Developing An Inclusive Education System Education Essay

Developing An Inclusive Education System Education Essay For the last few decades, there has been an increase in the number of countries which aimed at making their education systems more inclusive. This aim has been in the agenda of both developed and developing countries with variations in their definitions of inclusion, policy making strategies and school practices. In addition, experiences of these countries in their effort to develop inclusive education systems have faced particular challenges (Ainscow, 2005), with the case being more severe for developing countries where it has been unlikely to observe a significant achievement in their trial to develop inclusive education (Eleweke and Rodda 2002; Mittler 2000). Turkey, as a developing country, has committed to developing inclusion in schools for almost two decades (Eleweke and Rodda 2002; UNESCO 1994). Since then, however, transformation of The Turkish Education System to an inclusive one has been experiencing serious challenges although there have been several positive steps taken towards improving inclusive policy and practice. This review is concerned with the process of Turkey in developing inclusive education while aiming to contribute to the limited literature which critically reviews Turkeys position in this process. After the conduct of search is discussed, the process towards inclusive education will be reviewed under three broad terms: Definition of inclusion as reflected on policy and practice, the transition process from education in special schools to inclusion, and the current barriers against inclusive education. Conduct of Search This literature review is broadly concerned with the field of inclusive education and specifically explores Turkeys position in developing inclusive education. Therefore, the search for this review was started with the scholarship of leading people in the field of inclusive education and was limited to literature about Turkey. The criterion for using the literature was convenience with the purpose of review. In planning this piece of literature review, several types of documents were searched for through some key terms and in some databases and websites. Appendix 1 presents a detailed table of the search terms used, websites and databases searched, the number of documents reached in any year and the number of documents used. Definition of Inclusion Recently, an inclusive education system has been a common goal in the agenda of many countries. However, there have been variations in the way inclusion was defined by these countries (Ainscow et al. 2006a). In many of the definitions, a frequently varying aspect has been the target population identified as subject to inclusion which brought about the question of who is inclusion for? Based on this question, it has been possible to trace policies and practices which have focused on students from the most vulnerable groups to all potential learners (Ainscow et al. 2006a). In 1994, ninety two governments from different parts of the world endorsed that schools would act in a framework which would fully include every learner, no matter what characteristics the student possessed (UNESCO, 1994). These characteristics could be diverse physical, intellectual, social, emotional and linguistic properties. Despite this framework, however, it has been difficult to trace a common understanding and unified practices based on the statement (Ferguson, 2008). For example, while the trend in developed countries, such as the UK and the USA is towards an understanding of inclusion for all learners, many developing countries have based their policies and practices on inclusion of disabled students (Gaad 2010; Slee 2010; Ferguson 2008). Turkey, like many other developing countries, has identified disabled students as the most vulnerable groups in education and adopted an understanding of inclusion which places disabled students in mainstream schools (Gaad 2010; Rakap and Kaczmarek 2009; Turkish Prime Ministry 2008). As the first typology of conceptualization of inclusion by Ainscow et al. (2006b) illustrates, Turkeys definition of inclusion is similar with governments and schools which have based their policies and practices on the inclusion of disabled children. In 1997, the Special Education Regulation (No. 573) which was considered as the first regulation towards inclusive education was enacted. Since then, all regulations and laws in Turkey have referred to inclusion of disabled children into mainstream schools. As for the disability categories identified, the groups subject to inclusion were defined as visual, hearing and health impairments, physical, mental, speech and language, learning and emotional and behavioural disabilities (Turkish Prime Ministry, 2008). In the Special Education Regulation of 1997, as well as other regulations such as The Special Education Services Regulation in 2006, several definitions were made by the ministry which founded the basis for the inclusion of disabled children (Melekoglu et al. 2009). One of the most revolutionary statements was the consideration of special education as part of the regular education. With this in mind, regular education classes were defined as least restrictive environments where education of disabled children should be encouraged. As a result of this, referral of disabled children as well as assignment of special education teachers to regular education schools accelerated in the last ten years (Turkish Ministry of National Education, 2012). Another point emphasized by the regulations was the obligation assigned to mainstream schools to plan and provide educational and support services to disabled children (Melekoglu et al. 2009). Each school was required to prepare and implement an individualized education plan for each child. However, this section which emphasized uniqueness of students was followed by another part in the regulation, which defined special education services to be provided for separate categories of disabled students, rather than emphasizing students with individual and unique needs. This nature of the regulation, therefore, has created education plans which overlooked individual needs and included standard objectives and services for particular disability groups. As a conclusion, analysis of policies in Turkey reveals the reality that inclusion only refers to the placement of disabled children in mainstream schools (Gaad 2010; Turkish Ministry of National Education 2010; Turkish Prime Ministry 2008). Slee (2010) claims that considering inclusion as the integration of only disabled children weakens the inclusive schooling progress in the broader sense. However, although it seems to be a limitation to overlook the need to include other children from vulnerable groups (e.g. learners not necessarily diagnosed with a disability), the process can still be perceived as a step taken to make schools more inclusive by leaving behind the idea of categorizing and placing disabled children in special schools where they were previously seen as others (Gaad, 2010). In addition, the developmental level of the educational systems and the reality of disabled students as one of the most segregated groups in poor and developing countries might lead countries to focus more on inclusive practices for disabled students. In this context, there is a need for more policies, resources and improvement of powerful support systems to go beyond the point of including only the disabled requires. In addition, this process might require more time in countries where inclusive education is still immature (Gaad, 2010). Transition from Education in Special Schools to Inclusion The field of education, in the twentieth century, underwent a substantive trial to legitimize the rationale for special education (Armstrong, 2010) until new legislations and practices started to take an issue with previous special educational theories and practices (Thomas and Loxley 2001). For the last few decades, there has been a cessation in the expansion of special education schools not only in wealthy but also in poor and developing countries as many administrators have started to address inclusion in government policies and school practices (Ainscow et al. 2006a). Turkey, as a developing country, has been in the process of the transition from education in special schools to inclusion since its endorsement of the Salamanca Statement (UNESCO, 1994). Until a few years ago, the dominant trend towards education of disabled children was based on segregating them in special schools according to a classification based on their disabilities and providing them with special educational services. However, the Ministry of National Education has started to emphasize and support the education of disabled children with their peers in regular schools. For a decade, the emphasis and support for inclusion has constantly been told to schools and parents in order to include them into a system where the inclusive education and its fundamental principles are adopted and supported (Melekoglu et al. 2009). In Turkey, reflections of the changing attitude towards inclusive education have been observable on the policy of the Ministry of National Education. For example, the 37th article of The Special Education Services Regulation (2006, p.3) states that The Ministry of National Education is responsible for opening special schools for disabled students. However, the priority should be given to the mainstream education of disabled students together with their normally developing peers in regular schools. This statement obviously underlines the changing attitude of the government favouring inclusion on policy documents. There were two other signs of the changing perspective of the Ministry towards a more inclusive system. First, The Special Education Services Regulation (2006) included a part which explained the inclusion process to schools in detail. The other sign was the book published by the Ministry and gave detailed information about inclusion to attract attention of the stakeholders; namely parents, teachers and administrators (Turkish Ministry of National Education, 2010). Official statistics by the Ministry show that the number of disabled students in mainstream schools has significantly increased for the last ten years (Turkish Ministry of National Education, 2012). This increase in quantity is significant compared to the number a few years ago (see Figure 1). Despite this, almost half of the disabled children are still placed in either special education schools or special education classrooms within mainstream schools (Turkish Ministry of National Education, 2012). Furthermore, the first alternative for placement of students with some type of disabilities, such as visual and hearing impairments, is the special education school, usually due to the lack of related staff in inclusive schools. Such a situation creates an unconscious preference for the inclusion of some type of disabilities, such as mental retardation, and ignorance of other disability groups. Figure 1. Number of disabled students in mainstream classrooms between the years 2000-2012 (Source: Turkish Ministry of National Education, 2012). Another point worth inquiry is the level in which inclusion of disabled students is taking place. In Turkey, there are three levels for inclusion among which there is a dramatic difference in terms of the number of disabled students (see Table 1). According to recent statistics by the Ministry (2011), increase at primary level is promising whereas inclusion of disabled students at preschool and high school levels is still not satisfactory with respect to quantity. One of the reasons for this situation was the compulsory educational period which was 8 years and did not include the preschool and high school periods. However, the most recent legislation by The Grand National Assembly of Turkey (2012) increased the compulsory education period in a way that it will include the preschool (3 to 5.5 years of age) and high school. This is expected to decrease the dropout rate of the disabled students and increase the number of disabled students in pre and high schools. Educational Level Number of Classrooms Number of Students Preschool (3 to six 6 years age) 288 588 Primary (Grades 1 to 8) 40810 84637 High School (Grades 9 to 12) 4573 7775 Total 45671 93000 Table 1. Number of disabled students in mainstream classrooms according to educational levels in 2011 (Source: Turkish Ministry of National Education, 2011). To conclude, reflections of the transition to inclusive education in Turkey have been somewhat observable on the policy level. However, promising advances at the policy level have rarely been accompanied by satisfactory implementation (Rakap and Kaczmarek 2010) in schools. Research findings have been consistently showing that there have been problems experienced in areas such as service provision, curriculum, inclusive school community and staff quantity and competency. These problems are discussed in the following chapter. Barriers against Inclusion in Turkey The reality of inclusive education has been dominating the world, with many countries aiming to develop their systems to a more inclusive structure and implement more inclusive practices in schools (Lindsay, 2007). However, this reality is not without its challenges and responsibilities both for developed and developing countries (Ainscow, 2005) with the problems being more serious for the latter (Mittler, 2000). In Turkey, like many other developing countries, challenges and responsibilities have been constantly experienced during the trial to foster inclusion in schools. In this trial, three barriers have been identified and discussed in this chapter. These are negative attitudes towards inclusive education, problems experienced in planning and providing support services and lack of human resources (Kuyumcu 2011; Polat 2010; Rakap and Kaczmarek 2010). Negative Attitudes For a few decades, research findings have shown that inclusive education produces positive results not only for disabled students who are placed in inclusive settings but also for their peers without disabilities (Lindsay 2007; Balderrama 1997; Staub and Peck 1994). However, a considerable amount of this research also underlines that it is unlikely for educational systems to improve their inclusiveness unless there are positive attitudes in professionals in schools (Polat 2010; Antonak and Larrivee 1995). Because professionals assume a crucial role in providing educational services both for disabled and non-disabled students. In a school, a welcoming inclusive climate in which professionals have positive attitudes towards diversity and inclusion is necessary (Booth and Ainscow 2002). In Turkish schools, findings of research have shown that school professionals do not have sufficiently positive attitudes towards inclusion of disables students. For example, Rakap and Kaczmarek (2010) investigated attitudes of general education teachers who work in public elementary schools in Turkey and found significant negative attitudes held by them. Similarly, school counsellors in Turkey, according to Polat (2010), have not still had stable positive attitudes towards the inclusion of disabled students. Such research findings show that the current stance of Turkish schools in terms of positive inclusive attitudes has not created a satisfactory impression. Insufficient Support Services and Non-Inclusive Curriculum The literature on inclusive education in Turkey displays the difficulties experienced by students, teachers, parents and administrators. According to the Educational Reform Initiative in Turkey (2011), a basic problem underlying these difficulties is the lack of inclusive curricula and support services for disabled students. In an environment where the number of disabled students entering inclusive settings is constantly increasing, schools have rarely been able to accommodate this increase in terms of their existing curricula. It is expected from a school to arrange a curriculum in which individual needs of disabled students are represented and met. However, the strictly centralized and standard nature of the curriculum in Turkey has made it difficult to represent the needs of disabled students within the content of the curriculum (Sucuoglu and Kargin 2008). In the Turkish Education System, the policy expects that an individual education plan (IEP) must be planned and implemented for each disabled child who is placed in a mainstream school (Turkish Ministry of National Education, 1997). In addition, support services (e.g. counselling, speech therapy etc.) should direct student needs. However, studies show a contrary situation with these expectations. For example, a recent study has shown that the process of service planning was carried out in only 37 % percent of the inclusive primary schools and only five per cent of the schools had an IEP team (Kuyumcu, 2011). In another study conducted by the Educational Reform Initiative (2011), 23 percent of the teachers reported that they did not prepare an IEP for the disabled students in their classes whereas only 44 percent of the parents stated that an IEP was implemented for their disabled children. As a result, it is likely to observe students and parents who perceive education as obsolete an d to find disabled students who dropout mainstream schools after a while. Lack of Human Resources Among the success factors of inclusive practice, sufficient human resource in terms of quantity and quality is an important element. According to a recent study (Educational Reform Initiative, 2011); the progress made by Turkish Educational System in terms of human resources in inclusive education is not satisfactory. To improve progress, it is inevitable to employ more professionals, such as general education teachers, special education teachers and school counsellors, who can contribute to the implementation of inclusive practice in schools (Sucuoglu and Kargin 2008). For example, it can be seen that the average numbers of students in primary and high schools served by a counsellor are 1225 and 554, respectively (Turkish Ministry of National Education, 2012). As far as such statistics are taken into account, lack of professional staff might be considered as an important problem. Teachers play a key role in inclusion because they are the organisers of individual needs and providers of educational and support services. Therefore, difficulties experienced by teachers within classrooms exacerbate the success of inclusive practices (Sucuoglu, 2004). For example, a problem reported by teachers is the difficulty in classroom management. In Turkish mainstream schools, only one general education teacher serves all students within one classroom and it might get more difficult to manage when disabled students are placed in this class because it is reported that (Educational Reform Initiative, 2011) student teachers at university do not receive appropriate training to such conditions. In an inclusive education system in which all students are full members of a school, each student is assessed with respect to his or her individual performance. However, teachers in Turkish schools have reported that they have difficulties in measuring and evaluating success of disabled students in their classrooms (Sucuoglu, 2004). As far as unrealistic objective writing and performance determination are taken into account, it might get more difficult for teachers to assess performance against unrealistic criteria. Conclusion Inclusive education is a process which includes several variables and stakeholders (Idol, 2006) which constantly influence the inclusive education process because each of them carries out a critical role in shaping the success of inclusion. Therefore, decreasing the gap between the inclusive policy and its implementation, as well as enhancing the progress made by schools in their inclusive practice, requires a holistic perspective towards inclusion and its elements (Educational Reform Initiative, 2011). Especially in developing countries which are at the beginning of their inclusion journey, setting inclusive systems is possible by focusing on each element of the system and their interrelations. As an important element of an education system, attitudes of school staff towards inclusion are of crucial importance for creating an inclusive environment at school. It is known that these attitudes towards inclusive education and inclusion of disabled children might positively change when stakeholders receive training at any level of their professional life (Sucuoglu, 2004) because professionals who feel incompetent about their skills in terms of working in an inclusive setting might be reluctant in working with disabled students (Aydin and Sahin 2002). Finally, the need for a variation in the provision of support services and an inclusive curriculum in mainstream schools of Turkey is high because more students with diverse backgrounds are entering mainstream schools with individual needs and diverse backgrounds. Both in the classroom and outside, students require support, specific to their individual needs. In providing this support, cooperation with families and consultation with colleagues and other professionals is known to contribute to the development of more inclusive schools (Booth and Ainscow 2002). As for the curriculum, the progress made on the policy level might be extended to the development of more inclusive curricula by The Ministry which develops centralized curricula and has schools follow them. Reflections Carrying out this literature review has made me face two realities. The first one was the range of necessary skills which must be recruited during the process. Acquiring these skills entails advanced academic training as well as engagement in permanent reading and writing which are challenging. The second reality was the influence of the review process on my assumptions and learning. As it requires permanent reading, some of the assumptions which I had before starting, needed either revision or complete change. As a result of this, I encountered new knowledge, new authors, new books and new styles of writing. Combined with the tips I gained during the course training, the process contributed to my confidence in critically analyzing a piece of writing and developing an argument about it. Word count excluding the figure and table: 3296

Human Resources function Essay

In this assignment we were instructed to select a business in which to analyze its Human Resources function. After a long deliberation I chose to discuss Tesco. There are several factors that influenced my choice one of these factors was accessibility of information on Tesco. I feel that in order to produce a vivid and constructive assignment, accessibility of background information is essential. Another factor that influenced my choice of business was familiarity, and the fact that I am a regular customer of Tesco’s and have friends and relatives that work for the company presently or have done in the past makes producing an in depth assignment on Tesco’s Human Resource function, much more straight forward than if I had no awareness of the company at all. Tesco is a nationwide food retailer and has stores all across England as well as some parts of Europe it specializes in the sale of food and other household goods and necessities. Tesco is today’s leading food retailer in the country, however without good employees the company would have never reached its current status and this is the case of most of the nations leading stores and companies. It is a well known fact that human resources is the most significant resource to any large scale business or company overweighing capital, buildings, land, equipment and materials or any other resource. The purposes of human resources are to attract and keep good, hard working, high quality staff. And the other purpose of the human resource sector is to dismiss low quality, lazy unhelpful workers who are known as liabilities to the company. This is important to a company like Tesco for high quality staff is hard to come by so it is important that the functional area under which the human resources is in does its best to retain good, hard working internal customers for as I previously mentioned the staff is considered to be the company’s most significant resource. Another purpose of the human resources section in Tesco is to train and develop all their employees to enable them to reach their full potential and do the work in which they have been employed to do to the best of their ability. By Tesco training and developing their staff even the members of staff who are not the best at their jobs develop into sufficient high – quality workers and this benefits Tesco for they could possibly save money, for instead of employing 10 workers to do one particular job for instance they can use 4/5 of the employees that they have been trained for the employees would be highly sufficient and would probably do the work quicker and of a higher quality than 10 new employees and in addition save Tesco money. Another purpose of the human resources sector is to ensure that Tesco’s avoids unlawful or unfair discrimination. This purpose is important for the company for if discrimination was not unavoidable by the human resource sector many workers would find Tesco an unpleasant working environment and when they come to work would put limited effort into their job hence developing a bad name for the organization. The last purpose of the human resource sector, which I am going to put into perspective, is to ensure that Tesco operates within the law in relation to employment and health and safety. This purpose is very significant for it provides employees with information about laws which apply to health and safety and employment therefore they wont violate these laws unknowledgeable. Like most functional areas in Tesco the human resources sector also have activities that staff within the human resource sector have to undergo. One of the human resources activities in Tesco is to recruit, retain and dismiss staff this is an important activity and requires a lot of attention. The human resources center has to deal with the recruitment of staff, they have to hold interviews and undergo research for applicants who want to work for Tesco. This activity requires not only interviews and research but it also requires the human resources sector to advertise placements. Another thing this activity requires is to retain good high quality staff; the human resources can manage this by acting as consultants and helping members of staff in everyway possible. In addition the human resources have a duty to ensure that Tesco maintains a good working environment and therefore form good working relationships between staff so there is an endless pleasant felling in Tesco and it would prevent good workers from leaving Tesco as a result of hostility within the organization. It is also very important that Tesco allows its internal customers to have sick leaves lunch brakes etc. to relieve any pressures of work which the employees could fell they would need to resign. One more activity, which I am going to put in to perspective, is the dismissal of staff. The company has to deal with many incidents of staff dismissal every year but it is the human resources sector that deals with them directly. It is the human resources job to give warnings to employees i.e. verbal warnings for lateness and then written warning etc. so when a employee violates Tesco’s company policy whatever it may be, it is then the human resources responsibility to provide a notice to the member of staff who has violated company policy that they have been dismissed from the company in other words â€Å"sacked†. Another set of activities, which the human resources sector has to deal with, is the training, development and promotion of employees. The training of employees in Tesco is done solely by the human resource sector. It is human resource that decides what kind of training a particular employee needs, when the particular employee needs training and how long will the employee need to be trained for. For instance if a member of staff was appointed trainee manager of Tesco it would then be the responsibility of the human resource sector to decide how long the employee should train for depending on the particular employees personal ability. The training of Tosco’s internal customers is part of its employees development, the reason for this is because the training of employees is to do with the development of skills i.e. communication with customers. The provided training at Tesco’s helps develop skills for many employees every year for Tesco’s nurtures all its employees and gives them skills to carry along with them to future employment when they leave Tesco if they should leave. Another aspect, which the human resources sector in Tesco has to deal with, is the promotion of its staff. I feel every member of staff regardless of their role whether they are toilet cleaners or till assistants are entitled to promotion after being part of a company such as Tesco for a certain amount of time. However, the statement I have just made is not how Tesco runs its promotion opportunities there are other factors that Tesco’s human resources look into when considering an employees promotion. One factor that the human resources look at is how interested you are with your work and how interested you are with Tesco itself, the human resources look for employees who have actually gained an interest with their work and the organization when selecting an employee to be promoted, this is important for Tesco for an employee who has an interest with the company and their job is likely to put more effort and sufficiency in their work than somebody who has a low amount of interest for the company and their job. Tesco’s human resources sector also looks at a promotion candidate’s ability to get along with their fellow employees. This is also an important factor for Tesco when deciding to promote a member of staff to a higher role for they want to promote friendly/pleasant characters as opposed to hostile/rude employees who don’t get along with anybody in their current role let a lone a higher role where they will be in contact with more employees. Another factor that the human resources look at is the employee’s ability to manage their current job exceedingly well. In my own personal opinion this is the most significant factor apart from † how long the employee has been working with the company for† when deciding to promote a member of staff into a higher position. I feel this is the most important factor the reason being is that you cannot possibly promote a member of staff onto a higher position with higher pay cheque and higher responsibility when they are struggling or just about managing with their current job. The next set of activities that the human resources sector have to undergo in Tesco that I am going to put into perspective in this assignment is the monitoring and maintenance of good working conditions. Good working conditions are enforced by Tesco’s human resource sector and list of the conditions are presented to all new employees when they start at Tesco. Some of the information presented to the new employees on the list of terms and conditions include, the address of their work placements, the employees hours of work, the employees wage and also additional payments such as commission, bonuses and overtime. Also in them list of terms and conditions are employees holiday entitlements per year both personal and statutory days e.g. Christmas, whether the employee will receive sick pay and if so on what basis i.e. only with a Doctors note. In addition the list of terms and conditions, which are presented to all new employees at Tesco’s, include pension rights and any f ringe benefits, for example share rewards staff vouchers etc. The working conditions are regularly inspected by staff from the Human resource sector to ensure that the working conditions in Tesco is kept at a superior standard to ensure that employees can do there work well without worrying about any obstacles distracting them from their work. The physical environment such as good lighting and ventilation, modern furnishings and equipment, adjustable heating, low noise pollution and a restful color scheme. In Tesco, in their attempt to make sure there is an endless pleasant environment and good working conditions in the store the human resources offer employees personal services such as free medical screening and the availability to talk to counselors whenever they are experiencing any personal problems. By Tesco helping their internal customers in this way it can help to relieve a lot of tension and maintain a good working environment for Tesco’s employees. The last activity I am going to put into perspective that Tesco’s human resource sector undergoes is health and safety. The UK law requires internal customers as well as employers to conform to the health and safety legislation. Like most organizations Tesco have a health and safety officers who advises the managers at Tesco about their responsibilities in regards to the health and safety law it is, also it is the role of the health and safety officer to ensure all employees are kept informed about the health and safety law via the manager. In addition it is the human resources sector that makes sure that there is a display of the details of the health and safety law that is displayed where everyone working in the store can in the store can see it.

Important Neolithic Sites in Europe

Essay on The Difficulty in Quitting Smoking - 1350 Words

The Difficulty in Quitting Smoking Smoking is terrible. Statistically speaking, smoking is the most dangerous thing that we can choose to do with our own health. Yet so many people still smoke. The author will confess that he too is a smoker, but as a smoker, I feel shame about it under certain circumstances. It is a personal choice in my life, yet there is nothing but social pressure to conform and quit. Smokers make up 23% of the Canadian population, most likely more as a smokers was defined as someone who smokes pack a day (Statistics Canada, 2000). There must be more smokers out there that feel this malaise with me. Along with this distress, goes the equally stressing issues of our own desires (in a great many†¦show more content†¦This, among other things to be examined in greater depth later, can detract from motivation to quit or even further set a smoker in their ways. A great factor in motivation to quit smoking comes from what smoking does to ones health. Drastic and terrible things like innumerable forms of cancer, heart deasese, stroke. These health risks go beyond what the average person is comfortable with, and from here, there stem problems with helping people quit. The following in an excerpt from one of many websites offering help for smokers. Nicotine and other tobacco toxins cause free radical damage to cells and destroy vitamins and minerals thereby weakening the immune system. Besides nicotine, cigarette smoke contains tar, arsenic, cyanide, DDT, ammonia, carbon monoxide and over 4,700 chemical components including approximately 500 known toxins which include cardiac poisons, cancer causing agents and industrial solvents. Nicotine is one of the most powerful poisons known to mankind. It is widely used as an insecticide. (New Age Concepts Inc., 2001) It is this drastic and almost sickening reports on the effects of smoking that heighten dissonance between the smokers desire to quit and the extreme difficulty of quitting. 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