Understand how to safeguard the well-being of children and young people Essay

2.1 It is important to safeguard children and young people in a setting to ensure they can feel safe and secure. We must protect children and young people from abuse or neglect, ensure they stay safe and healthy and continue to develop well. 2.2 It is important to have a child centred approach so that the child’s feelings are experiences are taken into account and therefore any further distress can be avoided. 2.3 Partnership working in the context of safe guarding refers to the sharing of information between different agencies and collaborative working. It is important to feel that a child’s welfare is safe guarded regardless of there they are from and who’s looking after them at all times. For example, children who attend multiple settings, such as primary school and an after school club. It is important that these settings work closely together to ensure the child is safe, healthy and developing. Practitioners must ensure continuity and coherence by sharing relevant information with each other parents or carers. 2.4 When a child is abused or harmed, there are many agencies that may be involved. The fist is likely to be the social services ( after a referral). Referrals are likely to be made by a school or childcare provider. It is part of every person working with young children’s responsibility to report any signs of abuse or neglect to their safeguarding coordinator who will refer the case to the local social services hub. Other organisations and practitioners who have a duty of care to report any of these signs include doctors, nurses, health visitors and play schemes. Social services then carry out an initial assessment as a response and the possible decisions include; Offering services and support to the child and their family. This will only be decided if it is judged that the child is not in any immediate danger. Urgent action to protect the child from harm such as obtaining a court order to remove the child from the care of their parents and placed into safe temporary care. A discussion to discuss further strategy will then  take place. Staff in schools or other settings where they care for children must never try to independently investigate the circumstances of the abuse or neglect themselves, but their input may be requested in the initial assessment meetings, and their cooperation with the continued plan is important. 3.1 Every person working in the setting must be a suitable person to work with young children, must have a valid CRB check and must be assessed by the Independent Safeguarding Authority. Practitioners must actively promote the well being of every child. This includes providing every opportunity for children and young people to learn and develop, play and communicate and socialise in the setting. Children and young people also need healthy, nutritious food and the opportunity to move their bodies and exercise. They need to be able to make decisions and develop an appropriate level of independence. Practitioners also have a responsibility to provide extra support to children who’s needs are not being met, by working with parents and other professionals. Some children in early years settings mya present a delay in development, or emotional of social difficulties, which may be the result of adverse early years experiences, like witnessing domestic violence or growing up with a parent with a mental illness. This extra support could include helping the parent join a â€Å"stay and play† group to make friends and build a support group, or by working with a clinical psychology service to give advice on things such as bedtimes. This work can be coordinated under the CAF. 3.2 It is important to have policies and procedures in place to protect children and the adults who work with them. Policies and procedures that should be in place within settings for safe working include; duty of care, whistle blowing, power and position of trust, physical contact, photography and video and off site visits. The setting’s policy for safe guarding should include the settings’ name and the type of service it provides, the name of the child protection officer, the importance of child protection and outline the relevant part of UK legislation, everyone’s responsibility to safeguard, how the setting will meet this obligation, the safeguarding policy works together with other policies, such as the equality and diversity policy,  behaviour and partnership with parents. The procedure should inform how the policy will be put into practice on a daily basis. The procedure should be clear on the following points; the obligation to respond appropriately in a timely fashion, a brief summary of signs to look out for with reference to the relevant guidance document, the steps that should be taken if there are concerns, specific guidance and effective safeguarding. 3.3 There may be an occasion where you work in a setting and you believe that there are incidences of poor practice. For example, a staff member has raised concerns about a child’s welfare and reported these to the child protection officer. The child’s parents are on the school governing body. The child protection officer’s response is that â€Å"they’re not the sort of people to harm their child†. In cases like these it is very important that action is taken before the situation becomes worsened. Make it clear to the person you have reported to that the situation is dangerous and illegal and that you may feel it necessary to â€Å"blow the whistle† is necessary. Whistle blowers are legally protected against bullying being sacked or disciplined if they have acted in good faith. 3.4 Practitioners can protect themselves within their every day practice in and out of the setting by knowing their company policy. Schools and early years settings can keep children safe by having effective recruitment procedures, management and general operation policy. The children’s intimate care should be coordinated by the child’s key person so they don’t feel like just anyone can take them aside and undress them, this ensures their right to privacy is upheld. Is possible, children should be asked is they consent to offers of intimate care. Early years settings are required to have a policy for allegations made against staff. This will cover cases where a child, parent of other staff member has made the allegation. Practitioners participating in an off site visit have a duty to protect children from harm on the visit. Unqualified staff or volunteers mustn’t be left in sole charge of children and young people on an off site visit, unless deemed safe through a risk assessment. There should be a minimum of two adults participating in an off site visit, and must not be put in a situation where they are alone with a child away form the group. 4.1 Possible signs and symptoms that may indicate abuse or neglect and be cause for concern are outlined in the NSPCC’s â€Å"Learn to recognise signs of abuse†. A baby or toddler who is always crying a child who often has injuries or bruises a child who is often very withdrawn a child who often wears dirty clothes, is unwashed for a long period of times a child who is frequently very hungry a child who is often inappropriately dressed for the weather or season any indications a child is being left alone at home or unsupervised a child who does not receive medical treatment they need  a child who is mocked, sworn at, constantly joked about or made to feel foolish a child who expresses fear about particular adults, seams reluctant to be picked up by specific people, afraid to be left alone with that person. A child who has strong mood swings- anxiety, depression, uncontained anger or aggression. A child who has sexual knowledge, used sexual words or sexual behaviour that is not appropriate for their age. A child who is witnessing domestic violence A child who it witnessing significant alcohol or drug abuse. The NSPCC advised that you trust your judgement on a situation. 4.2 If a child make an allegation of abuse or harm, you must first record exactly what the child or young person has said and anything you may have noticed about the child or young person. Then discuss the concerns as a matter or urgency with the named member of staff within the setting. In my own setting, each room has a named person (usually the room leader) and the deputy manager is also a named person. In the case that I had a concern, I would first speak to the appropriate named person. In some cases it is acceptable to speak to the parent. For example, if a child has come into the setting with a number of bruises, either myself or the named person would ask the parent how the marks were acquired. I would then fill in an incident report describing the marks and ask the parent to sign it. If the parents account did not seam legitimate, I would then fill in a â€Å"cause for concern†Ã‚  report sheet. Both of these are filed in the child’s personal file, along with an y other reports of a similar nature. I would then be told of the action made by the named person. If the parents account seams reasonable based on what we know of the child’s behaviour within the setting, the named person may decide to take no further action. They may decide to advise the child’s parents, for example, what sort of clothes the child needs to wear. The child will then be monitored by his or her key person to see if the advise is followed up on. They may offer support for example, by making an appointment with a clinical psychologist. They may decide to refer the family to support at the children’s centre. They may decide however that serious action need to be taken and refer the incident to the Children’s Social Care (social services). If I feel that the action taken by the named person is inadequate, I would contact the Nursery owner, and then social services myself. There is the option of a â€Å"no names† interview with social services if I am unsure of what action to take. 4.3 In situations where abuse has been suspected, it is important to be mindful of the rights of the children and of their carers. In general, any information disclosed is confidential. If information circulates too freely, it can leave children and adults feeling too vulnerable and they may stop sharing information with you. If a parent disclosed information to you which you feel should be shared for the child’s benefit, the parent should feel they can consent or withhold consent freely ( assuming the child’s safety isn’t compromised). We must never disclose information inappropriately for example to people not within the setting. Everyone has the right to privacy. If sharing information is necessary to the child’s safety, you must do so. Start by discussing with the parent why you must share the information, explain that you are legally obligated to do so. If in doubt, seek advise from your named person. 5.1 There are many different types of bullying, including physical, verbal or indirect bullying. Physical bullying includes hitting kicking and taking belongings. Verbal bullying includes name calling, insulting and making  offensive remarks. Indirect bullying includes the spreading of rumours, exclusion form a social group, sending malicious emails or texts. There is never an excuse for bullying behaviour. Children and young people are more likely to be bullied if they are; shy or have an overprotective family environment, are from a different racial or ethnic group to the majority, appear different in some respects, have special needs such as a learning difficulty, behave inappropriately or have less developed social and interpersonal skills, possess expensive accessories such as a mobile phone or computer game. Bullying can lead to low self esteem in children and young people and can often leave them feeling hopeless. Children and young people who are experiencing bullying may be reluctant to attend the setting and may therefore have poor attendance. They may be more anxious and insecure than others, have fewer friends and may often feel unhappy or lonely. This will, in turn, effect all areas of their holistic development. 5.2 Some types of bullying may amount to unlawful discrimination. All settings must have a policy and system to deal with bullying. Policies must include reference to bullying in all forms such as bullying on grounds of body shape or size, homophobic bullying, racist bullying, faith based bulling, ageist bullying, disability bullying and sexist bullying. These policies and procedures are in place to protect people and to understand how best to support victims and their families. Children and young people should be provided with information about sources of help such as Childline or The Samaritans. If bullying is suspected or reported, within our setting, the issue will be dealt with by the child’s key person. The EYFS required that â€Å"Children’s behaviour must be managed effectively and in a manner that is appropriate for their stage of development and individual needs†. If bullying occurs within the staff team, it must be reported to the Company director (nur sery owner) who will deal with it as a matter or urgency. 5.3 Practitioners should work in partnership with parents to a support the victim of bullying. They can do this by helping the child improve their personal and social skills, including assertiveness techniques and conflict resolution. You can also provide support by encouraging the child to talk, listen to their problems, believing them if they say they are being bullied,  providing reassurance that it is not their fault, discussing the issue with a senior member of staff and taking action by following the settings’ anti-bulling procedure. 6.1 Children’s self esteem can be greatly boosted by an effective key person approach. Many aspects of this support the safeguarding of children. Listening and tuning into a child are import aspects of this. The key person notices changes in the child’s behaviour and emotion well being and developing a trusting relationship so that the child feel like they can talk to their key person about thing that are upsetting them. The child must know that you are there to listen and will believe what he or she is telling you. It is important to allow the child to express their feelings, such as anger, sadness and happiness, they may feel more confident that they can have a range of emotions. You can increase a child’s confidence by making the child feel a sense of belonging and that they have a unique set of qualities that are valued. It is important to show genuine interest in what a child is doing or saying. You can also work with parents to support their child’s self confidence and self esteem. Help a parent to understand that their child is finding a particular situation difficult and wha they can do to help, support parent with practical advise such as care or clothing, offer emotional and practical support in cases of family conflict or domestic violence. 6.2 Resilience is a crucial life skill that children require to survive the turbulences that life can provide. Resilience provides a person with the ability to deal with arising issues without it largely effecting their well being. It is something that they will develop in childhood and take with them into adult hood while continuing to improve their strength of resilience. It is therefore extremely important that adults support the resilience of young people. It teaches them to act in a way that will repair any damage caused by a major life event, good or bad, and enables them to regain self esteem. A lack of resilience can lead to cases of depression in an arising situation where the person feels unable to cope. If children are resilient it will help them in everyday life as a child, to overcome issues, hold onto self-esteem if victims of bullying and be better at dealing with  life. This will enable them ot be happier individuals who can carry this resilience into adult life. 6.3 It is important to work with children to enable them to have the strategies to protect themselves for neglect or abuse so they have a means of preventing it from happening. As part of this prevention role it is important that children understand what is and isn’t acceptable behaviour towards them, how to stay safe from harm, speak up if they have any worries or concerns, develop awareness and resilience. Being actively involved in prevention helps children stay safe both in the present and in the future. 6.4 One way to empower children and young people to make positive and informed decisions that will support their well being and safety is to encourage them to trust their own feelings and judgement in difficult situations. You can use role play as a tool to help them think about what to do if their friends are doing something they feel uncomfortable with such as having sex, drinking, drugs etc. Peer pressure can often be very strong, children and young people to decide upon limits for what they will and wont do so they can cope if a situation does arise. Make suer children understand the dangers of situations that may put their safety at risk, such a; being left home alone, playing in deserted or dark places, being out on their own, talking to strangers, accepting lifts from strangers and walking home alone, especially in the dark. Role play, stories and television can also be used to discuss acceptable risk taking. Children can discuss the actions of characters and identify risks they are taking in their own lives. Children also need to know where they can go to get help if they need it. They should be encouraging to find people in the setting or within their community who can help keep them safe. 7.1 Risks associated with using the internet and mobile phones usually revolve around contact with strangers, either posing as themselves or someone the child may trust. These people may try to obtain information from them, coerce them into meeting them which is highly dangerous. There are also issues of fraud around online shopping where criminals can obtain bank account details from the website used and use them as a theft devise. 7.2 You can reduce risks of using social networking sites (including chat rooms) by teaching children not to give out personal information that could lead the recipient to discover who they are and never arrange to meet anyone they have â€Å"met† in a chatroom. If young people wish to use social networking sites, they should be taught how to make the settings of they profile private so that only accepted people they know and trust can view their postings. Additionally, children and young people should be taught only to accept â€Å"friend requests† from people they are friends with in real life. They should never disclose personal information online. Filtering systems can be used to stop children and young people accessing inappropriate content on the internet. The curriculum should also provide opportunities to teach internet safety in ICT lessons. There should be procedures in p[lace to deal with â€Å"personal alleging† by a child or young person as a result of internet safety education. The setting must have a nominated member of staff who is in charge of child protection issues. It is important that children and young people are aware of the risks of online shopping. They should be encouraged to ensure their computer has anti-virus software and a firewall in place to provide protection against the potential risks of online shopping. You should only use online retailers you trust and check their privacy policy before buying anything. Ensure that you have a strong password and know what a secure website looks like. Print out a copy of any online orders you have made and always check your bank statement after buying anything online. UK mobile phone operators take steps to protect children and young people from accessing inappropriate material on their phones. They do this using internet filters, and having the option to register a mobile phone as a child so they can not access material for over 18s. They also advise that bluetooth (which enables bluetooth users to â€Å"talk† to each other) is turned off on children and young people’s phones. Chil dren and young people can be educated on e-safety by being given the following tips; Think carefully about who you give your mobile number to. Do not reply to any unwanted texts or messages.  Be careful what you download to your phone as there are growing numbers of viruses. Check with your friends if you are planning to upload a photo or video with them in it before uploading it. Remember to take control of your own image as one picture can become permanent when uploaded to the internet.

Emotional Quotient Essay

Daniel Goleman has provided the most comprehensive view to date of the skills necessary for healthy personality development. Goleman reported that the usual way of looking at intelligence as only psychological abilities contributes about 20 percent to the factors that determine life success. 80 percent of the skills necessary for life success is determined by what he calls emotional intelligence (EQ) (Wilson, Douville-Watson, & Watson, 2002). In humans, infancy is a critical window of time. If the neurons are not properly formed and connections are improperly made, the effects can haunt a child for his lifetime. When the foundation of the brain’s architecture is properly in place, it can set the stage for future filled with potential. The foundation for emotional intelligence is formed during this period and continues for years (Schmidt, 2007). Recent evidence suggests that temperament and social environment contribute to the development of emotional labeling. Early emotional development suggests that the decoding component of emotion labeling and infants’ expressive responses to the detection of emotion signals has innate determinants and mainly a function of the emotion perception and expression systems. The emotion perception and emotion expression systems in infants are highly pre-adapted to facilitate infant-other communication. Furthermore, early studies showed that one component of EQ, children’s emotional labeling, predicted positive behavioral outcomes, after controlling for verbal and performance components of general intelligence. The ability of young infants to perceive emotion signals, discriminate among them, respond to them in meaningful ways suggest that emotional competence and adaptability has heritability and some independence of psychological development (Roberts, Matthews, & Zeidner, 2002).

Saturday School

Who would want to spend their Saturday at school, no one? As soon as that very last bell rings on Friday you and everyone else are ready to get out of there. When Saturday comes around all I want to do that day is hang with friends, sleep in all day, or something fun. I am sure you feel and many others agree with what I am thinking. Spending your Saturday at school is something you certainly do not want to do! On Saturday I’m all set to go to a friend’s house and have some fun. That day I don’t have a worry in the world.I get to stay up all night and enjoy being with my friend’s. Nobody even wants to think twice about anything school associated. I highly doubt anyone would rather go to school on Saturday than just going one extra hour a day, the rest of the week. I mean come on. It is ridiculous to spend your Saturday at school instead of at your friend’s house. It is not ethical to go to school on Saturday when you’re supposed to be sleeping in all day! We teenagers need as much sleep as we can get to develop properly. Please really think about this.Going to school for just one extra hour is not that unreasonable. If you choose to go on Saturday that is a complete seven hours you cannot spend sleeping in. Lastly, the most significant reason we should not have school on a Saturday is you’re supposed to be doing something fun that day! What if you had a trip planned that Saturday to go to mall or maybe even skydiving? If you end up choosing to have school that Saturday you cannot go now! Saturday’s are meant to be all about fun and nothing to do with education.That is our day off to have fun and be free of school. It is not our day to be locked up for hours in a boring old school. Really think about what I am saying! You will regret it if you do not! In conclusion, Saturday school should be entirely out of the question. On Saturday, your day should consist of hanging with a friend, sleeping in all day or ju st doing something enjoyable. Before you make a verdict, truly think about what I said and make the choice you and I both know is the right one!

Introducing an Innovative Product to the UK Market Case Study

Introducing an Innovative Product to the UK Market - Case Study Example The Smarttrainer is a shoe also known as 'intelligent' shoes. They are sports shoes that have permanently built-in drip in each shoe. The chips measure a variety of aspects of the user's measurement and upload this in real time to a display/controller worn on the wrist. The chip runs on a built-in battery that is kept charged by the movement of the shoe. The use of the chip is each shoe enables great accuracy in measurement as the movement of the shoes, for instance, stride distance and speed are measured by the chips comparing their location against one another. It is a specially designed shoe which is accompanied by a wrist controller. The shoe adds the wrist controller are sold as one product. Data from the shoe is transmitted wirelessly to the wrist unit. The wrist acts as a display, data store and also a timing device. With this unit, the user can read data and programme the chips to give the information required. The product will come in three types all containing the same chips. These are a track running shoe, a general cross-trainer and a walking shoe. These will be one type of wrist for all types of shoes. It will help the consumer to get vital information on health and other areas especially when exercising. It will help show the progress the consumer is making when exercising. It is important for Goldsport to understand how the product will be classified in the UK market. The Smarttrainer is considered to be a durable product. This is because the product will not be consumed relatively quickly as it last as for a long period of time. () considering this, the company can be aware of how to position the Smarttrainer in the UK market. 4. The Environment To reach the set objectives, it is obligatory to understand the current situation of the firm. It is therefore essential for the company to be aware of the environmental factors that may affect its product in the UK. According to Masterson and Pickton (2004), the environment of a firm can be divided into two parts; internal and external environments using the pestle method of analysis.

What does Roy in Normal want from a sex change Assignment

What does Roy in Normal want from a sex change - Assignment Example People with gender identity disorder prefer to dress and live as the members of the opposite sex. Gender identity disorder is a psychological condition that causes many problems. Depression and anxiety are among the most common problems that he has to face. However, these psychological problems can be overcome by taking certain measures that also include some medicines but the social dilemma is the hardest thing the person suffering from gender identity disorder has to face. Everyone expect others to behave and act the way they are physically born. Parents start dictating their children about appropriate behavior from very early ages. As many boys have reported the message from their parents that they do not like them to play with dolls or wear pink dresses. As these individuals grow up, life gets harder and harder where at one side they are fighting with their souls while on the other side they are trying to cope up with the body they are born with. Puberty is the most difficult age in the lifetime for such people as they see gender specific changes in them in the form of facial hair growth, change of voice, development of genitalia and growth of breasts. They hate these changes and reported to be disgusted by hair growth in case of males or breasts development in case of females. It is quite a complicated stage where some are unaware with what is happening to them while others are either not confident enough or ready to take a decision for sex change. Most have been found to snub their inner feelings and try living against their will because of the fear and restrictions of society and moral impacts. Though, this is very distressing and depressing to them and can cause other psychological disorders (Park, and Manzon-Santos). The same situation â€Å"Roy† had to face in the movie â€Å"Normal† who snubbed his individuality in another body for a very long time but finally decides to change it and live the way he feels to. After 25 years of successf ul marriage and fatherhood, Roy found the biggest secret of his life that he was a woman in a man’s body. In a quest of finding his identity and portray what he is in real, he wants to go for a sex change surgery. After announcing the decision of sex transition, Roy faces disgust and intolerance from his family and co-workers. Some understands his transition while others totally abandon it. Roy transition to be a woman is going to affect not only him but also everyone he is related to. Roy goes through an inner war between his social existence and psychological empowerment. He sees a psychologist to identify more about him and try to fight with the situation socially but nothing makes it better. His wife tries her best to bring the man he loved by putting psychological pressure in different ways but nothing works on him. Roy is so desperate with his life that he even tries to attempt a suicide but his wife saves him. His psychological disorder is totally empowering him with d issatisfaction and unhappiness. He feels like he has been snubbing his internal desires and regrets to spend the whole life in a body and appearance that does not belong to him. The final change he brings to his life is dressing in a woman’s dress, wearing high heels and growing long-hair. The change was more a satisfaction to his psychological needs than physical. Roy has not gone through a sex-change surgery yet, however, he feels happiness and pleasure with the

Strategic Management Essay Example | Topics and Well Written Essays - 500 words - 4

Strategic Management - Essay Example Operational control is guided by the strategy used by the company and in the example given above, the operations of the company would need to setup the right kind of offices, get the required HR for the various functions of the business in the new market and then manage the day to day running of the business. In essence, while strategy is set to guide the company, operations are set to manage and run a business. While it may be possible and even politically correct to say that a company could work with the idea of bringing continual improvements to itself and thus remove any requirements for operational controls, the reality of the situation may be quite different. Operational controls are required to give the company some guidance in terms of how things are supposed to be done and how they are to be optimized (Welch, 2005). Simply searching for continual improvements may lead the company to be guided in several different directions in terms of operations as each department or even each individual may seek to bring improvements that may only apply to them on a personal basis. Similarly, it would be difficult to say that strategic controls could replace operational controls and the simple reason for that is they both have different realms of operation. Quality may have different implications for different customers since it is essentially an ethereal concept where the measure of quality for one customer may not be the same for another. For example, in the automobile industry, there are certain brands which are known for their quality and their repute as luxury brands. On the other hand, there are companies which work across the spectrum in the automobile market and produce economy as well as luxury cars. However, the perceived quality of the brand which is a luxury brand would likely to be higher than one which is a value brand. At the same time, there are customers who would consider

Anti-colonial Nationalism in British India Essay

Anti-colonial Nationalism in British India - Essay Example Gandhi became famous in the world for fighting for independence in India from the British colonialists in the early 20th century. The emergence of the communal consciousness between the Muslims and the Hindus was as a result of the British colonial rule, particularly the colonial legislation and administrative division of Indians into religious classes. During the colonial period, communalism and separatism were restricted only to certain regions and groups. Politics of the Indian National Congress, anti colonial nationalists’ parties, the Muslim League and the British legislation brought about the thought that the interests of the Muslim community were different from those of the Hindu community in India (Khan 234). The anti colonial struggle in India took place in three different stages, which is the proto-nationalism stage as the first stage, the rise of new leadership as the second stage and finally mass movement as the third stage. Proto-nationalism is the earliest period of anti-colonial struggle in British India. The local people did not have any knowledge about their rights and their independence during this era. The local people accepted the colonial rule of the British during this period. However, political movements and social groups demanded reforms within the British colonial rule system. When the National Congress of India was established in 1885, it was not anti British colonial rule because it believed that the British colonialists had some sense of justice and fair play in their ruling (Guha 102). The rise of new leadership in India was regarded as the second stage of anti colonial struggle. New patriotic and dedicated leaders in India took control of the movements. During this stage, leaders such as Gokhale, Mahatma Gandhi, Lala Lajpat Rai, Jawaharlal Nehru, Sardar Patel and Maulana Azad emerged (Guha 78). The third and final stage of anti colonial struggle in British India was mass movements. These national movements dominated in India in that the British colonialists were forced to use brutal force in order to maintain their power. The movements took their information to the locals in remote areas of India under the leadership of Mahatma Gandhi. This final stage started with civil disobedience movements whose main aim was to sensitive the locals to disobey some of the rules of the British colonialists that were unjust. The British colonialists in turn arrested the leaders of the movements sending them to jail (Guha 34). With the leadership of Mahatma Gandhi, peaceful non-violent struggles were adopted as a method of anti colonial struggle. National Congress of India was established in 1885 as a platform for the educated Indians to express their aspirations and was generally received by the British. The Congress later became anti British. Among the leaders of the Congress included Gopal Krishna Gokhale and Surendra Nath Banerjee who sought for reforms that would allow some Indians to participate in the Legislativ e Councils but after approximately two decades, it became anti British. The main objective of the Congress was the defeat of the British raj. In India, the freedom movement was split into two factions, that is, a less militant faction and a more militant faction. The less militant faction was represented by Gokhale and later by Mahatma Gandhi whose main

Essentials of Political Thought Research Paper Example | Topics and Well Written Essays - 3000 words

Essentials of Political Thought - Research Paper Example During Lewis lifetime, science was just beginning to emerge as the Western world's preferred principal system of thought. Essentially, modern life was beginning to be transformed by technological discoveries that resulted from the developing intellectual activity. Lewis felt that that some attitudes were absolutely fundamental to the existence of man while others were essentially false. He scoffed at the emerging popular belief that moral values could be said to be subjective; and that they could evoke different responses from different people- all of which were right in their own settings. Lewis also differed with schoolteachers who disregarded the function of emotional inclinations in favor of practical utilitarian thinking. He would assert that the purpose of education was to stimulate the development of values, â€Å"good† feelings, and thoughts in students while concurrently curbing the development of â€Å"bad† ones. John Dewey (1859-1952) held completely differen t thoughts from Lewis in the importance of moral absolutes. He stated that in life, real truth is not something that really exists and that any theory that will be referred to as truth has to be experimentally determined. Dewey claimed that in life, no theory or object can be said to be inherently evil or inherently good; it is merely a person's choice on how to view the theory or object that makes it seem either good or bad. Dewey also asserted that nothing can be said to be more valuable than another thing. He would claim that morality is mainly situational, and that even religious beliefs ought to be examined scientifically, and that change in belief is inevitable and desirable. He also rejected subjected to scientific evaluation before they can be verified as fact. Dewey, himself, believed in the truth of organic evolution. He held that man was essentially a sophisticated type of animal that could not be said to have any inner being or claim to immortality in the afterlife. For him, the non-physical aspects of man amounted to being little more than a sophisticated habit system. Dewey would further state that human beings are not naturally selfish or depraved, but are conditioned to behave as they do- whether badly or well, by their environment. Owing to the fact that C. S. Lewis felt that the Western world was engaged in rejecting the biblical statutes that determined the existence of objective wrong and right, and believed that once these principles were presented to school children as being real truths there would be a collapse of society, he defended the tradition of natural law in his famous text, 'The Abolition of Man'. His objective was the salvation of Western civilization (Lewis, 5). For Lewis, the beginning of false teachings was initiated by the 18th century Enlightenment when the West was transformed by the most disastrous cultural transition, which he would aptly name the â€Å"un-christening of Europe† or the â€Å"post-Christian† age (Lewis 6). Demoralized by the changes he saw, Lewis stated, "Until the modern era, no eminent thinker would ever presume to doubt that our value based judgments were logical and practical or that what they stated was objective. The modern perspective is quite different; and does not believe in the veracity of value judgments" (Lewis 7). In his arguments, Lewis categorically stated that there is an existing and unassailable universal moral order, and that every

California Election Analysis Research Paper Example | Topics and Well Written Essays - 2250 words

California Election Analysis - Research Paper Example The databases of California were consistently and constantly updated throughout the entire election cycle. It not only settled on the next United State’s president, but it also resulted in a supermajority for California’s state Democrats, thanks to Obama emerging victorious. New rules of elections and districts that were redrawn opened the likelihood of a Democrats supermajority in California, in a state that, even before elections, had Democratic majorities and a Democratic governor in both state legislatures. A good number people had and still have an intuitive reaction to a single party taking control of everything. Bob Huff, the Minority Leader of the state Senate said that a supermajority would not be a good thing. The media coverage was a bit biased to one candidate. Mitt Romney’s media overage was particularly negative in the final election days. A final gush of positive media coverage drove President Obama in the final two weeks of the race to the preside ncy, whereas Mitt Romney’s coverage remained, not only negative, but also narrowed down in volume. This was probably for the reason that news outlets transferred their attention to the recent Superstorm Sandy, in accordance with a new study. The Pew Research Center's Excellence in Journalism Project, which is based in Washington,  established that the positive coverage on Obama, which was estimated at 29%, outnumbered his negative coverage, which was estimated at 19%, by 10 points in the final week before voting. On the 6th of November, a survey of 59 news channels established that Romney got significantly more negative opinion and coverage, both in the period dating back to the nominating conferences, and at the conclusion of the campaign, commencing in late August. I feel like final surge of Obama’s positive press decidedly connected to his immense showing in most polls. There were a lot of amplified positive coverage and impressions of the President Obama that sta rted with surveys that trended in his direction. These conclusions were arrived at by measuring statements value in radio stores, television, Internet and newspaper (www.latimes.com). When it comes to ads, the impact on preferences of vote looked harsh and gloomy for Mitt Romney. Negative ads had a greater impact on Mitt Romney, than it had on president Obama. President Obama’s ads drove down Romney’s support and drove up support for the president. It, however, did not move swing voters. Many were marginal voters who did not even turn up on day of Election. On the front of â€Å"likely voter†,  Romney was consistently winning the war of ads. Both the Obama and Romney  ads augmented enthusiasm  among  possible  Romney  voters,  but  not for those of Obama.   Romney’s ads had  impacts on marginal,  decisive  voters, and this raised the probability of voters who  said  they had a preference on him turning out  to vote. Obamaâ₠¬â„¢s campaign had run its ads over 68,000 times, with just about 80% of them attacking Romney. They were loose with facts and at the same time negative. An example is this ad by Obama, when he said that Romney had never stood up to China. Obama claimed that all Romney had ever done was to send them American’s jobs. This was opposed by many as not being true. Many argued that Romney’s previous Bain Capital Company may have invested in firms with businesses and operations in China. Most importantly, there was no

The prof. wants me to devolop a teaching project in midwifery or any Assignment

The prof. wants me to devolop a teaching project in midwifery or any other medical feild - Assignment Example Midwifery model of delivery is considered safe, cost-effective and high quality in other countries apart from the USA where the medical model of delivery is more prevalent. Despite this, Amnesty International (2010) ranks the USA below 40 other developed countries in maternal health care. The maternal health care crisis in the USA is a result of many different factors. The most significant is the conflict of interest between obstetricians and midwives. This has contributed to the popular notion that hospitals are the only safe places for childbirths in the USA (Wagner, 2008). Conversely, extensive evidence reveals that women receiving midwifery care experience excellent infant and maternal outcomes, satisfaction and cost-effective care (Blanchette, 1995; Greulich et al., 1994; Jackson et al., 2003; MacDroman & Singh, 1998). Despite the fact that midwifery is imperative in streamlining the ailing maternal health system in the USA, it also faces some very serious challenges that require immediate intervention for it to be effective. These challenges according to Walker, Lannen and Rossie (2014) are: Physicians opposition, inadequate teaching and training methods, state and federal regulations, the publics’ lack of confidence in midwifery services, prevailing economic and political environment, not being recognized by third-party payers such as Medicaid, and conflicts among midwifery organizations. The shift towards effective midwifery practices should begin with the revision of the midwifery education programs. Some of the changes that the midwifery institutions can apply are to change the methods of teaching and training future generations of midwives. Teaching has to be made fun, interactive, exciting, engaging and educative. This can be achieved by radically changing the way students are taught and exploring other avenues such as: films, videos, crossword puzzles, creative arts, flipping, online discussions and many more. More importantly

Disadvantages of science Essay Example for Free

Disadvantages of science Essay How Science and Technology Affects Humans Life Science and technology are two things related to each other. Science is a systematic knowledge base, where a series of steps is followed in order to reliably predict the type of outcome. It is all about theories and focused on analysis. Science is the key by which man go anywhere at any time in the space. It has brought about several outstanding advantages to mankind. Technology, on the other hand, is more of an applied science. It is where tools and knowledge are used for the study of a particular science. It is all about process. What is life without science and technology? Nowadays, people can’t imagine their lives without technology. Anywhere they go and whatever they do, there are many things related to science. These are humans inventions and innovations or various technologies surround them that provide their needs. Even in their daily activities or simple tasks, they are already using those technologies. Refrigerators, microwaves, televisions, cellular phones, laptops, digital cameras, cars, computers and lights are some technologies that human uses in their daily lives. These technologies really provide them many advantages. It is easy to think about the advantages however, for your information technology has also disadvantages. Science and Technology helps human beings make their lives easier in such a way that it helps them in every sector. Like in transportation, through cars, airplanes or trains, they can travel faster to their desired places. From inventions and innovations of great minds, robots and machines are made to help people make lesser mistakes. Because of technology, man can save his time, efforts and give him a quality to his works. Moreover, technology increases production. People can create multiple materials in a short period of time because of modern machines. Most of all, one of the most important advantages of technology is through the field of medical science or human health. Because of the inventions of technology for surgical operations and discoveries of many medicines, human’s life span will be lengthened and will save innocent lives. Science and Technology also changed human’s way of communicating. From telephones to cellular phones, then came the computers and Internets which gave them information. Through these, now they can do video conferences to their love ones at abroad or chatting their friends. Satellite communication is another important dimension of technology. Satellite TV s and satellite radios have eased the broadcasting of events across the globe. Computers can store, organize and manage huge amounts of data. They can process large amounts of information. Computers have given rise to the software industry, one of the most progressive industries of the world. Gadgets can give entertainment not only to teenagers but to everyone. In addition technology also gives assurance or for emergency use. On the other hand, with the advancement in the field of latest technology, people face many disadvantages out of the benefit of modern technology. It can harm our environment. New transportation technology causes pollution by the smoke or gas from factories and cars. Most people lost their job because companies took up automatic machines to improve their production with accuracy. Yet, the answers or discoveries that technology gave may not be always correct. These machines look inexpensive and its good to use but once there are technical problems occur in machines, it took much time to fix it and also it can be more expensive. There are also side effects of technology in our health. This can cause growth of eye disease, increase of body weight and can cause cancer because of radiation of specific technology. Science and Technology can cause peoples communication poor. According to Lauren Nelson, when communicating face to face, nonverbal behaviors provide context clues for the words we use. Unfortunately, the Wall Street Journal found that technologies like email, texting and instant messaging remove these important context clues, and can lead to misunderstandings. Sarcasm and jokes without nonverbal context cues can cause frustration. Though smiley faces with different expressions called emoticons are sometimes used to substitute traditional nonverbal cues, they fall far short of what face-to-face communication can provide. He also states that as more students buy cell phones, iPods, and gaming systems, technologys impact on effective communication is becoming more pronounced. As the District Chronicles reports, teachers attempting to convey messages about lessons and textbooks find students are texting, playing, or listening to music. Not only does this mitigate the teachers ability to communicate lessons, but it hurts future communicative interaction between the teacher and student because of the lack of respect it conveys. The youth has also been very much addicted to gadgets that they get to spend too much time with it and creates their own world. Technology can make people lazy. Many people are already dependent and embrace this technology. Like students playing computer games instead of going to school or study. Technology also brings us privacy issues. From cell phone signal interceptions to email hacking, people are now worried about their once private information becoming public knowledge and making profit out of video scandals. Advanced technology has also created thousands of cases of cyber crimes, cheating and fraud. And most of all because of the new technology, the world may be facing terrorists threat and all of us are afraid of nuclear war. If people of the world use these inventions and innovations in a right way, we are all going to be benefited out of these but if the motive of a human being is not positive, surely they will face the technologys disadvantages.

The Role of Government in Policy Making Essay Example for Free

The Role of Government in Policy Making Essay In order for an agency or organization to function properly it must have policies and laws put in place. With out these policies the agency or organization would not be able to function at a proper level. Legislative tasks are one of the most important parts of making a policy. There are several different tasks involved. Task one: the group must provide a clear informative issue; they need to clearly describe the problem, and give the reasons why and what they need from legislation. This is a critical step because the general public and individual legislators need to know exactly what the interest group wants if they are to give legislative and public support. (Social Policy and Social Programs) Task two: is to prepare the pros and cons and summarize what the problem is. This will help legislation understand the problem; what is causing it and what may help the situation. Task three: in the legislative process is to create solutions for the social problemof concern, that is, a public policy, program design, or provision (benefit) that will plausiblycorrect the problem. That is not a simple task to do well; actual legislative proposalsvary from excellent to simplistic and all the way to unbelievably simpleminded. (Social Policy and Social Programs) Task four: is to organize public support for their issue. In order to motivatelegislators to identify themselves with an issue and recruit other legislators as well, large scalepublic support is essential. Everything else pales into insignificance without it. (Social Policy and Social Programs) Task five: in the legislative process is to convince a legislator to sign on to the bill in the sense of turning the social problem analysis, prospective social program designfeatures, and position papers into a legislative proposal and officially introducing(sponsoring) it as a legislative bill. Although legislative staff personnel can be very helpfulin crafting the proposed bill, only a legislator can introduce a bill. After the bill is introduced,it will then be referred to a committee of the legislature for study andrecommendation. Committee assignment is critical. Supporters do well to have thosewith influence (usually other legislators) convince leadership making committee assignmentsto send it to  an appropriate committee for study and recommendation. If leadershipis not supportive of the bill, it likely will be assigned to a committee known to be agraveyard for bills. Part of the study for a bill moving successfully through this task areais a legislative hearing on the bill. (Social Policy and Social Programs) Task six: in the legislative process is to organize appearances at the aforementioned committee hearings with regard to the bill. The purpose of the committee hearings is for committee members to ask questions, receive answers, and debate the merits of the bil l. (Social Policy and Social Programs) Seventh task: in the legislative process is to lobby legislators, other than the onewho introduced the bill, for their support when it is finally voted on by the whole (federal,state, or city) legislative body. Supporters need to turn out in strength. Lobbying ismost effective when it is coordinated, timed, and clear in what it wants legislators to votefor. Once again, the agenda is to show legislators why it is in their political interest to vote in a particular way on legislation. (Social Policy and Social Programs) If the bill is passed in to law there is one more task to perform last task: in the legislative process is lobbyingfor money (appropriations) to run the program that is contained in the legislation. (Social Policy and Social Programs)The judicial branch of government has the most important role in deciding what programs can be used to help serve clients. It can also stop programs at any given time. Family and Children Services of Niagara INC., is influenced by the people of the community who may need help in many ways. The court systems play a major role in this organization by recommendations by judges for people to seek counseling, parenting services, seek employment and many other various services that this organization provides. The courts may order a person to seek a certain service that is provided by Family and Children INC, the councilors of the organization will have to report to the courts of the persons progress, and weather or not the program is helping them. If the person does not follow the recommendations, that person can be required to serve jail time. References Family and Children Services of Niagara INC. http://niagarafamily.org/Social Policy and Social Programs (2005) A Method for the Practical Public Policy Analyst

The effects of inequality on young people

The effects of inequality on young people In what ways is inequality detrimental to the life chances of children and young people? How can practitioners address inequalities in their work with children and young people? Being discriminated against and suffering inequality (lack of equal treatment) can be detrimental to children and young people’s life chances, such as their education, qualification attainment and future employment. People can be discriminated against because of their age, religion, ethnicity, background, lifestyle and sexuality which can have a huge impact on their life depending on how these issues are addressed and how they are supported by their family, friends and practitioners. In this essay I am going to discuss how inequality can be detrimental to the life chances of children and young people, and how practitioners can help address these inequalities in their work. I will explore diversity, discrimination and the barriers which stop society being more inclusive. I will also explore the important role of practitioners and the support they are able to offer to those subject to discrimination. As a practitioner working in Scotland you must abide by the Scottish Social Services Council’s (SSSCs) Codes of Practice. â€Å"TheCodes of Practice for Social Service Workers describe the standards of professional conduct and practice required of social service workers as they go about their daily work.† (The Open University, 2013a). There are also four key capabilities in child care and protection that practitioners must follow: values and ethical practice, knowledge and understanding, effective communication and professional competence and confidence. By following these four key capabilities and abiding to the SSSC’s Codes of Practice, this allows practitioners to make the right decisions and work and communicate appropriately with children and young people. By doing this they are addressing inequalities by using their professional values, and not allowing their personal views and beliefs to overshadow what is right. Diversity is a distinctive feature of contemporary life in Scotland. â€Å"The term ‘diversity’ explains the ways in which people as individuals and as members of groups differ from each other; and that there is a variety of differences. It is evident that today a range of differences exist in the UK† (The Open University, 2013b). These differences range from people’s social class, family dynamics and values and beliefs. These differences can cause discrimination however diversity should be celebrated rather than being seen as negative. Children, young people and families whose lives are affected by discrimination and inequality need to be supported. Practitioners must have a social ecological perspective which is â€Å"a way of working with individual children, young people and families that keeps them at the centre but applies knowledge and understanding of the bigger picture when trying to understand their lives.† (The Open University, 2013c). Hav ing this perspective helps practitioners address inequalities in their work with children and young people and offer the appropriate supports. There are barriers stopping society from being more inclusive, such as the attitudes of people towards others who are seen as ‘not normal’, however â€Å"Social attitudes and legislation have successfully tackled discrimination and have, arguably, created a more inclusive society in the UK.† (The Open University, 2013d). Although there are barriers which stop society being more inclusive it has been argued that over the past 50 years in the UK diversity has developed, alongside increasing liberal ideas about how individuals and families arrange their lives, therefore factors such as age, social class, gender, disability, and religion should not be barriers to people’s life chances. Although diversity has developed it is still affecting people’s lives. As seen on the module website (The Open University, 2013e), a young person discusses her own personal experience of suffering racism and how this affected her life, which could possibly be detrimental t o her life chances. Although the perpetrator was charged by the Police, the young person’s self-esteem has suffered and she is in constant fear of being at risk of harm while out in the community. The young person also speaks about not receiving appropriate support from her family nor a practitioner, however if the young person had received the appropriate supports after the incident this could have had a positive impact on her and helped alleviate the young person’s fears. This highlights how important the role of a practitioner is in order to address inequalities in their work with children and young people. â€Å"Sociological theories suggest that socialisation is the process by which we learn from the society into which we are born† (The Open University, 2013f). Initially for most people socialisation takes place within the family as children and young people will adopt the views and beliefs of their parents. There are other social structures which provide socialisation and may interfere or change a person’s opinions such as school, the media and peer groups. Thomson’s PCS Model analyses socialisation and the inequalities that are raised within it. Thomson’s model suggests that people have their own Personal views or beliefs which are interlinked with theCulturalvalues that exist in a person’s community or belief system. This is also interlinked on a Structural level which includes society as a whole such as tabloids, institutions and governments. Children and young people who are looked after and accommodated can suffer inequality as their education may be influenced by their socio-economic background. Although the Guidance to the Children (Scotland) Act 1995 states that â€Å"Children who are looked after should have the same educational opportunities as all other children for education, including further and higher education, and access to other opportunities for development.† (The Open University, 2013g), this is not the reality of it. Children and young people who are accommodated tend to be under a great deal of stress due to their circumstances. They might be missing their family, they may have to move school, they may not live as close to their friends and they may have uncertainties about their future. Using Thomson’s PCS model, society has their own personal views and cultural values of children and young people who are in care such as assuming they are badly behaved or that they deserve to be in care. As well as the children/young people trying to deal with the views/beliefs of these people and the community as a whole, they can also be judged on a structural level and are trying to cope with how the media view them. This negative perception of children and young people in care is a form of discrimination and could be detrimental to their life chances due to the effect it can have on their mood, social life and learning ability. â€Å"‘Biological citizenship’ refers to the attempts by parents of children with disabilities to engage in activism and community participation to increase the citizenship rights of their children through links with groups such as Scope, Mencap and ENABLE Scotland.† (The Open University, 2013h). As discussed in Goodley and Runswick-Cole, 2010, p. 73-75, Gayle and Shelley are both mothers of children who are affected by a disability and although they have had very different experiences, they both resorted to using groups as a form of support. Gayle’s son Simon is eleven years old and has been diagnosed with asbergers, and Shelley’s daughter Chloe who is sixteen years old has been diagnosed with a rare genetic syndrome. Gayle found that Simon’s label allowed her to access support whereas Shelley found Chloe’s label as ‘useless’ because there were no supports that could be offered to her. Eventually both parents turned to â⠂¬Ëœreal’ parent support groups where biological citizenship is acted out. They found these groups positive overall and were able to relate to other parents who had similar experiences, however Shelley felt that â€Å"tensions could arise within the parents group, particularly when it came to making choices about mainstream or special provision† (Goodley and Runswick-Cole, 2010, p. 78). When discrimination affects a child or young person’s life chances it ultimately affects their parents/family, as it did Gayle and Shelley who felt the need to join a group to gain support and understanding. If Gayle and Shelley had received the appropriate support from a practitioner they may have felt that a group was unnecessary. In conclusion, inequality can be detrimental to the life chances of children and young people, affecting their social lives and their education. They could be discriminated against because of their age, religion, sexuality, gender or background and this could have an impact on their life as a whole. When children and young people are discriminated against this can also have an effect on their families, for example Gayle and Shelley who required the support of parent support groups. Practitioners can help address these inequalities through their work by abiding by the SSSC’s Codes of Practice and following the four key capabilities. By doing this it helps them to make the right decisions and work and communicate appropriately with children and young people to support them through discrimination. References The Open University (2013a) ‘Section 1.4: The module areas of study’ K229 Learning Guide 1 [Online]. Available at www.learn2.open.ac.uk/mod/oucontent/view.php?id=350865section=5 (Accessed 12 November 2013). The Open University (2013b) ‘Section 2.1: Families, diversity and social change’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=2 (Accessed 12 November 2013). The Open University (2013c) ‘Glossary’ K229 Resources and Forums [Online]. Available at https://learn2.open.ac.uk/mod/glossary/showentry.php?concept=courseid=202246eid=116725displayformat=dictionary (Accessed 12 November 2013). The Open University (2013d) ‘Section 2.2: Barriers to a more inclusive society’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=3 (Accessed 12 November 2013). The Open University (2013e) ‘Section 2.3: The impact of discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=4 (Accessed 12 November 2013). The Open University (2013f) ‘Glossary’ K229 Resources and Forums [Online]. Available at https://learn2.open.ac.uk/mod/glossary/showentry.php?courseid=202246eid=116715displayformat=dictionary (Accessed 12 November 2013). The Open University (2013g) ‘Section 2.5: Addressing discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=6 (Accessed 12 November 2013). The Open University (2013h) ‘Section 2.5: Addressing discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=6 (Accessed 12 November 2013). Goodley, D. and Runswick-Cole, K., (2010) Working with Children and Young People: Co-constructing Practice, ‘Disabled children, their parents and their experiences with practitioners’. Page 1 of 4

Immigrants and Immigration - We Are a Nation of Immigrants Essays

We Are a Nation of Immigrants The United States is a nation of immigrants, a melting pot of the worlds people. The argument of immigration and whether it enhances or threatens life in the United States is ongoing. Having been through the immigration process, because my wife is a immigrant from Germany, has caused me to know immigration enhances life in the United States. Diversified cultures have strengthened our social fabric and have molded our national morals and social values. Thru the years every new immigrant brought with them the best ideas of their society and together with guts and hard work they turned a rugged wilderness into flourishing towns and cities creating opportunity for the next generation of immigrants. Our society was founded with the idea that each individual is important, honest labor brings rewards, and each individual is guaranteed the right to be free. Peter Martin wrote "Towards Something American" in Harpers Magazine (July 1994), and asserted he is not sure we even have a American culture. Sure we do, American culture can not be defined in the traditional sense and has slowly evolved from the European culture of the initial immigrants to a vast vat of the world's cultures and traditions. We've adapted the best of the world's cultures and traditions to fit in with American society, molding our social values. Not that each American thinks and acts the same way, that makes Americans special. We have many ideas of what our culture should be. The Germans have October Fest, the Irish have Saint Patrick's day, and the Jew's have Hanukkah. In many instances it is based on our geographic location within the United States and the people who settled there. Oth... ... possess similar job skills as natives. Mr. Simon writes, "Immigrants typically arrive when they are young and healthy. Hence new immigrant families use fewer welfare services than do average native families because immigrants do not receive expensive Social Security and other aid to the aged". This allows the immigrants to contribute more to the system then they use. The immigration issue will not be solved in the near future. The debate will continue and both sides will argue tainted statistics that are bent to conform with their ideas. Since the United States is a nation of immigrants and the most powerful nation in the world, we've been doing something right. Can we deal with the immigration issue smarter, with more hard facts, and with less emotion? I say yes, but in the meantime lets not fix something that may not be broken.

The Watch and Livvie :: Literature Control Essays

The Watch and Livvie Solomon's silver watch contained multifaceted significance with regard to his character and it's effect on Livvie--it represented prestige and wealth, control and obsession, and a life of dark retreat. For Solomon the watch represented the prestige and wealth that were rarely attained by colored people. "For he was a colored man that owned his land and had it written down in the courthouse." (P. 85) Yet the watch also had another dimensionCit meant control over his life and his possessions, including Livvie. Livvie watched Solomon as he slept. She wondered what he might be dreaming about "He might be dreaming of what time it was, for even through his sleep he kept track of it like a clock, and knew how much of it went by, and waked up knowing where the hands were even before he consulted the silver watch that he never let go." (P. 89) Solomon exhibited control in all areas of his life--he planted his bottle trees to keep evil spirits away from his home, he had a clean dirt yard, and he evenly planted his roses on either side of the house. (P. 86) Knowing he owned these possessions, I believe, gave Solomon the feeling he controlled his life. The white man or anyone else did not control him. Livvie viewed this control as strict, but it was obsession. Unfortunately, all this control had a very negative impact on Livvie. She lived in a sheltered world--a world she did not see. She saw what she could get out to see--almost what she could steal--even in her mind. "But what if she would walk now into the heart of the fields and take a hoe and work until she fell stretched out and drenched with her efforts, like other girls, and laid her cheek against the laid-open earth and shamed the old man with her humbleness and delight?

Essay on Imagery and Symbolism in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Scarlet Letter: Imagery and Symbolism In The Scarlet Letter, Nathaniel Hawthorne utilizes imagery to convey that Dimmesdale can represent Puritan Society rather than the round character that can be seen on the surface level. This is seen through the imagery and symbolism of hypocrisy, Dimmesdale as a Christ figure, and the scarlet letter. First of all, Hawthorne parallels the hypocrisy of Dimmesdale to that of Puritan society. Hawthorne describes Dimmesdale as, "a viler companion of the vilest, the worst of sinners," even though Dimmesdale is seen as the most holy man in the Puritan community. Puritan society was supposed to be a utopian society and do away with their English traditions. Similarly, as Dimmesdale was supposed to be holy, yet they both were hypocritical. Secondly, Dimmesdale portrays the Puritan society by not initially taking his place on the scaffold, "Ye have both been here before, but I was not with you†¦ and we will stand all three together." The Puritans modeled Dimmesdale's hypocrisy, as they were supposed to be a "city on a hill" for the world to see while they ended up mixing up English tradition with their ideals. While Dimmesdale hid his sin at the first scaffold seen, so did the Puritans when they colonized America. The Puritans faults were not initially that obvious but as time grew on they appeared on their scaffold just as Dimmesdale does. Hawthorne writes about one of Dimmesdale's sermons that is, "addressed to the multitude a discourse on sin, in all its branches." In Dimmesdale's sermons, he spoke out against sin while at the same time he commits this sin, just as the Puritans committed sins that they condemned Dimmesdale's character models Puritan society in the way they treat religious persecution. The Puritans left England to flee from religious intolerance, but when they got to the colonies, they had no religious tolerance for people with different religious beliefs. Dimmesdale speaks out against adultery and commits it, the Puritans demand religious tolerance but refuse to give it. Dimmesdale symbolically portrays Jesus Christ in certain ways. For example, Dimmesdale's death marked the beginning of a new era, just as Christ's death marked a new beginning for all of those who believe in Him. Dimmesdale's death symbolically marks the beginning of American History and the end of colonial history, just as Christ's death marked the beginning of the Christian church.

A comparison of Queen Elizabeth I of England and Phillip II of Spaim

During the late 1500s, there were two great powers fighting for superiority. Both King Phillip II of Spain and Queen Elizabeth I of England were contending for the greatest empire in the world. At that, both of these rulers were drastically different in how they carried out policies. One of the biggest policies during the time was religion. During this time, the church was splitting with the protestant sect. of Christianity taking Europe by storm.Henry VIII formed the Church of England in an attempt to marry again, making the country protestant. This would cause a great sir in England as previously it was a catholic country and even a bigger stir when his daughter Mary tried to convert the country back to Catholicism. By the time Elizabeth took reign, she would make the country protestant but, very lenient towards Catholics. Phillip was drastically different when religion was concerned. His nickname was â€Å"The Most Catholic King† referring to his dedication to Catholicism. It would prove to be a great part in the reason why he would send his armada in 1588. Foreign policy was another difference between the two countries.England had a policy of not interfering with foreign affairs unless it was against their interests. This policy includes aiding the Spanish Netherlands in a failed attempt to stop the Spanish and also financially aiding pirates to raid Spanish ships. Spain was mostly about preserving Catholicism in Europe. Some examples are a failed attempt to help the Guise family route out the Protestants in France during the French civil war and even more notoriously was the disastrous 1588 Armada, losing two-thirds of his navy.This would definitely mark the end of the Spanish being the greatest empire in Europe. By the end of both King Phillip II of Spain and Elizabeth II of England, Europe would be greatly changed. Spain would no longer be the greatest super power of Europe and England would start its rise to power.

Symbolism in “The Natural”

The novel The Natural by Bernard Malamud is an excellent peace of sports literature. It follows the story of Roy Hobbs as he is reaching old age in the game of baseball. The plot follows his initial talent in a scene set years before the main plot. Sixteen years afterwards the man is playing for a losing team but can still wow the audience with his raw talents. As the story progresses Roy is characterized through his actions and through the way the supporting characters view him. One symbol that made this work more resounding is the cracking of Roy’s back in the climatic game.This event has a lot of hidden meaning, and helps convey Malamud’s theme to the audience. The first scene in the story is where Malamud expresses the level of talent â€Å"wonderboy†, as he is affectionately called, possesses. He is squaring off against a big league allstar known as the Whammer; â€Å"At thirty-three the Whammer still enjoyed exceptional eyesight. He saw the ball spin off R oy's fingertips and it reminded him of a white pigeon he had kept as a boy, that he would send into flight by flipping it into the air.The ball flew at him and he was conscious of its bird-form and white flapping wings he heard a noise like the bang of a firecracker at his feet and Sam had the ball in his mitt. Unable to believe his ears he heard Mercy intone a reluctant strike. † (Malamud). This quote is significant because it expresses the potential of the protagonist. It is through these great feats of athletic prowess that we the reader gets to respect him. It makes the plot more important to the reader, as well. This all leads up to the finale with Hobb’s putting it all on the line.The aspect of love is a component to this novel. While Roy is everything to be admired in the athletic sphere, he shows a deeply human aspect to his personality in his dealings with his love interest; â€Å"Noticing Toomey watching her, Roy stole a quick look. He caught the red dress an d a white rose [he was] drawn by the feeling that her smile was for him she seemed to be wanting to say something, and then it flashed on him the reason she was standing was to show her confidence in him he became aware that the night had spread out in all directions and was filled with an unbelievable fragrance. (Malamud) Malamud gives his character a truly human characteristic which makes him all the more enduring. As the novel’s rising action takes place, the â€Å"natural’s† intentions are called into question. During the climatic scene, Roy fouls a ball into the stands that injures Iris. During this at bat, Roy also splits his bat, named wonder boy, into two pieces. This is a multilayered piece of symbolism which helps express the author’s true intentions upon writing this novel. The fact that he injures Iris expresses how he is hurting the one’s he loves through his sports persona.He must rectify the relationship between his athletic personal ity and his human one. It is also significant how it happened on a â€Å"foul† ball, which suggests a seedy side to the tone of this event. Finally, the fact that his bat is split into two pieces shows that he is finally ready to move on from the game he spent his life pursuing. In a conversation late in the novel Roy says this brilliant quote; â€Å"Experience makes good people better. † She was staring at the lake. â€Å"How does it do that? † â€Å"Through their suffering. † â€Å"I had enough of that,† he said in disgust. We have two lives, Roy, the life we learn with and the life we live with after that. Suffering is what brings us toward happiness All it taught me was to stay aware from it. I am sick of all I have suffered. † She shrank away a little. † (Malamud) This is a fitting way to leave the reader of the noel, and let them know what Malamud was getting at. The characterization and symbolism of this book really make it a sig nificant contribution to sports literature. He is a larger than life figure with wholly human emotions. He is an epic hero for a contemporary period, and Malamud communicates this beautifully.

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THE CERTIFICATE OF ADMINISTRATION TRAVEL, TOURISM & HOSPITALITY (CATTH) CERTIFICATE OF ADMINISTRATION IN TRAVEL, TOURISM & HOSPITALITY (CATTH) 1. Philosophy The Certificate in administration in Travel Tourism and Hospitality is designed to develop young Namibians to effectively manage the countries tourism resources to ensure sustained growth of the industry. The course appeals to staff already working in the field and those aspiring to join the industry as employees or operators to its relevance and practical approach.The course prepares students for a role that will ensure adequate human resource to manage the growing tourism industry in Namibia and abroad. The course will give the student the necessary skills to work or operate in a very demanding environment. It will enable graduates to advance to the Higher Certificate in Travel Tourism and Hospitality or gain meaningful employment, start own operation or act as a tourism consultant. 2. Programme Outcomes By the time the graduat e finishes the Certificate of Administration, he/she will be equipped with knowledge, skills and requisite attitude to effectively operate to work in the tourism industry. . Objectives (Purpose) ? By the end of the course, the student will be expected to appreciate tourism industry and the context in which it operates. ? To get the student to understand concepts in Travel Tourism and Hospitality. ? Understand the role of marketing and communication in travel tourism and hospitality. ? To give students the theory and practice of administration and accounting systems in travel tourism and hospitality. ? Appreciation of the role of government in managing tourism resources. 4. Enrolment Standards (Admission Requirements):To be registered for any of the courses, candidates must: Hold HIGCSE senior certificate in four subjects with 1- 4 symbols OR Hold a Grade 12 senior certificate (IGCSE) with a minimum of C symbol in English Language, a pass in Mathematics and a C symbol in three other subjects totaling twenty five points or more OR Enter through flexible learning path – mature age/prior learning with five years relevant experience in various fields of world of work. Apart from a valid IGCSE 22 certificate, applicants must also have attained a minimum of 25 points on the IUM evaluation scale.Please note that achievement of these requirements will not automatically guarantee a place on the degree course, it will be subject to a successful interview/aptitude test (as required) and availability of places. OR The equivalent of any of the above as determined by Senate. 5. Teaching Methods The students will be expected to be responsible for their own learning, nobody can learn for somebody else. Emphasis will be placed upon the need for a student to read extensively in each of the subjects. The role of the lecturer is to stimulate learning and to support and guide that process.Programmed reading will support these endeavours. A wide range of teaching methods will be employed by lecturers from traditional lectures through to small decision-making groups, as well as the use of training films and videos, and advanced business simulations. 6. Learning Standards Class contributions by the students will be encouraged and the extent to which these contributions conform to the teachings of the Certificate of Administration in Travel, Tourism and Hospitality will be an important facet in the success of the student.Individual assignments will be set by the lecturer every two weeks and should usually exceed the standard of the exam. Like the group assignments these will normally take the form of a duplicated handout, that should be returned with the finished assignment. The student will be expected to carry these out without help. It is in the student’s interest to carry out these tests with integrity. They will be marked anonymously by their fellow students against a given marking plan.The tutors will use these results to monitor student progr ess and to make decisions as to whether the student is ready to sit exams when the time comes. (Students may not sit exams unless the lecturer feels he or she has a good chance of succeeding). 7. Credits System As per international acceptable formula, one (1) credit equates ten (10) notion hours (learning). These hours do not include the hours spent by a student in a class. A first year degree IUM student will, therefore, attract one hundred (100) credits. 8. Course Outline Certificate of Administration (100 Credits) ?Mathematics for Business 33 ? ? ? ? ? ? ? ? ? Spoken and Business English Computer Literacy Professional Presentations Report Writing Namibian and Regional Economics Introduction to Business Accounting I Business Communications I Introduction to Travel, Tourism and Hospitality 9. Assessment & Evaluation The assessment system comprises two components: ? Continuous Assessment (CA) attracts 40% of the final grade ? Formal Exams (FE) attracts 60% of the final grade. The ev aluation system comprises two components: ? Students will be asked to complete evaluation sheets for each subject studied ?An external evaluator will evaluate the course in terms of course content, teaching methods, course resources and assessments. 10. Articulation IUM subjects articulate from Certificate/Diploma to Certificate/Diploma as per the statement in course contents Faculty will decide if and how course work from qualifications from other institutions will articulate with IUM courses. Appeals may be submitted to Senate 11. Credit Transfer Internal students that apply for advanced standing or credit accumulation or credit transfer will have their cases considered by the relevant faculty.Students from outside IUM will have their cases considered by the relevant faculty. Credit from outside institutions may be awarded up to fifty percent of total credits for any qualification conducted by IUM. Appeals may be submitted to Senate 44 ENG – 111- Professional Presentation N QF Level 5 Module Outcomes: ? ? ? Credits 10 Demonstrate good communication skills: Speech, Listening, written. Apply appropriate visuals in business communication. Employ investigative and interview skills in business situations. Course Content ? Analysing the importance of good speech and associated characteristics in business. Appreciating the values of listening and acquiring useful techniques to make a better listener. ? Learning how professional speeches and presentations are planned and delivered. ? Understanding how to use the telephone effectively and efficiently. ? Learning about the reasons for meetings and interviews taking place in business organisations. ? Appreciating the steps that need to take place for planning successful meetings and interviews. ? Studying different documents required for formal meetings. ? Analysing the types of interviews that take place and the types of questions asked. Learning how to prepare advertisements, job descriptions and press releases . ? Creating advertisements, job descriptions and press releases. ? Appreciating the different types of visual aid equipment that can be used in business communication. ? Studying the use of visuals in business communication. ? Considering how written communication can be enhanced through the use of colour and lettering styles. ENG – 112 – Spoken Business English NQF Level 5 Credits 10 Module Outcomes: ? Explain linguistics concepts and principles. ? Describe communication. ? Explain the purpose and role of seminars.Course Content Linguistics: ? Applied Linguistics ? Pronunciation ? Enunciation ? Grammar 55 Tutorials ? Selection and formulation of tapes ? Effective deliberation tapes ? SWOT Analysis Perception and Application ? ? ? Seminars ? ? ? Purpose of seminars Acceptable conduct in a seminar Seminar presentation How to illustrate communication Barriers to effective communication How to achieve success in communicated speech MTH – 132 – Mathematics f or Business NQF Level 5 Module Outcomes: ? ? ? Credits 10 Calculate basic mathematical models and algebraic computations.Apply BODMAS acronym and its full application. Calculate basic business and financial transactions. Course Content ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Applying the four rules of whole numbers, fractions and decimals Multiplying and dividing negative numbers Comparing numbers using ratios, proportions and percentages. Obtaining values for simple financial transactions involving purchases, wages, taxation, discounts. Converting foreign currencies Making calculations involving roots and powers Evaluating terms involving a sequence of operations and use of brackets.Approximating data using rounding and significant figures. Solving linear and simple simultaneous equations Determine the equations of a straight line through two points. Determining the gradient and intercept of a straight line Drawing charts and diagrams from tabular data Applying general rule and principles of graphical constructions including axes, choice of scale and zero. Identifying points of importance e. g. maximum, minimum and break-even. Calculating and interpreting summary statistics, namely measures of location 66 mean, mode, median) and measures of dispersion (range, interquartile range and standard deviation) ? Applying the laws of probability to mutually exclusive, independent and dependent events. ENG – 113 – Report Writing NQF Level 5 Module Outcomes: ? ? ? Distinguish and employ various reports. Demonstrate and use clear and concise language. Practice proper report writing skills. Credits 10 Course Content Nature and Purpose of Reports ? ? ? Necessity of reports Formats for writing reports Use of clear and concise language Informative Reports ? ? ?Purpose Situations where used Case studies Analytical reports ? ? ? Purpose Situations where used Case studies Practical Report Writing ? ? ? ? Formulation of Assignment Report presentation Assessment Correspondenc e ? ? ? ? Letters Memos Faxes Orderly in expression of requested opinion 77 Field Activity ? ? Practical like report writing Assessment and evaluation CSE – 135 – Computer Literacy NQF Level 5 Module Outcomes: ? ? Credits 10 Demonstrate computer literacy skills. Illustrate Information Technology appreciation in problem solving. Course Content Introduction to Microcomputers ?Overview of the development of computers ? Multi-user computers – mainframes and minicomputers, personal computers and their configuration. ? Essential PC Hardware, peripherals and software. ? Introduction to the main types of Software. ? Binary codes and the microprocessor ? Types of PCs – their uses and strength ? Introduction to Operating Systems (DOS & Windows) ? Information processing – online, offline processing, real-time, batch processing, single tasking and multitasking ? Current IT issues – open & proprietary systems and compatibility, information systems securi ty. Data communications – Introduction to Networks, central and distributed computing, wide area and global networks. Microsoft Windows ? Navigating the desktop, customising the desktop, file and folder management, installing and de-installing a program ? Logging onto an internet Service Provider or Online service provider, managing the mailbox, email security, using a browser and search engine effectively and downloading pages, refining searches Microsoft Word ? Open a blank document and type text, recognise the toolbars, Ruler Bar, Scroll Bar, Status Bar ? Spell checking, search and replace, thesaurus ?Page set-up, styles and general Formatting 88 ? Creating a tab set, Columns, Tables and Borders/Shading/Page ? Use word Processor Wizard to create a document such as a fax, an invitation or a CV ? Print preview and printing Microsoft Excel ? Start a blank spreadsheet and navigate between workbooks and sheets ? Enter data, change column widths and row heights, Formatting value s, Calculating, creating and understanding formulae, using Math and statistical functions ? Creating and editing charts ? Auto Form Introduction to Presentations ? Create and present a simple show. Keyboarding ?Introduction to the keyboard and basic typing skills ? Introduction to touch typing to be able to acquire at least 35wpm. FIN – 111 – Namibian and Regional Economics NQF Level 5 Credits 10 Module Outcomes: ? ? ? Demonstrate basic economics concepts and principles. Describe economic problems and corresponding economic systems. Explain Namibia’s economic competitive edge over SADC countries. Course Content ? ? ? ? ? ? ? Analysing the Namibian economic structure (namely, Mining, Agriculture, Fishing, Tourism) infrastructure (Transport and Telecommunication), Banking, Insurance.Analysing the Namibian government structure namely Legislation, Judiciary and Executive. Understanding government development plans of government (NDP 1 & NDP 2) Describing the economi es of Southern Africa (Angola, Botswana, South Africa, Zambia, Zimbabwe, Swaziland, Lesotho, Mozambique, Malawi, Tanzania and Democratic Republic of Congo) Examining Namibia’s competitiveness in the region and beyond A case study of Namibia’s industrial policy and the export processing zone initiative in particular.Explaining Namibia’s stake in SACU, SADC, COMESA, WTO, and AGOA. 99 SBM – 115 – Introduction to Business I NQF Level 5 Credits 10 Module Outcomes: ? ? ? Distinguish between different types of business in public and private sectors. Compare the processes and strategies used by businesses. Analyse business financials. Course Content ? ? ? ? ? ? ? To investigate the purpose and nature of business, looking at the different types of organisations within the Public and Private Sector. Including the activity, size, advantages and disadvantages of a business.To describe the hierarchy and the external influences of both Private and Public Sector companies including conducting a PEST analysis. Researching the services available to organisations including financial services, consultancy services and local government funding. Demonstrate an understanding of how to market a business taking into account the location, marketing mix, product lifecycle, customer needs and relating this to the overall business objective. Demonstrate knowledge of the production processes, quality, stock control and the factors internal and external that affect production within an organisation.Human resource management within a business, to include recruiting, payroll, training and development of employees and health and safety issues. Business finance; being able to demonstrate an understanding of balance sheets and profit and loss accounts within a Public and Private sector organisation. FIN – 1129 – Accounting I NQF Level 5 Credits 10 Module Outcomes: ? ? ? ? Demonstrate basic appreciation of accounting theory and practice. Calculate and use appropriate costing methods to specific business transactions.Practice and illustrate preparation of books of accounts. Interpret financial statements. Course Content ? ? Prepare a trading, profit and loss account, balance sheet and cash flow report for sole trader, partnerships and limited liability companies, after taking into account a normal range of adjustment to the trial balance necessary for such preparation. Recognise and apply appropriate accounting conventions to a range of transactions within the context of the accounting regulatory requirements. 10 10 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?Explain and describe the appropriate of account for different types of accounting transactions and be able to prepare a trial balance from these books of account. To prepare and maintain a range of control accounts appropriate to the books of account. To prepare journal entries and deal with the treatment of suspense account items. Operate, calculate and interpret a range of basic fina ncial ratios appropriate to a set of financial statements, particularly in the key areas of profitability, solvency liquidity, asset utilization and investment ratios.Employ the basic principles of cost behaviour cost ascertainment and to be able to: Classify direct overhead allocation summary Prepare an indirect overhead allocation summary Calculate overhead recovery rates by a variety of techniques and to apply these for the purpose of cost compilation. Explain the difference between fixed and variable costs. Calculate the difference between fixed and variable costs. Calculate break-even points of activity and prepare break-even charts. Appreciate and explain the limitations of break-even analysis.Understanding the basic principles of different costing techniques and to be able to: Define the different costing techniques Explain and understand the differences between each technique, and Calculate cost using any of the techniques. Understand the basic principles of capital investme nt appraisal and be able to calculate and interpret figures using the pay back, accounting rate of return or discounted cash flow methods of investment appraisal. BAN – 1117 – Business Communication I NQF Level 5 Credits 10Module Outcomes: ? Illustrate the purpose of Business Communication. ? Explain the communication process using the Communication Theory. ? Demonstrate the communication process in Business Communication. ? Describe the various tools used in Business Communication. Course Content ? ? ? How to write business correspondence including letters, memos and advertisements. The use of business English in written form looking at spelling, paragraphs, presentation of information and appropriate business language used.To learn and understand the basic principals of communication, including learning how to overcome barriers of communication, appropriate channels of communication, the purpose of communication and presentation of self when communicating. 11 11 ? ? To be able to communicate information in the form of graphs, this also includes identifying trends from the data. To learn and understand the different types of technology used within communication and the effects of it on business and the organisation.TTH – 1217 – Intro to Travel, Tourism and Hospitality NQF Level 5 Credits 10 Module Outcomes: ? ? ? Recognize the importance of Travel, Tourism and Hospitality in relation to National Economic Development. Describe and explain the contribution of Travel, Tourism and Hospitality to the National Gross Domestic Product. Comprehend the economic, social/cultural and environmental impacts of Travel, Tourism and Hospitality. Course Content ? ? ? ? ? ? ? ? ? ? ? ? The interrelationship and interdependence between leisure, recreation, travel and tourism.The significance of economic, social, cultural, political and environment trends of patterns of leisure and tourism. The characteristics of different types of tourists and their m otivational behaviour. The supply and demand of tourist travel. The dimensions of the travel system in relation to tourism The main motivational factors that influence the tourist’s choice of travel. Evolution of international travel and transport developments that have affected tourism. The relationship between the development of the inclusive package tour and mass tourism.The basic requirement to development of a tourism destination. The roles of, and the relationships between, the main intermediaries within a simple tour distribution system. Government’s interest and involvement with main public tourism organization at both national and international levels. Future trends within the travel and tourism sectors. Upon successful completion of this course, the student is awarded a Certificate of Administration in Travel, Tourism and Hospitality. 12 12