reader to take a glance at this conflict from five areas. Great Historical Debates on Science and Religion, Are Science and Religion Compatible, How did the Universe Originate, How did Life Originate and Should Ethical Values Limit Scientific Research? For the sake of brevity we will cumber you with a skeletal version of the text. The author is very clever in presenting information to provide a deeper understanding of the material and come away with an appreciation of the complex nature of the issues debated. The author was careful to mention Pitfalls to Avoid: „h Regarding one ¡Ã‚ ¦s own opinion as being common sense and the most rational stance and the viewpoint of others as being only opinion and naturally wrong. „h To close one ¡Ã‚ ¦s mind to the opinion of others they disagree with. Seek to understand rather than to be understood. The author emphasizes the following typology to develop basic reading and thinking skills: „h Evaluating Sources of Information „h Separating Fact From Opinion „h Identifying Stereotypes „h Recognizing Ethnocentrism Lastly, the author presents a recognized opinion or theory and allows the prevailing points of view to speak plainly and passionately on the subject.

Essay --

Subway is the largest single branded international sandwich fast food restaurant franchise. They primarily sell submarine sandwiches and salads. They are the fastest growing franchises in the world with 40735 restaurants in 102 countries. Subway was started by an ambitious 17 year old high school graduate, Fred Deluca , in 1965. He started this business partly because he needed money to aid his education fees. Fred Deluca approached his friend, Dr. Buck, to borrow a thousand dollars to start the business. They eventually became business partners and opened Pete’s Super Submarines. They opened a second outlet and they changed the name to SUBWAY, coloured bright yellow. This is to attract more customers with their company’s name. Background information The Subway story started in 1965 in Bridgeport, Connecticut during August. 17 year old Fred DeLuca dreamed of becoming a medical doctor. He was in need of money as he had to pay for his tuition so he worked in a hardware store. He could only afford lunch at McDonald’s even though he had his salary. This gave him an idea of running a fast-food venture that provides better and healthier food. He got the solution during his family barbecue in a conversation with a family friend, Dr. Peter Buck. Peter then loaned him a $1000 which was enough to open a shop in Bridgeport, which was named Pete’s Submarine after Peter Buck. But it was later changed to Pete’s Subway as the transportation system was nearby in New York. In 1966, Fred and Peter made enough money to open a second store, but they knew it was in a poor location. They found a better location and it was opened till today. Fred continued attending his college while running Subway at the same time. By 1973, he and Buck managed to ha... ... their stores within few miles because it is much more convenient. Demographic: Subway segment their market demographically by providing different foods. For example, Subway in India does not have beef and Subway in Malaysia does not have pork because of their religion and beliefs. Psychographic: Subway is able to segment their market on eating habits. Health conscious people are more likely to buy Subway as it is fresh rather than buying a burger which is oily and unhealthy. Behavioral: Subway knows that busy people, parties and events need food. That is why they provide catering services. Positioning Strategy Subway's strategy is making their food as fresh as possible. They bake their breads fresh daily, they offer more ingredient than any other of their competitor and their customers can customize their own sandwich which gives them more freedom of choice.

Planning and Enabling Learning Essay

This rationale focuses on the four areas of ‘Negotiating with Learners’, ‘Inclusive Learning’, ‘Integrating Functional Skills’ and ‘Communication’. During my research I will draw upon a range of sources which include the internet, books, organisation media (leaflets) and lessons learned. Teaching processes should be cooperative between the student and tutor. To this end tutors should plan strategies like initial assessments, agreeing on learning goals and possible actions to be taken by in order to empower learners to achieve these goals. Petty, G (2009, p530) states: â€Å"Each learner is unique and has individual needs. If the needs of our learners are discovered, the chances of success are greatly increased.† thus as a starting point initial assessments should be carried out prior to commencing a programme of education. Different learners have different learning needs and tutors must know their learners well to judge these requirements. This could be undertaken via a range of questions during the enrolment process, forms or/and questionnaires. Information obtained should be kept confidential so learners feel free to disclose as much information about themselves and their learning needs as possible. Agreeing goals and actions should be accomplished between learners and tutors. The effect being the learner will also feel that his/her views and opinions are being heard and taken into consideration. The advantages to the tutor being that the learner understands their responsibility to advance their own education and tasks/objectives/deadlines required to do so. The tutor should monitor the process to make sure learners reach their learning targets along the way and amend goals by agreement setting new actions when objectives are not reached.