Talent TV, the Reality

AGAZINE ARTICLE Talent TV, the reality. Talent TV; Your one big chance to humiliate yourself world wild in front of a live audience and a panel of overly critical judges, with the often slim chance of getting yourself somewhere in life other than ‘’You’ve been framed. ’’ A chance for the Talent TV audience to express their schadenfreude based humour by ‘booing’ and taunting the not-so-talented.So you’ve decided to enter the talent TV show â€Å"Britain’s got talent,† due to the misleading nod’s and smiles of encouragement from your not really listening mother. Only to go to the producers auditions where, instead of picking just the talented acts and saving mislead people like yourself from public humiliation, send you through leaving you with the impression that you are in fact talented.Then comes the somewhat tedious public audition process, where if you’re lucky Simon Cowell will compare you to some k ind of tone-deaf animal and that will be the end of it, however the slightly more unpropitious will be booed off stage by the audience themselves. However you will still have to wait and hear how horribly you did from each of the judges in turn and unnecessarily officialise that is a definite no before finally leaving the stage, your dreams and your ability to go out without being noticed as ‘that rejected contestant’ behind.In the society, day and age we live in everybody seems to have the impression that derivative ideas are the way to go. Therefore being the reason for the hundreds of talent TV shows now drowning our TV guides; Britain’s got talent, American idol, x-factor, The voice, Britain and Irelands next top model and America’s next top model, which are only the start of an endless list of mind-numbing programs now available.However the shows are not the only derivative idea in the whole Talent TV ordeal, the acts in which are performed seem to ha ve lost originality as the years go on. Every act is more or less completely predictable, seen as though the variety is so little. There is singing, dancing, dog acts, sometimes magic acts and some sort of comedy performance (deliberately or not) within every episode and every series. Therefore meaning mine and everyone else’s expectations of something completely new is very little.And as if humiliating just the rejected contestants isn’t enough, the whole town in which the contestant is from seems to go down with them, on multiple occasions ‘’Britain’s got talent,’’ has been reviewed and remarks such as ‘’Britain’s got talent, more like Britain lacks talent,’’ have been included, which leaves the very ‘country proud’ people more than a little humiliated as well. However many people, half of which being the winners of the show themselves, believe that Talent TV is merely a once in a lifeti me opportunity to become famous.This would possibly be true if you weren’t allowed to re-enter yourself in the upcoming auditions for the next show. People may argue this side of things but really sometimes all we need is someone to laugh at rather than ourselves. So what happens to the rejected once their auditions have been aired? Well they get to live a life of either having no life whatsoever, by not leaving the house, or leaving their houses just to be chased back in with comments like ‘hey, I saw you on Britain’s got talent†¦ you were awful. Those who compete in the first place have to have a very strong personality, one which isn’t affected by snide remarks from the public, or if it really was incredibly horrible, remarks from the press too. On the less embarrassing and more glamorous side of Talent TV many future celebrities such as groups like One Direction, Little Mix or diversity are found in the hundreds of auditions, for people like these and sometimes the odd finalist/semi-finalist a whole new world of opportunities opens up for them, so in some way Talent TV could be seen as a one way ticket to fame, that is if you have talent.So if you find yourself, adult or child, even contemplating entering into the time-wasting competitions for Talent TV save yourself the humiliation of Simon Cowell’s metaphors, schadenfreude based humours and mislead interpretations by ensuring you are worthy of getting through at least the auditions. However, if prove worthy in front of Simon Cowell and his panel of criticizing judges, you may be on the road to achieving your lifetime wishes, that is if you are prepared for the bumpy ride ahead.

Organized crime in the 1920s Essay

The 1920s was time of music and literature but it was also a decade of crime. This rise ot illegality was not random but caused by prohibition and immigration. The advancement of guns also helped gangs progress. one of the most Important figureheads of this era was A1 Capone. organized crime flourished during the 1920s In America. The typical Italian mafia stereotype has some truth since our mafia was strongly influenced my Italy. During the mid-1800s the Sicilian mafia grew exponentially In Italy, but this quickly came to an end. At the end of the 19th century the Fascist egime of Benito Mussolini attacked the crime organizations of Italy (Mafia in the United States) Sicilian Mafiosi decided to escape to America to continue their illegal ways In Just New York in went from 20,000 in 1880 to 500,000 by 1 910 (Mafia in the United States), In 1919. the 18th amendment was passed starting the Prohibition era and sparking a wave of crime. The 1 8th amendment also known as Prohibition banned the consumption, manufacturing, and sale of alcohol. This left a major market unclaimed with a lot of potential profit. This market also gave Sicilian Mafiosi nother reason to immigrate. The mafia eventually took over the alcohol business using their skills of skilled a smuggling and bribery to get around the amendment (Mafia in the United States). The advancement of guns thanks to World War helped the mana operate and even gave them another product to sell. Directly due to the passing ot prohlbltlon the gun market In America expanded (Prohibition). Gangs used guns to kill off rival gangs and keep hold of your territory, the most famous of which Is Thompson gun.

Exercises and Problems Essay

Trudy Company incurred the following costs. 1. Sales tax on factory machinery purchased $ 5,000 2. Painting of and lettering on truck immediately upon purchase 700 3. Installation and testing of factory machinery 2,000 4. Real estate broker’s commission on land purchased 3,500 5. Insurance premium paid for first year’s insurance on new truck 880 6. Cost of landscaping on property purchased 7,200 7. Cost of paving parking lot for new building constructed 17,900 8. Cost of clearing, draining, and filling land 13,300 9. Architect’s fees on self-constructed building 10,000 Items of property, plant and equipment should be initially recorded at cost. Costs include all costs in which are necessary to assure the assets are in working condition for their intended use. This includes original purchase prices along with costs of site preparations, delivery, handling, installation, professional fees included for architects and engineers with estimations for dismantling and removing these assets for restoration of original site. Knowing managements intended use comes in very handy and is extremely important when applying this cost principle. Cost principle assets are to be recorded at cost this equals the value which was reciprocated at the time of the attainment. Assets in the United States like land and buildings appreciate in value over a given period of time these items do not get revalued for future financial reporting. Shipping costs form part of the asset costs, however; the cost of accidental insurance or any type of insurance during the later periods ar e recurring expenses which benefit and is not received for short term, less than a year therefore; it does not get included within the costs of assets. References: Weygandt, J. J., Kimmel, P. D., & Kieso, D. E. (2010). Financial accounting (7th ed.). Hoboken, NJ: John Wiley & Sons.

Blood Splatter Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Blood Splatter Analysis - Research Paper Example Blood spatter analysis was sensationalized during the O.J. Simpson trial. Bloodstain pattern analysis, hereinafter referred to as (â€Å"BPA†), began in the late nineteenth century. However, while it has been studied for such a long time, the science and exact art of bloodstain pattern analysis has only recently become a staple in crime scene analysis. The first known study of blood spatters occurred at the Institute for Forensic Medicine in Poland, by Dr. Eduard Piotrowski. His studies resulted in the publication of his book "Concerning the Origin, Shape, Direction and Distribution of the Bloodstains Following Head Wounds Caused by Blows." The study of BPA is a combination of physics, biology and math. The investigation can take place at the scene of the crime or through the pictures that crime scene investigators take at the scene of a crime. The first time that blood spatter became highly sensationalized was 1955 in a case called Ohio v. Samuel Sheppard. Since 1955 when Dr. Paul Kirk first presented a bloodstain evidence affidavit in State of Ohio v. Samuel Sheppard, expert testimony on bloodstain interpretation has gained wide acceptance in U.S. courts (James, 1998). At trial, an affidavit purported to be an expert opinion was submitted by Dr. Paul Kirk. This 1955 case landmarked one of the earliest instances of our legal system recognizing the importance of blood spatter analysis in investigating the scene of a murder. The testimony offered outlined the position of the murderer or suspect and that of the victim. Ultimately, despite strong objections, the testimony demonstrated that the victim was assailed by the defendant’s left hand. The initial step in the examination of blood at any crime scene is to be fully aware of how bloodstains are characterized. (Department, 1998). There can be no characterization without answering three crucial

Assignment Example | Topics and Well Written Essays - 250 words - 380

Assignment Example The thesis has been supported with examples of policies that have been implemented by the government. For example, the government has restricted insurance companies from charging premium prices to the obese people and this is not motivating people to eat healthy. The author is trying to argue against government’s present steps to fight obesity, but the article fails to persuade me because it lacks factual information and only focuses on providing emotional and opinion based information. The article titled as â€Å"Escape From The Western Diet† was authored by Michael Pollan and in this article the author argues that the Western Diet is the main cause of obesity and people should start eating the same way their ancestors used to. The author argues that the causes of obesity that have been identified by researchers are not real and are motivated by personal gains. The thesis of the article is that the western diet is the main cause of obesity and not the individual ingredients in the western diet (Graff 421). The author does not explicitly state the thesis and instead develops it over time. The author is trying to persuade the readers that it is time to change their diet plans and instead of eating a western diet, citizens of US should move back to eating what the ancestors used to consume. In order to pursued the readers, the author has quite well used the ethical appeals of ethos and pathos but the article lacks logos which includes factual information and thus the article lacks

Coexistence of six sigma and lean sigma Essay Example | Topics and Well Written Essays - 750 words

Coexistence of six sigma and lean sigma - Essay Example This discussion paper will tackle the viability of both methods to coexist within the company and determine as well the elements and issues that might arise that may result to a conflict between Six Sigma and Lean Sigma. In the course on the discussion I have learned that Service-Quality Management plays an important role in the success of a company. It has been observed that companies share common practices such as strategic concept, Top-management commitment, high standards, and self-service technologies (SSTs). Among these services, the High Standards for services and products is the practice which can be closely associated with the Six Sigma and Lean Sigma methods since its primary and ultimate goal is to provide the consumers with a 100% defect-free service. The former accuracy standard of 98% sounded impressive though when considering companies that operates in very large volumes of products and service, the said percentage will translate to a level that can still affect whethe r the company services will be seen by customers as merely good or if it is a breakthrough service (Kotler and Keller, 2009). In addition, Six Sigma and Lean Sigma can also be applied to further develop a better and faster delivery system. This includes three levels of differentiation – reliability, resilience, and innovativeness. ... ding the consumers with access to better information systems, introduce bar coding and mixed pallets, and provide other systems that would help the consumers. These systems include a customer interface system that would result to an optimal efficiency and effectiveness (Kotler and Keller, 2009). Six Sigma and Lean Sigma will be an indispensible method to deduce the problems that is encountered by the company and help develop a more efficient and effective operations. Quality improvement can increase the profits of a business by reducing rework and scrap, thus creating a smooth production flow. While some companies are faced with the dilemma on choosing which ideology is perfect for process improvement, some companies are utilizing both Lean and Six Sigma. Six Sigma programs are focused and effective but it often takes months to finish. It also creates elite Black Belts who are often disconnected from the department or workplace. On the hand, Lean initiatives are great for boosting pr oductivity, changing cultures, and cleaning up practices. The companies that find the combination of lean/kaizen and Six Sigma methods as the most effective way to eliminate flaws have been successful in improving their production and continually improving the processes within the business (Smith, 2003). Alternative process design and improvement strategies can be deduced using a decision flowchart. If the process is fundamentally flawed or new it will require a Business Process Design or a Design for Six Sigma. If the process is not that flawed or it is an existing process, the nature of the problem will have to be determined whether it has too much variation or if it has too much waste. Too much variation in the process will require the DMAIC approach of the Six Sigma while too much waste

It's up to paper comments Essay Example | Topics and Well Written Essays - 1000 words

It's up to paper comments - Essay Example The sentence that â€Å" I write for myself† is therefore a clear expression of the intention a writer often set for herself when she starts writing and projecting what is internal to her and only materialize through her imaginative thinking. This paper will therefore attempt to present an Stylistic analysis of the above mentioned piece of writing and will discuss as to how Amy Tan was successful in using stylistic tools such as lexis, syntax etc. From the contextual perspective this piece of writing clearly establishes as to how to write and how a writer shall clearly tackle her emotions and memories at the time of writing. It is clear that the Amy Tan writes for herself but the overall style and context within which the writing is done indicate the way a good writer shall always relate to her audience. For example, Tan mentions that she like the peculiarities of the language therefore she writes in a manner so as to understand what life really is all about. The confession that she don’t know much about the life itself indicate the relative intellectual thirst of the writer with which the overall thoughts and emotions are portrayed on the piece of paper to craft a perfect paper. The above quotation indicates the use of four as a symbol by Amy Tan in one of her works and refers to the way she associate it with different aspects of life. The use of word four is also can be considered as one of the motifs as it is used repeatedly and in some particular sense. Amy Tan however, consider the use of symbols not in their Jungian sense but rather they basically offer a clue to some of the hidden meanings. Amy writes: â€Å"To me, Symbols are stand-ins for abstract ideas. They belong to the High School of Hidden Meanings.† (Tan). This also indicates that the overall style of Tan, like her most of her work, is direct and often reflects the writer’s overall digression from established literary facts and conventions. (Chan and

Economics Issues Coursework Example | Topics and Well Written Essays - 500 words

Economics Issues - Coursework Example Consumers play a key role in perpetuating discrimination in the labor market through their choices and consumption patterns. If consumers prefer one commodity over another, they will lower demand in that labor market in which they do not prefer their goods.  Consumers play a key role in perpetuating discrimination in the labor market through their choices and consumption patterns. If consumers prefer one commodity over another, they will lower demand in that labor market in which they do not prefer their goods.  The law of diminishing marginal utility states that as consumption of a given commodity is increased by an individual while keeping the consumption of other products constant, there will be a decline in the marginal utility of the individual that is derived from the consumption of each and every additional unit of the product. The law of diminishing marginal utility does not contract the notion that individuals always want more of all goods because they are limited by the ir budget constraint hence they cannot acquire all that they want at any given instance.  Properties of indifference curves(a) NonintersectionIndifference curves cannot intersect each other because, at the point of tangency, the curve on the higher side will yield much more of the two commodities as compared to the lower curve hence they can never intersect.  (b) Convexity to the origin(c) The higher the indifference curve, the higher the level of satisfaction. The consumers will prefer to choose higher indifference curves since they aim at maximizing their utility.  (d) Negatively sloping. The indifference curves are negatively sloping because the consumer must give up the consumption of one commodity in order to consume more of the other commodity.  

The FTCA and Government Incentive for Poor Policy Essay

The FTCA and Government Incentive for Poor Policy - Essay Example However, the passing of the act also contained thirteen exceptions that limit the scope of the FTCA. One of these exceptions, the Discretionary Function Exception (DFE), prevents government liability in numerous cases due to its vague use of the term discretion. This paper examines the history and creation of the FTCA, its exceptions, the role of the DFE, and concludes with suggestions INTRODUCTION: On a foggy Saturday in 1945, Lieutenant Colonel William Franklin Smith Jr. piloted a B-25 Mitchell bomber during a routine personnel transport mission. Although alerted to the sky’s zero visibility, LTC Smith proceeded to attempt to land at the LaGuardia Airport. Subsequently, the plane crashed into the north side of the Empire State Building killing fourteen people, injuring an elevator operator, and causing approximately one million dollars worth of damage (Richman 2008). As a member of the United States Military, and, therefore, a federal employee, was the government liable for the deaths and damage? Although at the time, sovereign immunity protected the government, public outrage over the B-25 Empire State Building crash paved the way for new public policy that allowed people to sue the U.S. government. Congress enacted the Federal Tort Claims Act (FTCA), in 1946, in attempt to provide justice for those injured due to government means or employees. However, the FTCA includes thirteen exemptions that restrict its use (Weaver & Longoria 2002). One in particular, the Discretionary Function Exception (DFE), seemingly exempts the government from liability in so many situation that it may render the FTCA moot. After examination of the history of the FTCA, the DFE, and case examples, it becomes clear that the DFE is too broad and defeats the purpose of the FTCA. Furthermore, alternatives exist that limit the scope of the DFE and retain the justice first sought with the creation of the FTCA. HISTORY: James Madison of the First Continental Congress proclaimed ther e should be limits on the United State’s sovereign immunity such that citizens had the right to make claims against the government (Weaver & Longoria 2002). Sovereign immunity is part of common law jurisdictions that dates back to English Law. It generally states that a sovereign or state cannot be charged with a criminal or civil offense. Prior to 1946, the only way to sue the government was by private bills that relied on legislative committees. However, the private bills proved to be expensive, time-costly, and frequently unjust. Nevertheless, the use of private bills continued until 1922 when Congress passed the Small Tort Claims Act. The Act authorized every federal department or establishment to process claims on private property up to one thousand dollars. This act also proved unjust as it covered property damaged by a federal employee but not a life taken by a federal employee (Weaver & Longoria 2002). Following heavy legislation and cases such as the B-25 Empire Stat e Building Crash, the Seventy-Ninth Congress passed the FTCA as Title IV of the Legislative Reorganization Act, 60 Stat. 842. The Act states it intentions clearly: "The United States shall be liable... [for] tort claims, in the same manner and to the same extent as a private individual under like circumstances" (sec. 2674). However, the act also includes thirteen exceptions to government liability (Cohen 2007). Examination of the Discretion Function Exception provides several examples as to why the court may interpret the exceptions too broadly to be effective. THE DFE: The Discretionary Function Exception protects the government against claims "based upon the exercise or performance or the failure to exercise or perform a discretionary function or duty on the part of a federal agency or an employee of

Cereal Aisle Analysis Essay Example | Topics and Well Written Essays - 1500 words

Cereal Aisle Analysis - Essay Example What was immediately noted once a full comparison was made between consumer behavior and activity upon other aisles as compared to the cereal aisle was stark. Ultimately, consumers would proceed through the other aisles in something of a robotic fashion; oftentimes shopping based upon price alone. Although there were more than a few deviations from this which were noted (namely with regards to purchases such as salad dressing and/or a desire to purchase a name brand when it came to spices or flavoring), the broad majority of consumer action that was noted upon the other aisles as compared to the cereal aisle was concentric upon a desire to purchase the lowest priced item and/or the store branded alternative. However, when many of these individuals approached the cereal aisle, a different level of consumer behavior was served entirely. As such, rather than choosing the cheapest brand or being particularly health-conscious, another aspect consumer behavior that was noted on many of the aisles, individuals invariably gave in to their basic desires and preferences. This was noted as a far greater majority of branded cereal was the choice of the consumer and a much higher percentage of extraordinarily unhelpful cereal was chosen as compared to store branded/healthy alternatives. As has been defined earlier in this analysis, the individuals within the grocery store in question were specifically interested in the overall price structure and healthfulness of the food item in question. However, when they proceeded to the cereal aisle, these concerns invariably were thrown to the wind (Hurley & Lieberman, 2005). This deviation from standard consumer behavior is perhaps a very good

Disability Discrimination Essay Example for Free

Disability Discrimination Essay Would you deem Karina disabled under the ADAAA? If so, what reasonable accommodations would you offer to her? Karina has a medical condition requiring her to take steroids and other medications. This condition led to Karina gaining weight and not able to wear two uniform items, the stockings and heels. These conditions affect her back, circulatory system, and endurance level. Additionally, according to her doctor, Karina must stop wearing the stockings and heels because of her condition. Based on this information, Karina does qualify as â€Å"disabled† even if she does not display symptoms that interfere with her ability to perform her duties. By taking medication, Karina is mitigating (reducing) the effects of her illness. However, her employer cannot consider this information in determining if she has a protected disability under the ADAAA. The ADA was passed nearly 20 years ago to provide legal protections for, and to end discrimination against, workers with disabilities. The ADA is a wide-ranging civil rights law that prohibits discrimination based on disability. It affords similar protections against discrimination to Americans with disabilities as the Civil Rights Act of 1964, which made discrimination based on race, religion, sex, national origin, and other characteristics illegal. Under the ADA, an individual is considered to have a disability if that individual either (1) has a physical or mental impairment which substantially limits one or more of that persons major life activities, (2) has a record of such an impairment, or (3) is regarded by the covered entity as having such an impairment. The determination of whether any particular condition is considered a disability is made on a case by case basis. When the ADA was first passed into law in 1990, federal courts were very strict in determining which employees met the ADAs definition of a disability, resulting in the dismissal of many cases. A series of such court decisions made it increasingly difficult to qualify for the laws protections. To remedy this problem, Congress recently passed the ADA Amendments Act of 2008 (ADAAA), which went into effect on January 1, 2009. The ADAAA made five changes to the ADA that are significant. 1.It provides that the definition of the ADA disability must both be more flexible and broadly construed. 2.It expands the list of major life activities. 3.It provides that courts can no longer consider whether mitigating measures, such as medication or assistive technology, reduce the impact of impairment on an individual. 4.It states that diseases that are episodic or in remission may still be disabilities. 5.It provides that employees who claims they are regarded as disabled can now make an ADA claim, even if the perceived disability does not impact a major life activity. It is important that employers be up to speed on these changes. This is especially important because the ADAAA created a shift of emphasis in applying the law. In enacting the ADAAA, Congress instructed that it should be interpreted to favor broad coverage of individuals under the ADA, and that courts must focus not on whether an employee is disabled, but on whether the employer is complying with its obligations under the law.

Whats the Most Important Essay Example for Free

Whats the Most Important Essay The world breathes onto us, and in return, each of us breathes onto the world. Life, happiness, and passion are wound around the essence of our beings like white doves flocking about an ancient colossus bathed by the sun of life, a magnificent structure we shape with our own hands each day, every day. We are what we value and what we believe of ourselves. We are capable of as much or as little as we lead ourselves to believe. We have the gift of free-will to decide each day, each hour, each minute who we are and what we will do the coming day and each day after that. We make choices every day, we live everyday, and in grief, a little of us dies every day. But like the surf rolling across the beach of time, the sands of life are replenished with each stroke of the tide. Nature always returns what she takes away. Within each of us is the embodiment of life. We live every day. Each of us has within our beings hopes and dreams. Within our souls we hold our values and our beliefs about the universe. And next to our hearts we hold our ideals and our passions. Like hundreds of thousands of candles shining in the darkness, we are one in ourselves and one together. Each of us is never quite as alone as we ever think we are. And by living everyday we find meaning in ourselves, meaning in our lives, and meaning in our hearts, however brief each of the flames burning in our souls shines in this vast symphony of stars. On one level we simply are. On another we must also recognize that through living, we also make choices about who we will become. We touch others every day with our words, with our words, our actions, and with our joy and our grief. And they in turn touch our hearts in similar ways. The world isnt always perfect, but the choices we make are ours alone, based solidly upon our values and ideals. We may choose every day to be angels, granting wishes, helping those in need, caring, and inspiring others with our words, with our passions, with our hopes and our dreams. We may believe however we wish about the universe- whether God created man or man created God- the choices we make every day are still ours. And subsequently we have the responsibility to look at ourselves each day and ask ourselves who we are and what is it thats truly important to each of us. Whats important to me? What should I do differently today that didnt work yesterday? Am I happy with the choices I made? What can I do from this point on about who I am inside to make myself a better person if Im not happy with who I am now? What do I fear and why? And what is it thats really important in my life? Is acquiring material wealth no matter the cost really that important? Is being seen, worshiped, or placed on a pedestal really that important to make me feel like a worthwhile individual? Is feeling that I fit in a group so important that its worth sacrificing my ideals, values, and everything I believe? We are each one flame among billions, each blessed with the greatest gift of all, the freedom to choose. Life is all about choices, touching others, and being touched by the acts of others each day. Its about who we really are. Its about finding our true selves and being honest about what we feel and what we believe every hour of every day. It is absolutely important that each of us never surrender those things we feel are right and true within ourselves. To do so would only leave us feeling like weve betrayed the foundations of who we are. Never surrender the honesty of your hopes, your dreams, or your values, no matter what anyone says. In the end, the person you really have to live with isnt your parents, your friends, or those who pressure you into doing things. Its YOU. Never forget from where you came. Never lose sight of where you are. And always look forward to where you want to go to chart your course over the great oceans of life. Some will navigate by the stars, some by the charts, and others by the winds alone. They all reach destinations and exotic ports of call eventually. Some stop for a while, while others journey on. But the memory of their journey will be recounted from the lips of the other travelers they met along the way. Some will recall the friendships they forged with them if not for a little while, others will recall their choices at difficult crossroads. But the most poignant memories will often be the acts of compassion or courage that left forth from their hearts because it was who they were.

Macbeth And Jay Gatsby | Evaluation

Macbeth And Jay Gatsby | Evaluation Jay Gatsby and Macbeth are in many ways responsible for their own downfalls, though I believe that Macbeth contributes more directly to his downfall than the comparatively indirect actions of Gatsby. Both characters are in some ways also to blame for the demise of other characters and their unrealistic hopes, dreams and ambitions bring about their untimely death. Moreover, the influence of key characters, especially women, whom are associated with Macbeth and Gatsby contribute to some extent to the two protagonists downfalls. By records, Macbeth is thought to have been written by William Shakespeare around 1603 and 1607, during the reign of James I, who became king in 1603. James was one of Shakespeares playing companys patrons, The Lord Chamberlains Men, and this play shows Shakespeares thoughts towards the king. Fitzgerald began The Great Gatsby in June 1922. It was written and takes place during the Roaring Twenties in a post World War One America, described as a time when gin was the national drink and sex was the national obsession. The novel was finally finished and published in 1925. The presentation of Gatsby and Macbeth at the start of their stories to the reader are contrasting to that at the end. The fist mention of Macbeth at the start of the play is by witches. To the audience, this automatically associates Macbeth with evil and witchcraft. To amplify this connection, Macbeth is given similar lines to the witches, Fair is foul, and foul is fair (1:1:10) from the witches and So foul and fair a day I have not seen from Macbeth to Banquo. Yet Macbeth is described by the bloody captain as a valiant and brave soldier on the battlefield, like Valours minion (1:2:19) and whose sword smoked with bloody execution (1:2:18); showing that Macbeth is worthy of the name brave Macbeth (1:2:16). But through the play, the character of Macbeth gradually deteriorates into a frail, cowardly man who is profoundly disillusioned, totally in contrast to the portrayal of him by the bloody captain. A similar change occurs during The Great Gatsby, where initially the character of Jay Gatsby is portrayed by Fitzgerald as mysterious, and who represented to Nick everything for which I have an unaffected scorn. Throughout the novel, Gatsby comes across as forlorn and lonely, and this feeling of isolation is emphasised during Gatsbys party at the beginning of chapter three in which he invites other lonely aristocrats, in the off chance that Daisy might appear. Nick feels as though there is more to this man than the stories Gatsby tells him of a gallant war hero, saying that every Allied government gave him a decoration even Montenegro, whom earned millions in the liquor business. But Gatsby is only cheating himself as he lies about his past, his family and his travels around the world. As the story goes on, Gatsbys goal becomes ever clearer, eventually reaching a point in which is similar to that of Macbeth; pathetic, dishonest, and desperate. The influence of women in the characters lives contributes towards the initial rise and then breakdown of their hopes, dreams and ambitions. During The Great Gatsby, the influence of Daisy plays on Gatsbys mind until his death. In a past life, Gatsby and Daisy had very strong feelings for each other before she and Tom became married. These feelings have long since left Daisy yet she still has a strong influence in Gatsbys life bringing to light the ultimate reason for his downfall. Fitzgerald uses Gatsby waiting at his phone and lurking outside his house as a metaphor for his and Daisys relationship. Gatsbys feelings for her are not realistic or worthy but this is what drives him on through life and it comes across that he would do anything to have her love him again. Nick observes He wanted nothing less of Daisy than that she should go to Tom and say: I never loved you'. Nick states that Gatsby found what a grotesque thing a rose is, a rose usually being relating to beauty, which de spite Gatsby telling Daisy that he loved her for other reasons, would have effected Gatsbys thoughts towards Daisy. Macbeth, though initially worthy of his title of Thane of Cawdor, is ironically overwhelmed by the great power that his wife, Lady Macbeth, has upon him. She comes across as a very influential woman of great strength and determination as of act three scene two in which the viscous plan of convincing Macbeth to kill Duncan is masterminded. But around act three, scene two, Lady Macbeth undertakes a dramatic change to take the appearance of a friendlier character towards Macbeth. Her level of influence over Macbeth gradually deteriorates and the guilt manifests inside her, turning her mad, eventually leading to a break down when she commits suicide. To ensure and emphasise the hopes and ambitions of Macbeth, the witches also play a direct role in influencing Macbeth by creating a prediction of the future. An example of these predictions is the title of Thane of Cawdor that Macbeth is to receive All hail, Macbeth! hail to thee Thane of Cawdor! at which Macbeth replies in disbelief But ho w of Cawdor? The Thane of Cawdor lives. The witches also foresee Macbeth becoming king, which Macbeth uses to convince himself to make this happen. Ultimately the gradual decline of the characters leads directly onto their deaths. The way in which Macbeth falls is crucial to his isolation in the castle during the attack. The most significant factor to which contributed to Macbeths downfall was paranoia. The fact that Macbeth had committed treason by killing Duncan fed his paranoia and could only ensure his safety by more action. Macbeth was aware that Banquo could suspect him of committing this crime and could not afford to let him be which lead only to one conclusion, the death of him and his family. In this way Macbeth takes on a more tyrannical view towards those he believes might succeed or even kill him. By the attack of the castle near the end of the play, there are few who would stand for Macbeth during the battle. Shakespeare then gives the reader a sense for Macbeths situation using very poetic language in the unlikely situation of combat, I have livd long enough. My way of life is falln into the sere, the yellow leaf, and that which should accompany old age. This shows that Macbeth realises that he has brought about his own downfall, and realises that there is little or no point in trying to redeem himself of his sins other than being killed and therefore almost allows Macduff to kill him. But he is proud at death. In some ways, the way in which Gatsby falls is similar to that of Macbeth in the sense of dishonesty. Yet the most significant aspect of it is the continuing build up of lie upon lie by Gatsby to those around him and himself. His life and livelihood are based upon his hopes and ambitions of once again being together with Daisy. Gatsby does not really see Daisy for who she is, but has rather built up an idealistic image of her. This build up of lies leads Mr Wilson to believe that Gatsby is the one that is having an affair with Myrtle and to Tom implying that he ran her down in the street, and therefore these rumours lead Mr Wilson to kill Gatsby for what he thinks Gatsby has done. Gatsbys romantic feelings are lost for Daisy by her rejection, and so death is more or less accepted by Gatsby. For Macbeth, Banquo is another influence, but in contrast to the influence of the witches and Lady Macbeth. In act one, scene three, after the predictions of Macbeths future are made, the witches foresee the future for Banquo as well, comparing it to that of Macbeth Lesser than Macbeth, and greater, Not so happy, yet much happier and Thou shalt get kings, though thou be none Later in the play Macbeth portrays these predictions as a danger to his power, foreseeing them as a betrayal by Banquo. This fuels Macbeths paranoia and leads to the slaughter of Banquo and his family And the right-valiant Banquo walked too late; whom, you may say, ift please you, Fleance killed, for Fleance fled. This paranoia eventually leads to Macbeths downfall. Another influence in Gatsbys life is the mysterious character of Meyer Wolfsheim. The reader is not presented much about this character, but from Nicks observations we see that he has had business relations with Gatsby. From what we do know, he is involved in the liquor business, of which Gatsby also seems to be a part of. To Gatsby, Meyer Wolfsheim is his apparent mentor, who could possibly have influenced Gatsby into his business. But it becomes apparent that Meyer Wolfsheim is involved in illegal businesses, taking fixing the World Series for example, which brings to light the possible truth behind Gatsbys fortune. In summary, the similar effects of the characters allowing themselves be influenced by women, and the characters unrealistic and unworthy hopes, dreams, and ambitions are the ways in which they are responsible for and gradually lead to the deaths of other characters around them and to the downfall and eventual untimely demise of the characters themselves.

durkheim division of laber Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Emile Durkheim main concern was social order, and how individual integrated to maintain it. The Division of Labor was one of Durkheim’s first major works. Society is a system of inter-related and inter-connected of not only individuals but also subgroups interacting with one another. Durkheim is interested on how this division of labor changes the way that individuals feel when they are part of society as a whole. As society advances it becomes more complex, and as it becomes more complex, it gets harder to maintain with the rise of conflict. According to Durkheim, this is why society has its division of labor, and in order to survive, society is broken down to certain specializations where people are more dependent on each other. Durkheim believed that the division of labor begins when the social, economic and political boundaries dividing segments begin to break down and smaller segments come together. Within these segments, Durkheim describes another deg ree of integration which is broken down into two aspects; Mechanical Solidarity and Organic Solidarity. Within in these social solidarities, he identifies a system of social relations linking individuals to each other and to the society as a whole.   Ã‚  Ã‚  Ã‚  Ã‚  Societies where solidarity is mechanical, are referred to a bonding of individuals based on common beliefs and values, which more tied by a kinship aspect. â€Å"Mechanical Solidarity is based upon a strong collective conscience regulating the thought and actions of individuals located with structural units that are all alike† (Turner). Individuals are bind together where they share a similar customs and morality. As a result of this type of social link, it is difficult to distinguish the individual’s values versus society’s value. Because people live in a community where each individual must work together to provide a well-being for another, they become far too dependent on each other. This type of livelihood suppresses the individual conscience and in fact encourages the collective conscience. By having such a homogenous population, a system of belief is uniformly shared throughout, constructing a standardized attitude and actions amongst th e people often rooted in religious laws. Social bonds are of responsibility rather than contract, therefore the division of labor is divided into tasks for collective... ... to abide by. According to Durkheim, morality consists of three elements: rules, attachments to groups, and voluntary constraint. Morality is essentially a system of rules for guiding the actions of people. In addition to these guidelines, moral rules attach people into groups. Man does not associate with society as a whole; he on the other hand, has a closer relationship with several smaller groups: for example families, churches, and further more political associations. Morality provides self-control and a commitment to collectiveness. With the presence of moral rules, anomie, safe to say can be eliminated, and social control is strengthened. Another way that morality contributes to social control is voluntary constraint. The people are more disciplined. However, this is does not always apply to any society. In a simpler or mechanical society, where collective conscience is high, â€Å"morality seems to operate automatically.† The natural growth of complexity seems to th e deteriorate morality, where it must be implemented in order to maintain social control. Through moral education and strengthening values within associations, and as society advance, social control will be preserved.

Classifiation of Business Students :: essays research papers

Classifiation of Business Students As members of a team at State University, we are individuals. As a team we are a collage of different individuals working together to achieve a common goal. The goal in this case is a business management degree. No matter how common our goal is as a team, we as individuals each have a unique path in achieving it. For instance, some team members have an interactive style. They have the tendency to be fast paced, and spontaneous. This is fine and works well with a couple of the dominant styles in the group. They see eye to eye on the speed of completing tasks. On the other hand there is a cautious style in the team that has a slower paced approach to tasks. This is in direct conflict to the interactive styles speed. Also, the interactive style has a desire to be in touch with and acknowledgement by others. They seek recognition and approval by others. This is a similar aspect of the dominant style. The cautious member of the group has a tendency to work and spend time alone. The cautious does share the interactive styles desire to be noticed, not for effort, but rather accuracy. Another behavioral style that was noted by one of the team members was part of the interactive style; which is also known as the â€Å"impresser.† The impresser is less open and less direct than most other interactive styles. The primary goal that motivates an impresser is to win with flair. The impresser does not want to win at any cost or hurt others’ feelings. Taking shortcuts for an impresser is cheating, so this type of person avoids such behavior. The impresser becomes impatient with those who procrastinate about getting started. At times, an impresser can get so involved with getting a job done that he or she may stretch the truth a bit. As an impresser one must pace themselves better by adding one-third to one-half the time to original estimates of when tasks can be done. Summarily, reduce by one-third to one-half the number of projects they take on. They must maintain perspective by seeking to be less emotional and intense about non-critical situations. Taking a stress management course and learning simple breathing exercises as a way to deal with pressure will be best for an impresser. Another style is the predominantly cautious style of behavior.

Losing Faith Young Goodman Brown Essays -- essays papers

Losing Faith Young Goodman Brown Throughout the short story "Young Goodman Brown," written by Nathaniel Hawthorne the main character is searching for Faith in what appears to be an increasingly corrupt world. Faith takes on a double meaning in this story, for Faith is used both as the name of Young Goodman Brown's pretty young wife and the spiritual devotion of Young Goodman Brown to the Puritan Faith. The dual usage of Faith in this short story, along with its theme of devil worship amongst Puritan society draws the reader in, and leaves the story imprinted on his brain for a long time to come. As the story opens, Young Goodman Brown is about to enter the forest to partake upon an "evil purpose." He leaves behind his sweet, pretty, young wife of three months, who wears pretty pink ribbons in her hair, urging her to "Say thy prayers, dear Faith, and go to bed at dusk, and no harm will come to thee" (p. 102). Young Goodman Brown is hesitant about leaving his Faith behind to go on such an errand, to venture into the forest where "the devil himself could be at my very elbow!" (p. 103). Once in the forest, Young Goodman Brown is met with "the figure of a man, in grave and decent attire, seated at the foot of an old tree" (p. 103). When questioned as to why he has dallied in meeting this figure, Young Goodman Brown replies "Faith kept me back awhile" (p. 103). In the literal sense, Young Goodman Brown's pretty young wife delayed him from his meeting with the dark figure by begging him to "put off his journey until sunrise and sleep in his own bed to-night" (p. 103). In a symbolic sense, Young Goodman Brown's devotion to all that is just in the world has made him hesitant to enter the corrupt reality of the forest. ... ...ditate his sermon, and Goody Cloyse catechizing a little girl. He spies the head of Faith, with the pink ribbons, gazing anxiously forth, and bursting into such joy at the sight of him that she skipped along the street and almost kissed her husband before the whole village" (p. 111). Young Goodman Brown looks sternly and sadly into her face, and passes on without a greeting. "Had Young Goodman Brown fallen asleep in the forest and only dreamed a wild dream of a witch-meeting?" (p. 112). It does not matter, for Young Goodman Brown becomes "a stern, a sad, a darkly meditative, a distrustful, if not a desperate man" (p. 111). He shrinks from the bosom of Faith, and he dies a "hoary corpse" (p. 111). It does not matter that Young Goodman Brown rejected the Devil at his fiery altar that night in the forest. The Devil has claimed his Faith in humanity in another way. Losing Faith Young Goodman Brown Essays -- essays papers Losing Faith Young Goodman Brown Throughout the short story "Young Goodman Brown," written by Nathaniel Hawthorne the main character is searching for Faith in what appears to be an increasingly corrupt world. Faith takes on a double meaning in this story, for Faith is used both as the name of Young Goodman Brown's pretty young wife and the spiritual devotion of Young Goodman Brown to the Puritan Faith. The dual usage of Faith in this short story, along with its theme of devil worship amongst Puritan society draws the reader in, and leaves the story imprinted on his brain for a long time to come. As the story opens, Young Goodman Brown is about to enter the forest to partake upon an "evil purpose." He leaves behind his sweet, pretty, young wife of three months, who wears pretty pink ribbons in her hair, urging her to "Say thy prayers, dear Faith, and go to bed at dusk, and no harm will come to thee" (p. 102). Young Goodman Brown is hesitant about leaving his Faith behind to go on such an errand, to venture into the forest where "the devil himself could be at my very elbow!" (p. 103). Once in the forest, Young Goodman Brown is met with "the figure of a man, in grave and decent attire, seated at the foot of an old tree" (p. 103). When questioned as to why he has dallied in meeting this figure, Young Goodman Brown replies "Faith kept me back awhile" (p. 103). In the literal sense, Young Goodman Brown's pretty young wife delayed him from his meeting with the dark figure by begging him to "put off his journey until sunrise and sleep in his own bed to-night" (p. 103). In a symbolic sense, Young Goodman Brown's devotion to all that is just in the world has made him hesitant to enter the corrupt reality of the forest. ... ...ditate his sermon, and Goody Cloyse catechizing a little girl. He spies the head of Faith, with the pink ribbons, gazing anxiously forth, and bursting into such joy at the sight of him that she skipped along the street and almost kissed her husband before the whole village" (p. 111). Young Goodman Brown looks sternly and sadly into her face, and passes on without a greeting. "Had Young Goodman Brown fallen asleep in the forest and only dreamed a wild dream of a witch-meeting?" (p. 112). It does not matter, for Young Goodman Brown becomes "a stern, a sad, a darkly meditative, a distrustful, if not a desperate man" (p. 111). He shrinks from the bosom of Faith, and he dies a "hoary corpse" (p. 111). It does not matter that Young Goodman Brown rejected the Devil at his fiery altar that night in the forest. The Devil has claimed his Faith in humanity in another way.

Digital Fortress Chapter 46

Phil Chartrukian slammed down his receiver. Jabba's line was busy; Jabba spurned call-waiting as an intrusive gimmick that was introduced by AT T to increase profits by connecting every call; the simple phrase â€Å"I'm on the other line, I'll call you back† made phone companies millions annually. Jabba's refusal of call-waiting was his own brand of silent objection to the NSA's requirement that he carry an emergency cellular at all times. Chartrukian turned and looked out at the deserted Crypto floor. The hum of the generators below sounded louder every minute. He sensed that time was running out. He knew he was supposed to leave, but from out of the rumble beneath Crypto, the Sys-Sec mantra began playing in his head: Act first, explain later. In the high-stakes world of computer security, minutes often meant the difference between saving a system or losing it. There was seldom time to justify a defensive procedure before taking it. Sys-Secs were paid for their technical expertise†¦ and their instinct. Act first, explain later. Chartrukian knew what he had to do. He also knew that when the dust settled, he would be either an NSA hero or in the unemployment line. The great decoding computer had a virus-of that, the Sys-Sec was certain. There was one responsible course of action. Shut it down. Chartrukian knew there were only two ways to shut down TRANSLTR. One was the commander's private terminal, which was locked in his office-out of the question. The other was the manual kill-switch located on one of the sublevels beneath the Crypto floor. Chartrukian swallowed hard. He hated the sublevels. He'd only been there once, during training. It was like something out of an alien world with its long mazes of catwalks, freon ducts, and a dizzy 136-foot drop to the rumbling power supplies below†¦ It was the last place he felt like going, and Strathmore was the last person he felt like crossing, but duty was duty. They'll thank me tomorrow, he thought, wondering if he was right. Taking a deep breath, Chartrukian opened the senior Sys-Sec's metal locker. On a shelf of disassembled computer parts, hidden behind a media concentrator and LAN tester, was a Stanford alumni mug. Without touching the rim, he reached inside and lifted out a single Medeco key. â€Å"It's amazing,† he grumbled, â€Å"what System-Security officers don't know about security.†

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

Good Health Essay

It is common to hear people talking about the state of their health. Some say they are in good health, while others talk about their ill health or that of others. But what exactly is good heath and how do we know when we are experiencing it? This article takes a look at that aspect of our lives and explains it in simple terms. Good Health When we are enjoying good health, we feel good, we look good with a good health image and everything about our lives seems to be going well with no major upsets. It means we have plenty of energy to do the things we want to do and we feel happy and contented with our ability to do those things. There is no pain or feeling of stiffness in our body and we are able to exercise freely every day if we wish. Often, when we are in good health it is common to be more active and exercise forms part of the day’s activities. When we are free of pain, we are able to do a lot more and we feel motivated to do a lot more than when we are experiencing pain. So maintaining a good level of health is important to our lives because it means the absence of pain totally or at least for the majority of the time. Promoting Good Health So what can we do to promote good health? There are lots of things we can do and similarly lots of things we should avoid doing. We should make sure we eat a healthy diet, because we are what we eat and when we only put good things into our bodies, those bodies respond by simply being in better health. That includes healthy meals made up of fresh ingredients as well as any healthy snacks we may want to eat during the day. We should exercise and be active every day, getting plenty of fresh air outdoors and sunshine. Fresh air boosts our energy levels while natural daylight and sunshine boosts our mood, makes us feel happier and also boosts our bodies ability to manufacture its own vitamin D. If we live in a city, we should make a point of getting into the countryside as often as possible to get fresher air and avoid all the pollutants that city air generally tends to have. We should try and be as happy as we can be, facing life with a positive, upbeat attitude and try not to let stress into our lives. We should avoid living a sedentary lifestyle and make sure we get up off the chair as often as we can. Avoiding foods that are processed, contain ligh levels of refined sugar and refined white flour as well as those that contain artificial additives. That usually means eating only fresh produce, fresh fruit and vegetables along with lean meat and fish (if we are not vegetarian), nuts, seeds, legumes and some dairy produce, although this should be kept to a minimum. We should also avoid drinking soda and flavored drinks because of the dangerous levels of refined sugar and/or artificial sweeteners and other additives. Alcohol consumption should be moderate and smoking is a totally bad idea. If we can use our common sense and make sure we live as healthily as we can, then we should enjoy a far better level of health. If we can also keep stress levels down and stay happy, our health will reflect our mood and we will have a longer, happier and healthier life.

Individualism as an American Culture Essay

Question: How do the examples involving the child who has fallen, the way food is served and eaten, and the newspaper route provide the author with significant insights into American cultural value? Do you agree with her interpretations? Poranee like many other immigrants are faced with various changes/challenges when they leave their homeland to start a new life in another country. Some of these changes are obvious, while others are not so blatant. Poranee first realized these changes with the simple question â€Å"how are you?† While somethings are consider normal and acceptable in one country, it may be consider rude or inappropriate in another. Poranee was raised in culture that emphasis service and togetherness, which is why she felt comfortable enough to help the fallen child. Without being told, she wouldn’t have known that letting the child get up himself will teach him to be independent from an early age. Just like the fallen child, eating off someone else plate or reaching across the table isn’t consider inappropriate since the Thais focuses more on forming a community than individualism. The American way of eating is consider inappropriate to the Thais because it is seen as selfish and inconsiderate to have so much food on your plate. I agree with the author on her interpretation of the examples except for the example about the newspaper route. I don’t think that the couple who own the BMW’s were materialistic because they were well off but still made their children work. I think that by making their son sell newspapers and their daughter babysit, they were teaching them the value of hard work Working teaches them that just because their parents have money, doesn’t mean they can sit around and do nothing.

Bank of America Mobile Banking

Brown, who was responsible for the development and launch of mobile banking, reported on the current status, In less than three years we have four million mobile banking customers. Brown was hesitant to make the banks mobile app complex by adding more features. The added complexity could slow down the app and negatively affect user experience. He explained, App comple xity has led to some high-profile failures in the marketplace. This carries a huge risk. It was also unclear if users were ready to sign up for mortgages or credit cards on their mobile phones. Carrel reminded them, Dont forget that competitors view mobile as yet another platform to differentiate themselves. Just last month, Citi integrated credit card account information in its iPhone app. Citi customers can even track their credit card rewards on their mobile devices now. Carrel floated a second option, Why not create different apps for different target groups, say an app for Merrill Lynch brokerage, or for small business customers? Citi and Wells Fargo have done this, feeling they can provide users a more customized solution. (See Exhibit 1 for mobile banking apps for major players. ) McDonald, Brown and Carrel agree that they have to come up with a new strategy on mobile banking. Financial Services Industry The U. S. financial services industry was fragmented, with thousands of banks offering retail and wholesale banking services. In 2009 the 10 largest banks held 46. 4% of total deposits, with BofA the largest U. S. bank holding company, followed by JP Morgan Chase, Citigroup, and Wells Fargo. In 2008-2009, the financial services industry went through the most stressful times in recent history. The collapse of the U. S. real estate and subprime mortgage markets caused a dramatic fall in the value of mortgage -backed securities, which led to a deep recession in the U. S. and financial troubles abroad. In 2012 they situation in the banking industry has improved. Bank of America By 2009, BofAs businesses included retail banking (i. e. , deposits, debit and credit cards, mortgage loans), global wealth management, middle market lending, large corporate lending, global treasury services, and investment banking. By December 2009, BofAs markets covered 82% of the U. S. opulation, and the bank served over 53 million customers and small businesses. U. S. Mobile Banking Market Mobile banking was introduced in the U. S. in 2007. Consumers could access their bank accounts on the move from their cell phones. Many banks saw it as yet another channel to differentiate themselves from competitors and engage customers that could potentially lead to both higher income and increased customer re tention. While mobile banking introduced some new capital investment and operational costs, analysts projected it to be one of the least costly banking channels. Since almost all banks had a well established online presence, this was the easiest option for banks. Slow browser speed on many mobile phones coupled with small phone screens made this option less appealing to some users. The emergence of smartphones, such as iPhone, Android, and BlackBerry, allowed banks to provide a richer experience to users through apps. By optimizing the user interface specifically for these devices, apps had the potential to engage users. Smartphones were expected to grow in use from 10% in 2008 to 46% of the total U. S. mobile phone market by 2012. App development costs could range from $40,000 to several hundred thousand dollars. Research from Global Industry Analysts shows that mobile and internet banking are becoming increasingly intertwined. This is largely due to the success of smartphones, which afford consumers convenient access to internet banking. The global mobile internet market will continue to drive the expansion of the mobile banking services sector. Financial institutions are responding by launching downloadable applica tions and encouraging consumers to bank online and through mobile devices by rolling out mobile and internet banking services. Market Size and Consumer Adoption In 2009, an estimated 10 million consumers used mobile banking in the U. S. ; by 2014 this number was expected to grow to 37 million, representing 30% of the total expected online banking users in the U. S. Total annual transactions for mobile banking services were expected to increase from about 180 million in 2008 to 2. 4 billion in 2014. Improvement in mobile devices and networks, better features from banks, and increasing awareness among users were the main drivers of growth. Most banks required customers to be registered online banking users before they could sign up for mobile banking. However, a 2009 survey of 500 mobile users showed that almost 60% of consumers not currently using online banking would be interested in using at least one mobile banking service. In early 2010, Wells Fargo allowed customers to sign up for its mobile banking service, regardless of their online usage. In spite of increasing interest, mobile banking was still relatively small compared to other banking channels. According to an American Bankers Association survey, only 1% of respondents considered mobile as their preferred banking method, compared to 25% for online banking, 21% for branches, and 17% for ATM.