Economics of Energy: Shale Oil

Economics of Energy: Shale Oil Economics of Energy As every nation endures the global recession, countries invest on various types of energy sources that offer the maximum benefits. There are many variations on energy that can be used such as solar energy, nuclear energy, wind-generated energy and shale oil reserves. Each type of energy has different economic benefits. At present times, shale oil reserves are to watch out for. Shale oil reserves are usually undeveloped given that the process of extracting its oil is a difficult process. However, the latest technology unfolds the overwhelming potential of shale oil exploration. The accessibility of shale oil resources across the globe and the effect of increased shale oil production have influence that extends further than the rest of competitors in energy industry. In contrast, other sources of energy offer economic benefits as well but only differ with costs incurred. Among all energy sources, nuclear energy helps to reduce air pollution, balance the Earths weather, avoid acid rain, and depletion of ozone layer. Nuclear power plants are environment-friendly source of energy. There are many economic benefits of using nuclear power plants. Nuclear power plants are a good source of income while it incurs low costs on operation. In the United States, it is their second largest source of power. Aside from stability in future price, it also avoids the import on fuel. Although the economic benefits of nuclear power are great, the hype on shale oil exploration overshadows the nuclear industry. As many nuclear power plants are offline, most of them would find it easier to build new turbines for gas exploration than repair nuclear reactors. According to the Climate News Network in London, most of the nuclear reactors in the United States and Canada are shutting down since shale gas produces cheaper power (Brown, 2013, para.1). Moreover, the investment costs required for nuclear power plant is higher compared to shale oil exploration. Hence, the economic benefits of shale gas are better than nuclear power. Another source of energy is the solar power. This type of energy captures the photovoltaic cells that transform sunlight into electrical energy. Its edge among other sources of energy is that sunlight is free; hence, its energy is infinitely renewable. In the future, the cost of solar power is expected to decline below market price. To compare solar energy and shale gas, the latter has many variables to consider on its relevant costs such as land costs, drilling costs, corporate overhead and others. Hence, solar energy is more economic than shale gas when it comes to expenditures. Lastly, wind-generated energy is also an alternative source of electricity. Wind turbines convert the wind that passes through the blades into electricity. One of the challenges on wind energy industry is its disadvantage on costs. Its technology needs a hi gher amount of initial outlay than fossil fuels. Hence, shale gas is more cost-competitive compared to wind-generated electricity. Economic Costs and Profits of Shale Oil Exploration Computation for economic costs basically includes explicit costs, real costs and opportunity costs (EconomicConcepts.com, 2012, n.p.). On the other hand, economic profit is the difference between revenue and costs incurred. In this section, the economic costs are cash outlays, opportunity costs, transportation expense to China and Beijing Costs, Insurance and Freight (CFI). Below is a table of the writer’s own model of economic costs and profits of shale exploration (Figure 1). The figures are rounded off to the nearest whole number. Economic Costs and Profit for Shale Oil Exploration Total Revenue $ 12,000,000,000.00 Explicit Costs Pipeline costs Materials $ 8,000,000.00 Miscellaneous Expenses $ 1,000,000.00 $ 9,000,000.00 Land (934400 acres x $ 5000 per acre) $ 4,600,000,000.00 Well Cost (50 wells x $5,000,000 rate per well) $ 250,000,000.00 Drilling Costs $ 14,000,000.00 Transportations Costs (Cost Insurance Freight to Beijing, China) (6000 trucks x $8000 rate per truck) $ 48,000,000.00 $ 4,921,000,000.00 Total Explicit Costs Real Costs Labor $ 11,500,000.00 Total Real Cost $ 11,500,000.00 Opportunity Costs Opportunity Costs $ 50,000,000.00 Total Opportunity Costs $ 50,000,000.00 Total Economic Costs $ 4,982,500,000.00 Total Economic Profit $ 7,017,500,000.00 Figure 1. Sample Model of Total Economic Costs and Profit for Shale Oil Exploration In Figure 1, the figures indicated are merely estimates through extensive research. In the explicit costs, the costs incurred are for pipeline, land, well, drilling and transportations. These are costs that are directly attributed to the shale gas exploration. The estimates used for rate per acre, well, and truck are average computation for each account. Secondly, real cost includes all the labor costs incurred to extract oil from the shale. Lastly, the opportunity cost pertains to the amount which could have been earned using other alternatives such as nuclear power plant and so on. In the illustration, total revenue exceeds the total costs incurred which results to an economic profit of $7 Billion. Hence, the model shows a cash-generating shale oil exploration. The next illustration (Figure 2) shows the extended model of Figure 1. Expanded Computation for Economic Cost and Profit of Shale Oil Exploration Total Revenue $ 12,000,000,000.00 Total Economic Costs $ 4,982,500,000.00 Other Costs Decommission Cost Waste Disposal costs $ 384,500,000.00 Labor $ 568,050,000.00 Used-fuel Storage costs $ 211,230,000.00 $ 1,163,780,000.00 Operation or Fracking Expense $ 1,230,500,000.00 Construction Expense $ 805,080,000.00 Total Economic Cost $ 8,181,860,000.00 Total Economic Profit $ 3,818,140,000.00 Figure 2. Expanded Computation for Economic Cost and Profit of Shale Oil Exploration In Figure 2, the amounts from Figure 1 are retained and only the other costs account is added as well as operation or fracking cost and construction expense. The marginal cost is computed by dividing the change in total cost by change in total quantity of shale oil (AmosWEB, 2014, para.4). Hence, $ 8,181,860,000.00 $ 4,982,500,000.00 is $3199360000. Change in total quantity pertains to the change in output of shale oil extraction. For instance, a company can extract 100,000 tons of shale oil in a year and doubles for the succeeding years. Below is the computation for marginal cost per year. Change in Costs Change in Quantity Marginal Cost 1st year 3199360000 100,000 31993 2nd year 3199360000 200,000 15996 3rd year 3199360000 400,000 7998 4th year 3199360000 800,000 3999 5th year 3199360000 1,600,000 1999 Figure 3. Computation for Marginal Cost Figure 3 is a chart on computing for marginal cost. The numerator is the change in costs divided by the denominator which is the change in tons of shale oil. Energy Forecast Energy Forecast on UAE from 2014 to 2020 Year Dollar Price per Oil Barrel Year Dollar Price per Oil Barrel 2003 26.74 2014 120.76 2004 33.46 2015 128.86 2005 49.49 2016 136.97 2006 61.43 2017 145.07 2007 68.37 2018 153.17 2008 93.78 2019 161.28 2009 61.75 2020 169.38 2010 78.06 2011 106.03 2012 108.9 2013 105.43 Figure 4. Energy Forecast on UAE from 2014 to 2020 In Figure 4, the amounts from the year 2003 up to 2013 are data released by World Bank Commodity Price Data (Knoema, 2013). Following the past trends on Dubai’s oil prices, the next 6 six years are forecasts through the Microsoft Excel’s trend function. The illustration shows a forecast of the increasing oil price in the next 6 years. UAE’s oil price is to increase by $7-$9. Comparative Energy Forecast on UAE, UK and US UAE UK United States Year Dollar Price per Oil Barrel 2003 26.74 28.85 31.11 2004 33.46 38.3 41.44 2005 49.49 54.43 56.44 2006 61.43 65.39 66.04 2007 68.37 72.7 72.28 2008 93.78 97.64 99.56 2009 61.75 61.86 61.65 2010 78.06 79.64 79.43 2011 106.03 110.94 95.05 2012 108.9 111.97 94.16 2013 105.43 108.86 97.94 2014 120.76 123.61 109.21 2015 128.86 131.63 115.36 2016 136.97 139.65 121.52 2017 145.07 147.66 127.67 2018 153.17 155.68 133.83 2019 161.28 163.70 139.98 2020 169.38 171.72 146.14 Figure 5. Comparative Energy Forecast on UAE, UK and US Figure 6.Bar Graph of Energy Forecast on UAE, UK and US Figure 5 illustrates the past and future forecasts on the oil prices of UAE, UK and the United States. Using the past trends on oil prices of these countries, a forecast for the next 6 years is made. The same method of computation has been made similar to Figure 5. Its summary on Figure 6, UK has the highest amount of oil price in the next 6 years while UAE falls second. Although United States has usually the highest price of oil in the last 10 years, UK started to lead starting 2012 until now. Hence, both United States and UAE has to improve more in terms of their energy economics to surpass UK’s performance in energy industry. References Brown, P. (2013, February 13).Shale gas kills nuclear power | Climate News Network. Retrieved from http://www.climatenewsnetwork.net/2013/02/shale-gas-kills-nuclear-power/> EconomicConcepts.com (2012).Concept of Economic Costs Explict Cost Implict Cost- Real Cost Oppotunity Cost Definition and Example Economicsconcepts.com. RetrievedJanuary24, 2014, from http://economicsconcepts.com/concepts_of_economic_costs.htm> Knoema (2013, October).Crude Oil Prices Forecast: Long Term to 2025 | Data and Charts knoema.com. RetrievedJanuary25, 2014, from http://knoema.com/yxptpab/crude-oil-prices-forecast-long-term-to-2025-data-and-charts> Marginal Cost, AmosWEB Encyclonomic WEB*pedia, http://www.AmosWEB.com, AmosWEB LLC, 2000-2014. Retrieved January 24, 2014>. Theory of mind: Autism Theory of mind: Autism The term theory of mind in cognitive psychology allows individuals to describe and understanding of other individuals metal state about their beliefs or thoughts no individual can be certain what another individual is thinking but can have a good understand in what they may believe what they are thinking or about their thoughts Baron-Cohen (1997) theory of mind is exclusive to humans and allows humans to have a better understanding about the social world around and allows individuals to interact with other individuals in appropriate way Baron-Cohen (2003) Autism is a developmental disorder which occurs in the first 2 years of the Childs life and can affect approximately four in every ten thousand children (Baron-Cohen, Leslie Frith, 1985), the disorder is more four times more likely for a boy to have the disorder than a girl (Gilberg and Coleman, 1992; Rapin, 1997). An individual who has the disorder may find it hard to interact with another individuals and find it hard to understand what they are saying or understand the emotion of behaviour from another individual that also cannot understand their inner self and the other individuals thoughts and believes. Early signs of autism in a child cannot keep eye-to eye contact with another individual for a long period of time. (Swettenham et al., 1998) Also they cannot spontaneously play with a toy because it may be the fact their disorder cannot let them understand what the toy does. A study took place where individuals where ask to sort out pictures giving to the by category, children wi th the artistic disorder sorted the pictures out by objects example hat scarf (weeks and Hobson, 1987) this shows that not all social communication is impaired but they have little understanding of what is being asked of them. The Reading the Mind in the Eyes Task(Baron-Cohen et al., 1997). Baron-Cohen et al. (1997, 2001a, 2001b) showed some individuals pictures of peoples eyes and where giving four different type of words describing emotion this study was allocated to individuals with autism and also individuals without the disorder but show some signs of the autistic disorder. Baron-Cohen et al. (1997) believes that is a pure test of theory of mind and believes that the results from this study can be an in sight to see if an individual has got the autistic disorder. Children without the disorder start to use the terms think and want this shows they have some understanding of their inner self Most autistics children are delayed in learning a langue which can lead them to make new words up which is called neologising this make it harder for them understand communication and participate in social chat with other individuals Rutter (1987). An autistic individual finds it hard to keep up with the subject of conversation and also shows in ability to use feedback which (Bailey et al., 1996). Children at the age 2 Â ½ can to understand pretend play and the thoughts of other people when as children with autism have mind blindness this is an inability for them to understand social interactions which the individual finds it hard to develop a loving relationship with another individual. The disorder makes the individual find it hard to understand how some else is feeling and its difficult for the autistic individual to interact with another individual with out warning and may feel cold or distant towards other individuals. (Karmiloff-Smith, 1988, 1992) believes that all children explore the environment around them and automatically think of hypothesis and testing them this allows them. The social problems which under go in everyday life which autistic individuals have to face in everyday life, there has been studies which have been created to see if the problems they occur are related to the theory of mind. The Sally- Ann test false belief task was created to see if the individual on going the task had theory of mind skills or not. A child was introduced to two dolls called sally and Ann and where allocated with their own box with a marble hidden inside of it. The child was then told that sally has to go for a minute removing her from the scene and leaving her box behind this. The child is then told Ann is going to play a trick on sally and removes the marble from sallys box. Sally is then returned and the child is then asked where sally should look for the marble. A child with theory of mind will remember that sally doesnt know where her marble is and unaware that it is missing and will look it sallys box by using worlds for example he thinks however a child lacki ng theory of mind skills will only see it from her point of view and would look in Anns box Baron-Cohen, Leslie, and Frith (1985) Many children passed this false belief test which have the autism disorder. Nearly 80 percent of artistic children failed this task which shows that most of the children taking part have not got the inner ability to understand other peoples thought and emotions. Baron- Cohen et als (1992 brought out a checklist for autism to see if any children have the autistic disorder to allow parents or guardians to find out in case of the risk of developing the disorder. The most common signs of autism is mental retardation is most common with 75% of all cases (Rutter, 1979; Rapin, 1997) there is no strong evidence to prove autism is inherited disorder (Rutter, 1994) Autism is clearly understood as a developmental disorder which makes it difficult for that individual to express him/her self and find it hard to understand any other individuals feelings or understand that they can feel emotions and think thoughts. There is not enough evidence to suggest that theory of mind can allow us to understand about autism to its full potential and that theory of mind describes the disorder to where it is completely understood.

Misconception of Religion

Ryan Wood Alicia Alexander Eng. 131 2, November 2010 Misconception of Religion in â€Å"The Gospel According to Mark† and â€Å"A Very Old Man with Enormous Wings. † In the two short stories both authors, Jorge Luis Borges in â€Å"The Gospel According to Mark† and Gabriel Garcia Marquez in â€Å"A Very Old Man with Enormous Wings† use religion as examples on how different individuals use and believe in it. As we read the story’s we will see how religion is sometimes misconceived and misinterpreted by people so they can benefit in their own personal lives, and personal well-being.In the stories both characters are seemed to be looked at as maybe something they are not. This will lead us to the misconception and misunderstanding that people have on religion and beliefs. In the short story â€Å"The Gospel According to Mark† the main character Baltasar Espinosa is seemed to be looked at like a God by a family that does not know much about relig ion or the Bible. The Gutres are a small family that seems to be looking for a religious figure they can believe in since they do not understand religious beliefs. In â€Å"A Very Old Man with Enormous Wings† Pelayo and his wife Elisenda find an old man with wings in front of their house.They believe he could be an angel and decide to lock him inside a chicken coup. They believe he could be there for their sick child but at first there not quite sure. As the two stories evolve we will see how both families use Baltasar Espinosa, and the Old Man to gain advantages in their own lives. In Marquez story, â€Å"A Very Old Man with Enormous Wings† we see an example of how Elisenda starts using the Old Man to reap personal benefits. The narrator says, â€Å"Elisenda, her spine all twisted from sweeping up so much marketplace trash, then got the idea of fencing in the yard and charging five cents admission to see the angel† (354).As we read Borges story, â€Å"The Gosp el According to Mark† the narrator says, â€Å"The next day began like all the others, except that the father spoke to Espinosa to ask whether Christ had allowed himself to be killed in order to save all mankind† (347). Later we find out that the family decides to crucify Espinosa because they might believe him to be a spiritual character and it could benefit the family in some way. They also find out that something has happened between Espinosa and the daughter. In both stories there seems to be a religious character there to help both families in some sort of way.In â€Å"The Gospel According to Mark† the family seems like they take to Espinosa and follow him and learn from him. Where in â€Å"A Very Old Man with Enormous Wings† the family is not sure of him and decides not to take the Old Man in and learn his reasons for being there. â€Å"Pelayo watched over him all afternoon from the kitchen, armed with his bailiff’s club, and before going to bed he dragged him out of the mud and locked him up with the hens in the wire chicken coop† (353). Instead of trying to figure out why he was there, they were more afraid of him and worried about what he could be.In Borges story, â€Å"The Gospel according to Mark† the narrator says, â€Å"The move brought Espinosa and the Gutres closer, and they began to eat together in the large dining room† (345). As both stories evolve we see some contrast in the two families even though religion is a constant topic. Both stories have similar meaning to them, but both authors use religion and religious beliefs in different ways. As the two stories come to an end we see that both families lose their perception on what they were focusing on throughout the stories.In â€Å"A Gospel According to Mark† the family decides to kill the religious figure that has been teaching them the Gospel. This has irony because the Bible strictly talks about death and murder, even though th e family seems upset about what Espinosa has done to the daughter. The narrator says, â€Å"There was no roof on the shed; they had torn down the roof beams to build the Cross† (348). In â€Å"A Very Old Man with Enormous Wings† Elisenda is relieved more than happy when she sees the Old Man fly away.This has irony as well because they used him to make money and benefit in their own life. After they used him, she feels happy that he is gone and is no longer a nuisance. The narrator states, â€Å"Elisenda let out a sigh of relief, for herself and him, when she saw him pass over the last houses, holding himself up in some way with the risky flapping of a senile vulture† (357). The conclusion to the stories is religion can be used positively or negatively depending on who the person is and what their intentions are.

Chinese Population And Its Effect On China - 1700 Words

If â€Å"democracy† is a term that sounds so familiar to many Western countries, the concept, on the other hand, does not adhere a same value in developing countries, especially for China. In fact, Chinese population is heavily under the effect of democratization resistance for many reasons, including but not limit to (1) the government’s own definition and version of democracy (2) Chinese’s long historical factors and unique cultures, (3) different political philosophy and (4) whether is developed or still developing status. With the growth of globalization, the concept of democratization has been encouraged and discouraged in many ways. Unlike many nations, China is a country with at least 5000-year-long civilization, a long rich history with†¦show more content†¦However, Chinese government is lack of those conditions to become a democracy. First, China defined its own version of democracy, which is called socialist democracy or â€Å"with Chinese characteristics† (Green Luehrmann, 2011, p. 337). In China, apart from the Communist Party of China, there are eight different political parties called democratic parties, which were mostly founded during the anti-Japanese war and the national liberation war (crienglish.com, 2014). These parties, however, do not involve with ruling party in China, but rather only participate in the discussion and administration of the State affairs. In the contrary to how China claims to have its own democracy version, there is a government hierarchy of executive power in China, in which the authoritarians have justified their centralization of power as a way to secure their countries from collapse. (Green Luehrmann, 2011, p. 339) In other word, such government is described as â€Å"personalist regimes†, which means that there is such a consolidation of power in the hands of on e individual that this leader comes to personify the nation (Green Luehrmann, 2011, p. 340). For example, China’s prime minister Wen Jiaobao, also known as â€Å"Grandpa Wen† or â€Å" the crying prime minister† has established his symbol as â€Å"rescuers at

First-Grade Science Projects

First grade is a great time to introduce students to the scientific method, which involves looking at the world around you, coming up with an explanation for what you observe, testing your  hypothesis  to see if it could be valid, and then either accepting or rejecting it. Even at such an early grade level, students can begin to learn concepts related to this method. Harness Their Curiosity Young children are innately curious about the world around them. Introducing them to the scientific method helps kids begin to explore what they see, hear, taste, and feel in a systematic way. First-grade projects should be interesting to the student and mostly exploratory in nature. At this age, a teacher or parent needs to help plan the project and offer guidance  on a report or poster. Some students may want to make models or perform demonstrations that illustrate scientific concepts. Project Ideas First-grade science offers a wonderful opportunity to explore how things work. Start your first-graders on the road to exploring science fair project ideas with some simple questions that might spark their interest, such as: What type of food attracts the most insects? (You can choose either flies or ants.) What do these foods have in common?In this experiment, students use vinegar to remove the calcium in chicken bones to make them rubbery. Questions for students: What happens to a chicken bone or an egg if you put in vinegar for a day? What would happen after a week? Why do you think it happens?Do all students in the class have the same size hands and feet? Trace outlines of hands and feet and compare them. Do taller students have larger hands and feet or does height not seem to matter?You can also create a fun science project to determine whether mascaras are really waterproof. Simply put mascara on a sheet of paper and rinse it with water. Ask students to explain what happens.Do eight-hour lipsticks really keep their color that long? You may need to review the  concept of time  with students if they have forgotten or are unfamiliar with hours, minutes, and seconds. Other Project Ideas Spark further interest by suggesting—or assigning—other science fair projects. Asking questions related to each project is the best way to elicit a response from young students. Project-related questions you can ask include: Do clothes take the same length of time to dry if you add a dryer sheet or fabric softener to the load?Do all types of bread grow the same types of mold?Do frozen candles burn at the same rate as candles that were stored at room temperature? All of these questions give you the opportunity to review—or teach—concepts that are important for first-graders. For example, explain to students that  room temperature is a range of  temperatures  that denotes comfortable habitation for people. Talk About Temperature An easy way to demonstrate this idea is to turn up or down the temperature-control gage in the classroom. Ask students what happens when you turn the temperature control up or down. Some other fun projects include letting students figure out if raw eggs and hard-boiled eggs spin the same length of time/number of times if light affects how fast foods spoil, and if you can tell from todays clouds what tomorrows weather will be. This is a great opportunity to take students outdoors, and as they peer at the sky, discuss the difference in outside temperature compared to inside.

Script Analysis of Oedipus the King Essay - 848 Words

Script Analysis of Oedipus Rex The complete fate of Oedipus Rex, is foreshadowed by Teiresias, the prophet in Scene II: But it will soon be shown that he is a Theban, A revelation that will fail to please. A blind man, Who has his eyes now; a penniless man, who is rich now; And he will go tapping the strange earth with his staff To the children with whom he lives now he will be Brother and father- the very same; to her Who bore him, son and husband- the very same Who came to his fathers bed, wet with his fathers blood. (42.75-88) This paper will discuss the elements of Scene II from Oedipus Rex, a play by Sophocles. The script analysis will include: a list of events from the development through to the climax of†¦show more content†¦Teiresias did not want to share his disturbing knowledge with Oedipus as revealed in Scene II: Oedipus: In Gods name, we all beg you- Teiresias: You are all ignorant. No; I will never tell you what I know, Now it is my misery; then it will be yours. (40.71-74) Oedipus in his thirst for knowledge sealed his own fate. The prophet was relentless as he dispelled the truth of the murder of Laios. In disbelief, Oedipus disputed the powers of Teirsias: Tell us: Has your mystic mummery ever approached the truth? When that hellcat the Sphinx was performing here, What help were you to these people? (41. 71-76) He revelled in his own glorious feat of the dispelling of the Sphinx: But I came by, Oedipus the simple man, who knows nothing I thought it out for myself, no birds helped me! And this man you think that you can destroy, (41.82-86) These quotes exemplify the dissention between Oedipus and Teiresias, as pride and conflict collide. It is of interest to note that, while Oedipus believes that he has power over the prophet. It is ironic that it is in reality the reverse. Teiresias held the power of knowledge over Oedipus. He had the power of introducing a poison in the conscience of Oedipus that would lead to his demise. The interaction of characters in this scene has proven to be an effective tool for revelation of character. The setting of theShow MoreRelatedThe Poetics of Oedipus and Dana Marschz1312 Words   |  6 Pages Creon, in Sophocles Oedipus the King, declares to Oedipus that his power ends; none of [his] power follows [him] through life. (Fagles, 652:1677-8) This edict communicates the transience of mortal abilities, and the hubris of those mortals. In the 2008 film Hamlet 2, Dana Marschz perceives himself as an excellent writer producing the work that will save Drama (Hamlet 2, 00:27:58-28:00), which the community loathes for its mediocrity rather than celebrates for its merits. Comparison of the twoRead MoreSophocles The King And Antigone Essay1566 Words   |  7 Pages Sophocles wrote about kings. Mythological, or at least long dead, the regal protagonists of fraction of Sophocles’ surviving work embody the political realities of the ancients’ time. By examining and analyzing the origins and nature of kingship in Sophocles, one can glean a sliver of insight into a civiliza tion that has all but disappeared. Sophocles’s kings were great human leaders, reaching their position through impressive deeds or standing in the community. Although they wielded great powerRead MoreScripting Stage Space in Oedipus the King and Hamlet2416 Words   |  10 Pageshave long been studying and teaching plays as if they were meant to be read rather than performed. A central part of a plays meaning is the way it was originally designed to work on stage. William Shakespeares Hamlet and Sophocles Oedipus the King have long been included on academic lists for scholarly study as literary texts. As someone who has studied both texts in just the manner Hornby mentions, I would suggest that what is lost when a scholar treats a play text as literature is preciselyRead MoreEssay on The Definition of Dramaturgy2075 Words   |  9 Pagesdefinition of what, I believe, is itself an actual field of drama and theatre studies. I initially intend to do this by referring to the teachings of such renowned dramaturgs as Adam Versà ©nyi and Gotthold Lessing. Dramaturgy also works as a form of analysis which explores the relationship between spectator, performer and even playwright; changing our preconceptions of what theatre should and could actually be. It is also important for dramaturgs to consider the social and cultural environment in whichRead MoreHamlet What Is the Appeal to the 21 Century Audience2236 Words   |  9 Pagesthroughout the text. It is easy to derive from Hamlet’s demeanour and words in Act I Scene II (â€Å"A little more than kin, and less than kind†) that he is resentful and, therefore, vengeful towards his uncle, the King. This is further corroborated in Hamlet’s soliloquy, in which he contrasts the King with his father (â€Å"My father’s brother: but no more like my father, Than I to Hercules†) and describes how the King’s marriage to his mother breaks his heart. However, as close attention is paid to the circumstancesRead MoreNarcissistic Personality Disorder Research Paper2024 Words   |  9 Pagesdefines the symptoms of narcissistic personality disorder. NPD is a personality disorder characterized by a deep obsession with adequacy and egocentricity. (Milton p.393) The disorder was first coined by Heinz Kohut in his book The Analysis of the Self: A Systematic Analysis of the Treatment of the Narcissistic Personality Disorder.(James) People with NPD often have trouble maintaining healthy relationships, cannot accept criticism constructively, and have a strong sense of entitlement. AccordingRead MoreKhasak14018 Words   |  57 PagesMonday, 26 October 2009 Preface This dissertation titled ART AS A RENDEZVOUS OF MYTH AND MIND: A PSYCHOANALYTIC AND MYTHOLOGICAL ANALYSIS OF O V VIJAYAN’S THE LEGENDS OF KHASAK explores how the judicious selection and use of literary theory can account for the universal appeal of The Legends of Khasak, a belated self translated rendering of a famous regional work in Malayalam, Khasakkinte Ithihasam authored by the eminent writer O V Vijayan, and thus assert its artistic value. Divided into fourRead MoreAmerican Literature11652 Words   |  47 Pagespoetry? Good questions! This web page provides a quick overview of poetry analysis. Please note that this handout discusses the basics of poetry; there is much more to know about it than there is room to discuss here. Laurence Perrine s book LITERATURE: STRUCTURE, SOUND, AND SENSE can provide more detailed information about poetry analysis. Until you can get a copy of the book, I hope this page helps you begin your poetry analysis work. What is poetry ? Poetry goes beyond the rhyming of words. TheRead MoreA Picatrix Miscellany52019 Words   |  209 Pagescomprehensive of the grimoires, or handbooks of magic. The attribution to the Andalusian mathematician al-Majriti (or al-Madjriti) (d. ca. 1004-7) is considered pseudo-epigraphic. The Latin translation dates to 1256 and the court of Alphonso the Wise, king of Castille, and exerted a considerable influence on Western magic thereafter. It is said that much of Ficino’s astrological magic derives from the Picatrix (see I.P.Couliano, Eros and Magic in the Renaissance, University of Chicago Press, 1987, pRead MoreDeveloping Management Skills404131 Words   |  1617 PagesLine 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Ca mp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial Characteristics

Whales in Captivity Free Essays

Killer Whales Deserve Freedom Kimberly Hall COM 155 November 27, 2011 Mara Galvez Killer Whales Deserve Freedom Orcas are complex social creatures deserving freedom and respect, not captivity in theme parks under the guise of public education and entertainment. Aquarium staffs say captive whales are priceless educational tools. However, people can educate their children by bringing them to the wild instead of bringing the wild to them at the expense of the Orcas health and well-being. We will write a custom essay sample on Whales in Captivity or any similar topic only for you Order Now The price of a family admission ticket is what continues to drive this cruel spectacle,† according to Michael O’ Sullivan, the Executive Director of The Humane Society of Canada (Whales in Captivity, 2010, Para. 3). Orcas suffer in many ways in captivity, and are subject to many stressful situations they would never encounter in the wild. Captivity changes not only their mental state but also their physical appearance. One of the most salient physical effects of captivity is dorsal fin disfiguration. In the captive population, almost every male has a flopped dorsal fin, and most females have at least some bend to their dorsal. In the wild, male dorsal fins can exceed heights of six feet straight up. The best theory is that the dorsal fin flops from the force of gravity. Dorsal fins are made of cartilage, not bone. Orcas are one of the fastest mammals in the sea; they can reach speeds up to 30 miles per hour. Orcas can dive underwater to depths of close to 200 feet. When diving, the animal’s heart rate slows from 60 beats per minute to 30 beats per minute. Meanwhile, oxygen-carrying blood diverts away from the extremities, and then navigates toward the heart, lungs, and brain, where there is more oxygen needed. These biological changes permit the animal to conserve oxygen while submerged for longer periods of time (About Orcas – Physical Characteristics, 2005). In the wild Orcas have support from the water, keeping their dorsal erect. In captivity, Orcas are at the surface constantly for feeding, training, and petting purposes, and swim only in circles so there is very little dorsal support, thus causing the dorsal to flop [ (Bohn, 2011) ]. Orcas in captivity suffer from more than just physical imperfections. Dosed with drugs to help the killer whales deal with stress, they suffer terribly in marine parks. Animals and humans share the same immune system. Just as stress reduces our immune system, it does the same to the killer whale. Therefore, stress has been an indirect cause of death in captive killer whales. Killer whales in captivity experiencing stress tend to beat their head against the walls of their tanks until it bleeds. At least three captive whales have killed themselves with this repetitive motion brought on by stress. Have you ever heard of this happening in the wild? Not only does it not happen, an Orca in the wild would never bring bodily harm upon itself. Denial of their right to live in their true habitat where they belong causes the killer whales much stress, frustration, anxiety, and sadly aggression. In the wild Orcas, do not attack humans as they have in marine parks. As Barry (2010, Para, 12) explained, â€Å"Isolation among marine animals is highly stressful, which leads to abnormal behavior. † Marine parks such as Sea World have what they call petting pods, where the children can pet and feed the Orcas. Orcas are given tranquilizers to help them deal with the stress and anxiety of human contact. People might not be so eager to pet these wild mammals if they knew everything the Orca had to go through just so they could pet them for a minute or two. (Smith, 2010) Along with the stress of living in a marine park, Orcas suffer extreme stress being away from their family members. In the wild Orcas travel with their family (pods) that range anywhere from five to 25 family members (Orcas). Orcas families are very close knit. They mostly travel in pods that include their parents, grandparents, children, etc. Taking the Orca away from their family causes them much stress, anxiety, and depression. In the wild, their offspring stay with them and travel with them. Orcas, related by blood, remain together for the duration of their lives. In captivity, the aquarium staff removes their offspring (calves) from them at a very young age. For Orcas, known to be the one mammal that is closest to the human race as far as family, feelings, and social behaviors, it would be equivalent to a human being removed from their family to never see them again, to never speak to them again. Smith, 2010) In the wild, Orcas have constant communication with their pods (family). To communicate with their pods (family) in the wild Orcas use echolocation. Mandell (2010) describes echolocation as, â€Å"The process of moving air between the sinuses in their heads to make high-pitched sound (p. 2). The vibrations travel underwater until they encounter objects and then rebound back creating audible tones the whales use for navigation. Their sound waves go so far that they never come back to the Orca who sent it. What comes back is the voice (sound waves) of another Orca (family member). In captivity, these high-pitched sounds can only travel to the wall of the tank and bounce back. Thus, causing the sound (the Orcas own voice) to bounce back and forth repeatedly which in time can drive a killer whale insane. It would be equivalent to keeping a human in a room, in solitary, who is constantly hearing voices. Being isolated in a small tank (approximately the size of two Orcas), splashing spectators with your tail, and doing tricks several times a day for years would make any species go crazy. I agree that watching magnificent Orcas performing tricks with a human trainer is not educational. Unfortunately, watching one snap and kill a trainer is educational, but only if the lesson changes the minds and actions of its captors. Orcas are complex social creatures deserving of freedom and respect. There are currently 42 killer whales in captivity worldwide. Out of the 194 killer whales in captivity since 1964, two-thirds died within 10 years, and less than 30 survived longer than 20 years in captivity [ (Mandell, 2010) ]. To keep them in captivity disguised under education and entertainment is nothing more than cruel and unusual treatment. They suffer physically, socially and mentally. Captivity is more detrimental to the welfare of the Orca than the wild could ever be. Watching Orcas in their natural habitat is far more educational than watching them perform tricks in a marine park. [ (Santich, 2010) ] OR [ (Orlando, 2011) ] YOU DECIDE References About Orcas – Physical Characteristics. (2005). Retrieved December 7, 2011, from orca-zone: http://www. orca-zone. com/aboutorcas/index. html Barry, J. (2010, August 26). Killer is prized, feared, stressed: Life won’t change much for Tilikum, the orca that drowned a trainer at Seaworld. St Petersburg Times . St Petersburg, FL, United States. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/264384772/1338068E48F8B67489/1? accountid=35812 Bohn, G. (2011, November 28). Killer whales and captivity; What threat, if any, does life in the aquarium bubble pose to the health of these giant sea mammals. The Edmonton Journal . Edmonton, Alta, Canada. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/251763683/133805C5287EFA914D/1? accountid=35812 Mandell, M. (2010, June 29). Short history on killer whales. Bergen County, N. J, United States. Retrieved from http://search. proquest. com/docview/365980652? accountid=35812 Orlando, S. W. Orca Collapsed Dorsal Fin. (picture). Captive orcas. Sea World Orlando, Orlando. Retrieved from http://pediaview. com/openpedia/Captive_orcas Santich, K. Free Willy? Conservationists say this is how orcas should live — in the wild. SeaWorld tragedy — a reminder of why orcas should swim free? Whale and Dolphin Conservation Society. (picture) Retrieved from http://blogs. orlandosentinel. om/changetheworld/2010/02/a-tragic-reminder-of-why-killer-whales-should-not-live-at-marine-parks. html/orcinus_orca_5 Smith, J. (2010, June 11). Captive Killer Whales. The Ecologist . United Kingdom. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/234920905/1338063BFFA6E62ABF8/1? accountid=35812 Whales in Captivity – Spectacularly Cruel – says Humane Society of Canada. (2010, July 1) . The Canada Newswire . Ottawa, British Columbia, Canada. Retrieved from http://search. proquest. com. ezproxy. apollolibrary. com/docview/455947023/133806FC22464623DC8/6? accountid=35812 How to cite Whales in Captivity, Essay examples

Inclusive Education and Training for Angelides -myassignmenthelp

Question: Discuss about theInclusive Education and Training for Panyotis Angelides. Answer: Introduction Panyotis Angelides is an important scholar known for his contributions in the field of inclusive education. He is currently the professor and rector of University of Nicosia and has authored numerous books on the themes of inclusive and intercultural education. Angelides has discussed on the political history and political climate of Greece to make the understanding on education and inclusive policies in schools a more insightful and engaging discussion. Greece has maintained a balance between being Euro-centric and ethno-centric. He argues that the issues of citizenship and geo-politics influence the subjects to be taught at school, school curriculum and the pedagogical canon. The project of modern education is largely white, westernized, promotes the values of nationalism and Euro-centrism rather than adhering to multi-cultural values (Angelides, 2005). Therefore, the knowledge that is imparted to the students caters to the interests of the mainstream population and excludes the et hnic minorities. Drawing on the arguments of Ainscow et al., (2006), the paper commences with the connotations of inclusive education and follows it up with the documentation of Angelides work on collaborative artmaking. It is found that this technique has significance in reducing the effects of marginalization faced by children. The next section of the paper discusses on the different literature of Angelides on interculturalism, exclusion and inclusion, education system in Cyprus and the efforts of the state, teachers, peer-groups and the concerned students in response to marginalization and exclusion. What is inclusive education? The term inclusion has two different connotations. The descriptive connotation of inclusion indicates that the ways in which inclusion is used in our everyday life. On the other hand, the prescriptive connotation of inclusion indicates the ways concepts are used. The term inclusiveness has different implications for different countries. This philosophy is not limited to the placement or positioning of children with special needs in the special schools. It is also concerned with the effective and sustainable education of children under the special education programs. Special education is understood as the ways in which schools respond to the students as autonomous individuals who possess the right to education. According to Ainscow et al., (2006), inclusion embodies a set of values that emboldens all the learners to overcome the barriers experienced in the attainment of education. These barriers and hurdles include underachievement, marginalization and exclusion. They are of the view that traditionally literature on inclusion has a myopic understanding of the concept and are solely concerned with the special needs of children. However, in the present understanding of inclusion it has taken on a broader dimension as it addresses the aspects of nationality, language, ethnicity, gender, class composition and race to elucidate on inclusion. Experiences of marginalization can also emerge when children of one school do not wish to socialize with children of another school. Angelides in his paper with Michaelidou, (2009), conducted an interesting study on school children to understand the role of art in neutralizing the effects of marginalization. The universe of study was a multicultural school in Cyprus that comprised of 20 per cent of non-Greek speaking students. The authors found that art has a cathartic value when it comes to alleviating the effects of childrens exclusion in school. The study found that drawings created by children can reveal many unspoken aspects of their lives and help them to release them their experiences of pain. The use of collaborative art-making in the pre-primary school teaching techniques can reduce the impact of marginalization. It also has the capacity to promote participation of children from different cultures. The outcome of this is the access of children to full curriculum, a feeling of being accepted and included within the classroom and the empowerment that comes from decision-making. Collaborative artmaking makes children equal partners alongside their peers. Therefore, collaborative art-making combined with different kinds of innovative teaching techniques can reduce the experience of marginalization for the students from the marginal group. This method brings the students closer to one another, disintegrates the power structures and helps them see the problems of the others. In other words, collaborative artmaking is a step in the direction of empathetic education. The authors believe that this technique has cross-cultural value and can be replicated in other schools across the globe. This technique has the potential to make the outsiders feel as part of the group without ruining the core values of the classroom. Intercultural and inclusive education: Role of state, teachers and students Despite the popular view that the school are egalitarian spaces, studies have shown that the school space, pedagogy and the curriculum design can be replete with discrimination and exclusion. Cyprus has a special law. According to the provisions of this law, children with special needs should be provided with special education. The authors have explored the different ways in which the multiple stakeholders treat the children in special unit. Many governments all over the world have been involved in intensifying the efforts for integrating children who have special needs in the context of the neighbourhood schools. In Cyprus, the government has shown a proactive approach in integrating special children with the mainstream society. This can be manifested in the Education Act for children who have special needs that outline the statutory framework for the educational needs of children with special needs. Children with special needs have special unit which is a class that exists in a mai nstream school. These special needs cater to the special requirements of the children with special needs. The children for whom the program has been devised and implemented are children with serious problems (Angelides, 2012). Numbers of students who are part of these special units are five per class. The special units in the classroom address the following issues. The ways in which special unit function their programmes, children and staff of the organization, the degree to which their function is in consonance with the ethos of inclusive education and the way in which children feel about their environment. Inclusion is often conflated with the term integration. The term integration refers to the efforts of the able-bodied people for the disabled people according to their standards and the conditions. On the other hand, the term inclusion refers to bringing a marginalized group or individual to the mainstream section of the society (Angelides, Aravi, 2007). It further refers to a collective endeavour to bring an end to discrimination and provide equal opportunities for all the students. The objective of inclusive schools is to establish a system that includes all the students and ensure that everyones needs are met. Scholars have argued that inclusion and exclusion are part of participation and marginalization in the context of race, gender, sexuality, class, unemployment and poverty along with the traditional roles played by the school. Schools help children to attain education and tame their deviant behaviour. In Cyrus, the education system is completely centralized. The Ministry of Education is entrusted with the responsibility of designing, managing and controlling the curriculum, the resources and textbooks that are to be distributed. The Ministry in association with the inspectorate directly exert their control on the school. Teachers are also included in the framework of supervising the special schools (Angelides, Charalambous, Vrasidas, 2004). The p rovision for special school in Cyprus was implemented by in the year 1979. One of the features of this law is that it provisioned that disabled children should be taught in separate schools. However, this law has come under criticism for solely pertaining to the needs of special children. Over the past few years, the government in Cyprus has promoted the spirit of special education. The authors argue that the pervasion of special units and the pattern in which it functions poses challenges for the students (Hajisoteriou Angelides, 2013). Special classes that are targeted for the special children not only keeps them away from socializing in the mainstream society but there is another problem. It leaves room for subjective judgement as well as the possibility of high-handedness. To deal with such situations, the authors propose that the curriculum should be designed that is in conjunction with the curriculum of the mainstream schools. In the Cypriot society, the ideological and the p hilosophical pillars of the new curriculum were published in the year December 2008. According to Angelidas and Hajisoteriou (2013), an educator should listen to the children. Children are important actors and their subjectivity should be tapped in the designing of a curriculum. Studies have shown that children have the potential to act as catalysts in transforming their life chances. Paying attention to the articulations of the children would be helpful in recognizing the factors that pose constraints in the path of inclusion. Research on students understanding of racism will be helpful in understanding the impact of racism on the self-esteem of children. The voices and articulations of children should be taken into account for looking into the school policies and practises for intercultural education. In his study of the intercultural pedagogical practises among the immigrant children in Cyprus, Angelides examines the education policy in the Cyprian context. Angelides contends that interculturalism emphasize on the nature of cultures that represents the duality of commonality and difference in cultures. Interculturalism is premised on the principle of eliminating oppression through empathetic education, promotion of moral consciousness and understanding the experiences of discrimination from the viewpoints of the victims. The MEC (Ministry of Education and Culture) in Cyprus spearheaded ZEP (Zones of Education Policy) with the objective of dealing with functional illiteracy, marginalization present in the school curriculum and the failure of the school in integrating students of the migrant population. The MEC strived to eliminate the monocultural and ethnocentric elements that are present in the Cyprian education. The Ministry was also committed in promoting intercultural ideology that would connect the traditional values of Cyprus with the knowledge from other cultures. It is determined with to eliminate stereotypes from the textbooks and encourage schools to be conducive to the success of students irrespective of the educational background . The aim of schools would be to promote education that upholds the principle of human dignity. A school should be a be a bastion that do not exclude children from the pursuit of education based on their cultural identities. Coming over to the agentic role played by children in the sphere of classroom, children define intercultural classroom spaces as those that promote collaborative learning, learning of different languages and a classroom that is culturally responsive to the diverse population. Immigrant children in Cyprus believe that classroom becomes an important space for spreading awareness about the different identities along with the sharing of intercultural knowledge. The children believed that classroom spaces that celebrates the cultural differences and have porous boundaries would definitely promote interculturalism. The role of the teachers becomes important in promoting the spirit of interculturalism. Teachers in the schools of Cyprus take the upper hand to ease the cultural tensions that may emerge during the interaction between the native students and the immigrant students (Angelides, Stylianou Leigh, 2004). Students sometimes felt alienated in expressing themselves to their peers and such students expect the teachers to play the role of a mediator and help them with the situation. Studying and participating in culturally heterogeneous environment becomes a fodder for better communication nad problem solving. Collaborative learning encourages the native students to understand their immigrant counterparts better and help them with their everyday problems. However, language barrier can pose as a major constraint and therefore, it is important to revise and reformulate policies pertaining to multiculturalism. However, the present intercultural policies have been empowering for the immigrant st udents as they felt they were not mere receivers of knowledge but also had a more substantial role. Angelides argue that teachers should collect feedback from students and listen to their experiences of acculturation. These knowledge would enable the teachers for seeking better ways to promote intercultural education and upheld the principle of inclusion (Hajisoteriou Angelides, 2015). To promote inclusion, children should be placed in groups based on their ethnicity, language, style of interaction and different set of skills possessed by them. Collaborative techniques would reduce prejudice about foreign students and at the same time foster mutually responsive tasks. Teacher should take account of the suggestions of students and promote teamwork. Continuing the discussions on the role of teachers, Angelides, (2014) in his study of the role of teachers found that teachers, who are part of schools that comprises of disabled children, have to exert extra efforts. It is argued by the author, that the government needs to be more supportive in terms of resources for these teachers. Teachers in order to provide quality education should be given adequate support (Angelides, Stylianou Gibbs, 2006). Instead of allocating all responsibilities on a single teacher, more teachers should be appointed to make the task less cumbersome. Teachers should be provided with escort assistants who would cater to the requirements of the special children. The Ministry of Education needs to adopt community-oriented approach that would aid the teachers in providing education to the children with special needs. Learning is a participatory and collaborative process and the role of teachers is quite instrumental in facilitating this mode of education (Ange lides Ainscow, 2000). Multidimensional learning and group-oriented learning would be useful transforming the contemporary nature of education. Angelides and Gibbs, (2006), have found that there is efficiency when teachers work with vignettes. The term vignettes refer to the hypothetical person who comprises of all the characteristics of a real student the teacher would deal with in the future teacher-student interaction. The methodological advantage off using vignettes is that is characterized by communal enquiry and collaborative understanding. It attempts to integrate the various stakeholders in imparting of education like the school, policy makers, academicians and researchers. This method allows the teachers to reflect on their mode of teaching and continuously improvise on it (Evagorou, et al., 2014). Another advantage of using the vignette method by the teachers is that it enables to make a sense of the complexities of the school communities. And engage in better practises th at would develop the organization of the school. Hajisoteriou, Neophytou and Angelides (2015), in their study of the high-level officers attitude towards intercultural education in Cyprus found that they believe in the essence of equality, mutual respect and justice forming the crux of intercultural education. They believe intercultural education upholds the values of human spirit and democracy. Curriculum is understood to be a cultural and social construction. Curriculum designing is representative of the design of spaces of learning. The human agency that is involved in the construction of the curriculum is important to achieve the objectives of the curriculum. The design of the curriculum reveals the politics and social location of the people in charge of the tasks. The authors are of the opinion that autonomy of the teachers should not be the goal of the curriculum but rendering students the autonomy to participate in the decision-making should be the greater objective. There is an imperative to adopt the curriculum as a praxis approach. This approach would question the existing curriculum structure and promote a more ethical and inclusive curriculum structure. Not just countries like Greece but the leading powers of the world like united Kingdom have similar problems in schools. For example, gender, ethnic and class stratification are key issues that plague schools in UK (Angelides, Vrasidas Charalambous, 2007). It is ironical keeping in mind the diverse population of UK and the financial support it receives to improve its education system. It has been identified that the garb of neoliberal policies in United Kingdom exacerbates the exclusion of the ethnic minorities. There is a relationship between the educational attainment of minority children and the factors that impede their educational attainment. The Black students face several kinds of disadvantages and so as the Muslim minorities in UK. Family, lineage of the family, peer group and teachers together play an important role in the educational attainment of the child. Similarly, Muslims are the most vulnerable when it comes to the discrimination and exclusion in education (Faas, Haj isoteriou Angelides, 2014). Right wing and conservative leaders exploit this fear of the citizens and entrench their vote banks. In the wake of the Muslim students who have to bear the burden. They are either looked upon with suspicion due to their distinctive identity or they have to maintain the image of a victim in crisis. cartoon crisis in Denmark, growing fear of terrorism and the islamophobia, it is the minority. According Stalker, (2002), the working class, marginalized immigrant Muslim boys are represented as economic burden to the developed nations and at the same time encroaching on the employment opportunities of the citizens. Therefore, they are perpetually viewed as outsiders who are infringing on the interests of the country. Attempts at making hijab an unacceptable dresscode in schools are some of the attempts to otherize the Muslims and exclude them from the educational sphere. In this light, Irelands stand on hijab in schools underlines an inclusive policy by adopt ing a liberal framework. Studies have shown that peer group support plays a significant role in reducing the effects of exclusion or eliminating exclusion. Tracking system in primary school education and early streaming have been recognized as contributing towards exclusion. Conclusion The above discussion focuses on important issues of inclusive education, interculturalism and marginalization. Inclusive education can be achieved by understanding the dimensions and nuances of the term. The issue of marginalization faced by children is not limited to the context of Cyprus but is also evident in countries like UK and France. Marginalization can lead to a feeling of insecurity, alienation and exclusion from the space of classroom. To reduce the effects of marginalization, inclusive education policy should be the goal. For this, teachers, students, school authority and academicians all need to participate in a collaborative process. There is a need to understand the problems faced by the marginalized students from their perspectives and include them in transforming their condition. It s found that teachers play a crucial role in reducing the implications of marginalization and therefore, they should be sensitized to deal with the situation. Listening to the experiences of the marginalized students and engaging in collaborative artmaking can be important steps in promoting interculturalism and inclusiveness in the educational sphere. References Ainscow, M., Booth, T., Dyson, A. (2006).Improving schools, developing inclusion. Routledge. Angelides, P., Ainscow, M. (2000). Making sense of the role of culture in school improvement.School effectiveness and school improvement,11(2), 145-163. Angelides*, P., Charalambous, C., Vrasidas, C. (2004). Reflections on policy and practice of inclusive education in pre?primary schools in Cyprus.European Journal of Special Needs Education,19(2), 211-223. Angelides, P., Stylianou, T., Leigh, J. (2004). Reflections on Policy and Practice in Multicultural Education in Cyprus.International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies,5(2), 61-85. Angelides, P. (2005). The Missing Piece of the Puzzle Called.International Journal of Special Education,20(2), 32-35. Angelides, P., Stylianou, T., Gibbs, P. (2006). Preparing teachers for inclusive education in Cyprus.Teaching and teacher education,22(4), 513-522. Angelides, P., Gibbs, P. (2006). Supporting the continued professional development of teachers through the use of vignettes.Teacher Education Quarterly,33(4), 111-121. Angelides, P., Vrasidas, C., Charalambous, C. (2007). Teachers' Practice as a Marginalization Factor in the Process for Inclusive Education in Cyprus.Journal of the International Association of Special Education,8(1). Angelides, P., Aravi, C. (2007). The development of inclusive practices as a result of the process of integrating deaf/hard of hearing students.European Journal of Special Needs Education,22(1), 63-74. Angelides, P., Michaelidou, A. (2009). Collaborative artmaking for reducing marginalization.Studies in Art Education,51(1), 36-49. Angelides, P. (2012). Forms of leadership that promote inclusive education in Cypriot schools.Educational Management Administration Leadership,40(1), 21-36. Evagorou, M., Albe, V., Angelides, P., Couso, D., Chirlesan, G., Evans, R. H., ... Nielsen, J. A. (2014). Preparing pre-service science teachers to teach socio-scientific (SSI) argumentation.Science Teacher Education,69(39-48). Faas, D., Hajisoteriou, C., Angelides, P. (2014). Intercultural education in Europe: Policies, practices and trends.British Educational Research Journal,40(2), 300-318. Hajisoteriou, C., Angelides, P. (2013). The politics of intercultural education in Cyprus: Policy-making and challenges.Education Inquiry,4(1), 103-123. Hajisoteriou, C., Angelides, P. (2015). Listening to childrens voices on intercultural education policy and practice.International Journal of Qualitative Studies in Education,28(1), 112-130. Stalker, P. (2002). Migration trends and migration policy in Europe.International migration,40(5), 151-179.