Financial Group Work 1 Coursework Example | Topics and Well Written Essays - 750 words

Research on Meth Addiction Paper Example | Topics and Well Written Essays - 1000 words

On Meth Addiction - Research Paper Example There were endeavors to control them through guideline through the Food and Drug Administration just as by law requirement. Be that as it may, these illegal medications are as yet a piece of our general public, frequently having comorbidity with different parts of wrongdoing, which upsets our general public. Methamphetamine is a very amazing opiate. It has different methods of being ingested into the body. In some cases, it is infused using hypodermic needles, while different occasions it is grunted or smoked. Normally, grunting will have the speediest impact on the body because of the way that methamphetamine is lipid solvent, which implies it can associate past the blood mind hindrance quicker than some other course of organization. It was and still is the reason for some issues according to sedate maltreatment in our general public. It subjugates the client through ground-breaking substance sedate reliance. This works since it changes the mind on a key level. Freud was one of the primary therapists to state that people work on a joy guideline. This compensating pathway in the mind is known as the dopaminergenic reward pathway. Dopamine is one of the essential compensating synapses in the cerebrum and is liable for controlling numerous activities, for example, hunger, sex, and so forth. Methamphetamine influences this framework by causing a huge increment in the measure of dopamine. This is the reason tranquilize clients feel such a high euphoric impact. The withdrawal impacts of methamphetamine are likewise very upsetting. Consequently, tranquilize clients self-regulate a greater amount of the medication so as to not â€Å"crash†. Therefore, they become synthetically dependent. This happens because of the way that the cerebrum reworks itself and doesn't emit dopamine in the ordinary measures of an individual who doesn't utilize methamphetamine. Methamphetamine clients remark that while they are not utilizing the medication that there is an absence of feeling and everything appears to be dark. This is an essential inspiration in urging the client to keep utilizing the medication because of physiological reaction. This physiological reaction is the thing that drives the mental and social reaction. It works in the two different ways of old style and operant molding. Medication clients discover that with the medication they will encounter a condition of rapture. Therefore, they create the physiological reliance to the medication, however they likewise build up a mental dependence. This thus energizes different parts of wrongdoing. Methamphetamine is basic in every single social class, anyway it influences the lower classes the most. Frequently, a significant number of these lower class residents don't have an excess salary so as to fuel their illicit drug use. Therefore, they go to other crimes so as to flexibly the salary required to fuel their propensity. This presentation to the medication frequently additionally causes issues am ong families. Methamphetamine can destroy families and frequently abandons youngsters with guardians bars. Prostitution is likewise basic for sedate clients in that they can accept methamphetamine as insurance for sexual favors. The symptoms of the utilization of methamphetamine are wide and shifted. The way that methamphetamine is an energizer implies that it advance a wide assortment of tension and â€Å"twitchy† conduct. It can prompt mindfulness issues just as shortfalls in intellectual capacity and memory. As talked about beforehand, the dopaminergic reward framework is profoundly invigorated when methamphetamine is in the framework and that drawn out use can prompt dopamine shortage. This puts high, interminable methamphetamine use

Fiscal Policy

Fiscal Policy Fiscal Policy Home›Economics Posts›Fiscal Policy Economics PostsEconomic crises are not a new phenomenon in both the local and international scene. From the time of the great depression that ensued following the Second World War to recent recessions, governments have found themselves in the verge of deterioration following a looming economic predicament. Such times have prompted a need to make sound economic decisions to offer a lasting solution though many a times the remedy has always been a short-lived one. A government will embark on several strategies to alleviate such conditions. The well known tactic is the fiscal policy. This is the use of government expenditure, taxation and borrowing to manipulate both the pattern of economic activity and also the level and augmentation of aggregate demand, productivity and employment.There are two approaches to the fiscal policy- the Keynesian and the monetary system approaches. This essay focuses on a Keynesian Economist approach to stimulate the economy of a country in the dawn of an economic recession. The Keynesian school argues that fiscal policy operates best when the economy is operating below full capacity national production and where there is a need for the provision of a demand-stimulus to the economy. In that regard, there is a clear and justified role of the government in improving the economy (Riley 1).Some stimulation strategies are better than others are because in addition to improving the economy, they also aid in achieving extra strategic goals. This is exclusively true of transportation investments. They result to durable facilities that have great, long-term leverage effect (O’ Fallon 23). Transport investments are generally of two types-highway expansion and multi-modal improvements. However, of the two, the latter is more beneficial than its counterpart is. A fiscal policy embarking on improvement of multi-modal systems of transports focuses on several areas. Spending is mainstreamed to road maintenance, walking, cycling and public transit improvements. These investments have a number of far reaching impacts in terms of land use, transport and economy (Litman 3).In terms of land use, it will lead to more development within existing urban areas or new transit oriented suburban. In the case of transport, this shrewd investment will result to less automobile ownership and use, lower traffic speeds, more walking, cycling and transit travel and less per capita congestion delays since residents will travel less during peak periods. In terms of the economy, investment in multi-modal improvement will lower transport and fuel per capita expenditures, reduced road and parking requirements (Nelson et al. 12). Above all, it will lead to improved physical fitness and health. Therefore, the government has every reason to spend on public transport as that will contribute to a holistic growth by creating jobs in the transport sector and increasing health and environmental benefits to its citizens.

Famine, Affluence and Morality by Pete Singer - 1045 Words

In the article, â€Å"Famine, Affluence, and Morality†, Pete Singer, a Utilitarian, argues that citizens in affluent countries such as the United States have a moral obligation to give up as much as they can for famine relief. Singer’s contention in his article is that the way we morally conduct ourselves ought to be reappraised. (Singer, 230). I Singer’s argument, and in this paper, I will examine the distinction between duty and charity, compare both deontological and consequential theories of ethics, and address Immanuel Kant and Pete Singer’s similarities and their utilitarian resolution to such problems. I will conclude how we have a moral duty to relieve suffering in the world, and why it is wrong if we abstain from our moral obligation. In his article, Famine, Affluence, and Morality, Singer tries to emphasize the importance of helping those in need. He believes that if it is in our power to prevent something bad from happening without sacrificing anything else of moral importance then we have a moral obligation to do it. (Singer, 231). By this, Singer means that each and every one of us has the power to prevent the terrible things that negatively affects the world. For example, if we are in a situation where we have the ability to prevent something morally wrong from happening but we let it pass by, he describes this as not just laziness but moral wrongdoing. Singer argues if you come across a child who is drowning and it is easy to wade in and rescue the child but byShow MoreRelatedWe Should Set Limits On Moral Obligation1398 Words   |  6 PagesIan Parker discusses a personal story of a man named Zell Kravinsky that had given almost his entire fortune and kidney under moral obligation. The â€Å"big questionâ €  that will be evaluated in this paper is there important limits to how much do-gooding morality can ask of us? If so, how much can it ask of us to sacrifice for others? This question had placed great influence on Zell Kravinsky story and it is important we evaluate his arguments for moral obligation can ask of us. In this essay I intend to

An Inhabitant Of Carcosa By Ambrose Bierce - 914 Words

In one of Ambrose Bierce s short story, An Inhabitant of Carcosa, an unknown narrator recalls his experience on traveling across an unfamiliar wilderness. How does he learn through it with his sense of perception or consciousness? Who is the narrator and why does he narrate his journey into or out of an unknown reality? These questions manipulate the reader that limits our human senses and perception when this narrator does not know what things he has seen or heard. The short section on page 58 describes the narrator s journey to a full extent because the narration contains imagery and meaningful symbols/motifs that would help us understand the prose that emphasizes the mystery behind the narrator s self-realization. Throughout the narrator s journey, he has nowhere to go in the wilderness because he felt a sense of exhilaration and vigor altogether unknown to me- a feeling of mental and physical exaltation (58). The narrator recalls his experience through the wilderness as mysteriou s and unsettling in which he encounters strange illusions or sounds he has not seen nor heard. At first, he observes the wilderness as a land of doom filled with cold air, and he does not hear any natural sounds of animals or people from within. Also, he becomes more doubtful about the wilderness as more silence breaks into the story further. Along the way, the narrator tries to relax his thoughts because his senses seemed all alert and he could feel the air as a ponderous

Who or What Is Responsible for the Downfall of Macbeth Free Essays

â€Å"Who or what is responsible for the downfall of Macbeth† â€Å"For brave Macbeth–well he deserves that name– Disdaining fortune, with his brandish’d steel, Which smoked with bloody execution, Like valour’s minion carved out his passage Till he faced the slave; Which ne’er shook hands, nor bade farewell to him,Till he unseam’d him from the nave to the chaps,And fix’d his head upon our battlements. † – Act 1 scene II â€Å"The tragedy of Macbeth† is one of William Shakespeare’s most famous plays about a man who murders his king and continues to commit other acts of villainy to secure his position of power. The broad spectrum for the downfall of Macbeth would include the three witches, Lady Macbeth and who else but Macbeth himself. We will write a custom essay sample on Who or What Is Responsible for the Downfall of Macbeth or any similar topic only for you Order Now For it is his own ambitious nature, insecurity and fear that drives him into creating his own ruination. Our first impression of the character Macbeth is through the words of others, the wounded sergeant who praises him for his valor. This is followed by Duncan’s words of praise as he refers to him as â€Å"O valiant cousin! worthy gentleman! †. However these heroic accolades do not seem to last long as our perception of his character is tainted after his meeting with the witches. Macbeth is shown to be entranced by the prophecies made by the witches and moves through a dreamlike state and seems to be â€Å"possessed† or in a trance (whether it being literal or simply an act of his own doubts this is debatable). Some may see Macbeth simply as a puppet being controlled by supernatural forces as he is twice described to be â€Å"rapt† and be quick to blame his downfall on a twisted turn of fate, or inedibility. Though the witches are held responsible for the initial inception of the idea, judging that Macbeth is one of sound mind and body, he should be strong willed enough to be able to resist temptations. In fact his inability to do so, is further echoed in our hearts by the comparison between his and Banquo’s reaction. After the second prophecy becomes true, Macbeth’s first thoughts turn to murder. He demonstrates his terror at having these thoughts and â€Å"horrible imaginings† enter his mind, with his heart â€Å"knocking at his ribs†. From this e can gather that Macbeth would have originally possessed the ambitious murderous nature that proceeds to take over, giving the readers a glimpse at his â€Å"darker side†. His earlier thoughts of betrayal can also be seen from his reaction to Duncan naming Malcom his successor. â€Å"Stars, hide your fires; / Let not light see my black and deep desires: / The eye wink at the hand! yet let that be, /† M acbeth is disappointed in Duncan’s choice and once again thinks about murder to gain kingship, a clear example of how his ambition begins to brew within him. Though Macbeth is ultimately responsible for his own tragedy, Shakespeare paints the roles of women in the play as evil, manipulative and ambitious, even going far enough to push past traditional female virtues to create characters that enrich the plot. Exploring the relationship between gender, masculinity and power, bringing in ideals of bravery, power, violence and force of will. A correlation between manhood and displays of violence and cruelty is also heavily implied by the characters. Throughout the play Lady Macbeth is seen as a frighteningly manipulative woman, as she constantly emasculates her husband. Knowing of his desperation to prove his manliness, she calls him a coward and insults his manliness, Macbeth falls a dumb victim to this manipulation. Many argue that since Shakespeare’s treatment of women is misogynistic, the women of this play must be held responsible as it is heavily implied that women are the cause for the bloody action of this play, however this is not the case. Both Macbeth and Lady Macbeth are the heart of the play, as it is only through their ambitious nature which drives the bloody motion in the play forward. However later on in the play, Macbeth is shown to act more willfully, shown by his improvisations on the morning of Duncan’s murder, his decision to murder Banquo and Fleance, his decision to kill Macduff’s wife and child and even acts indifferently to the news of his wife’s death. He begins to gradually isolate himself from his wife, clearly indicating how he has cut all ties with Lady Macbeth as his lust for kingship takes over and consumes him, once again acting upon his own free will. Though a man of unspeakable evil, Macbeth differs from the traditional Shakespearean villain as he is unable to completely conquer his feelings of guilt and self doubt, enabling a much more complex emotional turmoil, displaying the dramatic collapse from what he was to what he became. Throughout the play, Shakespeare brings out the ambivalent personality of Macbeth (this being particularly obvious in the early stages after certain encounters with women) as blind ambition obliterates his earlier attributes as he comes out as a tyrant. His ambitious nature has clearly lead to ill effects upon himself, as he becomes tempted with these ideals and becomes a tyrant. Throughout the play, Macbeth’s dialogue and actions showcase his overwhelming guilt (appearing in physical forms of apparitions and hallucinations). Demonstrating that Macbeth is fully aware of his wrongdoings and understands that his actions are corrupt. Despite the guilt that is driving him insane, Macbeth makes no effort in stopping his wrongdoings. â€Å"All causes shall give way:/ I am in blood Stepp’d in so far that, /should I wade no more, /Returning were as tedious as go o’er†/. Bringing out his underlying characteristics within his personality, allowing to readers to understand that his subsequent acts of murder are motivated by his fear and insecurity over loosing his kingship and of the discovery of his crimes. Macbeth demonstrates that he has a conscious and knows his thoughts are immoral and evil, â€Å"My thought, whose murder yet is but fantastical, / Shakes so my single state of man that function / Is smother’d in surmise; and nothing is / But what is not†. In spite of all of these , Macbeth makes no attempt to repent or reverse his situation and is therefore responsible for his own tragedy. In conclusion, Macbeth himself is responsible for his own downfall for several reasons. Though the witches’ predictions are responsible for initiating his downward spiral, Macbeth was the one who first thought about killing Duncan. Lady Macbeth’s ruthless ambition and manipulative nature influenced his thoughts, however it was Macbeth that allowed his wife to gain so much control over him, allowing her influence and putting power into her hands (though eventually cutting all ties with her and acting out of his own evilness). His ruthless ambition drives him to violence, his insecurities about his masculinity allows him to be manipulated and his lack of courage stops him from trying to reverse or resist his own tragedy. That is why, Macbeth must be solely responsible for his downfall. â€Å"Out, out, brief candle! / Life’s but a walking shadow, a poor player,/That struts and frets his hour upon the stage, / And then is heard no more. / It is a tale /Told by an idiot, / full of sound and fury,? Signifying nothing. /† – Act V, scene V How to cite Who or What Is Responsible for the Downfall of Macbeth, Essay examples

Logic and Correct Answer Essay Example

Logic and Correct Answer Essay The most direct way to gather objective information about children is to observe them in the course of their everyday lives and record what happens. Since the presence of a stranger (that is, the researcher) is likely to be intrusive in many situations, the ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? a parent or teacher, for example. (Michael Cole and Sheila R. Cole, The Development of Children) | | Selected Answer:|   Ã‚   The ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? parent or teacher, for example. | Correct Answer:|   Ã‚   The ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? a parent or teacher, for example. | | Question 2 | 3 out of 3 points    | | Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. Whole milk consumed in large quantities can rai se blood cholesterol levels and contribute to heart disease. Studies have indicated a connection between the sugars in milk and ovarian cancer. The proteins in cows milk can cause the body to develop antibodies that can lead to diabetes, and in a fourth of the population milk causes bloating, flatulence, and sometimes diarrhea. (Jane Brody, Debate over Milk: Time to Look at the Facts) | | | | | Selected Answer:|   Ã‚   Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. | Correct Answer:|   Ã‚   Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. | | | | | Question 3 | 3 out of 3 points    | | The significance of meat eating for future human evolution was enormous. We will write a custom essay sample on Logic and Correct Answer specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Logic and Correct Answer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Logic and Correct Answer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

The Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour Essays

The Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour Essays The Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour Paper The Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour Paper Essay Topic: Play The play `Volpone; written by Ben Jonson in 1606 centres itself around a conflict between moral purpose. The play itself contains so many un-likable characters that it is difficult at first to see how everyone can receive their just desserts as befitting of Jacobean drama. Does this play however have a final moral direction? At the end of the play; all concerned are judged by one means or another. However the punishments arguably do not fit the crimes and so therefore can we say that the play has a moral purpose? The play itself begins with Volpone seemingly unable to simply enjoy his wealth and prosperity. He and his servant Mosca have a plan already formed to increase Volpones wealth by pretending that he is dying in order to draw forth various prospective heirs. Who in their avaricious aspirations will bring Volpone gifts. `Now, now my clients / Begin their visitation! Vulture, kite, / Raven, and gor crow, all my birds of prey. (Volpone, Act I, Sc 2, ln 87-89, Norton 7th Edition.) Immediately we have a scene which should be quite settled, yet it is not. Each of the `harpies {Volpone, Act I Sc 2 ln 122) refers to one of Volpones potential heirs. They are like birds of prey waiting to swoop on the corpse. (Peck And Coyle, Practical Criticism, pp 185.) Throughout the first Act we are introduced to all four scavengers. Voltore, the vulture; Corbaccio, the raven; Corvino, the crow and Lady Politic Would-Be, the kite. It takes us until Act II to meet anyone who possesses any morality whatsoever. This we have in the form of the unfortunate Celia. She is wife to the jealous Corvino who compares himself to `the Pantalone di Bisognosi (Volpone Act II sc 3 ln 7.) This was a man `in perpetual fear of being cuckolded (Norton 7th Edition footnote pp1332.) However `Did eer man haste so for his horns? (Volpone, Act III Sc 7 Ln 4 Norton 7th Edition) In his greed Corvino attempts to force his own wife to have intercourse with Volpone in order that he will then become his heir. This goes beyond simple immorality. It shows the mental state of the main characters and their ideology that everything (including those they are supposed to love) is there for them to possess. Jonson shows us the way in which avarice has begun to consume the lives of the main characters thus `emphasizing that the plays stance on greed is a didactic one, intended to teach the audience what greeds real consequences are. (sparknotes.com/drama/volpone/themes.html) However, let us consider the fourth act trial. This is where morality meets immorality in court over Volpones attempted rape of Celia; (only prevented by Corbaccios son Bonario who is disinherited by his father.) The trial `starts with justice and concludes with a perversion of it. (The Double Plot In Volpone, Barish, Modern Philology.) Here immorality triumphs; albeit not for very long as we see in the final act; yet the message conveyed to the audience is that it is possible for these characters evade punishment for their despicable actions. Why is it then that Jonson has another trial sequence in Act V in which to finally punish the immoral and reward the virtuous? What moral purpose does it serve to see Celia and Bonario punished while the `animalia (sparknotes.com/drama/volpone/themes.html) of fox, fly, vulture, raven, crow and kite are free to continue with their own avaricious purposes? We must remember that it is not the greed of Corbaccio, Corvino and Voltore that bring about their own downfall; it is that of Mosca and the stupidity of Volpone that construct this. It is Moscas greed and lust for power that leads to the downfall of all as he becomes Volpones heir and when pronouncing Volpone dead, becomes the lord and master. It is in his greed that he will not relinquish his power. To a certain extent; has he not earned this power? Mosca `the parasite (Volpone Act V Sc 12 Ln 107 Norton 7th Edition); has been the most cunning of all and played on the sinful nature of the wealthy to feed his own designs for prosperity. He is willing however, to share with Volpone; it is this transaction that forces Mosca to attempt to seize control of all Volpones wealth as oppose to the half which he desires. In order to answer the question does the play Volpone have a moral purpose ; we need to consider the conclusion. All punishment is distributed at the very end of the play. Mosca is deemed to be `the chiefest minister, if not plotter, / In all these lewd impostures; and now, lastly, / Have with your impudence abused the court, / And habit of a gentleman of Venice, / Being of no birth or blood: / For which our sentence is, first, thou be whipped; / Then live perpetual prisoner in our galleys. (Volpone Act V Sc 12 Ln 108 114 Norton 7th Edition.) His greatest crime appears to be that he has impersonated a gentleman when he is not one. `Moscas sentence is most severe because of his class (Norton 7th Edition footnote no.6 pp1392) Volpone is not punished in the same way as he is a gentleman. However he is led away to the prisons of Venice until he is `sick and lame indeed (Volpone At V Sc12 Ln 124.) However if we take a look at the footnotes in the Norton Anthology we are told that `the dungeons of Venice were reputed to be the most horrible in Europe, neither Mosca or Volpone is long for this world. (Norton 7th Edition footnote no. 8 pp 1392.) Our two main characters have virtually been sentenced to death for their crimes. Consider their fates against those of Corbaccio and Corvino. Corbaccio attempts to disinherit his son in his greed for Volpones wealth, destroys his family, nearly has his son sent to prison with Celia. Corbaccios punishment is to surrender his wealth to his son and live in a monastery. Corvino, who agreed to the very near rape of his own wife, is sent to the pillory and his wife is returned to her father. A reasonably light punishment for the most immoral man of them all. On the surface the play does have a moral purpose in the sense that all immoral characters are punished and the moral characters are rewarded. As we are told at the end of the play `Mischiefs feed / Like beasts, till they be fat, and then they bleed. (Volpone Act V Sc 12 Ln 150 151 Norton 7th Edition.) Is it not true that apart from his attempted rape of Celia, he has really only acted on the greed of others; immorality that was already present. Yet Volpone is virtually sentenced to death whilst Corvino the man who would have allowed his wife to be raped by this man simply has to spend a little time in the pillory. Celia herself who has been through the biggest trial of all receives her freedom as her compensation. Her dowry money is trebled when she is returned to her father yet she would not be the one to use it. Bonario by comparison receives the entirety of his fathers wealth. This is of course, a mere reflection on social ideology of the period. Women would have been second rate citizens without question. However it does illustrate that although the moral purpose in Volpone is apparent in the traditional way that the play ends ie the moral prosper, the immoral do not; it is done to a questionable extent. The punishments given out undermine true morality, certainly biblical morality a sin is a sin in any guise and the conventional morality we have now. There may have been a moral purpose to the play; yet there is no moral relevance to today.

Internet Initialisms

Internet Initialisms Internet Initialisms Internet Initialisms By Maeve Maddox Although I’ve adopted a few initialisms such as BTW, LOL, and IMHO in my own informal writing, I’m mostly ignorant of the alphabet soup current on Twitter and other social media sites. When a reader recently introduced me to the combination DRTL, I realized that this new language represents not just a kind of shorthand, but also a new philosophy of written language. This particular construct, DRTL, seems to me to symbolize the new philosophy: DRTL = Didn’t Read, Too Long. Note: A more common version of DRTL is TLDR or tl;dr, meaning too long; didnt read. Strings of commonly understood letter combinations such as FYI (For your information), TGIF (Thank God it’s Friday), and ASAP (As soon as possible) pre-date the Internet, of course, but they never occurred in the profusion that exists now. Readers who share my lack of currency in Abbreviation-Speak may find the following list useful. AFAIK: As far as I know AIUI: As I understand it BTDT: Been there, Done that BTW: By the way F2F: Face to face FOAF: Friend of a friend FWIW: For What it’s worth GAL: Get a life GIGO: Garbage In, Garbage Out HTH: Hope that helps IANAL: I am not a lawyer ICYMI: In case you missed it IIRC: If I recall correctly IMHO: In my humble opinion IMO: In my opinion IRL: In real life ISTM: It seems to me JK (also J/K) Just kidding LOL: Laughing out loud OMG: Oh, My God OTOH: On the other hand OTT: Over the top STW: Search the Web TIL: Today I learned TMI Too much information TTYL: Talk to you later WYSIWYG: What you see is what you get Of course this list is a mere scratching of the surface. And I’ve deliberately left out the ones that contain a gratuitous F. Nevertheless, even a short list may help a few codgers navigate Twitter with a little more comprehension. HTH. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant Names8 Types of Parenthetical PhrasesUsing "zeitgeist" Coherently

Consumer behavior Article Example | Topics and Well Written Essays - 500 words - 1

Consumer behavior - Article Example The consumers tend to involve themselves in the products and follow up on the progress of the offers. An example of enduring involvement is a motorcycle enthusiast who constantly researches about motorcycles to find the best models. Further, enduring involvement is characterized by substantial interest in activities that boost the enthusiasm. Such activities include going to motor showrooms to check the models in the market. Situational involvement occurs when a consumer is interested in a product for a short time. The situation happens mostly as a result of need or demand for a certain commodity. The consumer may not have information or necessarily be interested in a long term involvement and looks for information to enable him make a purchase decision. For example, a consumer may get involved in smartphones when he or she wants to buy a phone. However, the interest on smartphones fades when the consumer purchase a smartphone of his choice. There are instances where consumers report their interest towards a certain offering or decision. In such instances, the consumer exhibits felt involvement and feels motivated towards making decisions regarding certain offerings. A consumer gets involved in offerings that he or she has had a psychological experience with (Samli 131). Thus, felt involvement arises from a historical perspective of the consumer about a product. For example, a consumer may form a positive opinion about a car that he or she has witnessed winning car races. Cognitive involvement occurs when a consumer is keen on understanding the offers in the market before making a purchase decision. The consumer then compares the information against his goals and makes a wise decision. In essence, cognitive involvement treats information gathering as part of the objectives off the consumer. For example, a consumer interested in a Ford

Decriminalization of Prostitution Essay Example | Topics and Well Written Essays - 1500 words

Decriminalization of Prostitution - Essay Example It is regarded as the world’s oldest professional, and it has global annual revenue of more than $100 billion. Prostitution is practiced in different ways. One and the oldest way are to sell it on the street, clubs, or pubs. This is mainly done by cheap prostitutes who will sell sex for loose change. Second way, is through brothels. A brothel is a dedicated room or building where prostitution takes place but in a civilized way. It is just the way you may go to a market and shop for groceries. The third one is escort prostitution, whereby a client can call a prostitute to his room or house. Escorts are also learned people and dress like a normal lady, and they can easily fit in a classy social event like for business or delegates events. There are three major terms that are usually discussed in this debate. Abolition: This is where a government comes up with a decision to abolish any form of prostitution. This includes the removal of any structure where prostitution is practice d. Legalization: this is when a government allows prostitutes to conduct their services like a normal business. However, the prostitutes have to be registered by the police and must follow the health policy for prostitution. ([Reynolds, H, (1985) the economics of prostitution, spring field, IL: C.C. Thomas.) Decriminalization: this is whereby the rules against prostitution are removed. Laws against pimping are also removed. With the removal of these laws, sex workers will now have the freedom of establishing their own associations and self help groups. I personally do not believe in the decriminalization of prostitution for a number of reasons which include the following. Prostitution that is already legalized creates a setting whereby crimes against women and children are in turn commercialized. The International Labor Organization report admits that most women ‘choose’ prostitution for economic reasons. Hence it is not of free will but they are forced into it by pover ty other vices. Prostitution as an institution, also, is morally wrong and cannot be deemed right despite the endless reasons and excuses given by individuals who indulge in the sex business. Prostitution also contributes to human trafficking to a large extent. This trade is fuelled to a large extent by the availability of women and children who have gone through the process of human trafficking. Another reason as to why prostitution should not be decriminalized is because of the amount of violence the women in the trade are exposed to .Legalizing it does not protect the women from such dangers. Studies show that women in the sex industry face high rates of violence. Research also shows that 82% of prostitutes had been physically assaulted since entering the prostitution, 80% had been physically threatened and some of those with a weapon. Some of those threats that were physical ended up with serous body wound such as gunshot wounds and knife wounds. Hence from the above statistics one can clearly see that prostitution in itself is a form of male violence against women and children, and decriminalizing it will only expose more of these prostitutes. Prostitution also contributes to the global spread of HIV and AIDS, this is because once a single prostitute is infected by the virus between the time she is infected and the time she realizes her status, the number of clients she may have infected is likely to be very high, not considering the number of additional persons she will infect if she decides to continue despite her knowledge of her status. The fight against rape cannot be won if prostitution is condoned this is because prostitution in itself is bought rape. Culture in which women can be bought for use is one in which rape flourishes. Also

Howard Taft :: essays research papers

William Howard Taft (27th President of the United States) Born:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1857, in Cincinnati, Ohio. Family background:  Ã‚  Ã‚  Ã‚  Ã‚  the son of Alphonso and Louisa Torrey Taft. Both parents were descendants of old and substantial New England families of British origin. His father, a native of Vermont and the son of a judge, had moved to Cincinnati in 1837 to practice law. His mother came to Ohio from Massachusetts years later as Alphonso's second wife. In time there were six children, including William, his two brothers, his sister, and his two half brothers by his father's first marriage. Education:  Ã‚  Ã‚  Ã‚  Ã‚  Taft received his early education at local public schools. Even-tempered and intelligent, he had little difficulty in meeting his parents' exacting standards. In 1874 he entered Yale College (now Yale University), where he was both successful and popular. When he graduated in 1878, he ranked second in his class. After Yale he went home to attend the Cincinnati Law School. He graduated in 1880 and passed the Ohio bar examinations the same year.  Ã‚  Ã‚  Ã‚  Ã‚   Marriage and Children:  Ã‚  Ã‚  Ã‚  Ã‚  In 1885 Taft returned to public service as assistant county solicitor in Hamilton County. The following year he married Helen Herron, whom he called Nellie, the daughter of a well-known Cincinnati lawyer. The couple had three children, Helen, Charles Phelps, and Robert Alphonso Taft. Career:  Ã‚  Ã‚  Ã‚  Ã‚  1890-1892: Served as U.S. solicitor general.   Ã‚  Ã‚  Ã‚  Ã‚  1892-1900: Served as U.S. federal circuit court judge.   Ã‚  Ã‚  Ã‚  Ã‚  1901: Served as governor general of the Philippines.   Ã‚  Ã‚  Ã‚  Ã‚  1904-1908: Served as secretary of war under William Mckinley.   Ã‚  Ã‚  Ã‚  Ã‚  1909-1913: President of the United States.   Ã‚  Ã‚  Ã‚  Ã‚  1921-1931: Served as chief justice of the U.S. Supreme Court. Achievements:  Ã‚  Ã‚  Ã‚  Ã‚  Enforced the Sherman Antitrust Act, overseeing the filing of 67 antitrust suits. Increased the power of the interstate commerce commission in 1910 by placing communication companies under its control. He signed the publicity act in 1910 requiring political parties to disclose the amount and sources of federal election campaign funds. He divided the department of commerce and labor into two departments in 1913. He encouraged ?dollar diplomacy? persuading U.

Equality, Diversity and Inclusion Essay

1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: see more:analyse the potential effects of barriers to equality and inclusion Human Rights Act 1998 – Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans have the same rights and should be treated equally. This act also sets out the rights of all individuals and allows individuals to take action against authorities when their rights are affected. Every Child Matters 2003 – Every Child Matters was introduced for all organisations and agencies in order to ensure they work together to ensure that they support the children they work with, between birth and 19 years, fully in order for them to achieve the 5 outcomes they set out. The acronym SHEEP can help you to remember them: Stay safe Healthy Enjoy and achieve Economic wellbeing Positive contribution SEN Code of Practice 2001 – The Special Education Needs and Disability Act (SENDA) 2001 was introduced to strengthen the rights of parents and SEN children into a mainstream education. It also made significant changes to educational opportunities that are available to children with disabilities and special educational needs which means that these children are more likely to be educated in mainstream schools. UN Convention of Rights of the Child 1989 – The UK signed the legally binding  agreement in 1990 which leads on from the Human Rights Act. This act sets out the rights of children to be treated equally and fairly without being discriminated against. This treaty was ratified in 1991 by the UK government and they ensured that all rights of children are protected through law. This legislation also makes their rights extensive making sure that all children have a right to an education and that their views are respected. Children Act 1989 and Children Act 2004 (updated 2010) – The 1989 act sets out the duty of Local Authorities to provide services according to the needs of children and to ensure their safety and welfare. The 2004 Act underpins the Every Child Matters outcomes in order to provide effective and accessible services for all children. Education Act 1996 – This act sets outs the responsibilities towards children with special educational needs and also requires schools to provide additional resources, equipment and/or support to meet their needs. Racial and Religious Hatred Bill 2005 – This bill makes it illegal to threaten people because of their religion or to stir up hatred against a person because of their faith. Employment Equality (Religion/Belief) Regulations 2003 – This act outlaws discrimination (direct/indirect discrimination, harassment and victimisation) in employment or vocational training on religion or beliefs. Non-belief is also covered by these regulations. Employment Equality (Sexual Orientation) Regulations 2003 – This act outlaws discrimination in the same way as the Religion/Beliefs regulations but on the grounds of sexual orientation. This act covers people who are gay, lesbian, bisexual and heterosexual. Age Discrimination Act 2006 – This act makes it unlawful to discriminate against anyone based on their age. The act covers all forms including that of young and older pupils. The Equality Act 2010 – The Equality Act 2010 brings together the following pieces of legislation: Human Rights Act 1998 Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Together this legislation prevents services from discriminating against any group being race, gender or disability. It also requires schools to promote inclusion, disability and race equality for all. This act also made it illegal, whether directly or indirectly, to discriminate. Under this act schools must also actively promote equal opportunities and positive relationships between all groups of children and there is a statutory requirement on schools to encourage inclusion of children with disabilities into mainstream schools. Special Educational Needs and Disability Act (SENDA) 2001 – This act prevents all educational providers from discriminating against pupils with SEN or a disability. Code of Practice on the Duty to Promote Race Equality 2002 – This is a statutory code which supports the public authorities to meet the duties set out in the Race Relations (amendment) Act 2000. All schools must produce a written race equality policy and include information on practical ways in which schools will work to promote racial equality. Schools need to create policies which show they are working towards the following outcomes: Reducing the gap of educational achievement between different ethnic groups Improving the relationships between different racial groups Improving the behaviour of pupils Promoting greater involvement of parents and community Ensuring staff working in the school reflect cultural diversity of the society Creating an admissions policy which does not discriminate These policies must also include the strategies in which the school use to monitor the difference that the policies make to individuals and the school. Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for education of children with SEN and/or disabilities. The principles included are the need for: Early Intervention Removal of barriers Raising achievement Delivery of improvements through partnerships across services Disability Equality Scheme and Access Plan – The Disability Discrimination Act 2005 builds on the 1995 act by requiring all schools to produce a DES. This sets outs the ways in which schools promote equality of opportunity and promote positive attitudes towards staff, pupils and others with disabilities. It must be an action plan which identifies how discrimination barriers are removed i.e. improvement to the physical environment such as ramps, lifts, room layout and lighting. School Policies – School policies must include a mission statement which sets out the commitment of the school towards inclusion and equality of opportunity. They must have written policies which reflect the rights and responsibilities of those within the school environment. Also the policies must provide guidance for staff and visitors to the school for the ways in which they can ensure inclusive practice. My setting, Hillbourne, has the following policies which relate to these terms: Racial Equality Policy Equal Opportunities SEN Policy Anti-Bullying Policy Child Protection Policy Disability Policy Gifted and Talented Pupils School policies must also include ways in which the school promotes rights and equality of opportunity for children and young people. The school must also monitor the strengths and weaknesses in their policies. 1.2 Explain the important of promoting the rights of all children and young people to participation and equality of access. It is important as a practitioner that you ensure the children you work with are learning and playing in an inclusive environment as they all have a right to a broad and balanced curriculum. They also have a right to have equal access to the curriculum regardless of background, race, culture, gender, needs or disability. It is also imperative that you ensure you are aware of the needs of all the children you work with for example if they have EAL or SEN, if they are new to the school, if they have a different culture or ethnicity or if they are in foster care. You need to allow children to have equal opportunities as it is part of their human rights – all children have a right to play and learn together. It is important that all children are not discriminated against in any way – if this happens you need to make sure that the correct measures are used to deal with the problem and prevent it from happening again. It is essential that all children are allowed to participa te in activities that will broaden their horizons i.e. school outings. At my setting in Hillbourne, last summer Reception went on a school trip to Honeybrook Farm and there was a child, S. CD, in the class who had SEN. His mum had written a note to the class teacher to say that she wanted him to go on the mini bus with the other children and she would meet us at the farm. At the farm he stayed with his mum and his one-to-one up until lunch time. He had lunch with all the other children and after this he went home with his mum (as he only did mornings in Reception). After lunch we had a tractor ride so S and his mum went with the first group as they were going to go home – this was good because even  though he had SEN he was able to participate in most aspects of the school trip just as much as the other children. There is a dilemma when promoting rights of all children and young people as there can be times when they wish to undertake a task which you feel is not in their capabilities or not safe to do so but the children have the right to do activities that will broaden their experiences. While promoting the rights of children and young people, you should ensure that all children participate in as it can help to raise their achievement, self-identity and good relationships with their peers. It is important that you allow equal opportunities in education as children and young people are more likely to do better in inclusive settings, academically and socially. By promoting the rights of children and young people, they will feel like they belong and it will help improve their self-esteem. It is also important that where applicable you should ensure that all activities are always tailored so that all children can participate regardless of their needs. 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. We now live in such a diverse society with different religions, cultures and a lot of people with EAL that it is important that we value and promote cultural diversity especially when working with children. It is important that we teach children that it doesn’t matter where you come from, what beliefs/views you have, what language you speak or what you look like, everyone is equal and deserves the same opportunities as anyone else – by doing this we encourage children to value everyone which in turn will help them have an open mind and be able tolerate differences more easily. It is also important to value and promote cultural diversity because it can help to prevent stereotyping, prejudice, discrimination and also reduce the risks od tokenism (where you only acknowledge different cultures/religions through posters or at certain times of the year). Promoting and valuing cultural diversity benefits children in the following ways: They have the chance to learn about other cultures and views that are  different from their own They may have minimum adjustment issues – learning about cultures and distinct features of places will add knowledge and if they travel to these places their adjustment to life there will be minimal and natural as they have grown studying and being around other cultures Helps children to realise that their cultures are just as diverse as others and that the other children are just like them Helps children and young people make sense of their learning with connections to their own lives It is important that when we value and promote cultural diversity we understand and take account of the backgrounds and cultures of the children and young people in our care as it will help us build effective relationships with them and help us provide more effective support during their learning. Also by doing this we can help children feel like they are accepted – if we penalise a child because they come from a different background this can make them feel unwanted and this will also affect the way the other children in out care learn as they will pick up on the way we behave and they may think that it okay for them to behave this way. It is important that we get across that just because a child is from a different culture or can’t speak our local language doesn’t mean they don’t belong – they will eventually pick up the language and they have the same rights as any other child i.e. they all have a right to play and learn together. By promoting and valuing cultural diversity we can live with freedom from bias because as we interact with people of different cultures on a daily basis there should be no scope for people to gather and from baseless prejudices or feelings of superiority. Valuing and promoting cultural diversity can help to promote patriotism as we can help children learn to compare other values, beliefs and cultures to their own and can help them to appreciate food/things from their on cultures whilst also respecting others. Valuing and promoting cultural diversity can help with the education that we give to the children and young people we work with as they can learn about different cultures, habits and other things unique to a specific culture. It also helps to promote education through books but also by facing different cultural issues in the classroom and how to overcome them. At Hillbourne in Year 1 the TA, Mrs. C has bought in different things like artefacts and  necklaces from different places she had been when it is relevant to a topic they are doing for the children to look at. This helps them to find out about things and objects that we don’t necessarily get in this country while learning about another country and can also compare the way things are made from that country to the way they are here. At Hillbourne they also do topics on stories that are set in other countries for example in Year 1 they look at a book called Handa’s Surprise which is set in Africa and a story set in Australia called Wombat Goes Walkabout – the story set in Australia gave the children a chance to see pictures of animals that we don’t get the chance to see in this country. My other setting, Old Town School and Nursery, help value and promote cultural diversity by having a welcome sign, written in different languages from English and French to Arabic and Polish, outside the Reception classroom. Old Town show they are accepting of differences and promote and value cultural diversity as across the school from Nursery to Year 2 they have about 26 different languages spoken. In the main hallway Old Town have a poster showing the different first languages that are spoken by the children/staff. By promoting and valuing cultural diversity you help everyone to celebrate each other’s differences, provide an enriching curriculum for the children and young people in your care and help to reduce prejudices and discrimination which can make a happy environment for everyone to play, learn and work in and also allows everyone to get along well with each other. 2.1 Explain ways in which children and young people can experience prejudice and discrimination. It is important throughout our work as practitioners that we are aware of the fact that a child/young person will experience some form of prejudice and discrimination through their time in schools and also that as children get older prejudices and discrimination can get worse and have more serious consequences. Children and young people can experience prejudice and discrimination in many ways. Prejudice is when you have preconceived negative thoughts or beliefs about individuals who belong to a particular group and discrimination is led behaviour or actions motivated by unfair  beliefs – this can be directly or indirectly. Direct discrimination can be: A child not being allowed to access part of the curriculum or school activities because of their race, gender or disability. Child not being allowed to join in because of their religion Child not being accepted because of special education needs Children not playing with another child because of a specific reason (i.e. skin colour, hair colour, gender etc.) Indirect discrimination can include: Practice and procedures are applied without consideration to individual’s circumstances i.e if you plan a school trip where you may be required to wear a hard hat – this would discriminate against someone who wears a turban. You can also have individual discrimination where policies and procedures allow practice which directly or indirectly discriminates against someone. Individual discrimination can be practised by individuals or groups. Mostly prejudice can occur because of a lack of knowledge and understanding in diversity which is way it is imperative that we value and promote this through our practice. Mainly discrimination occurs because of the differences between people – this could be because of age, gender, culture, skin colour, religious beliefs, ethic traditions or size. Children and young people can also experience discrimination through labelling of a group because of prejudice i.e. boys are expected to be noisy whereas girls are expected to be quiet. Prejudice and discrimination can also happen when a child does not receive equality of opportunity. 2.2 Analyse the impact of prejudice and discrimination on children and young people. Experiences of prejudice and discrimination can affect children and young people in many ways. There are cases where the effects are minimal but there are also cases where the effects and consequences of such actions are very serious and will require a lot of support from staff that look after that child and possibly will need help from outside agencies depending on the  situation. When a child experiences prejudice and discrimination this can mean they may have lack of motivation, they may feel angry, depressed and confused. Young children in particular could feel confused because they would think â€Å"Why are they picking on me? I’m no different to them† – they may not be fully aware of the fact that they may be different and this could be the reason for the child discriminating against them but then the child discriminating may not be aware that that is what they are doing so it important to teach children about discrimination and what to do if it happens m aking sure the teaching is appropriate with their age. With older children they are more aware of the ways in which they are different from their peers meaning that their actions could have more serious side affects on the person being discriminated against. One side affect could be a young person self-harming – this could happen when a young person is being discriminated against so often that it would be classed as bullying. If a child or young person experiences prejudice and/or discrimination they will not feel like part of the group and they will not want to be in class. Feeling this way will affect them academically and socially. They will be affected academically as when in class they may know the answer to a question but may not feel brave enough to put up their hand and actually answer. Also they may feel they know an answer but then they may start to doubt their answer and then will not put their hand being too afraid they may get it wrong. Their learning will also be affected because they will not want to join in in activities with their peers so they don’t draw attention to themselves. They will feel worthless and like they are under achievers by outing themselves down meaning that they will withdraw from their education refusing to participate in activities and may decide that if they are under achievers they aren’t capable of doing any of the activities even if they have done it in the past. Children and young people’s personal, social and emotional development (PSED) will be affected as they will find it difficult to form positive relationships with peers and the adults that work with them. Children will feel withdrawn socially and will not settle in while at school or feel happy which will impact on their learning as they will find it hard to concentrate meaning they may fall behind. Children and young people’s physical development (PD) will also be affected as their health and  well-being will decline meaning that they will find it harder to be happy and play with others. Their self-esteem and confidence will be knocked and they will find it harder to open up about how they feel. They will feel that they can’t talk to the adults looking after them and could feel that they will share the same views as the children who are discriminating against them. With a feeling of low self-esteem children and young people will not feel valued as a person and if they are being discriminated against because of religion or ethnic background they will feel they don’t belong and may start to lose faith in their religion. It is possible that while children and young people feel they can’t join in with the group they may sit in a corner by themselves as they will feel left out and their behaviour will be affected – someone who is normally quite happy and full of energy may suddenly have very negative behaviour towards other children and young people and possibly even the adults caring for them. This will lead to a very unsettled atmosphere in the setting and could impact on the other children as they will start to feel unhappy and then the adults in the classroom will have more problems to deal with meaning they could become stressed If the adults become stressed their behaviour could change meaning that all the other children in the class will start to feel like they don’t want to go school and they will be fewer positive relationships throughout the class. This is why it is imperative that when prejudice and/or discrimination occurs we get to the bottom of it as quickly as possible and deal with the situation as professionally and sensitively as possible so that all the children in our care can be healthy, happy and safe and enjoy their learning while making good relationships with their peers. 2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people. As a practitioner you have a legal duty to protect the rights of all children and young people you work with therefore it is vital that you assess and evaluate your attitudes, behaviour and values regularly and make a point of  looking at how they can affect your practice with the children and young people you work with. Your attitudes, values and behaviour can impact on your work with children and young people in both positive and negative ways for example if you make a point of finding out and learning about the backgrounds, interests, abilities and individual needs of the children and/or young people you work with this will help you to provide more effective, appropriate personalised support as you will have a broader range of knowledge of the different cultures and customs of the children and/or young people meaning you will be able to talk and act in the appropriate way towards them and they will know that you care about them and are interested in what they do – this wi ll help you to build positive relationships with them and they are more likely to want to and be happy to talk to you when they have problems or are worried about certain things as they know you will listen and take what they say seriously. Generally my behaviour is appropriate and professional when I am working with the children in my care but sometimes I can get a bit annoyed when children come to ask me something, this is normally if I am busy with a job the teacher has given me for example if it’s gluing in pupils work or sorting out sheets to be laminated. If I am busy with this and children come to ask me something or tell me that someone has been mean to them I can get annoyed as they have disrupted me from what I was doing. This can have a negative impact on the children as they may start to feel that I don’t care about what they have to say or that I don’t want to listen to them. I need to make sure that even if I am doing a job I still need to be approachable so that the children know I am happy to help them when they need it and that they can talk to me about anything if there is something worrying them – I need to remember I am there to care of them and make sure they are happy an d safe and not be a reason they may be unhappy just because of the way I spoke to them. It is important that you remember that children will take in any information you give them which is why it is important to surround them with positive messages about their peers and own importance in society and to raise them with a strong sense of self-worth. You need to make sure that you don’t let  your own values and beliefs affect your practice and the ways in which you support pupils. If you respect others beliefs and values they are more likely to return the favour meaning everyone can get along and the support you give will be more efficient. This is also important in the case of SEN children – you can’t decide to not support a child because they have SEN and you think they should be in a special school, it’s not just up to you. If they school are able to adapt to meet the needs of the child and the SENCO and other professionals from outside agencies who may come to see the child are happy that they are doing well enough in mainstream education t hen they have the right to be and this is something you should respect. SEN children have just as much of a right to an education as all other children therefore it is important that you give them the same attention and support as you would any other pupil. However, you need to make sure that you don’t just spend time supporting those with additional needs. If you only spend time with children who have additional needs this can affect them as well as the other children or young people in your care. The children and young people who have additional needs may feel you are crowding them all the time and feel like they can’t do anything without help, it is okay to help them but you need to know your boundaries and know that sometimes they just need help starting something off and then they can carry on themselves. Spending all you time with children who have additional needs also affects the other children and young people in your care as they will feel that you don’t care about them or the work they are doing, even with children who often don’t need support it is important that you acknowledge the work they do and push them in their work when you feel it is appropriate i.e. you might give them some extra work to do if they finish the first task set fairly quickly. At Hillbourne in Reception, the teacher Mrs. B did a similar thing for two children. She took a group of children to do a maths activity with them, a student who is training to be a teacher took a group and another volunteer took a group as well but she gave two children, M. S and E. C a challenge to complete independently. When I got back to classroom I asked M and E what the task was they had been set – they told me they had to  try and fill up some boxes and see how many things (they were using small pebble s and little plastic frogs) they could get in the boxes. They had a whiteboard and pen to help them remember what they found out. I sat with them watching what they were doing and they were telling me about which box would the most and least. It is important to think about the ways in which your practice can be affected by your values, attitudes and behaviour so that you can ensure you provide effective and professional support for the children and young people in your care whilst remaining true to yourself and your beliefs. 2.4 Explain how to promote anti-discriminatory practice in work with children and young people. It is important that you promote anti-discriminatory practice in your work with children and young people in order to create an inclusive environment where everyone can enjoy and achieve. This is defined as an approach that promotes: Diversity and the valuing of all difference Self-esteem and positive group identity Fulfilment of individual potential In order to promote anti-discriminatory practice you need a message, a means of conveying it and an appropriate audience to spread the message. By promoting anti-discriminatory you can help to form a basis of an environment where there’s no discrimination towards individuals on the basis of race, ability, gender, culture or ethnicity. It is important that you take positive actions to counter discrimination. This includes: Identifying and challenging discrimination Being positive in practice, differences and similarities between people It is vital in your work with children and young people that you apply principles in the way in which you form relationships in school both with adults and children and also through acting as a role model. In order to  have effective anti-discriminatory practice you need to have competent colleagues who are able to see discrimination when it happens and know the right ways of challenging it. It is important that you are racial aware – this means that you are aware of what words and actions you use are considered to be discriminatory towards individuals from ethnic groups. You also need to make sure that you aware of customs and norms for an individual and ensure that you are sensitive towards that individual. Another way to promote anti-discriminatory practice is through eliminating stereotypes i.e. you could encourage boys to play with dolls and prams as well as girls. You could also have visitors or parents come in to do a talk with the children i.e. if they are from a different culture or background so the children can learn about other cultures which will help them to understand why some children may not be able to join in with an activity. 2.5Explain how to challenge discrimination. Through your work with children and young people it is important that you challenge all cases of discrimination and take all of those cases seriously no matter how small and make sure you deal with them as quickly and professionally as possible. The school have a duty to follow the code of practice to promote race equality which requires them to monitor and report all racist incidents to the LEA. One important thing to do when challenging discrimination is that you recognise anti-discriminatory practice and make sure you require knowledge of policy, procedure and practice as this well help you feel more confident about what is good practice allowing you to deal with incidents more effectively when cases arise. It is important that when dealing with cases of discrimination you recognise that it can be intentional but can also be because of ignorance and lack of understanding. It is also vital you take into account the age of the children as very young children may say something not understanding the implications and meaning of what they have said in which case you will need to explain to the child that their comments are not acceptable and that everyone should be treated fairly and equally. In cases involving older children you may need to take further action as they should know how to behave and treat people – further action  may require recording and reporting it to a member of the Senior Leadership Team in your setting. It will help in your practice if you make a point of learning assertiveness strategies that will help you to recognise discrimination. It is important that you make yourself aware of the school’s policy when racism happens and when challenging discrimination it is important that you do the following: Explain what happened or what had been said that is discriminatory State the effect of this on the individual, group and o thers Suggest/model ways to ensure anti-discriminatory practice 3.1 Explain what is meant by inclusion nd inclusive practices. Inclusive practice is not only about the way in which schools provide of children with SEN and disability. Inclusive practice is defined as: The process of identifying understanding and breaking barriers to participation and belonging Ensuring everyone feels valued Having a sense of belonging Recognising, accepting and celebrating of differences and similarities Understanding the medical and social model of disability Inclusive policies should take account of needs of all pupils in the school. Inclusive practice is based on the social model of disability. The social model of disability is based on the assumption that a way the school operates, what barriers are present and how different attitudes can prevent individuals from participating in society. Legislation requires schools to make ‘reasonable adjustments’ to remove barriers so children and young people can take part in educational and social activities within the school alongside the other pupils. The medical model of disability is based on the assumption that children must adapt to the environment – this can help to promote an atmosphere of ‘dependence’ and providing information i.e. worksheets in a larger print, audiotapes, alternative forms of communication. Inclusion is ensuring that all children and young people no matter their background/situation are able to participate fully in all aspects of school life and providing the same opportunities and access in order for a high  quality of education. It is important that you help children with additional needs as they often require extra support from a teaching assistant or school support worker. Inclusion for pupils isn’t only about providing additional support, it can also relate to adjustments being made to the school environment as well i.e. providing lifts, ramps, furniture at right height for children with physical disabilities. 3.2 Identify barriers to children and young people’s participation. Bibliography Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools Harlow: Heinemann Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools (Primary) Harlow: Heinemann http://www.northumbria-police-authority.org/equality/legislation.htm http://www.studymode.com/essays/Tda36-1-2-Explain-The-Importance-Of-Promoting-1510240.html?topic http://www.buzzle.com/articles/cultural-diversity-in-schools.html http://www.studymode.com/essays/Explain-Ways-In-Which-Children-And-1576982.html http://creately.com/diagram/gyvpukdz3/2.2+Describe+the+impact+of+prejudice+and+discrimination+on+children+and+young+people http://www.silkysteps.com/forum/showthread.php?t=13630 http://www.studymode.com/essays/Analyse-The-Imput-Of-Prejudice-And-1554872.html http://www.studymode.com/essays/Tda-3-6-2-Understanding-The-Impact-43620160.html http://www.studymode.com/essays/Equality-Diversity-And-Inclusion-In-Work-1047340.html http://www.barnet.gov.uk/WorkingWithChildrenInBarnet/info/30097/diversity_and_anti-discriminatory_practice http://www.silkysteps.com/forum/showthread.php?t=16915 http://uk.ask.com/question/how-to-promote-anti-discriminatory-practice http://www.studymode.com/course-notes/Anti-Discriminatory-Practice-Assessors-Training-Program-1441488.html

Martin Luther s Impact On The Reformation Essay - 1844 Words

Some people believe that without Luther there would not have been a Reformation in Germany. Discuss Luther’s impact on the Reformation and assess his influence on the expressions of reform in Germany between 1517 and 1529. The synthesis of Luther’s theological understandings and the socio-political situation in Europe during the sixteenth century, can arguably be seen to have made the perfect combination for triggering the radical events of the Protestant Reformation. Although the Reformation in Germany is often primarily associated with Luther, ‘it seems likely that some form of theological reformation would have occurred in the sixteenth century even without the flamboyant figure of Martin Luther’ . This first successful defiance to the papacy in Rome, resulted in the development of a new branch of Christianity that later inspired others to expand the movement without the permission of the Pope. In addition to addressing religious doctrines, Lutherâ€℠¢s influence in the Protestant Reformation also meant that German states were able to fulfil political manoeuvers of independence that were desired for many years prior to the reform movement. This essay will explore in detail the impact of Martin Luther on the Reformation in Germany, his influence on the expressions of reform and whether Luther alone was responsible for the religious revolution. Although there were secular factors that were affected by the Protestant Reformation, the most significant impact that Luther hadShow MoreRelatedThe Decline Of The Protestant Reformation1276 Words   |  6 PagesIntroduction: The Protestant Reformation was a religious act in the 1500’s that split the Christian Church in Western Europe and led to the establishment of many new churches. It effected spiritual thought, philosophy, political work, and the economies of several countries all around the world. 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