Change Climate Impacting Every Country

Question: Talk about the Change Climate Impacting Every Country. Answer: Presentation: The atmosphere in each nation is consistently evolving. Change in atmosphere is affecting each nation. There are numerous reasons for environmental change. It tends to be because of sporadic human activities, for instance blazing of fills oils, coal and common gases land and agrarian leeway. It is the explanation of extra high temperature in atmosphere, raising worldwide ocean level and softening day off ice. Fundamentally, environmental change is one of the basic issues which is looking by each nation today. Environmental change can be portrayed as variety in the worldwide atmosphere of earth or in the provincial atmospheres after some time. Environmental change in the air might be characterized by numerous individuals from multiple points of view. Some characterize the environmental change as results of regular procedures of earth; then again, some characterize it as the result of human exercises. Keep up the harmony between these two alternate points of view; environmental change can be characterized as the change which is associated legitimately or in a roundabout way with the human exercises and that is the blend of normal atmosphere inconstancy too. Environmental change occurs because of outrageous climate conditions, extraordinary precipitation and change in local temperature. Such conditions are the consequences of nursery impact (Brger, Murdock, Werner Cannon, 2012). Presently analysts in everywhere throughout the world have started to raise the worry about atmosphere changes. There are a few occurrences of environmental change which have been recorded over the world. This report will depict the effect of environmental change in India and the potential answers for defeat from this issue. Environmental change influencing world Because of environmental change, whole world has confronted numerous issues. Environmental change has influenced the businesses, networks and biological system of the world. It has been seen that the glow of the air has expanded and precipitation has decreased all through a years ago. Diminishing precipitation is one of the reasons for environmental change that impacts on whole the world. It very well may be seen that there are changes in precipitation, temperature and ocean level on the planet. Fundamentally environmental change is the aftereffect of numerous exercises. At the point when environmental change happens then temperature can increment. Same as when temperature rises, a wide range of changes occur on the earth. For example, it tends to be the reason for additional floods, unnecessary downpour, dry spells and more warmth waves. There are numerous progressions that can be found in the seas and icy masses, for example, icy masses are dissolving, ocean levels are rising and w ater of seas are warming and turning out to be acidic which is influencing individuals over the world. These progressions are oftentimes occur in ongoing decades. These all progressions are trying to the world and condition (Dillman 2015). Effect of environmental change on India In spite of the fact that environmental change is the explanation of numerous difficulties in everywhere throughout the world, however this report would explicitly concentrate on the nation India. There are numerous issues in India because of environmental change, for example, water pressure, issues in horticulture creation and issues in food security, rising ocean level, hazard on human wellbeing and biodiversity. The issues because of environmental change have enormous pertinence from the point of view of India. Effect on Agriculture and food security: Environmental change has significant effect on the agribusiness. Because of temperature, ice sheet run and inordinate precipitation, the environmental change has influenced the creation of horticulture. It influences farming from numerous points of view. Farming is in significant piece of Indian economy that gives food and security of occupation to the Indian populace. The profitability of farming in India relies on the precipitation and its examples. Agribusiness is likewise needy on the examples of rainfalls as well as relies on the timings of precipitation. In any case, the efficiency of numerous harvests is diminishing because of augmentation of warms and temperature and decrement in the accessibility of water. Raising temperature is expanding the creation cost of harvests. Alongside this, the expanded frequencies of floods, dry seasons, typhoons and tempests are influencing the horticultural creation (Feyen, Dankers 2009). Effect on water circumstance: Water security is one of the most significant dangers in the environmental change. Water assets are confronting pressure under the evolving atmosphere. Himalayan icy masses are the fundamental wellspring of new water in India. As of late, Himalayan district is confronting changes due the broad utilization of land, for example, farming practices, deforestation and urbanization. Because of augmentation in temperature, downpour fall design is likewise evolving. The interest of water is expanding because of creation in the horticulture however there is the shortage of water because of environmental change. An unnatural weather change is additionally influencing the water security. There is the issue in water security as far as quality and amount for creating nations, for example, India. Effect on biodiversity: India is the place that is known for biodiversity as far as deserts to ice sheets. Presently, environmental change is threatening to the biological system. The Himalayan biological system is considered as the help of India. Along these lines, the environmental change is undermining the life of people. The rainstorm of the nation is essentially relying on the biological system. India is reliant upon the storm for the agribusiness and water needs. Environmental change is the fundamental explanation of changing examples of rainstorm in India (World Resources 2001). Effect on human wellbeing: Environmental change has solid effect on the human wellbeing. The environmental change is the aftereffect of air contamination, which is affecting the strength of people. The examinations propose that there will be augmentation in the medical issues because of environmental change. It additionally has been assessed that the quantity of death will increment because of air contamination. Environmental change and high worldwide temperature are the reason for expanding recurrence of flood and it is expanding the danger of sickness of contamination (McKinsey organization, 2009). Reaction to environmental change The effect of environmental change can be seen unmistakably on nature of India. The effect of environmental change is expanding persistently and no nation would now be able to bear to sit on sidelines. India isn't doing any dedication in diminishing the effect of green house gas emanations. Be that as it may, India is participating similarly to the arrangements on environmental change. As indicated by India, many created nations are liable for the environmental change. Along these lines, created nations must do responsibilities to diminish the negative effect of environmental change on individuals. India is focused on the method of manageable turn of events (Jha, 2014). In spite of the fact that, per capita emanations of carbon gases of India is low on the planet however nation have as of late received a national activity plan for environmental change. India is a dependable country and it is supporting all inclusive as far as money related streams and innovation get to (Ghosh Ray, 20 15). India is going to worldwide meetings on environmental change for improvement of clean advances which are condition amicable. India is additionally attempting to persuade created nations to move cleaner vitality advancements and condition amicable sound for the utilization of creating nations. Alongside this, India is the accomplice of Asia Pacific Partnership on Clean turn of events and Climate which centers around move of perfect and productive innovations in creating nations (Sharp, 2009). Measures taken by India In spite of the fact that the commitment of India is nursery emanation is extremely little yet the legislature of India is utilizing numerous measures to improve the circumstance with respect to environmental change. The Ministry of condition and backwoods is the fundamental office for unraveling the issues because of environmental change in India. India has taken activities for environmental change issues by numerous atmosphere agreeable measures (Hallegatte, 2009). The nation is centering for the most part in sustainable power source programs. Alongside this, India has additionally received the National Environment strategy 2006 which has given various measures and arrangements to make mindfulness about environmental change among the resident of nation. Further, the National Forest Policy additionally giving dynamic measures to estimating expanded carbon soaks in the nation. All with this, Indian government has led Green India program to secure woodlands land in the nation. The out come is that the Green India program will cover around 6,000,000 hectare land in India in 10 years (Dubash, Jogesh, 2014). End Environmental change is the principle issue in present time. It is the best test for reasonable turn of events. In this way, the issue identified with environmental change ought to be tended to by all the creating nations. The joint work of the creating nations by community techniques will be useful to address the issues of environmental change. The nations need to utilize another monetary worldview for the supportable turn of events. As indicated by Jeffrey Sachs who is a point of view analyst, the current biological, financial and segment state of world is unreasonable and if the nations contribute in business than it will be conceivable to hit extraordinary and environmental emergency. The genuine significance feasible improvement is tending to the requirements of poor and scant of water, vitality, land, air, and biodiversity and those should be continued by increasingly agreeable thoughts and measures by the nations. At that point, world might make some improvement by sparing the planet and earth from the issues of atmosphere calamities. References Brger, G., T. Q., Murdock, A. T., Werner, S. R., Cannon, A. J., (2012), Downscaling boundaries a bury correlation of various factual strategies for present atmosphere, 25(12), 43664388 Dillman T., (2015), Climate Changes Could Affect Pacific Fisheries, Fishermens news Dubash, N. K. furthermore, Jogesh, A., (2014), From Margins to Mainstream? Environmental Change Planning in India as a Door Opener to a Sustainable future, Center for Policy Research (CPR) Research Report, New Delhi Feyen, L., Dankers R., (2009), Impact of a worldwide temperature alteration o

Question Of Ethics In Photojournalism Media Essay

Question Of Ethics In Photojournalism Media Essay Since the time the act of outlining reports with photos was made conceivable at the turn of the twentieth century, papers have depended intensely on solid, topical symbolism that contributes extraordinarily to the news media by making realities of an occasion relatable to the watcher. Photojournalists thereupon are not just expected to create content that is opportune and account, theyre additionally guided by an inflexible moral system which requests that the work is both genuine and unprejudiced in severe journalistic terms. Weve all heard the platitude: An image is worth in excess of a thousand words, and after some time, it has become clear that no image is worth a greater number of words than an image that archives demise and enduring brought about by catastrophic events, or passing pornography, as its frequently alluded to as. The facts demonstrate that with regards to standing out as truly newsworthy, photos of human wretchedness and decimation win the prize. Regardless of whether its a quake in Haiti or floods in Pakistan; a Tsunami in Japan or a typhoon in North America nothing reverberates with watchers and perusers like a realistic some of the time even out and out bloody picture of the occurrence imprinted on the first page of a paper the extremely following day, or surprisingly fast if there should be an occurrence of sites, making photojournalists and their work increasingly well known and huge as we progress further into the computerized age. It is imperative to note, in any case, that with such ubiquity comes extraordinary obligation. While it is ideal to assume that each photojournalist is straightforward and agrees to the moral structure that directs outright objectivity, it unfortunately isnt the case. Like some other type of news coverage, the issue with photojournalism morals is that answers are not effortlessly discovered when they are generally required. Morals is an inalienably abstract field, and consequently what answers there are, are regularly gotten from passionate upheavals of genuine belief instead of from the quiet of reason like they ought to be. What are the Photographers individual intentions? We have to comprehend that photojournalists are continually characterizing reality. By choosing what remains in the 35mm edge and turns into an image that will in the end be seen by the world, the picture taker settles on a cognizant choice to alter out pieces of a scene which could conceivably have logical significance to the story. Choices with respect to camera, focal point, edge of view, lighting, and present day altering instruments, for example, Photoshop can change a photos meaning and are hence steady contemplations. Particularly in instances of catastrophic events when passing on the updates on the calamitys greatness is significant however the respect of casualties is additionally in question, photojournalists have an ethical duty to choose what pictures to take and what pictures to in the end show to general society. This is the place the issue of individual loyalties comes in. Photojournalists, similar to all of us, are individuals driven without anyone else regard, self-actualisation and monetary thought processes. It may be somehow or another option to accept that if a photographic artist while on task in Haiti, for instance, was increasingly faithful to their own vocation movement, high on winning the Pulitzer for cheering up twisting pictures of kids squashed under rubble of concrete and steel while their moms sob vulnerably, rather than being faithful to the calling and archiving the result of the quake in an unbiased, non-hair-raising design, may be progressively inclined to moral oversights. A similar guideline applies for editors that work in the newsrooms. Understand that a picture taker may in certainty ordinarily has a totally different moral arrangement than a proofreader, the association or the perusers relying upon disaster that the person in question is covering. Snapping a photo of a subject in a grievous state is the picture takers decision, generally dependent on a brief instant choice, while distributing that photo on the first page for the world to see is the editors decision which is made after a lot of consideration and conversation. The issue of capricious crowd responses and a picture takers issue: to shoot or not to shoot? You must have an inward voice to reveal to you when to shoot and when not to shoot. Attempt to be the eyes of the peruser you realize that you are there carrying out your responsibility in light of the fact that others cannot be there. It is a quite overwhelming responsibility㠢â‚ ¬Ã¢ ¦ Our activity is go about as experts and to show the world pictures that they cannot see since they arent there. Says veteran photojournalist and Pulitzer finalist John Tlumacki, who has archived numerous characteristic just as man-incited catastrophes during his decades-long vocation. News associations and photojournalists frequently end up assaulted by irate pundits blaming them for distributing unfeeling, realistic photographs of catastrophe struck zones that are not really newsworthy and just serve to advance the casualties wretchedness. In any case, as indicated by Saeed Memon, a photojournalist who works for Pakistans Dawn News, the main way he believed he could truly help individuals during the 2010 floods was by taking pictures that recounted to the universe of people groups stories and situation. Shooting the flood casualties was probably the hardest activity Memon was ever doled out. The hopelessness and devastation isn't something one can envision sitting in the solace of their homes, and capturing individuals bite the dust of infection and appetite following a cataclysmic event, he says, can be more mentally shaking than shooting dead bodies in a combat area. Ive shot dead youngsters and individuals from good families who were truly asking for food. The photos I took frequent me as well as continue helping me to remember the wretchedness that I saw But do I lament taking the photos? By no means. The world had to know. The equivalent goes for each picture taker who has canvassed the occasions in Haiti, New Orleans and South-East Asia after the Indian Ocean Tsunami: they coincidentally was at the perfect spot at an inappropriate time, and a large portion of them appear to agree that the monstrosity of such fiascos just can't be conveyed without realistic photographs, which in the long run encourage support for reconstructing the crushed districts. In any case, the inquiries that emerge about these picture takers good and expert character once their work arrives at the general population are only a little cost to pay. The publics response fills in as a gauge of a photojournalists morals. Open produced content Today, with the ascent in innovation and computerized cameras, photos stream in downpours. We have become documentarians; recorders of everything without exception, constantly, so if and when a calamity strikes, the inundation of novice photographs and recordings shot without anyone else declared resident writers who know close to nothing or nothing about the columnists code of morals is overpowering. Albeit such no limits or tabloidy substance probably won't be distributed by believable papers run via prepared columnists and ombudsmen, it is rapidly and handily sprinkled over the web for all to see. Furthermore, this gives proficient photojournalists a terrible name, as per Tlumacki. What individuals need to acknowledge is that we are news picture takers, not someone who might be listening with an iPhone, bouncing over individuals to put pictures on YouTube. The dynamic procedure: inquiries to pose to self After each catastrophic event, editors battle to think of answers to some basic inquiries: Will an image outrage the nobility of casualties? Will the watchers welcome it? Won't demonstrating it sterilize the shocking reality that is in actuality newsworthy? Every one of these examinations lead to a definitive inquiry: where should the news media take a stand? The sheer extent of a catastrophe has a lot of effect on an editors mien. The Times ran a sensational first page photograph of a lady dejected in the midst of columns of dead youngsters after the Indian Ocean tidal wave, and once more, when Hurricane Katrina hit New Orleans, it ran another first page image of a body coasting almost a scaffold where a lady was taking care of her pooch. The papers first open proofreader, Daniel Okrent, in spite of being assaulted with analysis, finished up the paper was on the whole correct to distribute these photos in light of the fact that they recounted to the narrative of the calamity. The facts demonstrate that the more pictures of incredible enduring are distributed, the more global guide pours in light of the fact that the casualties are agents of a huge number of individuals whose predicament is basically exemplified by the photojournalist, and it along these lines publicizing their enduring can end up being significant in possibly sparing numerous others. Simultaneously notwithstanding, it must be recollected that if the pictures dont help impel the story, and are not aware to the casualties by encroaching their security and capturing the perished in phases of strip, or basically taken outside the realm of relevance by flighty and additionally dramatist close-ups, at that point the entire motivation behind their activity is rendered unsettled. Journalistic spins There are numerous principles for picking the photos that go into print. One of the most noteworthy principles closeness to readership keeps most papers from distributing realistic photographs with nearby stories, regardless of how huge the calamity. Numerous editors contend that if crowds are possibly presented to unequivocal photographs when the subjects can be delegated topographically, racially or financially not quite the same as local people, at that point the photographs themselves become a marker of distinction. Western media has over and over been blamed for treating passings of these other more graphically and uncaringly than the passings of white individuals in the U.S. what's more, Europe, and this was shown well in The chain of importance of worldwide affliction: A basic talk examination of TV news giving an account of outside catastrophic events, distributed in the Journal of International Communication, a near investigation of extremely one-sided news inclusion by West ern media during fiascos in Australia, Indonesia, Pakistan and USA. Closing methods of reasoning As a mode of narrating

A Few Simple Rules for Expressing Numbers in Your Writing

A Few Simple Rules for Expressing Numbers in Your Writing When you refer to a number in your writing, you often have to decide whether to use a numerical expression/figure or spell it out as a word. This article discusses numbers, how to write them correctly, and when to use numerical expressions instead.General rulesRelated numbers should be expressed consistently. For example, if you choose to use figures because one of the numbers is greater than nine, use figures for all of the numbers in that category. If you choose to spell out numbers because one of the numbers is a single digit, spell out all numbers in that category. For example:Right: two apples, six oranges, four pears, and three bananasWrong: two apples, 6 oranges, four pears, and 3 bananasIf a passage includes numbers that follow one another, one is spelled out and the other is represented with a figure.Unclear: The club celebrated the birthdays of 6 90-year-olds who were born in the city. (This may cause the reader to read 690 as one number.)Clearer: The club celebrated the bi rthdays of six 90-year-olds who were born in the city.Rules for spelling out numbersThe rules of usage vary, but small numbers, such as whole numbers smaller than ten, should be spelled out. This is the one rule that is fairly uniform among all rulebooks. Most style guides also include all numbers that can be expressed in one or two words. Figures are recommended for the other cases. For example:Exactly three poundsTwo thousand dollarsAbout twenty-six yearsThirty-two peopleJust 268 days until ChristmasCost $46.151,238 tons116.3 gallonsAnother widely accepted rule is to write out a number if it begins a sentence. For example:Right: Six percent of the group failed.Wrong: 6% of the group failed.You may need to reword sentences to avoid spelling out large numbers. For example:Right: Fans bought 400,000 copies of her new book on the first day.Wrong: 400,000 copies of her book were sold on the first day.In English, the comma is used as a thousands separator and the period is used as a dec imal separator to make large numbers easier to read. Thus, you should write the size of Alaska as:Right: 571,951 square milesWrong: 571951 square miles.If the number is rounded or estimated, spell it out. Rounded numbers over a million are written as a numeral plus a word:Right: About 400 million people speak Spanish natively,Wrong: About 400,000,000 people speak Spanish natively.Hyphenate a number written as two words if it is under one hundred. For example:There are twenty-two students in my class.Use a hyphen to separate the numerator from the denominator in written fractions. For example:Two-thirds of the class chose the correct answer.Rules for using figuresThe following should be expressed as figures.Exact measurements followed by symbols or abbreviations: 55 m.p.h.Exact amounts of money: $110.79Decimals and fractions: 2.5, 3/5Percentages, scores, or statistics: 38%, score of 10-1Volume, chapter, and page numbers: Vol. I, Chapter 12, page 87Act, scene, and line numbers: Act II I, Scene 2, lines 23-27PlacesFigures are generally used for addresses. For example:16 Tenth Street350 West 114 StreetTimeUse numerals with the time of day when exact times are being emphasized or when using A.M. or P.M. For example:8:00 A.M.However, use noon and midnight rather than 12:00 P.M. and 12:00 A.M.Normally, spell out the time of day in text even with half and quarter hours. With oclock, the number is always spelled out. For example:eight oclock in the morningDatesIt is generally acceptable to express a decade by spelling it out or writing it as a figure. When expressing a decade as a figure, do not use an apostrophe between the year and the s, i.e., 1980s. When spelling out a decade, use lower case letters, i.e., the eighties.In general, do not use st, nd, rd, and th after dates to indicate ordinals.Right: We will meet again on April 15.Wrong: We will meet again on April 15th.Here are a few more examples of dates:December 12, 1965 or 12 December 1965A.D. 1066in 1900from 19 71â€"72 or from 1971â€"1972Expressing numbers in mathematics and the sciencesUse an en dash, not a hyphen, to indicate a closed numeric range, i.e., 100â€"110.Insert a space on either side of mathematical operators (-, +, =, etc.) or symbols unless they directly precede a number to indicate a value (There should not be a space between a number and a percentage sign, i.e., 100%.Preferably abbreviate units of measurement when used with figures, but spell them out when not preceded by figures.Write decimals in figures. Put a zero in front of a decimal unless the decimal itself begins with a zero.Please keep in mind that this article discusses general rules regarding the expression of numbers in writing. In business and academia, you should always consult the applicable style guide. For example, the APA Publication Manual and the Chicago Manual of Style have extensive sections devoted to the use of numbers in technical papers.

Analysis Of Aecom s Delivers Clean Water And Energy Essay

Company Overview AECOM ‘delivers clean water and energy. Builds iconic skyscrapers. Plans new cities. Restores damaged environments. Connects people and economies with roads, bridges, tunnels and transit systems. Designs parks where children play. Helps governments maintain stability and security. We connect expertise across services, markets, and geographies to deliver transformative outcomes. Worldwide, we design, build, finance, operate and manage projects and programs that unlock opportunities, protect our environment and improve people’s lives. We are AECOM. Built to deliver a better world.† AECOM stands for architecture, engineering, construction, operations, and management. AECOM had revenue of $18 billion US in fiscal year 2015 and is the #1 Design Firm for the 7th consecutive year. AECOM has built some of the most iconic buildings in the World. They have built or managed the construction of the World Trade Center, the last two Olympics, LAX, and 4 NFL Stadiums. Risk Management and Insurance Risk management is an essential part of AECOM’s business model. AECOM has local, state, and government clients that demand on AECOM’s ability to make their cities resilient. They actually have seven service offerings around risk management/resiliency. †¢ Critical Infrastructure Protection †¢ Physical Security and Hardening †¢ Climate Change Adaptation †¢ Cybersecurity †¢ Disaster Risk Reduction †¢ Hazard Mitigation Planning †¢ Disaster Recovery AECOM maintains insurance covering

Best Off-Campus Job Options

Its no secret that most college students work during their time in school -- because they have to, because they want to, or because they both want and have to. And while working on campus has some obvious benefits, working off-campus can be downright amazing. If youre thinking of working off-campus during your time in college, check out any of the following options: Coffee Shop It sounds so simple, but working in a coffee shop can be great for college students. It keeps you busy; youll meet a lot of people; youll likely get discounted, if not downright free, coffee; you can earn tips; and youll learn a skill that will transfer to wherever you live next. Additionally, some major chains offer benefits for part-time workers, which can be a serious bonus during your time in school. Wait Staff at a Nice Restaurant If youre going to wait tables, do your best to find a really nice restaurant. Your tips will be higher, your boss will likely be more experienced, and the little things -- like air conditioning during the summer -- will all add up to a nice work experience. Retail Retail can be great for college students, especially if you work at a major chain. The skills and training you receive in your college town, for example, will make you highly appealing to similar stores back in your hometown. Additionally, any discounts you receive on clothing or other items can come in extremely handy. Lastly, because retail stores are often open in the evenings and on weekends, you might be better able to find shifts that accommodate your class schedule than if you worked in a traditional, 9-5 office. Entry-level Administration Dont sell yourself short; even a semester of college might put you ahead of other administrators who dont have any college experience. Consider looking for entry-level administrative jobs that can help you build a resume and some important skills during your time in college. Ideally, when you do graduate, youll then have both the experience and the formal education to skip past entry-level jobs. In a Field Youre Interested In If youre extremely interested in a certain industry, try finding a job you can get during your time in school thats still in the field. True, you likely wont be able to start at the level youre hoping to after you graduate, but working in your desired field can help you confirm that youre aiming for the right place. (Additionally, any connections you make can help you once you do start looking for more advanced work.) In a Non-profit Non-profits can be amazing places to work because they offer so much. In addition to helping communities and individuals, non-profits offer some great benefits to their employees, too. Because most non-profits are small and/or understaffed, you can learn a lot of skills through just one job. You might do a bit of marketing, some community work, some financial management, and some supervision of projects and other people. Consequently, what seems like a small non-profit job just might end up being a huge opportunity for you to learn all kinds of skills. Any Job with Benefits Lets be honest; it can be hard to coordinate benefits like health insurance, retirement plans, and even tuition payments during your time in school. If youre lucky enough to find an off-campus job that offers these benefits (tuition reimbursement, anyone?!), leap on it. While you may not see the actual money behind these benefits in your paycheck, youll undoubtedly feel their advantages during your time in school. Any Job that Provides Housing Fortunately, there are some pretty great off-campus gigs out there that also provide housing. Being an apartment manager, for example, can be a great option during your time in school if you can great free or reduced-cost rent as part of your paycheck. Being a nanny, too, might also be an option, as long as your family is understanding and flexibly about your college commitments. Any Job Online Working off campus doesnt necessarily have to mean working in a traditional brick-and-mortar place. If you can find a job working online, youll have no commuting costs. Some online jobs offer flexible schedules while others require you to be available during specific days and times. Finding something that works for you can be key and a great way to experience an off-campus job without the traditional drawbacks. Any Job at a Place You Want to Work After Graduating Getting your foot in the door in an entry-level job still counts as getting your foot in the door. And while everyone has their dream job, most people also have their dream place to work. If you know where youd absolutely love to work after you graduate, see if you can get a job - any job - there during your time in school. You can meet people, build your reputation, and network in a way that youd never be able to do from the outside. And all of this will, of course, come in handy once you toss your graduation cap and are looking for full-time work away from campus.

Bruce Dawe Speech Free Essays

The poem ‘Life Cycle’ traces the life of an Aussie Rules Football supporter from birth to death – hence the title ‘Life Cycle’. ‘Life Cycle’ essentially explains that you are born and raised in a house with a family who influence your every move and important lifestyle choices. Dawe demonstrates how something as simple as sport can be more important throughout a person’s entire life Poetry expresses an individual’s most intense emotions in the least amount of words. We will write a custom essay sample on Bruce Dawe Speech or any similar topic only for you Order Now In the poems ‘Enter Without So Much As Knocking’ and ‘Life Cycle’ Bruce Dawe expresses what the true Australian perspective is in his straight forward way of telling people what living in Australia is like. Dawe highlights Australian society in the 1960’s in his poem ‘Enter Without So Much As Knocking’ through its episodic structure, simple colloquial language and a combination of the figurative techniques to address the increased commercialism and apathy in the 1960’s. Dawe writes of a rapid trip through one man’s life from birth to death and seems to emphasise a life with little meaning. nd shared by everybody whose lives basically revolve around football. Another way Dawe shows the perspective that Australians love sport is his use of biblical allusion, showing that football supporters form their own religion or covenant as represented in the poem by stating â€Å"and the covenant is sealed†. Another method of prov ing how passionate Australians are about their love for sport is by ANZAC allusion. Comparing players to soldiers and warriors highlight the level of respect that they are shown to have for their beloved football club. Thus, the poem is a light-hearted look at the importance of football to the Victorians. than religion, so much to even say that it replaces it. He explains, through the constant use of colloquialism, that some Australian families have sport engraved into their daily routine and use it to bond with each other. â€Å"Oohh you bludger† is an accurate example of this because it is a kind of slang that is learned from the family as a child There is a laconic rather cynical tone that pervades this poem; life is gone before you know it. The Latin caption at the top translates to the grim reminder that we will all die – â€Å"remember, man that thou art dust, and unto dust shalt thou return. † This suggests that ‘we are all mortal and therefore, whatever striving we do, there are larger questions that the striving should be related to, and that striving just out of sheer, blind self interest is very destructive striving. ’ He presents life as standardised, commercialised and rather predictable and unappealing. This is an episodical poem that stereotypically deals with an average ‘him’. He’ as observed by Dawe is born in his mother’s arms and remains innocent, but tainted by society. The title is a metaphor for people who barge through life without taking the time to think about whom they are and what they are doing. Whether it is members of a team, or fans cheering for a certain team, sports have always bonded people of different backgrounds together with a common goal. The way players participate in a sport and interact with team members helps to build the players self-identity. Australians and their love for sport is a perfect example of this. Bruce Dawe presents what he thinks the Australian perspective is in his poems. He implies that Australia lives through sport. That sport is a religion and is worshiped. That sport is in every true Aussies life from birth to death yet he also pushes the perspective that there is something wrong with 1960’s Australian society. Thank you. They are born into their love for a team or sport and follow it their entire life. Many different sporting events or themes are used to bring complete strangers together and in doing so, help improve the way people see each other or themselves. Sports are events that have been around in some form or another for many years. Throughout time, they have gradually evolved into their current state, and will surely continue to be around for years to come. This is because they always have, and always will be a positive influence on society and individuals. One positive factor of sports is the fact that they draw people together. The perspective that Australians love sport is very obvious and correct because it is shown in so many ways, like sport campaigns at chools, at working or any number of things. Bruce’s Dawe’s poem ‘Life-Cycle’ proves this. Dawe seems to be saying there is something very wrong with a society that insists that material things, and the pursuit of money to afford them, are important. The lengthy description of what isn’t in the grave is intended to make the realistic point that none of those things are ultimately of any importance. Fledged member of the rat-race, obsessed with status, completely insincere, selfish and ruthless Ironically, Dawe’s comments are very realistic. After the man’s death, Dawe continues the attack on a society obsessed with appearances, even to the point where the reality of death is glossed over and prettified. The body of the poem seems to attack the sort of consumer society that twentieth century man is obsessed with. It deals with, and follows the life of one representative of this type of society, and shows how from birth he is conditioned to accept the materialistic standards of this society. When the boy has become a man he has lost the quality of wonder and become another fully How to cite Bruce Dawe Speech, Essay examples

Moon over Manifest the Ideology of Home free essay sample

Who would dare think the outcast and abandoned can find a home? Who could dream that one can love without being crushed under the weight of it? A miracle cure to heal the sick? Pah. What makes us think any of this could be true? And yet all of us, we participate in this myth, we create, perpetuate it (Vanderpool 304). Miss Sadie talks about the search for a home to Abilene Tucker, the 12-year-old protagonist in the 2011 Newbery Medal winner, Moon over Manifest (Vanderpool 207). Abilene doesn’t have a home and never has. Motherless, she is sent by her father, Gideon, to live with his old friend in Manifest, Kansas. Abilene has spent her childhood traveling the country with her father, looking for work during the Great Depression in America. Manifest holds the promise of a kind of home, as it is the place where most of Gideon’s stories take place. We will write a custom essay sample on Moon over Manifest: the Ideology of Home or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But Gideon is absent in the stories she hears in Manifest. Abilene and her father are the outcast and the abandoned. The promise of Manifest is a myth, dreary and worn out in real life, unlike the exciting place in Gideon’s stories. And yet, as Miss Sadie says, everyone hopes that this mythical home will somehow be real. It is apparent that the myth of home is what distinguishes children’s literature from adult novels (Wolf 18). Nodelman and Reimer write that while â€Å"the home/away/home pattern is the most common story line in children’s literature, adult fiction that deals with young people who leave home usually ends with the child choosing to stay away† (197). A pattern observed, called a postmodern metaplot, starts with the child being abandoned, rather than leaving home. Ultimately, the child’s journey ends with a modern ideal of the child leading the adults to a hopeful ending, a home. I will explore the changing roles of childhood and adulthood in children’s literature, while focusing on Moon Over Manifest. The myth of home in children’s literature thus reflects adult constructions of childhood. The emphasis on a failed home was an unexpected, but reasonable, outcome of the analysis of the novel. After discussing the ideology of childhood it’s apparent that there’s a shift from home as a place to return to home as missing or failed was provided. In this case Moon over Manifest is an exemplar of the shift to a postmodern childhood in children’s literature. Bates looks at two different typical plots found in fairy tales and classic children’s literature (89). The plot of the fairy tale is the child protagonist separated or abandoned by the â€Å"evil† parent. The child then must make their way through a perilous world, facing all sorts of danger, in order to return home. Back home the child protagonist rewards the good parent and punishes the evil parent. An example of this journey can be found in Hansel and Gretel. The children are abandoned in the forest by their duped father at the behest of their evil stepmother. They battle the cruel witch, ultimately killing her and stealing her money. They return home to reward their father, the good parent, by sharing their wealth with him. In some versions, the evil parent has already been punished with death by starvation. The other typical plot, the one of classic children’s literature, involves children leaving home on their own or by magic. Like the children in fairy tales, these children also must face danger on their way home. Once home there is no reward or punishment for the parents as the separation was not the parents’ fault. One example of this plot can be found in Alice’s Adventures in Wonderland (Carroll 64). Alice leaves home â€Å"as an indirect result of her own action† (Bates 49). In Wonderland Alice has adventures and escapes danger. She â€Å"goes home† by waking up. Home is not only the setting of most children’s literature but also the theme. The proverbial â€Å"happy ending† is when home is achieved. Readers and nonreaders of children’s literature expect this ending. It makes sense. As Miss Sadie said, â€Å"And yet all of us, we participate in this myth, we create, perpetuate it. † Miss Sadie ends her story commenting on the myth of home, â€Å"But what is worse—we believe it. And in the end, we are crushed by it† (304). She is speaking to Abilene and the assumed child reader as she would speak to an adult. Children are not supposed to be privy to the secret of the human condition that you can’t go home again. It is as if she is offering the reader a looking glass or a wardrobe to go through but on the other side isn’t Wonderland or Narnia but stark reality. Children’s texts reflect a certain ideology, a system of beliefs about childhood that is shared in a culture and allows people within that culture to make sense of childhood (McCallum and Stephens 384). The traditional or modern metaplot of home/away/home encompasses a modernist ideology, one in which expectations for children and childhood are standardized (Coats 21). The postmodern metaplot, which is highlighted in Moon over Manifest, replicates a dissimilar kind of childhood, a complex one, in which home is a place the child must construct. Moon over Manifest is a timely and clear example of the postmodern metaplot. Abilene has no home to leave. While Gideon’s love provides a kind of safety, he sends her alone on a train to Manifest to live among strangers directly after she recovers from a serious illness, signaling that he can no longer provide the shelter of love. Abilene is given no promises of help either. The fact that Gideon sends Abilene with a compass that doesn’t work; means it is almost as if he is telling her through this gift that she is now to make her own way in life. Abilene arrives in Manifest with no idea of when he will come for her. Once there, Abilene must, through her wit and endurance, discover who her father was and is. With the help of story she constructs her own history. This history allows her to make a home for herself, one which she invites her father to join. Ultimately, Abilene provides the home. She must create her own safety and give her father back his home. Abilene’s childhood is less than ideal and not an object of adult nostalgia. When asked by a peer about her missing parents she says that her mother has â€Å"gone to that sweet by and by† because in her mind, her mother â€Å"decided being a wife and mother wasn’t all it was cracked up to be† and so joined a dance troupe in New Orleans (27). Knowing the expectation that the only time a mother leaves her baby is through death; Abilene makes sense of her departure in a rational manner by showing an understanding of the choices her mother made. Left with her father, Abilene positions herself as his equal by consistently referring to him by his first name, Gideon. â€Å"It was like Gideon had gotten a wound in him too. Only he didn’t come out of it. And it was painful enough to make him send me away† (75). Abilene accepts her parent’s failures to provide her with a home. A postmodern metaplot provides a different way of looking at children’s literature and childhood.

Comparing Our USA Presidents with Civil Rights essays

Comparing Our USA Presidents with Civil Rights essays Every President handles issues in his own way. It is interesting to the presidential leadership of Eisenhower, Kennedy, and Johnson in the When President Eisenhower and President Johnson were in office, leadership styles enabled them to gather Congressional support to pass the 1957 and Voting Rights Act of 1965, respectively. Their success in opposition legislators while keeping their own party's support base implies sponsored legislation results from a proper combination of leadership style environment (Riddlesperger)." President Eisenhower was reluctant to leadership, while Johnson defined leadership in a personal way President Kennedy and President Eisenhower each had to deal with colleges during their terms which involved sending in federal troops. desegregation issue in 1957 at Little Rock Central High School, and his beliefs about race relations, the nature of law and people, and the federal under the Constitution. Eisenhower believed in the equality of the races, that equal treatment for racial minorities was a matter that would be and not by legal mandate (Stern)." In 1962, Kennedy had to deal a similar University of Mississippi. His "approach to the desegregation crisis race relations, the nature of law and people, and the federal government's Constitution, as well as the lessons of the Little Rock crisis as he that differences over issues could be solved rationally, with individuals ...

Meteorites from Other Planets

Meteorites from Other Planets The more we learn about our planet, the more we want samples from other planets. Weve sent men and machines to the Moon and elsewhere, where instruments have examined their surfaces close up. Given the expense of spaceflight, its easier to find Mars and Moon rocks lying on the ground on Earth. We didnt know about these extraplanetary rocks until recently; all we knew was that there were a few particularly strange meteorites. Asteroid Meteorites Almost all meteorites come from the asteroid belt, between Mars and Jupiter, where thousands of small solid objects orbit the sun. Asteroids are ancient bodies, as old as Earth itself. They have been little altered from the time they formed, except that they have been shattered against other asteroids. The pieces range in size from dust specks to the asteroid Ceres, some 950 kilometers across. Meteorites have been classified into various families, and current theory is that many of these families came from a larger parent body. The eucrite family is one example, now traced to the asteroid Vesta, and research into the dwarf planets is a lively field. It helps that a few of the largest asteroids appear to be undamaged parent bodies. Almost all meteorites fit this model of asteroid parent bodies. Planetary Meteorites A handful of meteorites are very different from the rest: they show chemical and petrological signs of having been part of a full-sized, evolving planet. Their isotopes are unbalanced, among other anomalies. Some are similar to basaltic rocks known on Earth. After we went to the Moon and sent sophisticated instruments to Mars, it became clear where these rare stones come from. These are meteorites created by other meteorites- by asteroids themselves. Asteroid impacts onto Mars and the Moon blasted these rocks into space, where they drifted for many years before falling on Earth. Out of many thousands of meteorites, only a hundred or so are known to be Moon or Mars rocks. You can own a piece for thousands of dollars a gram, or find one yourself. Hunting Extraplanetaries You can look for meteorites in two ways: wait until you see one fall or search for them on the ground. Historically, witnessed falls were the primary means of discovering meteorites, but in recent years people have started looking for them more systematically. Both scientists and amateurs are in the hunt- its a lot like fossil hunting that way. One difference is that many meteorite hunters are willing to give or sell pieces of their finds to science, whereas a fossil cant be sold in pieces so its harder to share. There are two kinds of places on Earth where meteorites are more likely to be found. One is on parts of the Antarctic ice cap where the ice flows together and evaporates in the sun and wind, leaving behind meteorites as a lag deposit. Here scientists have the place to themselves, and the Antarctic Search for Meteorites program (ANSMET) harvests the blue-ice plains every year. Stones from the Moon and Mars have been found there. The other prime meteorite hunting grounds are deserts. The dry conditions tend to preserve stones, and the lack of rain means they are less likely to wash away. In windswept areas, just as in Antarctica, fine material does not bury the meteorites either. Significant finds have come from Australia, Arabia, California, and the Saharan countries. Martian rocks were found in Oman by amateurs in 1999, and the next year a scientific expedition by the University of Bern in Switzerland recovered some 100 meteorites including a Martian shergottite. The government of Oman, which supported the project, got a piece of the stone for the Natural History Museum in Muscat. The university made a point of boasting that this meteorite was the first Mars rock that is fully available to science. Generally, the Saharan meteorite theater is chaotic, with finds going into the private market in direct competition with scientists. Scientists dont need much material, though. Rocks from Elsewhere We have also sent probes to the surface of Venus. Might there be Venus rocks on Earth as well? If there were, we could probably recognize them given the knowledge we have from the Venus landers. But its extremely unlikely: not only is Venus deeper in the Suns gravity well, but its thick atmosphere would muffle all but the very largest impacts. Still, there just might be Venus rocks to be found. And Mercury rocks are not beyond all possibility either- in fact, we might have some in the exceedingly rare angrite meteorites. We need to send a lander to Mercury for ground-truth observations first. The Messenger mission, which is now orbiting Mercury, is already telling us a lot. PS: Just to take things a little farther, consider this: impacts on Earth have undoubtedly knocked Earth rocks into space too. Most probably fell back, melted, as tektites, but some must be sitting on the Moon right now, while others could have landed on Venus and Mars. In fact, in 2005 we found a big iron meteorite on Mars surface- why not Earth stones too? If life really did exist on Mars, as some evidence suggests, it could have traveled there from Earth. Or was it the other way around? Or, indeed, did both come from Venuss early oceans?

Explaining the assertions in the quotation in your own words Essay

Explaining the assertions in the quotation in your own words - Essay Example In other words, the quotist asserts that a tyrant does not need to face an electorate to approve his leadership, since it is authoritarian. On this note, the author asserts that in a democracy, politicians use languages that are polite, and convincing to lie to the people on the importance of their policies, and why they ought to take office. In his own opinion, in a democracy, there is no honesty, and people take power through dishonest means, for purposing of advancing their own agendas, at the expense of the citizens of the state. The author also asserts that, in a democracy, a leader is praised by the same crowd when he is doing good, and his failures unknown. Immediately his failures are known, he faces hostility from the same crowd that praised him before. On this note, the author asserts that in a democracy, in as much as leaders are not honest, people are also not honest. They are unstable in their minds, concerning a particular leader, or policy, and on this note, they do not know what they need. Their needs are only defined by those in authority. The author further asserts that the people of Thebes cannot manage democracy. He is of the opinion that, the people cannot form true judgments, and therefore lack the ability to govern a state. He also asserts that, people in Thebes are so much pre-occupied with economic benefits that they do not put their minds on politics. On this note, the author asserts that democracy gives an opportunity to a person with no values and morality, to take office. The person depends on his wealth, and once in office, he will serve his own interests. Some of the assertions on this quote are right, and some are wrong. For instance, the assertion that in a democracy a ruler must consult in order to enact a policy is true (Tilly, 51). Democracy provides an opportunity to the citizens of the state, to engage themselves in the governance of their state (Kraut, 41). In a democracy, people choose their

Future of the Court POLS640.F.8 Essay Example | Topics and Well Written Essays - 500 words

Future of the Court POLS640.F.8 - Essay Example For instance, President Eisenhower appointed both Chief Justice William J. Brennan and Justice Earl Warren. He was later disappointed by their broadminded inclinations on the Supreme Court and referred them to as â€Å"the biggest damned-fool mistakes† (Kommers et al 13). A justice can be appointed for life especially if he or she has a long and distinguished career in law and a good record of public service. Majority of justices start their careers as members of congress, aspires of presidency, and judges of lower courts (Gibson and Thurgood 111). There is a need to appoint justices for life when it comes to handling cases in the Supreme Court. This is because the longer the Justices remain in court; the more they become experienced when it comes to making decisions in Court. Deciding on which cases to be heard, requires effective decision making procedures. When petitions are reviewed and summarized by law clerks, the Chief Justice is required to make a good list of petitions to be discussed. In this stage the Justices agree on which petitions to reject and accept for discussion (Kommers et al. 18). The surviving petitions are then discussed in the conference at the beginning of Court’s term. The â€Å"Rule of Four† criterion is used by justices to decide on the cases to be heard. If four Justices disagree to hear a case, then the petition is dismissed (Gibson and Thurgood 85). Cases that qualify to be heard must always have various factors. These factors include the magnitude of the issue raised by the case; clarity of the involved issue; development of a complete and clear record of the case by the lower court; and the case’s potential impacts on the Court’s own prestige and credibility (Kommers et al. 18). Highly experienced Justices are able to make effective voting on cases, as well as, writing opinions. Each Justice reveals his or her views on the case being discussed and indicates how he or she intends to

Areas to Support Children’s Learning and Development

Areas to Support Children’s Learning and Development Supporting Children’s Learning and Development Children are developing all the time and their learning reflects this, so, for example, when a child can pull themselves up they can suddenly reach things they couldn’t before or when they learn new words they begin to label objects such as ball or drink. The revised EYFS uses the term Learning and Development to describe seven areas of learning. These are all related to each other however, they are divided into prime and specific areas. Prime Areas Personal, Social and Emotional Development Communication and Language Physical Development Specific Areas Literacy Mathematics Understanding the World Expressive Arts and Design In addition the revised EYFS refers to the different ways that children learn as the characteristics of learning: playing and exploring – children investigate and experience things and ‘have a go’. Active learning – children concentrate and keep on trying if they encounter difficulties and enjoy achievements. Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things. Together with the prime and specific areas these comprise the knowledge, skills and experiences that are developmentally appropriate for children from birth to 5 years. Personal, Social and Emotional Development – Involves helping children to form positive relationships, to develop social skills and learn how to manage their feelings and develop respect for others. Personal, Social and Emotional Development is made up of these aspects: Self Confidence and Self Awareness – Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, talk about their ideas and say when they do or don’t need help. Managing Feelings and Behaviour – Children talk about how they and others show feelings, talk about their own and others behaviour and that some behaviour is unacceptable. They work part of a group and understand to follow rules. Making Relationships – Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity and form positive relationships with adults and other children. Communication and Language – Involves giving children the opportunity to develop their confidence and skills. To give children the best opportunity for developing communication and language. Communication and Language is made up of these aspects: Listening and Attention – Children listen attentively in a range of situations. They listen to stories and respond to what they hear with relevant comments or questions. They give their attention to what others say and respond appropriately while engaged in another activity. Understanding – Children follow instructions involving several ideas or actions. They answer ‘how’ or ‘why’ questions about their experiences and in response to stories and events. Speaking – Children express themselves effectively. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. Physical Development – Involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices to food. Physical Development is made up of these aspects: Moving and Handling – Children show good control and co-ordination. They move confidently in a range of ways. They handle equipment and tools effectively, for example, pencils for writing and climbing equipment. Health and Self Care – Children know the importance for good health of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs including dressing and going to the toilet independently. The Specific Areas Literacy – Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials such as books to ignite their interests. Literacy Development is made up of these aspects: Reading – Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They demonstrate understanding when talking with others about what they have read. Writing – Children use their phonic knowledge to write words in ways which match their spoken sounds. They write simple sentences which can be read by themselves and others. Practitioners could support writing skills by providing sand to promote writing. Mathematics – Involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces and measures. Mathematics is made up of these aspects: Numbers – Children count reliably from 1-20 place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. Practitioners could supply building blocks and numbered jigsaws to help support this. Shape, Space and measures – Children use everyday language to talk about size, weight, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and use mathematical language to describe them. Different sizes and shapes of building bricks and blocks could be used to promote this. Understanding the World – Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Understanding the World is made up of these aspects: People and Communities – Children talk about past and present events in their own lives and family members. They know about similarities and differences between themselves and others and among families, communities and traditions. Practitioners could use pictures and photographs to display different cultures. The World – Children know about similarities and differences in relation to places, objects, material and living things. They talk about their own environment and how environments might vary from one another. Children will also develop an understanding to care for their environment. Practitioners should support this by getting children to care for plants or a small vegetable patch. Technology – Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Younger children use mechanical toys while older children could take, in turn, using a computer. Expressive Arts and Design – Involves enabling children to explore and play with a wide range of media and materials. This area supports children’s curiosity and play. They explore and share their thinking, ideas and feelings in music, in art, movement and dance, role play and technology. Expressive Arts and Design is made up of these aspects: Exploring and using Media and Materials – Children sing songs, make music and dance. They safely use and explore a variety of materials, tools and techniques experimenting with colour, design, texture, form and function. Practitioners could use tape recorders, cd players and musical instruments. Being imaginative – Children use what they have learnt about media and materials in original ways thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. Practitioners should provide a variety of role play materials and support children’s imaginative ideas. Children develop and learn in different ways. Practitioners need to look at what skills and knowledge the children are demonstrating and consider ways to support the child to strengthen and deepen their current learning and development skills. This will ensure that the individual needs of the child are met. There are 3 characteristics of effective learning to help us focus on and understand how children learn. Playing and Exploring Finding out and Exploring Using what they know in their play Being willing to have a go This characteristic of learning focuses on a children’s engagement with the resources they use, the environment they are in and the people around them. Children should have opportunities to be involved in open ended, hands on experiences prompted by their own curiosity. Children’s play experiences should enable them to seek things out that interest them, initiate activities, seek challenges, develop a ‘can do’ attitude, and be willing to take a risk in trying out new experiences and begin to see ‘failures’ as a learning opportunity. Play also provides the link to the areas of learning and development and gives the opportunity for children to explore their own feelings, views and ideas. Active Learning Being involved and Concentrating Keep Trying Enjoying and Achieving which they set out to do Active Learning focuses on the role of intrinsic motivation which supports long term success. Children need to be able to follow their interests for long periods of time, fully engaged in what they are doing and concentrating deeply. In their activities, children should be encouraged to face challenges and keep on trying if they encounter difficulties. Practitioners should help children to value the rewards of their own success. Creating and Thinking Critically Having their own ideas Using what they already know to learn new things Choosing ways to do things and finding new ways Creating and thinking critically highlights the importance of observing how children are thinking. Children have and develop their own ideas. Children should have many opportunities to be creative, generating new ideas, being inventive, finding problems and challenges and figuring out their own ways to solve them. By respecting children’s ideas will give them confidence to try out new experiences. Children from a very young age enjoy organising and processing information, creating patterns and making predictions based on what they already know. Children develop and learn in different ways. There is a great deal of overlap between the ages and stages because all children develop at different rates and at their own pace. This should be remembered when planning activities. Birth to 11 months – babies enjoy being held and cuddled. They enjoy the company of others. Practitioners should ensure that all staff are aware of the importance of attachment and to get staff to say ‘hello’ and ‘goodbye’ as this develops a secure and trusting relationship. Practitioners should plan to have one to one contact with babies and provide toys/objects to be sucked and squeezed and provide space to roll around and explore. 8 – 20 months – babies and young children will now start to build relationships with special people. They start to show an interest in activities so practitioners could provide push along toys and trikes for outdoor play. 16-26 months – children start to play alongside others and play co-operatively with a familiar adult. Practitioners could then play name games to get everyone to know each other. Plan play activities to get children to explore new toys and environments such as trikes, pushchairs for dolls, dough, sand and cd’s and story books. 22-36 months – children now show an interest with others and want to join in. Many form special friendships with others. Practitioners can provide resources that promote co-operation between two children like a bat and ball. Provide safe spaces so children can run around safely, kick a ball and use A frames. Practitioners can discuss with other staff how each child responds to activities and build on this to plan future activities. 30-50 months – children now play within a group and initiate play. Practitioners need to provide space and materials for group play, for example, lego. 40-60 months – Practitioners need to ensure that children have opportunities to play with everyone in the group and to provide activities that involve taking turns and sharing. Practitioners need to plan time and space for energetic play and plan activities where children can practice moving, throwing, climbing and kicking. Experiment different ways of moving.

Preferential Hiring in the North Essay

Inuit in the north, specifically in Nunavut, have an agreement with the government that they receive special benefits to help with day-to-day problems because of what happened to their people in the past. It is common knowledge that when explorers and traders first went to the north, they mistreated the aboriginals up there. They introduce alcohol and tobacco, they forced them to become sedentary by killing off their sled dogs and setting up trading booths for fur trades and such, and they quickly made them become â€Å"Europeanized†. This is not a proud part of Canadian history, and there have been measures taken to try and make up for the wrongs that were done. One of these measures is preferential hiring for Inuit. Although preferential hiring may seem like a fair arrangement given all that has happened, it is incredibly unjust and creates unnecessary problems. It is a fact that in the north the government has to hire a certain percent of Inuit when they are filling job pos itions. I do not agree with this because what ends up happening is that to be able to meet the agreed amount of beneficiaries hired, the government then has to employ people who may not have the qualifications necessary for the job, or who aren’t as trained and competent as other candidates. What also happens in many cases is that the requirements necessary to apply for a position get watered down until they are simple enough to target a larger crowd. This results in a slow-moving government with poor decision-making skills and no proficiency nor productivity. For example, a couple of years ago, in Iqaluit, there was a position as a secretary of a school that needed to be filled. However, there were no Inuit who applied that had enough qualifications for the job, so the school board then had to change the contract, saying that the minimum education requirement was a grade 10 education. A secretary of a school has many responsibilities, and I feel that it is needless to say that a pers on working in a learning facility should have a minimum of a high school diploma. That example was not an uncommon occurrence, it happens far too regularly in the north. It is a huge part of the reason why there is no motivation for a higher education in the youth of the north. These individuals know that if they can at least graduate high school, then they are almost guaranteed a job, and often a six digit salary (or very close to  it). They become lazy, and do not want to waste their time going to get a post-secondary education when they can easily get a job without one. This leads to my next point. There are many people who apply for the government jobs who have all the necessary qualifications and have the proper training and experience for the job, who don’t even get considered simply because of their nationality; if they aren’t Inuit, they aren’t wanted. This is borderline racism. The most qualified person should receive the job; all other factors (within reason) should be irrelevant. It is unfair towards all those who take the time and spend their money going through university, to be overlooked because there was a beneficiary with a high school diploma who also applied for the job. My final point is that there is no reason whatsoever for an Inuit not to have the proper credentials for a job apart from pure laziness. They are given all the opportunities imaginable, and it is their own fault if they do not take them. There is no excuse anymore for them not to have an education, because the government pays for their entire schooling. In fact, Inuit students get paid to go to university and other educational facilities. They are actually making money instead of going in to debt like most students. Therefore, one might wonder, why would someone not want to go to university and get a higher education if they are being paid for it? And the answer is because they do not need an education to get well-respected and well-paid jobs. There are plenty of examples why preferential hiring for Inuit is in fact handicapping them instead of helping them. The efficiency of the government in the north is nowhere near the same as the rest of Canada, and it is due to a lack of qualifications of those who are preferentially hired. By eliminating preferential hiring, you would be increasing motivation for a higher education and a better working society.

The Chernobyl Nuclear Accident

The Chernobyl disaster was a fire at a Ukrainian nuclear reactor, releasing substantial radioactivity within and outside the region. The consequences to human and environmental health are still felt to this day. The V.I. Lenin Memorial Chernobyl Nuclear Power Station was located in Ukraine, near the town of Pripyat, which had been built to house power station employees and their families. The power station was in a wooded, marshy area near the Ukraine-Belarus border, approximately 18 kilometers northwest of the city of Chernobyl and 100 km north of Kiev, the capital of Ukraine. The Chernobyl Nuclear Power Station included four nuclear reactors, each capable of producing one gigawatt of electric power. At the time of the accident, the four reactors produced about 10 percent of the electricity used in Ukraine. Construction of the Chernobyl power station began in the 1970s. The first of the four reactors was commissioned in 1977, and Reactor No. 4 began producing power in 1983. When the accident occurred in 1986, two other nuclear reactors were under construction. The Chernobyl Nuclear Accident On Saturday, ​April 26, 1986, the operating crew planned to test whether the Reactor No. 4 turbines could produce enough energy to keep the coolant pumps running until the emergency diesel generator was activated in case of an external power loss. During the test, at 1:23:58 am local time, power surged unexpectedly, causing an explosion and driving temperatures in the reactor to more than 2,000 degrees Celsius—melting the fuel rods, igniting the reactor’s graphite covering, and releasing a cloud of radiation into the atmosphere. The precise causes of the accident are still uncertain, but it is generally believed that the series of incidents that led to the explosion, fire, and nuclear meltdown at Chernobyl was caused by a combination of reactor design flaws and operator error. Loss of Life and Illness By mid-2005, fewer than 60 deaths could be linked directly to Chernobyl—mostly workers who were exposed to massive radiation during the accident or children who developed thyroid cancer. Estimates of the eventual death toll from Chernobyl vary widely. A 2005 report by the Chernobyl Forum—eight U.N. organizations—estimated the accident eventually would cause about 4,000 deaths. Greenpeace places the figure at 93,000 deaths, based on information from the Belarus National Academy of Sciences. The Belarus National Academy of Sciences estimates 270,000 people in the region around the accident site will develop cancer as a result of Chernobyl radiation and that 93,000 of those cases are likely to be fatal. Another report by the Center for Independent Environmental Assessment of the Russian Academy of Sciences found a dramatic increase in mortality since 1990—60,000 deaths in Russia and an estimated 140,000 deaths in Ukraine and Belarus—probably due to Chernobyl radiation. Psychological Effects of the Chernobyl Nuclear Accident The biggest challenge facing communities still coping with the fallout of Chernobyl is the psychological damage to 5 million people in Belarus, Ukraine, and Russia. The psychological impact is now considered to be Chernobyls biggest health consequence, said Louisa Vinton, of the UNDP. People have been led to think of themselves as victims over the years, and are therefore more apt to take a passive approach toward their future rather than developing a system of self-sufficiency.† Exceptionally high levels of psychological stress have been reported from the regions around the abandoned nuclear power station.   Countries and Communities Affected Seventy percent of the radioactive fallout from Chernobyl landed in Belarus, affecting more than 3,600 towns and villages, and 2.5 million people. The radiation-contaminated soil, which in turn contaminates crops that people rely on for food. Surface and ground waters were contaminated, and in turn plants and wildlife were (and still are) affected. Many regions in Russia, Belarus, and Ukraine are likely to be contaminated for decades. Radioactive fallout carried by the wind was later found in sheep in the UK, on clothing worn by people throughout Europe, and in rain in the United States. Various animals and livestock have been mutated by this as well. Chernobyl Status and Outlook The Chernobyl accident cost the former Soviet Union hundreds of billions of dollars, and some observers believe it may have hastened the collapse of the Soviet government. After the accident, Soviet authorities resettled more than 350,000 people outside the worst areas, including all 50,000 people from nearby Pripyat, but millions of people continue to live in contaminated areas. After the breakup of the Soviet Union, many projects intended to improve life in the region were abandoned, and young people began to move away to pursue careers and build new lives in other places. In many villages, up to 60 percent of the population is made up of pensioners, said Vasily Nesterenko, director of the Belrad Radiation Safety and Protection Institute in Minsk. In most of these villages, the number of people able to work is two or three times lower than normal. After the accident, Reactor No. 4 was sealed, but the Ukranian government allowed the other three reactors to keep operating because the country needed the power they provided. Reactor No. 2 was shut down after a fire damaged it in 1991, and Reactor No. 1 was decommissioned in 1996. In November 2000, the Ukranian president shut down Reactor No. 3 in an official ceremony that finally closed the Chernobyl facility. But Reactor No. 4, which was damaged in the 1986 explosion and fire, is still full of radioactive material encased inside a concrete barrier, called a sarcophagus, that is aging badly and needs to be replaced. Water leaking into the reactor carries radioactive material throughout the facility and threatens to seep into the groundwater. The sarcophagus was designed to last about 30 years, and current designs would create a new shelter with a lifetime of 100 years. But radioactivity in the damaged reactor would need to be contained for 100,000 years to ensure safety. That is a challenge not only for today  but for many generations to come.

Cuándo un Divorcio Afecta la Residencia

Una de las formas mà ¡s rà ¡pidas y frecuentes de obtener la  tarjeta de residencia permanente  es mediante el matrimonio, bien sea celebrado en Estados Unidos o en otro paà ­s. Pero  ¿quà © sucede con la green card si la relacià ³n termina en divorcio? Es importante resaltar que la residencia solo se verà ¡ afectada si el beneficiario obtuvo su estatus migratorio exclusivamente por matrimonio. Si la persona llegà ³ a Estados Unidos con una visa de trabajo, se casà ³ posteriormente con un ciudadano americano y luego se divorcià ³, su estatus migratorio no està ¡ en peligro. Estos son los dos casos en los que el divorcio afecta la residencia del cà ³nyuge beneficiario: Si el divorcio sucede antes de que se reciba la green card: entre la entrega de papeles a la oficina de USCIS y la obtencià ³n de la tarjeta de residencia pueden pasar entre seis y doce meses. Si el divorcio sucede antes de que se reciba la tarjeta, el beneficiario pierde todos los derechos. Si el divorcio sucede por maltrato o violencia de parte del ciudadano americano, el no-residente tiene opciones para quedarse legalmente (esta là ­nea 1-800-799-7233 puede ser de gran ayuda).Si el divorcio sucede cuando la residencia es temporal: si la residencia se obtuvo de manera temporal (dos aà ±os) porque los papeles se presentaron antes de los dos aà ±os de casados, el beneficiario pierde los beneficios migratorios. Quienes recibieron la residencia permanente y piden el divorcio al poco tiempo de recibida la green card deben saber que: Un futuro proceso de naturalizacià ³n (ciudadanà ­a) puede verse afectado dado que el matrimonio podrà ­a parecer no legitimo.Un futuro proceso de renovacià ³n de la residencia puede generar preguntas acerca de la naturaleza del matrimonio y las causas del divorcio.Los procesos de inmigracià ³n en todos los puertos pueden generar preguntas acerca de la naturaleza del matrimonio y las causas del divorcio.Un futuro matrimonio entre el beneficiario de la green card y otro inmigrante no tiene beneficios de residencia por cinco aà ±os. Quienes obtengan su residencia por matrimonio, se divorcien, y se casen nuevamente, deberà ¡n esperar cinco aà ±os desde que obtuvieron su green card para pedir beneficios para su nuevo esposo/a. Quienes patrocinaron a su cà ³nyuge inmigrante deben saber que: Al firmar el affidavit of support està ¡n comprometidos durante aà ±os a la manutencià ³n econà ³mica de su pareja, asà ­ està ©n legalmente divorciados.  ¿Quà © Hacer Antes de Divorciarse? Antes de hacer el papeleo de divorcio es importante asesorarse de un abogado de inmigracià ³n, sobretodo en los casos en los que no existen pruebas documentales que sirvan para apoyar el carà ¡cter del matrimonio (propiedades o cuentas de banco conjuntas, viajes, hijos en comà ºn, fotos, facturas). Este artà ­culo es informativo y no pretende ser asesorà ­a legal.