What Industrialization Was Boosted by Essay Example

Essays on What Industrialization Was Boosted by Essay The paper "What Industrialization Was Boosted by?" is a good example of an essay on history. Shortly after the civil war, increases in industrial productions marked this duration. These changes were catalyzed by technological innovations and business innovations as well. The development of railway roads, the introduction of new corporate practices and resistance of governmental regulations fueled industrialization. From these changes, corporations had to seek a larger workforce as their pull factor as farm migrants, immigrants or even the southern blacks. These workers were subjected to division depending on their race, skill ethnicity and education. These were among the reasons and plights that led to the formation of workers’ union to protect the employees as industrialization intensified. Competition played a major role as every entity wished to kick their competitor out of business to dominate in industrialization at all costs. Availability of raw material such as that used to manufacture steel also had room to modify this era, those who had the labor force to handle it caused further industrialization while making names for themselves to prove stronger against their rivals. Other factors that lead to the rapid growth of industries after the civil war include; better technology and specialized production, which was boosted by the skilled labor in response to the specified market demands, and the newly created collection of consumers (Boyer 58). New methods of marketing and advertising were attributed to the creation of consumer goods’ markets while the use of trademarks, guarantees and brand names were the main indicators. Although unskilled workers were exposed to harm, labor-saving machines were the other lead to industrialization. In conclusion, industriali zation was boosted by the spirit of adventure, competition, and availability of cheap resources besides the numerous discoveries.

Nature and Man Free Essays

Charles Baudelaire is a controversial French poet during the 1840’s. Choosing not to take up law, he was sent him to a trip to India during which he discovered his passion for poetry. Later on he was part of the 1900’s movement, the Symbolist, whose goal was to show the world different perspectives or the â€Å"hidden meanings† of objects. We will write a custom essay sample on Nature and Man or any similar topic only for you Order Now Scandalizing the masses his book The Flowers of Evil, which contained Correspondences, was condemned by the public. In Correspondence, Charles Baudelaire uses metaphors to connect the nature and the senses of a person. This is evident through out the poem. Temples according to Merriam-Webster is a building for religious practice. Therefore temples are sacred and in the very first line of the poem, â€Å"Nature is a temple in which living pillars†, Baudelaire uses metaphor to connect sacredness and nature. Naturally, nature has trees and temples have pillars, which hold the structure. Again, he uses metaphor to make nature’s trees the living pillars of the temple in this instance are nature. In the next line, one will see how a sacred place like this can be a safe haven to its people. Whenever a person of a certain religion is at lost, he seeks refuge in his respective religion. Now, nature as a temple can be a place where it can â€Å"give voice to confused words†. The third line is connected to the first one. Baudelaire uses the verbs â€Å"is† in the first line and â€Å"passes† in the third line. So while nature is a temple, man passes through it. It gives the impression that while man is changing, nature is constant. Also, all things sacred are kept secured thus the poet’s use of the term â€Å"forests of symbols†. He shows the need of nature to be kept sealed, as it is sacred. And though the man passing through is confused, the sacredness in which he is engulfed in â€Å"look at him with understanding eyes†. In the next stanza, Baudelaire uses the technique alliteration. Though it is not evident in the translation made by William Aggeler, it can be heard in the video of the original French version of the poem being read by Gilles-Claude Theriault. At the first line he talks about prolonged echoes and in the next 2 lines the words Baudelaire used words, which sort of sounded alike. It was like he was using the words to represent the prolonged echoes he was talking about. Then the last line of this stanza talks about how â€Å"perfumes, sounds and colors correspond†. Baudelaire will further discuss the similarities of these 3 in the next stanza. In the third stanza, synesthetic metaphors were used heavily. The sense of touch of the flesh of children, taste of oboes and sight of a color of meadows were all used as comparative devices for perfume, which is normally, uses the sense of smell for its description. The 5 senses are a major part of the poem and it’s most obvious in this stanza. Even the poem ends with the word senses. The third line of the third stanza he now uses contradicting moralities to attribute to the other kinds of perfume he didn’t describe in the previous lines. In the last stanza, Baudelaire talks about the power of perfume to spread. Looking at this in the perspective of nature, it can be said that perfume represents everything around us. As perfume is a liquid that requires the sense of smell, it is potent enough to be able to disperse in the air of nature. Also, since perfume is dispersed in the air, it is in a way inescapable because the scent will follow you. If another scent comes along, it will either mix, or over power the other one. He says it is â€Å"like amber and incense. Musk, benzoin† all of which are ingredients used in the process of making perfume. And while a perfume has the â€Å"power to expand into infinity†, it â€Å"sings the ecstasy of soul and senses†. The personification in the last line of perfume is used because he reiterates the point he made in the stanza before this, how perfume does not only touch the sense of smell, but all the senses. Baudelaire uses metaphors to connect nature and the 5 senses to wonderfully weave a tapestry depicting the relationship society of man and the aspects of this society. He shows the beautiful interconnection of man and nature despite the traces of imperfections surrounding it. How to cite Nature and Man, Papers

Financial problem among student free essay sample

Students In Financial Crisis: How Academic Advisers Can Help Reed T. Curtis. university of South Carolina Editors note: This Is the eighth In a series of articles written by students enrolled In Jennifer Blooms graduate seminar on academic advising at the university of South Carolina for the 2007 fall semester. As part of her course syllabus, Dr. Bloom required each student in her class to submit an article to The Mentor or other publications for consideration. Introduction Given that tuition and fees at colleges and universities are rising at a pace hgher han the cost of living, students face an Increasingly difficult burden of funding their educational pursuits. Since the 1980s, the cost of higher education has skyrocketed; college tuition and fees have risen by 375 percent, while the average household income rose only 127 percent (Hunt et al. , 2006, p. 19). According to a 2006 united States Department of Education report, Our higher education financing system Is increasingly dysfunctional [as] state subsidies are declining, tuition is rising, and cost per student is increasing faster than inflation or family income (p. 0). This report also found that state funding of education hit a new low in 2005. All of these factors have led to unprecedented levels of debt for college graduates. King and Bannon (2002) reported that 64 percent of college students graduate with debt; 39 percent of them have debt that is deemed unmanageable. King and Bannon define unmanageable student-loan debt as a debt load that exceeds 8 percent of a graduates pre-tax yearly income. Minorities are more likely to have an unmanageable student-loan debt. Fifty-five percent of African American and 58 ercent of Hispanic graduates compared to only 37 percent of Caucasians graduated with unmanageable debt (King Bannon, 2002). Another Indicator of the extent of this problem is that 60 percent of college students move back in with their parents after graduation, helping to define a growing trend coined as the boomerang generation (Experience Inc. 2006). Graduates reasons for moving home after graduation vary, but 48 percent of boomerangers move home because of financial problems (Experience Inc. , 2006). As The Project on Student Debt (2007) explains, the prospect of student debt can prompt students to compromise on ollege choice, drop out, or forego higher education altogether (p. 13). In fact, students who lack financial security are more l ikely to do worse In college, drop out, or even commit suicide Oohnson, 2005). The purpose of this article is to stress that strengthening financial literacy among academic advisers Is now a critical aspect of working with and empowering todays college students. IOF6 lypes 0T student De It is also important to understand that student debt is diversified and is not simply linked to student loans alone. Students are now increasingly using credit cards to over additional college and life expenses Oohnson, 2005). In 2004, 66 percent of all first-year students already had at least one credit card before stepping foot into their first college classroom (Nellie Mae, 2005). Even more alarming is the fact that the number of credit cards students possess increases each year throughout college, with 56 percent of seniors carrying four or more cards compared to 15 percent of first-year students with four or more (Nellie Mae, 2005). Reasons for this increased student dependence on credit cards include heavy credit-card solicitation, easy ccess to credit cards, increased living and school expenses, and lack of financial literacy Oohnson, 2005). Credit card companies are tireless solicitors of college students despite campus regulations and other measures of prevention Oohnson, 2005). Here are Just some of the issues that relate to credit card use and abuse on college campuses: The Collection: Credit card companies participate in aggressive and emotionally abusive efforts to collect payments. This becomes a huge distraction for students who may already be struggling in school. In the face of these mounting inancial pressures, some students may get additional student loans to pay their credit card bills, some take on additional Jobs that reduce time for academic studies and extracurricular opportunities, some students drop out of school to earn more money, some become depressed and some of those even attempt to or do commit suicide Oohnson, 2005), and others are forced to declare bankruptcy. Bankruptcy rates tripled between 1995 to 2000 among people younger than 26 years old Oohnson, 2005). Stigmatization: Students feel alone in their financial crises and sometimes are too embarrassed to seek advice from others. Many do not feel comfortable telling people about their situation, because they feel that others will see them as stupid or completely irresponsible. Going to their parents may seem to be a plausible option, but many students fear their parents anticipated disappointment and anger, and thus feel completely alone when faced with mounting bills, classroom assignments, living expenses, and expectations Oohnson, 2005). The Burden: In most cases, there are no easy solutions to student debt loads. Students begin to recognize the lifelong implications of their previous financial decisions. The financial situation becomes constant and requires lifestyle changes, some of which limit students ability to academically succeed Oohnson, 2005). The burden of credit card debt haunts many students and can lead to a multitude of problems. A student stressed over credit card debt may suffer additional financial, psychological, and physical problems Oohnson, 2005, p. 209). Because students financial instability during college can lead to depression and suicide Oohnson, 2005), advisers should be on the lookout for warning signs and know how to effectively refer students to mental health services. Academic advisers should also be aware of the increased risks of financial instability among minorities and establish communication wltn tne multlcultural servlces avallaDle on campus. As advisers, it is extremely important to have a basic understanding of the higher- education financial climate and the ways that students can obtain aid (Sutton, 2002; Moran, 2002). With the help of academic advisers, college students may be able to avoid financial disasters. Education Advisers should work Just as hard to encourage and instill financial literacy in advisees as they impart tips for academic success.

Population Ageing in Canada

Introduction Population ageing refers to the aspect of a society in which the number of the elderly people past the retirement age is continually increasing with respect to the total population. An ageing population is normally characterized by increased percentage of the categorized older people in a given society. This paper seeks to discuss the topic of population ageing in Canada.Advertising We will write a custom essay sample on Population Ageing in Canada specifically for you for only $16.05 $11/page Learn More The paper will look into aspects of population ageing in Canada in terms of its causes and impacts as well as policies that should be considered in order to alleviate possible problems that the population ageing may cause in Canada. The Canadian Demography The structure of the Canadian demography is majorly determined by the country’s aspects of birth rate, mortality rates, life expectancy, emigration from the country and immigrations into the country. The birth rate and the total period fertility are statistical projections calculated from past records of a society. The two elements describe the average number of children that is expected of a woman in her lifetime. The trend in birth rate in Canada can be categorically described in three groups due to the similarity in past and projected patterns that is realized. The birth rates of women between the ages of twenty and twenty seven has a characteristic decreasing trend in the past observed data with a similarly decreasing trend which is almost stagnant in the projected statistics. The category of women ranging from twenty eight years old to thirty two years has experienced a decreasing trend in birth rate which however picked up in the year 2005 and is projected to increase in future. The other category is the age group of thirty three to thirty nine years who have experienced an increasing past trend in birth rate and a corresponding increasing projection in the future periods of time. The total period fertility of the country registered a decreasing trend up to the year 2001 before rising until the year 2010 with further projected increase. The average birth rate has been significantly low, decreasing from 1.7 percent in the early 1990s to almost one percent in the year 2003 before slightly increasing (Dungan and Murphy, 2010). The Canadian population is recorded to have a fair balance in terms of gender. The death rates in Canada also exhibit a trend that slightly varies across different ages. The death rate in Canada has fairly been constant at the age group of between thirty to thirty nine years. This rate is also projected to remain constant.Advertising Looking for essay on aging? Let's see if we can help you! Get your first paper with 15% OFF Learn More Age group between forty to fifty nine years has averagely experienced a reduced death rate which is projected to decrease over the future. However, the older generati on has over the past experienced a fluctuating death rate which retained the general decreasing tendency with a smoothly decreasing projection. The average death rate is significantly noted to be relatively higher in males than in females. The life expectancy in the country has on the other hand been constantly increasing with a corresponding increase in its projections. It is again notable that the life expectancy is relatively higher in women than in men through out the considered statistics (Dungan and Murphy, 2010). Emigration of Canadians as well as the number of those returning from foreign countries has been slightly fluctuating in the past years at less that two percent with a prediction of constant percentage figures. Immigration into the country has been oscillating with convergence to 0.7 percent at which it is projected to stabilize in future. The Canadian population is therefore identified to be majorly dependent on the birth rate and the life expectancy which is a fact or to mortality rate. The reduced birth rate towards the end of the twentieth century together with the generally increasing life expectancy reflects a threat to a shift in the demographic structure of the country with the tendency of an ageing population (Dungan and Murphy, 2010). Possible causes of the Ageing population in Canada The major determinants of the Canadian economy are identified to be the birth rate and the mortality rate with life expectancy determining the structure of the population. Studies under economics have revealed a paradox that contrary to the perception that improved national economies which is reflected in living standards and conditions should encourage and support higher rate of population increase, it has been noted that wealthy countries have been characterized by reduced number of children. It is recorded that the birth rates in developed countries have over the past years reduced from about eight percent to almost one percent in the current periods. This together with the increased life expectancy is significantly transforming the demographic patterns of these countries. A comparison of demographics indicates a transition in the structure and composition of populations.Advertising We will write a custom essay sample on Population Ageing in Canada specifically for you for only $16.05 $11/page Learn More Four decades ago, the human development index was generally low across the globe with the highest possibly being realized in Canada at almost 0.9. The trend in Canada is realized to be characterized by reduced fertility rate under its high human development index. With the low fertility rates of almost one percent, the population of Canada is threatened by significant reduction since the rate is relatively lower that the mortality rates. The reduced birth rate has been a result of women empowerment that has witnessed their active engagement in employment activities. As a consequence, women moved to c ontrol their birth rates as a step to adjusting in their active role in economic activities. The result of the controlled birth rate is a shrinking population characterized by a relatively lower percentage of the young people in the country (Economist, 2009). Impacts of Ageing Population in Canada Population trend in Canada and many other developed countries has also shifted in terms of its relevance to the economies. In the early periods and up to the mid times of nineteenth century, when a number of countries started to introduce pension schemes, the life expectancies in variety of countries were generally low and people rarely reached old age. This view represented societies where every one was actively participating in the economy. The imminent impacts of the demographic change include the general reduction of the total population and the emergence of an economically less active population. The reduced population will as a result reduce the labor force in the economy leading to labor shortage. The shift in the population pattern also has the effect of reducing labor supply as the majority of the population will be too old to work, or even if they are fixed into the economy, they will not effectively yield the output that could have been realized from a younger employee. The impacts have not yet been felt, though expected to heavily impact the economy if no action is taken to avert the situation. Another significant problem is the expenditure on the elderly who will be economically passive and will depend on either government’s pension schemes or on family members for support (The Economist, 2009). Possible Policies to Alleviate Impacts of Ageing Population One of the possible measures of averting the imminent labor shortage in the future Canada, and any other country faced with the problem of an ageing population, is the importation of labor by encouraging immigration.Advertising Looking for essay on aging? Let's see if we can help you! Get your first paper with 15% OFF Learn More Solution could also be achieved through developing policies that will encourage women to have more children to increase the population of the young as well as recycling retirees into the economy (Economist, 2009). Conclusion The ageing population is evident in Canada. Caused by reduced birth rate and increased life expectancy, the changed demography is a threat to the country’s economy and necessary policies should be adopted to avert future labor shortage in Canada. References Dungan, P and Murphy, S. (2010). A Population Projection for Canada with an Updated Application to Health Care Expenditures. Toronto: University of Toronto. Economist. (2009). The best of all the world. The Economist. Retrieved from https://www.economist.com/node/14164483/print?story_id=14164483 The Economist. (2009). The end of retirement. The Economist. Retrieved from https://www.economist.com/node/13900145/print?story_id=13900145 This essay on Population Ageing in Canada was written and submitted by user Anderson Everett to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Stress at the Workplace essays

Stress at the Workplace essays Stress is the state of tension experienced by individuals facing too many demands, constraints or opportunities. Work is sometime stressful and can easily disrupt a persons work-life balance. Work related stress comes from numerous factors such as too many task demands, role conflicts, job boredom, ethical dilemmas, or interpersonal problems. Poor career development and physical environment are also cause of workplace stress. But technology is now one of the biggest factors of stress. The information technology growth and globalization may enhance workplace productivity, but it also increases stress on workers. Technology is supposed to make employees feel more productive at work, less burdened. But technology is moving too fast for some people contributing to more stress. Technology increases stress because of the demand of learning new skills, possibility of lost information due to computer crashes or demands of email and voicemail. Adjusting to new technologies like the web, netwo rks, and personal communications have saturated todays workplace and placed more burdens and demands on workers- this definitely causes increased stress. There are now too many expectations, too many changes in work practice. Because of all the opportunity and technology available, instead of assigning a project over a few days, a manager will want a task completed by lunchtime. Stress and overload will emerge from these types of task demands. Too many expectations and demands cause burnout. With technology innovation comes fear of being next on the list to be laid off. Inadequate training and career development in technology is the cause job insecurity. With the pressures of mastering the IT revolution, there are increased productivity demands. Employees will need extra training to enhance employability and this causes stress also. Struggling to understand technologies is yet another cause of tension. More technology means employees and employ...

Alexander Hamilton and Aaron Burr Duel

Therefore, he married Elizabeth Schuyler. Where his father-in-law was a Senate and in 1791 G. Philip Schuyler lost his Senate seat to Burr. Due to Hamilton popularity in Federalist, he blocked the Federalists to nominate Burr for governor. Then in 1792, Burr declared himself a Democratic-Republican. John Adams called Burr â€Å"unprincipled both as a public and private man† Hamilton was a Federalist and Burr was a Republican. Both men have repeatedly opposed each other. Hamilton owned the Bank of New York. Burr broke the stranglehold of the Federalists financers. Hamilton had lost the power of the purse and his political prominence all because of Aaron Burr. In that year, a tie between the Democratic-Republican candidates Aaron Burr and Thomas Jefferson, Hamilton in effort for denying Burr for becoming the winner for candidate, he favor Jefferson and crushed Burr campaign that let to Jefferson winning the election. On June 27, Burr formally challenged Hamilton to a duel, and Hamilton accepted because Hamilton political led him to refuse to deny the challenge. The duel wasn’t the result of the 1804 election but more of a culmination of their rivalry and disagreement between both of them for decades. Hamilton death was truly a tragedy for America because his efforts during American Revolution and Secretary of the Treasury. Alexander Hamilton and Aaron Burr Duel Therefore, he married Elizabeth Schuyler. Where his father-in-law was a Senate and in 1791 G. Philip Schuyler lost his Senate seat to Burr. Due to Hamilton popularity in Federalist, he blocked the Federalists to nominate Burr for governor. Then in 1792, Burr declared himself a Democratic-Republican. John Adams called Burr â€Å"unprincipled both as a public and private man† Hamilton was a Federalist and Burr was a Republican. Both men have repeatedly opposed each other. Hamilton owned the Bank of New York. Burr broke the stranglehold of the Federalists financers. Hamilton had lost the power of the purse and his political prominence all because of Aaron Burr. In that year, a tie between the Democratic-Republican candidates Aaron Burr and Thomas Jefferson, Hamilton in effort for denying Burr for becoming the winner for candidate, he favor Jefferson and crushed Burr campaign that let to Jefferson winning the election. On June 27, Burr formally challenged Hamilton to a duel, and Hamilton accepted because Hamilton political led him to refuse to deny the challenge. The duel wasn’t the result of the 1804 election but more of a culmination of their rivalry and disagreement between both of them for decades. Hamilton death was truly a tragedy for America because his efforts during American Revolution and Secretary of the Treasury.

Discuss why you chosen pharmacy as a profession Essay

Discuss why you chosen pharmacy as a profession - Essay Example My second reason for choosing Pharmacy as my life's work is that it suits my personality and technical skill perfectly. During my years in the army, I was exposed to numerous professional pursuits and had the opportunity to experience a wide variety of activities. During this time, I always returned to my interest in Pharmacy because it was such a good fit for me. When I left the Army, I was allowed to shadow a local pharmacist which only confirmed what I already knew; this profession was my life's calling. I have a natural empathy for people and want to make a positive contribution to their lives. I am studious by nature, and have the ability to concentrate and pay great attention to detail. These two aspects of my personality will find their greatest and best expression as a pharmacist because my caring heart and technical abilities will be able to be combined into a single life pursuit. Finally, I have chosen Pharmacy as my career because I understand the vital role that pharmacists play in both the healthcare system and improving the quality of life for individuals. Pharmacists are an important bridge between the patient and their doctor because they provide important information directly to the individual. People have so many questions about their health and the medicines they take. Often, the doctor does not have time to explain the details of the medications they prescribe, or the patients are too intimidated to ask a lot of questions. With a pharmacist, people are more willing to discuss their medications because the pharmacist seems more accessible. I know that I want to be a pharmacist because I want people to have the information they need regarding their treatment and how it might interact with their lifestyle or other medicines they are taking. This profession will give me the opportunity to give important advice while caring for the people who need it mo st. I will be a great pharmacist. I have seen the impact of healthcare on the lives of individuals. I have the personality and technical skill to learn the profession and apply it in assisting people every day. The important role of helping patients manage their treatment and emphasizing the precautions they must take to maintain their health is what I want to do for the rest of my life. My Priorities in Life As a mother and former member of the U.S. Army, I have had the opportunity to travel to many different places, experience much of what life has to offer and see the things that are important. I have three fundamental priorities set for my life; to finish school, to fulfill my chosen professional goals, and to help people. My first life priority is to finish my education. As I have indicated before, I am very aware of the benefits of a quality education. Being raised in Jamaica, I witnessed first hand what happens to people who are not allowed to develop to their full potential. After moving to America, I saw the other side of what education can provide to a person, and I want to reap those benefits for myself as well as my children. I know that in order to develop my full personal potential, I must attain success in my chosen career and that means successfully finishing school. In fact, I don't just want to be successful in my studies, I want to be outstanding. This first milestone must be achieved for the others to have a chance at being fulfilled. Accordingly,

Accounting Report Essay Example | Topics and Well Written Essays - 2250 words

Accounting Report - Essay Example diversity, because of the fact that it is one of the few sectors which have remained resilient during financial downturns and because it plays a vital role in the communities for the provision of employment opportunities and as a result acts as a driving force necessary for social cohesion. Three companies are selected for the analyses which are J D Sport Fashion Plc., Sports Direct International Plc. and Next Plc. These companies are selected because they are three renowned players in this specific segment. J D Sports Fashion Plc. is a leading retail company based in England in the segment of sport retail. Next Plc. is a British clothing, home products and footwear retail company. It is the largest retailer of clothes in the United Kingdom as measured by sales. The company has more than 700 stores across the UK and 200 across other geographical locations in Asia. The stocks of the company are listed in the London Stock Exchange. Sports Direct International Plc. is also a giant sports retail company in the United Kingdom. It is a multinational retailer with over 500 stores across the globe. All the three companies also have their respective electronic commerce stores. The general information of the three companies is summarized in Table 1. This research is aimed at answering the question as to what is the situation of the external and internal retail industry of the United Kingdom. The research question is to be answered by considering three main retail companies operating in the country which are J D Sport Fashion PLC, Sports Direct International PLC and Next Plc. The aim of the research is to provide an analysis of the retail industry through the consideration of the various influential factors that are affecting the industry. This is done by using different management and analysis tools like the Porters five forces model, PEST analysis, Critical Success Factor (CSF) evaluation and financial analysis including financial and non financial ration

The freedom to live Essay Example for Free

The freedom to live Essay The freedom to live Gandhi once said, An eye for an eye makes the whole world blind, very much truth can be found in this statement. Is it really moral to give the same punishment to someone that we are punishing them for? The death penalty is a very touchy subject to most for a good reason, in my eyes the death penalty is injustice. For reasons such as money, religion, the principal of knowing right from wrong as well as the wrongly accused, and the prolonging suffering of the victims’, families and loved ones. Promoting the death penalty as a punishment promotes that killing is an okay solution to a difficult problem, that’s not something I wish to teach our youth. It costs far more to execute a person than to keep him or her in prison for life without parole. Millions of dollars could be spent on violence-prevention efforts, solving unsolved cases, and increasing victim services. Executions cost two million dollars per person, keeping the criminal in prison for life cost around five hundred thousand dollars per person. As a tax paying American citizen I find it a waste of good tax payer’s money. The money saved could be spent on programs that actually improve the communities in which we live. This country has religious freedom, which is wonderful in more ways than one. Most religions such as Catholic, Presbyterian, Quaker, Amish, Buddhist, and Interfaith forbid the death penalty. Although isolated passages of religious scriptures have been quoted in supported of the death penalty, almost all religious groups in the United States regard executions as immoral. However the court doesn’t take religion into consideration, in turn, takes away a person religious freedom, which is something the country, stands proudly for. Inadequate legal representation plays a major role in determining ones sentence. Perhaps the most important factor in determining whether a defendant will receive the death penalty, is the quality of the representation he or she is provided. Almost all defendants who face capital charges cannot afford an attorney and rely on the state to appoint one for them. Many death row inmates were convicted and sentenced the death penalty while being defended by court appointed lawyers who are often the worst- paid, the most- inexperienced, and the least- skillful lawyers. Death row inmates today face a one-in-three chance of being executed without having the case properly investigated by a competent attorney and without having any claims of innocence or unfairness presented or heard; injustice at its finest. Protests have been going on in many states for the abolishment of the death penalty, families and loved ones of the murder victims included. They support alternatives to the death penalty for reasons such as the death penalty being a traumatizing experience dealing with the constant pain and remembrance for many years. Negative attention is directed on the crime and the accused, instead of where it belongs — on the family and loved ones of the murder victim and on the community. Life without parole provides certain punishment and suffering without the constant reopening of wounds; it punishes the criminal without putting him or her in the headlines, making it slightly easier for the families. Only eighteen states have abolished the death penalty, making the other thirty two will bring the good people of America better use of their money, their time, and effort. For those families and loved ones of the murder victims it will give them peace of mind, and hopefully make their rattled lives calmer. If we find it wrong to murder one another, then what makes it any different from the death penalty? We are not god; we do not decide who lives and who dies. However we do decide on what this country stands for, and what we as the people of the United States of America stand for. The freedom to live Gandhi once said, An eye for an eye makes the whole world blind, very much truth can be found in this statement. Is it really moral to give the same punishment to someone that we are punishing them for? The death penalty is a very touchy subject to most for a good reason, in my eyes the death penalty is injustice. For reasons such as money, religion, the principal of knowing right from wrong as well as the wrongly accused, and the prolonging suffering of the victims’, families and loved ones. Promoting the death penalty as a punishment promotes that killing is an okay solution to a difficult problem, that’s not something I wish to teach our youth. It costs far more to execute a person than to keep him or her in prison for life without parole. Millions of dollars could be spent on violence-prevention efforts, solving unsolved cases, and increasing victim services. Executions cost two million dollars per person, keeping the criminal in prison for life cost around five hundred thousand dollars per person. As a tax paying American citizen I find it a waste of good tax payer’s money. The money saved could be spent on programs that actually improve the communities in which we live. This country has religious freedom, which is wonderful in more ways than one. Most religions such as Catholic, Presbyterian, Quaker, Amish, Buddhist, and Interfaith forbid the death penalty. Although isolated passages of religious scriptures have been quoted in supported of the death penalty, almost all religious groups in the United States regard executions as immoral. However the court doesn’t take religion into consideration, in turn, takes away a person religious freedom, which is something the country, stands proudly for. Inadequate legal representation plays a major role in determining ones sentence. Perhaps the most important factor in determining whether a defendant will receive the death penalty, is the quality of the representation he or she is provided. Almost all defendants who face capital charges cannot afford an attorney and rely on the state to appoint one for them. Many death row inmates were convicted and sentenced the death penalty while being defended by court appointed lawyers who are often the worst- paid, the most- inexperienced, and the least- skillful lawyers. Death row inmates today face a one-in-three chance of being executed without having the case properly investigated by a competent attorney and without having any claims of innocence or unfairness presented or heard; injustice at its finest. Protests have been going on in many states for the abolishment of the death penalty, families and loved ones of the murder victims included. They support alternatives to the death penalty for reasons such as the death penalty being a traumatizing experience dealing with the constant pain and remembrance for many years. Negative attention is directed on the crime and the accused, instead of where it belongs — on the family and loved ones of the murder victim and on the community. Life without parole provides certain punishment and suffering without the constant reopening of wounds; it punishes the criminal without putting him or her in the headlines, making it slightly easier for the families. Only eighteen states have abolished the death penalty, making the other thirty two will bring the good people of America better use of their money, their time, and effort. For those families and loved ones of the murder victims it will give them peace of mind, and hopefully make their rattled lives calmer. If we find it wrong to murder one another, then what makes it any different from the death penalty? We are not god; we do not decide who lives and who dies. However we do decide on what this country stands for, and what we as the people of the United States of America stand for.

The Desire to Conquer in Jesusville :: Character analysis, Jessy Belle the Second

The interlude in which Vee visits the museum of exotic dancers is quite interesting; I think one of the purposes of the scene was too reinforce the idea of rape that runs throughout the novel. Specifically with this idea of rape, I refer to the desire/need to conquer and to be conquered. This idea can be illustrated by several of the characters. The first character I will begin with is Jessie Belle. At the beginning of their adventure into the mountains, Jessie introduces her truck to Trace as â€Å"Jessie Belle the Second. My shadow Self† (pg 84). Trace then adds the comment, â€Å"Kind of like an alter ego† (pg 84). This becomes an interesting statement when we later receive a description of Jessie Belle with her truck. Cioffari writes that Trace was â€Å"impressed, too, by the skill she used to maneuver the old jeep, forcing it to do her will† (pg 85). If we consider Jessie Belle the Second as an extension of Jessie, then we can see a connection as to how Jessie is in need of conquering something within her. This need to conquer is manifested in her search for Joshua and the Salvia Divinorum. In finding the plant, Jessie is able to see Joshua for a final time through her hallucinations, and at the end of the novel seems to have â€Å"conquered† what she needed in order to move on. A second i nstance that reinforces this idea is the interlude which describes Jessie’s hallucination. Under the â€Å"influence† of the Salvia, Jessie dances and touches herself. It is through this act that we see Jessie’s consciousness, as it is under the influence of the plant, â€Å"conquering† her unconscious self –another illustration of Jessie’s need to conquer something within her. A second character that we see this idea manifested through is Father Martin. He, like Jessie, is in need of conquering something within. In his case it is his own doubts and fears. Attempting to calm his nerves, Father Martin paces to tire himself. He describes the night as having an â€Å"overpowering silence† and that the night â€Å"mocked his efforts† (pg 75). Father Martin hears the night taunting him, â€Å"Walk from here to kingdom come. For the next six hours I own you. I’ll do with you what I will.† A few pages later we see an encounter (arguably sexual) in which Martin conquers the silence through his act of ringing the bells.

Historical Development Of The ECCE Sector In Ireland Essay

As part of this assignment I will write about the historical developments of the Early Childhood Care and Education (ECCE) sector in Ireland, History of ECCE provision in Ireland Pre-school education did not really exist in Ireland apart from a few exceptions until the 1980s and 1990s. This was largely due to the fact that until quite recently the majority of Irish women did not work outside the home. Even if they did the childcare was usually provided by family members or childminders located in the community known to the family. Irish policy discouraged women from working outside the home. The ‘marriage bar’ meant that women working in the public service had to leave their jobs as soon as they go married and become stay at home mothers and wives. This ban was lifted in 1957 for primary school teachers, but it was 1973 before the ban was lifted for other women in the public service. Until resent years in Ireland, very few mothers worked outside the home. Therefore , there was little focus on pre-school education in Ireland until the late 1980s and 1990s Most of the progress in the area of pre-school education in Ireland has come from the privet rather than public sector. Outside the state –funded primary school system, investment in pre-school provision was traditionally targeted to support children in need of specific interventions, including educational disadvantage and children with special needs. The ECEC needs of babies, young children and their families were met instead by a broad range of community, voluntary and private enterprise. ECCE service provision was unregulated until 1997. When the Child Care (Pre-School) Regulations 2006 came into effect, no stipulation was made regarding qualifications necessary to deliver such service, especially those provided by community and  voluntary sector relied heavily on volunteer staff. Even in the private sector, salaries were low and conditions of employment poor. Opportunities for employment in state-funded services were very limited excluding primary teachers in infant classes and similarly characterised by low status and low wage. Working in childcare was not generally viewed as a desirable choice. One important initiative came from the public sector in 1969, with the opening of a state –run pre-school in Ruthland Street Dublin. The Department of Education worked with Van Leer Foundation – an organisation that promotes the early education of children living in  economically disadvantaged areas. Together they set up the pre-school in Ruthland Street as a template for other such pre-schools around the country. These pre-schools were known as Early Start pre-schools. A total of 40 pre-schools opened nationally – all of which are still open today. The aim of these pre-schools is to combat the effects of economic and social disadvantage on educational achievement. This is archived by giving children a good start to their education. In 1992 Ireland ratified the United Nations Convention on the Rights of the Child. This helped to bring public consciousness the rights of children. And in 2000, the Department of Health and Children published the National Children’s Strategy. This set out ten-years plan for improvement of children’s lives in Ireland . The strategy document stated that its vision was for: An Ireland where children are respected young citizens with valued contribution to make and a voice of their own , where all children are cherished and supported by family and the wider society; where they enjoy a fulfilling childhood and realise their potential. (DoHC 2000 10 ). One of the goals of the National Children’s Strategy is that children will receive quality  supports and services to promote all aspects of their development (DoHC 2000:30) The strategy aims to fulfil this by providing quality childcare services and family – friendly employment measures. National Forum on Early Childhood Education (1998) The National Forum on Early Childhood Education was established in 1998 by then Minister for Education and Science, Micheal Martin. The forum brought together organisations and individuals with an interest in early childhood education , and in this way it created a ‘think thank’ from which a number of very worthwhile initiatives came one being the White Paper  on Early Childhood Education , Ready to Learn (DES 1999 ). National Voluntary Childcare Collaborative (1999) The National Voluntary Childcare Collaborative (NVCC) was first established in 1999 which today comprises of seven national non – government agencies dedicated to the promotion of ECEC in Ireland. While the organisations involved are non-governmental, the NVCC can receive government funding. The seven organisations involved in the NVCC are Barnardos Childminding Ireland Children in Hospital Ireland Forbairt Naionrai Teo Early Childhood Ireland Irish Steiner Kindergarten Association. St Nicholas Montessori Society of Ireland White Paper on Early Childhood Education, Ready to Learn (1999) The purpose of this White Paper was to set out government policy on all issues relating to early childhood education. Quality of provision was the key theme of the White Paper. It recognised that while there was much quality provision in the ECCE sector, there was also a need to standardise provision. These findings led directly to the Child Care Pre- School Regulations (DoHC 2006) Siolta (CECDE 2006) and Aister (NCCA2009). All three of these initiatives are concerned with standardisation and quality of provision. Centre for Early Childhood Development and Education (2002) The Centre for Early Childhood Development and Education (CECDE) was established by Dublin Institute of Technology and St Patricks College, Drumcondra . It was launched by the Minister for Education and Science in 2002. CECDE aimed to achieve the goals set out in Ready to Learn (1999) . The organisation was disbanded in 2008, when it was seen by government to have achieved everything it was set up to do. Among other things, CECDE produced Irelands first quality framework entitled Siolta . The National Quality Framework for Early Childhood Education (2006). Child Care (Pre-School) Regulations 2006 Child Care (Pre-School Services) (no2) Regulations 2006 was produced by the Department of Health and Children. This document set out pre-school regulations and put statutory basis ECEC services provision in Ireland. The regulations clearly list all the requirements that must be met by organisations or individuals providing ECCE services to children aged 0-6. The regulations cover such issues as first aid, management, staff –child ratios, behaviour management, fire safety measures, premises and facilities, heating, ventilation, lighting, facilities for rest and play. Fulfilment of the requirement of these regulations undoubtedly put much work and expense on ECEC providers , particularly those providing services from premises that were not purpose built. However many people believe these regulations have done more than any other initiative for the improvement of ECEC services for children. This is because they are on a statutory footing and they enforced by HSE inspectors. Siolta The Department of Education and skills published Siolta The National Quality Framework for Early Childhood Education in 2006. The Siolta framework was developed by CECDE in a  process that took over three years and involved 50 different organisations representing childcare workers , teachers , parents , policymakers and researchers. Siolta aims to define , assess and support the improvement of quality across all aspects of practice in ECEC settings that cater for children aged 0-6. Settings covered by Siolta include full- and part-time day care, childminding services and sessional services e. g. Montessori classrooms and infant classes in primary schools. The inclusion of infant classes in primary schools represented a new departure for ECEC in Ireland. Up until the publication of Siolta (and Aistear in 2009) , pre-school and primary school children were treated very differently. It is now understood that children aged 0-6 require a developmental-based (as opposed to subject based) curriculum regardless of whether the child is in pre-school or primary school. Since December 2008 after CECDE was disbanded, the Early Years Education Policy Unit in the Department of Education and Skills has been responsible for the implementation of Siolta. Aistear (2009) Up until recent years, the curriculum followed by pre-school settings was largely undirected and unregulated. This has inevitably resulted in variation in the quality of the curriculum provided by settings. In 1999, the NCCA published the Primary School Curriculum, which did direct and regulate the curriculum followed in infant class. However, in 2004 the OECD conducted its Thematic Review of Early Childhood Education and Care Policy in Ireland. This review found that education provided in infant classes in primary schools in Ireland was too directive and formal (OECD 2004:58). In 2009, the NCCA published Aistear: The Early Childhood Curriculum Framework. The ultimate aim of Aistear is the development of the whole child. This is in contrast with the  previous Primary School Curriculum, which was more subject based. Infant classes in primary schools must now follow the Aistear curriculum. This is a huge departure for ECEC in Ireland. For years, Scandinavian countries have been using curriculum similar to Aistear and it is now understood that introducing children to formal, direct education at too young an age is counterproductive and can suppress children’s natural enthusiasm and curiosity for learning. American educator John Holt (1923-85) devoted much of his time researching this topic. It is important to note that Aistear is inspected in primary school settings only. It is not  inspected in pre-school settings , which may have reduced its impact. Free Pre-School Year Programme In 2010, the Department of Children and Youth Affairs introduced the Free Pre-School Year in Early Childhood Care and Education Programme. Before this, it was only children in disadvantaged areas who could avail of free or subsided pre-school education. The Free Pre- School Year Programme recognises that all children benefit from quality pre-school education. The programme recognises that because pre-school education in Ireland usually comes from private providers, it is expensive and therefore not available to all children, e.g. parents not working outside the home. Under the programme, pre-school providers are paid per child enrolled . The provider must meet certain criteria before entering the scheme, e. g. staff qualifications. This has had the effect of incentivising providers to meet criteria, which in turn has increased the quality of provision. ECEC Services Currently Available in Ireland The types of ECEC services currently available in Ireland can be organised under these headings : Sessional services, which provide ECEC services for a set period of time during the day e. g. 9am 1pm. Full –time services which provide ECEC services throughout the day Part-time services which provide ECEC services for a total of more than 3. 5 hours and less than 5 hours a day . It may include a sessional pre-school service for pre-school children not attending the part-time day care services. Up to 80% of services in Ireland, whether sessional or full time, are owned and operated by the private sector. All registered services regardless of who operates or funds them must comply with the Child Care Pre-School Regulations 2006 and they must follow the Siolta and Aister frameworks. Sessional Services Playgroups  Playgroups operate in a range of settings and are usually open approximately three hours per day. Children usually attend playgroups from the age of two-and-a-half until they go to primary school. Some playgroups are privately owned. Community playgroups are primarily funded by government and run by community members. Many community playgroups are staffed by individuals on government employment schemes like Community Employment Scheme (CE). These staff members are encouraged to undertake further education and training. Montessori Schools Usually, Montessori pre-schools are privately owned and they operate for approximately  three hours per day. Some Montessori schools run two sessions’ morning and afternoon, with children attending one session per day. Montessori pre-schools are run according to the principles and educational methods of Maria Montessori. While Montessori pre-schools in Ireland do follow the Aistear framework, they also learn via the Montessori curriculum and practical materials. Naionrai Naionrai are pre-schools run through the medium of the Irish language. They are supported by an organisation called Forbairt Naionrai Teoranta and there are almost 200 of them nationwide. Naionrai also follow the Aistear framework, of which there is an Irish language version. Children between the ages of 3-5 attend for approximately three hours. Early Start The Early Start Programme is a one –year preventative interaction scheme offered in selected pre-schools in designated disadvantaged areas. The objective of the pre-school programme which is managed by the Department of Education and Skills is to tackle educational disadvantaged by targeting children who are at risk of not reaching their potential within the school system. The Early Start Pre-School Programme was introduced in 1994 in eight pilot  schools in disadvantaged areas. It expanded the following year to 40 schools and now caters for over 1,650 children in Ireland. Most Schools are located in the Dublin area, with 26 schools there. There are six in Cork, three in Limerick. There is one in each Galway, Waterford, Bray, Dundalk and Drogheda. Early Start implements the Aistear framework in effort to enhance the overall development of young children and to prevent school failure by trying to counteract the effects of social disadvantages. Pre-schools for Traveller Children Up to recently funding was provided for a number of pre-schools that catered for specifically Traveller children who might not otherwise have been able to avail of a pre-school year. However, since the introduction of the Free Pre-School Year Programme in 2010, all children can avail of one year’s free pre-school, so there is no longer separated provision for Traveller children. Pre-Schools for Children with Special Needs Local Health Officers and/or voluntary bodies provide services for young children with severe or profound disabilities. Services are provided in specialised centres around the country and are generally run by clinical director and staffed by nurses with an intellectual  disability qualification, ECEC trained teachers and often therapists. While pre-school children in Ireland do not have a specific right to education, they are entitled to certain health services that are related to education. The Health Service Executive (HSE) is responsible for providing psychological services and speech and language therapy services for pre-school children with disabilities who are assessed as needing these services. Assessments of children under 5 are carried out under the ‘assessment of need ‘provisions of the Disability Act 2005. The Visiting Teachers Service of the Department of Education and Skills (DES) provides a service to young children with visual and /or hearing impairment, from the age of 2. There are a small number of pre-school class units for children with autistic spectrum disorder. These unites are sometimes attached to primary schools. There are also a number of ABA schools in Ireland. These schools cater for children with autism by using a specific method of teaching called Applied Behavioural Analysis. Parent and Toddler Groups These are informal groups where babies and toddlers go with their parents to meet other  babies, toddlers and parents. They are aimed at providing play and socialisation opportunities for children and normally take place in settings such as community centres or parents homes. Parent and Toddler groups are supported by Early Childhood Ireland. Full-Time Services Creches, Day Care Centres and Nurseries These terms are used to describe services offering full-time care and education for babies and children. Services are usually provided for children aged 6 months to school going age. Childcare regulations state that the adult-baby ratio must not exceed 1:3 this ratio increases to  1:5 for babies over 12 months. Because of this many settings will not accept children less than 12 months. Many facilities also offer afterschool care and/or homework clubs for primary school children. This means that creches, day care centres and nurseries now cater for children aged 6 months to 12 years. While most full-time services are privately owned and funded by parental fees, a small number are government funded, i. e. community creches. Some large employers and also many of the larger colleges and universities provide creche facilities at subsidised rates for their staff and students. These usually operate a long day (8am-6pm) to facilitate working parents. Some city creches open as early as 6am. Family Day Care/ Childminding This is the most common form of ECEC service in Ireland. According to Childminding Ireland (2012) approximately 70% of children in out of home settings are cared for in this way. It is estimated that there 37,900 childminders working in Ireland today. (National Childcare Strategy 2006) Childminders who care for three or fewer children are exempt from the Childcare (Pre-School). Regulations 2006 however they are encouraged to register  voluntarily with their local Childminder Advisory Officer (CMO) , whose name and contact details are available through the local City/ County Childcare Committee (CCC) Under the Childcare Act 1991 , childminders caring for more than three pre-school children are required to register with the HSE . However many not do so. All childminders whether registered or not are encouraged to follow the National Guidelines for Childminders, which were published by the Minister for Children in 2006 and updated in 2008. Recent government initiatives had tried to regulate their services. These initiatives have tried to  regulate this area by offering a number of different incentives to childminders who register their services. These incentives include training by CCCs; financial support like childminding development grant 1000 euro and capital grants 75,000, and tax exemptions childminders can earn up to 15,000 per year tax free. If childminders register, they are included on the CCC list of registered providers. This can be a useful way of advertising childminding services, since many new parents look to the list of registered providers when investigating childcare options. Occupations within the Childcare Sector Nursery nurses. These practitioners provide care for children in day or residential nurseries, children’s homes, maternity unites and similar establishments. Related job titles include creche assistant and nursery nurse. Playgroup leaders These practitioners deliver and facilitate play opportunities for children in a age range of formal and informal settings, including play groups, play schemes, free play locations and after-school activities. Related job titles include play leader and playgroup assistant. Educational /Special Needs Assistants These practitioners assist teachers or relieve them of a variety of non-teaching duties. Job titles include classroom helper, education care officer, non-teaching assistant , school helper and special needs assistant. Childcare manager/supervisor These practitioners ensure that the care and education of the children is being maintained at all times. They take care of any issues that arise and they are in direct contact with parents. They are responsible for the day-to-day running of the childcare facility. This role requires childcare qualifications well experienced in the area. The role also requires excellent interpersonal and organisation skills and the ability to manage a team of employees. Montessori teacher These practitioners ensure efficient day-to-day running of a Montessori education setting. They follow Montessori guidelines regarding the education of young children. They present different exercises to children using the Montessori materials and they practise observation on a regular basis. Other childcare and related occupations There are many other childcare practitioners who perform a variety of domestic activities in the day-to-day care of children. They supervise and participate in children’s play, educational and other activities. Related job titles include childminder, nanny and au pair  City/County Childcare Committees (CCC’s) There are 33 City/County Childcare Committees that were established in 2001 to encourage and facilitate the development of childcare locally. They provide information and advice on setting up your own business in the childcare sector, training courses for people interested in working in the childcare sector and useful information for parents about local childcare facilities. In Budget 2006, the Irish government announced the establishment of the National Childcare Investment Programme 2006-2010 (NCIP), which succeeded the previous earlier Equal  Opportunities Childcare Programme. City/County Childcare Committees are open to members of public who wish to apply for grant assistance and support information under the National Childcare Investment Programme. Public Health Nurse The public Health Nurse is employed by the HSE. Their role is to serve the community with a range of healthcare services; they are also registered general nurses. They are based within the community and will cover certain local areas. They may visit schools. They may visit the elderly people who require help to dress a wound. They also visit newborn babies and their  mothers within six-week period of them being discharged from hospital. Public Health Nurses engage in regular contact with GPs, hospitals and other healthcare providers about a patient in their care. This will ensure that other healthcare providers have up to date knowledge so they can ensure best practice. Special Need’s Assistants Special Needs Assistants (SNA’s) are employed to facilitate learners with a disability related to education. SNA’s may work in a special or mainstream school either on a part or full-time basic. They take on a non-teaching role and are always under the supervision of the class  teacher. An SNA may help a child to get on and off buses. They may also help with feeding and toileting. SNA’s are required to have an appropriate qualification to work as a special needs assistant. Primary Teachers Primary teachers are qualified are qualified to teach the primary school curriculum to children aged 4-12. Primary school teachers have a number of important roles. They ensure the social and academic development of the children in their care. They plan and deliver lessons within the primary school curriculum and they have regular interaction with parents and guardians. Educational Psychologists. The role of educational psychologist is to assess the needs of children and young people who have problems relating to behaviour, learning and/or social /emotional development. This may be done by observing and/or interviewing the child. The appropriate methods of helping the child will be established e. g. different therapies, counselling or learning support programmes. Educational psychologists work in many different settings, within schools, the HSE, private practices and third –level institutions. Family Support Workers The Family Support Worker Service offers practical and emotional support to families if it is  required. The aim of this service is to ensure where possible that children remain with their families. This service also offers home-based support to families for a certain number of hours per week. The support service includes parenting skills, information on diet, nutrition and healthcare, budgeting and family finance, and confidence and personal development. If the family support worker has concerns regarding the family, they will report this information to a social worker. Social Workers The Social Worker in childcare services can work in four main areas: child protection, child  placement, child and adolescent psychiatry, and family support. Social workers often work with families and individuals that require support with a number of problems such as emotional, social, psychiatric and behavioural. They may also work with individuals and their families on a regular basis regarding issues such as child abuse and domestic violence. Childcare Organisations and Non-governmental Agencies Barnardos Barnardos children’s charity delivers a variety of services and work in close proximity with children and their families depending on their specific needs. The aim is to promote family learning and development and, therefore, to enhance the families overall wellbeing. Barnardos strives to give children positive childhood experiences. If a child’s learning and development, and his or her emotional wellbeing is successfully and measurably improved through our work. Then the child’s ability to benefit from life opportunities and manage life challenges will be improved and therefore, the path of his or her life will be changed for the better. Barnardos aims to improve government laws, policies and procedure across all areas that affect children’s lives. They do this to ensure that the knowledge and experience they gain through working with children and their families in areas such as education and health is heard at government level. They also engage in regular political meetings with government and opposition parties and relevant policy makers. There are a number of ways in which people can learn about the work of Barnardos. Internet, posters, media interviews and articles. Barnardos offers services across three stages of child development : Children aged 0-5 (‘best start’) Children aged 6-12 ‘(best chance’) Children and young people aged 13-18 (‘best choice’). Barnardos may work with a child’s family in order for the child to experience a happy family life with good relationships with parents and siblings. This work include: Providing group sessions with parents and children to practise skills such as listening and problem solving skills. Providing help and advice to parents in different areas like challenging behaviour. Engaging with children of different ages on reverent and often sensitive issues e. g. a family affected by alcohol misuse Providing a guardian ad litem: a person who is qualified and experienced in working with  children that are involved in family law proceedings. This service gives children involved an independent voice in court. This person can speak on behalf of the child and explain what their particular wishes are. The guardian ad litem works in conjunction with the child’s family at all times. Providing an origin tracing service, this is especially for people who spent some or all of their childhood growing up in an Irish industrial school. This confidential service provides them with the necessary assistance in finding information relating to their relatives. Staffs who deliver this service are highly trained. Providing a confidential post adoption service for adults such as a helpline or e-mail service for birth family and adoptive family members. A mediation service is available for people who were adopted and have come in contact with birth relatives and want to begin correspondence. There are training and support meetings for parents who have adopted children from various countries outside of Ireland. The service may also be useful for adoptive parents to discuss any questions they may have about their adult adoptive child seeking birth relatives. Barnardos provide a range of parenting programmes and talks. These are designed for parents  of children of every age 0-18. These programmes can offer support to parents in managing their child’s needs and understanding their child. Topics will be selected to address the needs of parents and their child’s stage of development. Teen parent programmes are another important part of the work Barnardos do. In these programmes, Barnardos works in careful collaboration with teenage parents both male and female, together with their children to assist them with advice on financial /educational support. Services Provided to the Community Barnardos works with children in disadvantaged areas. They provide many services,  including the following. Early Years/Tus Maith Service These are programmes suitable for children aged 0-5. The main principle is to support children and to manage transition into primary school. This programme works using the HeighScope approach, where children have direct experiences based on their own interests and ideas, along with a programme called REDI programme (research –based, developmentally informed) Friendship group Barnardos realise the importance of children having friends particularly friends of their own age . Therefore; they offer a friendship group which facilitates children in learning the  necessary skills to establish genuine and meaningful relationships. These friendship groups are typically suited for children aged 6-9 . Each group is made up of six children and two staff who meet every week for two hours over the period of a week. Vetting service Barnardos provides a vetting service that assists in the processing of Garda vetting applications for a number of groups/organisations that are not directly registered with the Garda Vetting Unit. This is at the request of and in collaboration with the Department of Children and Youth Affairs (DCYA) Wizard of Words. Barnardos provides a service known as Wizard of Words (WoW). The programme is a paired literacy improvement programme. It is suitable for children in first and second class in primary school. The programme is delivers one-to-one tuition with older volunteers during school time and on the school premises. The trained volunteers who are typically 55 and over meet with children who have been nominated by the teacher, three times a week during school hours. The volunteers provide reading supports in the implementing of the programme, monitors progress and ensures that the programme is run effectively. WoW is  currently hosted in eight schools in Dublin and Limerick. Training and consultancy Barnardos offers training to childcare professionals, parents and all people that work in the childcare area. The training given is within the important context of Siolta , the National Quality Framework . Bereavement counselling Barnardos has bereavement counselling service for children and young people who have lost someone close to them. They try and help them through the grieving process and give them the opportunity to talk. Counsellors are based in Cork and Dublin, but work with children from across the country. Childminding Ireland Childminding Ireland aims to promote quality childminding as a benefit form of non-parental care for children of all ages, from infancy to school –age. Childminding Ireland explains that childminders are dedicated to offering constant care in small, home like settings in which children are most comfortable. Childminding Ireland, as the National Association, is committed to promoting the development of quality in family –based care for children by providing a range of services for childminders, promoting Siolta quality standards, development of local childminding networks (www. childmindingireland.ie). Childminding Ireland has a number of objectives in relation to childcare. They aim to : Promote high-quality ECEC standards for children and ensure that all their development needs are met Support and advise childminders and parents in the area of ECEC Maintain a code of standards for family-based care for children Encourage the recognition of childminding as a positive care facility for young children. Childminding Ireland strives to ensure that their knowledge is heard at government level; they have direct contact with the Minister for Children and the officials who design policies that are direct.

Of Mice and Men †Most of the characters of the novel is loneliness Essay

‘Of Mice and Men’ is a novel written by John Steinbeck in 1937, based on Steinbeck’s personal experiences relating on life on the ranches. The characters, George and Lennie, are some of the characters that have Steinbeck’s aspects of his life seeing as they are the main characters of the novel. In the novel Steinbeck highlights the social conflicts of that time period, such as the climatic changes cause by drought and the financial collapse of 1929, which had increase unemployment and poverty throughout the United States of America. One of the most important aspects that is attached with most of the characters of the novel is loneliness. Steinbeck has purposely named the town Soledad because in Spanish Soledad means â€Å"loneliness† and it shows the reader how lonely the town is. Loneliness motivates characters to seek an alternate way of life. The characters that start off together end up being separated up in the end like George and Lennie, Candy and his dog and Curley and his wife. Everyone on the ranch is lonely; this is because all the men in the bunkhouse are single. An example of this is when George says â€Å"They got no family†. This means that they are like orphans because they do not have a family and no one to care for them. The men that live in the bunkhouse also have nothing to look forward to, except work for the rest of their lives. Even though George has Lennie with him, he is still feels lonely and an example of this is that in the story they show Lennie play the game solitaire, which is only played by one person and is not a team game which means that there is no social interaction. It is also because George has all the responsibility and to take care of Lennie because Lennie is not responsible. This makes the other characters find it strange that they travel around together because most of the ranch hands tend to travel around alone. This can be seen when Slim is surprised at the closeness of their relationship, â€Å"aint many guys travel around together.† This shows that having company is unusual and being lonely is now seen as normal. Candy is also very lonely because during the novella he loses his dog and he also loses his dream. His life is the total opposite of his name because the name ‘Candy’ gives us an image of sweet things but the character Candy is the total opposite. His dog provides him company and has been his life for a long time. This can be seen when he says, â€Å"I had him ever since he was a pup,† which shows that the dog was someone he was able to care for which provided him with a family. The killing of Candy’s dog is a reflection of attitudes of life on the ranch because the characters do not have any friends or family themselves, they fail to understand human attachments and relationships. This can be seen when Carlson says, â€Å"Why’nt you shoot him Candy?† It shows that Carlson isn’t very sympathetic and he can’t understand how strong a bond is between Candy and his dog. It also mirrors the attitude towards Candy himself as on the ran ch when you fail to be useful people just get rid of you. Another character who is lonely is Crooks. He is lonely because he is isolated due to the colour of his skin, he is the only black man in the book and at that time, America was a very racist place and Crooks is persecuted. He is only referred to as â€Å"nigger†, â€Å"stable buck† or â€Å"crooks† he is never referred to by his actual name which suggests that no one is bothered to get to know him. His loneliness is perhaps the worst in the novella as he lives alone away from everybody else. This can be seen where it says ‘he had his bunk in the harness’, this shows that he is more likely to be lonely as he is isolated from the other ranch hands purely based on the colour of his skin. This can be seen in the quote that says ‘ A guy goes nuts if he ain’t got nobody’ , this suggests that he may have literally gone insane with loneliness. However, it is clear that he craves companionship and this can be seen when Lennie comes into his living quarters and he does not stop talking, clearly showing that he yearns for company as he is terribly lonely. It is ironic because he ahs a copy of the California Code in his room which is meant to protect the rights of black people in America, but it is very clear that this is in fact a symbol and not a reality for men like Crooks, who is unable to socialise or be accepted as a ranch hand due to the colour of his skin. Curley was aggressive man and is referred to fighting. This is because he looks like a boxer and Candy say that he is â€Å"handy†, which means that he fights well. Whit also says that he was in the finals for the â€Å"Golden Glove† which is a boxing competition and it shows us that he likes fighting. In relationships, no one likes Curley and he does not get any respect from anyone. This shows us that he is also lonely because even though he is married, his wife is not happy with him as she thinks she has missed many opportunities by living with Curley and the lonely men. The only time Curley is shown with his wife is when she is dead. Curley’s wife wants to have recognition, attention, her own identity and her own life. Steinbeck has not given her a name on purpose to show how she has none of these things. She does not have her own identity because she is seen as just someone’s wife and without Curley, she would be nothing. She is very lonely because no one seems to love her because Curley is not very affectionate. She is continually looking for companionship because she says â€Å"Think I don’t like to talk to somebody ever’ once in a while?† This shows that she too is lonely and possibly even more isolated as the other ranch hands do not want to talk to her for fear of upsetting Curley and it clearly shows that Curley does not give her the attention she craves and desires. She tries to desperately get the attention of the other ranch hands by dressing up when she goes to see them. She is described as having ‘red’ nails and lipstick, the colour ‘red’ suggests love and danger, which means that she automatically repels people that she needs for company. This shows she is incredibly desperate and sad, and she is going to the barn looking for cheap thrills and an ego boost. In conclusion, Steinbeck has presented the theme of loneliness successfully in various ways. He has explained how the life on ranches can be very lonely even if you are still around people. He has done this by making George tell Lennie how the life of a ranch-hand is among the loneliest of lives and by making some of the characters confess their deep loneliness to Lennie and George which shows how desperate they are by admitting to complete strangers.

Australian English Essay Example

Australian English Essay Example Australian English Essay Australian English Essay Strine: Stralyan Slang from Singlet and Stubby The question What makes us Australian has underscored Australian politics and culture since the Second World War. Is it the colour of our skin No; immigration means that 10% of all Australians are now of non-European extraction. Is it our culture Perhaps, but there are hundreds of different cultures co-existing in Australia, again, due to immigration, and if we were to take White Australian Culture as national, then how unique is it really in comparison to New Zealand, Canada, the U.K. and the like Ah! I hear you say, But what about our language Now thatâ„ ¢s something we almost all have in common. All right then, does our language make us Australian Not at all, it couldnâ„ ¢t be more uniform. We, as Australians, use the same English as one-and-a-half billion others worldwide. Or do we There are three important distinctions. The first, vocabulary, is our extension of the Language. The second, colloquialisms, is our modification of the Language. The third, pronunciation, is the accent with which we speak the language. According to its editor Dr. Bruce Moore, the newest edition of the Oxford Australian National Dictionary is anticipated to include more than 14,000 distinctly Australian words and meanings. Words from the Convict Era such as Swag, from the First World War such as Aussie and Furphy, from the Contemporary Era such as Removalist and Benchtop, negative words such as Bludger, positive words such as Battler and Larrikin, and the more recent: Bogan and Ranga. Bogan, meaning Foolâ„ ¢ or Hooliganâ„ ¢, first appeared in the 1980s. Bogan has since screamed onto the scene, replacing the former regional equivalents: Westie, from Sydney and Melbourne, Bevan, from Queensland, Chigga, from Tasmania, and Booner, from Canberra. Ranga, a derogatory term for someone with red or orange hair, derives from the word O-rang-utanâ„ ¢. It rose to fame with the Australian Television satire Summer Heights High. From the words mentioned above, Bogan and Ranga are two which can be described as slang. Fittingly enough, there is another slang term used to denote the very same slang it defines: Strine. The colloquialisms of our Language, known nationally as Australianisms, take three forms. The first, diminutives, are abbreviations on nouns such as afternoonâ„ ¢, breakfastâ„ ¢ and footballâ„ ¢. These turn into arvo, brekky and footy. A similar pattern can also be followed for other words like journo, from journalist, and hecky, from hectic, a noun for an aggressive, hard-drinking youth. The second, nicknames, are endearing variations on oneâ„ ¢s first or last name such as Whitey, from White, Johnno, from John, and Jezz, from Jeremy. The third form of Australianisms are incomplete comparisons, these include sweet asâ„ ¢ and, similarly, sick asâ„ ¢, expressing pleasure or approval. The Australian accent is just as, if not more, Australian than our strine or colloquialisms, and it would simply be unthinkable to barbeque a shrimp without one. From 1788 it developed haphazardly from a mish-mash of British and Irish dialects. None, however, of the first generation of Australian born children would have spoken the dialects of their parents. Dr. Bruce Moore: A speaker with some very pronounced dialect sounds might find it very much to their advantage to modify those sounds if they caused significant misunderstandings for the speakers of other dialects. He continues, many of the really distinctive dialect variants that existed among the speakers of their [the childrenâ„ ¢s] parents generation would have been eliminated. A process of dialect levelling would have taken place. Soon, Australian pronunciation splintered into three categories: Cultivated Australian, the accent of the well-educated, General Australian, the accent we recognise today, and Broad Australian, the accent of Strine. Cultivated Australian English, most similar to British Received Pronunciation, is now only spoken by 10% of the population and is on the decline. General Australian is spoken by 80% of the population and is a compromise between Cultivated and Broad. Broad Australian is spoken by 10% of the population and is the accent most commonly identified as stereotypically Australian. However, even within the category General Australian, there exist regional variations. The most passionately disputed of these is the gra-ph or gra-rph dilemmaâ„ ¢. In South Australia and Victoria the word graphâ„ ¢ is pronounced with a long aâ„ ¢ sound, like that which one might make at the Dentistâ„ ¢s, whereas in the other states the short aâ„ ¢ sound, like that in the word tapâ„ ¢ is pronounced. This dilemma also applies to words such as danceâ„ ¢, grantâ„ ¢, commandâ„ ¢ and so on. The long aâ„ ¢ sound is most similar to Cultivated Australian, whilst the short aâ„ ¢ sound is closer to Broad Australian. I, personally, find the short aâ„ ¢ to sound lazy and unsophisticated, but perhaps, because of our relaxed and laid-back nature, we just donâ„ ¢t feel the need to pronounce words correctly. This is certainly the case with words like waterâ„ ¢ and runningâ„ ¢ and others similar, which turn into worda and runnin, respectively; and why not After all, it is our Language. In 1987 the government report National Policy on Languages stated: Australian English is a dynamic and vital expression of the distinctiveness of Australian culture and an element of national identity. And, whatever the colour of your skin, whatever your culture, you would have to agree. Bibliography: Australian Broadcasting Corporation. Lingua Franca Australian English: Australian Identity. ABC.net.au. Web. 14 Mar. 2010. . Collins English Dictionary. Bogan Definition of Bogan by the Free Online Dictionary, Thesaurus and Encyclopedia. Dictionary, Encyclopedia and Thesaurus The Free Dictionary. Web. 14 Mar. 2010. . Convict Creations. Language and Identity in Australia. Convict Creations Thinking Different. Web. 14 Mar. 2010. . Harvey, Peter. What Is Australian Culture | Peter Harvey |. Big Think. Web. 14 Mar. 2010. . Moore, Dr. Bruce. Power of Speech All Ours. The Australian | The Heart of a Nation. The Australian. Web. 14 Mar. 2010. . Urban Dictionary. Urban Dictionary: Ranga. Urban Dictionary. Web. 14 Mar. 2010. . Wikipedia. Australian English. Wikipedia, the Free Encyclopedia. Web. 14 Mar. 2010. . Wikipedia. Demographics of Australia. Wikipedia, the Free Encyclopedia. Web. 14 Mar. 2010. . Acknowledgements: Dr. Bruce Moore.

The Lottery (critical Analysis) Essay Example | Topics and Well Written Essays - 750 words

The Lottery (critical Analysis) - Essay Example There is a great deal of irony in this story, situational irony, produced at the end of the story which leads to an unexpected turn of events. Throughout the story, Shirley continues to reinforce the quality and dimensions of relationships between the townsfolk, emphasizing how casual and well-acquainted everyone is with the dynamics of their family and personal lives. The author is setting the stage for the reader to make them believe that the final outcome of the lottery would be something insignificant, thus building dialogue that shows lack of concern about its meaning and a sort of indifference about the whole process which has apparently gone on for decades. The author uses foreshadowing in the story, especially early on when the children are gathering stones and piling them carefully, further guarding them in a protectionist method. Though it does not provide the type of symbolic cues necessary to determine what actually is involved with the lottery process, it does give subtle cues that the stones will somehow be involved in further dimensions of the story line. There is a great deal of symbolism used in the story, from well-detailed descriptions regarding the faded box, an object of scorn by some and seemingly unimportant to most. Though the box reinforces how long this lottery has been an active part of society, the disregard shown for the box attempts to make the reader believe that the lottery is something very minor in the town which explains its lack of upkeep over the years. Some of the dialogue between townsfolk also seems to indicate that they participate in the lottery as a form of obligation and through tradition, again fooling the reader to believe that the process will end with rather insignificant results. Using point of view from townspeople within their dialogue, the lottery is something with very minor consequences. â€Å"The most important quality of good fiction is the truth it tells – about humans and struggling

Distributed Networks Essay Example | Topics and Well Written Essays - 1500 words

Distributed Networks - Essay Example e, the different peers provide the services and use the provided services [1]. Another difference between peer to peer networks is based on file storage and access; Client-server networks depend on a central dedicated server for file storage the clients then access the files from the server whereas in peer to peer networks file storage is in the different peers on the network. The security of the files in peer to peer networks is dependent on the end users while that of client-server networks is dependent on the server administrator. The server on a client server network provides secured access to the client thus providing better levels of security. Implementation of peer to peer network is much cheaper as compared to client-server because no centralized server is required [3]. Peer to peer networks have various benefits over other network architectures, they include; Peer to peer networks are cheaper to install as compared to other network architecture because no dedicated server is required for the network. Peer to peer is allows sharing of resources such as printers therefore saving on costs [4]. Installation and maintenance of peer to peer networks is easier because no network configurations are required. The peers on the network use individual operating systems. Peer to peer networks are more reliable because the devices on the network are independent i.e. they do not depend on a central server therefore failure of on peer does not affect the performance of the other peers [1]. Peer to peer networks save on time and resources because there is no need for a full time system administrator to manage a server [4]. The use of peer to peer networks has its own drawbacks, the disadvantages of this networks include; The security levels in peer to peer networks are limited thus there is likely to be transmission of viruses spywares and malware across the network [2]. In case of data loss it may be very difficult to recover because each peer on the network has its o wn backup system. Due to lack of centralized administration, it’s difficult to manage all the activities on the network. Peer to peer networks are good for small networks where high level of security is not required [3]. Some of the peer to peer tools currently available in the market include; Oversim- It’s an open source high performance simulation framework for peer to peer networks. It has an interactive user interface that visualizes network topologies messages and routing tables. Oversim simulation framework is flexible in its operations because it simulates both structured and unstructured overlay networks. Due to its high performance capability, Oversim can be used to simulate large networks of up to 10000 nodes and also has a network scheme that allows configuration of network topology with realistic bandwidths and packet relays which enhances its high performance [2]. Peerism is a java developed open source framework that was created to support large network s calability. Peerism is composed of two simulation engines