Reunion Essay

†Reunion† is a short story, written by John Cheever. John William Cheever was an American short story writer and novelist, who lived 70 years from May 27, 1912 to June 18, 1982. He is known worldwide as â€Å"the Chekhov of the suburbs† and for his many short stories and novels. 1 The short story â€Å"Reunion†, which I want to analyse and interpret, was originally published in in 1962 in The New Yorker. 2 The text is a short act with few persons, the environment is non-detailed and the story have one conflict, which all are characterising a traditional short story.The story is about a boy named Charlie, who is traveling from his grandmother’s in Adirondacks to a cottage on the Cape and is going to be between trains for an hour and a half in New York. He grabs the opportunity to visit his father, who he had not seen since his mother divorced him three years ago. As Charlie arrives to the Grand Central Station, he meets his missing father, and together they walked on to a nearby restaurant. Charlie was happy to finally see his father, and as they walked together, Charlie proudly wanted the whole world to see them.At the restaurant the father could not behave himself because of his dissatisfaction with the service, and they ended up leaving to eat at another restaurant. At the second restaurant they ordered a drink and where having a good time with each other, but the good time ended early, once again because of the fathers bad behaviour. This time he was unsatisfied with the waiter, who did not wanted to give Charlie another drink, because of his age. They went to another restaurant again, where the father also started arguing with the waiter.They walked into the fourth restaurant and the same happened. All the restaurant trouble had made the time pass, and Charlie had to catch his train without a successfully restaurant visit. The father wanted to give Charlie a paper to read in the train, and at their way back to the station, t hey stopped by a newsstand. The father began discussing with the man at the newsstand, and Charlie ended up saying goodbye to his father to leave the station on the train, unhappy, disappointed and without any food or paper. The main characters in the story are Charlie and his father.Charlie is a boy, who wishes to have a father to look up to and be proud of, but got the complete opposite. Charlie is under 21, because he cannot be served alcoholic drinks in the restaurant. From what Charlie tells in the beginning, we know that the father is big and good-looking. I think of him as a stressed businessman with too many things going on at the same time and maybe a little abuse of alcohol. The reason to my thoughts is, that his wife divorced him, he have not had time to see his son since, his secretary is answering his messages and he cannot behave himself in the restaurants.In the story there is a development between the father and Charlie. To begin with their relationship is good and t hey are both happy to see each other. But as the father’s behaviour is getting worse throughout the story, Charlie begins to realise, that he feels disappointed and unhappy about his father and his behaviour. This negative development is clearly shown at the end of the story, where Charlie ends up leaving his father with an empty feeling. The text is easy to read and it is easy to understand the language.The narrator is Charlie, and he tells the story from his own point of view. The story also tells about Charlie’s thoughts and feelings, for example his excitement and happiness about seeing his father in the beginning. The writer is also using direct speeches between the father and the different waiters and Charlie to show and underpin the father’s bad behaviour. The story takes place in New York, USA and the action takes place on the Grand Central Station, the 4 restaurants, the streets they are walking trough and the newsstand.The story is, like I said earlier , from 1962, but I think, that it is timeless, because it is a story, which could have happened today as well. I would even say, that the story fits 2013 better than 1962, because it is more normal and frequent to be divorced and have a busy and stressed life. There are some different themes appearing in the story. One of the themes is stress. It is clear, that the father is very stressed about something. It could be his failed marriage, his job or just his insecurity about not being a good enough father to Charlie. That leads us to the next theme; bad parenting.Charlie has not seen his father since the divorce three years ago, and that is of course not good parenting by neither of the parents. It is of course the father’s problem, but the mother could maybe also have had a bad influence in the situation. I think the two themes reminds a lot of each other. In this story stress leads to bad parenting. The father’s own life is stressed, and that is making his behaviour t o other people bad. His bad behaviour to other people is making him a bad parent, because Charlie obviously does not like being with his father, when he acts in that way.With these two themes, the main theme and the message of the story appears. I think, that John Cheever wants to remind people of the importance of treating other people in the same way, that you treat your nearest friends and family. Because in the story it is the father’s bad treatment of other people that courses his bad relationship to his own son. That leads to the message: no matter how busy and stressed you are, always remember to treat other people in the same way, that you will treat your own family, or else you will loose the ones you care about.â€Å"Reunion† and â€Å"Living with strangers† have a lot of the same aspects. â€Å"Living with strangers† has a narrator, who describes the life in New York, where strangers does not care about you and are living their own stressed lif e. The narrator is from another culture, a smaller city, where it is normal to talk and care about other people, and she does not like the way the people of New York treats each other. The narrator’s situation is very similar to the narrator in â€Å"Reunion†, Charlie, who does not like his father’s behaviour.

My Mom is My Hero

There are many other definitions of what a hero may be. Some may say heroes are noted for their â€Å"feats of courage or nobility of purpose, especially one who has risked or sacrificed his or her life†. Some may often see them as mythological legends, â€Å"endowed with great courage and strength, and celebrated for their bold exploits. † In my personal view a hero can be anyone of who you could relate to, and also more importantly stands up for what they believe. Does everyone have a hero? I don’t know but all I could say is that I do.And she is not found in a comic book or in the TV she is found right here at this little warm place that I call home. Who could this hero be? It’s my mom, Lucia Espinal. She is my hero because she works hard, is a family woman, and more importantly she believes in me. First, heroes are hard to find all because they are diligent workers. My mother is very hard working. She has worked her whole life to get where she is now. For many years my mom has been the only provider for this family. After dad left us home without a cent to feed us, she went out to work each day to support this growing family.Second, In order to be a great hero, one must be likeable and family oriented. Family is very important to my mother. When I think of my mom I think of how strong she is and how she has helped me throughout my 15 years. There hasn’t been a time in my life where I was going through a hard time and my mom wasn’t there, guiding me through it. My mom is a very selfless person. She is always sure to make sure other people’s needs are full-filled before hers are. She cares for her 4 children as if we were the most valuable thing to the world. To her, we are the most valuable thing in the world.Furthermore, my mom is my hero because she was always there for me when I was feeling down and out. She would try to cheer me up and she usually did. She knew what kind of medication to give me when I was not feeling well or when I was hurt. My mom is my hero because she has been only one who stays when the people I think are my friends leave. She is my hero because she has always been there just in case u needed someone to talk to and she would always listen to me. My mother is my hero because she is hard working and cares for her family.

FCS 3215: Observation Assignment Essay

Dr. Isabella, this project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presented–you may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e.g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand!) decided are most importan t–in all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that don’t result in any useable information. Fifth, you must rely on your notes and the details of the assignment to  prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what youâ₠¬â„¢ve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructor’s name, and there should not be a problem (do this ahead of time!). Following are descriptions of the three options, each focusing upon a different feature of preschoolers’ development. [Adapted from Bentzen, W.R. (1985). Seeing your children: A guide to observing and recording behavior. Albany, NY: Delmar Publishers Inc.] I. LANGUAGE DEVELOPMENT A. Background Information Language is one of the more prominent behaviors in the preschool child. The preschooler is rapidly acquiring speech vocabulary and is refining his grammar to conform more closely to adult speech patterns. For many people, language is an indication of intellectual and social progress. In this exercise, you will be concerned with describing and analyzing the child’s speech and determining such things as the depth and variety of his/her vocabulary. 1.It is important to look at the child’s speech in terms of Piaget’s concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each â€Å"conversation† is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2.Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the child’s vocabulary? In particular, examine the child’s speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the child’s vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in  which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group setting–free-choice periods are probably best. (Do not try to observe two children at the same time!). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the child’s specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each child’s language behavior in terms of what you’ve learned about development during the preschool years. II. PRESCHOOLERS’ PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the child’s observation of adults; other play seems to stem from the child’s fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes i nto the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Parten’s Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not  enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play This is play activity that is conducted independently of what anyone else is  doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play The key word in this category is â€Å"organized.† The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles  by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Parten’s classification of play behaviors. D. Procedure Familiarize yourself with Parten’s classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time!) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each child’s play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what you’ve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She   must tell us, or we must infer the emotion on the basis of the individual’s behavior, facial expressions, and the event that preceded and might have caused the feeling. A child’s emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the child’s emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the child’s obvious behaviors and the contexts in which they occur. 1.There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the â€Å"victim† and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Q1: Q2: 2.Observe the child’s behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the character istics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3.Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4.In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e.g., by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the child’s affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the child’s feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in children’s emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each child’s behavior for a 15-minute period (do not attempt to observe both children at the same time!). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each child’s behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

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ANALYSIS OF STATE BANK OF INDIA - Case Study Example As the name suggests, State bank of India or SBI is a public sector bank which has branches in most parts of India. Even though SBI still controls a substantial portion of Indian banking industry, competition from private banks and foreign banks is causing big problems to SBI. Some of the major problems facing by SBI at present, are related to marketing, HR, customer service and technology. Private sector banks, such as HDFC and ICICI compete strongly with SBI now. ICICI Bank has already overtook SBI in terms of market capitalization. Rural marketing is another big problem for SBI. Even though SBI has many branches in India, most of these branches are located in urban areas. Rural population still consists of many unbanked people and SBI failed to exploit this community. Lack of employee motivation and communication problems are the major HR problems in SBI. Poor compensation and heavy workloads are some of the reasons for demotivation of SBI employees. Communication is usually taking place in SBI only through one way; from top to the bottom. As a result of that, even talented employees were unable to use their capabilities properly. Customer service is another area in which SBI is facing problems now. Many of the SBI customers have the complaint that they were neither respected nor treated properly by the SBI employees. The high income customers of the SBI believe that they are not getting enough recognition from SBI even though they contribute more than 80% of SBI’s turnover. Lack of product innovation and the technologies feasible to exploit the banking possibilities in rural areas are some of the technology related problems in SBI. SBI still uses old technologies and the company does not bother very much about developing a technology suitable for the rural communities in India. SBI’s marketing problems can be solved with the help of tools such as 7Ps marketing mix and General Electric Matrix

Revenue Drivers and Overview of the Strategies at Google Term Paper

Revenue Drivers and Overview of the Strategies at Google - Term Paper Example Google with it revenues reported at $3.21 billion for the quarter ending at December 31, 2006, an increase of 67% compared to the 4th quarter of 2005, this company is fast growing with its philosophy of delivering more than what is expected. Google on its expansion spree in the international front has led them to gain access to new partners and growing, thereby delivering targeted and measurable ads. Positioning helps a company create a perception in the minds of the target audience in the market amidst its competitors. Google s positioning comes across evidently in the philosophy of focusing on their end user by using simple interfaces protecting the privacy of the individual and having advertising restricted only ones relevant to the search. The ability to customize Google in over 100 languages shows their continuous improvement in the quality of service making Google more accessible for a variety of people. 1. Target Audience: Google is a high-quality service which can be availed by anybody who is seeking information that can be accessed from anywhere. They now have broadened their target segment by introducing customized homepages in several languages. 2. Defining the service: The Company believes in providing its audience with an experience redefining the way individuals, businesses and technologists use the Internet. The service examines a whole host of web pages to return relevant information of one's search. ...From Images to phone numbers to airline flight info to categories in the Open Directory to a spell checker to translating web pages, Google makes a perfect search engine sometimes even categorizing adult content.3. Target Audience perception: The millions of users now perceive 'life to be a Google query'.4. Competitive positioning: Custom libraries created by Google help them cut down their cost by about 50% thus making them more productive than their closest competitors like Amazon, eBay, Microsoft, and Yahoo. As a result of its superior technology systems, competitors need to spend 4 times as much to catch up.  

The Motivation of the US Participating in the WWII Research Paper

The Motivation of the US Participating in the WWII - Research Paper Example The cold war came after WWI and WWII in which there was a state of political and military tension between the Western and the Eastern Blocs. There was little or no direct fighting but supported the proxy wars in Korea, Afghanistan, and Vietnam. The period was full of psychological warfare, technological competition, and propaganda (6). Technology development such as space race was the key as the two blocs competed and prepared for future wars. The cold war resulted in a unipolar international system in which the US became the World Superpower. Many lives were lost in wars involving the Koreans and Vietnam, and there were several tensions all over the world created by competition by the US and the Soviet Union. Large nuclear weapons were built during this era, which can cause a devastating effect on the world. The cold war defines the role of US politics in WWII as it had several military alliances in over 50 countries. The cold war resulted in the global commitment to peace all over the world and huge funding for military science. The other legacies of the cold war were nuclear with the mass manufacture of nuclear weapons and the economic legacies in which nations focused peace and developments to repair the destruction caused by the WWI and WII (45). Institutions such as national defence and security forces were formed by governments secure countries’ boundary from external attacks. The WWI and WWII can be viewed as the starting point for the rebuilding of several nations and the modern development of technology.

Supporting Children Essay Example for Free

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

Summary and Perspective on Why Privacy Matters

Summary and Perspective on Why Privacy Matters Adam L. Haller Abstract This paper will summarize and give opinion based reactions to the TED Talks video by Glenn Greenwald titled Why privacy matters. The talk is based around why privacy is important, and examines revelations by whistle blower Edward Snowden and comments by CEOs of large internet based companies and the impact surveillance can have on privacy and peoples actions in general. Keywords: Privacy, Glenn Grinwald, TED Talks Summary and Perspective on Why privacy matters Technology, Entertainment and Design (TED) talks are short talks designed to spread free thinking ideas. The typical format is in a conference where a presenter talks about a concept or issue in a short, but informative manner. The time limit imposed is 18 minutes or less, with a few minutes for questions and observations by the moderator. The TED talks piece I choose is titled Why privacy matters which was recorded at the 2014 TEDGlobal in Rio De Janeiro, Brazil. Glenn Greenwald opens the dialog by describing an entire genre of YouTube videos which include individuals expressing behavior under the assumption no one can see it. He points to a few example activities dancing, singing, etc. Then the moment hits, when the actor realizes they are not alone and someone is watching. I like every other human being has experienced this at some point or another. Whether it is getting caught signing in the shower when you thought no one else was home, or something as Glenn describes that was caught on video and posted to the internet. Human beings by nature will behave differently depending on the presence of others, as well as the surrounding environment. In these examples the outcome is a minor amount of embarrassment for the person who expressed themselves as if no one was watching. Glenn goes on to further identify how global government entities have, converted the Internet, once heralded as an unprecedented tool of liberation and democratization, into an unprecedendented zone of mass, indiscriminate surveillance.. He supports this argument referencing the leaked reports by government whistle blower Edward Snowden. I agree with his characterization of the current state of the internet. After the devastating attacks of September 11, the sitting president at the time George W. Bush signed into law the USA PATRIOT act. This law to protect American lives, allowed the current state of the internet and government intrusion into digital communication. He goes on the identify a world view taken on by many people. The good people and the bad people. He likens the bad people to terrorists such as the ones who hijacked planes and decimated thousands of lives on that fateful September day. The good people as being the mother who surfs the web looking for new recipes, or the father who uses the internet to research a family outing. I can identify with this feeling as before watching this TED talk I was one of these people. I thought to myself my online activity contains no nefarious intent, I have nothing to hide, and no reason to fear some government analyst reviewing my google searches or internet postings. This is also based on my own assumption that viewing any of my related activities would be nothing more than a waste of government time, and with all the bad people out there they must have more valuable targets to asses. This is the sort of thinking that has been impressed on us by those who have instituted these controls. Glenn goes on to point out that even the naysayers who proclaim they dont value privacy. Often, act in a way that contrary to these words. One example is the CEO of Google who was quoted in a 2009 interview as saying, If youre doing something that you dont want other people to know, maybe you shouldnt be doing it in the first place. Eric later showed how his privacy was important when a CNET article titled Google balances privacy, reach was published in 2005 which resulted in a companywide directive to no longer communicate with the internet magazine. This shows me that I am not alone in my feelings about privacy, when I think about digital privacy I use the lens of not looking at my privacy but another persons. Once it is your own privacy being invaded, the action taken may not be in line with your previous statement of I have nothing to hide and dont care. A great point Greenwald goes on to make is to people such as myself who take this stance. When he gives people an email address, and asks them to send him all their authentication information for both work and personal email addresses. So, he may, just troll through what it is youre doing online, read what it is youre doing online, read what I want to read and publish whatever I find interesting. After all, if youre not a bad person, if youre doing nothing wrong, you should have nothing to hide. This statement really hit me because looking at my own life, I do consider myself to not be bad person or having anything to hide but the feeling of willingly letting someone else go through my personal correspondences leaves a sinking feeling in my stomach. Looking back at my own email accounts and they contain personal communications between myself and my wife and other family. Additionally, I have even found notes to ­ myself, which include reminders or places I need to go on my ride hom e from work. Although this information to me is not bad in nature, who knows if what I wrote could be flagged by some government agency as a thought crime. Could an inside joke made between me and my wife be construed as something else? Quite possibly it could open the door for more scrutiny on my online activities which stretches to my family, loved ones, friends, and casual acquaintances. Every human has some form of a secret, the secret inherently isnt something that is bad or destructive in nature. Glenn makes a good point, of stating that there are just certain things like views on specific topics, religion, or anything in that matter that people would rather keep private. He goes on the examine how the overtone of constantly being watched can hinder the way a person behaves. To add credence to this point, he brings up the 18th century philosopher, Jeremy Bentham. Bentham instituted an architectural design known as the panopticon. The panopticon is a building design that allows for viewing of individuals, but the individuals do not know if they are truly being watched. In this case the individuals being observed have the knowledge that they could be observed at any point. This institutes as Bentham himself described it as, a new mode of obtaining power of mind over mind, in a quantity hitherto without example.. What he was saying that the mere knowledge of the indi viduals that they could at any given time be being observed help curve their behavior to be in line with the institutions rules. Glenn goes on to describe how this reasoning has been a common place theme in society for much of recorded history. He observes that this power of mind over mind has been used similarly by the Abrahamic religions. He says that they employ this method using, à ¢Ã¢â€š ¬Ã‚ ¦an invisible, all-knowing authority who, because of its omniscience, always watches whatever youre doing, which means you never have a private moment, the ultimate enforcer for obedience to its dictates. The main difference I would argue, is the Abrahamic religions use a base moral system, and the all-knowing being is one which followers of these religions believe to be a higher power. One that is above reproach when it comes to ethics, morals, and the like. There is a difference between an all-knowing being, and a government entity ran by other human beings. The last points he makes are about the overall realm of privacy and the mindset that comes with the lack of privacy. He explains, that the argument made by proponents of privacy is that only those who are doing something wrong need to be worried about privacy. Looking through the lens of right and wrong is different from your point of view. For instance, in some places you can be put to death for doing some heinous act. In others, the people believe that murder is murder and that all killing is wrong regardless of what act has been committed. The idea that anyone seeking privacy is doing something bad doesnt quite work with the current world. It takes a black and white approach to an issue which deserves to be observed in shades of grey. Glenn points out that to a normal citizen something bad may be a terrorist attack, but to a government agency something bad could be expressing an idea that conflicts with those in powers. Even though we have the right to freedom of speech, and expre ss our own ideas our own actions could be altered because of the surveillance currently being used. Looking back in history, how would women activists or those fighting for civil rights been viewed by those in power at their times. What sort of additional hurdles would have this sort of surveillance caused to those people? No one can know the answers for sure, but it is something to ponder. References Last Name, F. M. (Year). Article Title. Journal Title, Pages From To. Last Name, F. M. (Year). Book Title. City Name: Publisher Name

Marine Animal Captivity End The Exploitation Sociology Essay

Marine Animal Captivity End The Exploitation Sociology Essay Marine animals have been held captive for hundreds of years and for a variety of reasons. As humans began to investigate the fascinating world below the oceans surface, animal captivity became an everyday occurrence. Some animals have been captured as a means of research so scientists, as well as the public, can observe and learn more about them (Marine Mammals in Captivity). However, marine animals have also been exhibited simply for amusement and profit (Do Marine Mammals Belong in Captivity in the 21st Century?). Throughout history, humans have abused their relative power over marine creatures by capturing and detaining them. This cruel and unjust captivity commences with the act of capture and continues by diminishing marine animals quality of life. The crime of captivity begins as early as marine mammal capture. In the past, animal capture was a violent and traumatic process. Over the years, it has become progressively less malicious. However, the animals still suffer. Hunters herd the animals into shallow waters and proceed to entrap them in nets and slings (Do Marine Mammals Belong in Captivity in the 21st Century?). Captures can include high-speed chases intended to exhaust the animals, which makes them easier to catch. Some fisherman will actually ride the animals until they are completely worn out (The Case Against Marine Mammals in Captivity). In Japan, fisherman are hired by captivity agencies to herd entire pods of dolphins so that the best and most promising mammals can be selected, while the remaining dolphins are slaughtered (Global Ocean Marine Mammal Anti-Captivity Officer). In another instance, over 200 dolphins were driven into a fishing port, where they crashed into boats and each other. After becoming tangled in the chaos of nets, boats, and animals, many dolphins died of drowning (Marine Animal Exhibits: Chlorinated Prisons). Although the government works to regulate the individuals and organizations that capture marine animals, even the gentlest capture causes unforeseeable consequences. Marine animals such as dolphins travel in groups and while it may seem like taking only one or two of the animals would cause no harm, it is extremely detrimental to the group as a whole. Whales, specifically orcas, are the largest animals held in captivity (Marine Animal Exhibits: Chlorinated Prisons). While orcas remain with their mothers for life in the wild, hunters often separate mother and child. Dolphins swim together in pods, a family unit that consists of an adult dolphin and her offspring. These families are torn apart by captivity. Even if not all of the animals are captured, the free animals are left without a crucial member of their community. Some dolphins die simply from the stress of losing a family member or watching their companions being captured (Marine Animal Exhibits: Chlorinated Prisons). One study found that the mortality rate for bottlenose dolphins increased six-fold immediately after a capture (The Case Against Marine Mammals in Captivity). The negative aff ects of animal capture are undeniable proof that holding marine animals captive is an unnatural and immoral act. Even after the vicious and traumatic capture, marine animals continue to suffer in captivity. Although many trainers work to ensure that animal habitats are suitable for the animals they house, no man made structure can replace the natural habitat and ecosystem of the ocean. In addition, these artificial environments pose many risks to the animals they accommodate. First, the water of the tank can cause serious health risks. Many aquariums and marine parks pump water in directly from the ocean. However, this water is filtered and chlorine is added while micro and macro marine life is removed (Killer Whales in Captivity). This treatment creates harsh water full of chemicals, which can irritate the skin of marine mammals. Although the chemicals are used to purify the water, bacteria are still present and the animals skin cannot tolerate the alien bacteria. Some dolphins go blind (French), while others animals suffer from skin diseases (Marine Mammals in Captivity). In other cases, orca s experience dorsal fin collapse. This occurs because the whales do not have the support of a large body of water, such as the ocean, and gravity pulls the tall appendage downward (Marine Mammals in Captivity). The issues are not limited to physical conditions. Being held in captivity actually affects the mental functions and capacity of marine creatures. Animals such as whales and dolphins utilize echolocation while living in the ocean. In this wide and varied body of water, these animals are constantly alert and exercising their brains. However, in a dull environment such as a small aquarium, these animals have no use for their highly evolved talent (Marine Animal Exhibits: Chlorinated Prisons). Instead, they are forced to swim in circles without exercising the functions of their brain. For orcas, which are extremely sensitive to sound, the outside noises of water pumps and cheering crowds harm their hearing (Killer Whales in Captivity). Some studies show that dolphin brains shrink a frightening 42% while in captivity (The Life of a Dolphin in Captivity), and some dolphins have been driven insane by the constant reverberations of their own sonar waves that hit nothing but blank walls (Mar ine Animal Exhibits: Chlorinated Prisons). Not only are marine animals brain functions halted, they also become socially and emotionally upset while in captivity. As mentioned earlier, dolphins and orcas are negatively affected by the separation of pods. Despite being social creatures that tend to have long term companionships, these mammals are separated from their families and isolated on their own when they are held captive. (The Case Against Marine Mammals in Captivity). The issues are furthered by trainers treatment of the animals. For example, trainers will separate the acutely social dolphins when they misbehave, forcing them into isolation (Marine Animal Exhibits: Chlorinated Prisons). The torture continues in the feeding. In a technique called the Pavlovian regime, trainers starve dolphins so that they will perform. Food is only administered as a reward to the dolphin for successful completion of tricks. Trainers effectively teach the dolphins that food is not a natural right of existence, but is instead only attaine d through submission and performance (The Life of a Dolphin in Captivity). Its also important to consider the food given to the animals instead of live, freshly caught, natural marine organisms, captured marine animals are fed frozen fish and vitamin supplements (Killer Whales in Captivity). This unnatural diet hurts the metabolism of these creatures and hinders their instinctual predatory behavior. Dolphins that live in captivity are forced to swim in circles in six-foot deep tanks that stretch twenty-four inches by twenty-for inches (Marine Animal Exhibits: Chlorinated Prisons). This lack of space literally suffocates the dolphins, who swim up to 100 miles each day in the wild. Finally, its important to consider the behavior of freed marine animals. Dolphins and whales alike spend their days diving hundreds of meters, swimming hundreds of miles, and roaming freely about the ocean (Marine Mammals in Captivity). Unlike seals and sea lions, dolphins and whales rarely come up to the shore to perch and can stay underwater up to thirty minutes. The confinement of a tank forces a creature that previously spent 80-90% of its time underwater into a creature that is constantly above the water (Marine Mammals in Captivity). Some would argue that marine animal captivity has positive benefits for animals. For example, if a marine animal is held captive, humans are able to study and observe the animal, which in turn allows for a greater understanding of the species. This understanding allows humans to actually go out and assist the marine animals in the future. However, a marine animal held in captivity actually holds little educational value. These animals are forced to act differently than they do in the wild. Because they are confined to cages and tanks, they cannot roam and live as they would in the vast ocean. This means that when scientists observe an animal in a tank, he or she is not seeing the way the animal really acts, lives or behaves, but instead its contrived adaptations to life in a tank (The Case Against Marine Mammals in Captivity). Others argue that holding marine animals in captivity saves them from the harsher environments in the wild and protects them from predators and pollution. Howe ver, this argument is incorrect. It is impossible for humans to judge what environment is too harsh for any particular animal. Marine animals have survived and evolved for thousands of years without human salvation or interaction and humans must allow this natural cycle to continue. In the wild, unhindered by human meddling, the evolutionary cycle will continue as it should and as is natural. Some species may become extinct or evolve into even more complex animals this is not a negative progression but is instead the circle of life (The Case Against Marine Mammals in Captivity). While dolphins in their natural habitat can live to their forties and fifties, dolphins in aquariums and tanks often die before they reach twenty (Marine Mammals in Captivity). Over the years, nearly 4,000 sea lions, seals, and dolphins have died in captivity, and more than half of these deaths are human related. This includes things such as swallowing coins, dying of heat stroke, and swimming in contaminat ed water (Marine Animal Exhibits: Chlorinated Prisons). Although they claim to increase the longevity of marine animals lives, those who capture marine animals end up hurting them and, in the long run, harming the natural flow of life. Its certain that important information can be gained from marine animal captivity. However, holding wild animals hostage is immoral and unnecessary. Although humans are capable of capturing marine animals, this prevents them from existing in their natural habitat and only serves to hurt the species. To help stop captivity, its important not to visit captive marine mammals in zoos or parks (Marine Animal Exhibits: Chlorinated Prisons). Also, instead of holding the animals hostage under the guise of saving them from even harsher natural environments, society should work to be environmentally conscious and preserve the animals natural habitats, allowing them to live without the pollution of human waste. Holding marine animals in captivity is unequivocally wrong. No matter the claims of salvation and education, animal captivity is exploitation of animals.

Essay --

Well, in today’s society there are commonly known for 105 historically black colleges and universities (HBCUs) in the United States of America present today according to (thurgoodmarshllfund.net, 2012). Historical black institutions are for higher learning and to educate African Americans students. In 1837 the key responsibility mission was to educate freed slaves how to read and write. During the beginning of the 21st century, along with graduates and post graduates degrees, historically Black Colleges and universities offer African American students a place to earn logic of identify heritage and community. Historical Black Colleges have many opportunities people does not know about such as, when was the first HBCU was founded, what is it purpose, different organizations, and who started it. The first HBCU founded was, Cheney University in Pennsylvania. Cheney University was founded in 1837. All HBCUs around America play a critical role in the American system of higher education. For most of America’s history, African Americans that were seeking a college education could only get it from a HBCU. Today, HBCUs remain one of the surest ways for an African American, or student of any race, to receive a quality education. Over 100 HBCUs represent just three percent of the nation’s institutions of higher learning; they graduate nearly 20 percent of African Americans who earn undergraduate degrees. Furthermore, HBCUs were created to support African American students and their education but these institutions of higher learning are no longer exclusive for African American students. Now, HBCUs have a significant percentage of non-African American student populations that consist of Asians, Hispanic, International and white American stu... ... public figures. Many of the institutions emphasize the sciences and engineering, encouraging black students to start a career in those professions. In the early 20th Century, with several black schools established, leaders such as Booker T. Washington and Dr. W.E.B DuBois debated fiercely the future of African-American education. Washington believed vocational training was the key to stepping up from the mire of poverty and bondage; DuBois defended the enlightenment drawn from studying the arts and sciences. In fact, today’s Historically Black Colleges and Universities (HBCUs) incorporate both philosophies, providing students with both technical training as well as liberal arts education. Historically Black Colleges and Universities, or â€Å"HBCUs, have played an important role in enriching the lives of not just African Americans, but our entire country.†-Ric Keller Essay -- Well, in today’s society there are commonly known for 105 historically black colleges and universities (HBCUs) in the United States of America present today according to (thurgoodmarshllfund.net, 2012). Historical black institutions are for higher learning and to educate African Americans students. In 1837 the key responsibility mission was to educate freed slaves how to read and write. During the beginning of the 21st century, along with graduates and post graduates degrees, historically Black Colleges and universities offer African American students a place to earn logic of identify heritage and community. Historical Black Colleges have many opportunities people does not know about such as, when was the first HBCU was founded, what is it purpose, different organizations, and who started it. The first HBCU founded was, Cheney University in Pennsylvania. Cheney University was founded in 1837. All HBCUs around America play a critical role in the American system of higher education. For most of America’s history, African Americans that were seeking a college education could only get it from a HBCU. Today, HBCUs remain one of the surest ways for an African American, or student of any race, to receive a quality education. Over 100 HBCUs represent just three percent of the nation’s institutions of higher learning; they graduate nearly 20 percent of African Americans who earn undergraduate degrees. Furthermore, HBCUs were created to support African American students and their education but these institutions of higher learning are no longer exclusive for African American students. Now, HBCUs have a significant percentage of non-African American student populations that consist of Asians, Hispanic, International and white American stu... ... public figures. Many of the institutions emphasize the sciences and engineering, encouraging black students to start a career in those professions. In the early 20th Century, with several black schools established, leaders such as Booker T. Washington and Dr. W.E.B DuBois debated fiercely the future of African-American education. Washington believed vocational training was the key to stepping up from the mire of poverty and bondage; DuBois defended the enlightenment drawn from studying the arts and sciences. In fact, today’s Historically Black Colleges and Universities (HBCUs) incorporate both philosophies, providing students with both technical training as well as liberal arts education. Historically Black Colleges and Universities, or â€Å"HBCUs, have played an important role in enriching the lives of not just African Americans, but our entire country.†-Ric Keller

custer :: essays research papers

The controversy of General Custer and the actions that culminated his fate and almost three hundred men under his command has long been discussed and debated by many historians as well as important military officials all trying to conclude what happened at the Battle of Little Bighorn. There have been countless myths and legends of what occurred on that fateful day in American history, but there has yet to be a solid right answer. This answer is difficult to conclude for one reason, there were no survivors of the battle from Custer’s troops. This led to the many different sides of story that were mostly fabricated by newspapers and authors to sell their papers and books, without much care towards the accuracy of the battle and it events. The book, Custer and The Great Controversy try’s to put into context the developing situations prior to and after the battle to get to the roots of these legends and myths to try and make sense of them. The author’s goal is not to come to a conclusion and a theory of his own, but to disregard the myths and legends of the past and in doing so shed some light on the controversy for people who may have thought otherwise. The author achieves this goal in a unique way by writing chronologically but at the same time writes about the major events of the developing controversy, sometimes overlapping in years but making smooth connections between similar the events. First, the author starts out by giving a background of The Battle of Little Bighorn. Describing the main characters of the battle and the events leading up to the battle and then finally the battle itself in a broad context. Doing this gives the reader a foundation of what lies ahead in the book. Secondly, the author describes the role of the press and its impact after the battle has concluded. The press can be looked upon as the main reason for the overwhelming myths and legends that followed due to their unwillingness to find the facts and their motivation to sell their papers. Thirdly, the author attends to the great debate that followed the battle a few years later, that was fueled by these myths and arose during this hostile time. The debate was between the critics who thought that Custer led his men into suicide by disobeying orders and selfishly seeking the individual pride and glory that followed him throughout his military career up until his death at The Battle of Little Bighorn.

How College Students Use Wikipedia for Course-Related Essay

Why then are academics so wary about the use of Wikipedia within universities? There are a number of related reasons. Before outlining them we should acknowledge that there may be differences according to academic discipline in attitudes towards Wikipedia. Speaking to academics from the natural and medical sciences over the last year, it seems that those subjects are less concerned with issues of originality of source than the arts and social sciences. It also may be [pic] and this is genuine speculation [pic] that academics in the English speaking world, where most of the academic controversy over Wikipedia use has been, are more sensitive to the source than in other parts of the world. These qualifications aside, there are definite reasons why Wikipedia use is, at the very least, contentious in universities. First, it is the product of anonymous individuals rather than known authorities, Wales is quite explicit on this: One of the fastest things we’re beginning to lose is the view of the world that there are a handful of thoughtful, intelligent people that should be broadcasting their views to everyone. And then the public is some sort of crazed rabble, easily swayed by rhetoric and so forth. Now we have to have a more nuanced understanding. Wikipedia is not necessarily anti-academic but it is anti-elitist as evidenced by the short shrift given to eminent academics in debates when they expected deference (see Keen 2007, 43[pic]4). Second, the non-proprietary nature of Wikipedia cuts against academic culture which valorises the rights of the author and publisher. Third, the anonymity of Wikipedia articles is alien to the cache of the named writer of the journal article or book. Fourth, the collaborative process challenges the norm of individual creation, prevalent in the arts and social sciences. Fifth, as intimated, Wikipedia departs from the standard mode of vetting by peer review. It is not true that articles are not reviewed. On the contrary, they are scrutinised by far more editors than for any journal. However, as the contributor is generally not an academic expert, so the reviewer is not generally an academic expert. So Wikipedia rejects academic custom in the compilation of knowledge. In addition, there are a number of what might be termed ‘learning and teaching’ issues pertaining to its use within universities. First, there is the issue of the accuracy of Teaching in Higher Education 651 Downloaded by [University of Glasgow] at 05:27 12 December 2012 Wikipedia entries, something that relates to the lack of formal expertise and peer review. Reviews of the accuracy of Wikipedia entries by formal expert(s) have actually been generally positive (for natural sciences see Giles 2005; American history Meier 2008). Despite this, the suspicion still surrounds Wikipedia that it cannot be trusted. O’Sullivan’s (2009, 119) assertion that ‘most people probably have an ambivalent attitude toward Wikipedia, thankful for its existence, using it frequently, but with reservations about its total reliability’ seems valid. Some academics would no doubt sympathise with the sardonic observation of comedian Frankie Boyle that Wikipedia entries should begin with ‘I reckon’. Second, some have questioned whether Wikipedia’s determination for studied neutrality is convincing. O’Sullivan (2010) complains that as Wikipedia only displays one voice, diversity is not incorporated and therefore articles become bland. Wales’s response is unapologetic: ‘Guilty as charged, we’re an encyclopedia’ (in Read 2006). Not that his approach to knowledge is without theory, it derives rather from his admiration for the convoluted ‘objectivist philosophy’ of Aryan Rand, the Russian e?migre? philosopher and novelist (Younkins 2007). A third learning and teaching concern is that, regardless of the reliability of Wikipedia, it is in itself an illegitimate form of research. Here the thinking would be that a student who culls Wikipedia for assignments does not understand scholarship. This consists of the consideration of various sources: a judicious sifting and ordering of knowledge, rather than lifting bite sized chunks of text that purport to capture a subject. On this Wales concurs, telling students: ‘For God sake, you’re in college; don’t cite the encyclopedia’ (in Young 2006). Some universities in the US have banned Wikipedia use, whilst others recommend a more discriminating approach (Jaschik 2007; Murley 2008). The latter is what Wales and others within Wikipedia advise: it should be used only as a starting place in academic research, a references source and a revision aid. What, however, is the evidence on Wikipedia use by students and academics at universities?

Food and Beverage Essay

Food and Beverage Service is the service of Food made in the Kitchen and Drinks prepared in the Bar to the Customers (Guest) at the Food & Beverage premises, which can be: Restaurants, Bars, Hotels, Airlines, Cruise Ships, Trains, Companies, Schools, Colleges, Hospitals, Prisons, Takeaway etc Food & Beverage Outlets are divided in to the following categories: Restaurants: Restaurants are places where Food & Drink is served. There are various types of Restaurants: All Day Dining Restaurants: They are sometimes called as Coffee Shops or Cafe in Hotels. They are usually big in size with many Covers (seats), compared to other Restaurants in the same Hotel. The main reason why they are called All Day Dining Restaurant is because of their hours of operation, as they are open for Breakfast in the Morning to Lunch in the afternoon to Dinner in the Evening. Fine Dining Restaurants: Fine Dining Restaurants are characterized by their elaborate and exclusive menu with special emphasis on the very high quality food they serve. The emphasis being on fresh ingredients and natural flavors or on the type of Cuisine served, or both. Usually the operation of this restaurant revolves around the Head Chef or Chef De Cuisine of this Outlet. Specialty Restaurants: These are Restaurants which usually have a type of National or Regional Character or Cuisine attached to them, for example: Italian Specialty Restaurant, Chinese Specialty Restaurant etc. In some Hotels they do also sometimes have Multi Cuisine Specialty Restaurant, which literally means that Restaurant serves cuisine from more than one country, or the dishes on the Menu at that Restaurant has Food Specialties from many different countries. 2. Lounge: Lounges can be found in different hotels. Their main purpose is to offer Food & Drinks in relaxed surroundings with comfortable and cozy seating in relaxed surroundings. There are many kinds of Lounges ranging from a Lounge in a Lobby, Cocktail Lounge and Cigar Lounge to Executive and Club Lounge in special Floors. 3. Bar: Bar is a place where drinks are served. There is usually a small Snacks Menu too. The service is fast and quick. There are various kinds of Bars ranging from Formal bars to Club Bars, Pubs, Pool Bars, Wine Bars, Cocktail Bars, Beach Bar to Juice Bars and many more. 4. Discotheque/Nightclub: They are outlets where Music and Entertainment takes priority with the Food & Drink. The operation is very fast and the guest numbers are large. Security is an important aspect in these operations. Music and entertainment can range from DJ to live bands playing. 5. Room Service/In Room Dining: Room Service, also known as In Room Dining . It is the service of Food & Drink in Guest Rooms in a Hotel or a Resort. Depending on the size and type of Hotel or Resort its functions vary. 6. Meeting and Conference Rooms: Meeting and Conference rooms together with Ball Rooms come under the Banquets & Conference section. They are a great source of Revenue in Food & Beverage Department usually in Corporate and City Hotels. MICE (Meetings, Incentives, and Conferences & Exhibitions) can alone bring much revenue in some hotels in comparison to other outlets in Hotel. 7. Ball Rooms: These are large Function Rooms which are primarily used for Functions and Weddings. The Staffing ration of Full Time Staff in this section is very less as the Function and Wedding Business can sometimes be seasonal and extra staff is usually filled in by the use of Casual Staff. This Section is the most Dynamic section in Food & Beverage with the Conference Section, which is more physically demanding and creatively oriented. 8. Delicatessen: Delicatessen or Deli traditionally had been a place where fresh meat and other produce were available. Hotels nowadays use this concept of having a Deli on their premises, where guests can buy fresh produce ranging from Freshly Baked Bread, Cold Meat, Fresh Salads, Cakes, Home Made Ice creams and light and healthy drinks. 9. Others: There are many other Food & Beverage outlets ranging from Fast Food Outlets to Food Courts to Snack Bars which are usually stand alone or in a shopping centre. This is just a brief introduction to Food and Beverage. Detailed information on Food and Beverage can be found at Food and Beverage Bible E Book By Santosh Koripella at: www. foodnbeveragebible. com.