Education Role in the United States Essay Example for Free

Training Role in the United States Essay Since the commencement of our country, training has assumed a significant job in the United States. Republican and Democrats can both concur that training is total important in out nation. As of late, the government has assume responsibility for the states obligations. The instruction framework was first set out for the states duty however the government has taken over.so, with educaiton being the one of the polices in the plan, george bramble passes the No Child Left Behind act. This law was placed into influence to ensure that all understudies are discovering sucess in school. while, this demonstration has an intantion the actâ had fizzle and has really caused hurt than great.

Learning to Lead Change Free Essays

Figuring out how to Lead Change†¦ â€Å"The easiest meaning of leadership† says Peter Senge, of learning association acclaim, â€Å"is the capacity to create change. † Does your association need to assemble change authority ability? There’s a major accentuation now on administration, not simply ordinary administration abilities. One explanation is a developing acknowledgment that in the midst of progress, when frameworks are precarious and fates are dubious, it’s pioneers we need †not chiefs. We will compose a custom paper test on Figuring out how to Lead Change or on the other hand any comparative theme just for you Request Now At the point when you come it down, administration itself is to a great extent about driving individuals through change. Pioneers are the key drivers of progress. They assume a basic job in planning individuals for it, and afterward driving them through it. Regardless of what your particular occupation, administrators wherever now should be more change-proficient. Associations these days anticipate that individuals should step out of their useful job and handle an impressive exhibit of changes as a feature of their day by day work †frequently with little groundwork for it. In a word, we as a whole need to become change pioneers. Regardless of whether you present the change †a superior strategy, a help conveyance improvement, upgrading work, consolidating work units, planning another product offering or presenting another bit of innovation †or whether it’s forced on you, the capacity to oversee change and get it going quickly and easily is one of the keys to hierarchical essentialness, restoration and achievement. What's more, figuring out how to lead change is one of the basic abilities that underscores fruitful usage. To be able to: Identify when change is required and continually fabricate their own and other’s ability to learn, adjust and change Translate change activities into working dreams and procedures staff discover intelligible and need to sign onto Design practical working environment change and improvement techniques individuals can work with Communicate unmistakably about change in manners individuals can comprehend Reduce vulnerability and convert uneasiness, refusal and opposition into productive change vitality Build energy, make duty, get individuals enthusiastically mode at that point encourage them through change Many supervisors ignore the need to create change capacities in themselves or in others. Their suspicion frequently seems like this: ‘I’ve been dealing with this association for quite a long time †so I absolutely realize how to transform it! ‘ What associations every now and again neglect to see is that the aptitudes to fabricate change aut hority capacity are altogether different to those expected to deal with a business in ordinary operational mode. Regular administration abilities, sound as they might be, simply don’t convert that effectively into successful change authority capacities. New aptitudes are required yet relatively few see this. Back to top Key practice territories for empowering change†¦ Here’s a rundown of key practice zones for empowering change†¦ They between associate. Changes in a single move through to all the others†¦ Learning to Lead Change: Put just authority is often about driving individuals through change. Pioneers are key drivers of progress and initiative learning should concentrate solidly on the basic job pioneers play in getting ready, and directing individuals through change so as to make change pioneers †those with the capacity to impart plainly about change in manners individuals can comprehend, shape a dream they can sign onto, gather speed, make responsibility, get individuals without hesitation and afterward encourage them through it. Encouraging Change: is a job for both change pioneers and groups. It includes being equipped for driving group exercises, receiving a help job to lead change groups and moving from mental models of ‘managing’, ‘organising’ or ‘controlling’ to being facilitators bearing setters. Utilizing Culture: Very little changes except if the way of life it’s occurring in gets tended to †the propensities, suspicions and shared mental models conveyed without anyone else and others. This includes detecting the present culture, surveying how steady or not this is for change results you imagine and figuring out how to use and work with the way of life to get these change results. Advancing Change Participation: Promote contribution in and obligation regarding overseeing change forms. Our inclination for support depends on perception and experience that on the off chance that you include others in mutually figuring out what and how to transform, it is bound to be effective than forced change. This includes working out approaches to include individuals †both support inside your change group or target gathering and with partners outside it. Building Change Capacity: What limits do we have to work so as to change effectively? This incorporates singular abilities, apparatuses and disciplines you and your change group needs to create change empowering limit and the assets expected to help change †unmistakable and ‘in’. It likewise includes assembling longer term change ability by installing great practices in the work/learning propensities for individuals affected by changes. Frameworks Redesign: When things change, old work frameworks, procedures and techniques need to change as well. One explanation change fizzles is an absence of expertise or refusal to change old work designs, frameworks, structures and mental models that disrupt everything. At whatever level, change pioneers continually search for progressively inventive, proficient and adaptable methods of re-arranging work procedures and strategies to address ever-changing improvement difficulties. All change heads need to figure out how to be frameworks redesigners. Change Leaders need Tools: Without devices, managing thoughts remain un-actioned. Pioneers need new instruments and procedures to make a positive commitment to these progressively adaptable and liquid types of learning on the off chance that they are to utilize figuring out how to change and react all the more rapidly to progressive change difficulties. Our authority learning underscores being straightforward about the devices we use and infusing explicit learning devices into the change training/activity learning process for individuals to give it a shot and examination with. Checking Change: This includes creating approaches to tell whether genuine change and improvement has occurred; recognizing markers and procedures to assess whether our change activities and procedures have had a genuine effect and refocus if changes aren’t working. Instructions to refer to Learning to Lead Change, Essay models

Sample TOEFL Multiple Choice Essay Qualities of a Good Boss

Sample TOEFL Multiple Choice Essay Qualities of a Good Boss Sample TOEFL Multiple Choice EssayThe QuestionThe people we work with have many different characteristics and all of them affect the quality of our time at work. Of the following, what do you think is the most important quality for a boss or supervisor to have?a serious attitude about their worka lot of related experiencea tendency to always tell the truthYou may choose more than one. Use specific details and examples in your answer.Special Offer: TOEFL Essay Evaluation and ScoringYou can now sign up to have your practice essays evaluated and scored by the author of this page. This service is a great way to learn how you will do before test day and how you can best prepare for the big day. Sign up today.The Sample EssayPeople today spend an enormous amount of time at their workplace, and how much they enjoy that time reallydependson the attributes of their supervisor. I am of the opinion that there are two main characteristics of a good boss, which are his attitude and his experience . I will explore these two factors in the following essay.First of all, we are more likely to learn from a supervisor who is very experienced in their field. When we are just starting out in our career we absorb new information like sponges, and even older workers can learn from supervisors who have a lot of related experience. My own personal history is a compelling example of this. When I began working as a teacher ten years ago, my supervisor, Simon, had been working in education for more than ten years. I was just out of college and knew very little about creating effective lesson plans, engaging with students or even how to complete my paperwork. Simon took the time to show me what he had learned over the previous decade, and therefore I was soon able to keep up with my office mates. In contrast, when I moved to a new school earlier this year, my supervisor actually had less experience teaching than I did. Moreover, when I struggled with certain aspects of my job, he couldn’t suggest ways to improve. As a result, my professional development slowed down.Secondly, a serious boss is more likely to maintain a positive office environment. This is because they encourage the people under them to act professionally. For instance, my sister once told me that her first job was difficult because of how toxic her office was. Workers often gossiped, tried to avoid doing their duties and even arrived late. This was acceptable because most of the supervisors in the firm behaved in the exact same way. My sister was miserable because she prides herself on her diligence and her ability to complete her tasks with care and enthusiasm. If her bosses had been more serious, this would not have happened.In conclusion, I believe that experience and seriousness are the hallmarks of a good supervisor. This is because we can learn a lot from a knowledgeable boss, and because employees will strive to emulate a supervisor who acts with professionalism. (387words)Note:This is a sampl e TOEFL independent essay written by a native speaker. It follows our TOEFL writing templates for independent essays. If it is useful, please remember that we havemany more sample essaysfor you to read!

Academic Achievement - 7009 Words

1 Text 1-1 1.1 1.2 Academic Achievement This unit will help you: use your prior knowledge to help you understand what you are reading; practice reading for a specific purpose; make decisions about the relevance of a text in terms of reading purpose; read selectively in order to use appropriate information from the text. †¢ †¢ †¢ †¢ The topic of this unit concerns factors that may lead to improvement in academic performance among students. It is based on three major research projects carried out in the United States. The influence of class size on academic achievement (157–159) Task 1: Predicting text content Think about what factors can have an influence on the academic achievement of the students in a school, college, or†¦show more content†¦The following activity will provide practice in this important skill. 5.1 Look at line 119 of Text 1-1. What information or idea in the text do the words these findings refer to? a) The US Department of Education b) The National Assessment of Educational Progress c) Project STAR Study tip An effective reader makes use of referencing in a text to gain a clear understanding of what the author wishes to convey. 20 English for academic study Academic Achievement 5.2 What other words or phrases (lines 119–148) refer to the same data? a) b) 5.3 (line number (line number ) ) 1 What reasons do the writers give for ignoring the data? Complete the list below, using a similar note form. a) b) c) d) e) 5.4 What factors, according to the writers, made Project STAR better than other poorly designed studies? Complete the list below, using a similar note form. a) b) c) d) e) Text 1-2 A case study: Shining star (p. 160) Task 6: Reading a text for closer understanding (1) 6.1 What general point is made in the first paragraph of Text 1-2 (lines 1–11)? Find a short phrase that best summarizes this conclusion. Reading Writing 21 21 6.2 In the second paragraph, which of the following benefits of smaller classes do Finn and Achilles (1990) identify in their review of the project? Answer true or false and add the line number from where you found the answer. a) BetterShow MoreRelatedRelationships Between 5 After School Activities And Academic Achievement Essay776 Words   |  4 PagesCritique â€Å"Relationships Between 5 After-School Activities and Academic Achievement† Psych 103 Prof. Cornelia Rea October 22, 2016 Logan Roberts The article â€Å"Relationships Between Five After-School Activities and Academic Achievement† by Harris Cooper, Jeffery C. Valentine, James Lindsay, and Barbara Nye, was published in the Journal of Educational Psychology in 1999, and it delves into how various after-school activities impact academic performance. Specifically, the study researched how homeworkRead MoreSocioeconomic Status and Academic Achievement2509 Words   |  10 Pagesin students’ community have a strong impact on academic achievement. For example, English (2002) found that approximately half of the difference in test score can be attributed to demographic factors such as income, parents’ education attainment, and urban influence, rather than the schools (Lubienski, 2002). Low SES can have a negative impact on American children’s educational attainment. Poverty can explain 15% of the deviation in student academic performance in the United States. Although theRead MoreAcademic Achievement Of Graduate Education1116 Words   |  5 PagesMany undergraduate nursing programs aim to fulfill many pathways into the nursing career while inspiring early achievement of graduate education. The undergraduate programs share multiple commonalities, the differences are visible in the structure of the courses structure and the contents (Billings Halstead, 2016, p. 135). The first curriculum model of training created in the late nineteenth and early to mid-twentieth centuries was the Diploma programs. At first the program was associated withRead MorePeer Pressure Towards Negative Behaviour and Classroom Quality Effects on Academic Achievement2678 Words   |  11 Pagesof behavior and achievement through peer pressure and classroom quality (Adams, Ryan, Ketsetzi s, and Keating, 2000). The main question the researcher is curious is about understanding the effects of environmental factors towards children. How could peer pressure affect the behavior of children; and to what extent does it influence children? What about the quality of classroom and how can it be applied to maximize and promote better conditions for children in academic achievement? It is believed thatRead MoreEssay1013 Words   |  5 PagesThere are multiple educators who analyze learner’s strengths, capabilities ahead of distinctive modifications and accommodations. The ensuing present level of Academic achievement also functional performance (PLAAFP) will include Ana capabilities, evaluation, achievement in classes, impact of vocabulary, lifestyle, also family background. Additionally her strengths, preferences, interest in nonacademic areas; along with any other relevant issues. Read MoreEssay1013 Words   |  5 PagesThere are multiple educators who analyze learner’s strengths, capabilities ahead of distinctive modifications and accommodations. The ensuing present level of Academic achievement also functional performance (PLAAFP) will include Ana capabilities, evaluation, achievement in classes, impact of vocabulary, lifestyle, also family background. Additionally her strengths, preferences, interest in nonacademic areas; along with any other relevant issues. Read MoreAcademic Achievement - Document944 Words   |  4 PagesIntroduction: Academic Achievement is the most important skill in every student’s life. It helps us to discover more about the theories and certain known facts and also to develop our personal growth. Academic study is a way of exploring, addressing and expressing ideas and a way of communicating results and enjoys learning. The aims of Academic Study are to focus in becoming a well qualified degree holder, developing skills, knowledge and even to enjoy learning. It requires hard work, self-disciplineRead MoreStress And Academic Achievement Between Blue Ribbon Schools Vs. Non Purple Ribbon School1433 Words   |  6 Pages Stress and Perfectionism in Academic Achievement Between Blue Ribbon Schools vs. Non-blue Ribbon Schools Erin Altenberger Northern Kentucky University â€Æ' Abstract â€Æ' Stress and Perfectionism in Academic Achievement Between Blue Ribbon Schools vs. Non-blue Ribbon Schools Damian, Stoeber, Negru, and Baban (2014), describes perfectionism as endeavoring for flawlessness and setting extremely high standards for oneself. There is not just one type of perfectionism; there are in fact threeRead MoreGender, Contingencies of Self-Worth, and Achievement Goals as Predictors of Academic Cheating in a Controlled Laboratory Setting1010 Words   |  5 PagesContingencies of Self-Worth, and Achievement Goals as Predictors of Academic Cheating in a Controlled Laboratory Setting† Study Objective: In this research, experimenters were curious as to see how gender differences related to cheating. Based off this the experimenters further evaluated how competition and virtue played an affect on how little or how much one might cheat. As noted in the title, â€Å"Gender, Contingencies of Self-Worth, and Achievement Goals as Predictors of Academic Cheating in a ControlledRead MoreDiscipline And Their Effectiveness On Academic Achievement Essay833 Words   |  4 PagesDiscipline Referrals and their effectiveness on Academic Achievement Introduction Do using discipline referrals as a frequent classroom management philosophy increase student achievement scores? In today’s schools there are many theories about how to effectively handle a classroom. Teachers are given options across the educational discipline spectrum, but ultimately are given the choice about how to effectively handle their own classroom management. One potential step in handling classroom discipline

A New School - Original Writing - 1798 Words

I walked into a new school, in a new town. I was barely seven years old and I didn’t know what life is going to be like from there on out. Loaded down with pencils, paper, and pages one to one hundred of the Crayola catalog, I wandered into the big brown building and down the pale blue halls to find my classroom. I stumbled upon the room labeled 2E to find a score of other children talking about how the summer went and where they went on vacation. A petite young teacher walked over to greet me and my mother; she directed me to my desk and sat me next to a young girl. The seats were labeled in alphabetical order: Guerrero, Hobbick, Hodges. The girl seated next to me bubbles with excitement and asks me my name, saying she’s never seen me†¦show more content†¦A once pleasant, friendly girl was now irritated and annoyed that a foreign boy had invaded the space between her and her best friend. I stood isolated and alone in the big room surrounded by strangers while the two chattered around me. â€Å"Lindsey, Casey, it’s the first day. I do not want to separate the two of you already.† The two girls looked at the rubber floor and turned to the boy who had made them speak louder than they needed to before. The two girls saw only a barrier between them, a 38th parallel of friendship stood between them. The young girl who once greeted me with a friendly smile, now wanted nothing to do with me. I stood surrounded by other students, but I was alone in unfamiliarity of the new school. Five years went by, and life was no longer solitary; it was fun again. I knew everybody there, and people liked me now. However, I didn’t know what seventh grade would bring with it. And, what it did bring was the best thing to ever happen to me. The little girl who shot icicles through me on my first day became my best friend. She’d grown up just like I had and a mild friendship grew with us. One late night in December, I sat in my bedroom of the old country farmhouse. The house had no central air conditioning so the thermometer crept further and further toward fifty degrees on those cold winter nights. As I sat in bed looking through my phone underneath all of the blankets. I found the girl’s number and grounded up theShow MoreRelatedMy New School - Original Writing1890 Words   |  8 PagesI finally stepped into my new school, in an unfamiliar town. I had just turned seven years old and I was unsure about what life is going to be like from there on out. Loaded down with pencils, paper, and pages one to one hundred of the supplies from the Crayola catalog, I wandered into the towering brown building and down the pale blue halls to find what would be my classroom for the next nine months. 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However, as you got older you probably realized that you used the skills you learned in English almost every day. From writing reports, to presenting, to job interviews, English skills remain relevant, and necessary throughout life. What if English classes began focusing on real life skillsRead MoreFilm Analysis : Finding Forrester1274 Words   |  6 Pagesfirst draft with your heart. You rewrite with your head. The first key to writing is... to write, not to think† (Finding Forrester (2000)). A powerful quote to that accurately depicts the powerful storyline of 2000 drama film, Finding Forrester. Set in modern-day New York City, Jamal Wallace (Rob Brown), a sixteen-year-old child genius is faced with the challenge of choosing academics or playing basketball at his remedial school i n the Bronx. Jamal internal conflict is answered by socially awkward,Read MoreThe English Language Arts Curriculum1453 Words   |  6 PagesLanguage Arts Curriculum Essay Do you remember being in high school and always wondering how the things you learned would ever be useful in the real world? This thought probably occurred very often in English class, while reading Shakespeare and learning to write research papers. However, as you got older you probably realized that, although you may not quote Othello regularly, or write Facebook posts in iambic pentameter, you did use the writing and presentation skills you learned in your professionalRead MorePortfolio Reviewers : My Experience Before English 2201 Essay1294 Words   |  6 PagesPortfolio Reviewers: My experience before English 2201 in intensive. I walked across that stage in high school because I completed my senior project. In order to graduate, you had to earn a certain overall grade for the project. I based my research off the argument that video games do not cause violence in adolescences. Stakes were so high; I was left with no choice but to try my hardest to apply my intuition and energy into this project. I had a brief semester to manifest a 12-page paper, and aRead MoreThe English Language Arts Curriculum1446 Words   |  6 PagesLanguage Arts Curriculum Essay Do you remember being in high school and always wondering how the things you learned would ever be useful in the real world? This thought probably occurred very often in english class while reading Shakespeare and learning to write research papers. However as you got older you probably realized that although you may not quote Othello regularly, or write facebook posts in iambic pentameter, you did use the writing and presentation skills you learned in your professionalRead MoreWhy Plagiarism Is Be Unethical And Immoral919 Words   |  4 PagesHow to Avoid Plagiarism in Professional Writing Professional writing demonstrates critical and creative thinking based on knowledge experience and research. When conducting professional writing it is important to avoid plagiarism at all cost. All schools have a plagiarism policy. For Union University in specific, plagiarism is listed under their Academic Integrity page and it states that not knowing is not an excuse. Plagiarism is considered to be unethical and immoral regardless of who commitsRead MoreAvoiding Plagarism737 Words   |  3 Pagesacts by a writer to use the exact words from the reference and present them as his or her original thought. Plagiarism usually occurs when the writer has been asked to do a research on a certain topic. In this case, after the writer has identified the best or most suitable reference that suites the question, he or she writes the exact words that the author has used in the reference or source as his original reflection, suggestion or view (Brandes, 2012). While there is nothing wrong w ith using otherRead More Plagiarism and the Internet Essay683 Words   |  3 Pages Plagiarism and the Internet A recent study of 500 middle and high school students by Dr. Donald L. McCabe, Rutgers professor and authority on academic dishonesty, revealed that half the students felt it was okay to have parents do their homework. Plagiarism is an extremely controversial issue, whether copying other students work in grade school or getting information from a document on the Internet, plagiarism plagues the minds of the youth of today. The question is how far will students take

A Story of Three Progressives Free Essays

string(67) " and more than likely offers little or no intrinsic satisfactions\." A Story of Three Progressives Three classic theorists, Karl Marx, Emile Durkheim, and Max Weber have discussed and analyzed the complexity of modernization. Modernization is a broad concept that refers to major social changes which occur when a pre-industrial society develops economically and the workplace shifts from the home to the factory (industrialization), people move from farms into cities where jobs are available (urbanization), and large-scale formal organizations emerge (bureaucratization). Each of these sociologists have developed major theoretical and methodological statements on the topic of modernization and many of their theories that were made a century or two ago still hold true today. We will write a custom essay sample on A Story of Three Progressives or any similar topic only for you Order Now Beginning with Karl Marx, an extreme revolutionary of the 19th century, he argued that modernization is an ascendancy of industrial capitalism. His idea of modernity was shaped by three developments in history: the French revolutions of 1789 and 1848, the industrial and agricultural revolutions in Britain, and the collapse of the church’s intellectual credibility. Despite living his life when most of Europe was still agricultural and artisanal; most European states were still dominated by monarchical power; and most Europeans still went to church, Marx understood industrial labor and some of its future effects. Marx depicts modernization as a capitalist society working as a system, in which each group or individual works to fulfill the need of another. As soon as an individual enters a capitalist society, he is socialized into a certain role or behavior which fulfills the needs of that society (role meaning either a proletariat or a capitalist). For instance, if an individual is a proletariat he must work for a capitalist to satisfy the needs of the society. (cite communist manifesto somewhere). This division between the proletarians and the capitalists are enforced for the benefit of the owners so that they can exploit the working class for their own means, but the working class does not resist because this system has become normalized. The two classes work as a â€Å"team† and through a hierarchy create a productive society. Overall, Marx thinks of modernization as a world where individuals rely on each other to function, and each individual is assigned a role. Next, Emile Durkheim stressed that modernization involves an increased division of labor (specialized economic activity), and a shift from mechanical to organic solidarity. This academic discusses division of labor as a necessary tool for a productive society, but it is also a natural occurrence. Durkheim proceeds from the concept that the division is an organic outgrowth of a society in which different people have different interests and skills. Therefore, a society in which individuals specialize in producing a good or service will be more efficient than a society that is generalized. Durkheim’s view of modernization explains that iindividuals no longer perform the same tasks, have the same interests, nor necessarily share the same perspectives on life. But, Durkheim makes it clear that this does not cause a society to fail or disintegrate, instead organic solidarity is formed. Similar to the organs within a body, individuals perform certain specific functions, but rely on the well-being and successful performance of other individuals. If one organ fails, the rest of them fail as well. A body, or in this case a society, cannot function at all if one part crumbles. This reliance upon each other for social (and even physical) survival is the source of organic solidarity and the modern world’s interdependency in a society. Lastly, Max Weber analyzed modernization as the replacement of tradition with rationality. He felt that society will become more complicated, specialized, professionalized, and stratified in the modern world. Prayer and religion will no longer be aspects that fix and/or help solve problems. Science will be the rational way of thought and will be the dominate way of finding a solution. Specialization will result in professionalism, which in turn will bring more order to the modern world as every segment of every job will have a â€Å"specialist†. In general, modernization to Weber meant society will be controlled by managers and experts, and rationality will dictate the way of life. Each of these theorists have strong opinions on modernization and developed what they believe will be the effects of it in the future. Between Marx, Durkheim, and Weber, various theoretical arguments have been made, each being extremely progressive thoughts for the time period they lived in. Karl Marx thinks modernization leads to both good and bad outcomes. One outcome modernization leads to is alienation. Marx believed that alienation is a systematic result of capitalism, in which both the capitalist and proletariat become isolated. This theory is based upon his observation that, in emerging industrial production, under capitalism, workers inevitably lose control of their lives and selves in not having any control of their work. Thus, workers never become autonomous, self-realized human beings in any significant sense. Karl Marx attributes four types of alienation in labor under capitalism. The first type is when the worker becomes alienated from his own human potential. The workplace is no longer a place of fulfillment, but instead where the worker feels the least human and the least like himself. Ultimately, the worker becomes a machine that is controlled. The next type of alienation occurs between workers. This happens because capitalism reduces labor to a commodity to be traded on the market, rather than a true social relationship. Even if a worker is side by side another worker, he is unlikely to communicate with him due to the nature of capitalism (e. . an assembly line using technology does not allow one to speak with a fellow worker). Thirdly, the worker becomes alienated from the product itself. This occurs because the capitalist class controls the worker and in turn owns the product. In fact, a worker must buy the product he makes for the same price as anyone else. Lastly, a worker becomes alienated from the entire production process. This means that the actua l work becomes mindless, meaningless, and more than likely offers little or no intrinsic satisfactions. You read "A Story of Three Progressives" in category "Papers" Similarly, a worker who performs a very specialized task may not even know what the final product will be. Another outcome Marx believes modernization leads to is social stratification. Social stratification means that working class people are not likely to advance socioeconomically, while the wealthy people may continue to exploit the proletariat generation after generation. Marx identified that the social classes are stratified based on their connection to the means of production and therefore the ruling class, bourgeoisie, and proletarians, maintain their social positions by maintaining their elationship with the means of production. This maintenance of status quo is achieved by various methods of social control employed by the bourgeoisie within many aspects of social life (e. g. religion). Marx also strongly believed modernization would cause products and/or commodities to have exchange value. This meant that instead of products being used immediately, they would be exchanged in the market for money or other objects. This use value is connected to the relationship between human needs and tangible objects that can satisfy those needs. For instance, shoes have the purpose of protecting ones feet and bread has the use value of satisfying hunger. If an individual chooses to trade one of these objects for the other than he has given each an exchange value. According to Marx, the various exchange values of commodities reflect the various amounts of labor, measured in time, that their production requires. Commodities and their use value lead to Marx’s idea on the â€Å"fetishism of commodities. † This is when the commodity takes on its own form. This can be something an individual produces or even one’s own labor. One’s own labor can even become a commodity, as it bought and sold and therefore requires an exchange value. This idea also relates to alienation mentioned above. A workers labor is used by the capitalist to make the objects that ultimately come to dominate the workers. Hence, commodities are the source of alienation because workers produce for the sake of others instead of for their own purposes and needs. Similarly, the fetishism of commodities can be interpreted into the concept of reification. Reification is the process of coming to believe that humanly created social forms are natural, universal, and absolute things. This implies that people believe that social structures are beyond their control and unchangeable. Marx believed capitalism would cause reification to occur and create a self-fulfilling prophecy in which structures actually do become the character others believe they are. This concept demonstrates that capitalism will not only lead to objects given value, but people as well. Marx also feels that modernization leads to wants becoming needs, and needs reating more needs. In other words, the satisfaction of one’s needs can lead to the creation of new needs. Ritzers example for this is how the production of cars satisfied the need for long-distance travel, but led to a new need for highways. Also, at one time people did not feel they needed cars when the car was first invented, but nowadays most people feel they need them. Therefore, Marx concluded that la bor occurs in response to needs, but the labor itself transforms needs, which can lead to new forms of productive activity. One final thought Karl Marx thought capitalism would create was a proletariat revolution. Because the capitalist exploit the workers, Marx believed that sooner or later the proletarians would fight back. As capitalism progresses more and more people become workers, and less people become capitalists. Marx thought that with increasing numbers of workers, more resistance to exploitation and oppression would occur, ultimately leading to a confrontation and revolution. Despite these thoughts, Marx felt that capitalism was a step in the right direction. The birth of capitalism opened up new possibilities for freedom of workers and provides possibility for freedom from the traditions from previous societies (pre capitalism). Though, Marx was an advocate of Communism and believed this was the answer to a change in mode of production. Next, Emile Durkheim has theories on the effects of modernization as well. First, Durkheim believes modernization leads to dynamic density. Over time, societies go through a transition from being more primitive/mechanical, to being more modern/organic; the difference lying in the source of their solidarity, or what holds them together (Ritzer, 2007). The cause of this transition is an increase in dynamic density. One may think the solution to this problem is to have a growing or increasing population, but this is not sufficient enough to create change in the division of labor. The reason for this is that individuals and small groups of people can live in relative isolation from one another and still perform most of the tasks necessary for survival themselves, no matter how big the overall population gets (Ritzer, 2007). Therefore, a growing population must also increase the frequency with which people interact within and between social groups. This increase in dynamic density is likely to cause a division of labor and the transformation of social solidarity. As mentioned above, Durkheim developed two terms: mechanical and organic solidarity. A society characterized by mechanical solidarity means a unified one in which every person is a generalist. This society is held together because each individual is engaged in a similar activity as the another, and can therefore relate with each other. Contrasting, organic solidarity is held together by the differences among people and the fact that each individual has a different job or task. Durkheim believed that modern society was one in which there are a narrow range of tasks and many people must work in order to survive. Therefore, modern society is held together by the specialization of people and their need for the services of many others. Unfortunately, according to Durkheim, this means that modern societies have weaker shared understandings, norms, and beliefs than primitive ones, but are more likely to be cohesive from the division of labor. Along with dynamic density, Durkheim was concerned about the moral â€Å"health†of modern society. He felt that morality was connected with society and therefore society could not be immoral, but it could possibly lose its moral force if the collective interest of society became nothing but self-interests of individuals. Durkheim also felt that people were in risk of a â€Å"pathological† loosening of moral bonds (Ritzer, 2007). Without this, people would be in search of more and more gratification, leading to more and more needs. Every human being will want more and society will start to not limit these needs. Durkheim called this the â€Å"insatiable desire† that modernization would endure. In summary, Durkheim debates in The Division of Labor that moral solidarity has changed in modern society and that modern society allows for more interdependence and closer, less competitive relations. Lastly, Max Weber thinks modernization leads to a variety of outcomes. The first outcome of modernization is bureaucracy. How to cite A Story of Three Progressives, Papers

Report the Effect of Daily Treatment with Uv Light of Turf Grass Greens Infected by Sclerotinioria Homoeocarpa and Microdochium Nivale Essay Example

Report: the Effect of Daily Treatment with Uv Light of Turf Grass Greens Infected by Sclerotinioria Homoeocarpa and Microdochium Nivale Essay The effect of daily treatment with UV light of turf grass greens infected by Sclerotinioria homoeocarpa and Microdochium nivale. Introduction In the Netherlands, golf is increasing in popularity and the present golf courses are occupying 7300 hectares in total (Zibb: Portal voor ondernemers. Tips, tools en het laatste nieuws). Turf grasses are plants that are made very susceptible to infection by fungi because of their prerequisites. Especially the greens have high demands: The grass should be kept very short and has to form a smooth surface with as little unevenness as possible. Every time the grass is mowed, the plants are mechanically wounded and are therefore more easily penetrated by fungi. Throughout the year, turf grasses are dealing with a lot of different fungi, which all have a different ideal combination of factors to infect the grass. Sclerotinioria homoeocarpa or Dollarspot and Microdochium nivale or Snow Mold are the most common fungi and cause severe infections of greens. Dollarspot occurs from early spring till late autumn over the whole world. Many species of turf grasses are susceptible to these fungi. We this fungus infects the grass, small, circular, straw coloured spots occur. These can reach a width of 15 cm (Couch, 3th edition). The fungus can be spread by human, animals, wind and water and gets active when dew occurs on the edge of the grass. Wet leaves also favourable for the fungus. (Smiley et al, 3th edition). Snow mold can occur in every month of the year and doesn’t exactly need a snow cover in order to be present. This fungus grows in cold and humid weather conditions. We will write a custom essay sample on Report: the Effect of Daily Treatment with Uv Light of Turf Grass Greens Infected by Sclerotinioria Homoeocarpa and Microdochium Nivale specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Report: the Effect of Daily Treatment with Uv Light of Turf Grass Greens Infected by Sclerotinioria Homoeocarpa and Microdochium Nivale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Report: the Effect of Daily Treatment with Uv Light of Turf Grass Greens Infected by Sclerotinioria Homoeocarpa and Microdochium Nivale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In autumn and winter, when the grass doesn’t grow as fast or not at all, it is extremely susceptible to snow mold (Smiley et al, 3th edition). Many fungicides are used by golf keepers, but these are costly and often environmental damaging substances. Moreover, fungicides can only be used in restricted amounts in order to avoid that the fungi adapt genetically to and detoxify those chemicals. Making use of resistant cultivars is another approach but is not durable, because fungi can adapt themselves easily and their resistance is mostly broken within a few years. UV light can damage and kill many micro organisms (figure 1). From research done by Wageningen University, it was proven that UV-C light can reduce the germination of spores of Phytophthora infestans (Kessel and Forch, 2006). Analogous, this would be also suitable for Sclerotinioria homoeocarpa and Microdochium nivale. Figure 1. The effect of UV light on the DNA of living organisms. When the applied dose is high enough, the DNA helix is destroyed or gets damaged, so in the end, the DNA is dysfunctional. (American Air Water ®, Inc. UV Disinfection Systems). With field trails, we want to test if a daily applied dose of UV light will reduce the symptoms of Dollar spot and snow mold. Field trials The field trials that are described in this report were conducted in October 2007 on a green of a golf court in Geijsteren and in November 2007 in Andersteijn. The green keepers cooperated by applying the UV light daily on the test plots of the greens. The Greens-Cleaner was put behind a gator and a few minutes before the treatment the lamps were turned on in order to function properly. The dose of UV we applied was †¦.. determined by former experiments †¦ Field trial in Geijsteren (Dollarspot) Set up of the field trial The first trial was done on a green in Geijsteren, the Netherlands, where symptoms of Dollarspot could be clearly distinguished (figure 2). This trail was mainly conducted to determine the optimal duration of UV application: long enough to reduce the symptoms of the fungus, but not too long in order not to damage the gras s. Figure 2. Symptoms of Dollarspot on the green in Geijsteren. In this trail, 7 plots of equal size were marked. UV light was daily applied by the green keeper on 6 plots during two weeks. One plot was used as a control, so was not treated (figure 3). Every few days, pictures were taken to compare if reduction of the symptoms occurred. In the second week, the grass was not mowed anymore because of the start of the winter period, when the grass doesn’t grow for a while. Figure 3. Field trial in Geijsteren. In the green (circle), seven plots were marked. The applied dose of UV light was: 30 s, 45 s, 1 min, 2 min, 3 min and 4 min. One plot was used as a control(C). This plot was not treated. Results From the first field experiment, the ideal dose was determined to use an as low as possible dose UVC light as possible. Discussion This experiment was done to determine whether a daily treatment of 15 seconds of the green with the Greens-cleaner, reduces the symptoms of fungal diseases. One should take notice that these experiments, done in autumn, have a less clear effect then when the experiments would have been done in spring or summer. In these months, more sunlight is present and the length of the light period is longer than in autumn or winter. Therefore, grasses can’t grow as vigorously and can only recover very slowly from a pathogen attack. An important fact is that dew is amelioration the conditions for fungi to spread between plants by water. The ideal combination to prevent fungi from spreading though the green and to reduce the symptoms is to make use of a combined machine of a sweeper with the Greens-cleaner attached to it. It should be taken into account that the Greens-cleaner is an environmental friendly, durable manner to reduce the symptoms on greens, when applied daily, from the moment on when the first symptoms of a fungal disease are present. Field trial in Andersteijn (Snow mold) Set up of the field trial The purpose of this trial, done in Andersteijn, the Netherlands, was to find out if the Greens Cleaner, also effective on a green where Snow Mold is present (figure 4). Another thing that was considered was if a daily treatment of 15 seconds with UV light is sufficient to reduce the symptoms. ? Figure 4 Symptoms of Snow mold on the green in Andersteijn. In total, five plots were marked on the green and three indications were made to point the position of the tripod. During two weeks, the treatment with UV light was conducted between 13. 00 and 13. 30 h. Four plots were daily treated for 15 seconds with UV light with the Greens Cleaner and one plot was not treated and was the control (figure 5). Straight afterwards, a picture was taken from the same position every day (figure 6). Figure 5 Field trial in Andersteijn. In the green (circle), five plots were marked. Plots 1-4 were daily treated for 15 seconds with UV light. One plot was used as a control(C). This plot was not treated. Figure 6 Indication of the position of the tripod on the green in Andersteijn. Results In this field trial, differences were seen between the treated and non-treated plots, but it was not clear whether there was a true reduction of the symptoms on the treated plots, because of the season. Discussion Many fungi that are harmful to turf grasses occur on the surface of the plant. Treating infected greens with the Greens Cleaner is an environmental friendly and durable method to treat fungi like Dollarspot and Snow mold. When symptoms of fungi appear a daily treatment with the Greens Cleaner can be applied. It is not clear yet how many seconds the grass has to be treated because the duration of an effective treatment to destroy the fungus and its spores depend on the type of fungus. It is also important that when the Greens Cleaner is used in spring and summer, the reduction of the symptoms will be much clearer than in autumn and winter. The reason for this is the reduction of daylight and temperature from autumn on. The grass will therefore not be able to fulfil photosynthesis as effective and won’t grow and recover as fast as in spring or summer. This is also the reason why grass is not mowed from late fall onwards. Plants can recover only slowly after infection by pathogens, even if the mycelium of the fungus is destroyed by UV treatment. When dew is present, the conditions for the production and spread of spores of Dollarspot and Snow mold are very favourable, so a combination of the Greens Cleaner with a sweeper would be an appropriate manner to reduce the activity of fungi on turf grass. The Greens Cleaner destroys the mycelium and mostly spores of fungi and the sweeper can prevent the spread of the surviving spores via dew. Experiments will be done that are statistically correct to attribute the treatments randomly, which will give more detailed conclusions. This survey will be done in spring, so we can look how fast the turf grass recovers form the disease symptoms of fungi after UV treatment. Literature list 1American Air Water ®, Inc. UV Disinfection Systems. http://www. americanairandwater. com/uv-facts/germicidal-uv. tm Gevonden op 8-12-2007. 2Couch, H. B. Diseases of turfgrasses 3e editie. 3Kessel, G. J. T and Forch, M. G. Effect of UV-exposure on germination of sporangia of Phytophthora infestans. (2006) Plant Reseach International B. V. , Wageningen 4Smiley, R. W, Dernoeden, P. H, Clarke, B. B. Compendium of turfgrass diseases, 3e editie 5Zibb: Portal voor ondernemers. Tips, tools en het laatste nieuws. http://www. zibb. nl/web/Bedrijfsvoering/management/Nieuws/Management-nieuwsbericht/Aantal-golfbanen-explosief-gestegen. htm Gevonden op 8-12-2007

Battle of Wilsons Creek - Civil War - Missouri

Battle of Wilsons Creek - Civil War - Missouri Battle of Wilsons Creek - Conflict Date: The Battle of Wilsons Creek was fought August 10, 1861, during the American Civil War (1861-1865). Armies Commanders Union Brigadier General Nathaniel LyonColonel Franz Sigelapprox. 5,400 men Confederate Brigadier General Benjamin McCullochMajor General Sterling Priceapprox. 12,000 men Battle of Wilsons Creek - Background: As the secession crisis gripped the United States in the winter and spring of 1861, Missouri increasingly found itself caught between the two sides. With the attack on Fort Sumter in April, the state attempted to maintain a neutral stance. Despite this, each side began organizing a military presence in the state. That same month, Southern-leaning Governor Claiborne F. Jackson covertly sent a request to Confederate President Jefferson Davis for heavy artillery with which to attack the Union-held St. Louis Arsenal. This was granted and four guns and 500 rifles secretly arrived on May 9. Met at St. Louis by officials of the Missouri Volunteer Militia, these munitions were transported to the militias base at Camp Jackson outside the city. Learning of the artillerys arrival, Captain Nathaniel Lyon moved against Camp Jackson the next day with 6,000 Union soldiers. Compelling the militias surrender, Lyon marched those militiamen who would not take an oath of allegiance through the streets of St. Louis before paroling them. This action inflamed the local population and several days of rioting ensued. On May 11, the Missouri General Assembly formed the Missouri State Guard to defend the state and appointed Mexican-American War veteran Sterling Price as its major general. Though initially against secession, Price turned to the Southern cause after Lyons actions at Camp Jackson. Increasingly concerned that the state would join the Confederacy, Brigadier General William Harney, commander of the US Armys Department of the West, concluded the Price-Harney Truce on May 21. This stated that Federal forces would hold St. Louis while state troops would be responsible for maintaining peace elsewhere in Missouri. Battle of Wilsons Creek - Change of Command: Harneys actions quickly drew the ire of Missouris leading Unionists, including Representative Francis P. Blair, who saw it as a surrender to the Southern cause. Reports soon began reaching the city that Union supporters in countryside were being harassed by pro-Southern forces. Learning of the situation, an angry President Abraham Lincoln directed that Harney be removed and replaced with Lyon who was to be promoted to brigadier general. Following the change of command on May 30, the truce effectively ended. Though Lyon met with Jackson and Price on June 11, the latter two were unwilling to submit to Federal authority. In the wake of the meeting, Jackson and Price withdrew to Jefferson City to concentrate Missouri State Guard forces. Pursued by Lyon, they were compelled to cede the state capital and retreated into the southwestern part of the state. Battle of Wilsons Creek - Fighting Begins: On July 13, Lyons 6,000-man Army of the West encamped near Springfield. Consisting of four brigades, it was comprised of troops from Missouri, Kansas, and Iowa as well as contained contingents of US Regular infantry, cavalry, and artillery. Seventy-five miles to the southwest, Prices State Guard soon grew as it was reinforced by Confederate forces led by Brigadier General Benjamin McCulloch and Brigadier General N. Bart Pearces Arkansas militia. This combined force numbered around 12,000 and overall command fell to McCulloch. Moving north, the Confederates sought to attack Lyons position at Springfield. This plan soon unraveled as the Union army departed the town on August 1. Advancing, Lyon, took the offensive with the goal of surprising the enemy. An initial skirmish at Dug Springs the next day saw Union forces victorious, but Lyon learned that he was badly outnumbered. Battle of Wilsons Creek - The Union Plan: Assessing the situation, Lyon made plans to fall back to Rolla, but first decided to mount a spoiling attack on McCulloch, who was encamped at Wilsons Creek, to delay the Confederate pursuit. In planning the strike, one of Lyons brigade commanders, Colonel Franz Sigel, proposed an audacious pincer movement which called for splitting the already smaller Union force. Agreeing, Lyon directed Sigel to take 1,200 men and swing to the east to strike McCullochs rear while Lyon attacked from the north. Departing Springfield on the night of August 9, he sought to commence the assault at first light. Battle of Wilsons Creek - Early Success: Reaching Wilsons Creek on schedule, Lyons men deployed before dawn. Advancing with the sun, his troops took McCullochs cavalry by surprise and drove them from their camps along a ridge which became known as Bloody Hill. Pushing on, the Union advance was soon checked by Pulaskis Arkansas Battery. Intense fire from these guns gave Prices Missourians time to rally and form lines to the south of the hill. Consolidating his position on Bloody Hill, Lyon attempted to restart the advance but with little success. As fighting intensified, each side mounted attacks but failed to gain ground. Like Lyon, Sigels initial efforts achieved their goal. Scattering Confederate cavalry at Sharps Farm with artillery, his brigade pushed forward to Skeggs Branch before halting at the stream (Map). Battle of Wilsons Creek - The Tide Turns: Having halted, Sigel failed to post skirmishers on his left flank. Recovering from the shock of the Union attack, McCulloch began directing forces against Sigels position. Striking the Union left, he drove the enemy back. Losing four guns, Sigels line soon collapsed and his men began retreating from the field. To the north, a bloody stalemate continued between Lyon and Price. As the fighting raged, Lyon was wounded twice and had his horse killed. Around 9:30 AM, Lyon fell dead when he was shot in the heart while leading a charge forward. With his death and the wounding of Brigadier General Thomas Sweeny, command fell to Major Samuel D. Sturgis. At 11:00 AM, having repulsed a third major enemy assault and with ammunition dwindling, Sturgis ordered Union forces to withdraw towards Springfield. Battle of Wilsons Creek - Aftermath: In the fighting at Wilsons Creek, Union forces suffered 258 killed, 873 wounded, and 186 missing while the Confederates incurred 277 killed, 945 wounded, and around 10 missing. In the wake of the battle, McCulloch elected not to pursue the retreating enemy as he was concerned about the length of his supply lines and the quality of Prices troops. Instead, he withdrew back into Arkansas while Price embarked on a campaign in northern Missouri. The first major battle in the West, Wilsons Creek was likened to Brigadier General Irvin McDowells defeat the previous month at the First Battle of Bull Run. During the fall, Union troops effectively drove Price from Missouri. Pursuing him into northern Arkansas, Union forces won a key victory at the Battle of Pea Ridge in March 1862 which effectively secured Missouri for the North. Selected Sources Civil War Trust: Battle of Wilsons CreekNPS: Wilsons Creek National Battlefield CWSAC Battle Summaries: Wilsons Creek

Spanish Idioms Using Haber

Spanish Idioms Using Haber Like many other common verbs, haber is used to form a variety of idioms. As phrases whose meanings dont depend on the literal meanings of the individual words, idioms can be somewhat challenging to learn. But they are a necessary part of language, and some of them using haber express everyday concepts and are used often. Following are the most common idioms using haber. For other usages of haber, see lessons on its use as an auxiliary verb and as a translation for there is or there are. Also note that the conjugation of haber is highly irregular. haber (in the third-person singular) que infinitive - to be necessary to, to be essential to - Hay que comer. It is necessary to eat. Habr que salir a las tres. It will be necessary to leave at 3. haber de infinitive - to be to, to be supposed to - Hemos de salir a las tres. We are to leave at 3. He de viajar a Nueva York. I am supposed to go to New York. haber de infinitive - must (in the sense of showing high probability) - Ha de ser inteligente. He must be intelligent. Habà ­a de ser las nueve de la noche. It must have been 9 p.m. habà ­a una vez (or, less frequently, hubo una vez) - Once upon a time ... - Habà ­a una vez un granjero que tenà ­a una granja muy grande. Once upon a time there was a farmer with a very large farm. no haber tal - to be no such thing - No hay tal cosa como un almuerzo gratis. Theres no such thing as a free lunch.  ¡Quà © hubo!,  ¡Quihà ºbole! (regional variation) - Hi! Whats happening? No hay de quà ©. - Dont mention it. Its n ot important. No big deal. habà ©rselas con - to have it out with, to quarrel with - Me las habà ­a con mi madre. I had it out with my mother.  ¿Cunto hay de ... ? - How far is it from ... ? -  ¿Cunto hay de aquà ­ al parque nacional? How far is it from here to the national park?  ¿Quà © hay?  ¿Quà © hay de nuevo? - Whats happening? Whats new? he aquà ­ - here is, here are. - He aquà ­ una lista de nombres. Here is a list of names. Heme aquà ­. - Here I am. He lo aquà ­. He lo allà ­. He los aquà ­. He los allà ­. - Here it is. There it is. Here they are. There they are.  ¡He dicho! - And thats that! Keep in mind also that many expressions use hay. Although the meaning of many of them can be deduced from the words, they arent necessarily translated literally. For example, hay sol (literally, there is sun) is often used for it is sunny, and  ¡eres de lo que no hay! (literally, you are of that which there are none) can be used for youre unbelievable! or something like that.

THE GENERAL ELECTRIC AND THE HEWLETT PACKARD (HP) Essay

THE GENERAL ELECTRIC AND THE HEWLETT PACKARD (HP) - Essay Example The competitive advantage refers to an advantage gained over competitors either by providing greater value to consumers, by lowering the prices, or by offering more benefits and service which justifies the higher price. Corporate strategies are the central point of achieving the competitive advantage by making assumptions on an organization’s external environment and its resources, and by creating policies on how the organization should operate. General Electric and Hewlett Packard are the two most influential companies in the technology market. A comparative study of the strategies used by GE and HP reveals that both have formulated analogous strategies in the various aspects of their business operation. ----------------- Introduction The Hewlett-Packard Company, commonly known as the HP, is a well established and very large global firm founded in 1939 by Bill Hewlett and Dave Packard and headquartered in California, United States. Their products focus mainly on technology li ke computer, printing, digital imaging, and also software services. General Electric (GE) is the producer of diversified technology, media, and services, and was incorporated in 1892. It offers products and services ranging from aircrafts engines, power generation, technology in medical imaging, business and consumer financing, and many more over 100 countries. The GE has a long history of success in their technological trade and their achievements prove the value of their view, â€Å"why predict the future when you can create it?† (Our history). The Economical Environment The economical environment of the business consists of four elements, they are Political, Economic, Social, and technological. The economic environment today is moving through vibrant and unstable phases due to globalization and increasingly competitive markets. However, the Hewlett Packard Company takes advantage of exploiting new markets all around the world, engaging with other multinational corporations . A big advantage to the company is their product diversity which helps them to survive the recession. At the same time, the GE is faced with many social issues regarding environmental pollutions. It has become a topic for controversies with regards to the immense ownership and control over the media sources. The company has been alleged for spending millions of dollars on commercial ads and television program sponsorships to ensure its environmental friendly image. The General Electric Company performs its functions in micro and macro environment. The micro-environment consists with customers, suppliers, and other stakeholders of the business. The GE treats its customers as an integral part of the company in the successful running of the business. The GE has taken higher efforts to integrate the company’s view with the customers’ view rather than considering them as mere investors. As customer service has been considered as the vital part of the performance, it mainta ins three crucial components regarding the quality offered to customers; the employees, the process, and the customers themselves. On the other hand, the organizational culture of HP is built up progressively over a time, which helps the employees to define how they feel about their job. The HP has succeeded in creating a positive influence of the culture on their employees. A positive culture helps to stimulate commitment towards the job and to achieve the proposed goals. Decision Making The General Electric Company employs some basic strategies in their decision making. One among them is to invest and tap the internal market within the reach of the company. This strategy seems to have utilized the principle that ‘a business must be employee-oriented if it wishes to be customer-oriented’

Driving to Colma Assignment Example | Topics and Well Written Essays - 500 words

Driving to Colma - Assignment Example On the same point, when the father was seek it is recommended for him to call his friends to see how is feeling concerning the sickness. This is depicted when he calls Jim a friend. On top of that, the invited Japanese come with food. The narrator and the father have a strong relationship when it comes to driving. The father is always dictating the narrator on how to drive and show her directions like a little child. It pisses of the narrator making her to hate the instructions she receives from the father. On top of that the father is very concerning with the welfare of the daughter and he always likes to be driven by the narrator. The two are close friend and a father and daughter respectively. They narrator has the bond of love to her father just like the father to daughter relationship. The narrator loves the car of her father and she always loves driving her to important places like hospital. With the partying gift, the father loves his daughter till he buys her (the narrator) a present. The narrator always loves a quiet life and she does not need anyone to dictate her. She always never liked her father to dictate her and show her directions that are unnecessary. She also loves her father by the fact that she massages her using fists. Each and every time the father gets sick, she always gets worried. All this is proved from the drive where the narrator loves to hold the keys and take her father to a drive. On the other side, the father cares the life of his daughter. She takes her daughter oversees to study and always wants her to be close to him. By allowing her to be driving him, it is a sign of a father daughter love.

Effect of Social Policy on Personal Life

Effect of Social Policy on Personal Life ‘Discuss the claims that social policy constructs personal lives   In evaluating the evidence that social policy constructs personal lives, it is necessary to explain the terms ‘social policy’ and the ‘personal’ as they are both imbued with ambiguity and complexity. For example, the meanings inherent in social policy can be understood two-fold as both sets of government policies which have specific aims or intended outcomes as well as the academic study of such policies in relation to their causes and consequences. Thus the ‘policy’ and the ‘social’ can be separated to determine greater understanding when discussing the interaction between personal lives and social policy. The complexity of the ‘personal’ lies in that it is not simply the intimate aspects of someone’s life but that it is a multi-layered reflection of wider influences, such as sexuality, age, emotions, friends, family, social networks and societal expectations. Thus while it will be argued that social policy cons tructs personal lives, evidence will be produced to illustrate that it is not a one-way top-down process, but a multi-directional interplay of interactions between the two as they collide at different times and locations at the three levels of mutual constitution; the individual/psychic level; the service user level; the national level. As a result, by means of resistance, challenge or negotiation, the ‘personal’ both, individually or collectively not only impacts upon, but also has consequences for, social policy in ways that partially shapes or constructs the other thus forming new or different policies. This complex process of mutual constitution, will be expanded upon in context to reveal this relationship at the individual and psychic level, the service-user level whereby it effects the ‘personal’ of welfare professionals, and the national level. The primary focus of this discussion relates children and young people and their issues in the context of ‘sexuality’ and ‘care’ although this will inevitably overlap with ‘work’ and ‘citizenship’ as multiple sets of relationships and sites of policy intervention are revealed such as the family, health and social care. Further to this, I will apply evidence from my own qualitative research which was compiled from two interviews with an adult care-giver (Brennan, 2008b) and a young care-recipient in a children’s residential home (Brennan, 2008c). The focus on children and young people will also be further analysed through the lens of poststructuralism and feminism although again, there will be overlapping elements of Marxism and psychoanalysis imbedded within the discussion. These perspectives when viewed through their various theoretical lenses help to provide a more multi-dimensional view of how social policy is experienced in its mutual constitution with more diverse subject-positions occupied by ‘personal’ lives. In taking on a more subjective view it reveals how and in what ways social policy is inclusive to some and exclusionary to others triggering challenges, negotiations and resistance. The conclusion will indicate that while there is evidence that social policy constructs personal lives, the challenges, negotiations and resistance or what Lewis and Fink conceptualise as ‘excess’, ensures that the ‘personal’ both collectively and individually also constructs social policy thus ensuring that the dynamic processes of society are constantly evolving and producing what one hopes will be positive and equal social change (Lewis and Fink, 2004, ‘Course Companion’, p.22). When conceptualising care from a poststructural perspective, its meanings become fluid and unstable as continuity and change informs the mutual constitution of care policies and the ‘personal’ of both caregivers and receivers. As Fink (2004) argues, the normative assumptions about care practises, identities and locations are challenged because care is dependent upon the discursive properties inherent at the various levels of care both as a provision and as a recipient (Fink, 2004, ‘Care’, p.3). Care is relational and reciprocal and often perceived as an unspoken, unwritten taken-for-granted aspect of the everyday on many levels. In reality however, the giving and receiving of ‘care’ can be a burden to some, a source of discomfort for others, and a site of oppression for many. This is because levels of care vary in different situations and for different actors as the overlapping dualisms of male/ female, adult/child, private/ public, paid/ unpaid , deserving /undeserving inform political agendas that shape ‘care’ policies. Such dualisms are explained by Foucault’s (1970) poststructural analysis in how language is utilised to define the differences between the dominant norms and those which stand outside the accepted criteria (Fink et al. 2004, Course Companion, p.62). In other words, something is defined by what it is not – for example, it is light simply because it is not dark. Similarly this is exacerbated and utilised discursively in relation to class, ‘race’, gender, age and disability. Thus a suitable place to commence a discussion about the mutual constitution of policies surrounding care and its interaction with the ‘personal’ of children and young people lies within the home – the family. Poststructuralism reveals how the normative assumptions surrounding the caring identity is gendered and subsequently ‘naturalised’ into a traditional female role. Thus the dominant identity of carer of children within the family is generally the mother – an unpaid, taken-for-granted given role based upon the essentialist model of the biological attributes and ability to give birth. As Foucault (1979) argues the subject-position of mother is not rooted in biology, but discursively rooted in culture and history. Similarly, a feminist analysis argues that the so-called ‘natural’, ‘caring disposition’ of women is a myth stemming from the post-war Beveridgean welfare state which claimed to privilege married woman by enabling them to stay at home full-time and raise the children while caring for their husbands. If they do not fit with the these norms then they are deemed as bad mothers as expressed by one of my interviewee’s in my own research when he declared that in four months; â€Å"I have only seen my mum once since I moved in here, and then she just dropped in last February, it was not an arranged visit or anything† (Brennan, 2008c). Here, the mother is negatively perceived, thus it is with certain irony that despite no mention of his father, the status of men remains greater than that of women. For example the construction of the homemaker/carer/ within the nuclear family norms was enabled based upon their husband’s contributions to the state. However, feminists argue this served only to restrain and subordinate women further by extending their dependency. The home became the site of oppression and struggle which the second and third wave feminists have sought to ameliorate as subordinate female positions shifted ‘paid’ work to one that is ‘unpaid’ ‘work’ within the construction of the nuclear family. However, when those dominant nuclear family norms and values are destabilised, the assumption is that it is anything but ‘normal’ and considered a threat to the welfare of children and young people. This demonstrates how the ‘personal’ in its c ollective form as inherent in all New Social Movements of ‘race’ and disability among others, produces social change as it impacts on social policy in the implementation of excess against these norms and values. Demonstrating the psychic element of the ‘personal’, a poststructural analysis argues that such normative assumptions of childcare are internalised which is evident when Carabine (2004) draws on the personal narrative of Max, for whom, a heterosexual marriage stood outside of his comfort zone. However, social policy dictated his public heterosexuality based upon learned expectations which relates to what Lewis Fink (2004) argue are processes of non-identification, are commonplace within both racialized and sexualised discourses, as they subsequently trigger the expansion of the ‘personal’ to wider social relations in a bid to find a collective socio-cultural identity and meaning outside of the psyche. Closely related to postructuralism, a psychoanalytic lens reveals that being physically in but not of the imagined community negatively affects the ‘personal’ in lacking any sense of belonging (Carabine, 2004, ‘Sexuality’, p.5). Meanings produce assumptions which, in identifying Max as a homosexual ensured he exercised what Lewis conceptualised as passing, as deviating from the heterosexual ‘norm’ is problematized indicating the inequalities of citizenship and social power derived from the ‘hierarchical ordering of difference’ (Lewis, 2004, ‘Citizenship’, p.20). This demonstrates how social policy produces normative assumptions that identified the signifying practices that placed Max outside of the hegemony of heteronormative nuclear family. Marriage is an expected trajectory in life’s path, which he obligated through denial of his own private emotions and self-identification. While, his dream of becoming a fathe r was realised, the marriage ended upon meeting a man and embracing his homosexuality. This dispels two myths, as Max resistance to the dominant norms ensured that heonly became full-time carer to his children but also his wife had not taken to motherhood so enthusiastically and therefore became the part-time mother with fortnightly access (Rice, 2002:p.27, in Carabine, 2004, p.5). Max states that even in 2002 it remains unusual for men to be the primary care-giver. Carabine (2004) argues that the notion of sexuality maintains the heteronormative assumptions that heterosexual intercourse occurs in the private sphere, within the legally binding contract of marriage. Children born out of wedlock or the victims of divorce are therefore excluded from certain social policies such as decent housing and education or simply enough money to lead a life similar to their peers which negatively impacts on their ‘personal’. Despite this, marriage is historically and socially specific and therefore continues to discursively subordinate the personal lives of women and children in the private sphere in the policies made by men, for men, in the male dominated public sphere. One such policy ‘Every Child Matters’(2003) focuses on a different element of private and informal methods of care within the home and unpaid, which are an ongoing concern for many British families. While the policy pledges to reward informal carers as being an asset to society, parents of disabled children are, it claims, not using local authority direct payments. However, the policy then states that many local authorities are reluctant to administer direct payments. The ambiguity of direct payments is evident when used by the middle classes who already possess the cultural capital to secure the best care and the ability to cover any financial shortfall. In contrast, the working class, direct payments would be frugal to prevent over-expenditure, thereby potentially excluding their child from all the care available. This again indicates a poststructural perspective as it demonstrates how knowledge is in fact power. When coupled with issues of guilt about hiring a strange r to care for their disabled child, psychoanalytic issues re-emerge in this mutual constitution at the individual level and at the service-user level because for the carer, inflicting pain on a child in need of treatment triggers a defence mechanism that blocks awareness of their pain, which, Mawson argues, prevents job satisfaction. As such, as well as infantalizing clients, many caring practises deny dignity, privacy, and autonomy to the client, affecting their ‘personal’, as care becomes a public issue(1994, p.68, in Fink, 2004, ‘Care’, p.22).. Similarly, the feminization of care is embedded in discourses of sexuality as male carers doing ‘women’s work’ are assumed to be gay; therefore they are considered to possess ulterior motives – a gender differential that affects the ‘personal’ of men with potentially serious consequences. This no doubt was an issue that underpinned my first interviewee’s lack of success in his attempts to work with social care; â€Å"It was something that always interested me I suppose, while I was working I decided to do some volunteer work and liked it, so decided that I would like to continue in the care area (Brennan, 2008b). â€Å"I went for an interview and thought I did well, () to be honest I was very pleased with myself and thought I had a good chance of getting the job, unfortunately (laugh) that was not the case, they phoned me to say that I was unsuccessful but they did offer me relief work instead which I took, from there I got my foot inside the door of Social Care† (ibid). Indeed it has recently been mediated that there is a stark absence of male teachers within the primary education sector, but with assumptions such as these ensuring that the negative thinking surrounding the mutual constitution of male teachers and current policies then it is not surprising. However, it is apparent that social policies on for example discipline, falls to the male teacher who is often isolated by gender due to the vast majority being female. To be the sole person administering punishments to naughty boys has a negative impact on the ‘personal’ of both the male teacher and the one being punished in this unofficial mutual constitution (new.bbc.co.uk). However, the feminization of care is turned on its head when adults needing care are the focus as young people and children are conveniently situated to take on the caring role – free of charge (Fink et al., 2004).The policy highlights their plight and insists local authorities must assist, but in reality they are merely enable without any form of advertisement to ensure awareness of the provision, therefore little assistance is forthcoming as local authorities are keen to maintain low budgets which they depend on young carers to ensure. Furthermore, the likelihood of benefit dependency maintains material inequalities that further exclude young carers from the lifestyles of their peers. Their caring duties also impinge on education and leisure – deemed by the Green Paper as essential for their future in terms of growth, socialization, mental health and their future. However, veiled threats for parents of truants and offenders are revealed if they fail to accomplish this end as the mutual constitution of social policies and the personal of young carers renders them at risk and vulnerable to attack, by definition which serves to facilitate the intervention of Social Services, the irony of who, although not universal – are mostly women. The issuing of compulsory parenting orders that claim to halve re-offending, can also remove children from the family home – thus echoing the past. Indeed my own qualitative research indicates how this works in practise and demonstrates how lived experiences of personal lives is impacted upon by social policy as they become mutually constituted. For example, the sixteen–year-old resident of a care home was clearly unhappy with the way policies were implemented stating his distaste of social work intervention and his disappointment of his mother when stating; â€Å"Yeah well the Social Worker found where I was staying and refused to allow me to stay there.. My mother agreed to a voluntary Care Order because they [social workers]are interfering so and sos who think they know what is good for me† (emphasis added)(Brennan, 2008c). However, upon critical analysis of my research methods I also realise that my role as a residential care worker shaped the outcome in negative ways firstly by declaring that employed subject-position and then by offering advice: â€Å"All I can say is that you should take what ever is out there in the way of help and make it work for you† (Brennan, 2008c). Also in response to my question on the adequacy of care he stated; â€Å"What care? Staff dont f..g care† (Brennan, 2008c). I replied with: â€Å" Now W I am sure that is not true, perhaps you feel that staff dont care maybe because it is not the type of care that you are looking for† (Brennan, 2008c). While this demonstrates the need for reflexivity in terms of ensuring an objective approach is implemented by the researcher putting their own feelings to one side, it is illustrative of the difficulties of conducting qualitative research through semi-structured interviews to produce an empirical and valid contribution about the social world. Even classic sociologists such as Durkheim (1964), who once claimed that an experiment produced social ‘fact’ if the experiment when repeated twice produced the same outcome, was later reflexive about this upon the realisation that no research whether quantitative or qualitative can ever be value-free (in Churchill, 2004, RAAB; Part 3, 2004, p.55). Similarly, in my semi-structured interviews with a residential care manager his responses indicated that he was responding only in ways that did not reflect negatively on himself. This indicates that despite the best efforts of the researcher, the interviewee will only impart with what he he/she wants you to know, and not necessarily what the researcher should or wants to know. Despite this, measures are taken to prevent subjective shaping of the researcher such as in Goldson’s research – although again, it can never be deemed as value-free despite his lengthy experience. Nevertheless, Goldson (2004) argues these mixed messages by the social workers and by the spoken word of children in care reveals that childhood is socially constructed towards legitimizing the control of children. Again, this is discursively produced as two centuries ago, children were treated as adults until philanthropists’ and reformists’ reconstructed the childhood discourse through interventionist methods that removed children from the streets and ‘dysfunctional’ families. They were then institutionalized, until reforms by the self-proclaimed ‘public mother’ Mary Carpenter, orchestrated the emergence of ‘institutional schools’ (2004, ‘Care’ p.88). Prior to this there was little distinction between ‘deprived’ victims in need of care, and ‘depraved’ threats in need of control, as they were placed together often within adult prisons (Carpenter, 1853, in Goldson, 2004:p.88). Similarly, the G reen Paper targets families deemed unable to care adequately for children revealing how the earliest reformers constructed the idealized image of the family as a self-regulating entity. As Goldson argues, children today are constructed via inter-generational differentiation from adults, but are then further differentiated on an intra-generational level in terms of social divisions (2004: ‘Care’, p.81). The pluralism of British society problematizes any generalization of children in ways that the Green Paper states – instead they are categorised according to class, gender, and ‘race’. Goldson places the care and control theory in the context of Victoria Climbà © who was represented as a deprived victim who was in need of care (2004, ‘Care’, p.83). However, the language employed surrounding children shifts as textual connotations mediated in another headline constitutes children as depraved ‘thugs’ in need of control (ibid). This shapes public opinion, constructs negative identities and stereotypes that legitimize the dichotomy of deserving/undeserving and subsequent punishment. Thus, as Cohen argues, the ove rlapping parameters of care and control are inseparable (Cohen, 1985, p.2, in Goldson, 2004, ‘Care’, p.85). Continuing the poststructuralist view of Goldson’s research argues that the institutional fix is equal for both for victims and threats in contemporary Britain (2004, ‘Care’, p.87). He focuses on the gender differentials as a disproportionate number of boys are incarcerated within youth offender’s institutions towards protecting the community, whereas girls tend to go into secure accommodation towards protecting themselves, which is evident in the extracts reference the provision of childcare for teenage parents returning to education implicating that in their premature maturity resulting from caring for parents is evidence of embarking prematurely on sexual relationships (ibid). This again is discursively constructed as historically girls were locked up for sexual misconduct, revealing the heteronormative continuity and protectionist discourses. This is closely examined in Thomson’s (2004) research on sex education within schools which takes a feminist view that girls are responsible for avoiding pregnancy as well as ensuring the sexual health of both herself and her partner (Thomson, 2004, ‘Sexuality’, p.103). The study revealed that the power imbalance between the genders discouraged the female’s insistence on using condoms for two reasons – not wanting to gain a bad reputation; and admitting that the transition to sexual activity was taking place (ibid.). Thus risks were taken all too often. Goldson’s study of secure accommodation reveals contradictory personal narratives of both those being cared for, and their adult carers. One girl admitted she would not be alive now if she had not be taken into care, while another declared she could look after herself thus they had no right to lock her up as she had coped alone for years. While this demonstrates Higgins’ (1988) claim that while the personal is unique, it is also mirrored and experienced by others, thus not an individualistic phenomenon (Higgins,1998, pp.3-4 in Lewis Fink, 2004,p.22). Nevertheless, both accounts were mirrored by their respective care workers (Goldson, 2004, ‘Care’. pp.99-101). Here, control is paramount to care. A Marxist analysis of teen pregnancy would argue that lone mothers are both the consumers and producers of welfare in their provision of the future child-bearers and workforce of Britain. However, the restrictions imposed on young women today is discursively imbedded in the past as the Poor Laws of 1838 dictated in its claims that illegitimacy was indisputably the fault of the young female because â€Å"continued illicit intercourse has, in almost all cases, originated with the mother† (Extract 1.16, The New Poor Law View, 1938, in Carabine, ‘Sexuality’, 2004, p.39). For example, qualitative research data on teenage conceptions linked poverty to teenage pregnancy (Thomson, 2004, p99). However, there was no consideration of what Bourdieu (1977) termed the ‘logic of practice’ for these teenagers, as the choices they make, which make sense to them, were influenced by local cultural and social class values which may see parenthood as a sign of maturity and in many ways the only route to adulthood (cited in Thomson, 2004, p96). While the ‘logic of practise’ is a convincing argument, it fails to mention how the rate of abortion for middle class girls far exceeds that of working class girls. Nevertheless, these values provided teenagers with the resources to resist, or apply ‘excess’ to the powerful effects of normalising social policy and their subject position within it (Lewis Fink, 2004, p23). Thus, these teenagers are active agents rather than passive recipients of policy discourse, and do not recognise this d iscourse that views teenage pregnancy as problematic, as being applicable to them (Carabine, 2004, p33). In contrast to the control of girls, care for boys is constructed in ways that control as Goldson’s research into young offender’s institutions embraced a different discourse – fear. Rape, beatings, extortion, and suicide were prevalent according to all the boys. This represents what Higgins’ (1988) claims that collective understanding is viewed both socially and historically which were evident in the interpellation that provided understanding of their sense of self. However, the narratives of the prison officers revealed a language shift in that child abuse claims was redefined as bullying. The mutual constitution of new social policies and the personal lives of these boys were negatively impacted, exacerbated by the resistance of staff to implement the new policy that all new inmates require proper care and counselling upon arrival. That it was never met, shows how the mutual constitution at the service-user level can become complex and dangerous as the staff’s ability to detach themselves from the caring role protected their own ‘personal’ by activating their defence mechanisms before crossing the public/private boundary to freedom at the end of the working day(ibid. pp.101-5). However, as Goldson (2004) argues, a Marxist element is more than present in the discourse of ‘care’ relating to children as all prisons in the last decade have been built by private corporations. Similarly the adult interviewee in my research stated that: â€Å"In the last year the number of Residential Homes have doubled, mmm new homes are opening every week, so therefore it will take longer to get around to inspecting all of the homes† (Brennan, 2008b). This could explain the need for Goldson to bring to our attention the U-Turn regarding Tony Blair’s pledge in 1999 to â€Å"eradicate child poverty†, which shifter two years later to how we must â€Å"catch, convict, punish and rehabilitate young offenders† (Blair, 1999/2000, quoted in Goldson, 2002d: p.687). This being a complete U-turn also on the Children’s Act 1989 which claims that every child has the right to a happy and loving childhood within the care of their families. In conclusion, it is evident that the mutual constitution of social policy and personal lives concerning sexuality and care is experienced in vastly differing ways when applying it to children and young people. This is made more apparent through the use of theoretical perspective as it provides multi-dimensional perspectives of how policies are experienced according to various levels of diversity showing therefore how this impacts upon status and citizenship. While all these critical approaches have been applied to a variety of care and sexuality discourses, they can only produce a snapshot of the social world, however, the value of research in collective forms help us to understand in part, the epistemological and substantive nature of how social policies are constantly challenged by personal lives at the psychic, individual and collective levels including by welfare professionals at the service-user level. Social policy, within the content of this essay seeks solely to enforce soci al control and economic gain by defining and redefining the shifting boundaries of power in its mutual constitution with personal lives. However, the claim that social policy constructs social lives is not as substantive as the very fact they are constantly evolving is due to the continuing challenge, negotiation, resistance and excess employed by personal lives – no matter how miniscule. Reference List Bourdieu, P. (1977) Outline of a Theory of Practise, Cambridge University Press. Brennan, A. (2008b) Unpublished TMA05 submitted in partial completion of DD305 Personal Lives and Social Policy, The Open University Brennan, A. (2008c) Unpublished TMA05 submitted in partial completion of DD305 Personal Lives and Social Policy, The Open University Carabine, J. (Ed) Sexualities: Personal Lives and Social Policy Bristol, Policy Press, in association with The Open University Carabine, J. (2004) ‘Sexualities, Personal Lives and Social Policy’, in Carabine, J. (Ed) Sexualities: Personal Lives and Social Policy Bristol, Policy Press, in association with The Open University Carabine, J. Newman, J. (Ed’s) (2004) Course Companion: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Churchill, H., Fink, J. and Harris, F. (2004) Research Analysis and Assessment Booklet. Part 3 DD305 Personal Lives and Social Policy, Copyright  © 2004 The Open University Cohen, S. (1985) Visions of Social Control, Cambridge, Polity Press. Fink, J. (Ed) (2004) Care: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Fink, J. (2004) ‘Care: Meanings, Identities and Morality’, in Fink, J. (Ed) (2004) Care: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Fink, J. (2004) ‘Questions of Care’, in Fink, J. (Ed) (2004) Care: Personal Lives and Social Policy Bristol, Policy Press, in association with The Open University Goldson, B. (2002d) ‘New Labour, social justice and children: political calculation and the deserving-undeserving schism’, British Journal of Social Work, vol.32, no.6, pp.683-95 Goldson, B. (2004) ‘Victims or threats? Children, Care and Control’, in Fink, J. (Ed) (2004) Care: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Government Green Paper (2003) Every Child Matters, The Stationary Office, 2003, Cmnd 5860. Higgins, P.C. (1988) ‘Introduction’, in Higgins, P.C. Johnson, J.M. (Eds) Personal Sociology, New York, Praeger. Lewis, G. (2004) (Ed) Citizenship: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Lewis, G. (2004) Do Not Go Gently†¦Ã¢â‚¬â„¢: Terrains of Citizenship and Landscapes of the Personal. In Lewis, G. (Ed) Citizenship: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Lewis, G., Fink, J. (2004) Themes, Terms and Concepts. In Fink, J., Lewis, G., Carabine, J., Newman, J. (Ed’s) Course Companion: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Lewis, G., Newman, J., Carabine, J., Fink, J. (2004) Theoretical Perspectives. In Fink, J., Lewis, G., Carabine, J., Newman, J. (Ed’s) Course Companion: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Thomson, R. (2004) ‘Sexuality and Young People: Policies, Practices and Identities. In Carabine, J. (Ed) Sexualities: Personal Lives and Social Policy, Bristol, Policy Press, in association with The Open University Other Sources: The Open University (2004) CD-ROM 1: ‘The Children’s Act 1989’, DD305 Personal Narratives and Resources [CD-ROM], Milton Keynes, The Open University. http://news.bbc.co.uk/1/hi/education/4336092.stm 4,707 words with 700 extra words to assist the client with greater understanding of the wider aspect of mutual constitution.

Child Labor in India Essay

As a group we choose the topic of Child labor in India, and I am responsible to cover the Sexual exploitation of children’s in this country. My colleagues Olivier Turcotte and Frederic Lamoureux are going to cover others part of the child labor such as the industry labor and why those kids have to work instead of going at school. The objective of our project is to aware people of this reality of the world that medias don’t talk too much about and is kind of taboo. The child labor is something that not much of people are aware or concern about it because they don’t see it , but if we think about it, maybe the t-shirt, the shoes, or even what we eat have been pack by a kid from another country that is only 8 years old and work 30 hours or more per week. In relation with our topic, I will focus on the Sex labor that children are involved and abuse. This illegal activity that has reached a critical level in South Asia, is something that people are not really consciou s about and this is why we need to aware our generation to be less selfish and think about all those that don’t have the same luck to have a happy childhood. Well , about the kiosk, we start having some ideas about the material we will use , like posters and things like that but also we will try to reach association that protect or fight against the companies that abuse of children’s. References Carson, D. K., Foster, J. M., & Tripathi, N. (2013). Child sexual abuse in India: Current issues and research. Psychological Studies, 58(3), 318-325. This article discusses the nature and incidence of the sexual abuse of minors in India and presents an overview of research findings to date. Bandyopadhyay, R. (2012). Child-Sex Tourism, HIV/AIDS, and Social Justice in India. Peace Review, 24(2), 143-146. doi:10.1080/10402659.2012.677320 The article discusses the issues of child-sex tourism, human immunodeficiency virus/acquired immune deficiency syndrome and social justice in India. Jaishankar, K., & Haldar, D. (2006). Prostitution in India: Issues and trends. ERCES Online Quarterly Review, 3(2) Retrieved from http://www.ubishops.ca:2048/docview/61624615?accountid=8636 This paper discusses about prostitution in India that is a serious social problem and its solution has been rendered difficult by the problem of poverty. Prostitution is widely rampant in India and its main markets are i n the big cities and involves children’s prostitution. Joffres, C., Mills, E., Joffres, M., Khanna, T., Walia, H., & Grund, D. (2008). Sexual slavery without borders: trafficking for commercial sexual exploitation in India. International Journal For Equity In Health, 71-11. doi:10.1186/1475-9276-7-22 This paper presents an overview of the trafficking of women and girls for sexual exploitation in India also identifies the health impacts and suggest strategies to respond to trafficking and related issues Ray, N. (2007). Wither Childhood? Child Trafficking in India. Social Development Issues, 29(3), 72-83. This article reviews the current research on domestic trafficking of children in India. Child trafficking in India is a highly visible reality. Children are being sold for sexual and labor exploitation, adoption, and organ harvesting. Sathyanarayana, T. N., & Babu, G. R. (2012).