Taming of the Shrew Character Motivations Essay Example for Free

Taming of the Shrew Character Motivations Essay Many lives are ruled by a need to fit in and conform to the ideals of society. William Shakespeare’s Taming of the Shrew centers around the two sisters, Bianca and Katherine and their marriages. Kate, an unpleasant and undesirable woman, unwillingly marries Petruchio who attempts to tame her. Bianca is the ideal woman who is pursued by many men. The play was written in 1590 and set in Italy, when submission and obedience were expected of women while men took powerful positions. Societal expectations motivate men and women. Women were motivated by societal expectations. A valued woman was obedient, passive and sweet. Bianca epitomizes these qualities and shapes her behavior around them. She exchanges vicious words with her sister in private, but while in the company of suitors she turns mild. Bianca’s father and her suitors determine who she marries, showing her surrender to men’s power and acceptance of obedience. In Kate’s concluding speech, she says, â€Å"A woman moved is like a fountain troubled, muddy, ill-seeming, thick, bereft of beauty, and while it is so, none†¦will deign to sip or touch one drop of it. (5. 2. 151) Kate admits that an unpleasant, angry wife is undesirable and useless. Certainly no man will consider an ugly, rude woman worthy of his company. She finally relents to Petruchio’s taming and takes a woman’s normal place in the social hierarchy. Women conform to society’s strict expectations. The expectation that men are powerful and all-knowing influences men’s behavior. A m an’s masculinity and power was dependent on his control over his wife. Petruchio, Hortensio and Lucentio make a bet, â€Å"And he whose wife is most obedient†¦shall win the wager. † (5. 2. 15) This shows how much men value an obedient wife, which demonstrates their power. Each man hopes that he wins because a powerful man is valued. Baptista, the father of Kate and Bianca, arranges his daughters’ marriages and marries Kate off even though she is unwilling. Society’s standards permit this destructive and inconsiderate behavior. In their patriarchal society, women can’t show much preference in their suitors. Men are expected to make the best decision, and Baptista goes along with this standard. Wife taming was a common idea in this time and many men attempted it. Petruchio tries to tame Kate by starving, embarrassing, overruling and insulting her. Kate comments on the sun, but Petruchio contradicts her and says â€Å"Now, by my mother’s son, and that’s myself, it shall be the moon or star or what I list. †(4. 5. 6) Petruchio says anything he says is correct, enforcing the idea that women should surrender to a man’s authority. Petruchio tames Kate because of the social belief that men should be more powerful than their wives, therefore social expectations motivate him. Society’s standards motivate men’s behavior. Men and women modify their behavior to meet the ideals of society. Katherine transforms herself into a submissive wife and Bianca maintains her behavior as an obedient, charming woman. Petruchio tames Kate to show his masculinity and Baptista controls his daughters lives without regard for their feelings. In conclusion, societal expectations motivate characters in The Taming of the Shrew.

Buddhist schools Essay Example for Free

Buddhist schools Essay The earliest and the most basic form of schools were Theravada and Mahayana which have been derived from the basic teachings of Buddha. These are actually same teachings but with different interpretations. Both of them have Dharma which is the basic teaching of Buddha. Both of these schools have some animosity between them. All the southern Asian countries and Vietnam have accepted the principles of Theravada. Any differences between the schools are minor matters are do not hinder in one basic belief of Buddha’s teachings. It is one of the earliest forms of teaching found in the history of Buddhism and is one of the most orthodox also . Theravada school emphasizes on meditation and helps in understanding the psychological nature of a human being. According to Mahayana school of teachings, salvation can only be achieved if we trust Amitabha. Such person longs to be born in the paradise, because he has done good deeds and followed the teachings of Buddha. The philosophy of this school is very unique. According to them in order to gain enlightenment a person should inward and not outward. Intuition is one thing this school emphasizes upon, as intuition is purely inward. Mahayana was previously known as Mahasanghikas and after a few decades of its formation it became so popular that it revolutionized the Buddhist teachings. Sutra and Vinaya were translated according to them, and in the due process they also had to reject some texts. The Mahayana philosophy grew more with the concept that Buddhas are lokottara. This means that they are connected to the world only by some external force and it has no impact internally . Why did Mahayana become more accepted? It is because the Mahayana ritual and imagery attracted the Vietnamese. Its ceremonies were in conformity with original Vietnamese beliefs and rituals. This school of Buddhism also combined folklore with Taoist teachings. The enlightened ones in Buddhism were respected as animist spirits. In 7th century C. E, Mahayana school became a little more developed. It was then called Vajrayana. This had an influence of Hinduism also but had similar teachings as of Mahayana. The aim of Vajrayana is the same as that in Mahayana, that is to attain Buddhahood, but the tantric practices showed a quick way to achieve this end . CONCLUSION From very early period Buddhists are concerned about education. In third century almost 9 Dhamma missionaries were sent to different areas of south East Asia in order to teach people about Buddhism . This is the oldest example telling Buddhists concern about Buddhist studies. These 9 Dhamma missionaries started a wave of missionaries. These were sent to Sri Lanka, Thailand and china etc. Today, due to these missionaries and Buddhist schools, Buddhists are present in very corner of the world. Vietnamese Buddhist education leaders are very much concerned about the global demands and needs of Buddhist education. In 1975, when the country got united, there already was a higher education institution in South; it was named Van Hanh University. This university was popular internationally and had close interaction with many other universities of the world. After 1980s two advanced schools were established in Ha Noi and Ho Chi Minh City. These schools trained monks and nuns at B. A level. Due to growing demand these two higher education schools were later turned in to universities. These now trained monks and nuns at not only undergraduate level but also postgraduate level. In 1997, one more Buddhist university was formed, this time in Hue city. Today, there are almost 40, 000 monks and nuns. There are almost six colleges and 31 high schools teaching Buddhism . Buddhism has made great progress in Vietnam. A national calligraphic system which replaced Chinese was also introduced. This helped everybody get on the same platform and understand each other well. Before that it was difficult to have the entire nation on the same page, as the Vietnamese language lacked its own script. People, who did not understand Chinese, could not read books, as all the books were in Chinese. In Vietnam, the Buddhist studies do not influence just art, philosophy or painting. Theatre also serves as a conveyer of the legends, stories and facts about Buddhism. Buddhism is not only a source which quenches the thirst of the intellectuals. It quenches the thirst of the spirit also. Buddhist studies have changed the past and present of Vietnam. The Vietnamese Buddhists go far and wide in order to give a vent to the knowledge and impart it to the others. Buddhism has prospered leaps and bounds in the country. Though there are many rival religions in the country, Buddhism is by far the most popular one. As mentioned earlier, almost two thirds of the population practices Buddhism. During 968 it was made the state religion. Buddhism in Vietnam is no wonder superior than any other religion there, as it is not only accepted publicly but also helped in the moral and spiritual training of the general public. People believe it and accept it by heart. They call it the religion of compassion. The imprint of Buddhism can be seen in art and literature as well. Music has also been inspired from it. Today there are almost 15,000 worship places in Vietnam as compared to none in the beginning. There are almost ten million Buddhists all over the world. Vietnam alone has some 40,000 nuns. It was only 20,000 twenty years back. The development Buddhist studies have done can be clearly understood from the fact that today there are almost four Buddhist universities as compared to only one in 1981. Van Hanh was the first Buddhist school. Today there are schools all over Hanoi, Hue, Ho Chi Minh City and Can Tho. There are almost six colleges and 31 high schools for Buddhists. There are uncountable numbers of grassroots schools in many other provinces. This clearly shows that Buddhism has made a lot of progress since Buddhism first entered Vietnam . Buddhist monks are now not only studyin Buddhism in monasteries and colleges but are getting higher education all over the world. They are studying various subjects and religion in order to increase their knowledge. Not only have they had attained worldly knowledge, but spiritual knowledge which will lead them to enlightenment. References Anson, Binh. (n. d). Theravada Buddhism in Vietnam. Retrieved January 31, 2008 from: http://www. budsas. org/ebud/vn_thera. htm Brough, John. (n. d). Gandhari Dharmapada. India (n. p). Clark, Laura and Brown, Suzanne. (n. d). Buddhism in Vietnam. Retrieved January 31, 2008 from: http://journals. iranscience. net:800/mcel. pacificu. edu/mcel. pacificu. edu/as/students/vb/INDEX. HTM.

The development of social work

The development of social work The development of social work practice within Britain since the Second World War and influencing welfare movements that have changed role of the social worker. When looking at government policy within Britain since the Second World War it is possible to look at the development of the welfare state and how those governing the country have influenced and shaped the welfare state of today. Pluralism represented majority wide spread values within post war Britain having substantial historical legitimacy explaining contemporary decisions, supplying the most satisfactory foundation on which to examine the post war British welfare state. Reluctant collectivism was the main overriding political ideology of the time period influencing strategy within post war Britain resulting in the recommendations of the Beveridge Report 1942. (Timmins, 1996) 1941 saw the government commissioning Sir William Beveridge to produce a report into the ways that Britain should be rebuilt after WW2, published in 1942 with recommendations to fight the five giant evils of Want, Disease, Ignorance, Squalor and Idleness. (Timmins, 1996) Key points, despite later changes were that in organising social security the state shouldnt suppress encouragement, opportunity and responsibility. The states position to Social Insurance and Assistance System should be rigorously limited to guaranteeing citizens a subsistence income. Anything above that minimum should be determined by personnel effort and voluntary contributions to private insurance, not the state. (Lowe, 2005) Beveridge had strong commitments to the free market believing that the state intervention should be kept to a minimum promoting maximum freedom of the individual and therefore political autonomy, economic effectiveness and social diversity. Beveridge also indicated a need for greater state regulation acknowledging that politically it was crucial. He was concerned that should economic waste and social inequalities persist parliamentary democracy could damage and discredit political stability. (Lowe, 2009) Beveridge was a reluctant collectivist intending his recommendations for the welfare state to be a safety net for those who would need it the most believing in limiting the role of the government. Beveridge believed that the overall cost of medical care would decrease as people became healthier, hence needing less treatment (Batholomew, 2004). 1945 saw the appointment of Clement Atlee of the labour party as the new prime minister. He went on to introduce the welfare state as outlined in the 1942 Beveridge Report. By 1948 the National Health Service was created introducing free medical treatment for all, reformist socialist looked upon it as a framework for development shifting towards an egalitarian society, whilst those such as Hayek had never been convinced of a need for the welfare state in the first place. A national system of benefits was introduced to provide social security to protect from cradle to the grave Partly built on National Insurance Scheme set up by David Lloyd George 1911. People in work had to make contributions each week as did employers but the benefits provided were now much greater. Social work was first recognised in 1898 with classes being offered at Columbia University. Social work and the five giants of want, disease, ignorance, squalor and idleness were deep rooted and radical welfare reformers often saw violence, alcohol misuse, child abuse being mainly caused through the absence of welfare and that the introduction of the welfare state as a way of solving these. (Lowe, 2005) The provision of services following the Beveridge Report saw the introduction of many Acts, policies, reports and events that brought about changes to services and the law. In 1945 the death of Dennis ONeil highlighted the plight of foster children. The Mockington Report 1945 found the poor supervision, coordination and overdue action being key contributing factors in the death of Dennis ONeil. The Moncktons committee Report and Curtis Committee Report 1946 brought about changes in relation to children in foster care. Stipulating that a fit person be it an individual or the local authority must care for the child as their own. (Horner, 2009, Jordan, 2007) The Curtis Committee Report focused on children in care in particular those in residential care settings and directly resulted in the Children Act 1948 with local authorities becoming more responsible in the professional recognised service and recognised the need for a more personal approach within the care of children. When looking at the knowledge and skills required for this role the Curtis Report noted the need for this position to be the responsibility of a graduate with experience of children: Her essential qualifications, however, would be on the personal side. She should be genial and friendly in manner and able to set both children and adults at their ease (Curtis, 1946 as in Jordan 2007) The Origins of social work can be traced back to COS (The Charity Organisation Society founded in 1869) and the Settlement Movement both influential yet declined mid twentieth century. Younghusbands report 1947 noted a wide variety of social work, family case work, settlement work, and work within physically and mental health, probation, youth work amongst others she also believed that both the COS and the settlement movements sought to integrate casework, group work and community work. Younghusbands report went on to position social work into five specific settings, Childrens Departments, Welfare Departments, Health Departments linked to psychiatric services, Health Departments and medical social workers and Probation Departments ( Younghusband, 1981, Horner 2009) In 1954 Younghusband played a key part in establishing the first generic training ensuring all social workers had a common base of knowledge for professional social work training. Further reports of Younghusband led to the founding of a Council for Training in Social Work and a social work certificate (Wilson et al, 2008). More recently through the Modernising Social Service Agenda and the Care Standards Act 2000 there have been huge developments within social work education with major changes ensuring that qualified Social Workers are educated to honours degree level ensuring common shared knowledge, skills and values (Department of Health, 1998) Banks (1995) acknowledges the complex interaction of social work and how it involves interconnected complex issues, ethical, technical, legal and political. All of these are part of the shared knowledge, skills and values of the modern qualified social worker. These shared knowledge, skills and values are more important when considering as Parton (1997) argues the position of the social worker, between the rights of the individual and the states responsibilities. The Department of Health (2002) states Social work is a practical job and therefore the degree requires social workers to demonstrate their practical application of skills and knowledge ability to problem solve. Whilst providing hope for those people who rely on social services. Some definitions such as Jones (2002) link more towards individual difficulties and raises questions of social control. When looking at different definitions it is possible to look at the different practice context. The department of health definition highlights skills and interventions this views social work as practical interactive activity which requires a set of beliefs, knowledge and interpersonal skills linking the ethics and values of social work (Oko, 2009) Titmuss (1965) acknowledge the changing role of social work in relation to social problems stating that within the past two decades social problems brought about a call for more trained social workers. Focaults (1977) noted that government increased employment opportunities upon realising the capacity of social work to control populations those populations troublesome to social order. Foucault (1977) and Parker (1990) also acknowledged the importance of historical awareness and understanding of social work when reflecting upon the present to enable more productive and effective outcomes. The General Social Care Council (GSCC) views reflection as essential to high-quality social work and key to ongoing professional development and acknowledges this within the National Occupational Standards and General Social Care code of practice (GSCC, 2002). The BASW have recognised that the duty of the social worker being to assist with the solving of social problems and conflict at the personal l evel.(Oko, 2009) National Occupational Standards define reflective practice as: Reflective practice is grounded in the social workers repertoire of values, knowledge, theories and practice, which influence the judgements made about a particular situation. The characteristics of reflective judgments indicate that the practitioner has developed the ability to view situations from multiple perspectives, the ability to search for alternative explanations, and the ability to use evidence in supporting or evaluating a decision or position (Training Organisation for the Personal Social Services (TOPSS, 2002) Learning through reflection is a life long process of development Lindeman (1926) viewed it as a process autonomous with life and revolves about non-vocational ideas noting adult education to be around situations putting the student needs first and acknowledges that it is the learners experience, if education is life, then life is education. Within the learning and qualification elements of social work training and qualification, anti oppressive and anti discriminatory practice is key. Anti oppressive and anti discriminatory practice is fundamental to social work. This is clearly emphasized in the GSCC code of practice highlighting the need to respect diversity and promotion of equal opportunities. In order to undertake the role of a social worker it is essential to have some basic understanding of anti discrimination legislation. The Race Relations Act 1976 and Disability Discrimination Act 1995 make it illegal for authorities to discriminate as do elements of the Children Act 1989. Social work commitment to anti oppressive and anti discriminatory practice gained significance having recognised the lack of response to discriminatory and oppressive practice on the part of social workers in the 1980s towards the needs disabled people, women and ethnic minorities (Taylor, 1993). It is this fundamental practice that is recognised within the training and a major part of qualifying courses with in social work. (Wilson et al, 2008) It is this core commitment of the social worker to anti oppressive practice and anti discriminatory practice that encourages and supports active involvement on the part of the service users. Direct payments and individual budgets support individual choice and empowerment. Mullender (1997) stated that in order to understand the oppressions and discrimination people face it is essential perceive the way in which people are disadvantaged. With many forms of oppression and discrimination all of which impact upon social clients, it is important to recognise that negative use of power is at the heart. Thompson (2001) states that for social workers this power lies within their knowledge and expertise, access to resources, statutory powers and influence of individuals and other agencies. Historically this links back to the variety of social work as originally set out in Younghusbands Report 1947 as mentioned on page 4. As people became more satisfied with each of the welfare services this resulted in them becoming a better resourced service dispelling previous anxieties changing the climate of opinion. The personal social services in 1950s had very little increase in expenditure although 1960 1968 expenditure doubled. As social work continued to develop so did policy and legislation, 1963 saw the first lawful vital Act that enabled preventative developmental social work enabling early intervention, the Children and Young Persons Act of 1963. This enabled preventative and rehabilitative social work enabling social workers to work towards changing conditions, to prevent children entering local authority care or the juvenile court. It was as a result of pressure from probation and childrens services which led directly to the establishment of the Seebohm Committee in 1965 and the passage of the social work (Scotland) Act in 1968. In 1968 Fredric Seebohm led a committee appointed by the government (Committee on Local Authorities and Allied Personal Social Services) whos task was To review the organisation and responsibilities of the local authorities personal social services in England and Wales, and to consider what changes were desirable to secure an effective family service. (Horner, 2009) The Local Authority Social Services Act 1970 went on to see the enactment of the Seebohm Report in 1971. The report changed the delivery of the welfare Servcies into Social Services with a new generic social worker role. The report recommended a generic integrated social care approach to social services, family orientated, and community based service available and accessible to all, as an integrated service rather than totally separate departments run independently. This new personal Social Services being one of five parts of the social security policy arena, the other four being Social Security, Health, Housing and Education in which Social workers and Social Care are as Walker (1984) says viewed as the safety net of the five. This saw the appointment of a director of social services accountable to the Social Services Committee.   Resulting in breaking down fragmented services between health and welfare committees and associated departments and leading onto the development of generic social work training developed through central council for education and training of social workers (CCETSW) Claire (2000) post Seebohm, noted staff struggles to the new generic approach given that many had specialisms within a now integrated service. Whilst Willmott (1975) acknowledged   how social work reforms brought about change which meant the families would have one lead social worker as a means to one for each area of need, resulting in a more holistic approach to the need of the individual or family. Toronto (1993) held a collectivist view of this that in order for society to be judged as a morally admirable society it must, among other things, adequately provide care of its members. Thompson (2005) noted that in working within integrated approaches positive outcomes can come about for all concerned, but warns that it can also make some situations worse and the potential for these situations needs to be recognised in order to minimise harm and maximise the good. It could be argued that the recommendations of the Seebohm report 1968 was not wholly new as the Ingleby Report 1960 wit h a main focus upon juvenile delinquency, child neglect and the entry of children into care it noted the need for state intervention when families are seen to be failing. The Ingleby report commented upon a solution being to reorganise various services concerned with families into one unified family service in effect Ingleby was a forerunner to integrated social care. (Boss, 1971) The Seebohm reforms created changes to management systems and coordination in children and welfare departments for many this was a high point of collectivism, state intervention of the state in social welfare and formal education with the state at the fore front.   With major developments also taking place within education, council housing and urban regeneration. Jordan also noted how the collective institutions were not seen as reliable and able to resolve disagreements.   This was demonstrated through trade union consciousness amongst those working within social services, coming together against many of the states strategies and policies.   Freire (2003) would see this as people understanding of their social and political position within society, consciousness raising and critical thinking enabling people to challenge their position and start the process of change, viewing empowerment as conscientization education of the consciousness, in which communities become aware of iss ues affecting them.   Freire used the term conscientization to refer to learning to perceive social, political and economic contradictions and take actions against the oppressive elements of reality. The Victoria Climbie inquiry overseen by Lord Laming saw the production of the green paper Every Child Matters (ECM), published along side Lord Lamings report.   The report had four key focus points, improving the way in which carers and families are supported and notes the critical influence upon the lives of children, preventative interventions prior to crisis point situations proactive action to stop children falling through the net, addressing underlying weak accountability and poor integration and make sure those people working with children and young people are appreciated, rewarded and trained.   one of the outcomes of ECM was to set five outcomes for all children and young people, be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well being.   In relation to social work there are many areas covered and given consideration, foster care, care matters, child trust funds, independent reviewing officers, health care, adoption, educat ional achievement of looked after children, secure childrens home, family and friends carers and social work practice pilots.   Within this new Joint Area Reviews (JAR) inspections focused on communication and integrated care. In addition there is substantial coverage of issues around safeguarding.   The ECM has seen a multi agency approach with integrated services, strategies and governance as a result of the depth and breadth for the ECM and subsequent ECM papers. In conclusion social work mediates between the state and its members the roles and responsibilities therefore can vary significantly based upon the over riding views within society and the elected government.   This in turn will affect responses to the needs of people in relation to individual rights and responsibilities verses collective responsibility.   Social workers often engage with those most in need, struggling to participate within society.  Ã‚   Frequently caught somewhere in the middle of conflicting political ideologies of left/right wing policies, engaging and supporting those most marginalised yet often employed within the political, social and economic setting that may have gone some way to contribute to that marginalisation.   Therefore it is essential for social workers to have a commitment to understanding their modern role and how that has developed through the range of different and often conflicting political thinking of government influencing power in relation to culture, thoughts, actions, attitudes, feelings and structural levels. Social work will continue to evolve along with legislation, movements and unfortunately high profile incidents and therefore training will follow a parallel in line with the current discourse.   Through looking back through time from the implementation of the state welfare the collectivist approach was dominant.   That was until the Thatcher years which saw an anti collectivist approach to welfare services which viewed the welfare state as over developed creating dependency, irresponsibility and keeping people from using their initiative.   Whilst New Labour believed in a limited role, reducing the role of the state and by supporting and promoting schemes such as sure start and new deal with the focus being upon social inclusion.   As governments and common ideologies change so will the roles of social workers as, administrators of social policies. References Banks, S (1995) Ethics and Values in social work.   London: Macmillan Bartholomew, J (2004) The welfare state were in.   London: Politico Publishing. Clare, B (2000) Becoming a social worker: learning, doing and being, in J Harris, I Paylor and L Frogget (Eds) Reclaiming social work: the south port papers.   Birmingham: Venture Press. Department of Health (1998) Modernizing Social Services: promoting independence, improving protection, raising standards.   CM.1469. London: Stationary Office Department of Health (2002) Requirements for social work training.   London: Department of Health. Foucault, M (1977) Discipline and Punishment.   London: Allen Lane General Social Care Council (2002) Code of Practice for Social Workers and employers.   London: GSCC Horner, N (2009) (3rd Ed) What is Social Work: Contexts and Perspectives, Exeter: Learning Matters Ltd Jordan, B (2007) Social work and well-being.   Dorset: Russell House Publishing Ltd Lindeman (1926) Lowe, R (2005) The Welfare State in Britain since 1945. Hampshire: Palgrave Macmillan Oko, J (2009) Understanding and Using Theory in Social Work.   Exeter: Leaning Matters Ltd Parker, R (1990) Away from home: a history of childcare.   Ilford, Essex: Barnardos Parton, N (1997) Social Theory, Social Change and Social Work: an introduction. London: Routledge. Taylor, G (1993) Challenges from the margins, in J, Clarke(ed) A Crisis in Care: Challenges to Social Work, London: Sage/Open University. Thompson, N (2001) (3rd Ed) Anti-discriminatory Practice.   New York: Palgrave Thompson, N (2005) (2nd ed) Understanding Social Work.   Basingstoke: Palgrave Timmins, N (1996) The Five Giants: A Biography of the Welfare State.   Glasgow: Fontana Press Titmuss, R (1965) Goals of todays Welfare State, in P Anderson and R Blackburn (eds)   Towards socialism.   London: Fontana. Toronto, J (1993) Moral Boundaries: a political argument for an ethic of care.   New York: Routledge. Training Organisation for the Personal Social Services (2002) National occupational standards for social work.   London: TOPPS. Walker, A (1984) Social Planning: a strategy for socialist welfare.   Oxford: Blackwell Willmott, P (1975) (2nd Ed) Comsumers guide to the British social services.   Harmondsworth: Penguin Wilson K, Ruch G, Lymbery M, Cooper A, Becker S, Brammer A, Clawson R, Littlechild B, Paylor I, Smith R (2008) Social Work: An introduction to contemporary practice.   Essex: Pearson Education Limited Younghusband, E (1981) The Newest Profession.   Community Care:/IPC

Berendts Attitude in Midnight in the Garden of Good and Evil :: Midnight Garden Good Evil

Berendt's Attitude in Midnight in the Garden of Good and Evil "The biggest challenge . . . is finding characters worth writing about, " says John Berendt, author of Midnight in the Garden of Good and Evil. "I found a mother lode in Savannah" (Anderson 18). Berendt conveys certain attitudes towards different characters and events. He takes the same explorative and open approach to each person and situation, but his final attitudes towards them are quite varied. He behaves very differently around Jim Williams than around Joe Odom and his crew, and differently from all of them when around Lee Adler. His reactions to the news of Williams's arrest and trials vary greatly from his reaction to the Lady Chablis' singular exit from "her" job. Berendt is more reserved and plays the part of the confidant when he is in the company of Williams. From their first meeting, Williams seems ready to open up to Berendt, and the reader gets the feeling that Berendt welcomes the role. He portrays Williams as an arrogant but decent enough type who is somewhat lonely and in need of a feeling of power. Williams's affinity for Nazi relics and weapons is one sign of his power fetish, as is his superior view of himself. Berendt takes all of this in stride and uses it to set up the foundation for Williamsà ­ actions during the trials later in the book. During their meeting, Williams tells him many stories about Savannah and the people who live there. Berendt's reaction to Joe Odom and his followers and friends is more relaxed. Joe gives Berendt the three basic rules of Savannah, which include "Always stick around for one more drink" and "Never go south of Gaston Street" (Berendt 49). These rules demonstrate the exclusiveness of Savannah and its willingness to let loose and have some fun with life. The third rule also shows one of the traditions of Savannah: "Observe the high holidays - Saint Patrick's Day and the day of the Georgia-Florida football game" (49). Nearly everyone in Savannah gets involved in both these holidays, adding their own twists to both. For Saint Patrick's Day, the drinking begins at 6 a.m. The women in South Georgia don't start wearing panty hose till after the big game. While Berendt doesn't let Joe's advice stop him from exploring south of Gaston Street, he welcomes the guidance all the same.

Kevlar Aramid Fiber :: essays research papers

STRUCTURE Kevlar Aramid Fiber is a synthetic (man-made) material known as a Polymer. A polymer is a chain that is made up of many similar molecular groups, better known as ‘monomers’ that are bonded together. ‘Monomers’ are made up of fourteen Carbon atoms, two Nitrogen atoms, two Oxygen atoms and ten Hydrogen atoms. A single Kevlar polymer chain could possibly have anywhere from one to five million monomers bonded together. A group of polymer chains can be organised together in a fiber. How the polymer chains are put together is important, as it improves the properties of the material. The flexibility, strength and stiffness of Kevlar fiber, is dependent on the orientation of the polymer chains. Kevlar fiber is an arrangement of molecules, orientated parallel to each other. This orderly, untangled arrangement of molecules is described as a â€Å"Crystalline Structure†. A manufacturing process known as ‘Spinning’ is needed to achieve this Crystallinity structure. Spinning is a process that involves forcing the liquefied polymer solution through a ‘die’ (small holes). The Crystallinity of Kevlar Polymer strands, contributes to the unique strength and stiffness of the material. Kevlar is very similar to other common synthetic polymers, including Nylon, Teflon and Lycra. In all Polated to strength. Aromatic refers to the Carbon atoms attached in a ring, and Amides refers to a group of Carbon, Nitrogen and Hydrogen atoms. Kevlar fiber is therefore a â€Å"Polyaromatic amide†, as it has a high breaking strength. Polymer chains are long, individual chains, although they behave as if they are attached to each other. The individual chains are actually held together by ‘Electrostatic Forces’ between molecules, also known as ‘Hydrogen Bonds’. Scientists discovered this, by using a special type of X-ray microscopy called ‘XANES’. This was able to reveal the orientation of molecules in materials. It has also been discovered that the components of Kevlar fiber, have a radial orientation that is in a crystal. The crystal-like regularity is the largest contributing factor in the strength of Kevlar fiber. PROPERTIES It is five times stronger, yet the same weight as steel. Kevlar Aramid fiber is an improved material, which is an extremely lightweight, man-made organic fiber. Kevlar fiber has a combination of properties, which have made Kevlar a very useful material. These include, high strength, low weight, high chemical resistance and high cut resistance. This material does not corrode or rust and is also unaffected when placed in or under water.

The Compelling Motives of European Imperialism Essay -- European Histo

The Compelling Motives of Imperialism The presence of Europe in Africa in the late nineteenth century was one of extreme power. The countries of France, Britain, and Germany had especially large claims to the African continent during this time. The motives of imperialism for these countries greatly define Europe at this time. Insatiable desires for economic markets, power and political struggles, the motivating belief in Social Darwinism, and the European idea of superiority were the driving forces at the European home front in the late nineteenth century. Many of the causes for imperialism in Africa were evident in Joseph Conrad’s turn of the century novel, Heart of Darkness. Successful domination of Africa was not attainable prior to the eighteen hundreds. The obstacles of travel and disease were too powerful to overcome. However, with the development of the steamship and the protection from malaria in the form of quinine, Europeans tackled Africa with a renewed energy (Sanderson â€Å"Imperialism notes†). A European council congregated in 1885 and drew up the Berlin Act, which was responsible for the carving of Africa into pieces of land for the major imperialistic powers in Europe (Lehmann â€Å"The Scramble for Africa†). Political and nationalistic rivals were fueled and each European power desired to prosper greater than their competitors did. Political goals were often achieved through imperialism. Countries competed for â€Å"strategic passages† and â€Å"overseas bases† in locations throughout Africa (Lehmann â€Å"European Imperialism). The goals of achieving the most power and wealth from various regions throu gh imperialistic measures were realized during the age of imperialism. A new source of economic resources for eve... ...rialism in the nineteenth century. Links and Works Cited: http://www.usd.edu/honors/HWB/1999/1999f/index.htm Clayton Miles Lehmann compiled this website. It is based upon Imperialism, with my attention to â€Å"European Imperialism† and â€Å"The Scramble for Africa†. There is also a map depicting the carving of Africa. http://www.angelfire.com/tx/sandersonAP/NotesImp.htm This website provides note-like structured description of European imperialism by Dr. Sanderson. It highlights reasons for imperialism and different areas that were imperialized. http://www.hcc.hawaii.edu/~patrick/151/africa.htm Patrick M. Patterson designed this website. A description of Africa before European imperialism is provided here. There are also explanations of the delay of imperialism and some causes of it. Conrad, Joseph. Heart of Darkness. New York: The Modern Library, 1999.

Unit 3 – Supporting Children

E1. Five pieces of current legislation are: 1. Sex Discrimination Act 1975 2. Equality Act 2006 3. Childcare Act 2006 4. Race Relations Act 2000 5. Special Educational Needs and Disability Act 2001 E2. The Sex Discrimination Act 1975 states that we should not discriminate on the grounds of gender and that both genders should be treated equally with the same rights. This means that practitioners should involve boys and girls in all activities and should not make comments such as ‘Girls are more sensible than boys’. Equality Act 2006 provides a legal framework to protect the rights of individuals and advance equality of opportunity for all.That means that practitioners should treat all children as an individual and give children equal opportunities as children have individual needs that should be met. Childcare Act 2006 incorporates the welfare standards with which all settings registered to work with children under 8 years must comply, and also provides a learning framewo rk for children aged 0-5 years called the Early Years Foundation Stage. The welfare requirements affect much of the day-to-day practice within settings, for example the adult to child ratio in rooms.Race Relations Act amended 2000 apply to discrimination on the grounds of colour, race, nationality and ethnic and national origins. It states that practitioners should give equal opportunities to all children no matter what their race, nationality and ethnic origin is. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children. It also states that schools must ensure that they make reasonable adjustments to ensure that children with disabilities are not placed at a disadvantage.E3. Safeguarding is defined as: All agencies working with children, young people and their families taking all reasonable measures to ensure that the risks of harm to children's welfare are minimized. Policies and Procedures w ill help safeguard children by making sure that all steps are taken to protect children and young people from harm. To ensure this create an environment in the setting which encourages children to develop a positive self-image, regardless of race, language, religion culture and home background.Encourage children to develop a sense of autonomy and independence and enable children to have the self-confidence and the vocabulary to resist inappropriate approaches. Following the correct procedures in the setting is essential because if there is an accident and you have followed all the correct procedures then the accident is not your fault; however if you haven't followed the correct procedures then you are responsible for any accidents that happen and the consequences are your fault. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children.It also states that schools must ensure that they make reas onable adjustments to ensure that children with disabilities are not placed at a disadvantage Another policy that will safeguard children is Health and Safety Policy. This policy aims to ensure that settings both inside and outside are secure, safe and healthy place for children, parents, staff and other people to be around in. This policy also aims to prevent accidents, injuries and ill-health, and it makes sure all staff is aware of potential hazards within the setting and the surrounding environment. E4.An Inclusion policy ensures that all pupils are fully included in all aspects of school life and have an equal opportunity no matter what their gender, religion, race, background, specific difficulty or physical ability is. This policy aims to support the individual needs of each and every child recognising their rights and raising awareness. By having a relations or partnership with parents’ policy in place a setting, helps a setting to recognise that parents and carers ar e the first educators of their children. â€Å"Parents are children’s first and most enduring educators.When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning. † Commitment 2. 2 Parents as Partners, EYFS The policy’s aim is to work in partnership with parents and carers in providing an environment that supports and involves them in the setting. A setting can do this by informing parents of how the setting operates, opening times and policies and procedures through written information on notice boards and involve parents in the shared development record keeping about their child and ensure they have access to their child’s developmental records..Another policy that is provided to promote fair, just and inclusive strategies is ‘Equal Opportunities’. This policy is designed to provide opportunities for all people to achieve according to efforts and ab ilities. This policy means individuals will be catered for and they will be given equality of opportunity no matter what disability, ethnic origin, medical condition, gender, special educational need, religion and age. As a practitioner working in a setting you must understand that everyone is equal and everyone has different needs and abilities. E5.One strategy which my setting uses to empower children to develop independence and self reliance is arrival time. When children arrive to school they have few jobs to do before they sit down on the carpet. Firstly what they have to do is put their book bags in correct box Hares, Rabbit or Reading Group Box it depends on which group they are in and whether it is their turn to read. To find out if it is their turn to read they look up on the reading board to see if their picture is up. Once they have done this they have to do the same with their lunch boxes.Then its time to find their pegs and hang up their coats. All children have their o wn pegs with their picture and name on them which makes it easier for children to find their pegs. Finally children say goodbye to their parents and sit down on the carpet in their sitting spaces. Another strategy that my setting uses to empower children to develop independence and self reliance is ‘Special Helper Day or sometimes called VIP day. All children in the classroom have a turn to be a VIP. Children have special jobs to do when it is their turn to be VIP. In the morning the teachers tells children who theVIP is and give children a VIP sticker. Then children are asked to take the register and money basket to the office and on the way back to get the fruit box. Throughout the day VIP’s are responsible for giving the fruit and milk out at snack time and during the day the help the teacher in simple task such as giving the paper out or putting pencil trays on the tables. E6. Transition is a time of change, when children pass through the various stages of life. For the baby this can mean being weaned from milks to solid foods, and for the child it means starting nursery and then school.There are many strategies and examples of how childcare settings can prepare children for transfer or transition. These are listed below: Parents can become as anxious as their children about the move to a new class. Practitioners will regularly have meetings for ‘new parents’ before their children start school. Also, most mainstream provisions have meetings when parents can meet their child’s new teachers; where staff can talk to parents formally about the routines and informally to get to know each other.It is an opportunity to show parents the layout of the setting, and all the practical things which parents need to know about and for them to meet new staff. Reading books, leaflets, brochures and hearing stories that deal with the subject of transition will prepare and support children. This helps to familiarise children with the transiti on process and helps minimise the fear of the unknown. Some children whose second language is not English will find it difficult to communicate or interpret the information provided and the setting will need an interpreter to ease the child’s transition.Ensuring that all documentation about a child is organised and ready to be passed on to a parent/carer or other professionals as appropriate to the situation- For example a key person may hand on a child’s developmental records. Children having comfort objects brought from home will ensure that a child has a smoother transition. Having a comfort object offers children psychological comfort and security especially in unique or unusual situations and also encourages independence.Allowing plenty of opportunities for children to express their feelings and emotions through imaginative and expressive play will ease transition and develop self help skills. Imaginative play helps children to work out ‘real life situations ’ which then helps them to replay the situations which helps children to create solutions to life which is essential for early childhood onwards. Expressive play helps children to release their emotions which will help a child who has just started in a setting to feel more confident.It will help to learn to express emotion more effectively. By having information given by the parent/carer a setting will be more aware of a child’s particular needs or requirements therefore this partnership is crucial. The role of the key person is also important to provide stability for the child and security for the child. E7. Discrimination can occur because some people can have very stereotypical attitudes by having a judgemental approach against children they don’t know and they then assume they know what the children are capable of.Assuming you know what the children are capable of can lead to telling them they can’t do certain activities that other children are doing, when actually they may be capable of it, however even if they aren’t they should be given a chance to try the activity and develop their skills, if they are struggling. Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school.All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to other children â€Å"we are alike but different. † A lot of discrimination can be caused by school children thinking they are better than other children. Children don’t understand that everyone is equal and have the same right. Most often children make comments about other children that come up unde r discrimination. For example they may say: ‘I don’t want to play with black children’.This will make children that are different ethnic background feel different, and picked on. They may feel lonely and left out as other children don’t want to play with them because there skin colour is different. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† (Tassoni et al. 2005 Page 82. (Children’s Care Learning and Development Level 2, Heinemann, Page 82) D1. There are many issues relating to practice which support children to prepare for transitions. Gathering Information about the setting. It is useful to find out information about school/nursery before parents make a d ecision which school/nursery to send their child to. Parents can look up the information on the setting’s website where they can get some background information. They may also read Brochures/Prospectus. These can be useful as they may contain photographs which will be easier for children to visualise where they are going.Parents can also make a phone call to get some more information about the setting; they could also arrange a visit to the setting. Parents could also ask other parents about the setting as other parents may have children that go to the certain setting. However these would be just opinions from other parents. Talking about school with children It is important to talk with children about school, discussing what it might be like and what will happen during the day. To do this effectively, it may be helpful to school or the teacher who will work with the child to find out some more information about the routine.It is important to avoid building overly unrealistic expectations about what school will be like, as a child’s disappointment when the first day is not as they expected may have an effect on settling in process. Visits to school It is beneficial for a child to visit school before starting. Many schools/nurseries offer visits to school/classroom or when the child is moving to the toddler room etc. The more times that a child can visit the place that the child will be moving to the better as the child will get familiar with the setting and will get used to the routine , other children and teachers.Partnership with Parents It’s important that the setting has a partnership with the child parents, as the parents of the child may worry/panic about their child going into a new environment. For example, the setting could have a coffee morning where stay and play sessions can take place to the parents can watch their child play. The child’s self help skills will also have a link with their parents, For example, if a child still uses a potty the parent of the child and the child's teacher will work together to motivate the child to use the toilet.By working together with parents practitioners can find out more information about children such as child’s interest, dietary requirements or if the child needs any special help. D2. Listening to children By listening to children, children will realise that others value what they have to say and therefore children will feel accepted as individuals with their own feelings and thoughts. There are many ways that early learning and child care practitioners can help children to feel heard. During circle times children can be encouraged to share their personal stories, opinions and feelings.Practitioners can encourage children to speak by asking questions, which will give them the chance to speak and to elaborate. When children’s questions are taken seriously they feel validated and comfortable to seek answers. Taking child’s interests into th e account If a child demonstrates interest in something, practitioners can follow up by offering more opportunities for children to try activities related to his/her interests. By following up on the discussion initiated by the child’s question, it shows the child that the practitioner has heard and appreciated his expression of interest.Empowering children to seek answers engages them in the learning process. Giving children choices When children are given some guided choices appropriately and gradually or whenever possible rather than given commands all the time this helps to build up their decision making ability and self confidence. This is by far better than giving commands alone as giving children commands in upbringing stifles the child’s decision making ability which may result in an overly dependant mindset and a general lack of self confidence.B. Assuming what children are capable of can affect children because practitioners may judge them and treat them diff erently, and children will eventually notice that they are being treated differently which will affect their self –esteem and their social and emotional development. When a child feels that way they may stop trying to achieve or only attempt tasks half-heartedly. They may withdraw from activities and/or the group. This is a self-fulfilling prophecy-the less a child tries, the more likely they are to fail.This reinforces their belief that they will fail and they may try even less as a result. ‘’Discrimination of any kind prevents children and young people from developing a feeling of self-worth or self esteem. The effects of being discriminated against can last the whole of a child’s life. ‘’ C. Meggitt 2007 page 155 If a child is the subject of discrimination, they may have a lack of confidence as a result. But there are also additional issues that may have impact on their learning. Children who are discriminated against are not given equal op portunities in comparison to their peers.This can limit children’s experiences and relationships which in turn affects their learning. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† Children’s Care Learning and Development Level 2, Heinemann, Page 82.If children are not given equal opportunities to attend settings, participate fully in activities and have their needs met, they are unlikely to learn effectively as children who do not experience discrimination and are therefore treated superiorly. Children are discriminated for a range different reasons for example: A practitioner will not allow boys to play with dolls and the home corner because she thinks they are girls’ t oys. A wheelchair user is encouraged to read a book inside while the other children go outside to play because the practitioner thinks they will not be able to join in with the physical activities.Children may discriminate against other children on account of their differences; this is often the form of name-calling and teasing, and may be directed at children who are either fatter or thinner than others in the group, or who wear different clothes, have a disability or are bilingual . Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school.All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to o ther children â€Å"we are alike but different. † C. One theoretical perspective which supports the development of strategies for empowering children is Albert Bandura’s theory. Bandura used the term ‘self efficacy’ to consider the extent in which children believe in themselves. A child with a high self-efficacy believes that they are capable of doing activities and they feel more confident.As a child with low self-efficacy has a low self-esteem and will not feel comfortable about some activities. They may make assumption that the activity is too hard and they can’t do it before even starting it. A. The Sex Discrimination Act 1975 has influenced working practices within the early year’s settings as Schools and nurseries need to ensure that nobody is discriminated on the grounds of gender. The settings needs to ensure that nor boys or girls are discriminated in the provision of play activities or during routines.In my placement we plan activit ies where all the children, boys and girls, are able to take part, for example, dressing up. ‘’The Sex Discrimination Act 1975 makes it unlawful to treat a person less favourably than a member of the other sex’’ http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf In my setting I have seen that there is a lot of legislation in place to protect and safeguard children, their parents and families. I have found that the legislation plays part on the work practices when in the setting and it reflects on the setting’s policies and procedures.For Example; at my setting we have a policy on behaviour that states no physical punishment is allowed because the Human Right says children and adults have the right of dignity. The Equality Act 2006 has influenced working practices within the early year’s setting as now every setting has an equal opportunities policy which aims to ensure that every member of the school community is given an e qual opportunity to achieve their full potential . It also aims to offer equal opportunities regardless of race, culture, gender orientation, academic ability, physical ability or class.Provide an environment free from social, sexual or cultural prejudice for all members of our school community. Achieve an environment in which members of the school community can be respected as individuals and in which the varied experiences of the community can enrich the life of the school. Race Relations Act 2000 has influences working practices today as every settings take this Act in to the account that racial discriminatory practice is unaccepted . The Act was introduced to make discriminatory practice illegal in the United Kingdom.In practice this will mean that an organisation must be alert on how a setting promotes their service, recruits staff and make the service genuinely accessible to all. The Act defines two types of discrimination: 1. Direct Discrimination – where a person or o rganisation treats another person less favourably because of their colour, race, ethnic or racial origin. 2. Indirect Discrimination – where apparently everyone receives the same treatment, but where that treatment disadvantages people from a certain racial group.Following the Act the Commission for Racial Equality was established in order to help enforce the act, and also to advise the Government and others on issues concerning it. â€Å"The Race Relations Act 1976 and its amendment Act 2000 and the Children Act 1989 place duties on Local Authorities and others to carry out their functions with due regard to the need to promote equality of opportunity and to provide racially, culturally and linguistically appropriate. ‘’ http://www. durham-lscb. gov. k/Procedures/appendix5. shtml The Special Educational Needs and Disability Act 2001 strengthened the right of children with disabilities to attend mainstream educational facilities. It is unlawful for any school to discriminate against any disabled children or parents. Ofsted inspectors are now checking that schools are complying with the SENDA and are making sure that children with disabilities have the same rights as other people. The Disability Discrimination Act 1995 cover all four UK nations.It defines a disabled person as ‘someone who has a physical or mental impairment which is substantial and long term adverse effect on his or her ability to carry out normal day –to-day activities. Each nation has their own legislation to ensure that children with specific needs are assessed and have their needs met in most appropriate way. Settings are required to make ‘reasonable adjustments’ by either changing policy, providing alternative ways to access a provision, or by addressing physical features which make a service impossible or unreasonably difficult for disabled people to use.For example settings can make their provision more accessible by having downstairs toilet s, wider doors and ramps to the front doors. Bibliography Author| Date of publication| Title| Name of publisher| Tassoni et al| 2007| CACHE Level 3 Child Care and Education 4th Edition| Heinemann| Meggitt C et al| 2011| Children and Young People’s Workforce| Hodder Education| Miranda Walker| 2006| Child Care , Learning and Development| Nelson Thornes| Websites http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf http://www. durham-lscb. gov. uk/Procedures/appendix5. shtml