Founding of Ross Screenprint Research Paper Example | Topics and Well Written Essays - 750 words

Founding of Ross Screenprint - Research Paper Example s refined his idea about T-Shirts and eventually started Ross Screenprint as a small business that served residents within the town in early 1993 (Ross Screenprint, N.p). Despite facing various challenges such as market uncertainty, funds constraint, and inadequate supplies of T-Shirts, Daniel Ross was quite optimistic that his business will grow and serve the interests of the community while still maintaining the overall purpose that was to generate profits. He took the bold step and went out of his way to seek for financial assistance and advice from close family members including his father who perpetually motivated him to move on with the dazzling, and apparently precarious idea. When forming Ross Screenprint, Daniel was aware of the fact that the design industry required an empathetic approach. In 2008, for instance, the business was faced with the challenge of a potential failure resulting from the worsening economic situations that were fueled by the 2007/08 economic recession. However, Daniel demonstrated his management ability by regulating the production of T-shirts and reducing the costs of customizing clothes. Apparently, no customer was left behind, and his concern for customers made his business thrive amidst the hostile economic environment (Palmer, 122). He has always stayed engaged and motivation, vital factors that have helped the business to maintain a strong customer-base. Under the assistance of Industry Canada that works with firms in several areas to ensure Canada’s innovative performance and improve the economic conditions to attract investors, Ross Screenprint started growing and expanding its services in 1994. Daniel Ross, the company’s CEO and major executive, immediately realized that there was the need to include more people in the administration of the venture. Consequently, he hired three people who helped him in managing the affairs of the business as well as spread the word about the existence of the business. As the company

Leadership Essay Introduction Essay Example for Free

Leadership Essay Introduction Essay Perhaps none of you are lucky enough to be a leader and fight for animal rights or other beliefs, but every year colleges and universities require students to write a leadership essay. Its goal is to identify and evaluate your potential leadership qualities. One of the best ways to cope with the task is to list the characteristics that successful politicians or opinion leaders have. And then demonstrate their presence in your case by an example of specific life situations. This is the main difference between the leadership essays and similar ones. Instead of analyzing literary works or their authors, you need to focus on your own personality. The leader is not always associated with the commander or the strong-willed warlord. An effective guide could be strong and weak, learn and teach simultaneously. The leadership category offers a lot of qualities, the presence of which plays a great role in the life of each person. We are talking about empathy, dedication, sincerity, consistency, altruism, responsibility, self-development, influence, the ability to teach. The essential part of leadership paper outline consists of describing the bright moments of your life to substantiate the stated thesis. Examples should not be abstract and contain pathos reflections. It is better to resort to the specifics and show in which cases you showed courage, intelligence or organizational skills. It is the details that increase the confidence in the content of the text. The personal nature of the essay on leadership makes it possible to use anecdotes as arguments. Each new quality must begin with a new paragraph while keeping in touch with the previous text using transitional phrases. This will help make the essay easily readable to the audience. You also could use the information collected earlier from various sources. When writing a leadership essay, the following necessary components should be considered. First of all, to compose an idea of ​​the phenomenon of leadership, use online resources or biographical stories. They will not only clarify the concept but will also lead to good ideas. Do not confuse the leadership essays with the heroic epic. You need attention to yourself, but not to other people. At the same time, it is necessary to avoid fantasies and blatant lies. Remain as honest as possible to make your work realistic, and look like a fairy tale. To achieve this, shun qualities that are not inherent in you. The use of the method of brainstorming will help determine the required skills. Remember the situation where you were given a great responsibility, for instance, a project, a sports team or the main role in the play. In general, any experience of cooperation can be presented in the context of leadership. Once you have decided on the field of research, it is significant to develop an essay scheme. Thus, a successful completing of a leadership essay depends on the depth of understanding of this concept, your honesty and life experience. Also, remember that real effective leaders have a unique vision of things. Use this quality to present yourself in a favorable light.

Dickens And Eliots Critiques On Industrialization English Literature Essay

Dickens And Eliots Critiques On Industrialization English Literature Essay Charles Dickens and George Eliot are both writers whose novels had a very significant impact on nineteenth century Victorian readers. Dickens A Christmas Carol and Eliots Silas Marner were written during the time of the Industrial Revolution in England and it opened peoples eyes to the negative effects that the revolution was having on common society. The authors saw industrialization as a loss of individualism and a time where people were being treated like machines by the cruelty of utilitarianism. It was destroying the nature and the human values that rural Victorian communities once held. Through these novels, Dickens and Eliot exemplify how the Victorian instance on industry and the greed of money hardens the hearts of the wealthy and physically and emotionally oppresses the less wealthy; thus, shattering the human spirit, threatening relationships, and breaking the bonds of community. Dickens passionately portrays his opposition to the Industrial Revolution in A Christmas Carol. He exposes and makes others aware of the inhumane environments and nature that the poor were subject to during the industrial phase of the nation. The novel begins with an introduction to Scrooge and describes him as a tight-fisted hand at the grindstoneà ¢Ã¢â€š ¬Ã‚ ¦a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner! Hard and  sharp  as flint, from which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster. (Dickens 40) This description of Scrooge sets up the reader to understand the characteristics of some the wealthy people of the time. He is compared to physical objects which are not capable of any emotion or feeling, and therefore illustrates him as being very inhuman. Scrooge is portrayed as very capable of breaking peoples spirits with his cruel words and actions. When the portly gentlemen approach Scrooge to ask him for a donation for the poor, he responds by saying that he cant afford to make idle people merry and that its not his business to help the unfortunate (Dickens 45). There is great irony in his words as he can very well afford to do anything he wants, being the very wealthy man and creditor he was. The fact that he states that the matter has nothing to do with his business is very untrue as he would not even be in business were it not for the lower class citizens making him all the money he was accumulating. This dialogue shows that Scrooge is almost feared in society  due to his status and the unkindness that comes with it. Dickens portrays the harsh reality of Scrooge and those of his class early in the novel to cause readers to react and to look forward to seeing how the character changes throughout the novel; thus exemplifying h ow they can change as well. Scrooge destroys any attempt by his nephew to build a relationship with him. He is so preoccupied with his greed for money that he doesnt realize that it is the very thing that is making him miserable. Although Scrooges nephew is poorer than him, he pleads with his uncle saying, I want nothing from you; I ask nothing of  you; why cannot we be friends? (Dickens 43). Dickens illustrates here that people are not even after Scrooge for his money, but merely want him to be open to the idea interpersonal relationships and happiness. Clearly, industry makes the rich richer, however, it also destroys their ability to be truly content with what they have. It makes them ignore the need for human relationships and begins to transform the wealthy into heartless people. The character of Scrooge denies any ties to the community and strives to live for himself alone. The spirits remind Scrooge that he used to be full of joy before he let industry in his way of happiness.  At the thought of the poor dying due to lack of necessities, Scrooge replies, If they would rather dieà ¢Ã¢â€š ¬Ã‚ ¦they had better do it, and decrease the surplus population (Dickens 45). This attitude towards community did not exist before industrialization as people worked together and depended on each other for support. Here, Dickens exemplifies the selfishness that comes along with industry. It all comes down to self accomplishment, and the wealthy continue to strive for more wealth at the cost of the lives and happiness of others. Dickens mentions the Poor Law and requests for people to recognize the difficulty of those whom the law has put out of place and driven into poverty. He expresses the responsibility that society has to provide for them compassionately. In his novel , Dickens puts forward that this materialistic, cruel society driven by industry can be reformed by becoming a more generous society that values the human life more than material wealth. As he proves with the character of Scrooge, it ultimately results in the joy and success of the society as a whole rather than the depression of the wealthy and the oppression of the poor. Eliot presents her Silas Marner and critiques industrialization similar to the ways in which Dickens opposes it with his novel. She is drawn to the pre-industrial values and attempts to prove that love of others is ultimately more rewarding than love of money. She does this through the character of Silas Marner, who becomes obsessed with the wealth he earns for his work and begins hoarding it, using it as little of it as possible. Just as Dickens does with his description of Scrooge, Eliot describes Marner using physical objects that are incapable of any feeling or emotion: Strangely Marners face and figure shrank and bent themselves into a constant mechanical relation to the objects of his life, so that he produced the same sort of impression as a handle or a crooked tube, which has no meaning standing apart. The prominent eyes that used to look trusting and dreamy, now looked as if they had been made to see only one kind of thing that was very small, like tiny grain, for which they hunted everywhere; and he was so withered and yellowà ¢Ã¢â€š ¬Ã‚ ¦ (Eliot 25) Here, Silas is described as looking like a handle or a crooked tube. It is difficult to imagine someones physique as looking like this and it therefore, shows how much he has let his body degrade because of his love for money. Silas also serves an indicator of industry in the rural village of Raveloe as his life is degraded to the status of a machine. His ability to see only one kind of thingà ¢Ã¢â€š ¬Ã‚ ¦for which they hunted everywhere shows that Silas can only see one thing in his life-money. His work and his wealth is the only thing that drives him in life. Although it is costing him his health and is prematurely aging him, he is blinded by industry to seeing anything but his profit. à ¢Ã¢â€š ¬Ã‚ ¦he had five bright guineas put into his hand; no man expected a share of them, and he loved no man that he should offer him a shareà ¢Ã¢â€š ¬Ã‚ ¦it was pleasant to him to feel them in his palm, and look at their bright faces, which were all his own: it was another element of life, like the weaving and the satisfaction of hungerà ¢Ã¢â€š ¬Ã‚ ¦ (Eliot 23) Silas sees his wealth as gratifying as satisfying his hunger. Comparing the accumulation of wealth to a necessity such as food shows that money is what his whole life is about and nothing, including his health, matters as much. This portrays the machine-like lifestyle that comes along with industrialization. Just as machines are only seen for the labour they produce and need nothing in return, some people such as Silas feel the same way as they dont care for their physical needs but only look to increase their material wealth. Eliot uses the characters Godfrey and Dunstan to portray the way in which industrialization and the greed for money can corrupt and break relationships. These two wealthy brothers use each other and others to take advantage of any selfish wish they can claim. Dustan blackmails and bribes Godfrey to accumulate more wealth from him for his own selfish love of gambling and drinking. Godfrey on the other hand, allows his first wife and daughter to suffer due to his ignorance and moral cowardice. Although they have more wealth than most in Raveloe could ever dream of, that craving for an infinite amount of wealth that comes with industrialization corrupts all the relationships these brothers have with others. Dunstan ends up dying without experiencing his saved wealth and Godfrey is left to live a life of regret as he is unable to have children with his second wife and unable to get back his real daughter Eppie. Eliot demonstrates that these relationships are more valuable than wealth but those that ignorant to it, end up losing the relationships. Silas is shown as choosing his relationship to Eppie over his loss of wealth. This however, brings about joy that wealth can never accomplish: Eh, my precious child, the blessing was mine. If you hadnt been sent to save me, I should ha gone to the grave in my misery. The money was taken away from me in time; and you see its been kept-kept till it was wanted for you. Its wonderful-our life is wonderful (Eliot 158). Silas dehumanized being is restored once Eppie enters his life and shows him what real happiness is. The gold had kept his thoughts in an ever-repeated circle, leading to nothing beyond itself; but Eppie was an object compacted of changes and hopes that forced his thoughts onwardà ¢Ã¢â€š ¬Ã‚ ¦The gold had asked that he should sit weaving longer and longer, deafened and blinded more and more to all things except the monotony of his loom and the repetition of his web; but Eppie called him away from his weaving, and made him think all its pauses a holiday, reawakening his senses with her fresh life, even to the old winter-flies that came crawling forth in the early spring sunshine, and warming him into joy because  she  had joy. (123) This passage demonstrates the never-ending pattern of industrialization. It pulls people into a cycle that forces them to go around and around without any real purpose or gain. As they follow this cyclical pattern, they allow the physical body and their emotions to deteriorate. They continue to be deafened and blinded to the destruction that industry is causing in their lives and community. Life becomes a dark place without any sunshine or the warmth of love, as people become immune and ignorant to such things unless they pull out of the cycle. Eppie, in this case, pulls Silas out of this never-ending cycle into the light, where he can see properly again. The sense of community portrayed in the rural Raveloe is completely opposite to the industrialized place where Silas is originally from. In Raveloes trade-based community, every person plays a vital role in the success of the village. However, Silas and Eppie return to Lantern Yard, he finds that his entire community has vanished and that a large factory has been placed where the chapel one was. This is very significant because the chapel is the place where all different types of people gathered as one community. This sense of community is destroyed by the power of industrialization and completely gets rid of all the tradition, memories, and values the place once held. Eliots Victorian readers would have understood what Eliot was trying to accomplish through her novel. As Victorian society was already experiencing the impacts of industry during the time of the novel, they may have looked upon Raveloe and its sense of community as the image of what they had lost. The industrial landscape that came into existence with the revolution was frightening, destructive, and dehumanizing; destroying all the memories of the better past. Both Dickens A Christmas Carol and Eliots Silas Marner present industrialization as the inevitable leader to the dehumanization of labour, as workers are reduced to nothing more than machines and the amount of money that their work is worth. By presenting these novels to Victorian society, these authors attempted to educate and make aware the tremendous negative effects industry was having on the poors welfare, the happiness of the wealthy, and community bonds as a whole. An interesting aspect of both novels is that children are used in the redemption process of both characters: Scrooge says, It is good to be children sometimesà ¢Ã¢â€š ¬Ã‚ ¦ in regards to their reaction to Christmas (Dickens 229). Silas states, But yet men are led away from threatening destruction: a hand is put into theirs, which leads them forth gently towards a calm and bright land, so that they look no more backward; and the hand may be a little childs (Eliot 128). This is significant because although children a re exposed to industrialization in a different way, they choose to love, build relationships, and uplift the human spirit by default. And so, both authors present the idea that it is better to be like them. By presenting the reformation of Scrooge and Silas, these authors attempt to demonstrate that restoration is possible if people are willing to get out of the cyclical pattern of industrialization and return to the pre-industrial values of society.

Hamlet by William Shakespeare :: Character Analysis, Classics

<< In the play Hamlet by William Shakesphere, the main character, Hamlet, has a high level of intelligence. In Denmark, Hamlet is the son of the king who had recently passed away, and the queen who betrayed her husband to marry Hamlet's uncle soon after his death. Hamlet is hurt and uproared by his mother's betrayal and his uncle's rise to become king. He has an extraordinary understanding and comprehension of others and himself. Hamlet understands himself and uses this as a strength for his revenge. He feels very strongly about his father's murder and hopes to seek a confession from King Claudius. "i'll wipe away all trivial fond records, all saw books, all forms, all pressures past that youth and observation copied there" <act one, scene five> this is when hamlet becomes determined to carry out the revenge after he speaks to the ghost. He shows strong signs of a studious nature and plans to carry them out against claudius. which he does, but not by blantent confrontation. He's wise enough to know claudius would never admit his sin that "is rank, it smeels to heaven", so he divises the mousetrap play. This plan shows he thinks straight but will not act too quickly on this. He gives this plan great thought and makes careful decisions. Hamlet's understanding of others helps discover the murderer of his father. His quick instincts tell him that the childhood friends Claudius wante d him to reunite with were spies. By asking them simple questions, Hamlet found Rosencrantz and Guildenstein weren't who they said they were.

Green Revolution Essay

Interaction between humans and the environment has always had a great importance in the development of humankind; according to Marx, what differentiates humans from other animals is the fact that humans can transform their surroundings to suit their needs, through labor. The Green Revolution is not the exception to that. In times of need the human being manipulated its environment to be suitable for its development, however, the question lingers, how efficient was it, how positive? The Green Revolution, from 1945 to the present, was motivated by the need to increase the production of food to supply for the increasing demand as population grew, to promote national self-sustainability in terms of food. However, during that period the effect of the Revolution have been detrimental to the environment and society: they have damaged agricultural diversity and heritage, damaged the lands, and put at risk food security; also, they have widened the gap between the very rich and the very poor, monopolizing the food industry. The Green Revolution originated after an urgent need to promote food security with a growing trend in global population, as a way to promote self-sustainability and independence. As it is clear in the report given by the Food and Agriculture Organization (DOC 2), in the period ranging from around 1929 (great depression) and 1945 (end of World War II) the global food supply index was below the world population. What this means is that there was literally not enough food being produced world wide to feed the world population. This struggle of human kind to stay afloat in supplying the minimum needs for survival meant that a change needed to occur. The answer, as Dr. Norman Borlaug stated in his Nobel Lecture (DOC 4) was not simply planting more in the developing nations, since the lands in those areas were â€Å"tired, worn out, depleted of plant nutrients†¦Ã¢â‚¬  Clearly, what the document refers is that a new, more effective way of growing food had to be developed. In fact, Dr.Borlaug states that the priority of the developments of the green revolution concentrated in the millions that were lurked by hunger, a large problematic that clearly was under the spotlight. As a proof that the world was prioritizing the deficient food supply is the statement given by President Harry Truman (DOC 3). President Truman was the leader of the most powerful nation in the world at the time, the one with the largest technological developments, and his word was the one that would set the course of the world. This particular speech is vital, since it is the inaugural speech, where he was to set the priorities of the government and address the world with what the United States had as a course for the future. In this speech, he clearly refers to the shocking figure that â€Å"more than half the people of the world are living in conditions approaching misery† and says that the United States will help provide â€Å"technical knowledge†¦ to produce more food† In the speech President Truman refers often to liberty, thus meaning that self-sustainability will provide freedom. This speech is the perfect example, the jewel of the trend that the world was seeing with regard to prioritizing food. The mention of â€Å"technical knowledge† is vital in the construction of the green revolution as a response to the lack of food, with technological developments in the agricultural field. Some have said that the Green Revolution has been a success in improving the food industry, and improving living conditions for everyone; nevertheless the numbers today reflect a mediocre success. Indian minister for food and agriculture (1964-1967) states in an interview (DOC 5) that the farmers of the state of Punjab competed to use the technology that was introduced by the green revolution the best. It is stated with a positive connotation, as to refer to the great feats of Punjab. This seems very positive, however, the most likely reason for this to have occurred is the fact that multinational corporations were kicking them out of the market and they were forced into utilizing the technology that those same corporations were imposing on them. If this were true, which it most likely is, as it has happened in many places around the world, it would discredit the great success that the Green Revolution supposedly is. Furthermore, the claim is that the Green Revolution has brought prosperity, however, to whom, to the ones that were rich already? A perfect example of this negative impact of the Green Revolution is the conversation between Mrs. Dula and the United Nations official (DOC 6), which gives a not very realistic perspective of the impact of the green Revolution and is concentrated exclusively in the sector of the very rich. This document is indeed quite revealing, as the speaker is an aristocratic woman of Mexico, probably a housewife who sees the world through the optic of his husband, a man who earns a salary if the revolution which he works for is successful; in fact, she is most likely part of one of the clubs she talks about herself. The occasion of this statement is a simple conversation with a UN official, probably at some sort of a social event, where the high class is all joined together, with perfectly slanted people who are not really analyzing the global impact of the Green Revolution. This document gives a crystal clear proof of how much the Green Revolution has made the â€Å"rich Mexican farmers† richer probably at the expense of making the poor laborers, poorer, however, this document presents only one, very bright point of view to sell the revolution. With regards to India once again, socially, they sell the idea of improvement, like in the report of the State of Punjab (DOC 9) where it says that the Green Revolution has seen with it the â€Å"emergence of middle and rich peasants† a very undesirable euphemism to conceal the actual situation. This document seems to give a perspective of social growth and development, of a population going for education, yet once again, it seems very idealistic in its tone, when in reality India has totally different conditions. With regards to that, India has one of the largest Gini index’s in the world, meaning a huge social inequality, and has one of the smallest middle classes in the world, which has diminished even more throughout the years, meaning that in reality, India may have had a somewhat positive year, but the general trend is of a very pronounced downturn in social progress, all related to the Green Revolution which is destroying the small farmers. The Green Revolution, in truth has brought more ill than it has brought good, in the environmental and social aspects. Regarding environmental harm, the FAO Wheat Yield report (DOC 1) is very good in demonstrating the introduction of massive scale crops that the Green Revolution brings forth with it. The introduction of these crops damages the lands since they are not prone to such production. The graphs show that in both Mexico and India the crop yields were extremely irregular, and as time passed they have become even more, this is due to the fact that they are not proper to those areas and its planting is something totally synthetic and with complete disrespect towards the natural balance. The article by Dr. Vandana Shiva (DOC 8) reveals how much damage the crops, especially Genetically Modified Organisms; do to the land they are planted in. The â€Å"reduced genetic diversity, increased vulnerability to pests, soil erosion, water shortages†¦Ã¢â‚¬  are effect that will leave marked the land for a long time, as Dr. Shiva states, and are a threat to future generations, which will have totally barren land where it will be impossible to plant food. Dr. Shiva also refers to the social problematic that the Green Revolution is planting alongside its seeds. For instance the fight for water to provide irrigation, previously not needed in India, has lead to â€Å"conflict and violence† and as it has become a worldwide trend, the career for water dominance is â€Å"leading to both local and interstate water conflicts. † This clearly shows how disadvantageous the spread of the Green Revolution has been, since it has brought unmeasured changes that have not been made responsibly, but rather abruptly, causing enormous damage. Dr. Shiva is an Indian Physicist, and being from India she probably has had a very direct contact with the Green Revolution, considering that one of its birthplaces was in fact the State of Punjab. In this occasion she is writing for the Ecologist magazine, a publication read by people with primary interest in the environmental issues, including organization leaders and maybe politicians who will probably get concerned, especially due to the tone of annoyance and hatred that she employs in the article. Expanding on social implications, the Guatemalan National Coordinating Committee of Indigenous peasants (DOC 10) gives a different perspective. Although it may sound somewhat as mysticism from indigenous people, saying that they have contaminated the seeds is not a joke, considering the hormones that can be found in GMO plantations. This also acknowledges a vital issue, the loss of diversity and heritage that society is killing with the systematic Green Revolution trends, like the Mayan traditions, which have been present for â€Å"five thousand years. Furthermore, the social disaster does not stop there, but stumbles over women, which according to the FAO Newsletter (DOC 7) have been forced to change their job. In this case the implications have made woman, traditionally in other roles, have even less opportunities to succeed, as the increased need for cash income made the woman be forced to work. This implies a social catastrophe since it denies the right of woman to equal opportunities, which are stripped off with the Green Revolution, which makes them simply one more laborer forced to work. Additional to the information presented in the documents it would be vital to contain the point of view of a small scale male farmer that has to compete with the multinational corporations, which have been installed after the start of the Green Revolution circa 1945. This would be important since it would show the first hand effects of the monopolies that the Green Revolution has brought, with regards to the social impact it has made, and whether that impact is positive or negative. As discussed throughout the essay, the Green Revolution, which has lasted from 1945 until the present day, was originated with a need to secure food production in a starving world. However its effects were not so positive, since today many starve, and the Green Revolution has damaged the environment and widened the gap between the social classes. The setup of crops that have give no benefit to the places in which they are grown, with complete disregard to the ecological balance that was being destroyed have caused issues ranging from soil erosion to water shortages and crops with pest vulnerability. The Green Revolution has also made the rich farmers richer at the cost of the poor being poorer, since the costs of the new technologies are not easily accessible, but the yields that they provide take the small farmers out of business. In general, although certain governments sponsor the Green Revolution and make it seem positive, it has brought about large changes in the way humans interact with the environment, with a generalized destruction of it to get short-term solutions to the problem of food shortages.

Human Trafficking: A Transnational Problem Essay

Human trafficking is the world’s oldest form of slavery. Since biblical times, men, women and children have been sold across borders into slavery. Human trafficking today is a growing business. Human rights groups estimate that the number of modern slaves exceeds that of the Atlantic slave trade in the eighteenth and nineteenth centuries (ProQuest Staff). In the modern world, globalization has made it easier to mobilize these victimized individuals. Human trafficking is a recognized problem worldwide that is brought on for various reasons and the methods to end trafficking have, thus far, fallen short. First, it is important to understand precisely what human trafficking is. According to Diaz, human trafficking is as follows: â€Å"the recruitment, transportation, transfer, harboring or receipt of persons, by means of threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum,†¦ the prostitution of others or other forms of sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude or the removal of organs (UN, 2000, art. 3).† While it seems unlikely that here in the 21st century slavery still exists, it is a growing concern. In fact, it has grown to â€Å"epidemic† proportions as the forces of globalization have made human trafficking a highly profitable and virtually risk-free enterprise (Kara). While exact statistics are elusive due to human trafficking’s clandestine nature, the U.N. reported that 2.4 million people worldwide are victims of human trafficking (ProQuest Staff). Internationally, about 600,000 to 800,000 people are trafficked each year. In the US alone, 14,500 to 17,500 people are trafficked annually. Of all trafficked, half are children and approximately seventy-five percent are women. And of all females trafficked, seventy percent are trafficked for sexual purposes (Hodge). In the United States, victims were identified from more than 40 different countries of origin spanning the globe (Hodge). Whether for commercial sex, construction, domestic work, carpet weaving, agriculture, tea and coffee, shrimp, fish, minerals, dimensional stones, gems, or numerous other industries investigated, human trafficking touches almost every sector of the globalized economy in a way it never has before (Kara). Moreover, just behind the drug and arms trade, human trafficking is estimated to be the second highest source of revenue for criminals(Hodge). Of all forms of slavery, sex slavery is one of the most exploitative and lucrative with some 200,000 sex slaves worldwide bringing their slaveholders an annual profit of $10.5 billion (Leuchtag). â€Å"Trafficking in persons† is primarily understood as the movement of persons across international boundaries for a variety of forms of exploitation. The crime of trafficking, of course, is not essentially about the movement of the person but about the exploitation. Trafficking is the denial of freedom (Goodson). Regardless of the trafficker/trafficking industry, they each share three common practices: Acquisition of persons, movement of said persons and the exploitation of said persons (Kara). Acquisition is completed in a variety of ways, but the common thread between them is deceit. The first method for enticing potential victims is through false-front agencies. These consist of elaborate organizations that promise work and help to those who seek it (Hodge). However, they do not intend on giving these services. Instead, they trap these women and children into a binding contract. Usually something along the lines of â€Å"you live here, you do as I say.† This is to say that they are promised jobs like an au pair or secretary, but instead they are forced to sell themselves to cover expenses. The victims are then forced into prostitution or forced labor (Zoba). The next method of acquisition is through the means of local sex industries. That is to say, women currently involved in harmless sexual careers of their own volition are offered a new position. They are told this position will be a promotion but turns out torturous. Now, they are forced in prostitution. Thirdly, traffickers target destitute, downtrodden families when acquiring new bodies. Here, the traffickers simply promise the families a better future. Often times they will get parents to surrender their children by telling them they will bring them to America for a prosperous future. This is never the case, however. Instead, they take these poor, naà ¯ve individuals across national borders. Then, the traffickers force them into prostitution, forced labor or another form of exploitation. Similarly, traffickers will resort to the extreme to keep their market flowing. That is to say traffickers will flat out abduct individuals. No false agencies or open ended lies. The traffickers flat-out steal these individuals from their respective homes and traffic them, continuously, worldwide (Hodge). Typically, trafficked persons are transferred from place to place. The United States, Germany, and Italy are the top three destination countries, with the Netherlands and Japan close behind. It is noted that most destination countries are developed nations. Also, the victims are sent to â€Å"transit countries†, such as Mexico, to make it easier to get them across national borders of the aforementioned destination countries (Zoba).This is both to maximize profit by keeping a constant, fresh supply of women as well as to keep the victims disoriented. While in transit and on the job, those trafficked are exploited incessantly. Most frequently, the individuals are forced to sell themselves with little to no compensation. Slave exploiters often re-sell trafficked slaves to new exploiters. If the slaves do not escape, their cycle of exploitation may never end. Even if they do escape, they often return to the same conditions of poverty or vulnerability that led to their initial enslavement, resulting in one or more instances of re-trafficking (Kara). For those sold into sexual trafficking, they are forced into malicious sexual acts. During this â€Å"career†, the individuals have little say as to what types of sexual acts they are willing to do. If they are to refuse, they may be raped or their pimps or â€Å"owners† would beat or threaten them. This does not end there. Pimps will threaten to harm the prostitute’s family if she becomes unmanageable. Even more so, women may be beaten, stabbed or possibly murdered. Pimps will continue violence to keep them in line, to exert their dominance and humiliate these women, whenever they deem necessary (Hodge). As a result, the average life span of a prostitute is 34-years old and the career has the second highest homicide rate, just behind liquor store workers (Benetts). The women and children that received the deplorable treatment suffer greatly. Injuries are common amongst the victims but negative psychological effects are much more prevalent (Hodge). Often the prostitutes have drug dependencies and mental illness, along with malnutrition (Benetts). Many of the prostitutes experience shame, panic attacks, depression, low self-esteem and post-traumatic stress disorder (Hodge). The list goes on to include disease and stunted growth, often with permanent effect. Victims of sex trafficking may also face exposure to sexually transmitted diseases, including HIV/AIDS, permanent damage to reproductive organs, and, depending on the age at which they are trafficked, missed critical opportunities for social, moral and spiritual development (Birkenthal). By age thirty, these individuals are both physically and emotionally disabled (Hodge).To make matters worse, prostitutes that manage to escape human trafficking are commonly treated as criminals. In fact, for every buyer caught purchasing a prostitute, 50 prostitutes are arrested. This negative view towards the victims prevents some individuals from seeking help from law enforcement (Benetts). Human trafficking has a variety of different causes. In other words, societies have many different â€Å"push† factors that are more likely to result in more people being trafficked. In the countries of origin, trafficking is commonly caused by poverty, a lack of political, social or economic stability, a shortage of legal job opportunities, situations of oppression and armed conflict, domestic violence, lack of a family structure, gender discrimination and limited access to education. Destination countries, however, have â€Å"pull† factors that are known to cause human trafficking. These include the costs of paying legally hired workers, an increased demand for cheap labor, and a rise in the sex industry. Other factors that cause human trafficking, not particular to either the origin or destination countries, include the following: a lack of public awareness, lack of understanding of the dangers of trafficking, the high profit potential for those involved in criminal activity, the sophisticated networks formed by the traffickers, a lack of effective legislation and enforcement opposing human trafficking, global economic policies that continually exclude marginalized members of society, a lack of or faulty social protection networks and corruption of political figures or groups (Birkenthal). Human trafficking is a well-known problem in modern day. However, it is elusive. Human trafficking is rooted in criminal secrecy. Due to the minimal risk of trafficking human beings, criminals involved in drug and arms trading are beginning to look into the trafficking of humans; one of the few commodities that can be sold more than once. These criminals then form complex organized crime to get these trafficked victims from place to place. Frequently, criminals involved in trafficking will bribe corrupt public officials. Corruption enables human traffickers to operate successfully, whether through bribes to public officials or collaboration of officials with criminal networks. Officials holding key positions have used their authority to provide protection to those engaged in criminal activities by ignoring the illegal activities or blocking proposed legislation to end the illegal activity (Diaz).There have also been documented links between human trafficking and terrorism. Profits from trafficking and prostitution have been used to support terrorist groups such as al-Qaeda. In addition, terrorists use the transportation networks of smugglers and traffickers to move operatives (Birkenthal). In the globalized world, everyone must take steps to end human trafficking. The global effort to combat human trafficking is organized around prevention, prosecution, and protection. Preventing the occurrence of human trafficking as well as remedying its past harms will require a global partnership of countries and governmental/non-governmental organizations. Sending countries should be the focal point of prevention strategies. Economic development, with a special emphasis on women and girls, constitutes perhaps the best long-term approach to combating human trafficking. At the same time, there is a great need for educational outreach programs to alert individuals and communities to the tricks traffickers use and the dangers of being trafficked. Anti-human trafficking education must be offered repeatedly if it is to have lasting effect (Diaz). Equally important, trafficking must not only be universally criminalized, but traffickers must be effectively prosecuted for the crime (Birkenthal).Breaking up trafficking networks and imprisoning traffickers stops the recruitment and movement of trafficked persons. Unfortunately, it has been the most difficult of the three strategies to develop and implement. In countries with weak legal systems and corrupt police and courts, investigation of human traffickers is a rare occurrence, and conviction even rarer. Even in countries where the environment for investigation, prosecution, and conviction is favorable, the results have been disappointing (Diaz). In the United States, the national success rate in solving murder cases is about 70 percent; about 11,000 murders are solved each year. Nevertheless, the annual percentage of trafficking and slavery cases solved is less than one percent. Therefore, if 17,500 people were newly enslaved in America, the Department of Justice would only bri ng charges against merely 111 people for human trafficking and slavery (Bales). The ugliness of human trafficking dates back centuries. Even though it was agreed 150 years ago as a human civilization that slavery is unacceptable, it is more pervasive and expansive today than it was centuries ago (Kara). The forces of globalization have made human trafficking a highly profitable and virtually risk-free enterprise (Diaz). As a matter of ensuring basic human dignity and freedom, the global community must utilize every resource available to combat traffickers and slave exploiters by elevating the real risk and cost of the crime, while eliminating the immense profitability that human traffickers and slave exploiters currently enjoy (Desyallas). The persistence of human trafficking is an insult to human dignity and a denial of morality by modern civilization. The time is long overdue for the world to come together to deploy the kinds of sustained interventions required to eliminate this evil forever. Works Consulted Bales, Kevin. â€Å"Winning the fight: eradicating slavery in the modern age.† Harvard International Review 31.1 (2009): 14+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Bennetts, Leslie. â€Å"The John Next Door.† Newsweek. 25 Jul 2011: n.p. SIRS Issues Researcher. Web. 11 Dec. 2012. Birkenthal, Sara. â€Å"Human trafficking: a human rights abuse with global dimensions.†Interdisciplinary Journal of Human Rights Law Annual 2011: 27+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Desyllas, Moshoula Capous. â€Å"A critique of the global trafficking discourse and U.S. policy.† Journal of Sociology & Social Welfare 34.4 (2007): 57+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Diaz, Mariel, et al. â€Å"Globalization and human trafficking.† Journal of Sociology & Social Welfare 34.2 (2007): 107+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Goodson, Jennifer. â€Å"Sex Trafficking Threatens the United States.† Prostitution and Sex Trafficking. Ed. Louise Gerdes. Detroit: Greenhaven Press, 2006. Opposing Viewpoints. Rpt. from â€Å"Exploiting Body and Soul: Sex Trafficking Is Big Business Around the World—and the Root of That Business Is Closer to Home than You Might Think.† Sojourners 34 (Sept.-Oct. 2005): 20. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Hodge, David R. â€Å"Sexual Trafficking in the United States: A Domestic Problem with Transnational Dimensions.† Social work 53.2 (2008): 143-52. ProQuest Discovery. Web. 11 Dec. 2012. Kara, Siddharth. â€Å"Supply and demand: human trafficking in the global economy.†Harvard International Review 33.2 (2011): 66+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Leuchtag, Alice. â€Å"Sex Slavery Must Be Eradicated.† Slavery Auriana Ojed a. San Diego: Greenhaven Press, 2004. At Issue. Rpt. from â€Å"Human Rights, Sex Trafficking, and Prostitution.† The Humanist 63 (2003): 10-16. Gale Opposing Viewpoints In Context. Web. 14 Jan. 2013. Today. Ed. ProQuest Staff. â€Å"Human Trafficking Timeline.† Leading Issues Timelines. Sept. 11 2012: n.p. SIRS Issues Researcher. Web. 09 Dec 2012. Siagian, Sandra. â€Å"Celebrity Power Boosts U.N.’s Anti-Trafficking Blitz.† Global Information Network. 27 Nov 2011: n.p. SIRS Issues Researcher.Web. 12 Jan 2013. Zoba, Wendy Murray. â€Å"Ignorance and Complacency Promote Sex Trafficking.† What are the Causes of Prostitution? Ed. Louise Gerdes. Detroit: Greenhaven Press, 2007. At Issue. Rpt. from â€Å"The Hidden Slavery.† Christianity Today 47 (Nov. 2003): 68. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013.

Harvey essays

Harvey essays Josephine Hull as Veta Louise Simmons, The movie, Harvey, is a story originally written for the stage by Mary Chase. In 1950, this film version was produced by Brock Pembertorn and directed by Henry Koster, who also directed Luck of the Irish, and Inspector general, starring Danny Kaye. The story line starts with an introduction to Elwood Dowd; a middle class genius that doesnt work for a living, but lives off of the money his mother left for him, and Harvey; a six foot, three and a half inch tall pooka, who is visible only to those he wishes. Harvey has been a thorn in the side of Veta Louise, Elwoods sister, who has plans to marry off her daughter, Myrtle May. When Veta tries to have Elwood committed in a mental institution, a peculiar mishap occurs and Veta finds herself committed instead. For my selection, I have chosen to do scene 12, entitled Dr. Sanderson. In this scene, Dr. Sanderson, the head of staff for the sanatorium, is wrapping up his belongings to leave after being fired. Dr. Chumley, the owner and head psychiatrist, has fired Dr. Sanderson for being responsible for the above-mentioned mix-up. This scene describes the misunderstanding between Dr. Sanderson and his secretary, Ms. Kelly, and her adoration of him, through music and image clarity. Also, in combination with previous scenes, this scene shows the difference of Dr. Sandersons employment through color and wardrobe. In order to describe Dr. Sanderson and Ms. Kellys misunderstanding of the situation and Ms. Kellys attitude toward Dr. Sanderson, the scene starts out blurred. The same effect could be derived from looking through a puddle of water. The scene also has a slow, melodious, affection-inspiring tune, to imply Ms. Kelly ...

Love or respect a person or thing greatly Essays

Love or respect a person or thing greatly Essays Love or respect a person or thing greatly Essay Love or respect a person or thing greatly Essay Essay Topic: Like Water for Chocolate This is what The New Oxford Dictionary says about worship. This being the definition and meaning that anybody can give praise, respect, or love to anything for instance my sister worships chocolate she shows this by eating gallons and gallons of it! I worship the Leicester Tigers Rugby Football club and show it by losing my voice from shouting at matches! However worship can involve kneeling, praying, and attending services. Worship can take place anywhere, homes churches, sport stadiums, mosques and others.For a Muslim worship to them means adoration and giving thanks, praise and respect through prayer and that this is the way to communicate with God.In mosques it is a tradition to have a number of features and furnishings. The most noticeable feature of a mosque is:The DomeThis is usually over the roof of the mosque and gives you the feeling of calm when you enter. It reminds them of their origins in the Middle East, as they are common there. It amplifies the voice of the Imam duri ng the Friday prayer when Muslims go to the mosque to pray.The MinaretThe minaret is a tall tower from which a muezzin calls the religious to prayer. Throughout the day the muezzin will go and call from the minaret five times. This reminds people to pray as this is one of the five pillars of Islam known as salah and shows a Muslim submission to Allah.The five pointed star and moonThe five-pointed star reminds Muslims of the five pillars, Shahadah, Salah, Zakah, Saum, and Hajj. The moon represents God, the creator this being one of the 99 names of Allah and of the lunar calendar.Wudu facilitiesMen and women have separate facilities wudu is for washing in, as on entering a mosque you should be presented as clean an smart. Wudu is so that the worshipper and the house of God is keptphysically and spiritually clean. At all mosques there is running water and taps for this ritual to be taken place.Before entering the Mosque, a Muslim performs a ritual washing in the courtyardPrayer hallThi s is the most important part of the mosque. It is carpeted for prayer, as there are no seats and everyone stands facing Mecca, the Holy City of Islam. In the prayer hall all are equal in the eyes of God. The empty space resembles Gods vastness. There is nothing in the prayer hall that will put people off from thinking and talking to Allah.Qibla wallThis wall facing Mecca tells Muslims which Direction Mecca is. All Muslims worldwide are united in facing Mecca at times of Prayer which is where Muhammad (pbuh) the messenger and prophet of Allah. Mecca is also the Destination of Hajj one of the five pillars that all Muslims have to make the Journey to at least once in their life.The Kaaba in MeccaMihrabThis is in the Qibla wall and indicates the exact direction Of Mecca and the Kaaba. The prayer leader (Imam) stands in front of this and leads the prayer.The Mihrab (prayer niche) and the Minbar (pulpit) in the Amr Mosque in Cairo are focal points of public worship.MinbarThis is the pulpi t where the Imam stands and gives the sermons and reads from the Quran to the congregation. This represents when Muhammad made himself a platform to stand upon and reminds Muslims of this and carries on the tradition.Womans galleryWomen do not have to attend mosque due to family responsibilities but, however if they do chose to go there is a separate room or balcony for them to worship in so as, not to distract men and vice versa so their minds are not disturbed by sexual thoughts. It is also done so that modesty is kept, and that neither sex is displaced from prayer. It is respectful to the women to allow them to pray separately.CalligraphyCalligraphy simply translates into beautiful writing and is used as decoration in the mosque with words of the Quran written on the walls. The Islamic art of calligraphy is a way of reminding Muslims of the Quran and Hadith. It is written all over the mosque to remind Muslims that Allah is everywhere. Calligraphy is the only decoration in the pla ce of worship as images of humans and animals may lead to idol worship.The QuranThis is the Muslim Holy Book. Muslims believe that this is the word of God, Allah, the same as how the prophet Muhammad received it. The Holy book is a way of life and a guide to living. The Quran is the highest book in the mosque as it is seen as the most important. Whilst being read you must not talk or make a noise as this is a sign of respect. It should be handled with much care and should be protected greatly.The Six ClocksThese are important as they represent the times of prayer; five of the clocks show the times of the daily prayers, or Salah. The sixth one shows the time of the Friday prayer. This Friday prayer unites Muslims and is a time of support, encouragement and a sense of togetherness. These clocks show the importance of prayer to Muslims.B.When Muslims say they worship something they usually mean they give praise, thanks, and giving respect through prayer to God. Prayer is one of the fiv e pillars of Islam. Muslims pray to praise and glorify God, as Muslims owe everything to him. To Muslims prayer is sacred, as it is a time for worshippers to come into contact with God and be brought closer to him.On entering the mosque Muslims carry out a ritual called Wudu before worship and prayer and worship which can be seen as an act of worship this symbolises the ritual cleansing with water to purify the body and soul. Wudu needs running water and taps so there are wash facilities at mosques.These are the actions made by a Muslim as told to by the QuranWash your hands to the wrists three times, rinse your mouth three times with your right hand; wash nostrils three times, wash your entire face three times, and wipe head once with fingers, wash ears by putting two fingers into the ears and wiping back with thumbs. Then with the backs of both hands wipe the neck once and finally wash the right foot then the left up to the ankle three times.Washing each part means a different thi ng. While washing the hands and mouth they pray to God that they could be forgiven from sin they may have committed using there hands or mouths. When washing the nostrils the person needs to pray that they are pure enough to be able to smell the sweet scent of heaven. The washing of the face is to be prayed by asking God to remove the darkness of sin. The person must pray to God to give them the Book of Deeds whilst washing the right arm, and whilst washing the left arm the person must pray that God will not place it there. When wiping the head the person must ask to cover his with Gods mercy. When washing the ears the person should pray to God that they should not hear bad things. As wiping the back of the neck the person should ask that God does not throw The Throne of His Curse on them. When washing the feet the Muslim must pray that they are guided in a straight line and not led astray.For this reason, Wudu is an act of worship in itself. All actions are repeated three times to maintain a tradition started by Muhammad.Salah is the prayer that is compulsory five times a day. It is a religious obligation performed by Muslims. Yet it doesnt always have to take place in a mosque. However it is compulsory on a Friday, as said by the Quran. Prayer five times a day is one of the five pillars.The daily prayer times relate to the place of the sun in the sky,Morning Prayer Between dawn and sunriseMidday Prayer Between midday and halfway between midday and sunsetAfternoon Prayer Between midday prayer and sunsetEvening Prayer After sunset until darkness covers the twilightNight Prayer Between evening prayer and dawnEach prayer only needs to take a couple of minutes. Muhammad used to do this and since then Muslims have fixed the times of prayer on this. During these prayers everything else is set aside and Muslims concentrate on Allah, praising, thanking for his forgiveness and alike. Prayer helps Muslims get closer to God, bring peace and tranquillity and reminds peop le of Allah.Dua is a private and/or personal prayer not including Salah. This is performed kneeling with your hands facing up. These prayers maybe for thanks, a plea for help and more but are generally are personal. These prayers are for any length an of anytime. Many Muslims keep a part of the house clean so they are able to worship there.Many Muslims prayer before there sleep and pray as soon as they wake up as to be their first and last thought of each day. The best known prayer for Muslims is for personal strength and faith.Every Friday all adult male Muslims are expected to go to leave any other activities that are not associated with the mosque. Muslim men converge together for the Midday Prayer. In Muslim dominated Countries shops an businesses close during the Midday Hour on Fridays this is where the Imam will read from the Quran where all Muslims face the Qibla wall and after all Muslims pray separately before returning to work. Meeting at the mosque is indicating brotherho od. Everyone stands close together showing everyone is equal at the time of prayer. It gives Muslim reassurance to face the next week knowing that there are others like them, who are following the same path. The Quran dictates that Friday prayers are held so Muslims are obeying Gods word.Worship is a pillar from the five of Islam and to discontinue will destroy the pillar.Muslims pray to bring themselves closer to God, to tell him things that you dont want others to know and to concentrate on just Allah. Praying brings peace and tranquillity, courage, hope and confidence. Prayer marks Muslims who have faith. Praying, for Muslims, is the most sacred part of life as it is when they come into contact with God.In the Quran it is said to pray as it is what Muhammad (pbuh) did. Prayer demands performance and regulation, as it can often be inconvenient to perform.C.Religious Buildings come between Muslims and God.Muslims believe that a place of worship should be free of statues and figures as it is possible that when the place of worship is over ornate, it can sometimes lead you away and distract you from God as you may be looking at the pictures and idols and not worshipping for the right reasons. Only calligraphy is allowed, as that will focus The Muslims attention on Allahs teachings. Yet it could be argued that the building itself can distract you and to have pictures and figures in the place of worship will help keep you on track and your mind focused on what you are doing and the reasons for it and that if your mind does drift that seeing all the pictures will bring you back to the original thoughts.On the Fridays it is compulsory for the male to attend mosque and the Friday prayer as the Quran says it. This gives the Muslims a chance to meet and worship together and share experiences and get all the help and benefit from it they need. However, it could be said that that money spent on buildings and maintenance on the mosque could be used in a better way like t owards the poor or hungry in less developed countries instead of on the mosque, Allah would have preferred it this way.The mosque isnt actually needed some may say purely because Allah is everywhere so why waste money on buildings and features that are not strictly needed? Muslims however say that a mosque provides a place of focus on God and anything performed there does have a reason like for example Wudu, Arabic lessons Quran teachings for children it is also a place for Muslims to meet, talk and to know one another.A mosque is a place from distraction in the outside world, and also keeps the mind focused on the teachings of Allah. Yet wouldnt it show more commitment if a Muslim did worship at home?

Managing in HR Essay Example | Topics and Well Written Essays - 2000 words

Managing in HR - Essay Example Training is the second most significant element of human resource at Starbucks' that provides the company with a competitive advantage in the retail business. The company has a team of experts for the training sessions, whose main job is to nurture the business and improve the customer service by providing the employees with the knowledge and skills they would need at the job for performing it effectively. Raymond, A.Noe (1999, pp.3-4) suggests that, 'The goal of training is for employees to master the knowledge, skill and behaviors emphasized in training program and to apply them to their day-to-day activities.' The company trains the new employees from so many different aspects but the most important amongst them are the three basic interpersonal skills which involve maintaining and enhancing self-esteem, listen and acknowledge and ask for help. Armstrong (1992) views that, 'HRD as focused training and development for all employees which responds to individual and organizational re quirements by improving performance and understanding.' The managers and other non-frontline employees are trained for a longer period with different type because effective leadership is quite critical for building good quality teams and stronger organization. 'Effective managers not only perform the basic management functions (planning, organizing, leading and controlling), but also good communicators help employees development and work collaboratively with employees.' Raymond, A.Noe (1999, p.10). John Adair presented the functional model of leadership, which has three areas, where leadership function occurs, those areas are: task, team and individual. Generally, leadership skills are mostly used in these areas In most organizations, the formal leader meets some of the needs in these three areas.Another strong element of Starbucks, which makes the company outstands in the market of retail business, is the benefit

CHAPTER 8 Coursework Example | Topics and Well Written Essays - 250 words

CHAPTER 8 - Coursework Example When carrying out research, it is important to eliminate bias acts in the process. Using a method that freely involves any of the students will reduce biasness in the manner of selecting students for the survey. In probability sampling, there is a previous knowledge of the probability that a student participates in the survey (Maxfield and Earl, 223). The sample collected from the chosen respondents reflects the general feeling of the total population from which the samples originate. Probability sampling has advantages over other methods of survey. The first advantage is that it offers a better representation of the population than the other methods of survey. The manner of choosing the participants allows for proper representation of the people in the population. Through this, therefore, the method avoids biasness that could occur in choosing participants. The second advantage is that probability sampling gives an opportunity for the sampler to estimate the accuracy of the survey. Through drawing conclusions on probability theory, it is possible to estimate success or failure of the method accurately (Maxfield and Earl,

Gender Roles and Sexuality Essay Example | Topics and Well Written Essays - 1000 words - 1

Gender Roles and Sexuality - Essay Example An average man is seen to be taller and heavier than an average woman and 30% physically stronger in the upper body (LifeForm Newtowrk Inc.). Internally, â€Å"men and women have different levels of certain hormones; for example, men have a higher concentration of androgens such as testosterone, while women have a higher concentration of estrogens (LifeForm Network Inc.). These things are rather obvious as we all perceive men to be the physically stronger sex than women. Later in our discussion, this premises on differences will lead to some conclusion about gender roles. As to intelligence, there is known to be little difference between men and women. Specifically, the findings are: †an average man performs better on tests of spatial and mathematical ability, while women perform better on tests of verbal ability and memory† and â€Å"men’s IQ has greater variance, which means that there are more men than women in the very high and very low IQ groups† (LifeForm Network Inc.). Behaviorally, men are known to be more physically aggressive, has more sexual drive, has more positive attitude than women, are less emotions but also has less willingness to express emotions to women (LifeForm Network Inc.). Different societies have difference views of men and women. Some countries, like the Muslim countries and in Africa, women are treated much less than in other countries. One thing in common however is that women are viewed as inferior to men. Only the magnitude of difference matters. Men are usually more educated, has higher position and therefore higher salaries than women, although in some democratic countries the gap is closing in.

Kuwait-Iraq War (The Gulf War) Essay Example | Topics and Well Written Essays - 750 words

Kuwait-Iraq War (The Gulf War) - Essay Example After the cease fire of Iraq-Iran war in 1988, Kuwait’s oil pricing policy was pushing Iraq into a bankrupt state. Iraq threatened Kuwait to change its oil prices and stop directional drilling in Iraq’s Rumaila Oil Field. The first phase of the conflict of Gulf War was diplomatic negotiation to convince Iraq to leave Kuwait. It started from August 1990 and ended in the Second phase that was air war between Allied Forces and Iraq started in January 1991. The third phase of the conflict was ground war which ended, in the end of February 1991, in cease fire and with drawl of Iraqi forces from Kuwait. The parties in this conflict were the Governments of Iraq, Kuwait, United States of America, Saudi Arabia, Israel, and the United Nations. A lot of other countries provided their troops to support US attack on Iraq. Geneva Convention: Geneva Convention was named after the establishment of Red Cross in Geneva. It was formulated to reduce the damages of war by protecting civilians, war prisoners and wounded fighters. US forces reportedly violated Fourth Geneva Convention of protecting civilians by making attacks on residential areas of Iraq. On the last day of ground fighting, the last of the Iraqi troops were massacred, by US forces, by dropping fragmented bombs over them that could be avoided. The Third Geneva Convention was also violated by United States and Saudi Arabia by not registering their war prisoners. Iraqi government clearly did not bother to follow Geneva Convention through out the war. Iraqi troops were reportedly harassed, tortured and killed several civilians in Kuwait. Iraq also fired several SCUD missiles aimed into the non-military areas in Saudi Arabia and Israel, provided that Israel was not even a party to the conflict. Iraq also did not attempt to register war prisoners with the International Committee of Red Cross and several war prisoners were humiliated by showing

Report Child Labour Essay Example | Topics and Well Written Essays - 1250 words

Report Child Labour - Essay Example The last five are classified as the "worst forms" under the ILO Convention 182. (ILO 2002). The sheer enormity of the problem is mind boggling - It was estimated (UNICEF, 2005), that the global child labour force was for 5-14 and 15-17 were over 211 million and 141 million resp., of which over 97% were from the developing world. More than 180 Million children below 18 were involved in the "worst forms" of child labour. In the 43 countries of the world with an annual income of $500 or less per person, the percentage of children in child labour is usually between 30% and 60%, whilst in countries where income is between $500 and $1000 the percentage of child labourers drops to between 10% and 30%. They form a vicious circle, poverty giving rise to labour and labour perpetuating poverty. There are many causes of child labour. In developing countries, it is most often the need for additional income felt by both the parents and the child. Sometimes the child may work for only board and lodge in order to learn the trade as apprentices from a relative/ family friend. The family as an economic unit may also expect the child to chip in with its contribution at the shop, farm or small factory. Family breakdowns and natural calamities force children to take on the role of one or both parents to support themselves and their siblings. Trafficked children do not have the luxury of choice and very likely end up crossing borders illegally to be sold into the sex trade. It is also actively pursued by employers, since the children are cheap and obedient and can be easily coerced to work without benefits for low/no wages in the absence of adequate legal framework and infrastructure to determine the true age of children. In developed countries, children seek employment to secure financial independence from their parents. UNICEF, ILO, most NGOs and governments believe that child labour is exploitative and should be discouraged, since they perpetuate poverty. A contrary view is held by employers and sometimes parents in the developing countries, who genuinely believe that the local population benefits from this economic activity as their families would have suffered more in the absence of this activity. John Blundell (Blundell of the Institute of Economic Affairs who believes wholly in the efficacy of the free market argues: Child labour is not the modern invention of "globalisation". All farming has always used children. Scotland's school summer holidays exist not so everyone can fly down to the Spanish Costas, but so children are free to help with the harvest. To learn rural skills was the reality of education in most of human history. In more urban areas, the young would learn other appropriate skills. I believe that working in scruffy factories in Manila or Nairobi is an opportunity for the people involved. Making fashion garments or chic trainers for eventual sale on Princes Street offers far greater benevolence than the humbugging of overseas aid. Aid is famously described as a device by which the poor people in the West fund the rich of the Third World. But free trade in shirts transfers money from the rich

Knowledge Managemenet Essay Example | Topics and Well Written Essays - 1250 words

Knowledge Managemenet - Essay Example The essay will further analyse the function and role of learning organisation. Further, the cases of various real-life learning organisation would be discussed along with the probable challenges, so as to recommend how an organisation can transform into a learning organisation. Peter Senge and his fifth disciple for learning organisations The concept of learning organisation has been coined by Peter Senge and his associates. It assist organisation to shift towards an interconnected mode of thinking. According to this concept, the organisations should be like communities, towards which employees are committed. There should be a drive to work harder and achieve recognition within the employees. Organisation cannot be drastically restructured into learning organisations, but it is the changes in policies that bring about a gradual transformation (Senge, 1990). Peter Senge has stated in an interview that in learning organisations people work in group to attain group goals and enhance the capabilities of the organisation. He popularised this concept through his book called The Fifth Disciple (Infed., 2013a, 2013b). Figure 1: The Fifth Discipline Source: (Author’s Creation) There are certain characteristics that a learning organisation must possess. Firstly, system thinking must exist in an organisation. This framework assists employees to understand businesses as bounded objects. System thinking encourages every characteristics or information in an organisation to be apparent, so that goals can be achieved transparently. Secondly, personal mastery that is the commitment of individuals towards their work is important. Staff training Individual learning and development is a competitive advantage for the firm. Thirdly, the mental modes, which are the assumption of the individuals, decide what perception the employees have for the organisation (Senge, 1990). Fourthly, there must be shared vision in the organisation to motivate the employees for attaining group go als. Last but not the least, an environment of team learning is necessary that will increase the capacity to solve problems faster in an organisation (Infed., 2013a, 2013b). Challenges to Transform into a Learning Organisation It has been stated in the book called The Dance of Change that there are various reasons as to why an organisation might face trouble in transforming into a learning organisation. The first issue might be that the organisation lacks enough time. The management and the employees in the organisation have other significant issues to ponder over than trying to bring about a change in the organisational culture. It might happen that the employees or teams cannot spare time for training and change management process within the organisation (Senge et. al., 1999). The organisation might not be having appropriate expertise workforce to transform the work place into a learning organisation (Senge, 1990). In such case an appropriate solution, mentors and training program mes are required. Time is the most significant element that is required because a comprehensive discussion on the actual issues should be done, problems should be discussed and training programmes should be linked in order to make the transformation process easier. However, challenges like convincing older employees for training and learning processes and co-ordinating human resource, operations and resources give rise to

Kuwait-Iraq War (The Gulf War) Essay Example | Topics and Well Written Essays - 750 words

Kuwait-Iraq War (The Gulf War) - Essay Example After the cease fire of Iraq-Iran war in 1988, Kuwait’s oil pricing policy was pushing Iraq into a bankrupt state. Iraq threatened Kuwait to change its oil prices and stop directional drilling in Iraq’s Rumaila Oil Field. The first phase of the conflict of Gulf War was diplomatic negotiation to convince Iraq to leave Kuwait. It started from August 1990 and ended in the Second phase that was air war between Allied Forces and Iraq started in January 1991. The third phase of the conflict was ground war which ended, in the end of February 1991, in cease fire and with drawl of Iraqi forces from Kuwait. The parties in this conflict were the Governments of Iraq, Kuwait, United States of America, Saudi Arabia, Israel, and the United Nations. A lot of other countries provided their troops to support US attack on Iraq. Geneva Convention: Geneva Convention was named after the establishment of Red Cross in Geneva. It was formulated to reduce the damages of war by protecting civilians, war prisoners and wounded fighters. US forces reportedly violated Fourth Geneva Convention of protecting civilians by making attacks on residential areas of Iraq. On the last day of ground fighting, the last of the Iraqi troops were massacred, by US forces, by dropping fragmented bombs over them that could be avoided. The Third Geneva Convention was also violated by United States and Saudi Arabia by not registering their war prisoners. Iraqi government clearly did not bother to follow Geneva Convention through out the war. Iraqi troops were reportedly harassed, tortured and killed several civilians in Kuwait. Iraq also fired several SCUD missiles aimed into the non-military areas in Saudi Arabia and Israel, provided that Israel was not even a party to the conflict. Iraq also did not attempt to register war prisoners with the International Committee of Red Cross and several war prisoners were humiliated by showing

Knowledge Managemenet Essay Example | Topics and Well Written Essays - 1250 words

Knowledge Managemenet - Essay Example The essay will further analyse the function and role of learning organisation. Further, the cases of various real-life learning organisation would be discussed along with the probable challenges, so as to recommend how an organisation can transform into a learning organisation. Peter Senge and his fifth disciple for learning organisations The concept of learning organisation has been coined by Peter Senge and his associates. It assist organisation to shift towards an interconnected mode of thinking. According to this concept, the organisations should be like communities, towards which employees are committed. There should be a drive to work harder and achieve recognition within the employees. Organisation cannot be drastically restructured into learning organisations, but it is the changes in policies that bring about a gradual transformation (Senge, 1990). Peter Senge has stated in an interview that in learning organisations people work in group to attain group goals and enhance the capabilities of the organisation. He popularised this concept through his book called The Fifth Disciple (Infed., 2013a, 2013b). Figure 1: The Fifth Discipline Source: (Author’s Creation) There are certain characteristics that a learning organisation must possess. Firstly, system thinking must exist in an organisation. This framework assists employees to understand businesses as bounded objects. System thinking encourages every characteristics or information in an organisation to be apparent, so that goals can be achieved transparently. Secondly, personal mastery that is the commitment of individuals towards their work is important. Staff training Individual learning and development is a competitive advantage for the firm. Thirdly, the mental modes, which are the assumption of the individuals, decide what perception the employees have for the organisation (Senge, 1990). Fourthly, there must be shared vision in the organisation to motivate the employees for attaining group go als. Last but not the least, an environment of team learning is necessary that will increase the capacity to solve problems faster in an organisation (Infed., 2013a, 2013b). Challenges to Transform into a Learning Organisation It has been stated in the book called The Dance of Change that there are various reasons as to why an organisation might face trouble in transforming into a learning organisation. The first issue might be that the organisation lacks enough time. The management and the employees in the organisation have other significant issues to ponder over than trying to bring about a change in the organisational culture. It might happen that the employees or teams cannot spare time for training and change management process within the organisation (Senge et. al., 1999). The organisation might not be having appropriate expertise workforce to transform the work place into a learning organisation (Senge, 1990). In such case an appropriate solution, mentors and training program mes are required. Time is the most significant element that is required because a comprehensive discussion on the actual issues should be done, problems should be discussed and training programmes should be linked in order to make the transformation process easier. However, challenges like convincing older employees for training and learning processes and co-ordinating human resource, operations and resources give rise to

Knight or The Lady and discuss Essay Example for Free

Knight or The Lady and discuss Essay Decide Whether Keats Creates Sympathy For The Knight Or The Lady And Discuss How He Does This  In this essay I will be discussing how Keats tries to make the readers sympathise with the characters in the poem. From my point of view I think that Keats tries to make you sympathise with both characters the woman and the knight in this play. When you read it the first time you only recognize one layer of the poem, which tells you about the suffering, the man is going through and how he is so depressed. The surroundings help to make you sympathise with him And no birds sing. The surroundings create a mental picture of dullness and quietness in where he is. The first verses of the poem describe his surroundings. This creates imagery in the readers mind. When you read the poem the first time you become sympathised with the knight. As things are mentioned in the poem you do not entirely understand for example I see a lily on thy brow. When you read into it you realise this mean he is depressed. But when he meets this lady he gets happier. But at the end he has a dream in which the people say la belle dame sans merci and he thinks he is one of the long line of people who have been used by the femme fatale or fatal woman. But when you read it a few times more and read each line carefully you realise some things. The things you realise tend to balance out your view on which character seems to receive the most sympathy. Firstly in this poem she has no voice. This in turn means that she cannot express herself like the mean expresses himself and his sadness. She cannot defend herself, as she has no voice. Because of this you can have many of your own interpretations of the woman in the poem. The woman in this poem seems almost to have a supernatural presence. Some things in the poem suggest this for example the first few lines describing her describe her as a faerys child. Even her appearance seems to be supernatural. He describes her as having wild eyes. As she is seen as supernatural the readers would have less sympathy with her, as she may not seem human. Some things when first read might me misinterpreted or might have more than one interpretation. For example it says And made sweet moan. This could mean that she is moaning in pleasure or it could also mean she is moaning in a bad way as in she is unhappy. Thats why the first time you read the poem you do not fully understand the poem and you cannot understand the womans feelings and therefore will not be given a chance to sympathise with the women. At the end of the poem the man has a dream and when he wakes up and the women is gone. This part makes us sympathise with the man because we think the woman without mercy has used him. At the end of the poem he is as sad as he was in the beginning. And the dull surroundings have returned, Though the sedge has witherd from the lake. He seems to be alone and loitering in the end as he was in the beginning. But I dont think it is totally the womans fault because he was a passive victim and he followed her as she led him. We may think that he is a victim of a supernatural person as she is often described like this. But when you think about it she hasnt committed a crime. She did make him happy even if she it for a while and you cannot tell that she was happy herself. She seemed to lead him instead of the other way round She took me to her elfin grot overall I dont think the writer creates sympathy for only one person but for both but it depends on how you view the poem.

Early childhood care and education

Early childhood care and education The purpose of this essay is to first of all analyse the historical and political underpinning of social injustice of early childhood education. Then, I will define cultural identity and demonstrate awareness of the ways in which childrens cultural identities impact in both their access to early care and education and any benefits they may gain from it. Then I will examine my own practice in order to address inequalities there and finally critically evaluate a wide range of research related to this topic. Early childhood care and education has apparently been based on an important topic such as social justice. It has mainly focused on children from poorer backgrounds, and been directed by two theories right from the beginning. The first is that the home is the main environment for care and education of children to occur, this is provided by the parents, siblings, relatives and family friends. The second option is an early years environment where children are taught through forming positive relations and learning experiences which will help them to be good and law abiding members of their society. Nevertheless, because the perception of the poor was that they were not just coping with poverty; they were also thought of as been deprived of their social and cultural aspects of their lives. This instigated the provision of nurseries outside the homes with the view of providing quality care for the children (Bloch, 1987). According to Cater and Goodwin (1994) there are three paradigms which have to be considered when exploring the social, economic and political history of early childhood care and education? These are the inferiority paradigm; the deficit or cultural deprived paradigm; and cultural difference paradigm. The inferiority paradigm is based on speculation that a certain race is genetically and biologically inferior to the white race. The culturally deprived paradigm is composed of racial, cultural, linguistic and socioeconomically diverse people to a white middle-class. The cultural difference paradigm is based on the influence of cultural differences on the lives, experiences and identities of diverse groups in ways that make them very special. All three paradigms have contributed to the preparation and running of the early years curriculum and early childhood policies. The inferiority paradigm was evident in the 18th and 19th century when the curriculum focused on spiritual salvation and moral development during Sunday schools, infant and primary schools where the poor and deprived children attended (Bloch, 1987; Nourot, 2005). This was to mould and shape the children to be law abiding citizens as those in charge of the institutions felt the mothers were failing them in their nurturing. Church missionaries funded crà ¨ches to assist the influx of immigrants from mostly Africa. In addition, Tyack (1974) informs us that these early years settings were run by rich white business men who held a view of certain morals so they used Christianity to glorify the study of values of dead rural traditions. The 1960s saw the war on poverty as a sign of the culturally deprived paradigm. This was because sociologists put forward a suggestion that it was in the best interest of the child to gain experiences at school as the home environment was not conducive. They therefore proposed that educators should create experiences in schools that would counter the effects of deprivation Cater Goodwin, 1994, p. 298). The cultural difference paradigm was picked up on by scientists in the early to mid 20th century. They raised issues to the fact that being of colour does not mean one is mad, but they are aware of the importance of their beliefs that clearly defines their culture. Multicultural education and the means of teaching cultural awareness are examples of cultural difference paradigm. The two actions did awaken practitioners in the field of childcare with regards to the awful treatment the children of colour have endured and that by accepting and bringing together their culture into the curriculum can improve and benefit them in their learning and achieving success (Carter Goodwin, 1994). Consequently, these paradigms have influenced development and how services are offered to children today. Needless to say in the 21st century the effect of childcare though is child- centred, there is still interest on the disadvantaged who need policies to improve their lives, hence the Green Paper Every Child Matters (DfEE, 2003b). This is to ensure every child reaches their full potential by being safe, enjoy and achieve, economical well being, make a positive contribution and being healthy. Furthermore, the introduction of the Special Educational Needs Code of Practice and Special Educational Needs and Disability Act ( DfEE, 2001) which deals with identification assessment and provision in the early years education settings all of which are expected to have regard to the Code of Practice. Another policy which has swept the UK by storm has been from the influence of Reggio Emilia from Italy and Te Whariki from New Zealand which has had some influence on the Early Years Foundation Stage. More so the Te Whariki as it also a government led initiative intended to work with children of diverse groups. Its take on holistic view of the child and empowerment of the child and family and the fact that the family is at the heart of the well-being of the child has captured the mind of the UK government as they seek ways of improving childcare and education in Britain. Britain is and has always been a multicultural society, which is evident as before it became United Kingdom. The history of slavery confirms that Africans were in Britain before the arrival of the Anglo-Saxon (Fryer, 1984). India was also associated with Britain over 10,000 years (Visram, 1986). Due to mass immigration from many parts of the world children come from diverse backgrounds into nurseries and schools. It is therefore very important that practitioners first of all learn to respect these children and then teach them to respect each other irrespective of disability, gender, skin colour, religion and beliefs or economic background. It is crucial that practitioners see children as part of society because they are vulnerable and need adults to care for them, value and protect them. This can be addressed when early years practitioners work in partnership with parents. The research of Siraj-Blatchford (1996) for the United Nations Educational, Scientific and Cultural Organisation (UNESCO) believe in schools having close contacts with parents. In my previous school, we made home visits before the children start in order to meet with the parents of the prospective child and the rest of the family. This is an opportunity to chat informally and gather information about the child, likes and dislikes in terms of food and things they like to do or not, as well as any medical concerns, dietary requirement and many more. It is also an opportunity to learn about the childs culture and language used at home and to make an initial assessment of what they are capable of. Above all this is the time when the practitioners and parents or carers establish mutual trust and identify any infringing barriers which can upset the childs development. Even though the nursery has an open-door policy for the parents to visit whenever without prior arrangements, if they take the initiative unannounced the teacher in charge gets cross which instantly creates a barrier and it goes against the policy. According to research children learn about their feelings from the way people treat them. If children are treated with love and respect, they gain a positive feeling about themselves and like to please the adults in their environment and work hard to be successful. However, if on the contrary they are treated poorly or know the adults in their environment do not appreciate their presence, they will feel down and have low self esteem and not make any attempt of striving to achieve anything in their lifes but see themselves as failures. This is in relation to my presentation regarding is my setting inclusive of children with social emotional and behaviour difficulties. Before children start nursery or school they have developed a culture in their homes where customs and traditions have been part of their lives so as practitioners we have a duty to know of the various cultures they come from. What is culture? It is about attitudes and values underpinning patterns of tradition and custom which determines everyday aspects of life, such as: role of men and women, bringing up children, language, how we eat, wash and care, furnish homes, religion, dance, music, art, literature, festivals and attitude to death and dying (Griffin, 2008). As culture is of great importance to the children and their families, we can unconsciously or without thinking create problems for the child through ignorance of the exact details regarding maybe their religion and other aspects of their culture. Therefore, we as early years educators have to be aware of the legislations and guidance which set out the framework of our responsibilities. An example is the Race relation Act of 1976 which is aimed to protect people from being discriminated against. Next, is the Childrens Act 1989 and Care Standard 2000 which set out for the registration and inspection of early years provision. The Equality Act 2006 made it illegal to discriminate in providing services based on the ground of religion. Subsequently, the Childcare Act 2006 requires an effective implementation of policies on equal opportunities and how a nursery is advocating diversity and differences. Children have basic human rights which according to Maslows hierarchy of needs are food, water, shelter, love and care, safety and protection. Because children have not got a voice they need other forms of protection as they are vulnerable and unable to ensure those who care for them take the responsibility to keep them safe. Notably the UN Convention specifies the rights of the child with regard to childcare and education that, children have the right to be with their family or those who care best for them, to provide enough food and clean water for their needs, adequate standard of living, health care, to play, kept safe, special care and training, not used as cheap workers or soldiers and to have a right to free education. In order for children to learn and develop well the provision has to adhere to standard 18 of the Guidance to the Standards for the award of Early Years Professionals Status (EYPS) which states that; EYPs commitment is to having strategies in place to meet the needs of all children, advocating for and upholding their rights and actively promoting equality of opportunity and anti-discriminatory practice. These are key to improving outcomes for children. In support of children to have admission to a quality provision there has to be equality of opportunity policy in place which will outline the admission criteria. This means opening up the right of entry for every child and their family so that they can make a full contribution in the educational settings. It is therefore important for practitioners and early years workers in every establishment to work according to the principles of equality and inclusive practice; these should be at the focal point of every setting. Seeing that early years workers are responsible for ensuring equal opportunities within their educational settings, it is very important that we support the children in our care to have the need to feel they belong in the nursery, as it is often the first establishment the child joins. Subsequently it is fundamental that the families are made to feel welcomed and to experience a sense of belonging. The Early Years Foundation Stage (EYFS) say, All families are important and should be welcomed and valued in all settings. In practice this is evident on entering the main entrance of the school I work at, there are displays of welcome posters in all the languages spoken by the children who attend. There is always a member of staff to greet the children and their parents on arrival; this gives them an opportunity to discuss any concerns or a share interest of their child. Equally during registration the children are encouraged to respond to their names in their first language. Furthermore, the school encourages parents of children in the upper years to befriend the newly arrived through the organization of coffee mornings or after school activities. This is organized by the EAL (English as an additional language) teacher. Due to the diverse and multicultural society we find ourselves in it is important that we all learn to appreciate, understand and respect the different cultures and religions these children and their families bring to the school or nurseries. We need to reflect on the various cultures and a multilingual approach in the environment the children are in. A typical example is that of my school where there are displays on the walls in the hall of flags of the various countries where these children come from. Similarly each child in the school has painted their portrait along the corridor which depicts the diverse nature of children who attend the school of their uniqueness and individuality. Each day of the week has a specific music played as the children enter the class to associate it with which day it is. On every Monday the music played is Disney, Tuesdays is Caribbean, Wednesdays is Classical, Thursdays is Asian and Fridays is African music. Also in the home corner of the nursery are dressing up clothes from different cultures, variety of food from different countries as well as pots and pans, chop sticks, wok, calabash and many more artefacts of other cultures. Children who are Bilingual are supported through the use of Makaton, Pecs and picture time tables, object of reference and use of key words from their first language by staff. The nursery has cookery sessions once every week where by the children are introduced to food from around the world. During the month of the Chinese New Year the children visit the Chinese supermarket to purchase the cooking ingredients required to prepare a stir-fry, which is a type of dish from the Chinese community. In the shop the children get to experience all the different vegetables and fruits that come from China. The school supports the various cultures in the school through celebration of festivals. During the festival seasons the school and nursery participate fully by engaging the children in various projects. Two years ago when we had some children from the Chinese origin in the school, we put on a show of a dragon parade around the school grounds. There was a build up to this occasion as the children made and decorated the dragon. Parents were invited into the school to tell stories about the celebration of the Chinese New Year and support the children with art and craf t, and read a story in Chinese during assembly. Last year all Waddon schools celebrated black history together, with each school choosing an activity to plan and execute. The representatives of my school chose to prepare food with the children to give them the experience of some African dishes. Some of the schools did art and crafts, whilst the others engaged in African dancing. A member of staff read an African folk story to the children during assembly. I was selected along with a colleague as are both from Ghana, to organise the cookery session. It was great fun as the children engaged in the activities with excitement. This took place in the hall because there were more children to accommodate. Nearly half the group were from either from Africa or the Caribbean or of mixed heritage, they felt confident to discuss the dishes which they were familiar with, with their peers. I feel this type of initiative brings everybody in the community together and broadens the childrens horizons as the activity involves hands on. However I fe el that a similar activity should be provided for the other cultures so that the children do not perceive that one culture is more superior to the other. Although the nursery I work at is part of the school, it for children with special educational needs, their abilities vary from physically able to wheel chair users. The children are taught to value each other and those more able bodied are challenged with responsibilities to support the wheel chair users. All the children have access to the same activities however there are differentiated to accommodate the needs of every individual child. During physical education, children who are not mobile will be assisted in floor activities such as bouncing on a ball or gently rocked in a fabric or receive exercise prescribed by Occupational Therapists. According to the Early Years Foundation Stage, Every child is a unique individual with their own characteristics and temperament this relates to a particular child who was expelled from a day nursery he attended prior to coming to us. He was deemed challenging, a danger to himself and his peers. When the other members in my nursery read his report and made a home visit they built up misconceptions that he would be a challenge from the behaviour they saw. However, after making close observation of him I realized what he needed desperately was lots of emotional support. This could be because there was problem at home as well as been told off by practitioners who did not see his needs but just thought he was a liability, not forgetting their attitude toward him may have made him feel insecure and that the only way he knows how to get attention was to be on his worse behaviour. The nursery worked with him to gain back his confidence and self esteem through listening to him, acknowledging his needs and making sense of his gestures and providing him with the right support he needed. In a matter of weeks this child had gained self esteem and now imitating the role of the teacher caring for his less mobile peers. He is now a competent signer as can now make his needs known through that instead of exhibiting negative behaviours. Language is a powerful tool, in order for practitioners to use a language which will rid us of discrimination and prejudices we have to turn to the work of theorists to assists us to reflect on our practices. The work of social justice enables us examine the way we use language and that of our colleagues to bring about fairness in our settings. This will require equal treatment and devotion on the part of every practitioner as well as to be able to reflective on incidences which otherwise could have being tackled better. How would you feel when you have a strong feeling of someone not liking you and whisper remarks to their colleagues about you or make unconscious gesture? Dont we have an ethical obligation to these children? Or think for a moment how they feel? As practitioners we must always strive to show dedication in our roles by promoting social change in using language of fairness and respect then we will be providing a safe environment for the children in our care. Notably Fe nnimore (2005) brings to our attention that language is undoubtedly a very powerful instrument for social justice which is at the hands of every early childhood practitioners. The placement where I am doing my work placement has nearly half the class of black African and Caribbean origin; however the employed staffs do not reflect the community. This does not matter if they are working with the children to reach their full potential. Even though all the children seem to cope, I have noticed the children of colour were missing out on a role model. This is evident as when I am there, some of the children of colour come to me and request to play with me most of the time. Furthermore, I have realized the books and puzzles do not reflect the community either. This is a big surprise as the manager has children of mixed race which should give her incentive to providing the nursery with a wide range of books and wide range of resources. Alternatively, I am impressed with other aspects such as the stock of African drums which was supplied to the nursery through a form of grant. However, to my dismay the staff will not join in play with the children, even though each and everyone have been trained to use the drum. Similarly, I feel that some of the employees are not devoted to the roles as they spend most of their time chatting amongs t themselves. The only interaction I have witnessed is during focus activity, when they have to tick boxes to evident an accomplishment. I do not feel they treat their jobs seriously; instead they treat the nursery as a social environment. According to Vygotsky children learn with the support of an adult or an older child who foster the development of knowledge and ability to interact which will benefits the child. Nevertheless children in the nursery are left on their own to explore by themselves. The only contact these children receive is during activity sessions which are very brief. I have also discovered that these children are not encouraged to take risks during play as they are quickly stopped by the staff. The EYFS on the other hand says that children should be given opportunities to take risks and make mistakes. In order to provide a successful inclusion of children, there has to be an intervention which will take on board the holistic needs of children as well as working in partnership with parents and multi-agencies. Most importantly there has to be adequate training given to the staff, the ratio of children and practitioners has to be considered carefully, enough provision of necessary resources and equipments, but above all everyone willing to commit fully in their roles and to work as a member of a team. Inclusion is possible if we all discard prejudice and embrace everybody irrespective of who they are. Research from the UEA and NCB (2007) and Edward et al (2006) have provided evidence to support that Childrens Trust Pathfinders and Childrens Fund interventions have produced better inclusion of young people with disabilities through fun and safe places to interact, resulting in increased sense of community among the children and young people as well as improved access to schools, mainly for refugee and asylum seeking children and a reduction in children taken into care. The other strategy which is early intervention means when problems are detected in its earlier stage, it is dealt with promptly. This can be related to the child who was expelled because the staff did not work hard in finding what issue he had which made him behave the way he did. But once identified he is one of the loveliest children I have known. In conclusion I have explored the history of multiculturalism in Britain and the research paradigms that have underpinned early childhood education. Equally I have explored practices in my previous employment as to how policies are affecting the settings or not.