Clothes” by Chitra Banerjee Divakaruni Essay - 954 Words

The short store â€Å"Clothes† by Chitra Banerjee Divakaruni is about a young Indian woman, Sumita, and her cultural transition to America that is symbolized by her clothes and the color of her clothes. The traditional Indian attire for a woman is a sari and each one has its own purpose. Her clothes also indicate her progression from daughter, to wife, to woman. The story starts off with the bride to be in a yellow sari preparing to meet her future husband by bathing in a lake. She describes the yellow sari as a sunflower after rain. Yellow here could possible signify new times to come or peace. The bath she was taking is relaxing her to the idea that she is about to marry a man she has not even met, as well as the thought of losing her†¦show more content†¦[talk about Indian tradition and beliefs about Indian women becoming Americanized] In some countries white signifies purity and cleanliness. In others it is the color of royalty or deities. Sumita’s husband owns a 7-11 store in California. He is constantly having to work the night shift to try to earn extra money so that they can move out on their own. One night he is held at gun point and shot to death. To mourn his death Sumita wears a white sari. During the mourning of his death they perform a bangle breaking ceremony. [talk about the ceremony and what It means] They break the bangles that are on Sumita’s arm and send multi-colored shards flying all over the room and on the sheet that her husband lies under. The multi-colored shards might represent the fact that right now her life has shattered like the bracelets and she is scattered in a place that she is not familier with. You can now tell that Sumita has become pretty Americanized compared to when she first arrived in the United States. For instance, she is talking about getting an education and working in a school teaching in front of a classroom of blond kids in her cream-and-brown American dress. She is beginning to make more decisions on her own and step away from her beliefs. Here the color cream and the color brown are making her feel more americanized. If you are to go back a few paragraphs when her husband first bought the skirt andShow MoreRelatedClothes, by Chitra Banerjee Divakaruni Essay621 Words   |  3 PagesClothes, by Chitra Banerjee Divakaruni This short story is about a young Indian woman named Sumita, her impending arranged marriage and subsequent trip to America, which is symbolized by the color and type of her clothes. The author utilizes color symbolism to express the emotional changes that Sumita is going through and how she uses colors to keep her grounded with her Indian beliefs during her transition from girl to bride-to-be to an Indian-American to widow. There are many examplesRead MoreChitra Banerjee Divakarunis Arranged Marriage Essay2112 Words   |  9 Pages Chitra Banerjee Divakaruni in the collection of her short stories titled Arranged Marriage, portrays a negative image of the Indian cultural practices while discussing marital relationships in the diasporic space. The title gives the impression that Indian marriage system is not only weird but also barbaric. She fails to understand that gender bias is not unique to India, and it is a global problem . Sarah Elizabeth Webb, a westerner, who worksRead MoreWhat Defines A Woman? Essay978 Words   |  4 PagesWhat defines a woman? A question most women might ask themselves. Is it culture, the color of their skin, their clothes, education, the way others perceive them? Those being among the few of the attributes that might define a woman according to society. Throughout history, women have struggled through gender stereotypes and other discriminations. Women struggle with identity because of those stereotypes; it can be difficult when a woman is trying to pursue a career. Additionally, women want to beRead MoreDivakaruni s Illumination : The True Importance Of Clothing1354 Words   |  6 Pagesedition of themselves, especially if there is a significant change in color scheme. In a short story titled Clothes† from her 1996 book, Arranged Marriage: Stories, Chitra Banerjee Divakaruni uses the items and colors worn by the protagonist, Mita, to not only characterize her journey, but also illuminate the work’s theme of overcoming trials and tribulations. The short-story, â€Å"Clothes, uses colors and clothing to illustrate how trials and tribulations institute growth and change by shifting fromRead MoreA Feminist Analysis of Chitra Banerjee Divakarunis Clothes1956 Words   |  8 Pagesï » ¿ The short story Clothes by Chitra Banerjee Divakaruni deals with the story of a young Indian woman and her cultural and emotional experience as she marries and comes to America to discover a new world, different from her Indian home, with clashes of cultural identities, and one in which she eventually wants to fit in. The subject in it is not as important for the message the author wants to convey. The symbolic transition of the character, Sumita, from one culture to another, is portrayedRead MoreThe Disappearance By Chitra Banerjee Divakaruni1495 Words   |  6 PagesIn Provoked and â€Å"The Disappearance† by Chitra Banerjee Divakaruni, they describe how the Indian women leave their native country and immigrate to Western countries due to the arranged marriage that they have no rights to choose. Although the Indian women try to learn and integrate into Western culture, their husbands expect them to be a traditional Indian woman who should stay home and take care of the children, certainly isolated from mainstream society. If the Indian women try to rebel or challengeRead MoreEssay on Clothes807 Words   |  4 PagesClothes Essay The short story â€Å"Clothes† is written by Chitra Banerjee Divakaruni in 1995. Clothes is about a young Indian woman called Sumita, and she is having an arranged marriage. The story takes place in Calcutta, India, where Sumita lives with her family and her two friends, Deepali and Rhada, before she gets married. Her father has found a great husband from California for her, Somesh Sen. She travels to California with her new husband, and is astonished how USA is, compared to India. SomeshRead MoreRaymonds Run - Essay810 Words   |  4 Pageswhich is clearly stated as she sees her rival Gretchen as more than just an opponent in the race. At the end of the story she has become enlightened. I think the story shares some of the same subjects and part of the theme of Clothes by Chitra Banerjee Divakaruni. Clothes is about a girl who is getting married to a person she does not know and thinks badly of him, until she finally meets him and then finds out that she does in fact love him. She is developing throughout the story like Hazel is andRead MoreThe Disappearance Analysis1847 Words   |  8 Pagesï » ¿The short story â€Å"The Disappearance† by Chitra Banerjee Divakaruni basically is about an Indian man who lived in America. At first, he married an educated Indian girl. However, she, unlike her husband, did not have a traditional mindset. She eventually left him, and this was something which he could not accept. He started to recall the times when she was with him. He was in a state of denial that his wife could possibly leave him when he thought he had been good to him, and that he had done enoughRead MoreThe Impossible American Dream Essay1801 Words   |  8 PagesThe Impossible American Dream in Anzia Yezierskas â€Å"America and I,† Uncle and Jayanti from Chitra Divakarunis â€Å"Silver Pavements, Golden Roofs,† and Leon from Fae Myenne Ngs Bone. America has always been characterized

Understanding Contemporary Moral Issues from a Catholic Free Essays

Understanding Contemporary Moral Issues from a Catholic Perspective Withdrawal of life-sustaining medical treatment’. â€Å"And the dust goes back to the earth as it was, and the spirit goes back to God who gave It†. (Ecclesiastic 12:7). We will write a custom essay sample on Understanding Contemporary Moral Issues from a Catholic or any similar topic only for you Order Now In order for me to comprehend and discuss the moral Issue of withdrawal of life- sustaining medical treatment from a Catholic perspective, I needed to have an understanding of what Bioethics refers to. It is a shared reflective analysis and discussion of ethical issues in health care, health science, and health policies. It engages dialogue and thought from our society comprising of doctors, patients, scientists, politicians and the general public (What Is Bioethics? 2014). Using Bioethics as a framework to discuss withdrawal of life, It helps us to realism the position the catholic church has adopted In Its views and beliefs.. The catholic church wishes to trigger a deeper thinking regarding moral issues and offers practical help in moral decision making by encouraging us to think about the role of the Church in society from two distinct roles; that of Doctrinal and of Pastoral (Rev Dry. Joe Parkinson, personal communication, July 18, 2014). One of my duties as a teacher facilitating in a Catholic Education School Is not only to Identify what the Catholic Church doctrine upholds, but also to counsel and support those In need. The Catholic doctrinal view Is that there needs to be a prohibition on euthanasia, because society may create a sub-class if we approve assisted death and what the Church offers is a development when bringing about a change of society’s mindset in which you offer palliative care and managed pain relief instead of looking at euthanasia as the only option (Dry. Joe Parkinson). The Church acknowledges that this Is a challenge In an aging society, but e need to promote an environment that upholds the dignity of the sick, vulnerable and the aged. From a pastoral approach, the Catholic perspective Is that decision making regarding values and morals is based on a process of identifying the options and choosing what is most important to us. The Catholic Church advocates discussion and examination of what is driving the decisions and what are the other values and factors at play. Saying this, the Catholic Church also realizes that the choices are often not perfect and one very Important point Is to emphasis that the Church will never abandon someone based on differences of viewpoint and acknowledges that individuals may have come to a decision, knowing that is the best that they can do, having balanced the ethical and moral decisions in their conscience. The Catholic Church appreciates that as human beings we are not remote controlled Catholics. However, the Church also recognizes it has to take a position regarding morality, a standpoint that asks us to recognize that we are responsible for our decisions and that they Impact the bigger picture In regards to Catholic Church teaches us to value life, promote and to protect life (Pontifical Council for Health Care Workers, 1995). The Church also promotes prayer and counsel to sits individuals in the decision making process and urges individuals to examine whether they feel the outcomes are acceptable before God. Saying this, the Church also understands that we need to be true to ourselves. Whilst our ethics, our reasoned choices, may often be intuitive, they allow us to make choices that make us accountable as individuals. These ethical choices expresses our values and our actions as well as our intentions, it essentially defines our values. In the issue of withdrawing life-support, it is quite possible to go about getting the right thing, but going about it in the wrong way. Morals and ethics challenge the thought that if it does not break the law; than it is acceptable. However, some lawful acts are not morally right. From a Catholic teaching perspective the primary objective and value is â€Å"To preserve the dignity of the person† and this remains its fundamental value. Unfortunately, it is often forgotten. The Catholic Church advocates that life is a gift and acknowledges that we are part of all creation and therefore, we are the stewards of the world, not the domination. The symbolism of the crucifix is a reminder to Christians that we understand and trust in Jesus, that there is eternal life and that e need to live through our mortal life. This viewpoint is that life is a gift and on that basis alone we have a responsibility to protect the weak, vulnerable, the young and the old. This is one of fundamentals of Christianity. Yet as human beings we experience illness, suffering and death and sometimes euthanasia may seem like the best choice. However, when we treat other human beings as expendable; we diminish our own humanity (Dry Joe Parkinson). The Catholic Church suggests that when we make moral decisions, we make these using a formula; a format for our moral decision-making, one in which we examine what the facts are and what is ally going on. A set up that asks the individual whether their core values are being respected, upheld and what the guiding ethical principles involved are. The rhetorical triangle (Image 1) is helpful to visualize how it is used by the Catholic Church for teaching and passing on the values of the Church. (Image 1 . The Rhetorical Triangle, reproduced from Google images). This type of plan will question who should be involved in the decision making and whether the decisions will and should be reviewed? This framework would also take into account what legal definitions need to be considered in terms of unwanted reattempt versus the decision of suicide, it will identify what the core values involving the patient are, who are the other relevant people involved and also the duty of care that affects the hospital staff, whilst still protecting the individual’s autonomy (Euthanasia law is no cure-all for Dutch doctors, 2009). What is interesting to note, is that the Catholic perspective is that life should not be preserved at all costs if it does not take into account the dignity of the individual and their decision on whether they wish to take part with treatment and whether they have been given the opportunity o think and discuss if the means of treatment is morally disproportionate, does not offer any reasonable therapeutic benefit, is overly burdensome or, in some given us intelligence to think things through, yet the Church will never advocate the taking of a human life (Dry Joe Parkinson). On the other hand, the law takes the view that duty of care is higher than the individual’s autonomy. These laws impact on careers and hospital staff alike, as in the case of Christian Roister, a 49 year old man who was left quadriplegic after being hit by a car. A Western Australian landmark court decision ruled in favor of Mr.. Roister, stating that a patient had the right to refuse treatment and to choose not to receive nutrition and hydration and any person or care group providing palliative care would not be criminally responsible (Physician-assisted suicide the same as euthanasia? 014). To safeguard the autonomy of the person, the Catholic Church endorses the use of Advanced Care Plans and appointment of an Enduring Guardian to ensure that the patient is treated and cared for respectfully and with dignity. In Christina Tone’s report entitled ‘Assisted Suicide. How the chattering classes have got it wrong, 2010 ‘she writes about Debbie Purdue, who suffe red from Multiple Sclerosis. Debby Purdue won the right to have the prosecution guidelines affecting those who assist suicide clarified and in 2010, the United Kingdom published guidelines that in no way pave the way for assisted suicide; but call for each case to be Judged on its own merits. These guidelines are imperative in protecting those working with the sick, disabled, aged or terminally ill and for those worried that if assisted suicide were to be introduced on compassionate grounds, it would lead to death on request or euthanasia without consent. Finally, as a teacher in a Catholic Education system. How to cite Understanding Contemporary Moral Issues from a Catholic, Papers

Ph Of Acid Rain Essay Example For Students

Ph Of Acid Rain Essay Impacts of Acid RainAir Pollution Creates Acid Rain Scientists have discovered that air pollution from the burning of fossil fuels is the major cause of acid rain. Acidic deposition, or acid rain as it is commonly known, occurs when emissions of sulfur dioxide (SO2) and oxides of nitrogen (NOx) react in the atmosphere with water, oxygen, and oxidants to form various acidic compounds. This mixture forms a mild solution of sulfuric acid and nitric acid. Sunlight increases the rate of most of these reactions. These compounds then fall to the earth in either wet form (such as rain, snow, and fog or dry form (such as gas and particles). About half of the acidity in the atmosphere falls back to earth through dry deposition as gases and dry particles. The wind blows these acidic particles and gases onto buildings, cars, homes, and trees. In some instances, these gases and particles can eat away the things on which they settle. Dry deposited gases and particles are sometimes washed from trees and other surfaces by rainstorms. When that happens, the runoff water adds those acids to the acid rain, making the combination more acidic than the falling rain alone. The combination of acid rain plus dry deposited acid is called acid deposition. Prevailing winds transport the compounds, sometimes hundreds of miles, across state and national borders. Mobile sources (transportation) also contribute significantly to NOx emissions. Overall, over 20 million tons of SO2 and NOx are emitted into the atmosphere each year. Acid rain causes acidification of lakes and streams and contributes to damage of trees at high elevations (for example, red spruce trees above 2,000 feet in elevation). In addition, acid rain accelerates the decay of building materials and paints, including irreplaceable buildings, statues, and sculptures that are part of our nations cultural heritage. Prior to falling to the earth, SO2 and NOx gases and their particulate matter derivatives, sulfates and nitrates, contribute to visibility degradation and impact public health. Acid rain primarily affects sensitive bodies of water, that is, those that rest atop soil with a limited ability to neutralize acidic compounds (called buffering capacity). Many lakes and streams examined in a National Surface Water Survey (NSWS) suffer from chronic acidity, a condition in which water has a constant low pH level. In some sensitive lakes and streams, acidification has completely eradicated fish species, such as the brook trout, leaving these bodies of water barren. In fact, hundreds of the lakes in the Adirondacks surveyed in the NSWS have acidity levels indicative of chemical conditions unsuitable for the survival of sensitive fish species. Streams flowing over soil with low buffering capacity are equally as susceptible to damage from acid rain as lakes are. The acidification problem in both the United States and Canada grows in magnitude if episodic acidification (brief periods of low pH levels from snowmelt or heavy downpours) is taken into account. The impact of nitrogen on surface waters is also critical. Nitrogen plays a significant role in episodic acidification. Nitrogen is an important factor in causing eutrophication (oxygen depletion) of water bodies. Acid rain has been implicated in contributing to forest degradation. Acidic deposition seems to impair the trees growth in several ways; for example, acidic cloud water at high elevations may increase the susceptibility of the red spruce to winter injury. There also is a concern about the impact of acid rain on forest soils. Sulfur dioxide emissions lead to the formation of sulfate particles in the atmosphere. Sulfate particles account for more than 50 percent of the visibility reduction in the eastern part of the United States. Acid rain and the dry deposition of acidic particles are known to contribute to the corrosion of metals and deterioration of stone and paint on buildings, cultural objects, and cars. The corrosion seriously depreciates the objects value to society. Dry deposition of acidic compounds can also dirty buildings and other structures, leading to increased maintenance costs. .u7c56ff919ccf8c8f186bfb0d6195df68 , .u7c56ff919ccf8c8f186bfb0d6195df68 .postImageUrl , .u7c56ff919ccf8c8f186bfb0d6195df68 .centered-text-area { min-height: 80px; position: relative; } .u7c56ff919ccf8c8f186bfb0d6195df68 , .u7c56ff919ccf8c8f186bfb0d6195df68:hover , .u7c56ff919ccf8c8f186bfb0d6195df68:visited , .u7c56ff919ccf8c8f186bfb0d6195df68:active { border:0!important; } .u7c56ff919ccf8c8f186bfb0d6195df68 .clearfix:after { content: ""; display: table; clear: both; } .u7c56ff919ccf8c8f186bfb0d6195df68 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7c56ff919ccf8c8f186bfb0d6195df68:active , .u7c56ff919ccf8c8f186bfb0d6195df68:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7c56ff919ccf8c8f186bfb0d6195df68 .centered-text-area { width: 100%; position: relative ; } .u7c56ff919ccf8c8f186bfb0d6195df68 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7c56ff919ccf8c8f186bfb0d6195df68 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7c56ff919ccf8c8f186bfb0d6195df68 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7c56ff919ccf8c8f186bfb0d6195df68:hover .ctaButton { background-color: #34495E!important; } .u7c56ff919ccf8c8f186bfb0d6195df68 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7c56ff919ccf8c8f186bfb0d6195df68 .u7c56ff919ccf8c8f186bfb0d6195df68-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7c56ff919ccf8c8f186bfb0d6195df68:after { content: ""; display: block; clear: both; } READ: Successes and Failures of Signals Intelligence Essay Based on health concerns, SO2 has historically been regulated under the Clean Air Act. Sulfur dioxide interacts in the atmosphere to form sulfate aerosols, which may be transported long distances through the air. Most sulfate aerosols are particles that can be inhaled. Decreases in nitrogen oxide emissions are also expected to have a beneficial impact on health effects by reducing the nitrate component of inhalable particulates and reducing the nitrogen oxides available to react with volatile organic compounds and form ozone. Ozone impacts on human health include a number of morbidity and mortality risks associated with lung disorders.

Professional Values and Ethics Paper free essay sample

-1 Professional Values and Ethics Paper Rhonda Beron, Andrea De Los Santos, Emilie Goodman, and LaToya Sims GEN/200 August 16, 2010 Andrea Lara Abstract The purpose of this paper is to discuss the relationship among professional values, ethics, and career success. A person’s personal values and ethics can influence their professional values and ethics in the workplace. Finding the right balance between personal and professional views in the workplace will help foster a successful career. This paper will cover professional values and ethics and how they can influence the success of a career. Also discussed is how professional values and ethics are based on the foundations of personal values, professional and academic integrity. Professional Values and Ethics Paper Ethics and Values â€Å"Values refer to moral principles or other judgments of worth†. (Cambridge, 2006). Values are the personal beliefs and ideas of an individual or a social group. A person’s values may determine the standards by which they measure the worth or importance of their life or how they choose to live their life, such as the religion they practice, or how they view education or social freedom. We will write a custom essay sample on Professional Values and Ethics Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ethics are defined as a â€Å"Branch of philosophy concerned with the nature of ultimate value and the standards by which human actions can be judged right or wrong†. (Britannica Concise Encyclopedia, 2006) An individual’s ethics determines how they deal with the right and wrong of certain actions as determined by their values or by society. A person’s ethics may be defined by society’s belief of what is ethically and morally acceptable. Professional ethics examines issues, problems, and the social responsibility of the profession itself and individual practitioners in the light of philosophical and, in some contexts, religious principles among which are duty and obligation†. (Wilcox, 2003) In the workplace individuals should learn to incorporate their personal values and ethics along with those that are required of the position and those that they are obligated to fulfill. The two should come together to create mutual understanding of the goals requ ired to achieve success. Sources of professional values and ethics Professional values and ethics are based on the foundations of personal values, professional and, academic integrity. Integrity is the act of doing what is right even if there is no one is around. Personal values are comprised of an individual’s integrity, morals, and ethics, the standards in which, an individual holds him or herself to. One must exercise personal values which in turn become the foundation professional values. â€Å"Professional integrity derives its substance from the fundamental goals or mission of the profession† (Wakin, 1996, para. 5). Meaning to say, individuals seek for a professional’s valued and ethical advice to which the professional holds their responsibility to maintain and exceeds the level of their expertise. For example, a general practitioner will treat a variety of patients, from all different walks of life with a plethora of different problems. It is their duty to diagnose and treat the patient to the best of their professional ability without prejudice. Another aspect of their duties is the principle of patient confidentiality. Medical professionals are legally bound to not divulge any information provided to them by their patients. Academic integrity can be summarized as the pursuance of higher education in a scholarly fashion and the value of learning without cheating or plagiarism. â€Å"Despite clear policies for handling reported occurrences of plagiarism, and the inclusion of anti-plagiarism statements in course syllabi and university calendars, reports of both student and faculty plagiarism in universities has increased dramatically in the past decade† (Paterson, Taylor, Usick, 2003). Fabrication or plagiarism could potentially devalue someone’s hard work and credibility, which is why ethics has been a growing concern in an academic environment. How professional values and ethics influence career success When it comes to being successful in a career, an employee needs to have professional values and ethics. Values are considered the standards by which a person lives by. When it comes to professional values a person’s standards will help a person succeed or fail in his or her career. Career success can be based on an individual’s professional values and standards. Individuals create their personal goals to strive with their ambition and dedication to further them to a hirer position. Ethics are when an individual asks themselves if their decision will have a positive or negative effect. Professional values and ethics go hand-in-hand. Everyone has values and those values are set according to the individual’s ethics and moral standards. In today’s working world people value honesty and hard work. However, there are times when employees have unprofessional work values and ethics, which causes coworkers to lose their expectations and the individual’s respect and trust. When the employees are open and honest about their values and ethics, it creates a trusting relationship among employees, coworkers and managers. Employees are expected to represent the company in a professional manner. One example of unprofessional work ethics may be stealing money, goods, or products from a company. Another example would be employees cheating on their time cards. When an employee has unprofessional values and ethics while working for a company, there is a chance that he or she may not be promoted to a higher level position in the company. Possessing unprofessional values and ethics could cause a person to lose his or her job or give him or herself and the company a bad reputation. If an employee can make a distinction between work values and ethics and personal values and ethics, this will help them to succeed in their career. Conclusion In a successful career, it is important for a person to have professional values and ethics, which varies amongst other cultures and societies.

The eNotes Blog NSA Scandal Creates Summers Hottest Best Seller Orwells1984

NSA Scandal Creates Summers Hottest Best Seller Orwells1984 (Photo credit) Isaac Asimov described George Orwells dystopian novel  1984  as an attempt  to show what life would be like in a world of total  evil, in which those controlling the government kept themselves in power by  brute force, by distorting the truth, by continually rewriting history, by  mesmerising the people generally. The novel was written in 1948 and thus set just thirty-five years in the future. This purpose, Asimov explains, was so that  even men who were already in their early middle age at the time the book was  published might live to see it if they lived out a normal lifetime. Those men were around for the very beginning of the Digital Age and now their sons and daughters are remembering the warnings and apparently encouraging others to read it as well.   Although sixty-four years have passed since the publication of  1984,  sales of the novel have skyrocketed, up by a whopping 6,000%  .  Ã‚  The dramatic sales are attributed to  revelations last week that the National Security Administration has been secretly using Big Data to collect information about the communications of Americans, Here are ten   passages from  1984  that are giving a new generation of readers pause: 1.The choice for mankind lies between freedom and happiness and for the great bulk of mankind, happiness is better.† 2. â€Å"Now I will tell you the answer to my question. It is this. The Party seeks power entirely for its own sake. We are not interested in the good of others; we are interested solely in power, pure power. Power is not a means; it is an end 3. â€Å"Orthodoxy means not thinkingnot needing to think. Orthodoxy is unconsciousness.† 4.   Ã¢â‚¬Å"The object of terrorism is terrorism. The object of oppression is oppression. The object of torture is torture. The object of murder is murder. The object of power is power. 5.   Ã¢â‚¬Å"If both the past and the external world exist only in the mind, and if the mind itself is controllable what then?† 6.   Ã¢â‚¬Å"We know that no one ever seizes power with the intention of relinquishing it.† 7.   If you kept the small rules, you could break the big ones.† 8.   The Ministry of Peace concerns itself with war, the Ministry of Truth with lies, the Ministry of Love with torture and the Ministry of Plenty with starvation. These contradictions are not accidental , nor do they result from from ordinary hypocrisy: they are deliberate exercises in doublethink.† 9.   Ã¢â‚¬Å"So long as they (the Proles) continued to work and breed, their other activities were without importance. Left to themselves, like cattle turned loose upon the plains of Argentina, they had reverted to a style of life that appeared to be natural to them, a sort of ancestral patternHeavy physical work, the care of home and children, petty quarrels with neighbors, films, football, beer and above all, gambling filled up the horizon of their minds. To keep them in control was not difficult.† 10.   Ã¢â‚¬Å"The Revolution will be complete when the language is perfect.†

A LESSON in HIDING

A LESSON in HIDING TriÃ'•tÐ °n nÐ °rrÐ ¾wÐ µd her eyes and glÐ °nÃ' Ã µd Ð ¾vÐ µr her slumped Ã'•hÐ ¾uldÐ µrÃ'• as she hÐ °Ã'•tilÃ'Æ' Ã' rÐ ¾Ã'•Ã'•Ð µd the Ã'•trÐ µÃ µt to her usual lunchtime spot, Cals diner. She Ã'•milÐ µd Ã' Ã ¾ngÐ µniÐ °llÃ'Æ' at the big man behind the grill and wÐ °vÐ µd at the rÐ µdhÐ µÃ °dÐ µd wÐ °itrÐ µÃ'•Ã'•. The usual Trish? Melanies tinkling vÐ ¾iÃ' Ã µ Ã'•Ð ¾undÐ µd Ð ¾ut frÐ ¾m bÐ µhind the counter Ð °Ã'• she grabbed a menu and two empty mugs. Yeah and make Ã'•urÐ µ TriÃ'•tÐ °n winked at the big man and Ã'•milÐ µd Ð °Ã'• MÐ µlÐ °niÐ µ tÐ ¾Ã ¾k a Ã'•Ð µÃ °t across frÐ ¾m her. It was hard to bÐ µliÐ µvÐ µ she hÐ °d bÐ µÃ µn fÐ ¾rÃ' Ã µd to move here 3 months ago. Her body shivers from the past of her life which forces her to leave all the things behind and go to new place. She was deeply in thought of the past situation. Her boss was killed bitterly in some political ties and she wa s in protective custody of FBI and relocated to the middle of nowhere. She sighed and pushed all the painful memories when she her only friend to MÐ µlÐ °niÐ µ prattle about the dÐ °Ã'Æ'Ã'• Ã' uÃ'•tÐ ¾mÐ µrÃ'•. Did Ã'Æ'Ð ¾u Ã'•Ð µÃ µ Mr. TÐ °ll, dark? MÐ µlÐ °niÐ µÃ'• Ð µÃ'Æ'Ð µÃ'• glazed Ð ¾vÐ µr as she glanced Ã'€Ð ¾intÐ µdlÃ'Æ' at a few table Ð °Ã' rÐ ¾Ã'•Ã'• frÐ ¾m uÃ'•. Tristan curiously fÐ ¾llÐ ¾wÐ µd her gaze and blushed horribly Ð °Ã'• she met a Ã'•Ð µt of smiling dark brown eyes that rÐ ¾Ã °mÐ µd freely and without embarrassment Ð ¾vÐ µr her partially Ã' Ã ¾nÃ' Ã µÃ °lÐ µd bÐ ¾dÃ'Æ'. Melanies Ð °muÃ'•Ð µd expression fÐ °dÐ µd whÐ µn she Ã'•Ð °w the look of tÐ µrrÐ ¾r in her new friends Ð µÃ'Æ'Ð µÃ'•, Ã'•urÐ µlÃ'Æ' she couldnt have known the man that Ã' Ã °mÐ µ in, Spence hardly Ð µvÐ µr frÐ µÃ"›uÐ µntÐ µd tÐ ¾wn and his lÐ °Ã'•t viÃ'•it would have bÐ µÃ µn a few wÐ µÃ µkÃ'• bÐ µfÐ ¾rÐ µ Trish had gotten here. Spence watched as the dÐ µlÐ µÃ' tÐ °blÐ µ little woman shift nÐ µrvÐ ¾uÃ'•lÃ'Æ' in her. He felt riÃ'•Ð µ up in him he was Ã'•urÐ µ he would find out and rid her of whatever was bothering her. A lean, Ã'•lightlÃ'Æ' angry lÐ ¾Ã ¾king man sat down across from the girl and he bit back the growl that wÐ °Ã'• rumbling in his Ã' hÐ µÃ'•t. TriÃ'•tÐ °n smiled Ã'€Ð ¾litÐ µlÃ'Æ' up at Rick bÐ µfÐ ¾rÐ µ lowering her eyes back to the table, the man’s intense gaze Ð °lwÐ °Ã'Æ'Ã'• set her on edge and she couldnt keep lÐ ¾Ã ¾king at him in the Ð µÃ'Æ'Ð µÃ'•. She picked at the fÐ ¾Ã ¾d MÐ µlÐ °niÐ µ Ã'€lÐ °Ã' Ã µd in frÐ ¾nt of her and Ã'•ighÐ µd loudly whÐ µn her Ã' Ã ¾mÃ'€Ð °niÐ ¾n didnt tart talking. Okay Rick, I know I messed up, but do Ã'Æ'Ð ¾u blame me? she winced. YÐ µÃ'• I Ã' Ã °n blame you! HÐ °d Ã'Æ'Ð ¾u bÐ µÃ µn rÐ µÃ' Ã ¾gnizÐ µd this whole Ã'•ituÐ °tiÐ ¾n would have gotten wÐ ¾rÃ'•Ð µ. Id hÐ °tÐ µ to Ã'•Ð µÃ µ the rÐ µÃ'•t of Ã'Æ'Ð ¾ur living family and up like Greg. The steel of his voice and the mention of her dÐ µÃ °d bÐ ¾Ã'•Ã'•Ã'• name sent hill racing through her bÐ ¾dÃ'Æ'. I think you nÐ µÃ µd to get Ã'•Ð ¾mÐ µ air. SÃ'€Ð µnÃ' Ã µÃ'• large hand Ã' lÐ °mÃ'€Ð µd Ð ¾vÐ µr Ricks shoulder as he stared down hard at the man. HÐ µÃ'Æ' buddy this Ã' Ã ¾nvÐ µrÃ'•Ð °tiÐ ¾n has nothing to do with you Ã'•Ð ¾ who dont you go bÐ °Ã' k to your meal and mind Ã'Æ'Ð ¾ur own buÃ'•inÐ µÃ'•Ã'•. Rick wÐ °Ã'• furious that this inferior mol was trying to scare him out of doing his job. Tristan blushed lightly at the large and very hÐ °ndÃ'•Ð ¾mÐ µ man’s appraisal; something within her hÐ ¾Ã'€Ð µd that hÐ µ would Ð °Ã'€Ã'€rÐ ¾vÐ µ and the rÐ µÃ'•t of her Ã'•Ã' Ã ¾ffÐ µd at the nÐ µÃ µd of no man’s Ð °Ã'€Ã'€rÐ ¾vÐ °l. Can I half Ã'Æ'Ð ¾u? Her tone wÐ °Ã'• Ã' riÃ'•Ã'€ and hÐ °rÃ'•hÐ µr thÐ °n she intended. He instead Ð µxtÐ µnd his hÐ °nd to hÐ µrÃ'• and sighed Ã'•Ð ¾ftlÃ'Æ' as her Ã'•tÐ °rtlÐ µd Ð µxÃ'€rÐ µÃ'•Ã'•iÐ ¾n fÐ °dÐ µd and she grasped his hÐ °nd, Ã'•Ð µnding Ã'•hÐ ¾Ã' kÃ'• of Ð µlÐ µÃ' triÃ' itÃ'Æ' Ã'•trÐ °ight through him. IÃ'• hÐ µ bÐ ¾thÐ µring you? SÃ'€Ð µnÃ' Ã µ glÐ °nÃ' Ã µd at the Ã'•mÐ °llÐ µr man and grinnÐ µd Ð °Ã'• hÐ µ briÃ'•tlÐ µd at his diÃ'•miÃ'•Ã'•Ð °l. He always bothers mÐ µ, but unfortunately I have no Ã' hÐ ¾iÃ' Ã µ in whÐ µthÐ µr I wÐ °nt to Ã'•Ð µÃ µ or talk to him. TriÃ'•tÐ °n glared at th e nÐ µÃ °rlÃ'Æ' sinister lÐ ¾Ã ¾king face Rick wÐ °Ã'• giving her; if looks could kill she would have bÐ µÃ µn six feet undÐ µr. Shut up Trish. Rick growled out. I will not tÐ ¾lÐ µrÐ °tÐ µ Ã'Æ'Ð ¾u talking to her like that. I, unlike her, dont give two hit but who you or. Spence grÐ °bbÐ µd the man be the Ã'•Ã' ruff of his nÐ µÃ' k and fÐ ¾rÃ' Ã µfullÃ'Æ' uÃ'•hÐ µrÐ µd him out of the building. I won’t be Ã'•Ð ¾ in the next time I Ã'•Ð µÃ µ you bulking round her. You just made a huge miÃ'•tÐ °kÐ µ buddy! You have no idÐ µÃ ° who you or faking with Rink bÐ µllÐ ¾wÐ µd Ð ¾ut as hÐ µ knÐ µÃ °dÐ µd the bÐ °Ã' k of his nÐ µÃ' k, the man dÐ µfiÐ °ntlÃ'Æ' had a grid to rÐ µÃ' kÐ ¾n with. I dont Ã' Ã °rÐ µ who you are, or who Ã'Æ'Ð ¾u work for. If you touch a hair and that womans hÐ µÃ °d or talk to her with anything but rÐ µÃ'•Ã'€Ð µÃ' t I will riÃ'€ your thrÐ ¾Ã °t Ð ¾ut and fÐ µÃ µd it to the wÐ ¾lvÐ µÃ'•. Do Ã'Æ'Ð ¾u undÐ µrÃ'•tÐ °nd me? said Spence with extreme anger. Rick lÐ ¾Ã ¾kÐ µd Ã'•tunnÐ µd at man that blÐ ¾Ã' kÐ µd him frÐ ¾m his target. If hÐ µ wouldnt move willingly Rick would have to urge him with fÐ ¾rÃ' Ã µ if nÐ µÃ' Ã µÃ'•Ã'•Ð °rÃ'Æ'. Yeah buddy I understand that youre some Ã'•Ð ¾rt of miÃ'•guidÐ µd Ð µÃ °vÐ µÃ'•drÐ ¾Ã'€Ã'€Ð µr that needs a Ã'•Ð µriÐ ¾uÃ'• lÐ µÃ'•Ã'•Ð ¾n in manners. MÐ °kÐ µ no miÃ'•tÐ °kÐ µ, just bÐ µÃ' Ã °uÃ'•Ð µ she saved your lifÐ µ today doesnt mean we won’t run into Ð µÃ °Ã' h other Ð °gÐ °in. SÃ'€Ð µnÃ' Ã µ turned on his hÐ µÃ °l, drÐ °Ã'€Ð µd Ð °n arm round Trish’s shoulder and walked her Ã' Ã °Ã'•uÐ °llÃ'Æ' back into the diner praying the guÃ'Æ' would fuck up and follow him back in, he nÐ µÃ µdÐ µd to find rÐ µlÐ µÃ °Ã'•Ð µ for this Ã'€Ð µnt-uÃ'€ Ð °ngÐ µr. Then, two love birds started meeting on and off. Their love spell started. One day, Spence asked Trish for a date and both of them had a qu ality time with each other. When they both were drinking, Spence asked her about the issue with Rick and the reason of her nervousness. At this question, she became infuriated and told him that Rick was dead. After her this reaction, Spence dropped Trish at her home and she took him in her home. Inside the back room, Trish had crawled out from underneath Spence. He fucked her like dog as she told him. She gripped a pillow in her fists and he breathed behind her, hot air down her back which was starting to sweat and slip on his stomach. She did not want him to see her face because it was blowing up inside, red and furious, and she’s grimacing at the pale white wall which was cool when she put her hand on it to help her push back into him, get his dick to fill up her body until there’s nothing left of her inside: just dick. While they both were having sex, Trish became werewolf and killed Spence as he did with her boss and Rick.

The idea of suffering as a' call to the Other' Assignment

The idea of suffering as a' call to the Other' - Assignment Example That year Eric Cassel published a paper on suffering based on his experience as MD. This work that first appeared in New England Journal of Medicine launched a new direction in discussing suffering in healthcare setting. Lots of representatives of other disciplines used Cassel’s understanding of suffering in their publications to draw attention to the fact that suffering is not related just to physical injury or some disease, but relates to human suffering as well (Cassel, 1991). The core idea of Cassel’s perception of suffering is that the latter is â€Å"experienced by persons, not merely by bodies, and has its source in challenges that threaten the intactness of a person as a complex social and psychologic entity† (Cassel, 1982, p. 639). Moreover, the author expresses the view that suffering can include pain, yet is not restricted to it. Importantly, he asserts that to relieve human suffering is the obligation of the medical care. Cassel’s comparisons a nd studies in the area of pain and human suffering, as well as his thoughts on meaning are compatible with the themes of nursing and medical care explored in history. However, in practice one can find that despite their historic meaning, both medicine and nursing often fail to carry out this important duty within modern healthcare. Instead, they have become over technical and depersonalized. To our exploration of suffering as a Call to the Other, Cassel’s study of the illness and its meaning seems specifically relevant since it can be well applied to the nursing practice. Cassel thinks of personal meaning as a basic and principal dimension of what we know as personhood. To add, Cassel provides explanation of the importance of recognition of personal meaning. In particular, the researcher states that this recognition is crucial in understanding people’s illnesses and sufferings. Finally, Cassel rebukes current medicine for its ignorance of person’s spirit that dr ives human life, or in other words for its failure to include the transcendent dimension. ORIGINS OF SUFFERING In his study â€Å"Medicine and Human Suffering†, Professor Hiram Caton asserts that the origin of suffering within humans is their anxiety of death. He writes, â€Å"The fundamental human suffering is knowledge of mortality† (Caton, 1998). However, the vision of origins of suffering is far more complex. Suffering is classified as physical and psychological. For instance, Tudor speaks of physical, psychological suffering, and affliction. Recognizing the existing dichotomy between mind and body, Tudor defines physical suffering as â€Å"suffering felt as physical pain† and psychological suffering as â€Å"suffering felt as psychological pain† (Tudor, 2001: 23). In relation to psychological suffering, the term of affliction has been successfully developed by Weil. In his interpretation, suffering is perceived as affliction and it involves a combina tion of psychological distress, pain felt physically, and some social elements. In addition, psychological suffering is also known as ‘sorrow’, which seems to be unable to accurately reflect such states as distress, despair, anguish, shock, etc (Wyschgorod, 1990: 34). Psychological and physical suffering differ not just in the nature of pain that the Other experiences, but in terms of expressibility as well. On the basis of careful observation, Scarry has come to the conclusion that Physical pain does not simply resist language but actively destroys it, bringing

Woman Role Essay Example | Topics and Well Written Essays - 500 words

Woman Role - Essay Example The article highlights the social status of Florentine women in Italian society which was marked by clear cut social and cultural expectations that were associated with the different genders. Cooking was considered to be the most significant identity trait of the women which was jealously guarded and nurtured by them through the ages. Though women did not enjoy any economic freedom or had any major decision powers, they, nevertheless, had the sole rights where the various household chores like cooking, washing, ironing, looking after the children’s needs etc. were concerned. This paper makes a conclusion that the ‘wage work’ was the most significant factor of feminist movement because it made women realise that working outside the home gave them more recognition as an individual which was denied to them when they worked long hours at home, doing various household chores. Laura’s statement that ‘A housewife never gets the recognition that a working woman gets’, succinctly describes the changing expectations of the women. ‘Cooking was often the first chore from the reproductive sphere that men took up’, clearly shows the tacit acceptance of the evolving roles of women in the society by the men. The article indeed, has been able to give an important insight into the evolving roles of genders. The compulsions of the urbanization have been the primary reasons for the empowerment of the women who have been denied their rights as individuals in the patriarchal society.

Launching Strategy Essay Example for Free

Launching Strategy Essay Purpose: Alpen Bank is facing potential growth opportunities in terms of launching a credit card to the Romanian market. The overall goal is to increase annual profit by â‚ ¬5 million within two years of launch. Selection of the right target audience, while applying the appropriate launching strategy is the direction of our focus. Our goal is to extend the Alpen Bank premium service to customers via a new product market. Predictions of economic growth in Romania, proves that the market is growing increasingly ripe for credit cards. Therefore, the issue is not whether or not Alpine Bank should launch a credit card in Romania. The concern of Alpine Bank should be when to launch said services in Romania. Current models, statistics, and research are conclusive; the time to invest in Romania is now. Position Statement: The recommendation standing and supported by enclosed financial statements are as follows: Launching a credit card in the Romanian market would meet the stated purpose by targeting the affluent and most affluent audience (Exhibit 1). The marketing approach will consist of direct sales in conjunction with branch cross selling (Exhibit 2). Also the use of magazine and television advertising strategies will enhance our position. This approach will add support for the recommendation of taking advantage of a primarily non-penetrated market. Reason: The opportunity to invest in the Romanian credit card market yields potential revenue growth, along with increasing the life time value of each customer, new and existing. With Romania entering the European Union, Alpen Bank has been prompted to re-visit its previous credit card approach in the emerging economy. Additionally, there has been an increase in luxury products and purchases, displaying increased consumer purchasing power, a potential indicator of an increased interest in credit card. Furthermore, Romania is in a transition period, with cards gaining favorability over cash payments. Alpen Bank hopes to build upon prior methods explored in Romania by competing banks in penetrating the credit card market. Decision Options (Exhibit 6): 1.Launch a credit card in Romania. 2.Do not launch a credit card in Romania. Decision Option 1 a.Add a new market: Alpen Bank can continue its successful venture in Romania by adding a credit card to its portfolio. This will foster a continuing growth in an increasingly affluent Romanian upper class. As purchasing power is determined by income level and accumulated wealth, the affluent class is more able than the middle class to make purchases on credit. b.Increase revenue: Current models and predictions indicate a strong opportunity to significantly increase the yearly revenue by investing in the credit card market. Calculations display how the venture will increase the life time value of each customer, ensuring future growth. (Exhibit 1) Decision Option 2 a.Focus on existing markets: Venturing into the credit card market could draw resources away from core Alpen Banking services already in effect for the Romanian market. b.Assure no potential risk: All investments come with inherent risks. By investing substantially into an exploratory market, Alpen Bank is running the risk of not meeting the expected outcome. The potential monetary risk could run into the millions of dollars, along with an incalculable risk to reputation. How to measure Decision Option 1 a.Establish a customer base with the affluent and most affluent: By building upon the currently excising clientele, along with attracting untapped segments of the prosperous Romanian upper class. By comparing the actual number of clients utilizing the Alpen Bank credit card with the models and predictions made pre-credit card launch. (Exhibit 4) b.Increasing revenue from the credit card launch: Expected revenue from the credit card enterprise is projected to be â‚ ¬6,698,391 within two years (Exhibit 2). By updating current calculation models with on-going information as the enterprise proceeds allows for ongoing monitoring of predicted return on investment. The lifetime value of customers will also be assessed on a yearly basis, predicting the value of loyal, long term users of credit cards. How to measure Decision Option 2 a.Projecting further growth without credit card. Venturing into the Romanian credit card market taps resources away from current banking business. Investments could also be put to use in other areas, such as higher frequency of branches opening or improving services currently offered. b.Customer awareness of the bank’s premium brand: By investing in already offered business services. Alpine Bank is committed to improving our superior line of service currently offered to the Romanian clientele. Critique of Decision Options 1 Per limitations of senior management, the investment into the Romanian credit card market must prove itself profitable within two years, yielding at least five million euro. Investing in developing a profitable line of credit cards comes with several risk factors. Predictions of profit could be erroneous, leading to a less than expected return on investments. This in turn could lead to revocable and irrevocable damage to reputation, potentially resulting in a net loss of customer over short and long term. Projections of the positive effects of Romania’s’ recent acceptance into the European Union could also be incorrect. By investing time and energy into a new business venture, current banking services could suffer from subconscious neglect by employees involved in both enterprises. Critique of Decision Option 2 A decision not to invest in the Romanian credit card market will be a hinder of growth. Currently, competing banks are investing and have invested in the growing credit card market. By delaying a venture, Alpen Bank is permitting competitors to gain establishment and credit market branding. Alpen Bank currently holds the potential necessary for a successful venture into the credit card market. By failing to employ said resources, Alpine Bank is neglecting talent and opportunity, which could lead to failure in expected profitability. Being accepted into European Union brings increasing prospect of higher return on investments in the credit card market. By choosing to stay out of the market, Alpine Bank is also forcing excising customers to other banks for credit card services. As experienced in other emerging markets in developing countries, credit card customers are less likely to switch from one credit card to another. Therefore, failing to introduce a line of credit cards now will make it increasingly difficult to attract customers when Alpen Bank eventually starts its credit card venture. Action plan: Goals: †¢Launch a credit card †¢Reach the affluent and most affluent †¢Launch marketing and adverting that appeals to our audience Action Steps: Short term †¢Marketing Plan: Release a Premium Marketing Plan that is focused, achievable, compelling, and simple. As evident by exhibit 1, the chosen target group is the affluent and most affluent segments of the Romanian population. By ensuring a proper understanding of the dynamic characterizing the targeted demographic, we are able to construct the appropriate marketing plan. This will instill the programs, tactics, incentives, and budgets necessary for a strong image and a consistent message reaching the targeted customers. †¢Marketing: Investing in direct sales and branch cross-selling holds the highest effective rate of potential customers reached. These two methods also have the lowest cost per customer. Combined they ensure the most effective tactic in recruiting customers to Alpen Bank’s credit card. (Exhibit 2) †¢Advertising: Magazine and television advertisements. Our advertising goal is to capture the attention of perspective applicants as well as converting prospects involved with other credit card venues. Establishing a clear message for the audience is essential in launching advertising Alpen Bank’s advertising campaign. â€Å"A premium clientele deserves a premium banking experience.† The launch of the campaign considers the sophisticated, vernacular culture of our Romanian clientele. The goal is to assure the same quality experience in our established bank while adding an innovative credit card product to allocate more options for our clientele. -Magazine advertisements could feature admired Romanian model Diana Dondoe, to highlight Alpen Bank’s image of being an upscale and exclusive provider of banking services. -Television advertisements could consist of 30 second runs of a Romanian couple being picked up by their driver and dropped off at the premier launch of the credit card. These are some alternatives in order to illustrate how the product could be marketed. †¢Launch of promotional events by the Alpen Bank’s public relations department. Evening events could be held at elegant local venues for charitable fundraising purposes. Long term †¢Continuing growth in the Romanian market, with special focus on the credit card market. †¢Attracting customers to Alpen Bank by focusing on its premium image and superior services. †¢Expansion in the credit card market, to have established a customer base of 200,000 customers five years following initial launch. †¢As the Romanian economy is growing, the percentage of population with a disposable income is increasing. Alpen Bank will focus on attracting new members of the affluent segment of the population. †¢Increase the lifetime value of each customer, by further expansion of the financial services offered. †¢Increase credit card utilization by informing clientele of benefits associated with credit card purchases, along with temporary potential incentives offered in order to change consumer habits. Risk and Countermeasures †¢The chosen target demographic of affluent and most affluent Romanians could prove itself too limited for effective penetration. However, as the Romanian economy is growing, the targeted demographic is also expected to expand in size. Therefore, even if the current market niche is too limited, it is expected to grow substantially over the next two to three years. †¢The expected profit of five million could not be achieved within the timeframe of two years. As limitations set by senior management calls for a substantial profit to be made within a relatively short amount of time, there is a risk of the time restraints not being met. Yet these restrictions add a clear vision, enabling a structured approach in order to meet the expected outcome within the set timeframe. Final recommendation and conclusion By venturing into the Romanian credit card market, Alpen Bank is capitalizing on a ripe product opportunity. Current predictions and models consistently indicate that by pursuing the recommended strategy, Alpen Bank will see profits grow by a minimum of â‚ ¬6.6 million over two years. Romania’s recent acceptance into the European Union, accompanied with an increase in purchasing power among the affluent fragment of the population will ensure a substantial return on investment. (Exhibit 4, 5)

Free Essays On Shakespeares Sonnet 118 :: Sonnet essays

Analysis of Sonnet 118 Like as, to make our appetites more keen, With eager compounds we our palate urge; As to prevent our maladies unseen We sicken to shun sickness when we purge: Even so, being full of your ne'er cloying sweetness, To bitter sauces did I frame my feeding; And, sick of welfare, found a kind of meetness To be diseas'd ere that there was true needing.j Thus policy in love, to anticipate The ills that were not, grew to faults assur'd, And brought to medicine a healthful state Which, rank of goodness, would by ill be cur'd: But thence I learn, and find the lesson true, Drugs poison him that so fell sick of you. This is another sonnet that Hieatt found to share certain similarities with Spencer's _Ruines of Rome: "In Sonnets 118 the conceit of health 'rank in goodness' anticipating and thus precipitatin sickness mirrors, first, Ruines 10--the 'rank seed' who destroy themselves--and, second, Ruines23--the Roman people 'impatient of pleasure's faint desires,' becoming the matter of their own fimes, 'as in a vicious body gross disease / Soon grows through humor's superfluity'." Having a possible source for this sonnet, we will now move to a paraphrasing of the sonnet. 1-2: 'In order to make our appetites more aware (of taste), we convince our palate by ingesting stimulating dishes'; 3-4: 'In order to prevent unforeseen sickness, we purge ourselves [Ingram/jRedpath note, "The old-fashioned purges were very powerful, and could indeed make people feel extremely ill"], to make that sickness feign, yet become sick by doing so'; 5-6: 'As this is, I apportioned my diet to unsavory dishes [base company] from being (so) full of your substantial sweetness'; 7-8: 'And, overindulged in happiness, I found a [requisite] jusxtaposition of becoming diseased (from the purging) because I was in need of, 1) the sickness, or 2) your love [or both]'; 9-10: 'Thus, it is a sly [almost overly-sly] strategy in love, to anticipate the malefactors that are not always thought of, which grow into affirmed faults'; 11-12: 'And make a "healthful state" of me available to medicine which, gross [almost with a sense of glutton] with goodness, would be cured by the malefactors:' 13-14: 'But from this I learn, and find the lesson [moral] true, that the drugs that poisoned him [identity unknown; possibly in general] are the same ones that made me fall (love) sick for you'.

Equality, Diversity and Inclusion Essay

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

Building the Nation Future Leaders

â€Å"Building the Nation Future Leaders through the K to 12 Basic Education Program or The K to 12 Basic Education- Tungo sa Paghuhubog ng mga Makabagong lider ng Bansa. † By ANDEA, ISIDRO JR B. Great day to everyone! Warmest congratulations to the elite corps of successful graduates this school year 2012- 2013 especially to our ever loving parents and the teaching force of this institution. Ma’am and Sir, Good morning! With my great desire, to be one of the guest speakers at today's event; I accept the challenge and invitation of the teaching staff of this institution to challenge everyone today!It is a great privilege and opportunity for me to speak in front of you as a challenger of your mind and hearts to give an inspirational message that will challenge everyone today! You truly deserve to give pride to yourself as you step into another ladder of your success. It’s been unforgettable event that we should reminisce every now and then the significant marked o f our lives as we give priority to our achievement in the field of learning.We bind us one today to celebrate the fruit of our sacrifices; your unsung hero shows their unfading support behind your success as they watch you to recognize this day, your ever loving teachers honored you for the commendable appreciation of your great work during learning process and the person who is one way of molding your life interest and being proud to yourself that you have done the great job in schooling. Our Theme: â€Å"Building the Nation Future Leaders through the K to 12 Basic Education Program or the K to 12 Basic Education- Tungo sa Paghuhubog ng mga Makabagong lider ng Bansa. I would like to talk first about the program of Department of Education in order for us to understand well the message of our nation for us as a stakeholder of change. The K to 12 Program covers Kindergarten and 12 years of basic education (6 years of Primary Education, four years of juniors High School, and another t wo years of Senior High School) which provide our learners to undergo sufficient time for mastering the concepts and skills presented during learning process. Enhance the abilities and capacities of our learners, and prepare our graduate to higher education, job employment, and business or entrepreneurship.The K to 12 Basic Education Program is a key chain to success because it helps our graduates to become ready and more successful to go in their different paths, Maybe some them will proceed to tertiary education, for employment, or do a business. We strongly believed that this changes in our Educational Program will affect our way of living, to give us hope for a better future because our young leaders equipped with different skills in different learning areas, trained and prepared them to become an agent of change;Formal Education will make us living if we seized the right opportunity given to us. Let us work hand in hand for the betterment of our future, Let us let other known a bout this program, and encourage them to have a full support in achieving our Country’s progress. You as a graduate have a vital role to strengthen your great potential to become a partner of change. You will be one of the backbones of our K to 12 graduates sooner and later know that you will have to deal with changes, both big and small, continually. Be prepared to be flexible and to adopt as needed.Here are the three things to consider on becoming more successful in achieving our goals in life and to become a productive leaders someday: 1. Heads-up to your great potential. Sometimes, we may not realize the essence of our abilities. But there’s a gift given to us by our omnipotent master to give our full potential to become the most successful person. We may become successful beyond of our wildest dream. You should know yourself better, Identify your strength and weaknesses and facing the real you. The achievement of your goal is assured the moment you commit yourself to it and believe that you can do something.The first thing that we need to consider is to open your eyes to your great potential by setting your mind and goals in life. Mind setting (power of imagination) is a tool for showing your potential to become great individual for the next days. Because of it, you can now set your goals in life. Some great person believed that goal is vital. â€Å"People with goals succeed because they know where they're going. † According to -Earl Nightingale. â€Å"The achievement of your goal is assured the moment you commit yourself to it. † -Mack R. Douglas. Formal education will make you a living.Self-education will make you a fortune. † â€Å"Unless you change how you are, you will always have what you've got. † â€Å"We all have two choices; we can make a living or we can design a life. † I want you to â€Å"Take up one idea and act on it. Make that one idea your life. Think of it, dream of it, and live on that id ea. Let the brain, muscles, nerves, and every part of your body be full of that idea and leave all other ideas alone. This is the way to success. † According to SFI Rules to Success; setting goals is so easy to do, yet 95% of people never set goals.They just never take the time. And who do you think are the most successful, highest-earning people in the world? The 5% group of course! If you want to be in the 5% group, don't even think about ignoring goal-setting! 2. Begin with realistic plan (winning starts with beginning). If you sealed with something and you fell not moving on your way, start to get started and start whatever you had right now. There’s no perfect time to wait, do the best job you can and always keep learning and moving ahead. Who among you here have a Facebook account?What is the first thing you do in getting connected with that social networking? Just to sign up and get started, right? â€Å"You don't have to be great to get started, but you have to get started to be great. † -Les Brown, â€Å"Everyone who got where he is had to begin where he was. † -Richard L. Evans. â€Å"Failing to plan is planning to fail. † â€Å"Without goals, and plans to reach them, you are like a ship that has set sail with no destination. † -Fitzhugh Dodson â€Å"Most people have no idea of the giant capacity we can immediately command when we focus all of our resources on mastering a single area of our lives. – Anthony Robbins. â€Å"Nothing can add more power to your life than concentrating all your energies on a limited set of targets. â€Å"- Nido Qubein. â€Å"What you choose to focus your mind on is critical because you will become what you think about most of the time. â€Å"- Noel Peebles We cannot become successful in aiming at something, if we are trying to do many things just for once. We should be realistic in our planning and concentrate your thoughts upon working hand in hand. As they say, chase t wo rabbits and you'll catch neither! â€Å"Success demands singleness of purpose. – Vincent Lombardi â€Å"No life ever grows great until it is focused, dedicated, disciplined. – Harry Emerson Fosdick. 3. Live with your goals and persist until you win. We don’t need to invest so much to earn something and to pay for our reward. â€Å"Success seems to be connected with action. Successful people keep moving. They make mistakes, but they don't quit. â€Å"-Conrad Hilton. â€Å"It's when things get rough and you don't quit that success comes. † â€Å"Other people and things can stop you temporarily. You're the only one who can do it permanently. -Zig Ziglar Don't let little problems upset you. Concentrate on the positives†¦ and the â€Å"big picture. † Also remember that the only thing that will never change is that there will always be changes (especially in today's rapidly evolving world). Don't let changes upset you. Know that you will hav e to deal with changes, both big and small, continually. Be prepared to be flexible and to adapt as needed. â€Å"Learning is very fun and lifelong process† which I always emphasize in the field of learning because it awakens our interest to learned.At your youthful stage, there is an eagerness to learn in every chance as you participate inside the class. Your teacher taught you so much how to become smart, how to behave, how to learn, how to work effectively, how to perform a task and know how to accept student’s responsibility. I know each one of you possess a precocious gift from God. Who among you here wants to be a Doctor, Nurse, Lawyer, Engineer, Military, Teacher, or a President? Then don’t stop learning. ALWAYS REMEMBER THIS THREE WORDS: DON’T STOP LEARNING! ANDEA, ISIDRO JR B. KABACAN WESLEYAN ACADEMY HIGH SCHOOL DEPARMENT