Prevent Strategy and Fundamental British Value

Prevent Strategy and Fundamental British Value The direct governmental policy response to terrorist attack, because, most of the terrorist attacks, are believed to have been perpetrated by [G1]Islamist terrorist (fundamentalist), does give the impression that government has a significant Muslim problem in relation to attractions to violent extremism.[G2][G3][G4] The Labour government, in 2003, came up with a strategy to counter terrorism,[G5][G6] with the principal aim of protecting the public, preventing radicalisation, in response to the terrorist attack on September 11, 2001.[G7][G8] The strategy also contains measures to prepare for an attack and pursue attackers.[G9] This was before, the coordinated multiple bombing that led to the death of 56 people in London, termed 7/7, because, it happened on the 7th of June 2005, Islamist terrorist were believed to be behind the [G10]attack[so11]. However, after the 7/7 bombing the government launched the specific prevent strategy, schools and educational institution were brought into it, more funding was allocated to it. The duty of preventing violent extremism and a duty of care to students at risk of radicalisation was given to schools. In 2011 Prevent Strategy was transformed with new power and detailed tasks for schools and universities, by the coalition government. Prominence was giving to sa feguarding; schools giving the duty of promoting balanced and wide-ranging curriculum. Part of the changes to the prevent strategy is the power giving to Ofsted to inspect schools and sanction staff with extremist views.[G12][G13][G14][G15] The government issued the revised teachers standard, with the term fundamental British value (FBV), making its debut, in 2012. Clarke believed FBV came about, because of suspected penetration of Birmingham schools by a politicized strain of Sunni Islam. [G16]In 2014, schools received guidance on promoting FBV in conjunction with students, spiritual, social and cultural development. FBV stands for democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.[G17][G18] Education institution, not intelligence gathering organization[G19][G20] Based on the British journal of Education, we should be less rather, worried about the fact that it might be, therapeuticizing of security that is going on. This suggests that various, governmental policies linking security and education are an attempt to appear to the public, as applying the right medi[G21][G22]cine to terrorism and security. The government wants to [G23]be seen to be singing the right song, in the process using educational institution, and the concern is not about the frequent association of security and resulting legislation with education, but r[G24][G25] system as a political tool to pacify the public[G26] (Durodie 2016). [G27][G28] The idea that was put forward through the Prevent agenda [G29]is that the danger the UK is from vulnerable people who may be radicalized (vulnerable to violent extremism), this is yet to be challenged (Richards 2011). The question that arises is, what are the criteria for ascertaining those that are susceptible to violent extremism, as well as why they are prone to it? There is no straight forward answer to this questions. Since, this a difficult question to answer, it is then subject to different interpretation by different people, for instance in January 2016 a [G30]10-year-old Muslim boy was questioned [G31]by the police after misspelling terrace as the terrorist in an essay[G32] (BBC, January 2016). This arises because there is no clear-cut way of determining who is vulnerable to radicalization, hence it was subjective from the school point of view. The question I like to ask, is would this boy had been subjected to this ordeal if he were white, and if he is not a Muslim? The act ion was taken by the school and the police also raise the question of profiling and can lead to the idea that only Muslims are sympathetic towards an extremist idea. Going back to the Irish terrorism, the response from the government was completely different. [G33][G34][G35]This type of policy tends to suggest that, those, who will yield to extremist ideology can be taught out of it, and can never get involve in extremism on their own will. Recent experience completely contradicts this ideology, for example, the person who carried out the attack on the house of common in London on March 22, 2017, acted alone the metropolitan police said, they could not find any evidence that he was radicalized, how was he supposed [G36]to have been educated out of it? Also, can we say all the people who had carried out the terrorist attack are vulnerable people?[G37] The government idea involving schools in the fight against extremism ideology is merely therapeutic at best, based on the evidence ava ilable people who intend to join the course of violent extremist are not always vulnerable, but, are usually driven by a passion of fighting against passive injustice and marginalization.[G38][G39][G40] Prevent strategy does have inadvertent penalties, for instance, [G41]a 15-year-old Hampshire schoolboy was subjected to interview by the anti-terrorist team. His teachers reported him to the police claiming they had safeguarding concerns when it was discovered that he visited an extremist website on his computer. An expert in the unit set up to deter young people from becoming a member of Izal interviewed Joe and his father. It was surprising to find out that, he was not watching beheading video, he had logged on to Ukip home page. But his misguided teacher, probably, he was overzealous or lack adequate training, considered Ukip to be an embodiment of evil. In Joes [G42]words, he had visited the site as well as a film of an English Defence League rally after a debate about extremism in the classroom. The problem with the who process is the fact that both father and son were subjected to terrorist treatment. It is not unconceivable that a program set to prevent radical Islam became th e tool that hounded those who are guiltless (Richard). Making schools and teachers agents of anti-radicalization and extremism is an unsettling issue, teachers and schools already had safeguarding duty, to give them extra power can always lead to misuse of power.[G43] The police also play a pivotal role in executing prevent strategy in schools, this, does appear to damage the confidence of the Muslim communities in police and professionals in the education sector (Awan 2012). In December 2009, local police officers visited a nursery in a mainly populated Muslim area of Birmingham, because, it was thought that the children may be at risk of extremism, as part Local police in Birmingham. This is certainly an unwelcoming development, as far as the community involved are concerned [G44](Casciani 2009). This and other incidents mentioned previously, highlighted, the difficulty and the danger of executing Prevent in schools, because, of the unintended consequence of stigmatizing young children. Schools should be left simply as the institution that makes learning possible, provide education and allows creativity, they should not be turned into a government policing agency, making teachers acting like detectives[G45], monitoring signs of extremism in stud ents. The outcome of a survey carried out by Ipsos MORI shows that some schools are not in agreement Prevent Strategy (Phillips, Tse et al. 2011)[G46] Fundamental British Values (FVB) The (DfE, 2012), does give teachers the directive not to destabilize fundamental British values, the statement is problematic because it originated from counter-terrorism prevent strategy, and leads to the following questions, what is Britishness, value as well as highlighting the relationship between the state and the teaching profession. Including such term in a document that regulates the teaching profession, does, implies that teachers are now detectives, the state political tool [G47]as well the custodial all that is British. This role as well making teachers role more complex, is also a distraction and may have the potential of taking away valuable teaching time. The idea of fundamental British seems wrong as it was introduced without any debate and so was the sinister racializing consequence as identified by teachers. It would have more appropriate to have a professional dialogue with all the stakeholders in the education sector, before coming up with such policy, it might be that the government sees teachers as a political puppet, and as such, they can be ordered and imposed upon[G48][G49][G50]. Smith suggested that the government method is maintaining status quo by blatantly approving equality by an assimilationist program (Smith 2013). This is contrary to the idea of FBV, that is meant to promote democracy and inclusiveness. It is fair to argue that not all the teachers that teach and work in schools are British if the FBV is exclusive to British, how are they supposed to protect a value that is alien to them, that bring back the question of what is Britishness? are fundamentals British values exclusive to the British? Since FBV and prevent strategy were imposed on teachers, it is impossible for, both, to be teachers and in-service to understand the appropriate method to use in promoting such values and be clear about them without appearing to be programming[G51] or encouraging jingoism in schools and classrooms (Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, Lander et al. 2016)[G52][G53][G54][G55] The key drive of DfE direction is to inspire head teachers to enthusiastically encourage British values, British law and reject observance of religious law if it [G56]contradicts the law of the land, on one hand, the government is trying to promote diversity and multicultural Britain, and on the other trying to suppress religious law, which might be fundamental to people religious beliefs, this can cause problem in homes where they hold their religious belief very dearly. It gives the impression of[G57] a totalising discourse of civic [G58]jingoism that presents itself as willing to put up with diversity and plurality.[G59] The modified prevent agenda in 2015, sought to oversee the compliance of the education sector and place the requirement on schools to filter online content as well as put in place policies aimed at preventing a student from being drawn into terrorism. This move is an infringement on an individual [G60][G61]fundamental human right, as it limits the expression of religious views and opinion that may be different what is defined as FBV[G62].[G63] Although the government try to link extremism and enabling student through the medium of education, there is no direct connection (DCSF, 2008), and the use of traditional, political and military method to deal with the Irish terrorism 20 years ago is completely contrary to the method being used, because, the actors are different, the educational institution was not considered to be part of the therapy than.[G64][G65] The introduction of FVB in the new standard does change the way in which teachers competency are measured from using observable parameters to attaching more importance to values, hence, teachers will now be assessed based on the quality their conceptual interaction between student and the school. [G66] Conclusion Theresa May, when she was she was the Home Secretary, did admit that early edition of Prevent policy fell short of identifying threat from extremism; it was not adequate in dealing with extremist ideology that is the biggest challenge the society faces and not measures up to reaching those who might be in danger of radicalization [G67](Gardham 2011), the evidence available is yet to proof otherwise, despite involving education institution in the process of eliminating the risk of radicalization.[G68] References Awan, I. (2012). I Am a Muslim Not an Extremist: How the Prevent Strategy Has Constructed a Suspect Community. Politics policy (Statesboro, Ga.) 40(6): 1158-1185. Casciani, D. (2009). Nursery visited by counterà ¢Ã¢â€š ¬Ã‚ terrorism police officer. BBC News 11. Durodie, B. (2016). Securitising education to prevent terrorism or losing direction? British Journal of Educational Studies 64(1): 21-35. Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, S., et al. (2016). To promote, or not to promote fundamental British values? Teachers standards, diversity and teacher education. British Educational Research Journal. Gardham, D. (2011). Universities complacentover Islamic Radicals, Theresa May Warns. The Telegraph. Phillips, C., et al. (2011). Community cohesion and PREVENT: how have schools responded?. Richards, A. (2011). The problem with radicalization: the remit of Preventand the need to refocus on terrorism in the UK. International Affairs 87(1): 143-152. Smith, H. J. (2013). A critique of the teaching standards in England (1984-2012): discourses of equality and maintaining the status quo. Journal of Education Policy 28(4): 427-448. 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America: The Land of Opportunities Essay -- Careers Education Economic

America: The Land of Opportunities In modern day society, a college degree leads to people making specific assumptions about an individual’s capabilities, which proceed to shape social generalizations that may assist or inhibit the success of an individual in the economic system or job market. Universal standards form throughout the job market as a result of those assumptions made about students who attend college that may not encourage a full understanding of an individual’s ability to perform his duties. The assumptions made about a college education demonstrate the general principles of reductionism, in which people follow a logical approach according to his observations. As reductionists correlate the type of college degree to an individual’s intelligence, the overdeterminist looks to consider an individual’s surroundings and experiences (which include the education received) while evaluating an individuals’ aptitude. This social process becomes apparent not only in my own person al life, as I reflect upon the way in which society views me because I attend Mount Holyoke college, but also through the characters’ lives in the films: Mississippi Masala and the Boiler Room. I look to reevaluate the importance that the job market places on a college education, as well as the consequential economic trap that follows from the construction of assumptions. Society assumes that people who attend prestigious universities are capable and astute individuals. After having told people that I go to Mount Holyoke College, I have had people expect that I am a capable and intelligent woman solely based on the university’s image. While serving at a restaurant over the summer, customers frequently treated me with more respect as they found o... ..., the amount of exceptions to those clearly laid out generalizations may appear minute and trivial now, but they could grow to a catastrophic level as the theory expands on a macro level and becomes an unquestionable mentality in the job market. By affirming assumptions throughout society, it will eventually lead to huge misconceptions about groups of people that may be completely unwarranted. Although it clarifies situations, its also minimizes the complexity and ignores truths that should be considered, for example, when evaluating an applicant in the job market. Also due to the simplicity and attractiveness in the logic, a perpetuating cycle evolves that intensifies the class processes. By offering me an opportunity simply on the basis that I attend Mount Holyoke, both Mount Holyoke alumni and society follow image and deny others chances through erroneous means.

Nicholas Carr vs Steven Pinker Essay

There is no doubt about it that in today’s generation the Internet is one of the best phenomenal creations invented. By simply having a computer, cell phone, tablet, ect, anyone and everyone can access the Internet. But can this powerful yet simple creation have a drastic effect on how the new generation operates today? The entire world is rapidly becoming obsessed; everywhere you look you’re bound to see something related to the Internet. Search engines, texting, twittering, blogging; to name a few. We have all heard of at least one of those internet friendly applications. But can those applications become too friendly to the point where they are a distraction to the young mind? Can those applications hinder how the human brain functions? There are numerous arguments, views and statements regarding such an important question. Two writers that I researched share their opinions and views based off of how the internet has affected others intelligence today. These two writers go by the name of Nicholas Carr and Steven Pinker. Without having any knowledge of what the articles are about one only needs to read there titles to distinguish the differences between the two. Where as Nicholas Carr’s article is titled, â€Å"Does the Internet Make You Dumber? † Steven Pinker’s article is titled, â€Å"Mind over Mass Media†. Both writers have completely different types of titles but one can assume that they are responding to the same subject. After thoroughly reading both articles, Nicholas Carr and Steven Pinker have completely different views when it comes down to how the internet influences others. Firstly, Nicholas Carr addresses heavily how in fact the internet does make you dumber. All throughout the article he gives examples of studies aimed at showing how the internet doesn’t positively contribute to the brain at all. As stated from the article Nicholas Carr explains how â€Å"People who read text studded with links, comprehend less than those who read traditional linear text. How, people who watch busy multimedia presentation remember less than those who take in information in a more sedate and focused manner†. All of which are pretty apparent that the effect that the internet has on the mind is quite drastic. On the other hand, Steven Pinker’s article strongly disagrees at the fact that the internet affects the human brain. His defensive points primarily explain how without the internet a lot of today discoveries and new inventions wouldn’t be possible. Also he defends the fact that distraction or addiction is not a new phenomenon. Regardless of whether the internet is a popular utility or not, distraction would still be an occurring issue. It is quoted: â€Å"If electronic media were hazardous to intelligence, the quality of science would be plummeting. † Also, â€Å"Yes the constant arrival of information packets can be distracting or addictive, especially to people with attention deficit disorder. But distraction is not a new phenomenon. The solution is not to bemoan technology but to develop strategies of self-control as we do with every other temptation in life. † Steven Pinker is trying to get the reader to understand that the internet doesn’t essentially make you dumber but it does hinge at one’s attention span. Outside of the internet distractions are common everywhere. One can become distracted by their job, parents, work, internet, ect. Because of these interruptions Steven Pinker’s makes it known that all distractions require self-control. If one doesn’t have self control over an issue they will become addicted. Lastly my research wasn’t over. It wouldn’t be right if I didn’t get a third opinion to help provide some extra study. A third writer that I came across was a woman named Sherry Turkle. Sherry Turkle has written a popular novel titled â€Å"Alone Together†. In the novel Alone Together author Sherry Turkle explains a third completely different concern on how technology affects the average American. This concern is in regards to how individuals will end up alone together because technology has distanced face to face relationships. That society expects more from technology and less from each other. Over the years Sherry Turkle has examined how technology has jeopardized the true meaning of hands on communication. Although she does not mention how the internet may interfere with learning or brain capabilities she does still presents other exceptionally important factors. In conclusion, in comparison of the two primary articles that I researched I would ultimately have to agree with the Nicholas Carr piece. I feel as if the Nicholas Carr piece will convince more people. His article compared to Steven Pinker’s has a lot of legitimate studies and facts. His studies included one conducted at Cornell University, where they conducted the laptop experience, which compared the effect of students who studied utilizing the traditional method of the library and those who studied using the laptop for research, with the conclusion that those who studied using the library grades were higher; studies from Stanford where they conducted a multi-tasking trial, also, studies from the University of California in San Francisco where they conducted a brain experiment. Where, Steven Pinker’s article comes off as an opinion piece with little to no background information or supporting references. I would want to believe that the mind is in fact over mass media but Steven Pinker’s article doesn’t defend his title strongly at all. Thus, leaving me with the conclusion that the internet is a major distraction, can hinder how I use my brain properly, and can jeopardize my in person communication skills that I have available.

The Gods in “The Iliad” of Homer Character Analysis

In order to sum up the role or gods in the eternal masterpiece written by Homer, one may use the bright remark of the character of Shakespeare’s â€Å"King Lear†, which is the following â€Å"As flies to wanton boys are we to the gods; / they kill us for their sport†. This is the holy truth but only to a certain extent for the reason that the gods in â€Å"The Iliad† have solid connections with some of the mortal people (remember the special friendship between Odysseus and Athena?), especially when these people are their kids (consider Thetis and her grief for her son Achilleus). But at the same time, there is still something trivial about â€Å"The Iliad† gods and the way of life they keep to. It is made clear in the Book 1 feasting scene, in contrast to the intense struggle between mortals (Agamemnon and Achilleus). When reading about the gods pictured by Homer, one should remember several basic facts. First, they are all immortal creatures. In other words, their veins have no blood. They are full of ichor – the divine matter. To say more, they can live without food, giving preference to ambrosia and immortal nectar. At some point Homer’s gods even â€Å"eat†. But having no McDonalds nearby, they are satisfied with the sacrifice smoke coming from the burned animal fat, offered by mere mortals. In exchange for such offerings from people, the gods are ready to provide a lot of services for human beings (for instance, giving the desired victory in the athletic contests). One more thing to remember about the gods created by Homer is that they took the great Trojan War rather personally. Athena, the goddess of wisdom and war, and Hera, the goddess of females, are against the Trojans for the silliest reason – because Paris found Aphrodite more gorgeous than them. The lord of the sea, great Poseidon is also opposed to Trojans because he is mad at Laomedon. An ancient Troy king enslaved him long time ago. Ares, the god of war, has taken the Trojans side. In other words, everyone has made his own choice. As for those, who are neutral, the king of all gods Zeus, the lord of the metal-working Hephaistos and finally the underworld kind Hades – all of them pick their sides depending on the occasion, for their own profit. The final aspect you should keep in mind when reading â€Å"The Iliad† by Homer is that even though these heavenly creatures are not bound by destiny, they still have to resign themselves to it anyway, just in order to keep the life of mere mortals in strict order. This was an example of the Iliad essay, written by the writers of our custom writing service. To buy an essay on the necessary topic, please, fill in the Free Inquiry form in the top right corner of this page.