Lifelong Learning Essay

1. Understand learning and teaching strategies in lifelong learning. 1.1 Summarise learning and teaching strategies used in own specialism. It is very important that i know and understand the various learning styles of my students before I start my lesson. This will enable my students to get maximum benefit from my lessons. I could do this through an initial assessment or interview or if i plan my lessons correctly, i could do this on the first day of class. Therefore once i know my students style of learning i can plan my lessons to what style best suits them. Once I’ve established their learning style i could then plan my lessons to suit my students and i could also use assessments to gauge their progress during lessons, this will be in the form of the initial assessment, formative and summative assessments. I could explain my teaching plan to the class, the aim and objective of the lesson, this way the students will be clear what the session entails and what they have to kn ow at the end of the lesson. In making sure no student is left out i could use EDIP to get my lesson across, this way i will be covering all learning styles. The students should also know what is acceptable in their behaviour and what’s not; this can be done through a class contract. The layout, safety and temperature of the room is also of great importance as there will be some students in wheelchairs, thus the students will feel comfortable during lessons. If not my students will be concentrating on the cold, lack of ventilation, also they may not be able to see or hear on what’s going on, therefore i will have failed in my aim and objective as a teacher. As a tutor teaching about disability I’m governed by the Health and Safety at Work act 1974. My students should be made aware of these rules and in case of any accidents where to go, and where the fire escapes and meeting points are, and also which toilets are suitable for wheelchairs. I will need to give a brief outline of COSHH and what it means, and how we behave in the class. To ensure good teaching and learning i will make it exciting and informative for them as i possibly can. Depending on funding i will try and have as much equipment as possible to demonstrate with, this will give the clas s a good feeling of achievement and help them have an easier life, also it will give me a good feeling knowing I’m doing my job properly. 1:2 Explain how approaches to learning and teaching in own specialism meet the needs of learners. As a tutor i will be giving talks on disability acts, changes to benefits including Personal Independence payment (PIP). I will be using handouts talks and visitors from the Job Centre Plus (JCP) and other benefit agencies. I will use the students own experience and situation to highlight the affects that these new changes will have on them, this will be class involvement and participation. This type of instruction will also use acts, dates; benefit amounts – numeracy, demonstrations and handouts – visual explanation and aural. I will also be using the fire brigade, who will give advice on fire risks in the home and give advice in preventing fires, and also on smoke alarms and carbon monoxide detectors, and most importantly what to do in the event of a fire, and disability adaption companies to give talks and demonstrations on what home and vehicle adaption’s that are available to them, these adaption’s will make them more independent, this will involve hands on sessions. In some cases may have to use power point. This will use kinaesthetic learning; all of the above will incorporate all learning styles and therefore will be fully inclusive. 1:3 Describe aspects of inclusive learning. Inclusive learning is all about involving all my students during the lesson, and treating them equally and fairly, and without directly or indirectly excluding anyone during a lesson. Some students may feel excluded if their particular needs are not met. Also i will need to take into account of any individual learning or support needs. Knowing what my students needs are in advance can be done through an initial assessment or the induction process. Inclusion is also about attitudes as well as behaviour; some students may be affected by the actions or words of others. Using student’s first names, having eye contact and speaking personally to the students when addressing them will incorporate inclusive learning. Creating learning conditions in the class setting can be based on respect for others, a group contract and ground rules will help with inclusive learning. Many ways for promoting inclusion are. Identifying needs, i need to find a way to overcome any barriers, flexible programmes for students with special needs, students taking medication, and having any appointments outside of the class. Also putting any sign posts for internal or external agencies which may be of use to them. Planning learning, by creating lesson plans and schemes of work will reflect on how i will be able to include all my students. Also by being able to plan a visit to an outside organisation so they can see what is available for them in making their life easier. Also agreeing any individual learning plans or actions plans they may need. Finding out if they’ve had any previous learning or experience. Facilitating learning, by encouraging group work where students can mix and participate with all students of the group. Making students feel comfortable to approach me with any questions they need to ask. Providing a safe and supportive environment where everyone’s contribution is valued. Encouraging respect and promoting and understanding of student differences. Assessing learning, this can be done by initial, formative and summative assessm ents. Adapting assessment activities where possible to meet any particular requirements or needs. Recognising and valuing individual’s achievements. Ensuring assessment planning is individual. Encouraging all students to reach their full potential. Quality assurance evaluation, communicating with other team members to ensure they are aware of any student requirements or issues, obtaining feedback from my students on mine and their performance in class, there are different ways in doing this.1: verbally, 2: electronically, 3: written. Evaluating my delivery to ensure I have included all the students fully in my lesson. Liaising with awarding organisation regarding any modifications required to the learning and assessment activities. As teaching about disability I will be using all aspects of inclusive learning, by using a mixture of different approaches in my class, this will ensure I meet all learning styles and retain student engagement and motivation. 2: Understand how to create inclusive learning and teaching in lifelong learning. 2.1 Explain how to select inclusive learning and teaching techniques. As a tutor it is important that i make my lessons inclusive, i can do this by using different learning and teaching styles during my lessons; choosing which style to use depends on what type of students i have in my class. Choosing inclusive learning and teaching techniques will allow the whole class to be involved making sure that my lesson is inclusive. It is also important that i discuss with my students what their support needs and requirements are, this can be done by an initial assessment and first interview. Once i know the needs and requirements i will be able to plan my lesson making sure that my lesson is inclusive. A tutor led demonstration is a teaching and learning method that may work well with hands on; this allows all students to participate regardless of ability levels of learning styles, it’s also useful for s tudents that learn visually, some students may have hearing difficulties therefore it is important for me to give instructions both verbally and visually, and written down. Therefore making sure that all learner and learning styles have been catered for. I could split the class into groups; by doing this it does not put any pressure on any individual student, this way they can discuss amongst themselves because each one will have individual views, this then will allow them to gather their own thoughts and discuss with the rest of their group. Ensuring my teaching and learning methods are inclusive and will meet the needs of my students and will help my students feel valued and supported. As i mentioned earlier it is important i find out if any students have any needs or need any support, as i will be able to choose the appropriate teaching and learning methods for the students and their learning styles. 2.2 Explain how to select resources that meet the need of learners. It is important to discuss with the students what their needs are and what extra support they need in order for the lesson to be inclusive. I can use many forms of resources it’s important that i make resources accessible to all students. Resources can help with their learning, therefore it is important to select resources that meet the needs of my learners. Some students may not disclose their additional needs for a variety of reasons; therefore there are a few steps which i can take to ensure that the students can still take part in their lessons. For example, making sure that all written text is large enough and plain font so as it makes it easier to read and different coloured paper can be useful for students with visual support needs. Students with visual impairment will also benefit from the larger text. Students with hearing difficulties its best to use power point with written handouts explaining what they will be doing and what i will be discussing during the lesson, this way the students will feel included in the lesson rather than wondering what’s going on. Also if using power point make sure the text is large enough for those not sitting close enough are able to see. By using these resources i am making sure my lessons are inclusive. I can also use external resources for example: * Local fire brigade, they can explain the fire risks at home and also advise on safety, they can arrange for a home visit to check that all safety measures are in place. * Job centre plus, to give advice on future employment and what is available for disabled people. * Local council, to give advice on any home improvements on making their lives a little easier, and handout leaflets on what may be available to them. * Ambulance service, to give advice on what to do in case of emergency and a little basic first aid training. * Guest speaker, to give advice on benefits and what’s available to them, and also what the new system will mean to them, the phasing out of DLA to Personal Independence Payment, (pip) between 2013-2016, also changes made to the sick ness benefit, and where to go for any advice. All these resources are beneficial in independent living and ensuring a positive outcome in inclusive teaching and learning. 2.3 Explain how to create assessment opportunities that meet the needs of learners. The first assessment will be the initial assessment; also asking the students if they have any prior knowledge, i will be doing assessments throughout the course this will give me a good idea on how my students are progressing, and will highlight any areas they are struggling in, class discussions may also help in finding out any initial needs of the class and offer the right support for them. Formative and summative assessments will also be carried out. Formative assessments are carried out during and throughout the course, this will allow for development to take place, and asking questions and observing will help me give ongoing feedback and will enable my students develop further. I could give them simple tasks to do and assess their development, this way i can find out if there are any areas in need of further development. Students doing simple tasks will help in therapy and give every student the opportunity to give feedback on what they’ve seen and learned. Summative assessments are done at the end of each lesson and getting the students to demonstrate on what they have learned during the lesson, this can be quite stressful for some students; therefore i can help by giving a little encouragement. When doing summative assessments i only need to assess what needs to be assessed. 2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. Literacy skills can be used in lessons in a number of ways; i could do this by getting the students to create posters, or handouts. I could also get the students to read out or present their work to the rest of the class, which would bring both language and communication skills into the lesson. By providing a print out of my power point (if i have one) is another way of using literacy and language skills, as the students will be able to follow the power point at their own pace, and also gives the students a resource in which they can take away with them. I could also get the students to take part in role play situations, or discussions on a certain topic/ language skills will be used in a lesson when starting a new topic by providing students with a glossary which will provide the students with definitions of new terms. Language skills will involve listening, discussions, and explaining to the rest of the class what they are doing, and the other students giving feedback. This could also be covered by a question and answer session. Numeracy skills can also be used in most lessons, it could be as simple as by putting in a graph, pie chart or a bar chart into my presentation or handouts. This way the students will get used to seeing charts, and could also help them to understand how they work, therefore using numeracy skills in my lessons. I could also use terms such as 50% instead of half, this again will help the students understand numerical terms better. Time keeping skills can also be used in the lesson by giving the students timetables to show what time they start their lesson, also informing the students that breaks are every 45 minutes. All travel costs will be reimbursed by my organisation; by getting the students to total up their travel costs instead of us working it out for them will incorporate numeracy in my lesson. There are a number of ways to incorporate ICT skills during lessons; which will allow the students to build on their skills, beforehand i will have provided a scheme of work, and at all stages of the lesson these will be taken into account. I can use ICT in most lessons and also i could include tasks such as typing work into a word document, or use power point to create a presentation to present to the rest of the class. By getting the students to do a presentation will help in their language skills as well as ICT skills, also another way i could use ICT skills in lessons is to get the students to do some on-line research on a topic which i will give them. Sometimes i may have a lack of ICT resources; this may make it more difficult for the students to learn. However, i could give the students a handout containing links to websites relevant to the lesson. By providing the student’s links will encourage the students to access them in their own time; therefore i will have incorporated skills into my lessons without ICT resources in the classroom. 3. Understand ways to create a motivating learning environment. 3.1 Explain ways to engage and motivate learners in an inclusive learning environment.

The life and times of Friedrich Froebel Essay Example | Topics and Well Written Essays - 1000 words

The life and times of Friedrich Froebel - Essay Example Such an approach would make it impossible for a child to learn bad habits (Tasssoni & Hucker 2005, 19). Therefore, Froebel observed the entire education system as a moral system that has to shape a child morally in the society, impacting not only education, but also the right personality in children. With these thoughts, Froebel worked with three to seven year old children and later opened a kindergarten (literally meaning garden) in Prussia in 1837. Therefore, Froebel ideas about imparting the right education and quality in young children in form of a kindergarten spread to the entire world, making it necessary to train and give the right foundation to a child in moulding them to responsible adults. Froebel main ideas Froebel is best recognized as the inventor of the kindergarten system of education that is based on strong affinity for nature and strong Christian values were all included in his thinking and shaped his education theory (Smith, 2012). His main principle in education w as that education has to guide man as a conscious, perceiving, and thinking being to make him a pure representation of their inner divine law in accordance with their own choice; thus education is the main way and means through which man has to attain this goal (Froebel 1826, 2). Froebel main school system was based along the Pestalozzian principles, and mainly emphasized on play and holistic use of gifts in play materials and occupations (activities). Froebel believed that humans are by principle creative and productive; fulfillment of this may only be achieved by developing such ideas in harmony with God and the world in general (Smith, 2012). His education theory advocates for an environment that heavily involves direct use of materials and practical work. In his theory of pray as outlined in The Education of Man published in 1896, he noted that play truly fosters, recognizes, and unites the general maturing life of a child with the ripe life and experiences of an adult, â€Å"f ostering one through the other† (Curtis & O’Hanagan 2003, 104) In other words, Froebel explained that play has to be developed from within a child, by provision of the appropriate material, in the presence of an adult to nurture such development (Curtis & O’Hanagan 2003, 104). This made Froebel to devise and collect a rich set of play things for children in the belief that a child’s play is important in education. The popularity of his thoughts spread across Europe and Asia where Japan adopted the Kindergarten system in the late 19th century. Japan wanted to introduce itself as a country with equal structures to the western countries, and did not have enough ideas and systems for early child education (Wollons 2000, 123). Thus, despite being used as a political idea, in fostering uniformity in education systems, Froebel’s ideas were embraced due to their importance in child’ development across Asia, America, and Europe. Froebel’s ideas mainly influenced the Japanese Education and its curriculum making the country to make major changes in their education system, due his theory that were perceived as instrumental in the growth of a child (Yoneyama 2012, 40). The Froebelian kindergarten movement gained much root and in the late 19th and early 20th centuries, more women started home based kindergartens to look after their children or a group of children in the neighborhood. They were attending classes on locally organized Froebel

Capital Punishment and Execution in the US Research Paper

Capital Punishment and Execution in the US - Research Paper Example The major methods of execution used in the past included the exposure of the defendant to a firing squad. There was also the use of gas chambers as well as hanging and electrocution (Weisenberg). Another method which was introduced later, and is mostly used today, is the use of lethal injection to poison the criminal. One of the most talked of execution is that of Pedro Medina in March 1997; one that most people have criticized and termed notorious (Gromer and Gromer). Initially adopted by 38 states, capital punishment has since been banned by law in 34 states. Some more states have put it on hold while a few still think that it should just be practiced extensively (CNN 1). Capital punishment has been an issue of social contention in the US, of late. Many Americans have maintained a support for it, particularly in murder cases. However, the support has been in the decline following strong criticism from some sectors of the American community. I concur with many that there is nothing good in taking someone’s life, and therefore, more humane ways need to be in place for carrying out the duty. I hereby beg to admit that, despite the cruelty in it, sometimes our emotions push us towards seeing the positive side of it. There has also been a widespread debate on whether or not the executions should be televised. My paper seeks to look at the pros and cons associated with both the idea of capital punishment and the television of the executions. It is a fact that many court TV and other television networks today attempt to cover proceedings on criminal cases. They also go as far as televising the cases to interested viewers from homes. Some media executives and lawyers have foreseen a possibility of a future broadcast of the executions too. They use the case of San Francisco’s KQED-TV as an indicator. This television station hit news headlines a few years ago when it asked for permission to record a murderer’s execution. The station intended to sho w the unedited tape of Robert Alton Harris’ execution, though late in the night when children had slept (Weisenberg). It is interesting to note that both proponents and opponents of capital punishment sometimes, ironically, find themselves as strange bedfellows whenever there is a debate on whether the executions should be broadcasted on TV or not. It is common to find a person who is against capital punishment yet they support the idea of televising the executions. Likewise, some proponents of the punishment also tend to strongly oppose the idea of televising the executions. For those who support capital punishment, televising executions will only serve to promote sympathy for the criminals. This sympathy may blind the general public to an extent that they may not realize the injury the criminal meted on their victim. The opponents of capital punishment, on the other hand, oppose the idea of television on grounds that it has the ability to reduce the death penalty to a few m inutes’ affair. This is so false because the pain covers even the time a criminal spends several sleepless nights in anticipation of the fateful day. Some people also think that showing the executions on TV may give a haunting picture to the viewers, especially the emotionally and psychologically unstable ones, including young children (Bender 1). Televising the executions may also make the execution seem, to many people, as a form of

Franchise Feasability Study Essay Example | Topics and Well Written Essays - 4750 words

Franchise Feasability Study - Essay Example What is a franchise, and how does it work? Franchise is a business arrangement undertaken between two parties for the purpose of marketing a product or service. The franchiser (party selling the product or service) enters into an agreement with the franchisee (party buying the product or service) to provide marketing and selling expertise under its banner, for a fee. The franchisee is at liberty to operate in areas not directly under the jurisdiction of the franchiser (Definition: Franchise@ Sterling Knight, Commercial Mortgages, Sterling Knight, www.sterlingknight.co.uk). What are the rules set out by the Australian Franchise Standards to enhance profitability and high standards of personal and professional conduct? Does Garuva have the qualities to market their services through franchisees in Melbourne and Sydney? What does the Australian Franchise Standards mean in the context of this research, and does Garuva bar and restaurant, meet the suitability criteria of the Australian Franchise Standards to expand its operations through a franchise in the port cities of Sydney and Melbourne? The Franchise Council of Australia (FCA) expects its members to maintain a high level of standards in personal and professional conducts, to enhance public perceptions of a franchise.... teria of the Australian Franchise Standards to expand its operations through a franchise in the port cities of Sydney and Melbourne The Franchise Council of Australia (FCA) expects its members to maintain a high level of standards in personal and professional conducts, to enhance public perceptions of a franchise. In return, FCA will help safeguard the investment of its member franchisers and the businesses of its franchisees, and protect franchise networks from unfair or unethical attacks. Brisbane, the capital of Queensland, is a well developed, industrial, tourism, and sporting city. This makes Brisbane an ideal destination for holiday makers as well as businessmen, not forgetting the local population that draws as much as 16% of the state's total wages. The same can be said of Sydney and Melbourne. Cosmopolitan cities that they are, Garuva would definitely benefit from operating franchises there. This research will exemplify the business potential in the field of food and beverag es and undertake the study of business expansionism through franchise. 2.0 Executive summary Brisbane, the capital of Queensland, is situated to the north of Sydney. It accounts for 10% of the State's total jobs. Wages drawn is equal to 16% of the State's total wages bill. With its industrial areas, international sea and airports, lush green parks, theatres, hotels, outdoor and indoor sports, and tourist spots, which include the world famous Sunshine and Gold Coast, Brisbane is the place to be. An adventurer's and tourist's destination, Brisbane is among the most-sought-after destinations for Australian and international travellers. Approximately 60% of the country's meat export, and roughly 40% of her car imports happens through the Port of Brisbane (Elizabeth Nosworthy, 2001,

English Language Learner Assessments Essay Example | Topics and Well Written Essays - 750 words

English Language Learner Assessments - Essay Example As the year goes on, it would be easier to see a significant difference in the intensity of work of the Angel, particularly when I contrast the first and last works. I would also adapt rubrics to monitor Angel’s progress. This will enable me to use criteria to see observe the progress of Angel (Black, 1998). Some of the formal assessments that I could use with regards to Angle include oral interview, class presentation, cloze tests, role play and writing samples (Valencia, 2010). Some of the informal assessments that I could use include checking here interaction with other students, as well her interaction with the school staff. I can schedule diverse types of interviews in class (maybe take each learner into the hall to complete a private discussion as the rest of the students do seat work) or schedule with learners separately Asking questions, which use grammatical structures, as well as vocabulary that the class has learnt will help me know exactly what Angel and every othe r student has grasped (Simmons, 2003). It is vital to not penalize a learner for not indentifying content if he or she can make up situationally and grammatically correct questions or statements in response to the questions. Also, Angel came to school to improve her interaction with others. It is, therefore, vital to monitor the way she interacts with others, and see whether it is positive of negative interaction (Simmons, 2003). Diagnostic assessments that would be appropriate for Angel are diagnostic evaluation and summative assessment. The goal of formative assessment is to grant assistance for the learner rooted in her exceptional learning level (Simmons, 2003). This type of diagnostic assessment utilizes practical models to assist learners through an applied approach. In this case, developmental activities, with regards to Angel, will be centered on application of practical tools to enhance the worth of learning for the student. Summative assessment is adapted in grading and ju dging the level of understanding of a student in relation to movement of the learner from one stage to another. In Angel’s case, summative assessments will be utilized for certification purposes. She needs to be rewarded on regular basis in order to make the advancement needed for education. Such assessments should be given under managed environment using numerous other variables, such as start and end time for the assessment (Simmons, 2003). Successful assessment can aid in building self-confidence and motivate learners to make further progress. This takes place when their endeavor is recognized and assessment information is utilized to reveal them what they can do (Scriven, 1991). When students and teachers discuss what they have attained so far, they can learn what they should do next so as to make progress. Data obtained from assessments are extremely significant when it comes to noting the progress of what is being assessed. An educator should device superior ways of mak ing use of the information gotten from assessments of their students. Data obtained from Angle’s assessment would be use to formulate ideas that will to better academic success (Valencia, 2010). The information could be used to create a rubric that will be used to guide Angle to academic success. Cultural diversity, in the classroom, leads to more efficient group work

Was the use of atomic bomb on japan justified Essay

Was the use of atomic bomb on japan justified - Essay Example But was Truman’s decision justified or was ill informed? A controversial event in history that has divided scholars right in the middle, the use of the Atomic Bomb was but a justified decision that spared the United States an estimated 250,000, perhaps more, sure fatalities in there planned invasion of Japan in addition to millions of Japanese [soldiers and civilians alike] destined for a bloody fight-to-the-death battle in defense of a beloved fatherland. The True Story While the weight of the fateful decision fell right on the shoulders of Truman, the origins of the weapon began with the Roosevelt administration’s fear of a parallel development of the same by Germany. Leo Szilard’s confidential letter to the then President Franklin Roosevelt, signed off by his longtime friend and collaborator Albert Einstein, outlining Germany’s concerted efforts on nuclear weapons formed the foundation of the Manhattan Project [S-1], â€Å"one of the largest, best-kept secret, massive resource consuming, scientific undertakings ever witnessed in history† (Walker 311-312). Indeed, even Truman, the then vice president had no knowledge of the project and only learnt of it in office. Though actively engaged in atomic research, German scientists, as it would later turn out right after Germany’s surrender, were far from reaching a fissionable chemical combination that could deliver results rivaling the United States’. Japan’s similar initiatives were thrown into disarray in April 1945 with a B-29 raid on Tokyo facilities leaving anything of the sort inundated. (Frank 252-253). The fall of the previously Japanese controlled Marianas Islands early in the campaign gave the United States formidable footholds of bringing the war closer home to the remaining Japanese strongly-held islands. With surrender heavily disdained, reinforcement directives from Imperial General Headquarters [IGHQ] detailed in the â€Å"Plan for the Conduct of Future Operations† went out on the 24th July, 1944 with four points: 1. Patriotic defense of the Philippines, Ryukyu, Kurile, Formosa, Japan Islands and the entire Japanese homeland from the shoreline right into the interior. 2. Massive annihilation of the Allies by sea, land and by the remaining air power for any attempted advance through the United States’ planned amphibious assault to the crucial areas [the â€Å"Sho-Go† Operations]. 3. The last two points called for the prevention of American B-29 aircraft attacks operating from China to ensure better cover [overrunning China bomber bases to open up continental railroads as an alternative route to their Southern Resources Area]. 4. Identifying alternative southern sea routes [particularly to the China Coast] to safeguard important military shipments (Bradlley 189). With the new SHO operations that basically enlarged mobile defense writ, Japan hoped to gain decisive victory no matter the beachhead attacked by the enemy. SHO-1 and SHO-2, the battles of Philippines and Formosa-Ryukyu were planned for august; followed by SHO-3 and SHO-4 in the home islands and Hokkaido scheduled for October 1944. Having identified possible planned landing bases by the invasion forces, the supposedly defeated Japanese strategically stationed themselves to meet the visitors head-on at an equal strength. As a tactical approach, they [Japanese] planned to abandoned direct combat with the powerfully

Flaws with Utilitarianism Essay Example for Free

Flaws with Utilitarianism Essay Among the most glaring problems that I see with Utilitarianism is its inclusion of animals under the umbrella that blankets this theory. It seems irrefutable that there exists an inordinate number of cases where the consequence that is against the best interest of an animal is favorable to humans, yet that dictating action is one that has been continually taken and condoned by the general public. This is a fundamental challenge, as the Utilitarian philosophy decrees that the pleasure and pain experienced by all individuals, including animals, has equal worth and must be considered when determining the net benefit of an actions consequences. The most drastic and prevalent of examples that one could provide to illustrate this contradiction would be the practice of using animals to provide food. It cannot be argued that it is in the best interest of a cow, a chicken, or another animal to be slaughtered to serve the dietary needs of mankind. Accordingly, Utilitarian reasoning suggests, in direct opposition to the intuition of humanity, that it is morally impermissible to kill the animals. While a Utilitarian philosopher might provide the counter-argument that such is natural order of the world that there exist a hierarchical food tree. Further they would insist that the greater good is that humans be nourished and provided for by the meat, for our pleasure is superior in quality to that of the beast. This reasoning, however, is flawed in two ways. Initially, the method by which meat finds its way to grocery stores for our purchase and eventual consumption is not one governed by the ways of nature, but rather is one engineered for efficiency by humans. Animals are bread forcibly, then nourished with specific intent of managing fat content, meat flavor, and healthiness, each of which discounts the Utilitarian claim that nature makes our carnivorous methods ethically permissible. Secondly, and perhaps more fundamentally, such a claim is in direct contradiction to the Utilitarian tenet that each individual has equal value regardless of identity or stature. Because humans could be sufficiently nourished without the killing of animals, it cannot be argued that the consequence of causing death to an animal is equivalent or less substantial than that of feeding a man. Conversely, there exist equally as many challenges to raise had the ethicist taken the alternate position that animals have equal value and accordingly that their pleasure is impermissibly infringed upon when they are killed for human interest. Arguments could be presented for a bevy of actions taken on a daily basis by society as a whole. One might address the fact that using animal testing for the advancement of medicine has benefits that outweigh the pains. Similarly, while the development of land effectively kills the previously animal inhabitants, it is an accepted result that society has displayed it is willing to disregard. In each of these cases, the majority of society condones such behavior, as evidenced by their existence as common public practice. While it is undeniable that opposition to each behavior does exist, the magnitude of this resistance is far outweighed by those in finding the long term benefits worthy of the negative consequences. In the end, it grows apparent that while it may be valuable to consider the interests of animals when calculating the net benefit of a given action, neither their pleasure nor their pain should be equated to ours. Such a principle has been introduced through the ethical thought experiment The Dilemma of the Swine. Resultantly, human existence constitutes higher pleasure that does that of an animal and we are often better served by making such a distinction through intuitive analysis rather than applying Hedonistic Calculus. The fact that Utilitarianism can be forced into contradictions regardless of the stance they choose makes the inclusion of animals under their ethical umbrella a significant problem.