Health Systems Are Not An Open Society - 807 Words

Today not everyone has equal opportunities and access to health care. Not everyone is respected the same due to their physical features: skin color, texture of hair, and body type. An open society helps individuals to respect for diversity, to promote inclusion, to support for national and global initiatives dedicated to eliminating disparities, and to create open, healthy societies. In order to be an open society, one must have an open mind of co-workers and patients and self-discipline to laws. An open society is considered to be â€Å"utopia† (Nyswander, 1985). Health systems are not an open society, but are always working to improve and striving to become an open society. In an open society, workers respects their coworkers and patients, future laws, and abide the rules. Workers in an open society are all â€Å"free ‘men’†, who are self-disciplined, respect for rational order, and accept conformity to laws for the general good, and trust others (Nyswander, 1985). Free men know how to work with workers efficiently by communicating. As individuals, we have to promote inclusion. In an open society, people need to always brainstorm new goals to help the system to improve. Goals are mainly accomplished when everyone works together comfortably. In some type of way, everyone should be included in the task such as, coming up of goals or ways to accomplish the goal or being a part of the goal to help accomplish it. By having everyone work together, it will create a positiveShow MoreRelatedHealth Systems Can Not Be An Open Society920 Words   |  4 Pagesaccess to health care. Not everyone respects individuals the same due to their physical features: skin color, texture of hair, and body type. As individuals, we promote inclusion, respect for diversity, and support initiatives, which eliminate disparities and create open, healthy societies. In order to be an open society, one must have an open mind for co-workers, patients and self-discipline to laws. Open Society An open society is considered to be â€Å"utopia† (Nyswander, 1985). Health systems cannotRead MoreNursing Theorists1685 Words   |  7 Pages 3. Virginia Henderson - Need Theory 4. Fay Abdella - Twenty One Nursing Problems 5. Ida Jean Orlando - Nursing Process theory 6. Dorothy Johnson - System model 7. Martha Rogers -Unitary Human beings 8. Dorothea Orem - Self-care theory 9. Imogene King - Goal Attainment theory 10. Betty Neuman - System model 11. Sister Calista Roy - Adaptation theory 12. Jean Watson - Philosophy and Caring Model 13. Madeleine Leininger -Transcultural nursing 14Read MoreSevere Effects Of Neglected Mental Health Essay1402 Words   |  6 Pagesabout the widespread effects of neglected mental health. Therefore, should the United States provide resources in schools and workplaces for mental health as they do for physical health? Llamas rule Due to the fact that a heightened awareness of mental health care could solve many problems for young men and women and build better mental foundations for their future, schools and workplaces should provide resources for mental health. Providing mental health resources in schools from an early age couldRead MorePersonal Reflection On Family Nursing936 Words   |  4 Pages Family nursing promotes, maintains, and restores health of families considering the history and future of its members (Kaakinen, Coehlo, Steele, Tabacco, Hanson, 2015). The purpose of the paper is to discuss my nursing experiences related to the four approaches to family nursing, including family as context, as a client, as a system, and as a component of society (Kaakinen et al., 2015). Over the course of a week in the intensive care unit, all four approaches to family nursing were implementedRead MoreThe Impact of Systems Theory and Diffusion of Innovation Theory on Healthcare1224 Words   |  5 PagesSystems theory versus diffusion of innovation theory: How both have impacted the field of healthcare The foundational concept of systems theory is as old as Aristotles statement that the whole is greater than the sum of its parts. But when the biologist Ludwig Von Bertalanffy created the concept of general systems theory (GST), he was reacting against a powerful contemporary emphasis within his field which stressed reductionism rather than a holistic perspective. He fathered an organismicRead MoreCulture can include, but is not limited to ethnicity, spiritual belief, tribal affiliations,1400 Words   |  6 Pagescompetence When considering health, it is vital we identify the relevance and relationships between culture, cultural competence and socioeconomic status and how they may affect an individual in receiving appropriate health care. There are numerous cultures who share different beliefs in the treatment and education of health in comparison to common western society. These attitudes towards medical care are quite significant because â€Å"a lack of attention to cultural issues affects health care and its outcomes†Read MoreHealth Care Products And Services Essay1096 Words   |  5 Pagesconsumer in this context is a person who uses health care products and services. This term is used in place of others such as patient, citizen, user or receiver of health care. It is used to portray the sense of a more democratic and open provision of service delivery than has existed in the past. With it comes a request for user satisfaction and quality of care as well as protection from misleading information and promotional practices. Some health care professionals therefore, may encourage consumerRead MoreCollaboration, Communication, And Teambuilding1099 Words   |  5 PagesCollaboration, Communication, and Teambu ilding in Health Care Collaboration and collective competence are essential to meeting the health care needs of society today. There are six interrelated characteristics of collaboration necessary for successful teamwork. Barriers involving historical and sociocultural norms, ineffective communication, regulatory and organizational policies act to impede collaboration. Personal experiences from nursing practice provide samples of collaboration efforts. Read MoreThe Battle with Social Class773 Words   |  4 PagesSocial class is a system of social stratification, the hierarchy creates specific types of social inequalities. Social inequality refers to the existence of social inequalities created such as ownership, types of occupation that creates differences in wealth, income and power, while social stratification refers to the existence of social groups. Class can be arranged to economic factors such as income, education, wealth and other factors at work. Poverty remains high and could argue that true povertyRead MoreAgency as a System1239 Words   |  5 PagesYou and Your Agency as a System This paper talks about Children’s Crisis treatment Center (CCTC). CCTC as a system is concern with meeting the needs of children and families with mental health and those that have experienced abuse, neglect and trauma. The focus here will be on the School Therapeutic Services component, the connection it has to the system and the environment and attempt to bring to light whether CCTC is functioning in line with its mission statement. I will also be describing

Hamlet Analysis Hamlet - 1149 Words

Timothy Sharps D.E. English December 7, 2015 Hamlet Analysis Prince Hamlet is a man who enjoys contemplating difficult philosophical questions. When his father the king of Denmark, was killed by his uncle. when Hamlet returns he sees his ghost after he returns home to find evidence of his father’s death. The Ghost of Hamlet tells Prince Hamlet that his uncle Claudius his uncle was the one who killed his father with poison of the ear. Throughout the rest of the story with him, Hamlet seeks to prove his uncle Claudius and guilt him into telling before he takes action against him. But, Hamlet is pensive ad extremum, at times even brooding; he constantly overuses his intellect while ignoring his emotions and ignoring what he thinks feels right. His sense of logic causes him to delay his revenge against Claudius until the end of hamlet story where he kills Claudius and proves that he has progressed into a truly mad character. At the beginning of the story, Hamlet acts out of pure intellect and processed logic. He suppresses his emotions and trusts only in the power of his mind. When Hamlet encounters his father s ghost, he does not believe it is his father, but then his emotions reaction upon seeing his father and then Hamlet says â€Å"Let me not burst in ignorance; but tell / Why thy canoniz d bones, hearsed in death, / Have burst their cerements . . Say, why is this? wherefore? what should we do?† (I.iv.46-48,57). Hamlet is so baffled and confused by the sight of hisShow MoreRelatedAnalysis Of The Structure Hamlet 1233 Words   |  5 PagesStability, Sanity, and Structure (Analysis of the structure in Shakespeare’s Hamlet) Structure is in our lives all around us; we see it in work lives, our home lives, in our owe bodies, and even more so in the curriculum that kids are learning at school. Structure, in all aspects, is constructed according to a plan. It gives a sense of assembly and backbone to whatever we are looking at. We see structure is in the information students are attaining at school, especially in the literary sense. ManyRead MoreAnalysis Of Hamlet s Hamlet 1265 Words   |  6 PagesHow far would a man, who is a still a child at heart, go to avenge the death of his father? Hamlet, who is the son of the recently deceased King, engages in a quest to avenge his father, who was murder by the man who is now in his place, and married to the queen. Hamlet tries to develop a plan to kill King Claudius, but only time is stopping him. Time inevitably leads toward expiration of a human life. Hamlet shows a great concern for time and its effects, which was brought upon a death that contributedRead Mor eAnalysis Of Hamlet s Hamlet 1547 Words   |  7 PagesHamlet’s Hamartia Shakespeare s longest play is Hamlet, which takes place in the Kingdom of Denmark. Hamlet is a tragic tale about the Prince of Denmark and is a drama about revenge. Prince Hamlet is visited by his father’s ghost who demands he kill his uncle, Claudius, after Claudius killed Hamlet’s father. Yet despite being â€Å"†¦ the son of a dear father murdered, prompted to my revenge by heaven and hell,† Hamlet delays enacting vengeance on Claudius (II,2,584-585). This delay ultimatelyRead MoreHamlet Soliloquy Analysis Essay524 Words   |  3 PagesHamlet Soliloquy Analysis As Act I of Shakespeares Hamlet concludes, a conversation between the protagonist Hamlet and the ghost of his deceased father, King Hamlet occurs. In response to the ghosts request for Hamlet to take revenge, Hamlet shares his thoughts with the audience in a soliloquy. Through vows and promises, Hamlets oral reaction to the Kings request exposes his full will for revenge. In addition, Hamlets word-choice begins to exhibit the blind passionRead MoreLiterary Analysis Of Hamlet 1366 Words   |  6 PagesDeven Sect. 4 Professor Roberts April 21, 2015 Literary Analysis Psychological State of the Characters in Hamlet The English Play writer, William Shakespeare had written many well-known pieces of work including Hamlet. Hamlet is known to be one of his most popular works. Hamlet was written in the late 16th Century about the Prince of Denmark. The original title of the work was The Tragedy of Hamlet, now it is referred to as just Hamlet. In Hamlet, William Shakespeare uses the mental state of his charactersRead MoreAnalysis Of Hamlet And An Argumentative Essay892 Words   |  4 PagesEnglish 112 involved writing a large variety of literary pieces focusing on multiple components of writing. I wrote a multigenre on tattoos, literary analysis on Hamlet, and an argumentative essay as well as a summary and response essay on the need for higher education. From this wide array of papers I have learned and grown in my technical writing skills that will contribute in my pursuits of college level classes. I will address each of my papers and what I have learned from them. I have includedRead MoreHamlet and Horatio Best Friends for Life: an Analysis of Hamlet941 Words   |  4 Pages Hamlet and Horatio Best Friends for Life: an Analysis of Hamlet In Hamlet, two characters I believe to be important are Hamlet and his friend, Horatio. Horatio is the second most important character in the play. Horatio is Hamlet’s best friend and advisor. Horatio never keeps anything from Hamlet. In Act one, scene one; Horatio, Bernardo, and Marcellus see the ghost of king Hamlet who was killed by his brother, Claudius. AfterRead MoreEssay on A Critical Analysis of Shakespeares Hamlet1132 Words   |  5 PagesA Critical Analysis of Shakespeares Hamlet Dave Beaston Hamlet. Is he an insane madman or a revengeful, scheming, genius? There are many conflicting ideas and theories on this subject, and hopefully this paper may be of some assistance in clearing up the confusion. The paper is divided into three separate analytic sections beginning with the beginning of Hamlets so called madness, and why it may have occurred. Next, is an analysis of why Hamlet delays revenging his fathers death.Read MoreAn Analysis of Queen Gertrudes Position in King Hamlets Death in William Shakespeares Hamlet1056 Words   |  5 PagesAn Analysis of Queen Gertrudes Position in King Hamlets Death in William Shakespeares Hamlet Usually in a playwright, one of the authors objectives is to keep the viewer or reader confused or disconcerted about certain events in the plot. Certain characters in a play or story that have concocted covert schemes to perhaps murder or frame somebody, may have confusing effects on the viewer. Depending on the way the plan was developed in the plot the viewer may have to stop and ask themselves;Read MoreAn Analysis of the Characters in Hamlet Essay1592 Words   |  7 PagesAn Analysis of the Characters in Hamlet Hamlet by William Shakespeare has been considered by many critics as one of the best plays in English literature. It has also been considered as one of the best tragedies among the many Shakespeare wrote. It is a story which revolves around this person called Hamlet, prince of Denmark. It is set in the Elizabethan times in the 16th century. It is a tragedy because it results in the deaths of many characters either accidentally

Data Marts Advantages Disadvantages Essay Example For Students

Data Marts Advantages Disadvantages Essay The implementation of data marts enable users to gain faster access to common data utilizing a technique called dimensional data modeling, which optimizes data for reports. For example, since data is prepared in common format, users With little or not training at all, can browse a data mart and obtain information as needed. Data marts can improve end user response time, as it contains raw data Which allows computer systems to focus on a single task, thus, improving performance. As opposed to ALTO systems, data marts can also store satirical data Which enable users to analyze data trends. Moreover, data marts are not as expensive and complex as data warehouses to setup and implement because technical issues are not so difficult to resolve (www. Authoresses. Com). Data Marts Disadvantages Alike any other system, data marts have many issues including functionality, data size, scalability, performance, data access, and consolidation. Since data marts can be broken into different departments to focus on their individual needs, This approach makes data access, consolidation, and cleansing very fisticuff. For instance, when a company has a data mart for each of its departments including sales, inventory, tracking, shipping, receiving, and production. Combining revenue intimation from each oftenest departments into a single data mart can be overwhelming and confusing, due to the volume of data to be analyzed (haberdasheries. Com). Data Warehouse Advantages Unlike, data marts, data warehouses store data in relational format to enable management to access data trends from consolidated databases containing more consistent, accurate, and subject-oriented data. Data sources are governed by business rules which define consolidation techniques, codes standardization, and data cleansing, and tracking Of historical data (amateurishness. Com). The main purposes of these rules are to allow users to reference unified data, regardless Of their source and protecting production data from query drains, as data is stored in separated systems dedicated to specific tasks including retrieving data from production sources at predictable time intervals (womanlier. Mom). For example, sales information containing customers Ames is cleansed and integrated across systems by creating a standard master list from the sources, This technique can enable users to utilize the data warehouse master list, as the single source for data marts because the DO is the only active centralized source of commonly updated information O. Watercourses. Com). Data Warehouse Disadvantages Despite the many advantages offered by DO, it is a very expensive system to implement because it concentrates on data modeling and management, instead of the users needs, As a result, DO requires more resources, scarce support lolls, and time to implement because maintenance and support are ongoing in order to keep up with changing business conditions.

Promote Equality, Diversity and Inclusion in Work with Children and Young People Essay Example

Promote Equality, Diversity and Inclusion in Work with Children and Young People Essay Promote equality, diversity and inclusion in work with children and young people 1. 1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. When working in a school it is important that staff is aware of the ever changing legislation, especially the aspects related to promoting equality and valuing diversity. We need to be able to identify their relevance in school and that we are aware of them when carrying out our roles. Current legislation and Codes of Practice Every Child Matters 2003 covers children and young adults up to the age of 19, or 24 for those with disabilities. Its main aims are for every child, whatever their background or circumstances, to have the support they need to: †¢Be healthy †¢Stay safe †¢Enjoy and achieve †¢Make a positive contribution †¢Achieve economic well-being Each of the above has a detailed framework. In order for success within these frameworks many different agencies work together. The agencies in partnership may include, children’s centers, early years, schools, children’s social work services, primary and secondary health services, Playwork and Child and Adolescent Mental Health services. It is important that all these professionals work together and understand each other roles in order to provide the best possible service. The fundamental aim of Every Child Matters is to ensure every pupil is given the chance to be able to work towards the goals referred to within it. Children Act 2004 aims to ensure that the welfare of the child is paramount and works in partnership with parents to protect children from harm. We will write a custom essay sample on Promote Equality, Diversity and Inclusion in Work with Children and Young People specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Promote Equality, Diversity and Inclusion in Work with Children and Young People specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Promote Equality, Diversity and Inclusion in Work with Children and Young People specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Act is intended to strengthen the child’s legal position, to give him/her equal rights, feelings and wishes and ensures children are consulted and kept informed. The Race Relations Act 1976 (amended 2000) – makes it unlawful to treat a person less favourably than another on the grounds of race including, race, colour, nationality and national or ethnic origin. The Act outlawed discrimination whether it is direct, indirect or victimisation. It placed a general duty to promote race equality and good race relations. Positive discrimination (affirmative action) is illegal in the UK and The Race Relations Act does not allow it. In other words a teacher cannot change the stability of the classroom by selecting a child mainly because she or he is from a particular racial group. This would be discrimination on racial grounds and against the law. The Disability Discrimination Act 1995 (amended 2005) it is unlawful to discriminate against people in respect of their disabilities. All disabled people should be treated in a fair and equal way in relation to employment, the provision of services, education and transport. It has been unlawful for service providers to treat disabled people less favourably for a reason related to their disability. They have had to make adjustments for disabled people, such as providing extra help or making changes to the way they provide their services. Also service providers may have to make other adaptations in relation to the physical features of a building in order to overcome physical barriers. Schools are now encouraged to include children with disabilities into mainstream school. Special Educational Needs and Disability Act 2001 introduces the right for disabled pupils (primary age higher education) not to be discriminated against in education, training and any services provided for pupils. Student services covered by the Act can include a wide range of educational and non-educational services, such as field trips, examinations and assessments, short courses, arrangements for work placements and libraries and learning resources. It will be unlawful to treat a disabled person ‘less favourably’ than a non-disabled person for a reason that relates to the person’s disability. If a disabled person is at a significant disadvantage, you are required to take reasonable steps to prevent that disadvantage. This might include: †¢changes to policies and practices †¢changes to course requirements or work placements changes to the physical features of a building †¢the use of interpreters or other support workers †¢the delivery of courses in alternative ways †¢the use of material in other formats Human Rights Act 1998 helps create a society where people’s rights and responsibilities are balanced. All humans have the same rights and are treated equally. Human rights are meant for everyone, no matter what their race, religion, ethnicity, nationality, age, sex, political beliefs, intelligence, disability, sexual orientation or gender identity. Our basic human rights are: †¢Right to privacy †¢Right to live †¢Right to have a family To own property †¢Free Speech †¢Safety from violence †¢Equality of both males and females †¢Fair trial †¢To be innocent until proven guilty †¢To be a citizen of a country †¢The right to express his or her sexual orientation †¢To vote †¢To think freely †¢To believe and practice the religion a person wants †¢Health care †¢Education †¢Not be forced into marriage †¢The right to love †¢The right to work †¢The right to express oneself (Source: wikipedia. org – Human Rights) Un Convention on the Right of the Child 1989 it sets out in detail what every child (under the age of 18) needs to have for a safe, happy and fulfilled childhood. It includes children’s civil, political, economic, social and cultural rights and promises to provide what a child needs to survive, grow, participate and fulfil their potential. This applies to every child, no matter who they are or where they are from. Equality Act 2010 covers nine characteristics that are protected by this act. They cannot be used in any way to treat people unfairly. Everyone has one or more of the protected characteristics, so everyone is protected against unfair treatment. The protected characteristics are: †¢age †¢disability †¢gender reassignment marriage and civil partnership †¢pregnancy and maternity †¢race †¢religion or belief †¢sex †¢sexual orientation As far as schools are concerned this means that they cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief and sexual orientation. This also includes pupils who are pregnant or undergoing gender reassignment. Th e Sex Discrimination Act 1975 makes it unlawful to treat a woman or a man less favourably in employment, training, education and the provision of goods, facilities and services on the grounds of their gender or marriage. It prohibits direct or indirect sex discrimination against individuals in employment. Types of direct sex discrimination include sexual harassment and treating a woman unfavourably because she is pregnant. Indirect sex discrimination is where a requirement is applied to both sexes, but negatively affects more of one gender than the other, e. g. a requirement to be under 5ft 10ins would discriminate against men, while a requirement to work full-time might discriminate against women. Equal Pay Act 1970 prevents discrimination between male and female employees in the same job in relation to pay and terms and conditions. The Gender Reassignment Regulations 1999 extended the Sex Discrimination Act to make it unlawful to discriminate on grounds of gender reassignment. Civil Partnership Act 2004 allows same-sex couples to make a legal commitment to each other by entering into a civil partnership. This means that gay and lesbian couples who register their relationship will have similar rights and responsibilities to married couples including, property rights, social security and pension benefits, parental responsibility, tenancy rights, full life insurance and next of kin rights in hospitals. EU Employment Directive 2000 prohibits employment discrimination on the grounds of religion or belief, disability, age or sexual orientation. It prohibits both direct and indirect discrimination and also includes harassment. Employment Equality (sexual orientation) Regulations 2003 – gives rights to lesbian, gay and bisexual workers. The regulations make it unlawful to discriminate on grounds of sexual orientation in employment and professional training, including university students. The regulations include protection against direct discrimination, indirect discrimination, victimisation and harassment. Employment Equality (religion and belief) Regulations 2003 make it unlawful to discriminate on grounds of religion or belief held (or not held) in employment and professional training, including university students. Again, the regulations include protection against direct discrimination, indirect discrimination, victimisation and harassment. Employment Equality (age) Regulations 2003 make it unlawful to discriminate on the basis of age in all areas of employment, including training. The regulations do add in some situations where discrimination can be lawful if there is good reason but these are subject to strict guidelines. Statutory Code of Practice on Racial Equality in Employment – helps prevent unlawful racial discrimination and is relevant to all employers. It will help: †¢understand the Race Relations Act and be aware of your duties, rights and responsibilities †¢treat all workers in the same way, no matter what race, colour, nationality or ethnic group they are †¢improve your equality practices The code will help you draw up an equal opportunities policy and put it into practice. It must apply to all workers, throughout all stages of employment and should include: †¢advertising and recruiting for a post offering equal terms and conditions to potential employees †¢providing access to training, promotion or other opportunities †¢dismissing someone from a post †¢preventing harassment on racial grounds in the workplace Some of the above legislation has merged together under the Equality Act. These include: The Race Relations Act 1976 (amended 2000), The Disab ility Discrimination Act 1995 (amended 2005), The Sex Discrimination Act 1975, Equal Pay Act 1970, Employment Equality (age) Regulations 2003, Employment Equality (religion and belief) Regulations 2003 and Employment Equality (sexual orientation) Regulations 2003 Every school has a number of policies that set out the guidelines and procedures for ensuring equality. These take account of the rights of all individuals in school. When considering the way policies work to ensure equality and inclusion, it is important that we take into consideration all aspects of school life i. e. teaching, learning, values and practice. All schools should have a commitment towards promoting inclusion and equality. This usually comes in the form of written policies, which reflect the rights and responsibilities of all people associated with the school environment. Policies also provide guidance for staff and visitors on the ways the school ensures inclusive practice. A few examples of these policies are: †¢Health and Safety †¢SEN. †¢Behaviour †¢Equality and diversity †¢Attendance †¢Anti-bullying †¢Code of Conduct †¢Confidentiality †¢Inclusion †¢Safeguarding All of the above policies will include ways that schools work in relation to: †¢Race cultural diversity †¢equality of opportunity inclusive practice †¢safeguarding bullying †¢gifted talented pupils †¢special educational needs †¢disability access. †¢ The different ways in which schools promote the rights and equality for children are included in the policies. Schools must monitor the strengths and weaknesses in a policy and amend them in response to the ever changing legislation. To make this all a little easier to understand it can be viewed as a cycle. The cycle of development of legislation, policies and practice (Source:Pearsonschoolandfecolleges. co. uk) 1. 2 Explain the importance of promoting the rights of all children and young people to participation and equality of access Equality of Access is the idea that all pupils have equal rights of access to any aspect of school life. All pupils have the right to an expansive curriculum and schools have a duty to ensure that all pupils have equality of access no matter what their background, race, culture, gender, additional need or disability. Equality of access ensures that all discriminatory barriers are removed allowing for children’s individual needs to be met. An example of the importance of promoting equality of access, in my own experience, involves the child I worked with. She had a hip operation and was wheel chair bound for three months. As the school had ramp access to the building her education wasn’t hindered in any way. Participation is as important as equality of access and includes everyone within the school. It involves finding opportunities to talk to children and their parents about all aspects of school life and the curriculum. They could be asked what works, what doesn’t work, what could work better and they could also be involved in decisions about how their education is delivered to them and the evaluation process. Children want to be involved in the running of school and this process creates a sense of well being and worth. Children are more likely to interact and enjoy everything school has to offer. Participation also helps reduce bullying, improve school safety and supports a child’s emotional and social development. In my setting, participation is achieved formally and informally. We have a school council, made up of two children from classes 1-6. They meet on a regular basis and discuss school issues, set up play buddies, set up events to raise money for local charities and much more. Basically giving children a voice. Informally, we often chat in class or have whole school assemblies to come up with ideas for the future. At the start of term the whole school put together the new school rules with the head teacher, which the children agreed to and then signed. 1. 3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people Culture can have many different meanings and it’s what gives groups of people in our society their identity. Valuing and promoting cultural diversity of individuals and groups within the school will develop learning and encourage the knowledge and understanding of all pupils. Understanding and taking account of our pupil’s background and culture is essential for us to build effective relationships and provide appropriate support. Our school provides opportunities to ensure that children from all cultures feel welcome. We value and promote cultural diversity by: †¢making children feel valued and good about themselves †¢ensuring that children have equality of access to learning †¢creating an nvironment of mutual respect and tolerance †¢encouraging positive behaviour in children e. g. kindness and inclusion †¢exploring different faiths and cultural practices as part of the curriculum – RE and PHSE lessons †¢displaying signs around school in a variety of languages †¢taking part in awareness assemblies †¢using learning resources representing different cultures e. g. play sets, empathy dolls, books †¢taking part in celebration days/lessons – we recently had a cookery lesson led by a parent who is from Thailand and a lady from India spent a day with us teaching there way of dance. Both were thoroughly enjoyed by all the children (and staff! ) It is important to help children feel settled and secure in their environment and this can be achieved by participating in all of these opportunities, in turn children know that their culture is respected. Valuing and promoting cultural diversity are beneficial in that they build children’s confidence, develop their understanding and awareness and give a sense of pride. In time this will create an environment that is socially accepting. 2. 1 Explain ways in which children and young people can experience prejudice and discrimination Discrimination is defined as the unjust treatment of different categories of people or things and prejudice is most often referred to as preconceived, usually unfavorable, judgments toward people or a person because of gender, social class, age, disability, religion, sexuality, race or other personal characteristics. There are many ways a child can experience prejudice and discrimination in school and unfortunately a lot of children are subject to it. Children can experience these forms of discrimination in different ways: †¢Direct discrimination This occurs when one person treats another person less favourably than they would another because of a protected characteristic. One person is specifically singled out e. g. a child who has attention deficit hyperactivity disorder is not permitted to take part in the school play because of fears about their behaviour. †¢Indirect discrimination This occurs when a working condition or rule appears neutral, but its impact particularly disadvantages people with a protected characteristic. Specifically excluding a person by being selective e. g. the school is fitted with lifts but the building has a set of six steps at the front entrance. Entry for those needing to use the lift is through the back entrance near the bins. Those using a wheelchair can’t get into the building from the front entrance. †¢Victimisation – This occurs by treating somebody less favourably than others because they tried to make a complaint about discrimination. It is an ongoing form of bullying where a person/group is pinpointed. e. g. a teacher shouts at a pupil because he thinks she intends to support another pupil’s harassment claim. 2. 2 Analyse the impact of prejudice and discrimination on children and young people In an experiment carried out by Jane Elliot, ‘Brown eyes, blue eyes’, Elliot saw co-operative, thoughtful children turn into nasty, vicious children within the space of 15 minutes. She found that children experiencing discrimination had very negative feelings. They felt inferior which resulted in low self esteem. The children didn’t even want to try and accomplish anything, they just gave up. Learning was influenced by the attitude of their self and tasks took longer to complete. The basis of discrimination can be the smallest thing, as you can see from the previous diagram, but can have an immense negative impact on a child. Depending on the seriousness of the discrimination and how long it goes on for, prejudice and discrimination can create social and emotional tension and can lead to fear and anxiety. It can undermine the self-esteem and self-confidence of those being ridiculed and make them feel unaccepted and unworthy. Children stop liking themselves and think that no one wants to know about them because they feel different from their peers and not worthy. A child will start to feel that they are not valued as a person. In turn, their school performance often suffers. A child who does not feel part of the class due to discrimination or prejudice will not be happy or feel safe in school and will not want to put their hand up to ask a question in class as it will draw attention to them. They may become depressed and socially withdrawn, becoming less able to join in with activities with their peers. With a lack of confidence it’s also difficult to make friends and with fewer positive relationships being developed with peers or adults the impact on prejudice and discrimination can be very depressing and childhood can become a much less happy time. 2. 3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people Our own values and attitudes have a critical impact on the way we make decisions and conduct ourselves. It is important to be clear about these personal values and beliefs so they don’t have a negative impact on the children we support. We must be aware and make sure we are not judgemental in any way on the basis of race, gender, religion, ethnicity etc We have a duty to protect the rights of the children we work with. My personal background, upbringing and experiences can have an effect on attitudes towards individuals and groups, so it is important that I recognise these. I could overcome them by developing a greater understanding of groups in society e. g. finding out about the religious beliefs and cultures of the children I work with and learn about any special educational needs or disabilities. It is important I don’t make assumptions about children and young people. Finding out about their backgrounds, interests, abilities and individual needs will help me to provide more effective, appropriate and personalised support. It is quite difficult to evaluate my own attitudes, values and behaviours because sometimes you don’t realize you hold this belief until faced with it. However, whilst at work it is important to put aside these beliefs and not impose my opinions on the young impressionable children I work with. I would like to say that I treat all the children the same at school and give each child equal opportunities. However, I work with a child with attention deficit hyperactivity disorder and it is so hard not to treat him a little differently. He is very demanding of my attention and certain measures need to be in place to enable him to function in the classroom. This immediately sets him apart from the others in the class. Nevertheless, I do ensure that he receives the same treatment as the rest of the class when it comes to discipline etc. When it comes to age, race, gender, religion or ethnicity I hold a very positive attitude. There are only a handful of children from multi cultural backgrounds at my school but I respect and value them as much as any child. I live my life according to my own religious belief and I take a genuine interest in learning about other peoples religious beliefs and celebrations. The setting I work educates children from 3-11 and my colleagues age range from 22-50+. Every person, no matter what their age, is worthy and valued, and all of them make a positive contribution to the school. I feel that displaying these positive values and behaviour characterises me as a positive role model and has a positive impact on the children I work with. . 4 Explain how to promote anti-discriminatory practice in work with children and young people The promotion of anti-discriminatory practice should be at the forefront of any schools practice. As well as having the policies in place, it is paramount that anti-discriminatory practice is demonstrated in everything we do. As a member of the school te am it is my shared responsibility to ensure that anti-discriminatory practice is promoted. To promote anti discriminatory practice it’s important that all staff act as good role models. Children are very impressionable and replicating this ehaviour will teach children to respect one another. It is important to include the children in as much as you can and listen to what they have to say. You may need to differentiate or adapt the work so that all the children are given equal opportunities to complete it. All barriers need to be removed so that children can have full access to the curriculum. Children need to be recognized as unique and they all need to be treated as individuals. Our school council has set up a play buddies system at playtimes. This ensures that all the children can play together; no body is left out for any reason. This also gives the older children a sense of responsibility and they enjoy it. If I was to ever become aware of any victims of discrimination either in the class room or in the playground, I would make sure that it was dealt with promptly and efficiently. It is very serious and must not be ignored. This will hopefully prevent it from happening again and stop any discrimination from escalating and becoming a bigger problem. 2. 5 Explain how to challenge discrimination. Within my role as a Teaching Assistant there is a chance I will be required to challenge pupils over their behaviour because I feel it is potentially discriminatory. This must be done as soon as it is witnessed. Discriminatory behaviour must never be ignored and it is often common practice to record any incidences. A lot of the time children are unaware of the implications of a comment they might make. They could be mimicking what they have heard elsewhere and not mean to be insensitive. How you choose to challenge inappropriate behaviour will depend on the situation it occurred in and the age of the child but it is important to challenge effectively so there is less chance of it happening again. The following are useful to consider: †¢Talk to the child and make them aware of why, what they did or said was wrong †¢Depending on the age and ability of the child you could turn it into a game i. e. role play †¢Ensure you talk to the child at their level of understanding †¢Ask what actually happened, why it happened and how they would feel if it happened to them In an incident that occurred in my setting the named child I work with called another child ‘a nigger’. I didn’t witness the episode but it was reported straight to me. He was immediately removed from the situation and sent to the head teachers’ office. The Head and I explained in a sensitive manner, the seriousness of his comment. It turned out the comment is something he had overheard at home and he didn’t realise the offence it would cause. The child apologised personally to the other child and a letter was sent home to parents so that they could reiterate what we had said in school. Challenging discriminatory behaviour is important to ensure we create a learning environment that is free of discrimination. We need to show that we value differences. It also reinforces the policies and procedures that we have in place at school. In all instances it needs to be made clear that a child inappropriate behaviour or comments are not acceptable and that everyone in school deserves to be treated fairly and with respect. 3. 1 Explain what is meant by inclusion and inclusive practices Inclusion is about creating a secure, accepting, collaborating and stimulating school community in which everyone is valued and all the pupils can achieve their best. Inclusion involves making sure all children are given the opportunity to access all areas of the curriculum including out of school activities e. g. school trips. Everyone in school has an important role in promoting and supporting an inclusive culture. Everything we do, on a daily basis, is inclusive practice and there are three main elements to its success: †¢Attitudes – staff should have high expectations of all their pupils. The work set should be adjustable so that all pupils can be included. Diversity should be celebrated and valued, certainly not feared and all pupils should be encouraged to believe in the ‘I can’ attitude. †¢Skills – all staff should be equipped with the right skills, dependant on the child’s need, to enable them to provide an environment that welcomes all. †¢Resources all pupils should have access to the same range of resources. Some of the resources will be specific to pupils particular needs e. g. hearing aid, sound systems, mobility aids and it is important we know how to use these so all children can gain access to all aspects of school life. The child I work with has ADHD and doesn’t take kindly to any changes in his daily routine. If there is a sudden change he lashes out which means he needs to be removed from the classroom and therefore misses out on parts of his education. To overcome any potential problems we have now introduced a visual timetable on his desk so he can see exactly what he is doing and when. This minimizes any possible outbreaks and results in a smooth lesson. Other examples of inclusive practice in our school are things like introducing a physical aid for a pupil during PE. A child I used to work with had Dyspraxia, therefore struggled using certain PE equipment. Once I adapted the resources she could take full part in the lesson. We use thicker pencils for children who have difficulty with fine motor skills. Our school is also equipped with ramp access to the building and a disabled toilet. 3. 2 Identify barriers to children and young people’s participation A barrier to participation is anything that can hold back a child from being involved in any experiences a school has to offer. These could possibly include:

Slavery In Ancient Rome essays

Slavery In Ancient Rome essays During the time of slavery, if i was a slave i probably would've been able to use the many talents and skills to help the Romans in their pursuits.Of course i would have been sold to highest bidder and my destiny would be determined by my attributes and the needs of my new master.One of the major considerations,what if i didnt obey my master? what then The Origins of Slavery. Slavery began as it was commonly practiced throughout all Ancient history. However, as Rome became dependent upon slave labor and wars ceased, other methods of acquiring slaves became necessary.For example slaves were encouraged to have children in order to provide a continous supply of slaves to their master.Slaves were bought and sold in markets.Some slaves were captured in wars.The slave population was very large.So large it made up 30% of the population.Slavery started early and grew very fast due to the many wars and poor people. The Condition of Slavery.Slave men were often treated as part of the family and with trust and respect.For example some slaves were given many privileges, comforts and were treated better than most people would have imagined.Slaves worked on farms,buildings and businesses.Those that worked on farms produced the food and other materials on which the cities depended, slaves that worked in business managed the shops for absentee owners and those that worked on public buildings were working on the aqueduct systems, roads, and the arenas.Slaves that were given privileges was probably the best that could happen to them, even though the people depended on slaves for nearly everything they still treated them like slaves. Slavery Conditions Cont'd.Some Slaves rebelled.Those that did would do so by trying to run away and escape when they were caught they were branded with the word FUG(fugitivus) on his forehead.Of course when slaves did't do what their master ordered them to do, they were punished severely ...

Commercial Drivers License Guide New York, New Jersey, and Connecticut

Commercial Drivers License Guide New York, New Jersey, and Connecticut If you live in New York, New Jersey, or Connecticut, learn the guideline for getting your Commercial Driver’s License (CDL) below. For information regarding other states, TheJobNetwork has published a very comprehensive guide on how to apply for a CDL in all states. New YorkTo apply for a Commercial Driver License (CDL), you must have a New York state driver license (Class D, Class E, or Non-CDL C) or a valid CDL from another state.  When you apply for an original NYS CDL (Class A, B, or C) you must:Certify you have not held  a driver’s license in any state except New York or in the District of Columbia in the last 10 years orReport every state (or the District of Columbia) where you have held a driver’s license in the last 10 yearsProve your legal presence in the United StatesIf you are not U.S. citizen or a lawful permanent resident, your CLP or CDL document will have â€Å"NON-DOMICILED† printed on documents issued on it. The â€Å"TEMPORARY VISITO R† and the expiration date of your legal status documentation will continue to be displayed on the CLP and/or CDL document.The DMV will check for any open suspensions or revocations you may have in any state; your application will be rejected if you have an open suspension or revocation.What do I need to do to get a CDL?Obtain the New York State Commercial Driver’s Manual (CDL-10), which will have a section covering the type of CDL you need describing the classes, restrictions, and endorsements of CDLs.Apply for a CLP  at a DMV office. You must pass the written CDL test for your vehicle. There is $10.00  application fee, which allows you to take all written tests (knowledge and endorsement) required for your desired permit and license. There is a $40.00 fee to take the CDL road test (skills test), which you must pay before you can schedule your road test.Prepare for your road test and practice with a supervising driver who has a license valid to drive the commercial motor vehicle you use for practice.Schedule your road test using the Road Test Scheduling System; you must wait  at least 14 days from  being issued a CLP. If you do not pass the road test, you must pay $40.00 before you can schedule another road test.The following CDL restrictions may affect CLP holders taking a Skills Test in a vehicle without full airbrakes and/or a manual transmission:E- No Manual Transmission Equipped CMVL- No Airbrake Equipped CMVZ- No Full Airbrake Equipped CMV restrictionsIf the vehicle used for your skills test has:An automatic transmission, and CDL, and this is your first road test in a commercial motor vehicle (CMV), you will be given an E restriction.No form of airbrakes and this is your first road test in a CMV, you will be given an L restriction.Air over hydraulic brakes and this is your first road test in a CMV, you will be given a Z.If you have a CDL with an L restriction and you test in a vehicle with air over hydraulic brakes, you will be upgr aded from an L to a Z restriction.New JerseyCDL RequirementsBe at least 18 years oldHave a basic  New Jersey driver license  (Class D)Have 20/40 vision in each eye (with or without glasses)Be able to recognize the colors red, green, and amberBe physically fit.  Federal law requires commercial drivers to carry a medical examiner’s fitness statement at all times and renew it every two years.Application ProcessAfter preparing for the exam, you will   visit your local MVC Agency. You will be asked to:Pass the 6-Point ID VerificationPresent a Social Security card for an initial commercial permitPay $125 CDL permit fee (non-refundable)Take the CDL knowledge test and the CDL road test, as requiredNote: CDL applicants under 21 years old may only travel within New Jersey and may not receive HAZMAT or passenger endorsements.ExemptionsThe following do not need a CDL:  Taxi drivers (carrying less than eight passengers) and ride-sharing van driversFirefightersOperators of rescue or first-aid squad vehiclesFarmers hauling their own products and equipment within 150 miles of their farmsNon-civilian operators of military equipmentOperators of construction equipment not designed for operation on public roadsOperators of recreational vehicles, provided the vehicle is being operated only for personal useConnecticutThe Connecticut road test includes pre-trip inspection, an off-road course, and a road test.To  obtain a Connecticut CDL, you must  complete a written exam. The written exam is given on a walk-in basis at select DMV offices.  To prepare ,   study the  Connecticut Commercial Vehicle Operator’s Manual.You will need to bring the following items with you to the DMV office on your testing day:A CT driver’s licenseA  Social Security card or your most recent W-2 form.A physical examination dated within the last 2 years, reported on by a physician on an  Examination to Determine Physical Condition of Driver form  or a  Medical E xamination Report  (Form 649-F)A completed  Application for Commercial Driver’s License  (Form CDL R-229a).Printed confirmation of notice of self-certification with the DMV

Corporate Social Responsibility - example of a specific organization Essay

Corporate Social Responsibility - example of a specific organization that is building the future urban configuration of cities - Essay Example In Australia, air pollution costs are already very high. Human costs of health are estimated are approximately A$3 billion to A$5.3 billion each year with annual damages to materials, buildings, and property at between 3 and 5 billion Australian dollars, which is 1% of GDP (Ercoskun, 2012: p33). The biggest cause of pollution in the country is cars. Since most people in Australia do not use public transport and are reliant on their cars for transport, the country is among the highest polluter, per capita, in the world. Urban designs have a powerful impact on the quality of air, as well as exposing the population to pollutants. This results in most cities becoming unsustainable, both environmentally and economically. As pollution increases, living in these cities become worse. Most people in Australia have accepted driving to work over long distances and urban sprawl as a way of life. However, this may change because of the threat to supply of oil and increase in its price, enhancemen t of the greenhouse effect, and threat to their health because of poor quality of air (Gibson, 2011: p51). CSIRO has examined various alternatives in the evaluation of their capacity to reduce atmospheric pollution like emissions of greenhouse gases and energy consumption. In the past, similar inquiries have had their basis on subjective assessments concerning city planning and its impact on energy consumption and air quality. However, the magnitude order between various types of city structure has not undergone evaluation in many places, in the world. Integrated air-shed models, transport emissions, and land use that use advanced urban design software and spatial planning assisted researchers in the exploration of the effects that alternative transport, workplace, and residential structures could have on consumption of energy and urban air quality to 2011 (Gibson, 2011: p52). CSIRO examined six alternative future urban scenarios. The first was business as usual with extrapolation o f the current patterns to the future, which are dispersed, low density, and laissez faire. The second alternative was edge city with increased housing densities, population, and employment at elected nodes in the city, as well as increased investment that link edge cities via orbital freeways (Gibson, 2011: p55). The third alternative was corridor cities that focus on linear corridor growth that start from the CBD with support from upgraded public infrastructure. Fringe cities are the fourth alternative that involves additional growth that predominates on the city fringes. Finally, ultra cities involve additional growth that is predominant in provincial cities that lie within 100 km of the capital and are linked via high-speed trains. These urban configurations were applied by CSIRO to Melbourne City based on increased populations from 2.5 to 3.0 million by the year 2013 (Gibson, 2011: p56). Key assumptions in this included increment of residential density, a full uptake of controls of vehicle emissions, a varying ratio concerning private and public transport, and an increase in telecommuting, in specific industries. The results were dramatic in how they impact on quality of urban air. There are several worst-case scenarios identified by CSIRO. Photochemical smog can possibly decrease by 55%

Chinese Culture Research Paper Example | Topics and Well Written Essays - 4500 words

Chinese Culture - Research Paper Example If in case any individual in a group is having opinion mismatch with that of the group, then the individual is expected to suppress the thoughts without disturbing the group's activities. (Pratt, D. D.1991) Such a practice could also be viewed as forcing a common thought upon everybody. But this is their culture and they have been practicing it for quite long years. We have to say that they got used to it. Now, in the recent past a TV show called "Super girls" has been commenced and succeeded as well. It is a talent reality show which brings out the talents of an individual to the sight of everybody by giving them a suitable platform. Another interesting fact about this show is that, it is the public who judge the show. They vote for their favorite star of the show and thus the winner is selected. But it is been condemned by the commentators that the Super girls show is kindling the individualistic feeling amidst the collectivism practitioners. Many have started protesting against the show fearing that the show may disturb the Chinese culture. But on the other hand the public started enjoying the entertainment. They are glad to vote for their stars. (Ding, Y. 2008) China is a country which always value team success. Simply speaking, they follow collectivism. They give much importance to group thoughts than the individual opinion. This practice is strictly followed by them in the name of culture. Chinese people have not practiced direct election. But recently the situation has changed because of the Super Girl show in China. It is condemned by the analysts that this show has initiated amidst people individualism. Let us discuss whether the show is really spreading individualism among the Chinese youths. The Chinese culture -A History Change - has been the most prominent factor characterizing the world of today. Every second of our life is changed as discoveries and inventions galore the place we live on. This kind of transformation is not new to the least. It has been a constant factor; right from man finding fire to the scientific revolution, travelling from bullock-carts to modern cars, from eating anything to standardizing the meal we take, the world has almost seen everything. Each change in turn was diversified among several groups of people based on their idealistic values, the ethical principles they followed and their welfare corresponding to their geographical region. These diversified changes slowly developed as cultural behavior of that particular group. Then there came a point where all the diversifications attained saturation. In the end, instead of these changes governing the cultural behavior, it turned out the direct opposite way where cultural behavior dominates the changes. (Songhua, F, n. d) For now, the cycle has turned again. It's almost a revolutionizing act if a person does the direct opposite of what their culture intends them to do. Chinese culture gives the Chinese people their basic identity. They have certain core values which are exclusive and consistent, and these are fashioned by a tradition of four thousand years of history and maintained by the same language as well. Considered to be one of the oldest cultures, the Chinese culture has a vast and traditional history. Several groups of p

Environmental economics Essay Example for Free

Environmental economics Essay It is a familiar characteristic of city life; it is a type of large scale outdoor pollution. It consists of fog grossly contaminated by the product of the inefficient combustion of coal. Chemical reaction between pollutants derived from different sources primarily automobile exhaust and industrial emissions. For each city that exact causes of pollution may be different, depending on the geographical location, temperature, wind and weather factors, smog in its acute form occurs especially during the warm months of the year. Notable, air pollution disaster of this kind was recorded in December 1952 where London smog lasted in the acute stage for five days and overall for ten days. Casualties were among cattle and opera performance had to be stopped after the audience had no vision of the stage. More seriously though, it was estimated to have been directly responsible for an additional four thousand deaths. Specify the externalities/factors that have made this problem and the extent of the externalities involved, the impact and recent trends. In pure market economy resource allocation is the result of the decisions of consumers (households) and producers (firms) who seek to maximize the difference between benefit and incurred costs i. e. private benefit and private cost. But in the weakness of the market economy is that it may fail to take account of any additional benefit or cost which spill over from the original decisions. The cost or benefits additional to those which are the immediate concerns of the parties to a transaction are the spill-overs or externalities, they are not provided for directly in the market place. Due to activities of individuals or firms human based or naturally pollution occurs as a result of emitting too much of a substance to the environment so as to have harmful effects. Every time we breathe, we risk inhaling dangerous chemicals present in the atmosphere. These dangerous chemicals can be either in form of gases or particles and have diverse and numerous effects on human beings and the natural ecosystems. Because it is located in the atmosphere, air pollution is able to travel easily therefore making it a global problem and to a subject of cooperation and conflict. Emission of nitrogen oxide, carbon monoxide, sulphur dioxide, lead, suspended particulates and organic compounds that can evaporate and enter the atmosphere. Air pollution caused naturally includes forest fires, volcanic eruptions, wind erosion, pollen dispersal, evaporation of organic compounds and natural radio activity. This does not occur in abundance in particular locations. Most pollution is as a result of human activity. The biggest causes are the operation of fossil fuel: burning power plants and automobiles that combust fuel. These few factors are responsible for up to 90% of all air pollution in the United States alone. Other cities like Japan, China, Mexico and San Paulo have some of the most deadly pollution emission levels in the world. The world we are in is driven by fossil fuels, cars and other forms of transportation i. e. tracks, trains, aeroplanes e. t. c. run primarily on gasoline derived from oil. We can therefore say that some of the pollution issues that we face currently are directly related to the energy choice we have. Cooking, heating, lighting, e. . c. for homes, work places, industries using oil, coal and natural gas making us prone to pollution. Solutions to this problem begin with the logic of cost. This is where issues of renewable energy alternatives are suggested but corresponding arguments of greater energy efficiency and reliance on renewable energy is also advocated for. Some notable air pollution disasters are for example: the most publicized issues of second hand smoking. The smokers not only harm themselves but also others close by when they breathe this smoke. Industrial emissions did contribute to respiratory symptoms for several individuals and sixty deaths in Meuse area of Belgium in December 1930. In Danara, Pennsylvania, October 1948, twenty people died as a result of smog. This is a recurring problem that has seen world population mortality rate go up, low life expectancy e. t. c, this is due to diseases present in modern society and were not present 100 years go. Define using examples how policies to reduce this problem could be measured. Benefit management Policies set out to restrict smoking are important in attaining a healthy environment and individual. Policies to regulate smoking are in effect in some locations, but personal exposure should be motivated and limited wherever possible. However a combination of scientist, legislators, business leaders and individuals is a prerequisite for adherence and advocacy with a view to achieving a better environment. In this case therefore second hand smokers are protected especially in public places, this has therefore resulted to a decline in lung cancer, respiratory cases which would have cost the government and the unsuspecting persons a lot of money for treatment. On realizing the catastrophic effect of pollution and the environmental and personal costs associated with it, monitoring the air and environment campaign lead to: (i) Education in schools and universities where students begin at a very young age learning about the effects of pollution. They are taught and trained on management and conservation which carries in handy in the proceeding years of their life. (ii) Scientific groups have also been formulated as a result of government policies. These aim to study the environment with a view of coming up with solutions of encroaching problems and finding lasting and workable solutions (iii) legislative bodes have also contributed enormously by writing down laws that control emission. In this case therefore persons found violating the set laws is liable for prosecution. This makes industries oblige to avoid pollution and consequently revert to better and safer methods of production. (iv) Policies have also enabled the setting up of regulatory agencies e. g. united nations, the atmosphere management program to carry out environmental projects. They are bale to monitor, advocate and control the environment. These and much more are examples on policy formulated for better management and monitoring of the environment. As a result therefore emission of waste to minimized, controlled and checked. Dumping, waste disposal and waste management is carried out in a better way and thus reducing pollution levels. We also see that health cases and deaths are minimized, the government and individuals end up spending less for treatment in pollution related illnesses. The scenarios and beauty of landscapes, plants, etc is also retained. Measuring the cost of reducing the problem In conducting environmental sound economic analysis, we are required to determine the environmental and natural resource impact of the project or policy in question. In this case therefore it is the smog effect. It should also handle biological and social effects. One needs to measure the impact to determine the cost of solving it and this relies on the experts such as engineers, ecologists, agronomists, etc. We also put into consideration valuing the physical impact and relationship. Environmental impact can result in a miserable change in environmental quality. Estimating cost is generally easier than estimating benefits but it is not easy. One major problem derived from the fact that benefit cost analysis is forward looking and thus requires an estimate of what a particular strategy will cost which is more difficult than tracking down what an existing strategy does cost. Another fundamental problem disposed by collecting cost information when the availability of the information is controlled by a firm having an interest in the outcome.

The Triumph of Les Misérables Essay -- Les Misérables Miserables Essay

The Triumph of Les Misà ©rables    Les Misà ©rables (1862), a novel set in early nineteenth century France, presents a story of obsessions in honor, love, and duty, and through it redemption and salvation. It is the story of the poor Jean Valjean, condemned to an unfair amount of time in prison and a life on the run for stealing a loaf of bread for his starving family. The kind act of forgiveness from a Bishop with whom Jean Valjean stays one night, changes the course in which he chooses to live his life. Under a different identity, he becomes wealthy from a business he starts and later is elected mayor of the small town of Montreuil. He falls madly in love with Fantine, one of the workers in his factory. Because Fantine, one of the very poorest and most pitiful residents of Montreuil, has a child born out of wedlock, Jean Valjean as the respected mayor must keep his love for her a secret. When Fantine dies unexpectedly, Jean Valjean vows he will raise her daughter Cosette, and shield her from all the evils in the wo rld. Through all of this, Jean Valjean is being pursued by Javert, a policeman whose entire life has been dedicated to finding Jean Valjean. While running from Javert, Jean Valjean and Cosette find themselves in Paris in the middle of the 1832 Revolution. As Cosette matures, she falls in love with Marius, a young revolutionist. Despite the objections of Jean Valjean, Cosette continues to secretly visit Marius at night. During the revolution, Marius is injured badly and Jean Valjean, after finding a love note from Marius to Cosette, quickly comes to the rescue of the wounded gentleman. Eventually Jean Valjean and Marius' Grandfather consent to the wedding of Cosette and Marius. In this novel, "there is a point at which... ...'s anguishes with obsession, help him to more effectively relate his novel, Les Misà ©rables, to the reader. In the book's ending, Jean Valjean dies knowing he is happy, content and prepared for his death. His adoration for Cosette has left her loving him and satisfied with the life he has helped her create. Before Jean Valjean dies, he says to Cosette and Marius, "I die happy. Let me put my hands upon you dear beloved heads" (399). Like Jean Valjean, Javert's obsessions rule his life, but with negative intentions rather than positive ones. Once Javert realizes his obsessions are nothing but empty promises, he too is empty and chooses to end his life. Three of the main characters of the story, find that their perseverance and obsession to have the life they wish for ends triumphantly. Bibliography Hugo, Victor. Les Misà ©rables. New York: Fawcett Premier. 1997.

Baz Luhrmann’s Romeo and Juliet Essay

Being a virgin viewer of Baz Luhrmann’s Romeo and Juliet, I found myself dissatisfied as I began to see the famous balcony scene reveal itself on the courtyard floor. â€Å"Where is the barrier, the ‘stony limits’ that separates the lovers from each other?† I inquired. How could the most renowned scene of William Shakespeare’s most popular play be missing? I continued to watch in astonishment as the daring scene developed into a masterpiece. Baz Luhrmann and Franco Zeffirelli both achieved unique interpretations of William Shakespeare’s script which accomplish the chief goal of displaying the extremely passionate love between Romeo and Juliet. The movies were made twenty-nine years apart and had many specific and not so obvious differences between them including the setting, script, and camera work that are significant to accomplishing the two director’s diverse objectives for the films. The most noticeable difference found between the balcony scenes of the two movies is the different settings. There actually is a balcony in Luhrmann’s version, but it is much smaller and is only used for a brief instant in the scene. Romeo climbs to the top of the balcony in both versions, but in Luhrmann’s film, to his surprise, he finds an ugly nurse instead of the attractive Juliet. This comedic moment is essential for distracting the audience from their predictions. The Capulet mansions are both astounding and enormous but bestow different emotions. The mansion in Zeffirelli’s Romeo and Juliet is very castle-like with towering stone walls surrounded by trees, and a large balcony. This plain and simple appearance is important because the focus of the scene is on the two young lovers and the stony limits that separate them. Luhrmann’s film has a very luxurious and romantic looking set that captures the viewers’ attention from the start. The scene is more colorful with white sparkling lights, statues, ivy, and most importantly, a brightly lit up blue swimming pool. The water provides a perfect medium for Romeo and Juliet as they confess their love for each other. The water does not on ly serve symbolic importance but provides a modern obstacle between Romeo and Juliet that can be compared to the balcony. Although the viscous water acts as a barrier, the pool scene involves much more contact between the lovers than Zefferelli’s balcony scene. Light piano music fills the air instead of the louder rock music that is found throughout the film. In both versions, Juliet is clothed in all white, portraying her innocence. Zefferelli’s set resembles the setting William Shakespeare describes in his script, while Luhrmann modernizes the setting and translates script to appeal to today’s generations. Shakespeare wrote his plays in a Victorian language that is not especially familiar to most people today. Zefferelli was quite aware of this, but made very few adjustments to the script. His play targets people who already know the story of Romeo and Juliet. Zefferelli takes advantage of the opportunities film offers by using technology to create realism, background music, props, and backgrounds to aid in the comprehension of the balcony scene of this romantic tragedy. On the other hand, Baz Luhrmann cuts the original script from 190 lines to 100 lines. He also adds occasional words to enable a smooth flowing dialogue. He maintains Shakespeare’s Victorian language because of the ingenious poetry and rhythm it has that flows like music to one’s ears. Luhrmann eliminates a lot of the difficult and time-consuming language as well as lines that do not pertain to his modernized setting. For example, lines 70-182 of Act III, Scene II are eliminated, in which Juliet calls Romeo back then forgets why she did so. Luhrmann’s adjustments to the script allow for a more easy translation of Shakespeare’s language. In addition to the changes in the script, the scene can be comprehended strictly by viewing the moving picture due to the careful selection of costumes, the use of body language, the romantic setting, and the camera technique. The camera work during the balcony scene of both films is very strategically planed to give the viewers a much more personal experience than that of the stage. Zeffirelli’s scene makes use of the long balcony as the camera pans along it continuously, not allowing the eyes to rest. This keeps the viewers involved in the film while close ups are used to show the passionate emotions of the lovers. In Baz Luhrmann’s version of the scene, the camera is not as active as one might imagine. The scene begins with long shots and as it develops, the camera moves in to extreme close-ups to show every detail of the lovers’ expressions. The camera gives the viewers an intimate relationship as it moves slowly and more closely to the actors in contrast to the chaotic camera movement in other scenes. The quantity of editing used in Baz Luhrmann’s scene is significantly reduced when compared to the editing in other parts of his film. The editing pace goes from every couple seconds per shot to about twenty seconds per shot. The length of shots in Zeffirelli’s scene is even longer. Also, Zeffirelli’s scene uses slight high-angle shots on Juliet that gives the effect that Juliet is in a more superior position than Romeo. In Luhrmann’s film the lovers remain level with each other throughout most of the scene, giving a sense of equality. Both filming techniques used in the two versions were very effective in creating the close relationship between Romeo and Juliet as they reunite for the second time. The power and passion of love found within the balcony and pool scenes of the different films is one that leaves an everlasting impression in the hearts and minds of the viewers. Although interpreted very differently by two brilliant directors, the scenes both relay Shakespeare’s message. Baz Luhrmann did so in a way that transformed the play from Shakespearian times to the youth of the twentieth century. He used state of the art technology, familiar actors, a modernized setting, and adjustments to the actual script to translate Shakespeare’s play into modern times. On the other hand, Franco Zeffirelli attempted to make his film as much like Shakespeare’s play as possible. He used film to his advantage to provide a closer experience than that of the stage, but few changes to the actual script and setting were made. He wanted to reflect the play to the best of his ability to the screen. Baz Luhrmann’s objective was to bring Shakespeare’s Romeo and Juliet to the homes of people around the world. Both films were successful in achieving their goals, but were very unique because of the differences in the setting, script, and camera work. Works Cited â€Å"Imagery in Luhrmann’s Romeo + Juliet.† American Film Institute. 1 Feb. 2005 < http://www.fathom.com/course/28701907/session4.html>. Marks, Margaret. â€Å"Brand New Old Stuff.† 1 Feb. 2005 . Romeo and Juliet. Dir. Franco Zeffirelli. Perf. Olivia Hussey and Leonard Whiting. Paramount Pictures, 1968. William Shakespeare’s Romeo and Juliet. Dir. Baz Luhrmann. Perf. Leonardo DiCaprio and Claire Danes. Twentieth Century Fox, 1997.

Classroom Observation Essay

I did my observation at Horace Mann Elementary school 3nd grade classroom. When I entered the classroom, I felt very welcomed, Mrs. burns had all the students welcome me. It was a very colorful classroom covered with the children’s art work. The children seemed to feel very comfortable around each other; they all appeared to be communicating well. The goals of the children in the class room are to actively participate and understand the information taught. As I observed part of her math class, they were learning money. She gave them a worksheet to work on after she taught the lesson. As they were completing the worksheet she walked around to answer any questions and to make sure they were on task. Ten minutes later, children need to take a break on the underground,so Mrs. burns asked them to keep quiet and stand a line leave the classroom,in order to let them keep quiet,she got a idea,she took a rose and give it to who are being quiet ,then she asked that person pass this rose to another person which u think being quite,but at this time I found an interesting thing. A girl ,she didn’t pass the rose to a quiet person,she just passed it to her best friend,at first I didn’t know it ,but then there are some students began to complain about that,so I know she didn’t do it as teacher said,actually it correspond this age’s behaver,they are care more about friendship , the children are starting to not be as bossy and domineering. They do not like critism, and wishes to please others. They are sensitive about others feelings. However, they may be critical of themselves and become more of a perfectionist. The children are more cautious and withdrawn during this age. I asked Mrs. burns how she went about communicating with her students families and she told me she uses phone calls, email, and parents will sometimes send a note if he/she has any concerns. She gave me advice to always call from work and to never call from home. She said last year she had a bad experience where she used her house phone to call a parent, and after that the parent was constantly calling her house. Her curriculum was based on the California Standards. She showed me form, which was made from the CA Standards it gives you a weekly plan, and different activities to do Monday-Friday. A few of the activities included target skills of the week, like phonics, comprehension skills, and comprehension strategies.

What Are Good Questions to Ask in a College Interview

What Are Good Questions to Ask in a College Interview SAT / ACT Prep Online Guides and Tips College interviews are becoming increasingly common, especially among selective colleges. Manystudents go to interviews ready to answer questions but forget that it’s important to askinteresting questions as well. In this article, I’llestablish the basics ofhow to prepare for college interviews and explain what questions you should and shouldn’t askduring an interview, so you feel totally ready on the day of. About College Interviews A college interview provides the college with an opportunity to give you more information about the college and answer any of your questions about the school and the application process. Furthermore, the interview gives the school an opportunity to learn more about you, your interests, and how you’ll be able to contribute to the school. Very few colleges require an interview.Most large public universities don’t offer interviews because there are too many applicants.Typically, the colleges that offer interviews are very selective or private colleges.A few colleges that offer interviews include Columbia, Occidental, and Bates.Check a college’s website or contact the admission office to determine if interviews are offered and how to schedule one. Interviews can be on campus, usually with an admissions representative, or off campus near where you live, usually with a graduate of the college. If you have the optionto interview, you should do so.Interviewing shows the school that you’re genuinely interested in attending, and demonstrating interest can help your chances of gaining admission. Plus, the interview gives the school another opportunity to get to know you outside of what’s on your application. Don’t stress the interview too much. As long as you’re polite, attentive, and prepared, it should only help your chances of getting accepted. Live Life Happy/Flickr How to Prepare For an Interview Before your interview, research as much about the school as possible.Focus your research on why the school is a good match for you and your interests. You should have done a good amount of research before you decided to apply, so hopefully, this shouldn’t take much time. Your research before an interview should be mostly review and focusing on specifics about how the school fits your needs.For example, if you’re considering a specific major or program, you can research the course requirements, facilities, and professors. If you’re a singer who wants to be part of an acapella group in college, you can research the different acapella groups on campus. Most likely, at some point in the interview, you’ll be asked why you want to attend that school. If you’ve indicated that you want to pursue a specific major, you’ll be asked why. Your research should help you provide detailed responses.Use the school’s website, college finders, guidebooks, and search websites to help you learn about the school. Prepare questions to ask during the interview based on your research. Besides preparing questions for your interviewer, you should be ready to answer some typical interview questions. You can try to simulate the interview experience with a counselor, friend, or parent and practice answering these questions: Why do you want to attend the college? What can you contribute to the school? What are your strengths and weaknesses? What are your future goals? What is your favorite book and why? You may not be asked allof these questions, and you'll most likely be asked at least one question that you're not expecting. Be honest and thoughtful. You want to come off as conversational (not like you're reading from a script) butwell-prepared. On the day of your interview, make sureto dress professionally and be punctual. Dressing well and being on time show the interviewer that you're responsible and want to make a good impression. Feel free to rock a suit to your interview. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Why Should You Ask Questions During Your Interview? Asking questions shows your interest in the school and that you truly care about the college application and selection process. Ideally, it alsodemonstrates that you’re engaged and have been attentively listening to what the interviewer has been saying throughout the interview. Good Questions to Ask a College Interviewer Remember that your questions should demonstrate thought, that you’ve done your research, and that you’ve been listening to the interviewer.There are three major types of questions to ask: research-based questions, personal questions to the interviewer, and questions based on information the interviewer revealed during the interview. Good Research-Based Questions There are a ton of good research-based questions. Keep your questions focused, and make sure that they coincide with your interests. Prepare these questions in advance. Because you’ll be answering questions for the majority of the interview, you only need to prepare a few questions. Avoid asking questions that have answers that can be easily obtained with simple research. Here are a couple of hypothetical examples of good research-based questions: I would love to take advantage of the opportunities you offer for students to study in China, but I’m wondering if I’ll be able to do so if I’m on the volleyball team. Are there student-athletes who study abroad given the time commitments they have to make to their sport? I’m very interested in the internship program you have for journalism students. Do you know about specific internships students have gotten and how those internships have helped students academically or on their career paths? Good Personal Questions These are questions in which you ask for your interviewer’s perspective or opinion. Personal questions can be great questions because your interviewer is likely to want to provide guidance, and many people enjoy talking about themselves. Here are a couple of good personal questionsto ask your college interviewer: What advice would you have for me as an incoming freshman? What do you wish you would have known as an incoming freshman? I read about (insert popular on-campus event or tradition). Have you participated? What’s it like? This last type of question is good because it shows you’ve done your research and people tend to like to talk nostalgically of their college experience. Good Questions Showing You’ve Been Listening You can’t really prepare for these types of questions, but they’re good to ask because they show that you’re engaged, interested, and paying attention. If you can ask a question based on something the interviewer has told you during the interview, go for it.For example, if the interviewer discusses a tutoring program, you can ask the interviewer if he was involved in it, or you can ask for more details about how the program works. B Rosen/Flickr What You Shouldn't Ask There are some topics you should avoid asking about during your interview. Don’t ask about your chances of gaining admission.Definitely, don’t ask about whether you’ll get in. You may be seen as presumptuous, and your interviewer may not even be qualified to give you an honest answer. Often, interviewers are current students or alumni who haven’t seen your application, and other than what they report back to the school about the interview, they have no say on admissions decisions. Don't ask too many non-academic questions.Focus most of your questions on academics.While it’s perfectly acceptable to ask about campus life and extracurricular activities, remember that you’re primarily in college to study and learn. If the majority of your questions are about parties or sports, you may not be seen as a serious student. Don’t ask about any information that can be easily obtained from the college website or basic research.If you ask an interviewer where the school is located or if they have a certain major, you’re showing that you’ve spent little time preparing. Don’t ask about rankings or anything like â€Å"What’s your best department?†While colleges like to tout their rankings on their websites or in their brochures, your interview is not a good time to discuss them. Remember that the interviewer is trying to learn about you and determine your fit for that school. You don’t want to come across as being overly concerned with reputation or rankings. Also, the interviewer will be hesitant to say that any program or major is the best because she will be hesitant to imply that any program is worse or not as good. Keep your questions formal and professional.If your interviewer is a current student or alum, you can ask about her experience at the school and why she chose that particular college. However, don’t ask anything too personal. Your questions should be about topics that would be appropriate to discuss with a teacher or boss. Final Advice Do some research to prepare for your interview. Asking good questions is an excellent way to show you’re interested in the school and engaged. You can bring in your questions written down in case you forget one of your questions. However, most of the interview should just be a conversation. You don’t want to come off like you’ve tried to memorize everything you’re saying. If you’re worried about your interview, you can try to practice with a parent, teacher, counselor, or friend.If the person you practice with isn’t knowledgeable about the interview process, you can practice answering the common interview questions.Similarly, if you’re wondering if your prepared questions are good, ask one of your teachers or your counselor. Check out our guide to the best tools to help you prepare for your interview, including a notebook towrite your questions in. What's Next? To help learn more about different colleges and make the college selection process easier, consider going on college tours. If you need to improve your grades to strengthen your application, check out this article about how to get a 4.0 GPA. Finally, if you're working on your college applications, make sure you know how to write a great college essay. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Dont believe these 4 money saving myths

Dont believe these 4 money saving myths When we think of money and our grand financial plans- both short-term and long-term- we tend to cling to those old, time-tested maxims about saving money that we’ve heard over and over again, starting from when we were young and filling up our first piggy banks. We assume that most of these maxims are true- after all, they’ve withstood the test of time and if we hear something enough times from enough people we tend to accept them at face value. But†¦have you ever stopped and thought about whether or not these money-saving notions are actually true, or still hold up in today’s economy? Let’s take a closer look at some common money saving myths, and see if they still hold up.1. Debt is bad.Who hasn’t been told early on by someone in a trusted position that â€Å"debt is bad† and that we should always strive to live a life of total economic freedom, unshackled by the evil forces of debt, which only serves to cripple us financially. If this was something you simply accepted as true- think again.Responsible debt, which means borrowing money or utilizing credit within a range that makes realistic financial sense for you and your economic situation, is actually an effective way to establish a good credit history, and lets you build sound long-term financial habits and behaviors. Getting comfortable assuming debt, which can help you build your abilities with handling maintaining regular repayment schedules and understanding interest rates and other key financial terms, can really help set you up for responsibly handling future loans, purchases, and investments.2. Buying cheaper is smarter.Lots of us are guilty of this one- when considering a purchase we research a wide range of options at various prices and convince ourselves that the cheapest option is the most financially responsible choice. After all, we’re saving money, aren’t we? Well†¦maybe not.The truth is, it’s only sometimes true that pu rchasing the cheapest option is the smart approach. Why? Because it’s often true that cheaper isn’t better and you’ll wind up spending more money in the long run on replacements for the cheaper item when it breaks vs. buying the more expensive, higher quality item that lasts first.3. Owning is better than renting.This notion is about as old as the first mortgage and as pervasive as it gets†¦but is it true? Like many things in life, this isn’t so black and white, and the actual answer is†¦maybe.The truth is, it depends on your situation. While it’s often true that using your money towards paying a mortgage and owning property is a smart move when compared to paying rent to help someone else who owns the property, you have to keep in mind that owning property comes with many additional expenses, including property tax, land tax, and maintenance and upkeep fees, which renters often don’t have to worry about. So, depending on your fina ncial situation and resources, buying a house may also be buying you a set of financial concerns that you may not be ready to take on.Furthermore, the terms of a mortgage can vary wildly, and as we’ve seen during the recent mortgage crisis and housing bubble, depending on your mortgage things can get financially risky fast. The bottom line: it’s in your best interest to take a full, in-depth financial inventory before determining if buying or renting make sense for you right now.4. You don’t have to save money until I’m older.Many younger people fall prey to this notion, that they have plenty of time in the future to start worrying about saving money and being financially responsible. After all, isn’t it the privilege of youth to be carefree and irresponsible, and worry about the important stuff like money when they’re older?It might not surprise you that this is an extremely shortsighted and foolhardy approach to money saving. The truth is, it’s never too soon to start saving money and developing sound financial habits. Furthermore, once you get into the mindset that you can put something off until later, it only gets easier to keep operating under this principle, and later can quickly become too late.The truth revealedOkay, so now you know the truth- some of those old money-saving myths we’ve all been told may or may not hold up for you, depending on your current financial situation and short- and long-term financial goals. That said, make sure to always take stock of your current financial situation and outlook when making any serious financial decision, and if you can consult with a financial expert, even better. Good luck!

Shift from Service-Oriented to Outcome Oriented Healthcare Coursework

Shift from Service-Oriented to Outcome Oriented Healthcare - Coursework Example This coursework discusses the literature review for the future study as well as describes it's problem statement. This research, that the researcher aims to study will respond to two questions that related to the efficiency of health care service provision in the US. First, the research will answer the question on what are the impacts on shifting from service oriented to outcome-oriented approach, and secondly, on what are the best strategies that will facilitate this shift in healthcare service management. The managements that are used today within health facilities are entangled in a battle as they evaluate the best possible approach to improve the quality and quantity of healthcare within the organizations. However, it is clear for the researcher that a wide range of organizations have focused primary on increasing their service delivery while ignoring the outcomes that such strategies achieve. In view of this problem, the researcher presents opinions written by a number of schola rs who have pointed out that measuring services is an inefficient way of assessing healthcare achievements. Essentially, there is need to move towards outcome-oriented healthcare systems to ensure that organizations can be credit their performance on their achievements rather than the services they offer. In addition, the researcher also states that there is evidence that the health outcomes within majority of the US health facilities are dissatisfying. Quality service has yet to be achieved and access to health is still an issue of concern.