Huck Finn Analitical Paper essays

Huck Finn Analitical Paper essays Huckleberry Finn is not a static character, but rather a voluble and changeable because of his moral development and maturation through the novel. Inside Huck is an inner longing to achieve something that is morally sound. When his morals developed the change in Huck's morals is shown very natural, as if Huck by nature is a good person. At the beginning of the novel, Huck, feels stealing is acceptable and necessary. Huck's father taught him, "Pap always said it warn't no harm to borrow things if you was meaning to pay them back some time; but the Widow said it warn't anything but a soft name for stealing, and no decent body would do it" (Twain 71). Huck Finn accepts his father's concepts about "borrowing" things, even with what the widow tells him. This doesn't demonstrate good moral decision making, but yet is based on an inner longing to achieve a goal which is morally sound. In chapter two Huck Finn and Tom Sawyer steal candles from Ms. Watson, but they leave five cents on the table for pay, "[...] so we slid in there and got three candles, and Tom laid five cents on the table for pay" (15). Huck Finn starts to develop morally and pays for things he used to "borrow," thus showing a change in his moral concepts. With the Wilks sisters Huckleberry suffers an extreme change. This change is shown when the Duke and King were trying to swindle a group of orphaned girls. If the Duke and King were able to swindle them, the Wilk's fate will be dead and desolation. They could loss their house, their money, lands, and virginity, but Huck steals the money to prohibit the crime. I had it out of there before they was half-way downstairs. I groped along up to my cubby, and hid it there till I could get a chance to do better. I judge I better hid it outside of the house somewheres, because if they missed it they would give the house a good ransacking: I knowed that very well (176). Huck realizes that stealing is wrong, and it demonstrates...

USS Reprisal (CV-35) in World War II

USS Reprisal (CV-35) in World War II USS Reprisal (CV-35) - Overview: Nation:  United States Type:  Aircraft Carrier Shipyard:  New York Naval Shipyard Laid Down: July 1, 1944 Launched:  May 14, 1945 Commissioned: N/A Fate:  Sold for scrap, 1949 USS Reprisal (CV-35) - Specifications (planned): Displacement:  27,100 tons Length:  872 ft. Beam:  93 ft. (waterline) Draft:  28 ft., 5 in. Propulsion:  8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shafts Speed:  33 knots Complement: 2,600 men USS Reprisal (CV-35) - Armament (planned): 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft (planned): 90-100 aircraft USS Reprisal (CV-35) - A New Design: Developed in the 1920s and early 1930s, the US Navys  Lexington- and  Yorktown-class aircraft carriers were designed to meet the restrictions enacted by the  Washington Naval Treaty. This limited the tonnage of different types of warships as well as placed a ceiling on each signatory’s total tonnage. These limitations were expanded and refined by the 1930 London Naval Treaty. As the international situation deteriorated in the following years, Japan and Italy abandoned the treaty structure in 1936. With the implosion of the treaty system, the US Navy worked to design a new, larger class of aircraft carrier and one which pulled from the lessons learned from the  Yorktown-class. The resulting ship was wider and longer as well as incorporated a deck-edge elevator system. This technology had been employed earlier on  USS  Wasp  (CV-7). In addition to carrying a larger air group, the new class possessed a greatly enlarged anti-aircraft armament. Construction began on t he lead ship,  USS  Essex  (CV-9), on April 28, 1941. In the wake of the US entry into  World War II following the Japanese attack on Pearl Harbor, the  Essex-class became the US Navys standard design for fleet carriers. The first four ships after  Essex adhered to the class original design. In early 1943, the US Navy made several alterations to enhance future ships. The most noticeable of these changes was the lengthening the bow to a clipper design which allowed for the inclusion of two quadruple 40 mm gun mounts. Other alterations included moving the combat information center below the armored deck, improved aviation fuel and ventilation systems, a second catapult on the flight deck, and an additional fire control director. Though referred to as the long-hull  Essex-class or  Ticonderoga-class by some, the US Navy made no distinction between these and the earlier  Essex-class ships. USS Reprisal (CV-35) - Construction: The initial vessel to begin construction with the revised  Essex-class design was USS  Hancock  (CV-14) which was later re-designated Ticonderoga.   A multitude of additional carriers followed including USS Reprisal (CV-35).   Laid down on July 1, 1944, work on Reprisal began at the New York Naval Shipyard.   Named for the brig USS Reprisal which saw service in the American Revolution, work on the new ship moved ahead into 1945.   As the spring wore on and the end of the war neared, it became increasing clear that the new ship would not be needed.   During the course of the war, the US Navy had ordered thirty-two Essex-class ships.   While six were eliminated before construction commenced, two, Reprisal and  USS Iwo Jima (CV-46), were canceled after work had begun.   On August 12, the US Navy formally halted work on Reprisal with the ship listed as 52.3% complete.   The following May, the hull was launched without fanfare in order to clear Dry Dock #6.   Towed to Bayonne, NJ, Reprisal remained there for two years until being moved to the Chesapeake Bay.   There it was used for a variety of explosive testing including assessing  bomb damage in magazines.   In January 1949, the US Navy inspected the hull with an eye towards completing the ship as an attack aircraft carrier.   These plans came to nothing and Reprisal was sold for scrap on August 2.          Selected Sources DANFS: USS Reprisal (CV-35)NavSource: USS Reprisal (CV-35)U-boat: USS Reprisal (CV-35)

Men on the Down Low and The Impact it has on Others Research Paper

Men on the Down Low and The Impact it has on Others - Research Paper Example Now the paper has taken up a particular target segment which has been the victims of such concern as down low. The African American men make up this category and this problem of down low prevails amongst them through the medium of media attention, social identity and health concerns. Introduction The term â€Å"down low† has been defined in general terms as something to keep secret which might include either information or some actions. More specifically the term incorporates men who are bisexual and might call themselves â€Å"on the down low†. This involves therefore a self perception which is associated mostly with the African American men who is often accused to have inflicted AIDS amongst the female members of their community owing to the double lives they lead. The identification of men with down low therefore depends on the health factors, social identification indicators and the media attention. If the men are directly gay then they can come out in the open and admit their orientation in order to lead a desirable life but instead everything seems to be carried out in secret. The black men are almost unanimously identified with down low. Lynn Harris, in his work Invisible Life focuses on the bisexual behavior of the black people at a time when the media did not give attention to the issue and therefore the people of all races gradually became aware of this. For instance, some men who were engaged in association with women or sexually tied up with men often are worried about contracting HIV and even getting it passed on to their spouses. The â€Å"down low† issue has taken up spaces in New York Times and other print media of the nation. Boykin’s work Beyond the Down Low focuses on aspects which point out that the down low is not a phenomenon but is something about psychological perception. He quotes some statistics from a story â€Å"Of the 7,000 black female AIDS cases in 2003, only 118 reported sex with a bisexual male as th e method of exposure† (Boykin & Harris, 2006, p. vii) and also says that around 1.6 percent of the women who were reported to have been inflicted with AIDS had relationships with bisexual male despite the fact that more than 100 percent of the public opinion centering on AIDS amongst the blacks were concerned with down low. Boykin also points out that the rate of AIDS amongst the black female had come down by 6 percent over the previous four years (Boykin and Harris, 2006, p. 107). The tragic stories on black men were ignored though the American women’s cases of AIDS were reported without cross checking the evidence found. Even men were diagnosed with AIDS and reportedly had the highest cases amongst the black community. The media tries to avoid these reports until the case involves a black man who is responsible for infection in a black woman. This highlights the bias of media with respect to racial difference. The media is selective about reporting the health cases su ch that the finger is pointed towards black men on the down low. Often black men experience a risk of getting accused of crimes not committed and even has to bear the consequence of the same simply for the color of his skin. Hence in this circumstance perception is treated as a practicality. Authors like Boykin rightly suggests that instead of avoiding the truth and telling lies to the media it is important to solve the

Johann Sebastian Bach Thesis Example | Topics and Well Written Essays - 1000 words

Johann Sebastian Bach - Thesis Example Johann Sebastian Bach, a talented musician and composer, was much less known inter vivos than, for example, Mozart or Beethoven. But he was probably the first musician who successfully combined the best of Italian, French and German music traditions. He did not become well known to the general public during his lifetime and was forgotten in half a century after his death. Surprisingly, Bach’s fame has been growing through years and nowadays he is recognized as one of the greatest composers of all time. Interest in Bach’s music revived and these days it is much more popular than it was during the composer’s life. It’s a paradox, but the composer who has become old-fashioned soon after his death has started to become more and more popular over two hundred and fifty years, moreover, in modern popular culture societies. Most musicologists agree that Bach’s music technique was brilliant and certainly better than the other great composers had. He was familiar with all the musical works of his time and used them perfectly. Nobody can compete with Bach in the art of counterpoint, when two or more different melodies are performed simultaneously. Bach’s creative works are admired for a diversity and conformity of orchestrations, clear expression of sounding themes and melodies. Bach was a prolific composer. His works include around 300 cantatas, compositions of 48 preludes, 140 other preludes, more than 100 works for harpsichord, 23 concerts, 4 overtures, 5 masses, 3 oratorios and many plays. He wrote more than 800 major musical works in all. Being a deeply religious Lutheran, Bach wanted his music to be played in church and dedicated most of his works to religious music. He did not try to discover new music forms, but brought to perfection the existing ones. He was the best organ and harpsichord performer among his contemporaries. And if Bach did not receive recognition during his lifetime as a composer, then his organ improvisation were unmatched. It had to admit even his rivals (Benstock, 1992, p. 18). In the last years of his life and after death Bach’s composer fame began to fade: his style was considered old-fashioned compared to blooming classicism. His was better known and remembered as a performer, teacher and father of Bach, Jr., primarily Carl Philipp Emanuel Bach, whose music was widely known. However, many of the major composers such as Mozart, Beethoven and Chopin knew and loved the works of Johann Sebastian. For example, when visiting St. Thomas’ schools, Mozart heard one of the motets (BWV 225) and exclaimed: â€Å"There is so much to learn!† Later he asked the notes and studied them long and happily. Beethoven greatly appreciated Bach’s music. As a child he played preludes and fugues from The Well-Tempered Clavier and, later, called Bach a true father of harmony. It was also he who was so amazed by Bach’s music that exclaimed - â€Å"not a brook, but a sea† (the word Bach in German means brook). Chopin used to lock in a room and played music of Bach before his own concerts. The works of Johann Sebastian’s had an effect on many composers through ages. Some themes from the works of Bach, for example, the theme from Toccata and Fugue in D minor, were reused in music of the 20th century (Bridges, 2002, p. 35). The biography, written in 1802 by Johann Nikolaus Forkel who knew Bach personally, has spurred interest to Bach’s music in the general public. But a real revival of Bach’s music began with the performance of St. Matthew Passion in 1829, Berlin, organized by Felix Mendelssohn. The audience later called Bach a great true Protestant, brilliant and erudite genius. They learned to appreciate him in full measure again. Mendelssohn continued to promote Bach’s music in subsequent years, which resulted in a growth of the composer’s popularity. In 1850, the Bach Society was founded, which set the goal of collecting, deep

Supporting Children Essay Example for Free

Supporting Children Essay The Children Act 1989 has influenced setting by bringing together several sets of guidance and provided the foundation for many of the standards practitioners adhere to and maintain when working with children. The Act requires that settings work together in the best interests of the child and that they form partnerships with parents and carers. It requires settings to have an appropriate adult: child ratios and policies and procedures on child protection. This Act has an influence in all areas of practice within setting. For example; planning. United Nations Conventions on the Rights of the Child 1989 – UNCRC is a human rights treaty which sets out the civil, political, economic, social, health and cultural rights of children. The Convention defines a child as any human being under the age of eighteen, unless the age of majority is attained earlier under a state’s own domestic legislation. Children Act 2004 This Act was introduced as a result of the death of Victoria Climbie and was the introduction of Every Child Matters which ensures the wellbeing of children through its five outcomes. The Every Child Matters framework has influenced settings by giving them and other childcare settings a duty to find new ways of working together by sharing information and working co-operatively to protect children from harm. Human Rights Act 1998 This Act has had a huge impact in current legislation in the UK. Under the Act it was agreed that children would have the same rights as adults which means children have the right to dignity, respect and fairness in the way that they are treated, meaning that settings looking after children should be treating children with respect, dignity and fairness, meaning all children should be treated the same. The Act makes available in UK courts a remedy for breach of a Convention right, without the need to go to the European Court of Human Rights. Childcare Act 2006 The Act defines new duties for Local Authorities with respect to improving the Every Child Matters outcomes for pre-school  children, childcare for working parents and parental information services. E3 All the legislations and guidance in recent decades, including the Children Act 2004, make it clear that the child’s interests must come first. All professionals must work together to promote the child’s welfare before all else. All early years settings and schools must nominate a member of staff to oversee safeguarding and child protection. This person should be specifically trained to undertake this role. The whole team, including volunteers and students must work together to promote children’s welfare and keep them safe. â€Å"For some children, universal services such as early year’s education and health visiting are not enough to ensure their healthy, safe and happy development. They may experience emotional difficulties, fall behind in their development or learning, or suffer the adverse effects of poverty, poor housing or ill health. There are also children in need, who are judged to be unlikely to reach or maintain a satisfactory level of health or development unless they are offered additional services.† (Bruce, 2010:448) This group includes children with disabilities. Infection control and stopping cross-contamination is essential when safeguarding children, as cross-contaminating food could be vital if children have allergies or intolerances. All members of staff in the setting should be aware of the allergies and intolerances of the children incase they have to prepare a meal. The members of staff should be aware and be in knowledge of the children who need to have an epi-Pen incase of an anaphylaxis shock. It is essential that practitioners are able to recognise possible signs and indicators of abuse. Sometimes you might notice physical signs that a child or young person is being abused. Babies and toddlers may for example, not have the language skills required, while older children may not always rec ognise that what the adult has been doing is wrong. Children and young people can also be living in fear as their abuser is likely to have a great deal of control over them. Most children have falls and minor accidents that result in bruising, cuts and bumps. The difference between genuine accidents and deliberate injuries to the child is often the location of the injuries and the frequency with which they occur. Children who have been physically abused may show through their behaviour and play that they are being abused. It is good practice to ask a child about an injury as most children who have  had genuine accidents are happy to talk about what has happened to them. Children who have been physically abused might have been told by the abuser not to talk about what has happened and to say that they fell or bumped into something if they are asked about bruising or cuts. If a child seems upset or nervous when talking about an injury, you should always pass on this information to your supervisor. You may be asked to keep a note of the date and type of injury that you have seen, as well as a record of what the child said. Sexual abuse can be hard to detect as the child may not outwardly seem injured. Some physical signs may be apparent but behavioural indicators can be a more obvious clue. There are a few physical indicators of emotional abuse, although some older children may show self-destructive behaviour such as cutting themselves or drastic dieting. The main indicator of emotional abuse is the child’s need for attention and low self-esteem. Parents who neglect their children may have significant personal and other problems of their own. The children might be loved but parents find it hard to provide the basic care that the children need. Children who are being neglected are at risk of having accidents through being left unsupervised, either at home or while out playing. They are also vulnerable to attack from strangers. Children who are being abused may show behaviour that is not part of their normal pattern or is out of character. If the change of behaviour is long term then the practitioner should consider the possibility of abuse, meaning the child will be observed more closely for other signs. E4 The term inclusive is often used to describe the concept of making sure that everyone feels welcome and part of a setting. This applies to parents as well as children. In order to achieve this, settings should constantly be looking at what they are doing and how they are doing it, and think about whether they are really meeting children’s and their families’ needs. Settings that are fair, just and inclusive recognise that anti-discriminatory practice means that individual needs. Settings that are fair, just and inclusive recognise that anti-discriminatory practice means that individual needs are taken into account and that children and their families are not expected to all be the same. Settings that are proactive use many sources of information to reflect on their policies and activities. They may ask parents and children to provide feedback, suggestions and  comments about a whole range of issues, for example, what activities the children have enjoyed, session op ening hours and requests for information. Settings also seek information from organisations locally and nationally who support children and families with particular needs. Practitioners should work in a fair, just and inclusive way, taking into account both the statutory legal framework in the United Kingdom and the policies and procedures in the setting. You need to value, and show respect to all those you encounter in your setting as individuals. Definitions of inclusion have developed from being primarily focused on integrating children with special educational needs into a much broader concept concerning social justice and equality for all. Inclusion is the process by which early years settings develop their ethos, policies and practices to include all learners with the aim of meeting their individual needs. E5 and D2 Daily routine is a strategy which most settings have in use to empower children. The daily routine â€Å"provides a consistent, predictable sequence of events that gives children a sense of control over what happens in their day†. Different settings develop different routine depend how long children stay in the premises and their age, but most of the daily routine contain basic components such as: outside routine, large group time, small group time, register time, art/craft time, tidy up time and snack/meal time. During the daily routine the child learns to make choices and discovers their consequences. This creates sort of secure environment, because children know what to expect and this allows them to be more involve in the tasks and more co-operative with the practitioner. The second strategy is planning and providing different activities and experiences for children. This strategy is suggested by the EYFS because allows for adventure, exploration and gaining new experiences. Different activities, which the setting provide develop range of skills and abilities. Taking part in activities, free-flow or structured, allows children learn social interactions and behaviours such as sharing equipment, taking turns. Providing activities allows children to use their language to communicate wiliness to participation in it, raising their confidence to communicate and self reliance to complete it. Providing different activities stimulate children`s imagination, cognitive, language, personal, social and emotional  as well as physical development and allow to fulfil children`s potential. Encouraging children’s self-reliance is an important part of helping them to develop the independence and resilience which will enable them to face life’s demands and challenges in preparation for their adult lives. Encouraging self-reliance involves helping children to develop: independence, dependence, competence in looking after themselves, trust in their own judgement and actions and confidence in their own abilities. â€Å"Be patient and provide time for children to do things for themselves. For example, let younger children dress themselves; although it takes longer, it is an essential self-help skill. Children with physical disabilities may need sensitive support in this area.† (Meggitt, C 2012:296) Settings may use the skill of developing a positive self-image to empower children. A way of doing this is to allow the children to realise who they are; by realising they have their own identity. Children deal with things differently to adults and feel things more deeply than adults do, meaning they need a great deal of support to understand, express and deal with all their emotions that are going on. Children need to learn to be recognised by their name, developing their self-esteem which can be boosted by their key worker within a setting. By developing their self-esteem it begins to help them understand how to seek support from key workers or parents/carers to keep them safe and well, hel ping them to developing holistically. By allowing a child to develop his or her feelings it brings them the confidence that it is okay to show their emotions. By their key person being supportive of this it makes the child likely to tell them how he or she is feeling. Independence is another strategy. By a child learning to wash and dry their hands after going to the toilet, messy activities, playing outside, before and after bed, after blowing their nose, etc, it helps them understand the concept of their own and others hygiene. It is also very important for children of any age to understand how to care for their own teeth and understand how important it is to have good dental hygiene. Also becoming independent when going to the potty or toilet is vital when it comes to their lifestyle later on in life. E6 and D1 One example of how a setting may prepare young children is by using a teddy or a role-play to act out the situations that may occur during a  transition. Using a teddy may indirectly allow the child to express their concerns and fears about what their new setting may be like. Role-play is an effective tool for young children to engage in, so that they can act out what may happen in their new setting and how best to confront any problems they may encounter. Tassoni noted that â€Å"with older children and young people it is good to talk to them about the transition.† (2007:147) Talking regularly to older children is imperative so as to perceive an idea of the child’s fear or expectations for the transitions. As they will likely not remember everything that they may want to ask at once, therefore continued discussions are helpful for them so that they can settle any uneasiness. Having communication between the two settings is also imperative, as well as making sure that parents are involved, to help make the children more comfortable. The practitioners should meet in order for them to discuss the needs and preferences of the children in order to maintain some kind of continuity for them. Taking the children to visit their new settings in order to familiarise themselves with it is beneficial for them. On the other hand key workers or the new teacher for the younger children could visit the children so that they can start to bond with them. Some children deal with transitions with more difficulty than others do. Some children can find it difficult when moving from a nursery to a primary school. As children become older, they start to cope better with being separated from their parents, but it all depends on how well they coped with settling into new settings during transitions. Having stable relationships around the children can help them feel safe and secure during certain transitions in their life. Children need practitioners and caring adults who are able to recognise the importance of attachment and emotional wellbeing during periods of transitions. A way in which practitioners can help children settle during transitions is by bringing all the children (new and old) together at circle time. Activities like circle time allow children to learn new things, about themselves and each other, whether that is singing their favourite song, or telling the group what they did at the weekend – this links into discussion and display. Discussing children’s work and displaying it on boards or posters helps them recognise that they are part of the team and that they feel welcome. E7 and B1 Discrimination can occur even when individual workers have positive attitudes. If the organisations or institution does not consider and meet the needs of everyone involved in it, and makes assumptions based on one set of values/stereotyped views, institutional discrimination can occur. This can happen when, for example, children with disabilities are not given access to the full curriculum, the meals service does not meet the dietary requirements of certain religious groups, a uniform code does not consider the cultural traditions of certain groups concerning dress. Childcare workers are often not aware of how powerful the culture and institutionalised practices of their organisations are in discriminating against certain groups of children or their families. Institutional discrimination is not necessarily a conscious policy on the part of organisation; more often it occurs because of a failure to consider the diversity of the community. Whether conscious or unconscious, i nstitutional discrimination is a powerful and damaging force. Children may suffer the effects of stereotyping and discrimination in a number of ways, for example, Research by Milner (1983) shows that children as young as three attach value to skin colour, with both black and white children perceiving white skin as ‘better’ than black. This indicates that children absorb messages about racial stereotyping from a very early age. These messages are very demanding to self-esteem of black children and may result in a failure to achieve their potential. Harm is done to white children too, and to society in general, unless this perception of racial superiority is confronted and challenged effectively. These findings underline the need for all settings, including those in all-white areas, to provide a positive approach that challenges stereotyping. Even very young children can hold fixed ideas about what boys can do and what girls can do. Observation of children’s play shows that some activities are avoided because of perceptions of what is appropriate for girls and boys. This can result in boys and girls having a very limited view of the choices available to males and females in our society. This is particularly significant when, despite advances in recent years, many women still underachieve. Children with disabilities and their families are subject to many forms of discrimination. Even a caring environment may neglect the ordinary needs of the disabled child out of concern to meet their special needs. This may mean that the disability is  seen first, rather than the child, and that the child’s development is affected because of limited opportunities and limited expectations. Children may find it difficult to form relationships with others, meaning that practitioners need to provide activities that show inclusive practice. The adult’s role is to promote interactions between children, giving them group activities to do, making sure they are bonding with each other. By the adult’s giving the children activities it makes them interact with children they wouldn’t necessarily interact with outside of the setting. Direct discrimination is when discrimination occurs when a child is treated less favourably than another child in similar circumstances. Indirect discrimination is when discrimination occurs when a condition is applied that will affect a group of children unfairly when compared to others – this includes religions like Sikhs. Discrimination of any kind prevents children and young people from developing a feeling of self-esteem. The effects of being discriminated against can last the whole of a child’s life. C1 Jerome Bruner’s theory on scaffolding is about encouraging children to learn something new by supporting and helping them when they need help, and then letting the child do it on their own when the adult feels they are confident enough. Bruner believes that humans have the ability to learn and grow with no limit; therefore, practitioners should have confidence in the children to learn something new. Although Bruner’s theory is adult-initiated, it still empowers children. When the scaffolding takes place, practitioners must be enthusiastic and encourage children to learn; practitioners must make it enjoyable and exciting to make sure children do not get bored and distracted. This empowers children as when the practitioner slowly moves away, and allows the child to do it on their own, the child’s confidence and self-reliance increases: they believe that they are able to do things on their own. This obviously increases their independence; they will be happy with themselves and will want to do things on their own more often. If a child has a lot of difficulty, and can’t manage to do what they have learnt on their own, the practitioner can still support them until they can manage to do it on their own. As long as the practitioner does not do the work for them, and the child is still learning, the practitioner can give the child as much support as they need, until they  can do it on their own. Another thing which is also good about Bruner’s theory is that once children will be able to do certain things on their own, for example, writing certain letters without help or without reminders on how to write them, those children will be able to help other children who have difficulty with writing letters. This will develop social interaction, and both children will be happy with themselves. A1 The Children Act 1989 allocated duties to the local authorities, courts, parents and other child-based agencies in the UK, ensuring that the children are safeguarded and their welfare is promoted. Centered on the idea that children are best cared for within their own families; however, it also makes provisions for instances when parents and families do not co-operate with child-based agencies and statutory bodies, like OFSTED. The act states that children’s welfare should be the paramount concern to the courts. Specifying that any delays in the system processes will have a detrimental impact on a child’s welfare. The court needs to take into account the child’s wishes; physical, emotional and educational needs, age, sex, background circumstances, the likely effect of change on the child, the harm the child has suffered or is likely to suffer, parents ability to meet the child’s needs and the powers available to the court. This influences working practice as the practitioners need to make sure what is going on at home, and follow the correct procedures to make sure that the child’s welfare is main priority. Children Act 2004 is the amended version of the Children Act 1989. This act was amended in 2004 largely in consequence of the Victoria Climbie inquiry. The Act’s ultimate purpose is to make the UK better and safer for children of all ages. The idea behind the act is to promote co-ordination between multiple official entities to improve the overall well-being of children. The 2004 act also specifically provided for including and affecting disabled children. The sections 39-48 in the Childcare Act 2006 introduce the EYFS which supports the delivery of high quality education and care for children from birth to age 5. The UNCRC involves a Children’s Commissioner. England, Wales, Scotland and Ireland, each have their own Children’s Commissioners. The Childrens Commissioner for England promotes and protects childrens  rights in England. She does this by listening to what children and young people say about what matters to them and making sure adults in charge take their views and interests into account. In article 6 of the UNCRC it states that â€Å"all children have the right to life. Governments should ensure that children survive and develop healthily†. The UNCRC supports children in their rights, including from abuse or help to safeguard. Section 3 of the Early Years Foundation Stage (EYFS) is all about safeguarding and welfare requirements within early years settings that practitioners must abide by. Section 3.42 is all about medicines, meaning that practitioners must keep a record of all medicines in the setting and the dosage allowances to the children. Illness and injuries is 3.48 in the EYFS meaning that all accidents, injuries and illnesses should be reported in an accident book. 3.45 – food – all allergies and intolerances should be kept on file for all those members of staff whom are preparing or serving food. Section 3 is all about safeguarding the children making sure that the children within settings should be protected as ‘Every Child Matters’. â€Å"Governments must do everything to protect children and young people from all form of violence, abuse, neglect and mistreatment.† (Meggitt, 2012:243) Bibliography Beaver, M, Brewster, J, Green, S, Neaum, S, Sheppard, H, Tallack, J, Walker, M (2008) CACHE Level 3 Childcare and Education, Cheltenham, Nelson Thornes Bruce, T, Meggitt, C, Grenier, J (2010) Childcare and Education, 5th Edition, London, Hodder Education Daly, M, Byers, E, Taylor, W (2006) Understanding Early Years Theory in Practice, Oxford, Heinemann Department for Education (2012) Statutory Framework for the Early Years Foundation Stage, London, Early Education Meggitt, C, Bruce, T, Grenier, J (2012) CACHE Level 3 Childcare and Education, 2nd Edition, London, Hodder Education Tassoni, P, Beith, K, Bulman, K, Griffin, S (2010) Level 3 Diploma Children and Young Peoples Workforce, London, Heinemann http://www.hse.gov.uk/disability/law.htm 27/05/2014

Human Resources :: Management Employment Essays

Human Resources With today's workforce becoming increasingly diverse and organizations doing more to maximize the benefits of the differences in employees, Human Resource managers are evolving from the "old school" sideline player to the front-line fighters. Organizations are relying on managers to get the people who get the job done, and of course, make the company money. People have always been central to organizations, but their strategic importance is growing in today's knowledge-based business world like never before. An organization's success increasingly depends on the knowledge, skills, and abilities of its employees, particularly as they help establish a set of core competencies which distinguish one organization from its competitors. When employees' talents are valuable, rare, difficult to imitate and organize, an organization can achieve a sustained competitive advantage. In order to "compete through people", an organization has to be able to do a good job of managing their human capital: the knowledge, skills, and capabilities that add value to the organizations. Managers must develop strategies for identifying, recruiting, and hiring the best talent available. Develop these individuals in ways that are specific to the needs of their individual firms, encourage them to generate new ideas while familiarizing them with the company strategies, invite information sharing, and rewarding collaboration and team work. The basis on which compensation payments are determined, and the way they are administered, can significantly affect employee productivity and the achievement of organizational goals. Establishing compensation programs require both large and small organizations to consider specific goals. Employee retenti on, compensation distribution and adherence to the budget must be carefully weighted against the overall organizational goals and expectations. Compensation must reward employees for past performance while serving as a motivation tool for future performances. Internal and external equity of the pay program will affect employees' concepts of fairness. Organizations must balance each of the concerns while still remaining competitive. For internal equity an organization can use one of the basic job evaluation techniques to determine relative worth of job. The most common are the ranking and classification methods. The job ranking system arranges jobs in numerical order on the basis of the importance of the job's duties and responsibilities to the organization. Job classification slots jobs into preestablished grades with higher rated grades requiring more responsibilities, working conditions, and job duties. External equity can be determined by a wage survey. Data obtained from the surveys will facilitate establishing the organization's wage policy while ensuring that the employer does not pay more, or less, than needed for jobs in the relevant labor market.

Plant Growing Lamp Presentation Essay

Good morning, everybody. Thank you for coming to my short presentation today. Let me introduce myself first. I’m Chris Wong, a medical assistant of Willis Health Centre. I’m very glad today to present to you our team’s proposed product, Dino, a plant growing lamp. My presentation will be covered into three parts. I’ll, first of all, introduce to you the background information about our environment. Next, I’ll explain our proposed product, Dino. Finally, I’ll outline some problems that our team concerned about. Afterwards, there will be a question and answer session. Right, let me start with the background about our environment. In fewer years, do you feel the weather is unexpected? Do you think this is terrible? Do you know why? Let me talk you. Nowadays, human do lots of things to damage our environment is caused the bigger problem, global warming. That why the weather is unexpected. They use lots to things to release the greenhouse gas. It is global issue because the effects are very important. That why we developed this plant growing lamp. Fine, I’ll now explain our proposed Dino. To start with, let’s look at the aesthetic value. This lamp can come with different pattern and color. Most important is it will have some seed inside the lamp. You can choose the pattern and color to match your home design and your home will be more modern. After the plant grows up, it also can offer fresh air. You will have a wonderful environment in the house because it can be a pretty decoration. Now, let’s turn to the user’s needs. The lamp has deep penetrating infrared light. Do you feel tired after a whole working? It can help you to relief pain and stimulate blood circulation. You feel more relax after using Dino. It really can bring you a health benefits. So much for the user’s need and the aesthetic. Let’s now look at the benefits for our company image. As you know, our company directions are focusing on health and environment. I think the health benefits of the user are already to promote our images. For the environment, the lamp is using a bio-degradable material. It is less damaged to our environment and it is very eco-friendly since Dino is also using the recyclable material.

Law and Real Estate Essay

Executive Summary Pacific Grove Spice started as a small specialty grocer on the Monterey Peninsula of California in the early 1980s. Within 10 years they were the â€Å"place† to find spices in Central California and now have a widespread reach covering all 50 states. The spice industry that it is in has been growing steadily because of how important a role spices are getting in the kitchens and in cooking. The growing concern about obesity and diet has also left a positive impact because of the health conscious people that desire healthier meals that are still favorable. The demand for spices is at an all-time high and although multinational firms like McCormick & Company dominate the industry, many small firms are competing successfully, Pacific Grove spice being one of them. The problem that Debra Peterson and Fletcher Hodges are having is that they have three choices to make. They have to decide whether they should accept an offer from a cable-cooking network to produce and sponsor a new program, raise new equity by selling shares of common stock, and/or acquire High Country Seasonings-a privately owned spice company. While making their decision they have to keep in mind that the bank financing their company wants them to reduce interest-bearing debt to less than 55% of total assets and the equity multiplier to less than 2.7 times by June 2012. We recommend that Introduction Debra Peterson is currently the Chief Executive Officer of the Pacific Grove Spice Company. The Chief Financial Officer, Fletcher Hodges, and she are trying to figure out what strategy to take to meet the demands of the bank that finances their company. The recent financial crisis had made the credit committee uneasy and they now want Pacific Grove Spice to reduce interest-bearing debt to less than 55% of total assets and the equity multiplier to less than 2.7 times by June 2012. They have three options they are currently considering and this case study illustrates the financial forecasts for the next few years and showcases what we feel is the best decision for them regarding their options and the banks demands. Analysis Pacific Grove Spice’s operations are not profitable enough to quickly bring  it into compliance with the bank’s requirements. It’ll take about four years with just the regular operations.

William Shakespeare Context Essays - Shakespearean Histories

William Shakespeare Context Essays - Shakespearean Histories William Shakespeare Context Context William Shakespeare is likely the most influential writer in the English language. The son of a mildly successful glove-maker, Shakespeare was born in 1564 in Stratford-upon-Avon in northern England. He married in 1582 and had three children. Around 1590, at the height of the English Renaissance, he left his family behind and traveled to London to work as an actor and playwright. Both public and critical success quickly followed. Shakespeare's career bridged the reigns of Elizabeth I and James I, and he was a favorite of both monarchs. James granted Shakespeare and his company the greatest possible compliment by making them the king's players. Shakespeare died in 1616 at the age of fifty-two, the author of numerous sonnets and 38 remarkable plays, some of which were not only inarguably brilliant, but so influential as to effect the course of literature and culture ever after. From time to time controversies flare up about whether Shakespeare, a man of middling education and stature, could possibly be the author of such incredible literature. Many theories are forwarded, offering the credit of authorship to such diverse figures as Sir Francis Bacon, Edward de Vere, or the Earl of Oxford. But in the absence of definitive proof that Shakespeare is not the author of the work credited to him, Shakespeare will continue to be assessed as one of the preeminent artists the human race has ever produced. 1 Henry IV is one of Shakespeare's so-called history plays; it forms the second part of a tetralogy, or four-part series, which deals with the historical rise of the English royal House of Lancaster. (The play which comes before it is Richard II; it is followed by 2 Henry IVthat is, Henry IV Part 2and Henry V.) The play was probably composed in the years 1596-1597. Set around the years 1400-1403, the action of 1 Henry IV takes place two centuries before Shakespeare's own time. In general, it follows real events and uses historical people, although Shakespeare significantly alters or invents history where it suits him. For instance, the historical Hotspur was not the same age as Prince Hal, and Shakespeare's Mortimer is a conflation of two different historical people. The play refers importantly back to the history covered in its prequel, Richard II, and a quick review of the events of that work might prove helpful in understanding its characters' motivations. Among Shakespeare's most famous creations is Falstaff, Prince Hal's fat, aged, and criminally degenerate mentor and friend. His wit is legendary and irreverent. Falstaff has many historical precedents: he owes much to archetypes like the figure of Vice from the medieval morality plays and Gluttony from the seven deadly sins pageants; the arrogant soldier (miles gloriosus) from classical Roman comedy; and the Lord of Misrule from folk festival tradition (see the Norton Anthology). But ultimately he is a unique creation, second among Shakespearean characters only to Hamlet as an object of critical interest. The play mixes history and comedy innovatively, moving from high scenes of kings and battles to low scenes of ruffians in taverns and engaged in robberies. Its larger themes include the nature of kingship, honor, and loyalty; its great strengths include a remarkable richness and variety of texture, a fascinatingly ambiguous take on history and on political motivations, and a new kind of characterization, as found in the inimitable Falstaff. Summary King Henry IV, the aging king of England, is very disappointed in his son: everybody in the land knows that Prince Hal, the heir to the throne, spends most of his time in taverns on the seedy side of London, hanging around with highwaymen and vagrants. His closest friend among the rascally crew is Falstaff, a sort of substitute father figure; a worldly, fat old man who steals and lies for a living, Falstaff is also an extraordinarily witty person, who lives with great gusto. Trouble is brewing in England. A discontented family of noblemen, the Percys, starts to plan a rebellion against the King. This family, which helped King Henry rise to power, is angry because they feel the King has forgotten his debts to them. The Percy forces are headed by young Harry Percy, called Hotspur. Hotspur is a youth of Prince Hal's own age, but is

How to Meet People in College Without Being Creepy

How to Meet People in College Without Being Creepy Right, so this article is going to teach you how to mix and mingle with the best of’em without coming across like a creep. Below you’ll find 7 chunks of information that will put things in perspective and give you an edge. Dive in and take notes if you have to because these are some serious social gems! 1. Let Go Next time you’re at some sort of function, let go of any social anxiety/insecurity. Simply decide not to care what other people may or may not be thinking about you. Be like a child in that respect. This doesn’t mean you don’t care what you look like and how you act, it just means you won’t waste time around others being overly analytical or introspective. You know what, we all find that really attractive. You’ll naturally meet a fair amount of people. They’ll come up to you and want to know more about you because at the end of the day they’ll hope you rub some of that nonchalant attitude off on them. 2. Think Inbound For the next ten mornings, before you head out ask yourself this question and then be perfectly honest: â€Å"What can I do to make myself more meet-able?† And no, it doesn’t have much to do with looking perfect. I mean, why do you typically approach people, ask them their name and want to get to know them? If absolutely no one ever approaches you, ask yourself why. Typically it all comes down to your attitude. Part of being attractive, or compelling to others is not being Depressed Dennis or Negative Nancy. Be happy and wear a smile on your face! 3. Be Where the People Are Silly It’s hard to meet people when you spend 80% of your time alone in your room, and the other 20% either eating somewhere or in class. Furthermore, if this is your lifestyle you’re bound to have some â€Å"issues† with meeting people in person. Social awkwardness. Life isn’t a video game. If literally all of your friends only know you through the virtual realm†¦dude you need to get out more. Parties and sports games aren’t the only options in town. Check around, in most colleges on an average weekday TONS of stuff is going down. Get in on some of it. Get out and about! 4. Upon First Meeting Basic people skills are actually super easy. When you first meet someone new face to face, there’s two things you can do and they work literally every single time: practice being a good listener and be genuinely interested in the other person. Skadoosh! Don’t be scared. Don’t be intimidated. Don’t be unnatural. Ask them about the weather, classes, something relevant and then listen. Be interested in them and keep it upbeat. Make first meetings with you refreshing and interesting. And remember, there’s always people watching. We all want to talk to the person that makes people smile and laugh in a classy, not cheesy immature way†¦ 5. Take Leadership Roles Leaders aren’t born okay, they’re slowly crafted. You just got to do it. Success breeds success. If you stumble at first, so what? Whenever a potential leadership role comes up, whether it be in interpersonal relationships or the classroom, give it a go! Leaders meet a ton of people, much more so than followers and it’s not creepy. All you have to do is volunteer and then go with it. Sure, the first couple times it will be intimidating but then you’ll adapt. Now remember, being a leader means leading. It means making a choice when no one else will. Fortune favors the bold! 6. Eat Right Exercise Regularly It’s less about being pretty or sexy (although those don’t necessarily hurt your chances of meeting people) and more about being healthy. If you get ripped or shredded, great! Then it’s all a matter of how you wear it. When you eat right you ensure that your body and central nervous system are working properly. Or at least as well as can be expected. What, you don’t think eating junk food all day is influencing you psychologically? Exercise also helps us stay balanced. And, exercise is a great way to meet people. Joggers. Sports players. Cyclists. Gym rats. The list goes on and on. 7. Approaching that Certain Someone When you’ve got a target you want to meet, don’t be immature! Just walk right the hell up to them and introduce yourself. The longer you take and think about it the creepier you could come across when you finally work up the nerve. Never forget that 80% of human communication is unspoken. The sooner the better, believe me. Now it’s your turn to spit some knowledge. How do you typically end up meeting people in college without any creepy vibes going on?

Great Expectations Custom Alternate Ending Assignment

Great Expectations Custom Alternate Ending - Assignment Example The next day, I walked with Pip, and we took time to know each other. He showed to me the trail that will lead to â€Å"an enchanted house, where a mysterious lady and a snob fairy is† as young Pip referred to. I saw the trail, which earth is covered with dried leaves brought by autumn. It is the trail that is going to the site location of the old house of Ms. Havisham. I was worried at first for the young Pip’s sake for seeing a mysterious lady and a snob fairy in this abandoned place. If he is referring to the beauty of someone when I first saw Estella, perhaps I could understand the boy. I scanned around the familiar place, no one in sight. I rested my eyes to the abandoned wall that is now covered with moss and crawling ivy. I remembered Estella; she had leaned on that wall when Ms. Havisham had her portrait taken by an artist. Her hair was flowing down and it shone strikingly when a streak of sunlight had escaped from the heavily covered window of near the wall. Ms. Havisham immediately ran to the window to pull the draperies and cover the gap. I have heard that Estella’s husband died two years ago from a freak accident involving a horse and his cruelty in it. Someone had said that her beauty had somehow taken its toll with age. I have heard also that she went off and secluded herself from everyone, shut herself from the world. In the deepest part inside me, sleeping, desiring to seek for her. Young Pip had wandered around and settled down by the lake. He sat at the bedrock and joyously watched the flock of geese floating in the water. I walked past beyond the garden wall and got surprised when I saw the tip of the what seems to be a tiny brick roof of a tiny house that were covered by tall bushes and low trees, it was positioned where the brewery was positioned before. Its chimney is fuming faintly with white smoke that is almost unnoticeable. Joe did not tell me anything about this site’s

Speech presentation or Example | Topics and Well Written Essays - 1000 words

Speech or Presentation Example The purpose of this speech is to enable audience to exactly know about the importance of customers, they hold for any business. After the speech, audience will know basics of why maintaining good relations with customers is important, how customer relationship management can be implemented in brief and how it can benefit an organization. Customers, being the wage payers of employees, are very important for each and every employee of an organization. Especially, people in marketing and sales department should be well aware of their importance. Customers should be treated well, not only when they are making their purchases but also after the time since the post purchase care shown by businesses towards their customers is an important tool to attract customers for being loyal with the organization and repeat their purchase. Existing or Old customers hold key importance for businesses. Studies have proved that the most effective area of revenue generation for businesses is to attract existing customers. But even then most businesses think that once a customer has made the purchase, he or she is bonded with the organization which ultimately results in to the loss of customer base and number of clients or customers for an organization starts shrinking. Customers are very sensitive to organization's behavior with them. There can be many reasons a customer may feel bad about an organization and wishes not to repeat his or her purchase with the organization. They might think that the organization is no more fair or justified with its offering, or organization is unconcerned with the issues and problems they had from their previous purchase, or a competitor of their previous seller has offered a better product or service. Customers, if find an organization trustworthy, are very eager to repeat their purchase with this organization since it reduces their time for decision making their purchase. They had an experience with the organization's product or service and they are confident and satisfied with the organization's offering; these things provide them an ease of mind in their purchase decisions which ultimately transform into repeat purchases. It is always feasible for an organization to work for attracting its existing customers since: "Repeat customers spend 33% more than new customers. Referrals among repeat customers are 107% greater than non-customers. It costs six times more to sell something to a prospect than to sell that same thing to a customer (Laura Lake, 2007)". Before implementing customer relationship management in an organization, management should know, "what is the actual problem with the existing handling of customers that initiated the need for customer relationship management" (Management-crm, 2007) "Customer Relationship Management (CRM) is a process companies use to understand their customer