Beowulf And Monster Essays - Beowulf, Geats, Anglo-Saxon Paganism

Beowulf And Monster Beowulf is the epic story of a young hero who battles the monster Grendel and his mother. Beowulf, a prince of the Geats, the son of Ecgtheow who voyages to Heorot, the hall of Hrothgar, king of the Geats and the great grandson of the hero . There at Heorot, Beowulf destroys the monster Grendal, who for twelve years has haunted the hall by night and slain all he found therein. When Grendal's mother, in revenge, makes an attack on the hall, Beowulf seeks her out and kills her in her home beneath the waters. There are many different events in this story. First, there is the pagan warrior system. In this system, the relationship between the lord and his men, known as the thanes, is very important. It is the responsibility of the thanes to defend their king and their lands and also to fight his wars whenever possible. The relationship between the lord and the thanes is one of mutual trust and respect. The warrior vows his loyalty to his lord and eventually becomes his companion. In return, the king/lord is responsible for repaying these men for their favors and eventually provide for their households. He offers them shelter, helmets, gold rings, bracelets, swords, beer, mead, and a home. (Norton, 23.) In the warrior society, there are two forms of retribution, quiet vengeance and the wergild or the "man price" (Norton, 23.). A killer is responsible for paying for the death of a warrior, by paying a member of his family: "Each rank of society is evaluated at a definite price, which has to be paid to the dead man's kinsmen by the killer who wishes to avoid their vengeance - even if the killing has been accidental." (Norton, 23.) There are also the ideas of fate and courage portrayed throughout the story of Beowulf. The warriors believe that fate controls their lives and their beings. Beowulf, the ultimate hero, shows this trait throughout Grendel's attack and also in his battle with Grendel's mother after her vengeful attack on the hall of Heorot. He even tells Unferth, the boastful warrior, of his fate before defeating Grendel, when Beowulf says, "Fate often saves an undoomed man when his courage is good." (Norton, 34.) After, Beowulf's successful victory over Grendel, the warriors enjoy their feast and then settle down for their night's rest in the great hall Heorot. They do not know that Grendel has a kin who will come that night to avenge his death. Grendel's mother then arrives and snatches the first person she sees and hurries back to the mere. When it is discovered that the man, who happens to be Hrothgar's dearest advisor, Aeschere is dead, everyone is sorrowful. Once again, all of Danes are now in sorrow for the death of Aeschere. Hrothgar mourns his friend's death, but Beowulf encourages him when he says to Hrothgar, "Sorrow not, wise warrior. It is better for a man to avenge his friend than much mourn." (Norton, 45.) Beowulf now attacks Grendel's mother and gives victory and freedom to the Danes over the monsters that have been plaguing them for over twelve years. Hrothgar is described as a "hoary warrior". (Norton, 45.) He is old, tired and cannot control his kingdom. His thanes can boast, but cannot face the monsters that try to overthrow his kingdom. Not only does Beowulf shows his courage and his fighting ability as a young warrior, but in the end of the poem, at an old age, he again shows his courage by attacking the dragon who eventually takes his life. At the time he is about to attack the dragon, Beowulf says, "In my youth I engaged in many wars. Old guardian of the people, I shall still seek battle, perform a deed of fame, if the evil-doer will come to me out of the earth-hall." (Norton, 59.) Beowulf's successor is Wiglaf. Wiglaf is the young warrior who sticks by Beowulf's side while he fights with the dragon. Wiglaf is very similar to Beowulf in that he is also courageous and is humble. He is very courageous and shows his courage when he tries to help Beowulf attack the dragon.

Early Colonial Courtship Rituals

Early Colonial Courtship Rituals Colonial CourtshipCourtship in the colonies was a strictly supervised tradition based only upon proper appearances and what the colonists knew from their (or their relatives') previous lives in England. Although not highly regarded because of the tremendous lustful temptations involved, many colonists viewed it as a necessary evil that would produce marriages that would eventually bring the ever-desired "healthy family" situations (i.e. many children) that supposedly gave character to the colonies, especially in the south.A colonial courtship did not really begin until the process of finding a match had been completed to the satisfaction of the town's standards. During the sixteenth and seventeenth centuries, English methods of matchmaking were, for the most part, divided into two categories: higher class and lower class. Because the higher classes were rich and often had much political power, they were allowed by their own political standards to find matches more freely than those i n the lower classes.English: Male (right) and female (left) Phidippus ...Therefore, many sons and daughters of the higher classes were able to make a match through love, as long as their chosen lover was one of proper consequence. This potential spouse was evaluated by the mother and father, and if seen to be of proper financial security and political position, the match would be readily agreed to. However, in lower classes, the majority of marriages were arranged by well-meaning parents wishing to give their children the best possible life. Since many of the colonists in the New World were not rich and supported themselves through farming or industry work, their matchmaking were grounded in those of the English lower classes.The social aspects of courtship in the colonies varied from region to region. In New England, where its influences were highly Puritan, a courtship would be conducted during town get-togethers and church-coordinated events...

Learning Styles Comparison Essay Example | Topics and Well Written Essays - 1250 words

Learning Styles Comparison - Essay Example Their visual-spatial skills are also very high and they have a good eye for visual appeal and colour. They are also able to interpret body language as they pay close attention to everything and everyone around them (Wong, 2014). When studying, visual learners like using visual strategies. They like having things that they can see, and memorize as mental images. One will find that the visual learners’ text books and notes highlighted and notes written on the margins. They also like creating visual tools for studying like maps and chats. They read rapidly and require quiet reading areas. They also read for pleasure and relaxation and may spend long periods of time reading (Haggart, 2011). According to Van (2012), people have different learning styles due to their ability to acquire information, process that information and be able to retain it. There are three major learning styles; there is the visual, the auditory and the kinesthetic. The auditory learners learn by talking and listening. They speak extremponously and recall sounds they hear. They often forget the faces of people they meet but they rarely forget their names. They love working with languages and words and love reading plays and dialogs. When studying, they subvocalize either internally or externally so that they can be able to comprehend. They also like interrupting others when reading so that they can discuss the content or an issue that is disturbing them. They remember new words by sounding them phonetically. They love listening to music especially when studying and they recall what they have read by using mnemonics (Haggart, 2011). The kinesthetic learners require movements and touching objects when learning. In class, they are often off task, talking to their neighbours and walking around the class at every opportunity they get. They like figuring out things by themselves.

Charles Darwin's Work according to Popper, Kuhn and Van Fraassen Essay

Charles Darwin's Work according to Popper, Kuhn and Van Fraassen - Essay Example However, philosophers demonstrated interest in finding the truth in various components of life. Some philosophers have observed that Darwin arguments failed to provide concrete reasons while other believes that interpretation of the arguments should take their immediate context (Auletta, et.al.2011). Many philosophers have debated the views of Darwin pointing of the weaknesses as well as possibilities. The evolutionary biology has been subject to scientific tests and principles as well as theological thinking. This paper will explore the views of Popper, Kuhn, and Van in relation to Charles Darwin work on evolution. Karl Popper on Darwin Karl Popper viewed Science as a means of distinguishing theories from myths or traditional believes. The questions raised by people about aspects of life should be subject to scientific analysis. Darwin’s theory clashed with Biblical view of creation, subjecting it to Scientific proves. Popper observed that Darwin’s theory of evolution does not have components, which are subject to scientific measurement (Auletta, et.al.2011). For instance, the survival of species based on how fit they are, in relation to conformation to changes in environment does not contain any bit of science because no species can survive if it is weak. In Popper’s view, Darwin theory does not qualify as a science. Popper’s perspective of science in relation to Darwin theory appears in four steps; first problem selection, second creation of hypothesis in relation to problem solution, third is to test the theory presented, and lastly develop an argument about the result. The knowledge built through the scientific argument would eliminate errors created through criticism. This argument contends that knowledge does not occur through a single suggestion, but must command some universality on the theory introduced. In Popper’s view, the learning that the society acquires is through mistakes that people make. Thus, the separatio n of truth from myths in the scientific way must consist approving and disapproving the exiting view. Darwin’s theory argued that the emergence of creatures in the present world took place after other creatures suffered wastages of unimagined proportion. The theory does not explain the source of suffering thus subjecting it more questions based on scientific credibility. Popper argues that the purpose served by the creatures that led to their extinction must be provable. Popper believes that Darwin must have created a theological problem or unearthed an old problem that was not in focus (Radick, 2003). The outcome of suffering does not lead a viable species to overtake the present challenges, but the cause of the suffering must be evident. Thus, this argument proposed by Popper disapproves the work of Darwin on the following accounts: first, the argument does not contain any scientific element. That is a scientific element can be subject to test through comparison of the exis ting facts and the anticipated outcomes. Second, the argument put forward by Darwin refuted the ontological boundaries between the animal kingdom and humanity. Popper argued that the theory puts animals to appear more human while humans appeared more animal (Radick, 2003). The explanation of evolution as put by Darwin traces the beginning of life from scratches, which are not provable scientifically. The evolution of apes into human beings reduces science to myths. Critics have argued that Popper promoted non-revolutionary interests; however, his argument tends to demonstrate his feelings about the concept of evolution (Radick, 2003). Popper believes that a real world existed, independent of Darwin or human views. He

The Theoretician and the Experimenter - Eugenics and Francis Galton Essay

The Theoretician and the Experimenter - Eugenics and Francis Galton - Essay Example He tried to apply this concept in understanding heredity and in the future prospect of manipulating it to gain social goals. And the basic premise of his theory was that the environment of a human being had no influence on his character or intelligence (Cowan, 516). Marks has described Eugenics as an attempt to interpret, â€Å"cultural history in fundamental biological terms† (650). Galton’s thought is further explained by Marks by introducing Galton’s belief that â€Å"cultural ‘progress’ was driven principally by the birth rate of geniuses regardless of any other social processes† (650). Between 1910 and 1930, Eugenics had dominated all research works and beliefs in the field of genetics and biology but after this period, the entire concept was questioned and almost discarded (Marks, 650). Galton had conceptualized Eugenics as the science of cultivating â€Å"better men and women,† on the similar lines of cultivating â€Å"better plants and animals† (Farrall, 111). Farrall has observed that for Galton, Eugenics was â€Å"the basis of a scientific religion, which could lead to the Utopian situation where problems such as alcoholism, criminality, disease and poverty had disappeared† (111). Galton thought that once he could find out the exact ways in which intelligence and behavioural characteristics transmitted from parents to children, such social engineering will be made possible. The motivation for Galton to develop Eugenics was a belief that â€Å"statistics would solve the problem of heredity and that heredity, once understood, could be used to resolve the political and social contexts that plague the race of men† (Cowan, 510). Thus Galton wanted to create a â€Å"perfect Eugenic state† (Cowan, 510). The first question that he started with, was, â€Å"can extraordinary intellectual gifts be inherited?† (Cowan, 510). He started his work by â€Å"counting the number of men listed in a biographical dictionary who were relatives of someone else on the list† and then based on this, he published the book, â€Å"Hereditary Talent and Character†.  Ã‚  

Learning Difficulties: Causes

Learning Difficulties: Causes Learning Difficulties LO. 1 Explain what is meant by learning disabilities, and outline their possible causes and manifestations. The term and definition of learning disability has its controversies and ambiguousness and the term means different things to different people having various cultural and medical connotations. Individuals identified as having learning difficulties are recognized and understood by the communities in which they live, the personal services they need, and the kind of support they expect. Yet, generally Learning Disability can be defined as a cognitive disorder that adversely affects peoples ability to interpret visual and auditory information or to link different pieces of information from different parts of the brain to integrate them in a coherent manner. There is thus an apparent lack of integration and coordination of information (see Emerson et al., 2001). These limitations as revealed through learning disabilities can be manifested as specific difficulties with coordination, attention, spoken and written language, or even self-control. Difficulties in learning also affect schoolwor k and can lead to impediments in learning to read and write. According to the Department of Health, Learning Disability can be defined as A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with, a reduced ability to cope independently (impaired social functioning) and which started before adulthood, with a lasting effect on development. (DOH, 2001 p14) Specifically in Scotland the term learning disability is used to describe: those with a significant, lifelong condition that started before adulthood, that affects their development and which means they need help to understand information, learn skills and cope independently. (Scottish Executive, 2000) According to the British Institute of Learning Disabilities, (BILD), Learning Disability is just a label. BILD points out that the term learning disability is being increasingly replaced by the term learning difficulties and as given by the Warnock Committee learning difficulties is a term used to cover specific problems with learning in children that might arise as a result of a number of different factors, eg medical problems, emotional problems, language impairments etc (BILD, 2005). There can be different types of learning disabilities that can be categorized into three broad groups:Learning Disabilities related to developmental speech and language disorders. Learning Disabilities associated with academic skills disordersLearning Disabilities associated with coordination disorders, learning handicaps and problems in integration of informationFor deciding that someone has learning disabilities, three diagnostic criteria are used: Intellectual Ability Legislative definitions of learning disability Social competence. Learning disability can also be classified into two main categories and the causes can be genetic or environmental. Learning disability can occur due to several different types of causes. Impairments causing learning difficulties can occur before, after or during birth. Before birth reasons can be congenital and include Down syndrome, Turner syndrome, Hurler syndrome or Fragile X syndrome. Oxygen deprivation during birth and postnatal illnesses, brain injury or meningitis can lead to learning disabilities and impaired cognitive development. Environmental factors leading to learning disabilities can include infections, trauma, drugs or social deprivation and neglect (Watson, 2003). As we have already mentioned particular types of learning disabilities are associated with particular kinds of manifestations and specific learning characteristics. LO.2 Estimate the prevalence of learning disabilities and appreciate the impact that this may have on professional health care practice. The incidence and prevalence of learning disability is difficult to determine as the only manifestations of learning disability that can be detected at birth are clear syndromes like Down syndrome and the majority of infants with learning disabilities go undetected till much later. Delays in childrens cognitive development help ascertain whether they have learning disabilities. Prevalence of a disease or a general condition is the estimation of the number of people affected as a proportion to the general population. If IQ is used as an indicator of learning disability, then many people with learning disabilities go unaccounted for. Administrative prevalence of any such condition refers to the number of people that are provided with some form of service from caring agencies. The general consensus is that the overall prevalence of moderate and severe learning difficulties are 3-4 people per 1000 in the general population (DoH, 1992). The prevalence of severe to moderate disability has been recorded at 3.7 per 1000 population whereas the prevalence of mild learning disability seems to affect 20-30 per 1000 of the general population. Further it has been observed that among 3-4 persons in 1000 within UK suffering with learning disabilities nearly 30% report severe or profound learning problems. Within the group of individuals suffering from severe learning difficulties most also suffer from multiple physical and sensory impairments as also behavioral difficulties. These individuals require lifelong support to maintain themselves and to achieve a level of lifestyle. Emerson et al (2001), have suggested that within UK there are some 230,000-350,000 persons with severe learning disabilities, and around 580,000-1,750,000 persons with mild learning disabilities. They also suggest in their study that there are differences in male and female prevalence rates and incidence of disabilities with males showing higher prevalence than females. Enable et al. (2003) have suggested that the number of people with learning disabilities has increased by 1.2 % a year over the last 35 years and since 1965 the number of people with severe learning disabilities has increased by 50%. There are many controversies on the validity and use of epidemiological data and on prevalence and incidence rates of learning disabilities. All children with learning disabilities are not reported and in most cases it is difficult to understand the symptoms of learning disability until at a much later stage. One of the major problems is the argument that collection of data on disabled individuals invariably leads to labeling and brings in concerns as to whether such discrimination is useful or necessary. However some scholars have argued that labeling helps in identifying the disabled individuals and ensures that special needs of such people are met through adequate care provisions. Incidence rates and prevalence data on learning disabilities are helpful in clinical practice as it provides an estimate of the nature and extent of support that healthcare services should be prepared to provide. LO.3 Describe how people with learning disabilities have been misunderstood in the past and how this may affect contemporary provision of health care for them. Attitudes and beliefs about people with learning disabilities have changed rapidly in the last few decades and have consequently shaped healthcare provisions available to this group of people. Models of social inclusion and community care have replaced traditional models of institutional care and there is more emphatic appreciation of civil and human rights of individuals with learning disabilities. It has been argued that the rate of change in services to disabled individuals has been slow in Scotland as compared to other parts of Britain, but this has also helped enable accurate assessment and greater response to fulfilling needs of people with learning disabilities. Social care policies by the Department of Health, legislative definitions of learning difficulties along with human rights campaigning for such people and increased spread of awareness that learning disability is more of a convenient label, have altogether led to improved conditions and stronger commitments to provide a more person centered approach to care than before. People with severe or moderate learning disabilities were regarded as mentally deficient or retarded and since the implementation of the Mental Deficiency Act in 1913, it was recommended and all mentally retarded be categorized according to the level of disability and by 1929 100, 000 mentally retarded individuals were institutionalized in the UK. Although in the early 19th century, institutional care for patients with learning disabilities aimed at modifying or changing mental defect, this was quickly replaced by a philosophy of control and coercion in custody. The initial institutionalized colonies were changed to long term hospitals following the NHS 1946 Act. By the 1950s and 1960s the concept of custodial institutionalized care for learning disabilities was questioned and there was an eventual introduction of community care. In 1971 the White Paper Better Services for the Mentally Handicapped was introduced in Great Britain and the care philosophy was led by the concept of normalization rather than segregation. This was aimed to increase social participation and greater social roles of individuals with learning disabilities to integrate them in mainstream society. The contemporary provision of health care as set by the Department of Health or NHS gives emphasis to schedules of community care, social inclusion and social participation of individuals with learning disabilities and discourages institutionalization. LO.4 Define the concept of inclusion and identify barriers that serve to exclude people with learning disabilities from mainstream services. Introducing the strategy for services supporting people with learning disabilities in England, the Department of Health (2001) has described social inclusion in the following words:Being part of the mainstream is something most of us take for granted. We go to work, look after our families, visit our GP, use transport, go to the swimming pool or cinema. Inclusion means enabling people with learning disabilities to do those ordinary things, make use of mainstream services and be fully included in the local community.'(p24) People with learning disabilities have long been marginalized and excluded from society not only regarding social issues but also indirectly on decisions about their own lives. The Human Rights Act 2000 has also stressed on the basic fundamental rights of such individuals and this has given them a voice and strength in society. Whether it is choice of career or access to health services, the individuals with learning disabilities now have many options, and varied preferences. According to Jenkins et al (2003), an inclusive approach recognizes that formal and informal elements of the wider society need to change or adapt to enable excluded people to use opportunities and services. This explains the general approach in providing care to individuals with learning disabilities and the aim is to help them adapt and merge with the mainstream society with increased opportunities and special services. Yet there are major barriers to providing such individuals with the advantages of normal provisions and services. Some of these barriers include the nature of the problems that can involve severe physical or mental impairment. Factors identified as impediments to social inclusion of learning disabled individuals can be the process of labeling itself which discriminates socially healthy individuals from the disadvantaged ones. Although labeling has it won advantages, identifying individuals as disabled can lead to special exclusion and discrimination in areas of jobs, lifestyle or social participation. Although the situation has drastically improved after recognition of human rights needs of the learning disabled, the disadvantaged peoples own low levels of motivation, heightened social anxiety, discomfort in social participation, feelings of inferiority and practical problems in not being able to perform normal physical activities are common barriers to a health social life for these individuals. The mindset of people towards disadvantaged individuals may be changing but needs to change even further. Several associated illnesses, physical, visual, language deficiencies, special health needs such as weight problems, requirements in special schools and education needs are also some of the barriers that impede the active participation of such individuals in mainstream society. LO.5 Identify the main additional health problems faced by people with learning disabilities, and the consequent challenges posed to mainstream health services. Some of the associated health problems in people with learning disabilities are Mental illness such as schizophrenia, anxiety and depression and also challenging behavior such as aggression and self-injury. Prevalence rates of mental health illnesses are greater among individuals with learning difficulties than among the general population. Learning-disabled persons are also categorized as mentally deficient or retarded as they may not be able to perform intelligence tests due to their learning problems. Thus such people may be categories as having severe intellectual difficulties resulting in subnormality or abnormality. Abnormal conditions are however more of psychopathic disorders found widely in these individuals. Epilepsy shows higher prevalence rates in persons with learning disabilities than in the normal population. The British Epilepsy Association has estimated that there are nearly 200,000 people with learning disabilities severely affected by the learning disability disorder. (BILD, 2001) Physical and Sensory disabilities are common in people with learning disabilities as visual and auditory impairments are common in such conditions. Hearing impairment is found in individuals with Downs Syndrome and these additional disabilities are also associated with the fact that the persons with learning problems do not get support as far as using other devices are concerned. Complex health needs are common among people with learning disabilities and issues such as weight problems, or lack of a balanced diet are barriers in the betterment of such individuals. Significant numbers of people with such conditions do not engage in required amounts of physical activities and there is also a general lack of awareness about the amount or nature of diet that should be taken for a sedentary life. This leads to further complications such as heart problems, kidney problems etc at a young age. Chronic dental problems, poor oral health and unhealthy teeth and gums are some of the common problems. Such individuals have untreated tooth decay that is prolonged and causes damage, as well as a very poor sense of oral hygiene with irregular or minimal brushing and cleaning of the mouth etc. This aggravates other associated health problems. Facing and consequently overcoming health problems are the major barriers and also the major challenges not only for individuals with learning disabilities but also for social workers, community healthcare professionals and the Department of Health as a whole.The concept of social inclusion necessitates that these related health problems should be considered. LO.6 Discuss the importance of working in partnership with people with learning disabilities, using advanced communication skills, and the concept of capacity to give informed consent, along with the potential impact this may have on professional health care practice. According to Dunbar, working in partnership with people with learning disabilities is an essential first step towards social inclusion of such individuals. He wrote, people with learning disabilities or a mental illness should be treated in the same way as other people, not in side rooms. this lessens the chance of the person being out of sight, out of mind (Dunbar, 2003). This possibility of discrimination of such individuals have led to the recognition of the need for improved training, services and communication skills to effectively support and help these individuals. Health care professionals caring for persons with learning disabilities are required to have positive attitudes towards their patients. However within the healthcare setting negative attitudes and discriminatory practices are common and several studies have reported that such individuals are deprived of health care facilities and do not receive the care they should receive. In certain cases, inappropriate and derogatory language is also used to describe such patients and there have been reports of denied access to aids such as glasses or hearing equipment that can improve the quality of life for such individuals. The NHS Executive (1998) has stated that nursing staff require special training opportunities to face and overcome their fears or prejudices towards people with learning disabilities in order that they may learn to treat them with respect and equally as they treat other normal patients. Nurses and other health professionals should always try to go beyond social obstacles and try to meet or associate with such individuals in normal social situations and recognize their needs and shed any notion of stereotypes. The White Paper The same as you (Scottish Executive, 2000) has placed great emphasis on the needs of individuals with learning disabilities and to treat them equally. These are: being at the centre of decision making and have more control over their care; being included, better understood and supported by the communities in which they live; having information about their needs and the services available, so that they can take part, more fully, in decisions about them; having the same opportunities as others to get a job, develop as individuals, spend time with family and friends, enjoy life and get the extra support they need to do this; and being able to use local services wherever possible and special services if they need them. (Scottish Executive, 2000) It is recommended that specialized training should be provided to nurses to help them explore strategies of care for learning disabled individuals. Assisting in enabling inclusion and stressing on a holistic improvement of health and lifestyle of the individuals are areas of focus in nursing for such people. However as individuals with learning disabilities usually show auditory or speech difficulties, communicating with them effectively is a major challenge for nursing professionals and requires special skills and training. Communication is essential as according to legislative policies informed consent of the individual as to what treatment he should be subjected to and what his decisions are, lie as the primary focus of treatment. This is both an ethical and legal requirement that individuals with learning disabilities should be made aware and be allowed to express their opinions on any treatment or health care procedures (Eldridge, 2003). Conclusion: In this article we discussed 6 learning outcomes related to the health care needs, definitions, legislative policies, social implications and challenges of individuals with learning disabilities. Bibliography Human Rights Act (1998) London: HMSO. Mental Deficiency Act (1913) London: HMSO. Mental Health Act (1959) London: HMSO. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office.Disability Discrimination Act (1995) London: HMSO. Scottish Executive (2002) Promoting health, supporting inclusion. Edinburgh: Stationery Office. National Health Service and Community Care Act (1990) London: HMSO. Department of Health (1999) Once a day. London: NHS Executive. DOH (1998) Signposts for success in commissioning and providing health services for people with learning disabilities. London: NHS Executive. DOH (1989) Caring for people: community care in the next decade and beyond. Cm.849. London: HMSO. DoH (1992) Social care for adults with learning disabilities. (Mental Handicap (LAC (92)15). London. HMSO. Dunbar, I. (2003) Inquiry under the fatal accidents and sudden death inquiry (Scotland) Act1976 into the death of James Mauchland. Sheriffdom of Tayside, Central and Fife at Dundee, Scotland. Emerson, E.; Hatton, C.; Felce, D. and Murphy, G. (2001) Learning disabilities: the fundamental facts. The Foundation for People with Learning Disabilities. London. Jenkins, R.; Mansell, I. and Northway, R. (2003) Specialist learning disability services in the UK. In: Gates, B. Learning disabilities: towards inclusion. Edinburgh: Churchill Livingstone. pp349-367. World Health Organization (1993) Describing developmental disability. Guidelines for a multiaxial scheme for mental retardation (learning disability), 10th revision, Geneva: WHO. Gates, B. (2000) Knowing: the importance of diagnosing learning disability. Journal of Learning Disabilities, 4(1) pp5-6. Enable (7 Oct 2002) Adults with Incapacity Act (2000). Available at, http://www.enable.org.uk/ld/awi/ Also Adults with Incapacity (Scotland) Act (2000) London: HMSO. Eldridge, P. (2003) Ethics and research involving people with learning disabilities. In: Markwick, A. and Parrish, A. Learning disabilities: themes and perspectives. Edinburgh: Elsevier Science pp65-80. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office. Hogenboom, M. (2001) Living with genetic syndromes associated with intellectual disability. London: Jessica Kingsley. Scottish Executive (2000) The same as you? A review of services for people with learning disabilities. Edinburgh: Scottish Executive. Watson, D. (2003) Causes and manifestations of learning disabilities. In: Gates, B. (ed) Learning disabilities: toward inclusion. Edinburgh: Churchill Livingstone. British Institute for Learning Disabilitieshttp://www.bild.org.uk/links/ Department of Healthhttp://www.doh.gov.uk The Scottish Executivehttp://www.scotland.gov.uk/ National Health Servicewww.nhs.uk

Due Diligence when You Buy Websites :: Sell Websites Buy Websites

Due Diligence when You Buy Websites Reprinted with permission of VotanWeb.com Due Diligence is the period when you will be able to access the company's books and records to verify that all of the information that you have been told thus far is true and accurate. Most often, people unwisely believe that Due diligence is simply the time to verify the financial position of the company. While this is true to some extent, a proper and effective Due Diligence goes way past the financials. Sure, you want to be certain that what you have been told is true but realistically even if the numbers are exactly as they were presented to you, then what? All you would have is a confirmation of the past but absolutely no inclination of what the future may hold for the company or the industry. The Right Approach To Due Diligence Is this the time to look for things that are wrong with the business? Is this the time to strictly verify numbers? Is this the time to disprove what you have been told by the seller? While each of these approaches is somewhat valid none are absolute. Sure, you will want to employ a part of each of these strategies but an effective Due Diligence is when you can really "check things out". Without question, your approach is to use this period to determine whether or not the future looks bright for the business and the industry. To do so, you must investigate far more than the financial aspect. Sure, the various financial statements will give you a picture of the past and perhaps a glimpse of the future but the past is over and done with. You must thoroughly review the company's sales, marketing, employees, contracts, customers, competition, systems, suppliers, and legal and corporate issues. You want to complete the Due diligence period knowing exactly what you are getting into, what ne eds to be fixed, what the costs are to fix them and if you are the right person to be at the helm to put the plans in place to make a great future for the business. In other words, learn everything before you buy! How Long Do You REALLY Need Every seller and every broker working for the seller will try to negotiate the shortest Due Diligence period possible. I have heard situations where this was limited to a week or so.