Folklore And The Akan Culture - 1246 Words

Folklore in the Akan Culture Folklore in the lives of the Akans of Ghana comprise of popular oral traditional beliefs, tales, myths, , and practices of the people’s customs which has been disseminated in an informal manner from one generation to the other over and over again in the community. Folklore can also be considered the roots of expressive genres such as a myth, cultural activity, music, riddles, dance, legends, proverbs, and â€Å"wise sayings† which are shared within the Akan culture. The Akans and the Dagombas of Ghana are two distinct cultures that integrate and embrace the folklore aspects into their traditional lives and activities. The Dagombas believe it to be the means by which the unseen or the spiritual world communicates with the living. In view of this, folklores are endowed in the hands of the elders and the â€Å"wise† men in the community to lead ceremonies whenever it is being practiced. The Akans on the other hand, believe that it is the traditional birthrights of every tribesman to know the norm which defines them as who they really are and their identity. They integrate a complex system of symbolism in their everyday, ritual, and ceremonial life. Their exquisite intricately woven kente cloth, complexly stamped Adinkra cloths, carved wooden figures, and the handworks of the gold smiths, exemplifies the resonance of the folk life. Color plays a prominent role in the visual symbolic sense by providing a meaning, an interpretation, and establishing a tone forShow MoreRelatedExchanging Our Country Marks by Michael Gomez.1495 Words   |  6 Pagesinternal and external forces upon social relations within this community is examined(4). According to Gomez this identity emerged out of a mixture of African identities. Throughout his study Gomez illustrates how Africans transferred their unique culture and heritage to the New World. He uncovers the harshness of the Middle Passage, and describes how some enslaved Africans attempted suicide, some successfully. Africans did not embrace the institution of slavery, and many chose to run away. The millionsRead MoreQueen Nanny Of The Windward Maroons2579 Words   |  11 PagesQueen Nanny of the Windward Maroons, has been overlooked by historians, who limited their focus to only the male figures in Maroons History. Due to her being overlooked factual information is unclear and her history was handed down thorough folklore. However, amongst the Maroons themselves, Queen Nanny also known as Obeah Woman Nanny and Granny Nanny, is held in the highest honor. Back in the 17th to 18th century, Nanny was a leader of the Rebellious group of black people called Maroons (people

The Black Renaissance And The Great Depression - 971 Words

Throughout history African Americans have not had it easy. Blacks in America have had a long struggle to gain equality and freedom, which still exists to this day. The years 1917 to 1945 were particularly tough for African Americans. Racial discrimination was at a high and segregation laws enforced the idea that blacks were inferior to the whites. African Americans desired to escape the unfair treatment and obtain equal rights, but found themselves stuck. The two World Wars drew African Americans North in search of jobs in the war industry, only to find once they arrived more discrimination and inequality. Events such as the ‘Black Renaissance’ and the Great Depression created a sense of black pride and confidence in African Americans. Together, the African Americans’ frustration towards discrimination and their new sense of solidarity would be the basis for the Civil Rights movement to come in following years. During the early 1900s, most African Americans lived and worked in the South and faced discrimination and racial violence. In April of 1917, the United States entered World War I. Nearly 370,000 African-Americans join the armed forces, with the belief that their display of heroism would make it impossible for whites to continue treating them poorly. It turned out that black soldiers fighting in the war, had no impact on the attitudes of the whites. Upon arriving home from the war, the African American soldiers had a change in attitude. They were now motivated moreShow MoreRelatedThe Harlem Renaissance with Langston Hughes1676 Words   |  7 PagesHarlem Renaissance with Langston Hughes The Harlem Renaissance brought about uniqueness amongst African Americans; everything was new. The visual art, the jazz music, fashion and literature took a cultural spin. During this time writer Langston Hughes seemed to outshine the rest with amazing works. The Harlem Renaissance brought about many great changes. It was a time for expressing the African American culture. It is variously known as the Harlem Renaissance, the Black Literary RenaissanceRead MoreEssay on The Harlem Renaissance1187 Words   |  5 PagesThe Harlem Renaissance The Harlem Renaissance refers to a prolific period of unique works of African-American expression from about the end of World War I to the beginning of the Great Depression. Although it is most commonly associated with the literary works produced during those years, the Harlem Renaissance was much more than a literary movement; similarly, it was not simply a reaction against and criticism of racism. The Harlem Renaissance inspired, cultivated, and, most importantly, legitimatedRead MoreRichard Wright And The Harlem Renaissance752 Words   |  4 PagesHarlem Renaissance that took place in 1920’s. The Harlem Renaissance represented the rebirth of African American culture and showed the unaddressed problems among the black community. During that time, Richard Wright made a name for himself, writing books based on the racism that the black community faced and communism like Black Boy and Native Son. The Harlem Renaissance was a direct influence on Wrights work because he wrote ab out what was going on at that time. More specifically, Black Boy wasRead MoreThe Harlem Renaissance850 Words   |  4 Pages Giselle Villanueva History IB Mr. Flores February 7, 2016 Period 4 Word Count: 693 Harlem Renaissance The Harlem Renaissance was the first period in the history of the United States in which a group of black poets, authors, and essayist seized the opportunity to express themselves. The Great Migration was the movement of six million African Americans from the rural South to the cities of the North during 1916 to 1970. Driven from their homes by unsatisfactory economic opportunities and harsh segregationistRead MoreThe New Negro Movement, By Zora Neale Hurston1720 Words   |  7 PagesThe Harlem Renaissance was a time of cultural endeavors of intellectual and artistic African American leaders during the 1920s. It was a manifestation of embracing poetry, literature, music, art, film, fashion and all things synonymous with creativity. It begun during the end of World War 1, in a relatively small section in New York City and ended during the aftermath of The Great Depression. This was by far one of the most influential movements in African American culture. African Americans tookRead MoreThe Harlem Renaissance Brought A Great Amount Of Value1184 Words   |  5 PagesThe Harlem Renaissance brought a great amount of value to the African American group. The visual art, the jazz music, fashion and literature changed. During this time writer Langston Hughes shined out with amazing works. The harlem reneisance made It was a time for expressing the African American culture. It has many names other than Harlem Renaissance, such as, the Black Literary Renaissance, or the New Negro Movement. Many famous people began their writing or gained their recognition during thisRead MoreEssay about The Harlem Renaissance1582 Words   |  7 Pages1930’s, the Harlem Renaissance was an important movement for African-Americans all across America. This movement allowed the black culture to be heard and accepted by white citizens. The movement was expressed through art, music, and literature. These things were also the most known, and remembered things of the renaissance. Also t his movement, because of some very strong, moving and inspiring people changed political views for African-Americans. Compared to before, The Harlem Renaissance had major effectsRead More Langston Hughes And The Harlem Essay1201 Words   |  5 Pages The Harlem Renaissance brought about many great changes. It was a time for expressing the African-American culture. Many famous people began their writing or gained their recognition during this time. The Harlem Renaissance took place during the 1920’s and 1930’s. Many things came about during the Harlem Renaissance; things such as jazz and blues, poetry, dance, and musical theater. The African-American way of life became the â€Å"thing.† Many white people came to discover this newest art, dancingRead More The Harlem Renaissance Essay1145 Words   |  5 PagesThe Harlem Renaissance In Harlem between the 1920’s and 1930’s the African American culture flourished, especially in areas such as music, art, literature, dance, and even in film. This soon became known as the Harlem Renaissance. With the entire positive and the negative situations of this time period the African Americans still seemed to have it all. The Harlem Renaissance came about because of the changes that had taken place in the African American community after the abolition of slaveryRead MoreThe Harlem Renaissance By Langston Hughes1033 Words   |  5 PagesIn 1920, there was a new movement beginning called the Harlem Renaissance. After World War I, many blacks migrated from the south to up to the north to places like Chicago, Detroit and New York. The people in Harlem felt the racial pride and this caught the attention of many musicians, writers, and artist. The Harlem Renaissance period lasted from 1920 to around 1935. Even though this period was short, it still lives on thou gh all African American artists today. According to Biography.com in the

Impairment Loss For Cgu’s Excluding Goodwill †MyAssignmenthelp.com

Question: Discuss about the Impairment Loss For Cgus Excluding Goodwill. Answer: Impairment Loss For Cgus Excluding Goodwill Impairment Australian Accounting Standard 136 has defined the impairment as the excess of the amount of the carrying amount of an asset over the amount which is recoverable from the asset at that point of time (AASB 136, 2011). Carrying Amount The value at which the asset is recorded in the books of accounts is known as the carrying amount. Carrying amount is nothing but the book value of an asset which is derived after deducting the depreciation from the cost of the asset. Recoverable Amount InternationalAccounting standard 36 has defined the recoverable amount as the higher of value in use or net selling price (IAS 36, 2014). Value in use is the present value of cash inflows likely to be generated in the future years. These are discounted at the rate equivalent to either the internal rate of return of the company or the cost of capital. Net Selling price is equivalent to the difference between the selling price of an asset and cost of disposing of the asset. Cash Generating Units As per the Australian Accounting Standard 136, cash generating units have been defined as the cluster of asset which is very small and which is easily identifiable and relatable to the particular class of the assets. It has been also defined that the cash flows of one group of assets will be independent of the other cluster. The concept has been introduced because of the fact that some of the assets were not able to provide the economic benefits in terms of the cash flows on their own. Therefore, this small group of assets or the cluster of assets has been made (IAS 36, 2014). Impairment Loss for CGUs excluding Goodwill: Impairment loss is charged to the profit and loss account and is deducted from the value of the asset as shown in the balance sheet. In case there is the situation that the goodwill as shown in the books of the company is not able to allocate on reasonable basis then the following circumstances will follow (Carlin, 2009; Zucca, 2012): Non allocation of Goodwill and company assets Allocation of goodwill only Allocation of company assets only Allocation of few assets of the company. The loss on impairment shall be calculated without including the goodwill in the following manner: At first the cash generating units will be found Then it is ascertained as to which specific asset they belong. Then the cash flows that the each of the cash generating unit will generate will be identified and calculated with reasonable terms (Wines, 2009) Applying the discount rate as mentioned in the company details and the value in use is identified as equivalent to the present value of cash inflows. Calculating the amount which can be recovered from the asset as defined as the net selling price. Calculating the amount recoverable as higher of value shown in (d) or (e) Then the carrying amount will be identified for only of the cash generating units Identifying and calculating the loss on impairment as the difference between the value shown in step (g) and step (f) Revised carrying amount is calculated by deducting the impairment loss from the carrying amount. The huge cash generating unit and calculate its recoverable amount. Finally calculating the carrying amount of this huge cash generating unit and calculating the impairment loss accordingly (Ghazaleh, 2011). Then the amount of the loss on impairment so calculated will at first allocated to the goodwill and then to the assets of the company. References Abu Ghazaleh, C., 2011.Accounting discretion in goodwill impairments: UK evidence.Journal of International Financial Management Accounting,22(3), pp.165-204. AASB 136, (2011), Impairment of Assets, available on https://www.aasb.gov.au/admin/file/content105/c9/AASB136_07-04_COMPjun09_01-10.pdf accessed on 16/09/2017. Carlin, T.M.., 2009. Discount rates in disarray: Evidence on flawed goodwill impairment testing.Australian Accounting Review,19(4), pp.326-336. IAS 36, (2014), Impairment of Assets available on https://www.iasplus.com/en/standards/ias/ias36 accessed on 16/09/2017. Wines, G.., 2007. Implications of the IFRS goodwill accounting treatment.Managerial Auditing Journal,22(9), pp.862-880. Zucca, L.J., 2012. A closer look at discretionary writedowns of impaired assets.Accounting horizons,6(3), p.30.

Song of Solomon Reading Response Essay Example

Song of Solomon Reading Response Paper I am still deciding whether I liked It or not. It was hard for me to follow because It kept Jumping back In forth In time. The first three chapters I hap kept re-reading to focus and grasp what was going on. I was extremely confused and it went from the opening scene in 1931 to Milkman being four years old in one paragraph. I do feel this is a book you need to read over and over again to fully gain an understanding of the messages and humbly the author was displaying through each character. I thought the book was interesting that although It dealt with racial Issues and focused on how characters such as Guitar and Milkman had different views of status and discrimination, their was very little mention of white characters In the book. The majority If not all the characters were black decent and it was purely one sided view on how the black race dealt with racial issues in a small town at that time. I think Pilate was a crazy character and didnt like how long it dragged out to find the true nature of why her relationship was the way it was with her brother Macon Dead Jar. I feel like the author was changing the subject and Jumping around so much that you never fully get to know any one character. I didnt Like how the author killed Milkman In the end, It was as if you finally made some self discovery and then he jumps to his death. We will write a custom essay sample on Song of Solomon Reading Response specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Song of Solomon Reading Response specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Song of Solomon Reading Response specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The book just builds and layers and builds, and when you finally feel like you might understand where its leading three of the main characters die within the last pages. Aside from racial views and Milkmans self discovery from his life as his fathers son, to discovering his family history and where he wants to be in the future, I didnt really connect with any other character In the book, or understand their significance In his discovering himself.

Rwanda Genocide Essays

Rwanda Genocide Essays Rwanda Genocide Essay Rwanda Genocide Essay The word genocide comes from the Greek word genos meaning race or clan and cide meaning killing. In Raphael Lemkin’s words, genocide is the crime of destroying a specific group of religious and/or racial people. Some areas in which genocide may occur is Africa, the Middle East, or any other third-world countries. Genocide tends to occur in recently collapsed areas of infrastructure, government, etc. The Holocaust took place in Germany and other German controlled areas.The Holocaust began in 1938 and ended in 1945, while the Rwanda genocide began on April 6th of 1994 and not yet ended. Both the Holocaust and the Rwanda massacre were similar due to their uses of classification, symbolization, dehumanization, and polarization. However, the Tutsis faced organization, preparation, extermination, and denial differently than the Jews from Germany. Tutsis and Jews were both classified as the â€Å"others† group. Classification is when cultures have categ ories in which they distinguish people into â€Å"us and them† by ethnicity, race, religion, or nationality.The Tutsis and Jews were both the original high standard people of the social pyramid. The colonists believed that the Tutsi were natural rulers, so they only put the Tutsis into positions of authority and discriminated against Hutus and Twa. (Hymowitz; Parker) Many Jews, as well as homosexuals and handicapped people, were targeted as enemies to Adolf Hitler. The reason why they were Hitler’s target was because he believed that they weakened the Nazi Party. (Fremy) This category impacted the way others viewed the Tutsis and Jews who were once the superior race.This similarity is important to this category because we can see that much of the well-known genocides have influenced other genocides. The two genocides also compare with their use of symbolization. Symbolization is shown with a logo used as a symbol of hatred that one group feels towards another. The Hutu s labeled the Tutsi people with their physical appearances. It was also expected for the two groups to carry ID to ensure whether they belong with the Hutus or the Tutsis. (The Rwandan Genocide: The Steps to Genocide) Hitler also used symbols to easily identify his enemies.Nazi Germany colored homosexuals with a pink triangle, brown triangles for gypsies, green for criminals, and red for political enemies. (Fremy) This category has affected both groups because it was much easier to torment those who were the â€Å"enemies. † This similarity is important to the category because many innocent lives have perished due to the symbols of hatred that were forced upon them. Both the Tutsis and the Jews were dehumanized in similar ways. Dehumanization is when one group denies the humanity of the other group.The Hutus usually taunted the Tutsi people by calling them cockroaches or trees because of their skin color and their height. Also, some colonial rulers felt that by favoring the H utu and trying to take back some power from the Tutsi, they could remain in power longer. (Hymowitz; Parker) In order to dehumanize the Jews, Josef Goebbels used negative propaganda to blame Jews for the economic and social conflicts or Germany as well as the world. The Nazis also dehumanized them by calling them the â€Å"inferior race†, which laid the groundwork to eliminating the Jews from their rights and freedom. Dehumanization of the Jews) This category impacted both groups because they were all stripped of their humanity. This similarity is important to the category because it only took one statement or so to make the Tutsis and Jews look bad. The Hutus and the Nazi Germans both organized parties to help eliminate the Tutsis and the Jews. Organization can be informal, decentralized, and even include the use of militias to provide deniability of state responsibility. The Hutus organized the MNRD and the Interahamwe, who planned the genocide well.They also used propagand a, coordinated attack against the Tutsis, and often received shipments of weapons. (The Rwandan Genocide: The Steps to Genocide) The Nazis put Jews, and the others into ghettos which allowed him easy access to kill whoever is too weak to live. â€Å"In the upside-down world of the Holocaust, dignified professionals were Hitlers advance troops. † (Black) This category impacted both groups because now we know that everyone who was not a Tutsi or a Jew had turned their backs on them and worked against them.This similarity is important to this specific category because now we also know that people will do anything not be executed and known as an addition to the enemies. Both the Hutus and Nazis use polarization. Polarization is the stage that involves the use of propaganda in order to persuade people to turn their backs on people who were once their friend. The main media source was the radio. The Hutu extremists controlled the radio and used it to play hate propaganda messages t elling all Hutus to kill the Tutsis. (Hate Radio) In Nazi Germany, the Nazis told Jews that they were worthless human beings that didn’t deserve to live.Nazis deprived Jewish people from the human rights and moved them into dirty, disease-ridden ghettos. (The Ghettoization of European Jews) This category impacted both groups by showing that they would go to extreme measures to eliminate the opposing groups. This similarity is important to the category because it showed everyone that with one simple rumor, people will turn their backs on you in a snap. Although both genocides had many similarities, they also had a difference known as preparation. Preparation is the stage where both groups planned out how they would kill their enemies and with what weapons.Hutus marched throughout the country with machetes, guns, grenades, and clubs, brutally murdering both Tutsis and Hutu moderates. â€Å"The prosecutors’ burden involved the interpretation of euphemisms such as the phr ase â€Å"go to work† as a call to kill the Tutsi and the Hutu who opposed the Rwandan regime. † (Holocaust Encyclopedia) During the holocaust, the Nazis moved Jews into disease ridden ghettos to protect the â€Å"master race. † The Nazis would also send Jews to be undressed and killed with poison gas in gas chambers. Auschwitz Concentration Camp) This category impacted both groups by displaying the way each group had their way of thinking. This difference is important to the category because we are able to see the many ways that they had decided to take out their opponents. The Hutus and the Nazi Germans also differed in their methods of extermination. In Stanton’s words, extermination is the stage in which they exterminate their enemies in who they believe are not fully human. This genocide was carried out entirely by hand, often using machetes and clubs.The men whod been trained to massacre were members of civilian death squads, the Interahamwe. (Peace Pledge Union) The Nazi people chose to exterminate the Jews through gas chambers. If any of them stopped walking along the way, then they would be shot dead and left in the snow. (Wiesel) This category impacted both groups because it showed their capability to go through with the mass killings. This difference is important to the category because their methods all differed and showed the strengths of the Germans and the Hutus. Both the Hutus and the Nazis denied that they ever committed their genocides.Denial is the last of the eight stages where a group denies that they committed a crime in which they really did commit. The Hutu opposition leader, Victoire Ingabire, was arrested for 8 years for denying that the Rwanda genocide ever occurred. Rulisa said the leader was found guilty of the â€Å"crime of conspiracy in harming authorities through terrorism and war† as well as denial of Rwanda’s 1994 genocide. (AFP) Himmler instructed his camps to destroy all existing evi dence showing that the Holocaust ever took place. He was very fixed on the many survivors who lived to tell their experience from the concentration camps and gas chambers. Austin) At the end of the Holocaust, Hitler committed suicide on April 30, 1945 in his underground bunker before he was able to be captured. The Rwanda genocide ended when the Rwandan Patriotic Front took over the country. Both genocides have impacted the world around us by creating peace organizations and genocide prevention groups. In the end, both the Rwandan genocide and the Holocaust were similar in their ways of classification, symbolization, dehumanization, organization, polarization, and denial. However, the two groups differed in their methods of preparation and extermination.In order to prevent genocides from occurring, we must avoid falling into despair as a whole society.

Quotes From The Handmaids Tale

Quotes From The Handmaids Tale The Handmaids Tale is a best-selling novel by Margaret Atwood set in a feminist dystopian future in which war and pollution have made pregnancy and childbirth increasingly difficult and women are enslaved as prostitutes  or virginal concubines - handmaiden - in an effort to repopulate and control the population. Atwoods beautiful, haunting prose in The Handmaids Tale is told from the first person perspective of a woman called Offred (or Of Fred, her master). The story follows Offred through her third service as a handmaiden and also offers flashbacks to her life before the Revolution that led to this new American society founded on religious fanaticism. Blessed be the fruit, Atwood writes in Chapter Four, an indoctrination for the handmaidens who have to go through intense training for their servitude before being assigned to a master whose child she will bear. Read on to discover more quotes from this famous novel and learn more about the not-too-distant-or-improbable future of Margaret Atwoods The Handmaids Tale, which is also an acclaimed television series. Quotes About Hope In Dystopia The character of Offred carries with her a certain quiet optimism that her daughter, who was taken from her when she tried to flee to Canada with her husband at the start of the revolution, is still alive, though this hope is diminished by the harsh conditions she lives under as a handmaiden, as described in Chapter 5: There is more than one kind of freedom ... Freedom to and freedom from. In the days of anarchy, it was freedom to. Now you are being given freedom from. Dont underrate it. Of her daughter, Offred says, also in Chapter 5, She is a flag on a hilltop, showing what can still be done: we too can be saved. Here, the character reveals her hope hinges upon the fact that her daughter has still not turned up on the wall where the ruling class hangs sinners near where Offred is held. Still, this optimism and hope is nothing in the face of the reality Offred finds herself in, and she admits in Chapter 7 that shes pretending the reader can hear her, But its no good because I know you cant. The Other Handmaidens Offred seems to have contempt for her fellow handmaidens, perhaps for their complacency or their simplistic view of the world: They are very interested in how other households are run; such bits of petty gossip give them an opportunity for pride or discontent. Still, Offred shared similarities with all other handmaidens in that they were the people who were not in the papers, the ones who lived in the blank white spaces at the edge of print, which Offred said gave them more freedom. All of them also undergo an indoctrination, a brainwashing ritual at the Academy where they train to be handmaidens. In Chapter 13, Offred describes a scene where the handmaidens are all seated in a circle around a woman confessing to being raped - Her fault, her fault, her fault, we chant in unison, Atwood writes. The woman training them, Aunt Lydia, also encourages all the handmaidens that though the new concepts introduced in their schooling may seem strange at first, they will eventually become mundane, but if not, the handmaidens would be punished for stepping out of line like one woman Offred describes in Chapter 8: She doesnt make speeches anymore. She has become speechless. She stays in her home, but it doesnt seem to agree with her. How furious she must be now that she has been taken at her word.   Offred feels a pressure to fulfill these new standards despite herself, and in Chapter 13 says of her shortcomings, I have failed once again to fulfill the expectations of others, which have become my own. In Chapter 30 Offred says of her oppressors, That was one of the things they do. They force you to kill, within yourself, and ultimately in Chapter 32, she realizes an important lesson when her master Fred tells her,  Better never means better for everyone... It always means worse for some.   Various Other Quotes I dont want to look at something that determines me so completely. (Chapter 12)Give me children, or else I die. Am I in Gods stead, who hath withheld from thee the fruit of the womb? Behold my maid Bilhah. She shall bear fruit upon my knees, that I may also have children by her.(Chapter 15)Moira had power now, shed been set loose, shed set herself loose. She was now a loose woman. (Chapter 22)Maybe none of this is about control. Maybe it isnt really about who can own whom, who can do what to whom and get away with it, even as far as death. Maybe it isnt about who can sit and who has to kneel or stand or lie down, legs spread open. Maybe its about who can do what to whom and be forgiven for it. Never tell me it amounts to the same thing. (Chapter 23)There is something subversive about this garden of Serenas, a sense of buried things bursting upwards, wordlessly, into the light, as if to say: Whatever is silenced will clamor to be heard, though silently. (Chapter 25)Agreed to it right away, really she didnt care, anything with two legs and a good you-know-what was fine with her. They arent squeamish, they dont have the same feelings we do. (Chapter 33) And Adam was not deceived, but the women being deceived was in the transgression. Notwithstanding she shall be saved by childbearing. (Chapter 34)There is something reassuring about the toilets. Bodily functions at least remain democratic. Everybody shits, as Moira would say. (Chapter 39)The trouble is I cant be, with him, any different than I usually am with him. Usually, I am inert. Surely there must be something for us, other than this futility and bathos. (Chapter 39)It makes me feel more in control as if there is a choice, a decision that could be made one way or the other. (Chapter 41)The crimes of others are a secret language among us. Through them, we show ourselves what we might be capable of, after all. This is not a popular announcement. (Chapter 42)Dear God, I think, I will do anything you like. Now that youve let me off, Ill obliterate myself, if that is what you really want; Ill empty myself, truly, become a chalice. Ill give up Nick, Ill forget about the others, Ill st op complaining. Ill accept my lot. Ill sacrifice. Ill repent. Ill abdicate. Ill renounce. (Chapter 45) Dont let the bastards grind you down. I repeat this to myself but it conveys nothing. You might as well say, Dont let there be air; or Dont be. I suppose you could say that. (Chapter 46)

International Business Essay Example | Topics and Well Written Essays - 3250 words - 2

International Business - Essay Example For Coca-Cola, it meant duplicating a substantial part of its value-creation process—from product formulation to marketing and delivery—throughout the world. Intel’s global competitive advantage is based on attaining technological leadership and preferred component supplier status on a global basis. For a midsize company, it may mean setting up a host of small foreign subsidiaries and forging numerous alliances. For still others, it may mean something entirely different (De Kluyver & Pearce, 2006). Thus, although it is tempting to think of global strategy in universal terms, globalization is a highly company-and industry-specific issue. It forces a company to rethink its strategic intent, global architecture, core competencies, and entire current product and service mix. For many companies, the outcome demands dramatic changes in the way they do business—with whom, how, and why. In the study of management, it is already a common knowledge that it involves four basic functions: planning, organizing, leading, and controlling resources (land, labour, capital, and information) to efficiently reach a company’s goals. Controlling is the fourth basic managerial function. In management, controlling means monitoring a firm’s progress toward meeting its organizational goals and objectives, resetting the course if goals or objectives change in response to shifting conditions, and correcting deviations if goals or objectives are not being attained. Managers should strive to maintain a high level of quality—a measure of how closely goods or services conform to predetermined standards and customer expectations. Many firms control for quality through a four-step cycle that involves all levels of management and all employees. In the first step, top managers set standards, or criteria for measuring the performance of the organization as a whole. At the same time, middle

Final Exam for Organization Research and Theory Term Paper

Final Exam for Organization Research and Theory - Term Paper Example A computer technology firm has experienced tremendous growth owing to the effective leadership of an efficient top management team. However, it has also witnessed a huge turnover of scientists as well as researchers. The company can be stated to be in maturity stage of the organizational life cycle which signifies that it is functioning in an effective manner which enables it to generate higher profits. At this stage, the management of the firm generally remains the same and there is less delegation of authority or power. The firm at this stage is more focused on developing the efficiency in its business operations. This stage exists as long as the firm is generating profit. The firm is mainly concerned about analyzing as well as managing the costs of the products. The management structure of the firm tends to be more bureaucratic and there is less emphasis on brining in new innovations in the organizational process. In this stage, profit is maximized for its growth as well as the se rvices which are provided by the firm. The growth of the firm is for the result of better collaboration as well as team work along with enhanced leadership by the top management (Daft, Murphy & Willmott, 2010). The firm after gaining drastic growth in the maturity stage may tend to proceed towards the decline stage for inefficient performance as well as bureaucratic nature of the management. These factors primarily result in crisis for delayed decision making process as well as slow performance. The performance of the firm can decrease or decline and there can also be a lack of innovativeness. The firm also suffered a huge number of turnovers of employees which declined its performance. The workforce of the firm has decreased which results in reduced market share as well as it reduces the competency of the firm. The management at this stage needs to take up certain measures immediately in order to recover from the crisis (Practical Management, 2012). The crisis which is suffered by the firm may be recovered at the revival stage of the organizational life cycle. The revival stage may occur at the maturity or decline stage for recovering the firm from the crisis which is hampering its growth. The firm should take innovative decisions and the bureaucratic nature of management should be minimized for retaining the growth of the firm. The workforce of the firm should be engaged in the decision making process. The management should devise methods for encouraging as well as developing trust among the employees for enhanced performance of the firm. The issues should be analyzed and steps or measures should be taken for lowering turnover of key employees of the organization such as scientists and researchers as they significantly contribute towards ensuring innovativeness in the products and services of the firm. The employees should be provided with better working atmosphere as well as culture for effective performance of employees with reduced turnover. The aspect of providing rewards and recognitions to deserving employees including the scientists as well as researchers can be started by the organization to ascertain that they are motivated to remain in the organization and provide their best. All these measures will assist the firm to resolve the prevailing crisis and to retain its best workforce which in turn would facilitate the company to ensure long-term profitability and sustainability (Products Arts, 2012). Question 6 a) A Mechanistic Structure A mechanistic

Shakespeare - Authorship Essay Example for Free

Shakespeare Authorship Essay In 1564, a man was born by the name of William Shakespeare. He was born to a poor family, was given little education, and had no interaction with sophisticated society. Thirty-eight plays and over 150 sonnets are not attributed to this ignorant man. Those who believe that Shakespeare was the author have no definitive proof but instead point to Hamlets declaration: The plays the thing(Satchell 71). The true author, however, lies hidden behind he name of Shakespeare. Edward de Vere the premier Earl of Oxford is not only considered a great poet in history, but he may also be the great playwright who concocted the sonnets and plays which are now attributed to William Shakespeare of Stratford, England. Edward de Vere was the Lord Great Chamberlain and the seventeenth Earl of Oxford. He was raised as a Royal Ward and from a very young age was educated in the sports and arts of nobility. Although disgraceful for a nobleman to waste time writing frivolous plays, Oxford as a young man wrote and staged the entertainment for the court. As an adult, he became engrossed in theatrical performances and frittered away his fortunes in support of several writers and actors (Friedman 13). During this time, De Vere also began writing several poems and plays. Much like Samuel Clemens, who wrote under the name of Mark Twain, Oxford adopted the pseudonym Shakespeare. Soon after plays appeared under the name of Shakespeare, poems by de Vere ceased (Russell 5). Coincidently, the coat of arms of Lord Bulbeck, a third title of Edward de Vere, is a lion shaking a spear (Ogburn 10). De Vere was also known by the people as the spear-shaker because of excellence at the tilts and at jousting (Russell 5). Many believe this pen name was for protection. Many of the plays said to have been written by Shakespeare explicitly describe the corruption in court politics and contain thinly veiled satires and parodies of politicians and courtiers. In addition, public theatres such as the Globe were laced with prostitutes, drunkards and criminals and because of the scoundrel audiences, playwrights were held in low esteem. Moreover, many scholars believe de Veres reasons for his pseudonym may be linked to the homoerotic threads in many of the Shakespearean sonnets and de Veres possible homosexual affair with his son-in-law. Using his identity would have been a dangerous game when such affairs were a high crime (Satchell 71). There are many allusions in Shakespeares plays which de Vere would have been particularly familiar with. As a child, de Vere was tutored by Arthur Golding, the translator of Metamorphoses. This literary work was alluded to several times in Shakespearean plays. De Vere also studied law and traveled across the continent, spending a great deal of time in Italy (Tweedale 12). Many references to Italian art and architecture are also alluded to in Shakespeares plays. William Shakespeare of Stratford, however, never left England (Friedman 10). The author of the Shakespearean plays had to possess a rare knowledge in several disciplines including physical sciences, medicine, he law, astronomy, and the Bible. Shakes of Stratford received no formal education with the exception of grammar school through the equivalent of third grade. De Vere, however, was taught by only the best tutors (Satchell 71). The Shakespearean plays were also written by one who has had interaction with the aristocracy and understood the workings of royalty from the inside out (Friedman 10). Although there is no evidence that Shakespeare moved freely about this society, de Vere was regarded as a brilliant ornament of Elizabeths court (Sachmartino 13) and as such would have understood what it as like to live in the aristocracy. De Veres very life is in many ways represented in the plays attributed to Shakespeare of Stratford. For example, in the play Hamlet, de Vere describes many of the details of his life. Like the main character Hamlet, de Vere is virtually a prince and also of Danish decent. De Veres cousins, Horance and Francis are strikingly similar in name and action to Hamlets two friends, Horatio and Francisco. The anguish Hamlet felt due to his mothers hasty remarriage after the murder of her husband was also similar to the distress De Vere felt over his mothers swift remarriage after the murder of his father. One of the greatest scenes in Hamlet is when Hamlet stabbed Polonius through the arras and killed him. This is again remarkably comparable to de Vere, who in a fit of rage stabbed an undercook through a curtain for spying on the young nobleman (Ogburn 173) Hamlet is not the only literary work in which de Vere describes his life. De Veres love affair with Anne de Vavasour is portrayed in Measure for Measure, and his own childhood is directly correspondent with Macbeth and Orthelo (Ogburn 11). Oxford died in 1604. This year is also the same year that William Shakespeare retired from writing his alleged plays. It has been said, The mouthpiece had to withdraw when the voice was gone (Friedman 11). In other word, after de Vere died, his writing stopped, and therefore William Shakespeares career was complete and he thereupon retired. There are also many verbal parallels in the works accredited to Shakespeare and the poetry of Edward de Vere. Contemporary authors will obviously have some phrases and images in common. When hundreds of these similarities are present, however, it tends to show that the authors either corroborated with each other, or that the authors are one in the same. This is precisely the case with Edward de Vere and William Shakespeare. Because we have only a small number of Oxfords acknowledged poetry, it is impossible to trace each metaphor or image of Shakespeares works to de Veres poetry. According to Joseph Sobran, an author for the Oxford Society, forty or so comparisons would be considered a coincidence. Much more, which is present in the comparisons of Shakespeare and Oxfords works, is far beyond the possibility of coincidence (Sobran 1). In both Shakespeare and de Veres poetry, there are similar images and phrases. For example, fertility, harvest, and the lazy drones robbing honey were used by both authors. To capture pity, images such as weeping lovers or floods of tears were also used (Sobran 2). Similar phrases can also be found in the poetry of Oxford and the sonnets of Shakespeare. In Love They Choice, Oxford writes, Who taught thee first to sigh alas my heart, Who filled your eyes with tears of bitter smart, and Colours pale they face. These three phrases were also used in Shakespeares plays and sonnets. For example, Who taught thee how to make me love thee more? is found in sonnet 150 written under the alias of Shakespeare. Also written under the alias of Shakespeare is Titus Andronicus and The Rape of Lucrece which states, And for these bitter tears, which no you see? and The colours of thy face, that even for anger, makes the lily pale respectively (Sobran 3). Common allusions used by both authors include Caesar, Hannibal and Pompey, Venus beauty, blind Cupid with his bow, and countless more from Greek mythology, wish cupid often being referred to as blind boy or wanton (Sobran 1). Certain factors for comparison are also used often in the writings of both Shakespeare and de Vere. For instance, the use of sweet versus sour, joy versus woe, ebb versus flow, flowers versus weeds, and heaven versus hell are all commonly found in the works of both authors. As Oxford writes He pulls a flower, he plucks but weeds, in Labour and its Rewards, Shakespeare echoes this metaphor and similarly writes, They bid thee crop a week, thou pluckst a flower (Sobran 3). What is more revealing is that both authors have similar rhythm and sentence structure (Sobran 2). In a couplet, Oxford writes: Evn as the wax both melt, or dew consume away Before the sun, I behold, careful thoughts decay. Shakespeare also uses the same image with comparable sentence structure and rhythm. The mornings silver melding do as soon as done And decayed, against the golden splendor of the sun (Sobran 3). The similar syntax, images, and comparisons of the writings of these two authors show that de Vere not only was a great writer in history, but he was also the author of the works attributed to William Shakespeare. Perhaps the greatest evidence for the true authorship of the Shakespearean sonnets and plays is the ciphered messages which can be found in the text of the sonnets and plays. Ciphers are codes of uniform length which bear a uniform relationship to the units of the plain text (Friedman, 15). In several of Shakespeares sonnets, de Veres signature can be found. For instance: The order of the dumme shewes E D And Musickes before every Acte E V E R E These signatures can be found various places in the sonnets and plays attributed to William Shakespeare of Stratford. There are also several signatures of the object of his love affair, Mary Pembroke, and also one I love you Mary Pembroke (Huston 132) There are also several examples of acoustic patterns found in Shakespeares sonnets. For example, in the sonnets 37 through 42, there are twenty-one signatures spelling out de Vere. These signatures are arranged to form six letters: O X F O R D, in consecutive order (Huston 161). Considering each sonnet is fourteen lines long, and there are six sonnets, and assuming there are 43 characters per line, the probability that these signatures would spell Oxford is nearly 55,000,000,000,000,000,000,000,000,000 to one (Huston 162). In Sonnets 25 through 46, de Vere also spelled out in 22 letter patterns W SHAKESPEARE-OXFORD-VERE (Huston 170). The odds of this happening are even greater than that of the aforementioned probability. Using poetic license, de Vere of Oxford utilized codes and ciphers to spell out his name and other such messages. Edward de Vere of Oxford lived from 1550 to 1604. In the duration of that time, he was a young nobleman, a poet, and a lover of the theatre, but was also probably a great playwright who has yet to receive full credit for the plays he composed. De Vere witnessed first hand the inner workings of nobility. He traveled throughout Europe, completed his education at Cambridge University, studied the law at Grays Inn, and had abundant knowledge of historical occurrences and literary works (Russell 4). These are not only elements in the works attributed to William Shakespeare, but also are things which William Shakespeare of Stratford England knew nothing of. Who wrote the Shakespearean sonnets and plays? There is only one answer to this pivotal question ? Edward de Vere of Oxford England.

Rome, Italy :: essays research papers

My Trip to Rome, Italy I had learned I was being sent to Italy in March of 2000 for a machine tool exhibition. I found out the happy news just before leaving work. Excitedly I jumped into my car and started my journey home. As I drove home down I-95 through all of the usual evening traffic I just kept thinking about ho I was going to tell my husband we were going to Italy. That night I continuously paced the floor looking out of my bedroom window to see if my husband was home from work yet. As he drove up in our driveway I ran outside to tell him the good news. I said, â€Å"Nick guess where we are going in March?† Before he could even say where I yelled out â€Å"Italy†! Italy, he said with a puzzled look on his face. I then explained the situation with work and said to him since if I have the opportunity to go I thought it would be a great idea for you to come along with me. I suggested scheduled some time before the show for the two of us to travel around Rome. Later that night it was sett led we would schedule a couple of days to tour Rome before the exhibition. It seemed like forever before we would finally be on our way, but then before I knew it we were on the airplane and the flight attendant is announcing fasten your seatbelts and prepare for landing into Leonardo da Vinci airport.   Ã‚  Ã‚  Ã‚  Ã‚  After arriving at the airport we had to transfer to a train that would take us to the city center. It was about a 30-minute train ride. Along the ride I was getting my first look at Rome, mostly the colorful countryside with the rows of sunflowers that were so splendid with bright yellow centers, and green leaves that were so full of life. Just pass the beautiful field of sunflowers was a small farmhouse made of stone. You could see the smoke coming out of the chimney and the farmers working their land. Upon arriving at the main train station, â€Å"Stazione Termini† in Italian, the excitement was building I couldn’t wait another minute to see all the sites of Rome. The Colosseum, The Roman Forum, and the Vatican were tops on my list, and with only a couple of days to site see there wasn’t any time to waste.

Allegory of the Cave Essay

Theme of Freedom, Responsibility & Education in the Allegory of the Cave The myth of the cave is a famous allegory, written by Plato in The Republic. It was written in the form of conversation between Socrates and Glaucon and covers the idea of shadow against light or how far our nature is enlightened or unenlightened. The story tells about the cave in which people live from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them and cannot turn their heads. Behind them is a fire which is blazing in a distance. Between people and the fire there is a roadway where puppeteers are carrying all sorts of figures and statues of animals. Prisoners can only see the shadows of these figures and completely unaware that these are only soulless statues. The idea of the cave symbolizes shadow or what we believe to be real, while the sun represents education, enlightenment and truth. Further Socrates tells that if prisoners are released from th eir chains, than they would probably believe that the shadows are more real than what is really produces them. Or in other words if to show the prisoner the statues which are the initial cause of these shadows, than he or she would not know what they are. For him or her, the shadow will be more real than the actual thing. And if one of the prisoners will go out of the cave, then he or she will not be able to distinguish which world is real and which one is unrealistic. Plato depicts the path of teaching as the route to freedom, as a release from those chains which tie human beings to the play of shadows, as the flight from this land of bondage into a shape in which humanity becomes aware both of his previous state of bondage and of the origin of those shadows to which he was before. The main aim of education is to lead mankind into freedom and the core value of education is supported by freedom. Returning back to the cave, released man will have to decide which world to choose as real. Would he or she be happy in comparison to the other prisoners who have not yet seen outside of the cave. And here Socrates clarifies to Glaucon whether he or she will try to free the rest of people and explain them about the world outside. In this situation every human is free to draw their own selections and apply their  own substance for life; nonetheless, the choices men make are what they believe all human beings to do, causing men to be responsible for their activities. All men have a moral responsibility to their fellows. The escaped prisoner is responsible for passing away back and informing the rest of the captives of what he witnessed. He has to explain to them that the ultimate reality is not the phantoms along the rampart, but what is seen once you’re in the light. He then experiences anguish because the prisoners will not trust him. Every man suffers anxiety they have freedom and at the same time bear great amount of responsibility for all people. Therefore every choice that a man makes should be honest and responsible. Connection of freedom and responsibility with education is crucial in the contemporary world. Allegory of the cave is simplified picture of what happens in our society Most of the modern educational institutions do not support freedom. Students can just like the prisoners be affected by the so-called puppeteers with wrong side of the reality. Process writing â€Å"An unjust law is no law at all† All people have equal right, it does not matter what race you are or how old are you or where you are from. All of us should have equal rights. I think that African-Americans should reach for their aim, aim not to be discriminated and to have equal right. That time they had strong desire to live in peace. Martin Luter King is a leader of African-Americans who struggle for African-Americans freedom. He is the great leader, because he want to reach freedom without violence. He was great thinker, because he did not start disorders in country, he just wanted to make economic withdrawal program. It shows that African-Americans had strong desire to be free, and desire to reach it without violence. Equality is not always justice EqualityJustice Equality as shown in the first picture is when all people get strictly the same things, no matter of their needs and possibilities. Equality in my opinion is not perfect, and does not take into consideration different  possibilities of different social classes which lead to the inequality in the society. What is justice? Justice – is a concept of rightness, which is based on ethics, law, religious and other aspects. In my opinion equality is not always justice. Every class of people should separately get help and benefits from government or administration. This picture above very well helps us to realize that justice and equality are different things. Most of us sometimes mix these two words. I also can give another example: Sometimes different organizations support orphans who need additional help from the society. If to equally treat them they will not get equal to other children, who have parents. This is because they will not be able in the same conditions afford parents immediately. While within the concept of justice, these children should get more benefits from government and different social organizations rather than usual children, who get care and support directly from their parents. La Jetee La Jetee is a science fictional movie filmed by Chris Marker in 1962 in France. Compounded almost from photos, it tells us about post 3rd world war and experiments with time travelling. From French La Jetee is translated runway, which is a place where planes take off. In the movie, people who survived after 3rd world war were living under destroyed Paris, and most of them were imprisoned criminals and prisoners of war. Scientists researched injection which could make humans mind to travel in time. They wanted to rescue the present and ask for help from future and past. They found an experimental who could mentally withstand the shock of time travel. Finally they found him, and he was a prisoner. They sent him to the past the his pre-war childhood where he saw a woman and a mystical murder on the observation platform. After several attempts, he could reach different period of his life. There he built a romantic relationship with the woman on the observation platform in his childhood. After this he was sent to the future, where he meet with the highly developed people of the future. They give him a power unit which is able to recreate his destroyed world. After all these, he returned back to his time, where he was sentenced to death. But the people of the future offer him to go with them; he refuses and asks them to send him to the past to his childhood, to meet his beloved woman, on  the observation platform. Finally, when he goes back to that time, to that platform, where he hopes to meet that woman, he will be killed by a person. He realizes that the murder which he saw as a child, was his own murder. What is common between Antigone and Allegory of the cave? These three works can be connected with three ideas. Idea of freedom, honesty and responsibility In both works we can see theme of freedom. It is freedom of choice. In Plato’s Allegory of the cave prisoner who was released have a choice to be enlightened or unenlightened and another choice to run away or to come back and tell every one the truth. In Sophocle’s work Antigone Kreon have a choice to change his law or to punish everyone who will break a law. The theme of honesty also presents here. Antigone was honesty with her king Kreon and tells him everything what she feels. She was against of king’s law because that law was unjust law. We can say that she was agree with St. Augustine’s phrase â€Å"unjust law is not law at all†. In Plato’s work prisoner was, who was released, honesty with his co-prisoners, he does not run away he come back and tell everything what he see outside of the cave. The last theme of our orientation week is responsibility. Prisoner in Plato’s work come back and tell everyone the truth. He want to show them another side of reality, with this action he shows us his responsibility for others â€Å"the truly free individual is the one who is experiencing guilty for everything around him†. And Antigone also was responsible. She brakes a law and bury his brother with all funerals. My poem about nature Hello, hello, hello, Listen to me dear all, I go to walk With my classmates And then I saw this beautiful vase. I was confused How beautiful it was This vase was huge in size But then I realize That I get behind I run away Back to my classmates It was pretty good To see this vase

Sex Slaves in Nepal

Illuminating the World of Modern-day Slavery Speech by Lisa Kristine Speech Review by Kitty XUE Writing ? Lisa Kristen’s speech astonished the audience by simply presenting lives of slaves all over the world, and it is undoubtedly a successful one: her voice low and grave, full of sympathy and grief; her photos soundless yet visually and emotionally powerful.Perhaps because Kristen has seen all these slaves with her own eyes, she talks in a way that makes people feel that these stories are no longer lives of mere strangers in some remote country, but lives of someone that the audience know of—lives of ordinary people, who should have had a peaceful life. Her speech leaves people ashamed of their ignorance about the seriousness of the existing slavery in the modern world. Among various groups of slaves witnessed by Lisa Kristen were sex slaves in Nepal. The story of a sex slave in Nepal usually starts with poverty.In a country where half of the population is unemployed, young girls and their family members are easily lured by the job promises made by the so-called â€Å"job hunters†. Poor young girls follow the â€Å"job hunters† in the hope of getting a well-paid job, and a decent life in big cities like Kathmandu. Very often, however, they end up in a filthy hell known as â€Å"the cabin restaurant†. There, they are trafficked as sex slaves. Curtains are drawn to provide privacy for each room in the restaurant, or to be more precise, to provide privacy for the customers’ sexual harassments.The girls are expected to serve food and drinks to these rooms, but more importantly, to satisfy the male customers’ demands so that the sale can boost. Eventually, the girls will have to, willing or not, start prostitute themselves to entertain the money payers (Mavrich, â€Å"City in Focus: Kathmandu, Nepal†). Girls that refuse to comply are often physically intimidated by the cabin owner; some are said to have been h it by wires, rods and hot spoons (Ruffins, â€Å"Rescuing Girls from Slavery†); others are threatened with defamation, blackmailing and police harassment (Regmi, â€Å"Plight of Cabin Keepers†).Some girls who had been rescued revealed that they had to â€Å"serve† twenty to twenty-five men a day (Trenwith, â€Å"The appalling side of Nepal sparks a woman's crusade†). People are certainly moved and re-educated when they hear about the life stories of the slaves, for it hurts to see and hear about those coarse hands, dust-covered faces and vacant looks. But what about afterwards? Will people still care, or will they go back to their comfortable home and gradually forget about the shock they once experienced during the speech because they have their own family and jobs to worry about?Or to think even further, when few people will be affected by slavery, should this be a world concern? The answer would be yes. This has nothing to do with personal interests, o r the defense of modernism, not even the development of the society. It’s all about humanity—the reason why people call themselves human beings. When colonialism was replaced by democracy, we call it progress, for the meaning of freedom, equality and humanity was realized and therefore fulfilled.Now the same realization is needed to fulfill them, so that the human race progresses rather than goes backwards. Few people are powerful enough to change slavery directly. However, as long as the seriousness of modern slavery is kept in mind and spread the information, just as Lisa Kristine did with her camera and microphone, attention will be aroused, the â€Å"evil side† will be pressured, and those with the power to change the situation directly will be pushed. Works Cited Mavrich, Bret. â€Å"City in Focus: Kathmandu, Nepal. † Exodus Cry. om. Exodus Cry, 2012. Web. 14 Oct. 2012 ;http://exoduscry. com/prayer/city-in-focus/kathmandu-nepal/; Regmi, Shibesh Chand ra. â€Å"Plight of Cabin Keepers. † ActionAid Nepal (2004). Childtrafficking. com Digital Library, Dec. 2004. Web. 18 Oct. 2012 ; http://www. childtrafficking. com/Docs/action_aid_2004_plight_of_cabin_keepers_15. pdf; Ruffins, Ebonne. â€Å"Rescuing Girls from Slavery. † CNN Heroes. CNN, 30 April. 2010. Web. 14 Oct. 2012 ;http://edition. cnn. com/2010/LIVING/04/29/cnnheroes. koirala. nepal/index. html;

The Treaty of Kanagawa Opened Japan to Trade

The Treaty of Kanagawa Opened Japan to Trade The Treaty of Kanagawa was an 1854 agreement between the United States of America and the government of Japan. In what became known as the opening of Japan, the two countries agreed to engage in limited trade and to agree to the safe return of American sailors who had become shipwrecked in Japanese waters. The treaty was accepted by the Japanese after a squadron of American warships anchored in the mouth of Tokyo Bay on July 8, 1853. Japan has been a closed society with very little contact with the rest of the world for 200 years, and there was an expectation that the Japanese Emperor would not be receptive to American overtures. However, friendly relations between the two nations were established. The approach to Japan is sometimes viewed as an international aspect of Manifest Destiny. The expansion toward the West meant that the United States was becoming a power in the Pacific Ocean. American political leaders believed their mission in the world was to expand American markets into Asia. The treaty was the first modern treaty Japan negotiated with a western nation. While it was limited in scope, it did open Japan to trade with the west for the first time. The treaty led to other treaties, so it sparked enduring changes for Japanese society. Background of the Treaty of Kanagawa After some very tentative dealings with Japan, the administration of President Millard Fillmore dispatched a trusted naval officer, Commodore Matthew C. Perry, to Japan to attempt to gain entry to Japanese markets. Along with the potential for commerce, the United States sought to use Japanese ports in a limited manner. The American whaling fleet had been sailing farther into the Pacific Ocean, and it would be advantageous to be able to visit Japanese ports to load supplies, food, and fresh water. The Japanese had firmly resisted visits from American whalers. Perry arrived at Edo Bay on July 8, 1853, carrying a letter from President Fillmore requesting friendship and free trade. The Japanese were not receptive, and Perry said he would return in one year with more ships. The Japanese leadership, the Shogunate, faced a dilemma. If they agreed to the American offer, other nations would no doubt follow and seek relations with them, undermining the isolationism they sought. On the other hand, if they rejected Commodore Perrys offer, the American promise to return with a larger and modern military force seemed to be a serious threat. Perry had impressed the Japanese by arriving with four steam-powered warships which had been painted black. The ships appeared modern and formidable. The Signing of the Treaty Before leaving on the mission to Japan, Perry had read any books he could find on Japan. The diplomatic way in which he handled matters seemed to make things go more smoothly than otherwise might have been expected. By arriving and delivering a letter, and then sailing away to return months later, the Japanese leaders felt they were not being overly pressured. And when Perry arrived back in Tokyo the following year, in February 1854, leading a squadron of American ships. The Japanese were fairly receptive, and negotiations began between Perry and representatives from Japan.. Perry brought along gifts for the Japanese to provide  some idea of what American was like, He presented them with a small working model of a steam locomotive, a barrel of whiskey, some examples of modern American farming tools, and a book by the naturalist John James Audubon, Birds and Quadrupeds of America. After weeks of negotiation, the Treaty of Kanagawa was signed on March 31, 1854. The treaty was ratified by the U.S. Senate as well as by the Japanese government. The trade between the two nations was still quite limited, as only certain Japanese ports were open to American ships. However, the hard line Japan had taken about shipwrecked American sailors had been relaxed.  And American ships in the western Pacific would be able to call on Japanese ports to obtain food, water, and other supplies. American ships began mapping the waters around Japan in 1858, a scientific effort which was viewed as having great importance to American merchant sailors. Overall, the treaty was seen by Americans as a sign of progress. As word of the treaty spread, European nations began approaching Japan with similar requests, and within a few years more than a dozen other nations had negotiated treaties with Japan. In 1858 the United States, during the administration of President James Buchanan, sent a diplomat, Townsend Harris, to negotiate a more comprehensive treaty. Japanese ambassadors traveled to the United States, and they became a sensation wherever they traveled. The isolation of Japan had essentially ended, though factions within the country debated just how westernized Japanese society should become. Sources: Shogun Iesada Signs the Convention of Kanagawa.  Global Events:  Milestone Events Throughout History, edited by Jennifer Stock, vol. 2: Asia and Oceania, Gale, 2014, pp. 301-304.   Munson, Todd S. Japan, Opening of.  Encyclopedia of Western Colonialism since 1450, edited by Thomas Benjamin, vol. 2, Macmillan Reference USA, 2007, pp. 667-669. Matthew Calbraith Perry.  Encyclopedia of World Biography, 2nd ed., vol. 12, Gale, 2004, pp. 237-239.

Basic Atomic Structure and Atomic Theory - Study Guide

Basic Atomic Structure and Atomic Theory - Study Guide Atoms are one of the first topics covered in a chemistry course because they are the fundamental building block of matter. Atoms bond to each other to form pure elements, compounds, and alloys. These substances exchange atoms with each other to form new products through chemical reactions. Key Takeaways: Atoms Atoms are the smallest unit of matter that cannot be divided using any chemical method. They do consist of smaller parts, but can only be broken by nuclear reactions.The three parts of an atom are protons, neutrons, and electrons. Protons carry a positive electrical charge. Neutrons are electrically neutral. Electrons carry a negative charge, equal in magnitude to that of a proton.Protons and neutrons stick together to form the atomic nucleus. Electrons orbit around the nucleus.Chemical bonding and chemical reactions occur due to the electrons around atoms. An atom with too many or too few electrons is unstable and may bond with another atom to either share or essentially donate electrons. Atom Overview Chemistry is the study of matter and the interactions between different types of matter and energy. The fundamental building block of matter is the atom. An atom consists of three main parts: protons, neutrons, and electrons. Protons have a positive electrical charge. Neutrons have no electrical charge. Electrons have a negative electrical charge. Protons and neutrons are found together in what is called the nucleus of the atom. Electrons circle around the  nucleus. Chemical reactions involve interactions between the electrons of one atom and the electrons of another atom. Atoms which have different amounts of electrons and protons have a positive or negative electrical charge and are called ions. When atoms bond together, they can make larger building blocks of matter called molecules. The word atom was coined by the early Greeks Democritus and Leucippus, but the nature of the atom wasnt understood until later. In the 1800s, John Dalton demonstrated atoms react with each other in whole ratios to form compounds. The discovery of the electron earned J.J. Thomson the 1906 Nobel Prize in Physics. The atomic nucleus was discovered in the gold foil experiment conducted by Geiger and Marsden under the supervision of Ernest Rutherford in 1909. Important Atom Facts All matter consists of particles called atoms. Here are some useful facts about atoms: Atoms cannot be divided  using chemicals. They do consist of parts, which include protons, neutrons, and electrons, but an atom is a basic chemical building block of matter.Each electron has a negative electrical charge.Each proton has a positive electrical charge. The charge of a proton and an electron are equal in magnitude, yet opposite in sign. Electrons and protons are electrically attracted to each other.Each neutron is electrically neutral. In other words, neutrons do not have a charge and are not electrically attracted to either electrons or protons.Protons and neutrons are about the same size as each other and are much larger than electrons.The mass of a proton is essentially the same as that of a neutron. The mass of a proton is 1840 times greater than the mass of an electron.The nucleus of an atom contains protons and neutrons. The nucleus carries a positive electrical charge.Electrons move around outside the nucleus.Almost all of the mass of an atom is in its nucleus; a lmost all of the volume of an atom is occupied by electrons. The number of protons  (also known as its  atomic number) determines the element. Varying the number of neutrons results in isotopes. Varying the number of electrons results in ions. Isotopes and ions of an atom with a constant number of protons are all variations of a single element.The particles within an atom are bound together by powerful forces. In general, electrons are easier to add or remove from an atom than a proton or neutron.  Chemical reactions  largely involve atoms or groups of atoms and the interactions between their electrons. Study Questions and Answers Try these practice problems to test your understanding of atomic theory. Write the  nuclear symbols for three isotopes  of oxygen in which there are 8, 9, and 10 neutrons, respectively.  AnswerWrite the  nuclear symbol  for an atom  with 32 protons and 38 neutrons.  AnswerIdentify the number of protons and electrons in the Sc3  ion.  AnswerGive the symbol of an ion which has 10 e- and 7 p.  Answer Sources Lewis, Gilbert N. (1916). The Atom and the Molecule. Journal of the American Chemical Society. 38 (4): 762–786. doi:10.1021/ja02261a002Wurtz, Charles Adolphe (1881). The Atomic Theory. New York: D. Appleton and company. ISBN 978-0-559-43636-9.

Analysis of Media Coverage of the Summers Controversy Essay

Analysis of Media Coverage of the Summers Controversy - Essay Example Summers emphasized that this evidential difference between men and women in sciences could not be overlooked. The media blew Summers’ remarks out of proportion in the ensuing controversy, reporting that the academic was a chauvinist, who upheld the notion that women are naturally inferior to men.   In my opinion, the media framed and perpetuated the controversy, missing out on the fact that he was hypothesizing on the significant gap between men and women while trying to provoke further research into the issue. Summers was wrong to state that women are inherently inferior to men since he did not have any scientific evidence to prove this; further, his tendency to understate the role of gender and socialization in the same, lowers the credibility of his hypotheses. Summers' controversial remarks were first published in the Boston Globe newspaper. The paper primarily focused on the Harvard president’s second suggestion on the potential cause for fewer female representat ives in sciences. This statement quoted Summers stating that males attain higher test scores in science and math than females. He continued to say that although nobody could explain this occurrence, studies in behavioral genetics shows that aspects usually attributed to conditioning or socialization could actually be based on biology. The Boston Globe reported that conference participants said that in making this point, Larry Summers was implying that women do not possess the same scientific and mathematical ability as men.  

Entering the Out of Home Market Case Study Example | Topics and Well Written Essays - 500 words

Entering the Out of Home Market - Case Study Example However, one must remember no matter how revolutionary or unique a product is, it is not an assurance that it will be successful when offered to the buying public especially if it is competing with lower-priced, strategically marketed and well managed products. Nonetheless, there is a high probability that MagicADs can gain an advantage since this technology has already been successful in the South East Asia market garnering the advertising projects of industry giants such as Sony Ericsson, Diageo, Coca-Cola, Adidas, Swatch and Unilever. This, together with a pipeline of innovative / unique products at various stages of development can give the advertising firm an edge in the 'Out of home' advertising sector. MagiqADs will still need to verify this claim by conducting an intensive feasibility study- one which does not only identify the competitors and market segments but also specifies the financial and technical requirements of the project. I assume this will be conducted as this the standard operating procedure especially for large scale marketing. Perhaps what MagiqADs can do is to launch a test run of its product and evaluate the response of the 'spectators' of the advertising medium.

I write the topic in the instruction box because it is too long Essay - 1

I write the topic in the instruction box because it is too long - Essay Example The background history of torture dates back to the 20th century, post World War II period during the development and progress of the CIA’s investigative techniques where the CIA agents were taught how to use sensory deprivation techniques to help them break down the human psyche in order to make the prisoners feel fear, dread, confusion and increase their dependency. The history of this 20th century torture tactic was especially traced back to democracies such as the United States, U.K and Israel where it was regularly carried out. The British were known to use what they called ‘five techniques, which included – 1) Hooding, 2) Sleep deprivation, 3) Forced standing, 4) Noise bombardment and 5) Starvations and thirst against the IRA. However, such horrendous practices and techniques were discarded by legislation levied against it both in the UK and Israel, but sadly it is still carried on in the United States. It is quite difficult for most people to understand this kind of torture because such torture does not leave any visible marks on the prisoner. This kind of torture is of a particular kind because the techniques involve â€Å"Stress positions† such as standing for long hours or being shackled from the ceiling which is something that goes beyond human endurance. This kind of torture also includes deprivation of sleep and sensory organs. For the shackling of prisoners, the ceiling is covered with wire mesh and chains are hung from them to hold up the arms of the prisoners for long hours without sleep. In fact, a chart is hung on the prison wall to indicate how many hours a prisoner should sleep and how many hours he had to stand shackled. The guards followed this regimental schedule rigidly to succeed in breaking the individual’s spirit. Describing the impact of this tactic used on the prisoners Pfc. Damian Corsetti, MI, states -"If youve ever

Theories of Leadership and Motivation

Theories of Leadership and Motivation Introduction: Leadership is the character which every organisation wants to see in their staff and the person who is self motivated and who can motivate the team members become a good manager. Leadership is nothing but inspiring the team leader is the one who does it, inspiration is nothing but motivation. So leadership and motivation is a chemistry which can take any difficult task to success. The leadership and motivation chemistry is mostly helpful in management sector whether it is in business or in the team; every individual posses leadership but the one who practices on the go become a perfect leader. The main aspect a leader consists is a vision for the certain purpose. When a task or project is taken over by a company the company searches for a leader who posses knowledge on the project and vision how to develop the project, make use of colleagues and give the organisation a profit on it. A leader tends to influence the task to be continued and change to be taken place to make the organisation profitable. There are several theories on leadership by great leaders some of them say that leadership is an action not position or person. These theories help to prepare a perfect leader, all these theories are proposed and practiced by great leaders and managers but latest management considers a leader who follows his role. Leadership theories: Considering leadership reveals school of thought giving different leadership theories such as Great Man theory, trait theory, behaviourist theory, situational leadership theory, contingency theory, transactional theory and transformational theory. Great man theory is the one proposed before twentieth century where it says that leaders are born with the talent and leader should be a man this lead to the next theory trait theory. Trait theory: The trait theory rose from the concepts of the Great Man approach. This theory leads to identify the important characteristics of a successful leader. The people who got the characters as defined by the traits approach are isolated or shortlisted and those are recruited as leaders. This type of approach was mostly implemented in military and still used in some of the area. According to the trait theory the person who got the following skills is said to be a trait. Ambitious and success oriented Adaptable to all kinds of situations Co operative to all the members in the organization Highly active or energetic Dominative Good decision making ability Self-confident Adaptable to stress conditions and Dependable. These are the characters which make a person trait and they should posses some skills which are Skills Intelligent Skilled conceptually Creative Fluent in speaking Tactful Self motivated and self belief Skilled socially When these kinds of skills and characters are identified in the person, the person is recruited in the team. Behavioural theory: The trait study doesnt give any conclusive results and it was hard to measure some more critical issues such as honesty, integrity and loyalty. This leaded the attention to be diverted on to the behaviour theories. The behaviour theory focuses on human relationship and success performance as well. According to behavioural theory the manager believes that the working environment should be like an entertainment place where the expenditure of mental and physical efforts is treated to be play and rest. The idea of manager is an average person not only learns to accept but also seek responsibility. The people will automatically learn to exercise self-control and self direction to achieve the goal or target. The organizational problems can become imaginative and creative. Contingency theory model: This theory illustrates that there are many ways for the manager to lead the team to get best outcome. According to the situation the manager can find a best way to get the best outcome. Fiedler worked on contingency theory according to that he looked for three situations which define the condition of a managerial task. Leader and team member relationship Work structure or project structure Position and power The manager should maintain relation with their team members to get along and create confidence and make them feel free to think about the task and give their ideas to help the task to be finished. Project structure is the job highly structured or unstructured or in between. The power shows how much authority a manager does posses. This theory rates the manager whether the manger is relationship oriented or task oriented. The task oriented managers gets success in such situations where there is good leader and team member relationship and structured projects or tasks doesnt matter whether the position power is weak or strong. And get success when the project is unstructured and does have any sort of good vision by having a strong power and position. The variables which affect the task such as environmental variables are combined in a heavy some and differentiated as favourable and unfavourable situations. The task oriented management style depends on the favourable and unfavourable environment variables but the relationship management style stays in the middle by managing or changing the variables to accumulate with their style. Both styles of managements got their sides to be good when all the performance and team work well in the tasks. There is no good or bad management in these two managements. Task motivated management style leaders do best when the team performs well and they are good in achieving good sales record and performance better than their competitor where as the relationship oriented leaders are helpful to gain positive customer service and build a positive image to the organisation. Transactional and transformational leadership: Transformational leadership is a relationship of mutual simulation and elevation that converts the followers in to leaders and may convert leaders into moral agents Transformational leadership is communicating with the leaders and the team members to take them to higher level something like a leader can become a moral agent and the follower can become a leader. Transactional leadership technique builds the person to finish the certain task such as job done for the time being. Some of the differences between transactional and transformational leadership are Transactional style of leadership builds a man to complete a certain task where as transformational styles builds a member to become a leader. This focuses on task completion and tactical style of management where as transformational leadership focus on strategies and missions. These are some theories of the leadership which shows how a leader act on different situations and how different leaders behave to get success in the organization. Motivation in Management: Theories of motivation: The theories of motivation can be divided into 3 broad categories. Reinforcement theories emphasize the means through which the process of controlling an individuals behavior by manipulating its consequences takes place . Content theories focus primarily on individual needs the physiological or psychological deficiencies that we feel a compulsion to reduce or eliminate. Process theories focus on the thought or cognitive processes that take place within the minds of people and that control their behavior. Early Theories of Motivation: Hierarchy of Needs Theory Theory X and Theory Y Motivation-Hygiene Theory Contemporary Theories of Motivation: ERG Theory McClellands Theory of Needs Cognitive Evaluation Theory Task Characteristics Theories Goal-Setting Theory Equity Theory Hierarchy of Needs Theory: Abraham Maslow hypothesized that within every human being there exists a hierarchy of five needs: Physiological. Safety. Social. Esteem. Self-actualization. Maslow then categorized these 5 needs into lower-order needs and higher-order needs.Lower-order needs are needs that are satisfied externally: physiological and safety needs.Higher-order needs are needs that are satisfied internally (within the person): social, esteem, and self-actualization needs. Theory X and Theory Y of Douglas McGrogor: McGregor concluded that a managers vision of the nature of human beings is based on a certain blend of assumptions and that he or she tends to mold his or her actions toward subordinates according to these assumptions: Employees naturally dislike work and, whenever possible, will attempt to avoid it Since employees dislike work, they must be coerced, controlled, or threatened with punishment to achieve goals Employees will avoid responsibilities and seek formal direction whenever possible Motivation-hygiene Theory: According to Herzberg, the factors leading to job satisfaction are dividing and distinct from those that leads to job dissatisfaction. Hygiene factors include factors such as: company policy and administration, supervision, interpersonal relations, working conditions, and salary. Motivator factors include factors such as: attainment, recognition, the work itself, responsibility and growth. Hygiene Factors Company rule and management; Supervision; association with supervisor; Work circumstances; Salary; Relationship with peers; Personal life; association with subordinates; Status; Safety Motivator Factors: attainment credit; Work itself; Responsibility; progression; Growth Contemporary Theories of Motivation: ERG Theory: ERG Theory proposed by Clayton Alderfer of Yale University: Alderfer fights that there are three groups of core needs: Existence Relatedness Growth Existence group is worried with providing our basic material existence requirements. Relatedness group is the desire we have for maintaining important interpersonal relationships McClellands Theory of Needs: McClellands theory of needs focuses on three needs: Achievement Power Affiliation Cognitive Evaluation Theory: Allocating extrinsic rewards for behaviour that had been previously intrinsically rewarded tends to decrease the overall level of motivation. (This concept was proposed in the late 1960s.)The interdependence of extrinsic and intrinsic rewards is a real phenomenon Task Characteristics Theories: These theories seek to identify task characteristics of jobs, how these characteristics are combined to form different jobs, and their relationship to employee motivation, satisfaction, and performance. Goal-setting theory: Specific and difficult goals lead to higher performance. Feedback leads to higher performance than non-feedback. In addition to feedback, 2 other factors have been found to influence the goals-performance relationship. These are: Goal commitment. Sufficient self-efficacy. Equity Theory: Individuals make comparisons of their job inputs and outcomes relatives to those of others and then act in response so as to remove any inequities. Stacy Adams proposed that this negative tension state provides the motivation to do something to correct it. There are 4 referent comparisons that employee can use: Self-inside. Self-outside. Other inside. Other outside. Conclusion The change in the leadership theories time by time says that the leader should posses certain characters which lead the organisational success whether to believe in maintaining a relationship or to go on tactically the manager or the leader should act to the situation and get success at the end. Depending on the companies motive the leader should react or behave with the team members to achieve the target. Usually maintaining a good relation helps to make the team members life easy and manage the work happily. The team members become more innovative and achieve targets easily where as with tactical style leadership may create some sort of pressure on the team members, there is no guarantee that in every situation relational ship management is successful. the leader should adapt himself for the situation and act according to a particular situation. We have discussed above only a collection of the motivation theories and thoughts of the various proponents of management .In some of the theories and opinion presented, however, one can observe some glimpses of the person and how, perhaps, he or she could be motivated. This is satisfying in itself. But, as noted earlier, practice has been in advance of theory in this field, so let us now move to the realistic side of management of human behaviour and motivation in the workplace.

Exploring the Theme of Love in Sonnets 57 and 58 Essay -- Shakespeare’

Shakespeare’s sonnets are numbered in a sequential order and adjacent sonnets often have similar content. Throughout Shakespeare’s sonnets, he covers many subjects, such as interest in the life of a young man, his love for a young man, and his love for a dark haired woman. In sonnets 57 and 58, Shakespeare discusses how love is like slavery in its different manifestations. The object of the narrator’s love has a dominating power over the narrator, which controls him and guides his actions. Shakespeare shows in sonnets 57 and 58 that love can be displayed by using many different routes such as viewing love as a controlling force, exploring the theme of time and waiting in regards to love, and the question of the physical state of being of love. Throughout both sonnets there is a sense that the narrator has resigned himself to the slavery of love. In sonnet 57, the narrator asserts in the first two lines that all he (we will assume the narrator is a "he") can do is wait until the lover needs something. This blind devotion to the lover seems to come without any reservations on behalf of the narrator and seems to be a natural inclination to give of one’s self whole-heartedly and unconditionally ("unconditional love"). In sonnet 58, line 13, "though waiting so be hell" shows the pain that the narrator is going through while he is waiting on the lover. In sonnet 58, line five, "let me suffer, being at your beck" again constitutes this devotion of the narrator to the recipient of the love without any reservations. The narrator is willingly accepting suffering, hell, and sadness, as seen in the phrase "sad slave" (sonnet 57, line 11), in order to be a slave to love. This devotion to loving servitude is admirable and the bon d formed... ... that love thinks no ill. Shakespeare uses many different methods of discourse to examine this theme of love. In both sonnets the lover is exerting his control over the narrator, but the narrator does not really mind being controlled in either sonnet. Both sonnets include many elements and references to time and waiting and all of these references relate to love by showing love’s long lifespan and varying strengths over time. The only major difference between the two sonnets lies in their addressing love. Sonnet 57 talks directly to it in a personifying manner, whereas sonnet 58 merely refers to it through other means. Through this variety of explorations of the theme of love, Shakespeare shows that love has many faces and ways of expressing itself. Â   Works Cited McCurry, Justin. Absence Makes the Heart Grow Fonder: Shakespeare’s Sonnets 57 and 58.

Disability and Child

CYP3. 7 Understand how to support positive outcomes for children and young people. 1. 1 Social factors †¢ Lack of social/friendship networks. Children need friendships to develop their interaction, emotional understanding, empathy and social skills. Children who lack these networks tend to feel isolated and therefore isolate themselves more. They may suffer insecurities about themselves and be withdrawn and shy. They may struggle to communicate, share and understand the needs and feelings of others. As they grow older the insecurities may lead to self-hatred and self-harm.They will lack people to confide in or go to for advice. They may find themselves drawn into ‘the wrong crowd’ because they seem welcoming, and as a result find themselves manipulated. †¢ Poor parental supervision/neglect. Without guidance children do not learn the correct ways to behave. This will cause them to come into conflict at school because they do not know or understand acceptable bou ndaries. They may be unaware of the dangers they can face in life. They may have a distorted view of their own abilities and may believe that they are allowed to do what they want because they are never prevented.They may believe they are unloved, unimportant and unvalued and as they grow older this could lead to depression and self-harm. The lack of boundaries could result in them becoming involved in crime and anti-social behaviour. Neglect could lead to health problems through malnutrition. They may struggle to form social relationships because of their lack of personal hygiene. Poor clothing could lead to bullying and teasing, causing them to withdraw and become isolated. †¢ Illness/disabilityIf the child suffers from illness or disability they may find they frequently miss school, they may then miss large chunks of their education and struggle to achieve. It may cause them to miss out on activities such as sports, which could leave them feeling isolated. These feelings cou ld develop into anger or resentment and may cause them to have behavioural problems. They may be misjudged as lacking intelligence and therefore not given challenges, leading to boredom and perceived disruptive behaviour. If the child is the carer of a parent suffering illness or disability this can lead to emotional difficulties.The child may struggle to understand the role reversal they are experiencing, viewing themselves as being on a par with adults and more mature than their peers, resulting in them struggling to form friendships. They may become resentful at missing out on their childhood and present challenging behaviour. They may suffer anxiety whilst away from home and worry about their parent, resulting in a failure to engage in their education. They may not fulfil their potential in life as much of it will be dedicated to being a carer. Having a parent with a long term illness or disability could also lead to financial hardship due to lack of employment. Criminal or anti –social behaviour Whether it is behaviour presented by the child, a sibling or parent it could result in the child being taken into care. A parent could be absent for a length of time, if imprisoned, causing emotional stress. The child may perceive the behaviour as normal or acceptable, especially if it is being carried out by the parents and copy it. It may result in a transient lifestyle, as they could be re-housed as a result of anti-social behaviour. This would result in the child suffering a disrupted education and struggling to form long term stable friendships. †¢ AddictionsThe impact of addictions on children can be various. They can suffer health problems, if their mother had a drug or alcohol problem during pregnancy. They may suffer poverty due to lack of employment, or if the addiction is gambling. They may suffer from neglect, abuse or/and violence. If they have younger siblings they may find themselves responsible for their care and therefore may suffer st ress and feel isolated. They may feel scared and find it difficult to speak to people for fear of getting in trouble or going into care. They may ultimately find themselves in care if the addictions result in their parents being unable to care for them.They may become involved in crime to support their family. At school they may be disruptive or withdrawn, have mood swings and outbursts of violence. †¢ Parental separation This can leave a child feeling very insecure and frightened. They may become quiet and withdrawn. They may become very emotional, clingy and tearful or become violent and abusive. They may feel angry, let down and abandoned. Their work and concentration at school may suffer as a result of any stress and worry they may be feeling. They may suffer poverty as a result of a fall in the household income.They may suffer a dramatic change in lifestyle that leaves them confused. Economic and Environmental factors †¢ Poverty This can result from low income, unempl oyment, parental separation, illness or disability, addictions, or criminal activities. Children may suffer malnutrition or a poor diet as a result of their parents being unable to afford quality food. This could result in lack of concentration or poor performance at school. They could also suffer other health related issues. They may be the subject of bullying as a result of their clothing or because they do not have the latest ‘must have’ accessories.They will probably miss out on further education due to the costs involved, or as a result of the need to find employment to help support the family. †¢ Poor housing One of the side effects of poverty is poor housing. People on low income are often dependent on local authority housing. This may result in overcrowding, for example being housed in a bedsit or home with insufficient bedrooms. This means the child has no privacy, or personal space. They may struggle with homework and course work because of the lack of a quiet space in which to complete it.The housing provided may be of a poor quality – suffering damp or be in disrepair. This could have a detrimental effect on the child’s health – causing asthma or frequent colds and coughs. It will probably be in a less desirable area or could be in an area with social disorder problems. This may result in the children becoming isolated, as their parents may be fearful of letting them out to play or they may themselves become involved in anti-social behaviour and criminal activities. †¢ Lack of academic achievement Children whose parents have had a poor education or lack numeracy and literacy skills can struggle at school.Their parents may show little or no interest in their education and as a result they may also lose interest. The parents may not attend school progress meetings so they will have little understanding of their child’s achievements and therefore the child will not receive praise and encouragement to continue. The parents will struggle to support the child in homework and coursework and the child will therefore struggle. This may cause them to get in trouble as a result of uncompleted assignments. They might ‘fail’ in their education, as a result, and struggle to get employment as an adult.Cultural factors †¢ Religious beliefs and customs Children may have to attend a school associated with their religion, and may therefore receive a less balanced education. They may struggle to understand other people’s religion or lifestyle choices, if it goes against what they are taught. This may leave them confused or feeling isolated and struggling to interact with the wider community. They may also experience or witness abuse on the grounds of their religious beliefs and customs, leaving them not only confused and isolated but fearful. †¢ Ethnic and cultural customsChildren may have different forms of attire, causing them to be teased or bullied. Their cultur e may view interaction between men and women in a different way and the children will struggle to recognise what is acceptable at school as it differs to home. This could cause them to come into conflict with school rules or to be perceived as a trouble maker. †¢ Transient lifestyle The child and their family could move around frequently; for example they may come from Gypsy Roma Traveller community. This means their education will be inconsistent and interrupted.They will be unable to form close friendships and lack a support network outside their close family and community. Although dealt with separately, many of these factors are interconnected; unemployment or low income can lead to poor housing. Poor housing can lead to health problems, which can lead to frequent school absences. They will not only affect the child’s present lifestyle and health, but also their future, right through to adulthood. This pattern could then continue into the lives of their children. Wit hout support and intervention, they and their families could find themselves trapped in a cycle of disadvantage. . 2 Poverty is on the agenda of the Every Child Matters framework, with one of the outcomes stating that every child should achieve wealth and economic well-being. This means it is important to ensure that children experiencing poverty have the same opportunities as their peers. Impact of poverty can be: Low income: This can mean that children may not have the same advantages of there more wealthier peers. Poor housing: This could lead to ill health due to unacceptable standards within the home. Ill Health: Not having access to the correct food and warm clothing could affect health.Low academic achievement: This could come due to there not being such an emphasis on the importance to learn or support brackets within the home. Low Self-esteem: Children could have a low self-esteem due to the above factors. 1. 3 In accordance with Article 13 of the United Nations Convention on the Rights of a Child, the outcomes of the Governments Every Child Matters framework and the Early Years Foundation Stage, children should be provisioned for by ensuring that children are involved and engaged with, allowing them to be heard, to make decisions, contribute their experiences and be supported and safeguarded throughout their development.Even from an early age, children’s choices, even simple ones, can have an impact on their life chances and outcomes such as choosing which toys to play with at pre-school or which friends to play with, a child may develop a friendship with another child who is perhaps a bit louder and boisterous and may display unwanted behaviour, this choice of friend may have a negative impact on the child's behaviour at home or in other settings they move onto.Whilst the child has the right to choose their friends, it is our responsibility to involve the child in setting expectations of their behaviour and help them to make a positive contri bution, which is one of the outcomes of the ECM framework. Children and young people throughout their lives will make choices such as whether to eat healthily or unhealthily or start smoking or drinking, as any early years setting we ensure that we offer healthy snacks and meals, we involve the children in activities and discussions about the importance of healthy living but there will come a point where they can choose for themselves.If a child/young person chooses to eat unhealthily this will have a negative impact on their wellbeing, they could become overweight, develop diabetes and it could exclude them from taking part in activities, this could continue and have a negative knock on effect throughout their lives perhaps causing them to suffer low self-esteem and become withdrawn from social situations. A child may be raised in an environment where they are allowed to play violent computer games or have families who are in trouble with the police.These experiences could have a n egative impact on the way the child/young person develops and integrates into society, they may choose to act the same way and get in trouble or they may not like what they have experienced and choose not to. 2. 1 All practitioners should be striving to achieve the 5 outcomes of the Every Child Matters framework: †¢ Be Healthy †¢ Stay Safe †¢ Enjoy and Achieve †¢ Make a Positive Contribution †¢ Achieve Economic Wellbeing By following the 4 EYFS themes we can see how they link into the ECM Framework.EYFS Theme Supporting Principles Every Child Matters Unique Child 1. 1 Child Development Make a positive contribution 1. 2 Inclusive Practice Make a positive contribution 1. 3 Keeping Safe Stay Safe 1. 4 Health and Well-being Be Healthy Positive Relationships 2. 1 Respecting Each Other Make a positive contribution 2. 2 Parents as Partners Make a positive contribution 2. 3 Supporting Learning Make a positive contribution 2. 4 Key Person Stay Safe Enabling Environme nts 3. 1 Observation, Assessment and Planning Enjoy and Achieve 3. 2 Supporting Every Child Enjoy and Achieve . 3 The Learning Environment Enjoy and Achieve 3. 4 The Wider Context Make a positive contribution Learning and Development 4. 1 Play and Exploration Enjoy and Achieve 4. 2 Active Learning Enjoy and Achieve 4. 3 Creativity and Critical Thinking Enjoy and Achieve 4. 4 Areas of Learning and Development Enjoy and Achieve Be Healthy – this also includes how our health is affected by our social, mental, emotional and physical well-being. The Government has a focus on healthy living for children. At my setting we provide healthy snacks for the children.We also promote healthy choices, talk about healthy hearts and activities that teach them an active lifestyle. Stay Safe – we ensure children in our care are safeguarded. We have a robust safeguarding policy. Children know they can talk to any member of staff if they do not feel safe and they know they will be listened to. Enjoy and Achieve – we observe children so we understand their needs and can then plan more accurately for individual children. Make a Positive Contribution – we are continually assessing and developing our policies to ensure we are always making positive contributions to children’s development.Achieve Economic Well-being – by ensuring we follow all the EYFS and Every Child Matters we are ensuring all children have the best start in life and can go on into adulthood and achieve economic well-being. 2. 2 Recognising that everyone is unique is a first step for seeing the importance. Each child and young person will have a differing set of needs, requirements and barriers that can prevent them accessing ways of achieving success. It is also important to design services around needs because it makes best use of the money available, it targets the services properly, so doesn't waste time or resources.Putting the child at the centre means, rather than it b eing about adults and what they want, it is actually about what the child NEEDS. Key issues when designing services to meet children and young people’s needs are: Careful preparation Collaboration of different services Ensuring an up-to-date directory of services available Collaboration between services, children, young adults and parents Integrating information from different services Flexibility in working together Managing change effectively Communication and consultationOutreach – enabling access by visiting rural communities and making home visits Understanding the importance of networking between services. 2. 3 When it comes to children's participation it is rare to see involvement of children below the age of 8 years. Yet, very young children have the same rights to participation as any other children and they should be equally involved in matters that affect them. Even a two year old child can be meaningfully involved in decision making. Take the example of a p arent who prepares the clothes for her son to wear that day.It may well be that the boy says, ‘I don't like this, I want to wear that! ‘ The mother could then look at what the boy would like to wear and decide whether the clothes will suit the weather conditions. When they do, she could say, ‘okay, fine, you can wear those clothes instead. ‘ When the weather does not permit to wear the clothes the boy has identified, the mother should explain to her son that the clothes are either too hot/or too thin to wear given the circumstances. She can explain what the implications will be when he would wear the clothes he wants – catching a cold for example.This is a clear and simple example of children's involvement in decision making – in this case with a very young child. It typically happens within the family environment, it is not ‘a big thing' but it may well be important for the child's development. The boy has been given an opportunity to be involved in a decision that affects him, he has been given choices, he has received information that will help him understand the implications of his choice. It also shows how the best interest of the child may play a role in such decisions – i. e. he mother's concern about her son's health in his choice of clothes to wear. 2. 4 To support children/young people to make personal choices and experiences according to age, needs and abilities we as providers must allow them to express their own thoughts, views and opinions and most importantly listen to them. We must also offer constructive and fair advice appropriate to the age and stage of the child i. e. when a child reaches adolescent you would then think about some form of sex education where as you wouldn’t need to do this with children in the early years.To make advice fair you also need to put your own opinions and experiences to side and concentrate on delivering the facts in a positive way so that the child can t hen make positive decisions to do with the matter in hand. We can also aid them in completing activities that will allow them to make decisions and make choices and be there to support throughout process of decisions making and when things may go wrong. Also by providing the right environment we are enabling children to make choices that have a positive impact on their future lives. To provide the right environment we provide: ExplorationExperimentation Problem solving Take risks safely Variety of activities Accessible resources Resources to meet individual interest and needs Language an interaction Welcome to families of all cultures and religions Places to rest and eat An outdoor learning environment that is challenging ad promotes learning. 3. 1 The potential impact of disability on outcomes and life chances of children and young people are that it can affect the person’s ability to perform normal day-to-day activities, but each child I affected differently by their impair ment or condition.If a physical disability it may compromise the child’s healthy development and disrupt their educational experiences and if adults focus on what is ‘wrong’ with a child or young person and what they can’t do, rather than on what they can do and are already achieving, and their potential to develop, learn and progress, then the child’s emotional well-being may be affected by poor self-esteem. Children with learning difficulties or disabilities with emotional or social development may affect children’s all round progress.Families with a disabled child or young person often experience financial difficulties which may restrict children’s opportunities in life – not only that of the disabled child but of their siblings as well. This may result in relationships within families may be destabilised by the stresses of caring for a disabled child. 3. 2 It is important to have positive attitudes towards disability and spe cific requirements as it is possible to avoid or reduce the impact of their impairment so that the person can have opportunities to make choices, develop to their potential, become independent and play a full part in society.Also, if practitioners have positive attitudes about their capacity to provide for disabled children’s requirements, and are ready to learn new skills such as sign language or using the Makaton system (which we use already), then the children have greater opportunities for making developmental progress. 3. 3 Social model of disability – recognises that discrimination against disabled people is created by society, not by disabled people’s impairment’s. It looks at ways to address issues to enable people to achieve their potential, by looking at ways to adapt the environment so the child can feel included this is very important.The social model has been constructed by disabled people and by listening to what disabled people want and to remove any barriers, which may be in their way. By removing barriers and adapting the environment you are allowing children and young people chances to achieve and learn which promotes confidence and self-esteem. Medical model of disability – this treats the person as a sick patient and tends to focus on ‘How can we make this person more normal? By labelling a child because of their disability can prevent us from seeing the child as a whole person like their gender, culture and social background the medical models is a traditional view of disability and that through medical intervention the person can be cured where in fact in most cases there is no cure. They expect disabled people to change to fit into society. By adjusting our environment to suit the needs of the child and appropriate resources and facilities are provided it allows the child to be confident also we focus on what the child can do and not on what they can’t do (social).We don’t think of c hildren, as special needs we think of them as children with specific or additional needs. In my setting we aim to give all children the same opportunities and children are not singled out because they have different needs for example all though some children require 1:1 support we don’t remove them from their peers the child will still work in his or her group but they will get extra support. Low expectations about the potential of a disabled child or being over protective can limit what they achieve.It’s important that we have positive attitudes about what requirements we provide so children can have opportunities for making developmental progress (social). We have one child at our setting that suffers from multiple impairment’s. The child is registered blind but can see vaguely so we do have to make sure that walkways are clear and as she is of adolescent age we have had to purchase foldable tables for her height, for her to eat off (social). I don’t th ink that the medical model of disability impacts on our practice a great deal but I know the child does have medical care for her disability that will never be fully cured (medical). . 4 Different types of support available are * Speech and language therapy- they will usually work in partnership with parents, teachers and support staff and anyone else who has regular contact with the child and provide training and coaching sessions and provide them with ideas and strategies to put into place to help promote the child’s speech. I myself have sat in on a session with a child in our setting when the speech therapist came to have a meeting with a child and she gave us advice sheets on how best to help the child with his speech including picture cards with words on. Support from health professionals’ additional learning support- a child who has a disability like Down syndrome may need extra support in a setting to help them learn. A child with epilepsy is likely to require regular monitoring from health professionals and medication, which needs to be adjusted appropriately. * Assistive technology- these would be anything which will help someone for example wheelchairs, hearing aids, walking frames and for a child who is blind you could use software which reads text from a screen. There are many different aids available for children and adults to help them with everyday tasks. Specialised services – There are many specialized services i. e. special educational needs coordinator, physio therapist, speech therapists, school nurse, social services. These services are available in order to provide the right care for the child. 4. 1 Equality – each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experienced by other people. Diversity – the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious background, fami ly structure, disabilities, sexuality and appearance.Inclusion – a process of identifying, understanding and breaking down barriers to participation and belonging. The meaning of these in the context of the positive outcomes for children and young people: Being healthy – Equality – each child should have the same opportunity to lead a healthy lifestyle. Diversity – individuals in the society may have different methods of being healthy, i. e. exercise regimes, and dietary requirements. Inclusion – accepting the child’s and families view on how they stay healthy and helping any child to maintain a healthy lifestyle.Stay safe – Equality – each child should feel safe in their surroundings. Diversity – people may of different views on the level of safety. Inclusion – understanding what makes the child feel safe and maintaining that feeling for the child. Enjoying and achieving – Equality – each child shou ld have the same opportunities to enjoy and achieve as others. Diversity – parents or carers may have different views on what they want their children to achieve and/or what they should be enjoying, i. e. stereotyping –boys do boys things and girls do girls things.Inclusion – each child should have the opportunity to enjoy and achieve no matter their stage of development, making sure children who need more guidance and support get it. Make a positive contribution – Equality – every child should have the opportunity to make a positive contribution no matter what type of contribution and how big or small. Diversity – every child’s input will be different. Inclusion – children’s input, no matter how varied should be acknowledged. Achieve economic well-being –Equality – treating each child equal no matter what economic status they come from. Diversity – each child lives a different life, whether it be ec onomic status, health and disabilities, family background, religion etc. Inclusion – no matter what diverse factors affect the child’s life each child should have the opportunity to achieve economic well-being in their own life. 4. 2 Social services – social workers that work with children aim to support children in need of protection as a result of any form of abuse or neglect.Also for children who need additional services in order to reach a reasonable standard of health and development (for example children with disabilities) and for children who need to be provided with care because they cannot live with their own parents. Speech therapists – Speech and Language Therapists ( SLT) work with parents/carers and others to assess if a child has speech and/or language difficulties, communication or eating and drinking difficulties. The therapist will consider the difficulties the child has and the impact these will have on his/her life.If appropriate the th erapist will decide how the child can be helped to reach their full communication potential. OFSTED – Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial. OFTSED inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. OFSTED ensure that we as providers follow the EYFS AND ECM to ensure that children are provided for and are able to develop at a healthy rate.Respite Care – Respite care is the provision of short-term, temporary relief to those who are caring for family members who might otherwise require permanent placement in a facility outside the home. Respite programs provide planned short-term and time-limited breaks for families and other unpaid care givers of children with a developmental delay and adults with an intellectual disability in order to support and maintain the primar y care giving relationship. Respite also provides a positive experience for the person receiving care.