Important aspects in the development of any construction Essay

Important aspects in the development of any construction - Essay Example Important aspects in the development of any construction Designing, planning and constructions are important aspects in the development of any building, highways, airports, dams and railroads. Therefore, it is significant to first of all, clearly design, plan and construct what needs to be achieved and accomplished and then start working on the construction. If the designing and planning phase are not managed appropriately, then it could significantly hurt and damage the outcomes of the project. Moreover, such situations could also increase the cost, outcome and time of the project (Chan, Scott, & Chan, 2004). This has been one of the reasons why the project managers emphasize a lot on the initial designing and planning stage before moving to the actual construction phase of the project. This report presents the case of a client that owns a two-storey building. The client wants to increase the available area of the building and therefore, he wants to add three more storeys to the same building. For this purpose, this report presents the conceptual design of adding three more storeys to the building. At the time of planning, designing and construction, there are some considerations that have been kept in mind. For instance, one of the major considerations is that the site is suited in open countryside and as a result, there will be high wind as well with an approximate speed of 1 kN/m2.

Groundwork Preparation for Wet Mounts Essay Example for Free

Groundwork Preparation for Wet Mounts Essay Through processes know as wet mounts and simple stains, observing living microorganisms through a compound microscope can generate a clearer understanding of their appearances and movements. Microorganisms are living things that for the most part cannot be seen through the naked eye. They live on and among humans, as well as plants, animals, and all that is a part of the Earth. Harmless as most seem to be to humans, microorganisms are an important relevance of study for human interest in varied perplexities and can dictate a human lifes progress or deterioration; thus the significance to humans is vital (Talaro 6). The discovery of the microscope introduced a new branch of science called microbiology. The microscope, a major instrument in this realm of study makes it possible to observe, acknowledge, and clarify implications of meaning to the study of organisms. In preparing for two basic observations, a wet mount and a simple stain, living microorganisms can be seen clearer through a simple stain and by using a drop of water, movements of microorganisms are varied. A smear is when a spreading of bacteria is made on a slide for viewing. A simple stain is when a method of observation of a living organism is smeared on a slide with one stain during a procedure. A wet mount is where a research method of an organism or organisms is placed on a slide with fluid. The microorganisms can then move freely. On the laboratory research completed January 30, 2006 using a wet mount example and a simple stain instruction the following items were used to obtain the visibility of microorganisms moving through slides using two kinds of avenues. The first was a wet mount. The following items and instructions were used to obtain optimum examination of organisms: 1.) Add one drop dH20 on center of slide. 2.) Dip wireloop in pond water. 3.) Smear wireloop sample on slide. 4.) Place cover slip over smear. 5.) Observe slide under 4x, 10x, and 40x. Results At 40x: The bacteria is an algae type of species. One reason would be is to differentiate between true mobility of an organism and a Brownian movement which is considered a movement caused of the moles  while the liquid is thumping an entity or causing the entity to tremble or recoil. When this slide was viewed on a 4x and 10x under microscope small bacteria could be seen as several dots but at 40x, those dots became one huge light brown bacterium that had still several smaller bacteria inside of it. The objective for the wet mount examination and the simple stain slide observation is to determine size, shape, arrangement, and mobility of cells. The reasoning the two materials are to determine what happens when dye instead of water is used in determining the size and shape of bacteria (Granato 4). The usage of oil immersion magnifies this process. The example of the pond water for the wet mount sample lets the examinee see bacterium that has lived in H20 for a certain amount of time whereas the SA plate is in a gel-like substance. The methods applied for a simple stain using an SA plate to examine the bacteria in it were the following: 1.) drop of dh20, 2.) Take sample from SA plate 3.) Heat fixate. Cool slide afterwards, 4.) Add one drop of Methxylene Blue for 30 seconds, 5. Wash smear gently w/dH20 from the slide, 6.) Remove excess water, and 7.) Observe under 4x, 10x, 40x, and then 100x with oil immersion. Results at 100x: Under oil immersion the specimens are easily seen as varied and elongated. The extension from one to another is quite extensive. Although while viewing the specimen during the simple staining process, I wasnt sure what type of bacteria it was. The fact Methxylene Blue was added instead of just H20 and of course adding the oil because it was magnified at 100x, the specimen were numerous in size and shape. The pond water algae seemed lifeless and didnt move either by themselves nor because water had hit them. The implication and significance of these two processes of examination are vital to experience a step forward in the world of studying microorganisms. What was viewed during these examination places an actual visual understanding about life not seen by the naked eye. The experience unknown to me demonstrates a passage which will now emphasize a greater  understanding of the world of microbes. Works Cited Granato, Paul A., Helen Eckel Mizer, and Josefine A. Morello. Laboratory ManualAnd Workbook in Microbiology: Applications to Patient Care. New York:McGraw Publishing. 2006. 5th Edition. Talaro, Kathleen Park. Foundations in Microbiology: Basic Principles. New York:McGraw Publishing. 2005. 5th Edition.

Progress and Necessity :: Essays Papers

Progress and Necessity That theater has undergone many changes since its early incarnation in ancient Greece is a fact obvious even to the casual observer. And it is likewise clear that, as the cultural and social structure of the world shifts and changes over time, it is appropriate that its art forms change as well, in order to address appropriately the new reality in which they exist. However, perhaps not too unexpectedly, there are those who reject our modern manifestation of theater as insincere or false -- indeed, as there are in every time those who contest the latest evolutions of all types of art. Chief among those who disapprove of the theater of their own (and, in fact, nearly all) time is Friedrich Nietzsche, a philosopher who seems to have made his reputation largely by being gloomy and arrogant. It should not be surprising to us that a man who had little good to say about anything (other than himself and the things he liked) would criticize the greater portion of the history of any art form, but what is interesting -- and, moreover, an instance of a particular mistake which seems to have afflicted others as well -- is the reason he gives for his displeasure. According to Nietzsche, worthwhile tragedy perished even before the fall of ancient Greece, and the cause of its demise was the rise of reason. As he says in The Birth of Tragedy, "When after all a new genre sprung into being which honored tragedy as its parent, the child was seen with dismay to bear indeed the features of its mother, but of its mother during her long death struggle. The death struggle of tragedy had been fought by Euripides . . . . Tragedy lived on there in a degenerate form, a monument to its painful and laborious death (Nietzsche 70)." As we find out later, Euripides was merely acting under the influence of Socrates -- a terrible man, a plague upon the Athenian state, whose listed faults remind one of Nietzsche himself -- but that is little comfort; the damage is done. And what is the crime of Euripides, this upstart dramatist, who dared introduce a new element to the theater? Apparently, that he "succeeded in transporting the spectator onto the stage (ibid.)" -- that he permitted the common man in the audience to identify with the actors in a more personal way, and therefore shortened, perhaps eliminated, the distance between the two camps.

Neoclassicism

Neoclassicism is a movement of the revival of a classical style of ancient Greece and/ or ancient Rome in decorative arts, literature, architecture, and music. One such movement was dominant in Europe from the mid-18th to the 19th centuries. Neoclassicism focuses on symmetry, primarily with the use of circles and squares. The use of triangular pediments and domed roofs is also prevalent among Neoclassical architecture. These characteristics were affected by the Age of Reason’s ideas that architecture should be logical and balanced instead of over decorative. Neoclassicism was influential in the decorative arts too.Furniture was designed by designers and produced by furniture makers. One famous architect who designed furniture is Robert Adam. In contrast to the cabriole style leg, he used straight legs and he designed his own patterns on the backs of his chair. Robert Adam’s decorative arts can be seen in the interiors, such as in the Etruscan Room (figure 1) at Osterley Park House. Here, Robert Adam uses classical Roman decorative motifs inspired by Herculaneum and Pompeii. Adam also designed flat grotesque panels, which were inspired from Roman mural painting. figure 1Although neoclassical architecture was primarily influenced by Roman and Greek architecture, it become a movement of its own, with its own standards and leading figures. The Rotunda (figure 2) by Andrea Palladio was inspired by the Pantheon in Rome. It in turn, was inspired by Brunelleschi’s double walled pointed arch dome. The large windows used became know as Palladian windows, which is a prominent feature in neoclassical architecture. The Rotunda then influenced the Chiswick House (figure 3) designed by Lord Burlington. The Chiswick House has a simple symmetrical plan and consist of many Palldian style architectural elements.The Chiswick House then influenced Thomas Jeffreson’s Monticello in the United States. figure 2figure 3 By the late 18th century, Thomas Jeffer son had embraced the neoclassical style in his designs for Monticello (figure 4) and the Virginia State Capitol (figure 5). Monticello was based on the neoclassical principles of Andrea Palladio. Monticello is similar in appearance to the Chiswick House. The Virginia State Capitol is the first Neoclassical building in the United States, inspired by the Mason Carae, with Etruscan stairs, portico, and triangular pediment. Jefferson advocated Neoclassicism as the official rchitectural style of the United States, also known as the Federal style after the American Revolution. For Jefferson, it implied new democracy by tracing its roots back to Greece, the origin of democracy. (figure 4)(figure 5) Neoclassicism was more than just an antique revival; it was a reaction against the over decorative Baroque Art and the Rococo Art of the times. Striving for equality after the revolution of United States and France, Neoclassicism quickly expanded and influenced Europe and North America in decora tive arts, literature, architecture, and music.In the end, it also lead people to a new way of thinking. Bibliography Buie Harwood, Bridgate May, and Curt Sherman, Architecture and Interior Design through the 18th Century. Encyclopedia Britannica, NEOCLASSICISM, http://lilt. ilstu. edu/jhreid/neoclassicism. htm Architecture 411, Neo-Classical Architecture, http://www. architecture411. com/notes/note. php? id_note=6 GreatBuildings, Neo-Classical Architecture, http://www. greatbuildings. com/types/styles/neo-classical. html

Allah’s miracles in QUran

Fourteen centuries ago, Allah sent down the Qur'an. This book of guidance and wisdom calls man to the truth and instructs all human beings to adhere to the values which this mighty revelation contains. From the day of its revelation to the Day of Judgement, this last divine book will remain as the sole guide for humanity. The book of Allah states, â€Å"But it is nothing less than a Reminder to all the worlds. (Qur'an, ) Ever since the Qur'an was revealed, it has possessed an easily understandable language and tone, accessible to all people and in all times. Allah tells us of this style in the Qur'an: â€Å"We have made the Qur'an easy to remember†¦ (Qur'an,) The perfection of the literary language of the Qur'an, the incomparable features of its style and the superior wisdom contained within it are some of the definitive proofs that it represents the word of our lord.Ever since the dawn of human life on this planet, Man has always sought to understand Nature, his own place in the scheme of Creation and the purpose of Life itself. In this quest for Truth, spanning many centuries and diverse civilizations, organized religion has shaped human life and determined to a large extent, the course of history. While some religions have een based on books, claimed by their adherents to be divinely inspired, others have relied solely on human experience.A1-Qur'aan, the main source of the Islamic faith, is a book believed by Muslims, to be of completely Divine origin. Muslims also believe that it contains guidance for all mankind. Since the message of the Qur'aan is believed to be for all times, it should be relevant to every age. Does the Qur'aan pass this test? In this booklet, I intend to give an objective analysis of the Muslim belief regarding the Divine origin of the Qur'aan, in the light of established scientific discoveries. Allah's miracles in QUran By maown786

STAT 1350, Quiz #5, Summer 2014 Essays - Charts, Infographics, Graph

STAT 1350, Quiz #5, Summer 2014 Essays - Charts, Infographics, Graph STAT 1350, Quiz #5, Summer 2014Name _______________________________________ 1.A company database contains the following information about each employee: age, date hired, sex (male or female), ethnic group (Asian, black, Hispanic, etc.), job category (clerical, management, technical, etc.), and yearly salary. Which of the following lists of variables are all categorical? A)Age, sex, ethnic group B)Sex, ethnic group, job category C)Ethnic group, job category, yearly salary D)Yearly salary, age E)Age, date hired Ans: B 2.You have data on returns on common stocks for all years since 1945. To show clearly how returns have changed over time, your best choice of graph is a A)bar graph. D)histogram. B)line graph. E)scatterplot. C)pie chart. Ans: B 3.A bar graph compares the size of the armed forces for China, North Korea, Russia, and the United States. To make the graph look nicer, the artist replaces each bar by a proportionally correct picture of a soldier that is enlarged or reduced to be as tall as the bar. This graph is misleading because A)its the wrong kind of graph. Use a pie chart instead. B)its the wrong kind of graph. Use a scatterplot instead. C)Chinas armed forces are twice as large as those of North Korea, but the choice of vertical scale can change this to half as large or four times as large. D)Chinas armed forces are twice as large as those of North Korea, but the area of Chinas soldier picture is four times as large as the North Korea picture. Ans: D 4.A common abuse of bar graphs is to A)use bars of equal width so that we can't see differences among the bars. B)replace bars by pictures and increase both height and width as the variable plotted increases. C)use bars that dont touch each other. D)draw the bars vertically rather than horizontally. E)stretch or squeeze the scale at the base of the bars so that our eyes are misled. Ans: B 5.You measure the age, marital status, smoking status (smoker or nonsmoker), and earned income of a simple random sample of 1463 women. The number of variables you have measured is A)1463the size of the sample. B)fiveage, marital status, smoking status, income, and number of women. C)fourage, marital status, smoking status, and income. D)twoage and income. Marital status and smoking status are not variables because they dont have units like years or dollars. Ans: C 6.A line graph shows that the price of fresh oranges falls early in each year when the orange harvest in Florida is ready, then it rises late in the year when oranges from that years harvest begin to run out. This is an example of A)trend in a line graph. B)erratic fluctuations in a line graph. C)seasonal variation in a line graph. D)confounding. Ans: C 7.In order to create a good graph, you must do each of the following EXCEPT A)clearly label the axes or provide a legend. B)use three-dimensional effects, many colors, and eye-catching backgrounds. C)avoid pictograms. D)make the data stand out. Ans: B 8.A __________ tells us what values a variable takes and how often it takes those values. A) distribution B) quantity C) seasonal variation D) trend Ans: A 9.The proper graph for showing distribution of students at this university is a A) line graph. B) stemplot. C) histogram. D) pie chart. Ans: D

Free Essays on Birth Control

Womens health concerns Birth control is a way to prevent pregnancy. While there are many different types of birth control, they all fall into two different categories: barrier and hormonal. Barrier methods basically block the sperm from getting to the egg. Condoms (both male and female), diaphragms and cervical caps are all barrier methods of birth control. Hormonal methods basically change the menstrual and ovulation cycle to prevent a female from releasing an egg from her ovaries, known as ovulation. That makes it nearly impossible for a pregnancy to happen. Birth control pills (the Pill), Depo-Provera (the shot), and the birth control patch are all hormonal methods of birth control. Certain types of birth control, like Depo-Provera and The Pill, are 98 to 99 percent effective. But, only if they’re used properly. Human error is a huge factor in whether birth control works. It’s so important that manufacturers actually have two different rates of effectiveness. One is with perfect use in a laboratory, where there’s no room for mistakes. The other is the â€Å"real world† rate, which takes into account the occasional broken condom and the couple of nights you forgot your pill. Of course, the perfect use rate is always higher. Condoms are 98 percent effective at preventing pregnancy when used correctly. That drops to 86 percent with "typical" use, which means making mistakes, not using them every single time. So you have to use them right, every single time you have sex, to get that kind of pregnancy protection. Condoms protect people from sexually transmitted infections (STIs) that are spread through body fluids - semen and vaginal f luids. That includes HIV, gonorrhea, chlamydia and syphilis. Some STIs, like herpes and genital warts, are spread through skin-to-skin contact. A condom may not cover areas of the skin that are infected, such as the scrotum, labia, or even the inside of the thigh. So condoms can’t protect aga... Free Essays on Birth Control Free Essays on Birth Control Womens health concerns Birth control is a way to prevent pregnancy. While there are many different types of birth control, they all fall into two different categories: barrier and hormonal. Barrier methods basically block the sperm from getting to the egg. Condoms (both male and female), diaphragms and cervical caps are all barrier methods of birth control. Hormonal methods basically change the menstrual and ovulation cycle to prevent a female from releasing an egg from her ovaries, known as ovulation. That makes it nearly impossible for a pregnancy to happen. Birth control pills (the Pill), Depo-Provera (the shot), and the birth control patch are all hormonal methods of birth control. Certain types of birth control, like Depo-Provera and The Pill, are 98 to 99 percent effective. But, only if they’re used properly. Human error is a huge factor in whether birth control works. It’s so important that manufacturers actually have two different rates of effectiveness. One is with perfect use in a laboratory, where there’s no room for mistakes. The other is the â€Å"real world† rate, which takes into account the occasional broken condom and the couple of nights you forgot your pill. Of course, the perfect use rate is always higher. Condoms are 98 percent effective at preventing pregnancy when used correctly. That drops to 86 percent with "typical" use, which means making mistakes, not using them every single time. So you have to use them right, every single time you have sex, to get that kind of pregnancy protection. Condoms protect people from sexually transmitted infections (STIs) that are spread through body fluids - semen and vaginal f luids. That includes HIV, gonorrhea, chlamydia and syphilis. Some STIs, like herpes and genital warts, are spread through skin-to-skin contact. A condom may not cover areas of the skin that are infected, such as the scrotum, labia, or even the inside of the thigh. So condoms can’t protect aga...

Optimizing Your Content With Arienne Holland Of Raven Tools

Optimizing Your Content With Arienne Holland Of Raven Tools On this blog, we talk a lot about  optimizing your content to your audience and understanding what kind of content they want to consume, but thats always a tricky proposition. Why? Its easy to get off-target and create content that is focused on what your peers want instead of what your true audience wants. Plus, with so many content possibilities, the challenge is to  choose just the content your audience needs without distracting yourself with content that is  little more than extra work. Arienne Holland, from Raven Tools, reveals how they stay on track with their content marketing. Tell us a bit about yourself. I’m Arienne Holland, director of marketing and customer experience for Raven. Our software helps busy online marketers manage and report on their campaigns efficiently. Teams of search, social and content marketers can use a single, affordable tool to collaborate on and automate as much of their work as possible. Sometimes I joke that I market marketing software to marketers. But it’s true. How big is your content marketing team? One senior digital marketing strategist, Nicolette Beard - SEO, blogging, online advertising, email marketing and outreach are her specialties. One social media marketing strategist, Nate Baker -   organic and paid social campaigns are his primary responsibilities, along with affiliate management and blogging. One marketing UX designer -   Sarah Musselman. 90% web design; some print campaigns. Then there are the six others who communicate more directly with customers. Those folks create our Help Desk content, answer questions, conduct live training, coordinate software testing and lead our new referral program. They’re all dedicated, intelligent and friendly people. It’s a great time. What is the biggest challenge you have when it comes to your team’s workflow, communication and content creation? So many ideas for so many channels, not enough time! We are a private company with a huge customer base worldwide. We want to be a brand that our customers can trust, so we’re careful to make good decisions. Sometimes that means we don’t publish things we don’t have time to â€Å"do right.† Other times it means that we have to choose our marketing channels extremely carefully. Sure, it would be fantastic to have a â€Å"Behind-the-Scenes at Raven† Instagram account - this company has some great visual moments. But that’s secondary to providing content that our customers need, not just content they might enjoy. Sure, it would be fantastic to have a â€Å"Behind-the-Scenes at Raven† Instagram account - this company has some great visual moments. But that’s secondary to providing content that our customers  need, not just content they might enjoy. @RavenArienne Prioritizing is hard. No ever said important things were easy, though. What changes have you noticed in content marketing over the past year or so? What changes and trends do you think will occur in content marketing in the upcoming year? Video content has improved in quality, relevance to customers and importance in marketing. It’s one of those places I’m dying to focus - just read the past few months of articles on Think with Google and you’ll see why. Also, at Digital East this week in Washington D.C., I spoke about mobile marketing. It’s not a buzzword. Mobile technology (from phones to tablets to eBooks to whatever wearable comes next) is a way of life. Here’s one example: 90% of Americans own cell phones - and 75% of them admit to taking them to the bathroom! Compare that to the 78% who own a desktop or laptop computer. I can’t say I recall dragging my MacBook Pro into the bathroom lately to get some work done. Have you? So mobile is life changing technology, and I can see why brands see potential here for marketing. But is it worth the $7 billion that American marketers spent on mobile in 2013, without any clear way to measure success? Some of it, sure. Other things were likely a total waste of money. Before anyone jumps into mobile marketing opportunities, it’s important to prioritize on based on your audience - existing and potential - and every scrap of data you already have about what marketing tactics work for you. Before you jump into mobile marketing, it’s important to prioritize on based on your audienceWhat are the most common mistakes you see people making when it comes to content marketing? 1. Not knowing the existing audience and the target audience, something you have to uncover using analytics or other data. Those without a love for data can see this kind of information as a threat. It hurts to know that someone you wrote that took you three days was viewed by fewer than 20 people. But don’t you want to know why, so you can do a better job next time? Often I find that people haven’t matched their content to their audience. Data can help you analyze what to improve. 2. Focusing on social channels to the neglect of the only channel any brand truly owns: its website. Social media marketers tend to emphasize metrics that help them improve individual network engagement or specific content on those networks. What matters to me is, how many of those people ended up back at my website? That’s where I sell to them. That’s where they need to be. Social is just one path to get people to the most important destination: your website. 3. Smaller brands or SMBs that start with social marketing before email marketing. 4. No unique voice or ideas to contribute to the conversation. 5. Creating content for peers, not for audiences. This happens a lot with search marketers. They write and write and write in obvious bids to get the attention of industry influencers. I never can figure out why, because surely if they spent all that time writing content to help their clients understand search marketing, they would end up with more business.

How Physical activity affect the heart rate Assignment

How Physical activity affect the heart rate - Assignment Example Cardiovascular related complications occur mostly due to the situations that are work related. The body’s physical activities affect the rate at which the heart beats per unit time. The change in rate of the heart is resulting from the case where the body is trying to replenish the oxygen that is consumed during the metabolism when the food is converted to the energy and the carbon dioxide (Jackson, 2009). The energy that is produced during metabolism is used by the body during the physical activity. The physical activities of the body of a human being either little or high may pose a great danger to the heart of the individual (Moser and Riegel, 2008). A body which is subjected to the right quantities of the physical activities is less vulnerable to the heart diseases while the body that is subjected to the high activities or heavy weight lifting is more vulnerable to the heart attack. There has been a case where the heart diseases have been associated with the performance of excess work that means close monitoring of the rating activity may assist in the occupational risks assessment. The heavy weight lifting has a high risk of causing a heart attack. For the cases of manual activities, the body tends to have repetitive and fast exertions together with fatigue. The heart rate can be monitored using the electrocardiogram that records the rate at which the heart is beating per unit time. There are various factors that influence the heart rate both extrinsic and intrinsic. The external factors are the one that are responsible for causing the heart rate to change considerably. For a person who is involved in a more manual activity will tend to have higher heart beat compared to the one who is resting (Moser and Riegel, 2008). The heart rate may be argued to be directly proportional to the type of the activity the individual is engaged in. Wake

HR Resit Assignment Fashion Fads Essay Example | Topics and Well Written Essays - 2250 words

HR Resit Assignment Fashion Fads - Essay Example The essay "HR Resit Assignment Fashion Fads" concerns the HRM and Fashion Fads. An underlying issue that applies to the case of Fashion Fads is using this same sense of balance to adjust for new motivational programs within the organization, so that programs will be kept in an adjusted way that is cost-effective for the organization at the same time that it is amenable to the employees. This process should be completed in a way that stresses key tenets of human resource development operation such as effective communication with employees and the employment of dynamic leadership strategies. Thus, this solution would be cost-effective at the same time that it would be amenable to the employees. In communicating the abovementioned changes to the employees in terms of company operations, this will further create a sense of cohesion and shared objectives. In this case, therefore, HRM leadership is measured by how well the organizational professional at Fashion Fads (Mr. Cheung) is able to improve employee efficiency and contribute to growth in the revenue of the company. Management leadership can also be important. Leadership is also important because it relates so directly to employee motivation. One of the most important reasons for turnover internally that this report considers is lack of compensation. Generally it is assumed in this report that if the position is a high turnover position, the first place to look would be the compensation level of the employee in this position.

How Technology Alters the Structure of Our Interests Essay

How Technology Alters the Structure of Our Interests - Essay Example In general, technology can be considered as the way in which methods can be used to solve problems, such as the use of tools, systems or machines. More specifically, the term can be used to apply to a collection of procedures, tools or machinery. For example, some of the more prominent recent technological advances could be considered, the internet, nuclear weapons and cell phones. The impacts that technology has on human civilization are many and varied. As humans continue to adapt and improve technology, these effects are likely to become more pronounced. An example of the way in which technology has changed human systems is that of the creation of the wheel. The wheel was one of the earliest forms of technology that was invented, and with this technological advance came substantial changes. Prior to the invention of the wheel, our ancestors travelled by foot, however, once the wheel was developed methods of travelling changed. In turn, this led to the development of further technology, such as the development of the animal drawn cart and later trains and automobiles. As our ability to move increased, so too did the rate at which cultures intermingled. Consequently, cultures became less distinct, and interests became more shared among them. The invention of the wheel did not simply change methods of doing a task, but also altered the way that human interest was structured. Travel changed from being an almost impossible task to something that was easier to accomplish. As a consequence, people showed an increased desire to travel which in turn led to the development of more efficient vehicles. At its heart, technology is change that leads to change. The effect that these changes have can be either beneficial or detrimental to the human race, or in many cases both. While advances in technology have been behind the initiation of many brutal wars through the invention of weapons such as guns, bombs and missiles, it has also resulted in the creation of life saving medical and scientific advances. One important aspect in the way in which technology affects humans is the impact that it has on human interests. Due to the broad nature of technology, this impact can best be understood by examining in detail a single technological advance, the manner in which this has altered human behavior and interests and extrapolate from this example to technology in general. One of the most significant innovations of the modern era has been that of the internet. As it was developed and improved upon, the internet has proven to be a way to connect people to one another, breaking down barriers of communication and significantly changing the way that people interact with one another. It has also had a large effect on businesses, introducing a new arena for marketing and sales as well as to determine customer interest. The internet has substantially increased the availability of information and the way in which people access it. The Development of the Internet In 1966 the first computer network was developed by the United States Defense Advanced Research Projects Agency (ARPA). The network was designed as a defense project and was used for testing various concepts in computer science such as packet switching and routing, which were innovative at the time. ARPANET, as it became known, was highly successful, and the need to develop ways to link the individual networks together led to the development of an Internet Program. This program connected other networks to the ARPANET, and forms the basis of the Internet today . However, it wasn’t until 1974 that the term internet was first used, and at this time the word was simply an abbreviation

Should Life Imprisonment Without The Possibility Of Parole Replace The Research Paper - 1

Should Life Imprisonment Without The Possibility Of Parole Replace The Death Penalty - Research Paper Example Capital punishment is carried forward in several countries to this day through different methods like hanging, gas chambers, torturing, electrocuting and giving lethal injections. Many states of the world practicing this form of justice and have been challenged by human rights organizations for a long time. Proponents of the Death penalty believe that people fear death and if death is the punishment for killing someone, they would refrain from it. They believe that in order to have a just system in place where the victim’s family is put to ease it is important to have an eye for the eye approach. The criminal is guilty of taking someone’s life so he is liable to give up his. If the person is mentally unstable to have done so it makes him more dangerous to the society’s well-being and putting him to death is the only way to ensure such crimes do not take place through his hands again. However, opponents of the death penalty have a strong viewpoint as well. They be lieve that every life is precious and shouldn’t be given up on. If a criminal is guilty committing capital offense he should be subjected to punishments that take away his life figuratively, not literally. Also, many believe that taking away a criminal’s life is too easy on him, the real punishment would be him leading a hard life that prolongs his sufferings for the crime he committed. Executing a death penalty is costly for the governments as such cases are tried for a long time resulting injury expenditures and security arrangements for the courts.  

Suggestions for Airlines Essay Example | Topics and Well Written Essays - 500 words

Suggestions for Airlines - Essay Example This paper outlines that customers do not appreciate buying airline tickets at what they think is a fair price, only to find numerous surcharges added to the ticket. The price quote customers receive is misleading. It would be beneficial for airlines to sell tickets up front at the true price – the price of the ticket plus all the taxes. This idea is similar to the way gasoline is sold. A price of $3.19 per gallon is the final price with all taxes included. Similarly, an airline ticket of $319 should be the final price with all taxes included. Someone should not have to buy a $200 airline ticket only to find out the true total is $319. From this paper it is clear that if airlines continue to struggle financially, they should consider making part of the company available to the public via stocks in order to earn some money back. For airlines that are already available in stocks, they should consider releasing more shares to the public. The fourth thing airlines should do is provide incentives to current and potential future customers. The idea of frequent flyer miles does not seem to be working enough to sustain the airlines. Perhaps airlines could take a hint from retailers. They can offer coupons good â€Å"for a limited time only.† Or they could offer cash back good towards a future purchase. For example, for every $250 spent on an airline ticket, the customer receives a $25 credit toward the next ticket. By taking this action, airlines may be able to secure recurring customers. The last thing the airlines could do to help their survival is offer more for the same amount of money. More and more often peop le complain of poor customer service at airports and on airlines. Politeness goes a long way. A lot of courtesy can help retain customers and lack of manners can turn them away. Efficiency needs to be improved as well.

Should Life Imprisonment Without The Possibility Of Parole Replace The Research Paper - 1

Should Life Imprisonment Without The Possibility Of Parole Replace The Death Penalty - Research Paper Example Capital punishment is carried forward in several countries to this day through different methods like hanging, gas chambers, torturing, electrocuting and giving lethal injections. Many states of the world practicing this form of justice and have been challenged by human rights organizations for a long time. Proponents of the Death penalty believe that people fear death and if death is the punishment for killing someone, they would refrain from it. They believe that in order to have a just system in place where the victim’s family is put to ease it is important to have an eye for the eye approach. The criminal is guilty of taking someone’s life so he is liable to give up his. If the person is mentally unstable to have done so it makes him more dangerous to the society’s well-being and putting him to death is the only way to ensure such crimes do not take place through his hands again. However, opponents of the death penalty have a strong viewpoint as well. They be lieve that every life is precious and shouldn’t be given up on. If a criminal is guilty committing capital offense he should be subjected to punishments that take away his life figuratively, not literally. Also, many believe that taking away a criminal’s life is too easy on him, the real punishment would be him leading a hard life that prolongs his sufferings for the crime he committed. Executing a death penalty is costly for the governments as such cases are tried for a long time resulting injury expenditures and security arrangements for the courts.  

Response Paper (The American Revoltion in Indian Country Essay

Response Paper (The American Revoltion in Indian Country - Essay Example demonstrates how Native American were able to pursue different strategies as they went through difficult experiences but were able to uphold their legacy Colin Calloway writes that, "The Revolution marked an emphatic divergence between the Cherokees and their colonial neighbors as the warriors of both societies "took control of the path. This illustrate the lateness that was at hand because the Cherokee involvement in the revolutions was not a simple sign but it proved a powerful, durable and the same time usable image. The clamor kept on growing especially in the 19th century on how to remove the Cherokees from their only remaining lands, although there were the strong peace efforts emanating from the village headsmen way back before the war, during the war, combined role that was played by the Chota as well as the new societies which were built from the outcome ruins of the war were not listened to but ignored. All this was in the favor of what was termed as memory of Cherokee antagonism in the revolution. Therefore, the Cherokee had the responsibility again to begin afresh the practice of rebuilding their lives and homes past Miss issippi. When the fighting came to an end due to the revolution it was very difficult for the Cherokees because they were like orphans, they were without a place completely in the universe. Because of the repercussion of the war, their population was affected drastically which led to serious drop of about 10,000 in number only and at the same time lost their homelands which was estimated to be around three-quarters as well as hunting grounds and towns were destroyed. The revolutions grouped lower towns to be Chickamauga while those who remained neutral kept on dividing the Cherokee. Their cultural framework was affected so much which disrupted the harmony which existed amongst the Cherokee wellbeing in relation to their spiritual world. This caused a lot of disorder everywhere. Thousands of Cherokees were forced under prevailing

Trench Life During World War One Essay Example for Free

Trench Life During World War One Essay The life of a soldier in the trenches during World War I was unimaginable to the people back home in Canada. Soldiers carried out their duty to their country in the most horrifying conditions. The trenches were rivers of mud and blood, food rations were very basic and designed only to keep the soldiers alive, hygiene was non-existent, and military direction was poor as these men fought for their country. Constant shelling and gas attacks made many soldiers feel that death was imminent and a great deal of men suffered from mental breakdowns due to the war. During World War I soldiers spent most of their time involved in trench warfare. A typical day in the trenches began at night when the sentry was relieved and replaced. This individual was responsible for watching No Mans Land and reporting changes to the man sitting with him. The companion of the sentry would then inform the platoon officer about changes in No Mans Land. Men in the trenches at night sat around telling stories, smoking cigarettes, and writing home. It was too uncomfortable and crowded to sleep wearing all their ammunition and clothes. When a soldier did doze off he was likely to awake startled as a rat passed over his face. When morning finally came rum was issued and then breakfast was served. The soldiers would try and sleep in the morning and then have dinner at 12:30pm. Four oclock was teatime and then it was night again. The days of the soldiers were filled with idleness if the men were not involved in combat. Every four days the soldiers were relieved from the trenches and sent to billets for four days of rest. A typical day in the billets would see the soldiers getting up at six oclock, washing, taking part in roll call and inspection, having breakfast, and then participating in drills with the company at 8:45am. At around 11:30am the soldiers were dismissed, had dinner, and were then on their own for the rest of the day if they had not signed up for a digging or working party. During the soldiers four days of rest they were sometimes ordered to visit the Divisional Baths. The Divisional Baths contained a bathroom with 15 tubs (barrels sawed in half) half-filled with water and containing a piece of laundry soap. The men were told they had twelve minutes to take their baths and then the water would be turned off even if the men were still soapy. After their baths the  soldiers were treated to clean underwear and sent back to the billets. The conditions that the soldiers had to deal with while living in either the trenches or billets were inhuman. Men in the trenches were surrounded by the horrific smell of death. Soldiers killed in the trenches would lie unburied for months and when they were eventually buried they had hardly enough earth over them to conceal their clothes. In some cases the dead were only covered by chloride of lime or became unearthed by shells. There were so many dead soldiers that eventually collection points were set up to collect the bodies. Wounded men in the trenches were given little time to recover and were then sent back to the front lines. Shelter from gunfire was hard to find. Sometimes the soldiers hid in holes with no overhead cover and when it rained the holes would fill up and the men would be flooded out. Even the trenches were waste deep in mud when it rained hard. The rain soaked everything including their clothes and their rations. Rats constantly scurried through the trenches an d lice plagued the soldiers. The soldiers equipment was heavy and poorly made. An ordinary pack was heavy to start with and even heavier when the soldiers were told to pack machine guns and ammunition. Bad shoes gave a lot of soldiers painful blisters. Their boots were so badly made that their toes stuck out and the holes had to be patched up with newspaper or cardboard. Moving from one area of engagement to another was very difficult. This was usually done at night and many soldiers got lost in the dark trying to relieve other soldiers. Moving to another trench was also life threatening due to the constant shelling. Sometimes the soldiers traveled from one place to another by train. Box cars, that had never been cleaned and had little protection from the elements, transported the soldiers for up to twelve hours. It was a very uncomfortable journey and the soldiers ended up stiff and wet. Nights in the trenches were spent repairing damaged trenches with barbed wire, filling sandbags, and digging new trenches, instead of sleeping. Soldiers were also sent out into No Mans Land, crawling about on their  hand and knees, to find out information about the enemies military plans. It was too cold for the soldiers to sleep with no blankets and they could not even try to keep warm by exercising. Exercising would have the soldiers moving around too much, making them targets for the enemy. When the men did try to sleep they often froze. Even though the soldiers were supposed to only spend four days at a time in the trenches it often ended up being longer. In fierce battles the men were sometimes in the trenches for up to twenty days with practically no food or water, and very little sleep. When the soldiers came out of the trenches they were enclosed in a practically bullet-proof casing of mud. The men then had to march from the trenches to the billets and were often shot down on their way. Life in the billets was not really much of a rest. Cleaning muddy clothes for inspection was not easy and in the evening the soldiers had to carry rations or mail up to the trenches. The men also helped the cook chop wood or helped the quartermaster draw coal. The billets were better then the trenches but still far from being luxurious. An old stable previously occupied by cows or tents with no floorboards usually served as shelter. These tents got very wet when it rained, making it difficult to get a decent comfortable sleep, and were very crowded. The camps were very untidy and littered with refuse. Food supplied to the soldiers was very basic. Rations were brought up to the trenches every night. These rations included all the bully beef a soldier could eat, biscuits, cheese, tinned butter (seventeen men to a tin), jam or marmalade, bread (ten men to a loaf), tea and stew when possible. Sometimes the soldiers made Trench pudding consisting of broken biscuits, condensed milk, jam, and water flavored with mud. This concoction was cooked over a spirit stove in a canteen until it became the consistency of glue. Soldiers also received parcels of foodstuffs, cigarettes, [and] candy from back home to add to their menu. In the trenches each soldier also carried emergency rations in case they were cut off from supplies. These rations included one tin of bully beef, four biscuits, and a tin containing tea, sugar, and oxo cubes. Rations issued while soldiers where stationed in the billets were a little bit better. Rations for nineteen men for one day would include six loaves of bread (loaves were of different sizes and usually at least one was flattened, possibly caused by someone putting a can of bully beef on top of it during transport), three tins of jam (one apple, two plum), seventeen Bermuda onions, a piece of cheese in the shape of a wedge, two one pound tins of butter, a handful of raisins, a tin of biscuits, and a bottle of mustard pickles. In the billets the soldiers also received spuds, condensed milk, fresh meat, bacon, Maconochie Rations (can filled with meat, vegetables and greasy water), tea, sugar, salt, pepper, and flour. Out of these rations three men shared one loaf of bread, seven to twelve men shared one tin of jam, nine soldiers shared a pound of butter, and each man got an onion and a small portion of cheese. The bottle of pickles was usually drawn for; everyone put their name in a hat and the last name left in the hat got the pickles. The soldiers were also issued between twenty and forty cigarettes every Sunday morning and paid twenty-four cents a day. This money was spent on fresh eggs, milk, bread, pastry, and an occasional tin of pears or apricots. Constant shelling at the front was one of the most difficult things for a soldier to endure. Shelling was especially dangerous during the winter when the ground was frozen. The shell[s] [would burst] on impact and the bits [went] out sideways and [were] very dangerous over a radius of a hundred yards or so. When it was muddy the shells would penetrate into the mud a ways before exploding, therefore they were not as dangerous. There was a constant threat from the shrapnel of shells that exploded very close to the soldiers. Flying shrapnel commonly killed wounded men carried out on stretchers. Attacks on the enemy were almost always preceded by artillery bombardments to try and get more soldiers out of the trenches and over onto the enemys side. Millions of shells were fired each day with thirty percent of the shells failing to explode due to poor manufacturing. About one out of every ten shells contained poisonous gas. Shells damaged wells, decreasing the amount of fresh water available to the soldiers, and partially buried people without killing them. Soldiers throwing bombs often held them for too  long, before throwing them, to make sure the bombs were not thrown back by the enemy. This led to many soldiers losing arms, hands or even being killed altogether. Shell shock was one of the most common ailments to affect soldiers during the war. For every one thousand men with physical wounds ËÅ"combat stress affected a further two hundred. Ninety-eight percent of fighting men cracked after thirty-five days of active front line fighting. Only two percent of soldiers enjoyed battle and did not crack; doctors considered these people to be aggressive psychopaths. Many men found it very difficult to bring themselves to fire a gun even when being fired upon. A lot of soldiers became sick to their stomach, felt faint, and lost control of their bowels in battle. Men sent to the base suffering from battle fatigue were often sent back to the front lines, by doctors who said they were fine. One example of this is a man who was mentally and physically unfit to be a soldier. He was just like an animal and had not even got the sense to take his trousers down when he needed to relieve himself. This particular man was sent down as mentally deficient three times and sent back to the front lines three times. Eventually he became so unstable that he killed himself. Many soldiers also died due to extreme exhaustion caused by lack of sleep and proper food. Going over the top and into No Mans Land was something every soldier dreaded. Before this event occurred, many men made out their wills or wrote letters home. If the letters reached their destination then that meant the writer had been killed. It was a nerve-racking wait for the bombardment to end so that the soldiers could run to their death. The shelling was so loud the soldiers had to yell [orders] using [their] hands as a funnel into the ear of the man sitting next to them. The soldiers went up scaling ladders, or Ladders of Death as they were called, and tried to make their way as fast as they could over the to the enemy trenches, while the enemy fired upon them. The whole situation was futile, as men running towards guns will surely die. Gas attacks were a common occurrence in the front lines. When a gas attack  was announced the soldiers only had between eighteen and twenty seconds to put on their masks and try to save themselves. The gas helmets carried by the soldiers were made of cloth treated with chemicals, had two glass windows to see through, and a rubber-covered tube on the inside through which the soldier exhaled (the tube was constructed so that the user could not inhale through it). The soldier inhaled through the nose and the gas filled air passed through the cloth helmet and was neutralized. Each soldier had to carry two of these helmets in a waterproof bag at all times in case one of them did not work. These helmets often gave the soldiers headaches and were only good for five hours of the strongest gas. When a gas attack did occur the gas quickly filled the trenches and lurked around for two or three days until the air [was] purified by means of large chemical sprayers. Animals suffered the most as they had no masks and had very little chance of outrunning a gas cloud. The soldiers in the front lines also had to deal with poor military planning. Few preparations were done before a battle and artillery bombardments were poorly planned. Orders were not promptly given to fill in the gaps of attack lines when men were killed and hundreds of thousands of lives were lost to capture a few square miles of mud. Weapons supplied to the soldiers were of poor quality and sometimes ended up killing the user. Orders were often given to retreat and hundreds of soldiers were left out in No Mans Land wounded. These wounded would try to crawl back to the trenches at night or be taken prisoner. Officers led men through shelling, causing casualties and deaths, instead of waiting for the shelling to stop and then continuing on. Officers also often got shot while guiding troops to their new location and then the soldiers were left to fend for themselves. Army discipline during the war was very strict. The punishments ranged from death to humiliation. The worst punishment was death by a firing squad. This punishment was given for desertion, cowardice, mutiny, giving information to the enemy, destroying or willfully wasting ammunition, looting, rape, and robbing the dead. If a man was executed the event was covered up and in the public casualty list their name would have ËÅ"Accidentally Killed or ËÅ"Died written beside it. Where there [was] a doubt as to the willful  guilt of a man who [had] committed an offence punishable by death the individual was given sixty-four days in the front line trench without relief. There were also several other punishments given to soldiers depending on the severity of the crime they committed. Field Punishment #1 included the soldier being attached spread [eagle to] a limber wheel, two hours a day for twenty-one days. During this time the soldier was only given water, bully beef, and biscuits for food. Field Punishment #2 confined the soldier in the ËÅ"Clink with no blankets. The soldier would be punished for twenty-four hours or twenty days with only water, bully beef, and biscuits as rations. Pack Drill was when a soldier was subjected to drilling for two hours wearing full equipment. The men tried to get away with filling their packs with straw, to make them lighter, but usually got caught and were then sentenced to the limber wheel. Confined to Barracks was when a soldier had to stay in his billet from twenty-four hours to seven days as punishment. The life of a soldier during the First World War was cruel and inhuman. The men lived in trenches drowned in mud, surrounded by rats and bodies, and infested with lice. The food supplied to them was barely palatable and the military command in charge was not always well informed. Death surrounded the soldiers as they were constantly fired upon and subject to frequent gas attacks. Although these men were fighting for their country, the high loss of life was hardly worth it.

Implementing child rights

Implementing child rights Introduction One basic human rights principle laid down in the Universal Declaration of Human Rights, 1948 is that all human beings are born free and equal in dignity and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special protection by the UN legal framework (Henry J. Steiner P. Alston, 2000). The UN Convention for the Rights of the Child, 1989 remind us that children, whilst retaining their entitlement to the full range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (Defence for Children International (ed), 1995). Therefore, the Committee on the Rights of the Child have also adopted about twelve General Comments (in addition to two Optional Protocols) guiding States on specific issues such as HIV/AIDS, the aims of education etc (Committee on the Rights of Child-General Comments). The Committee in 2005 adopted â€Å"General Comment 7 (GC7) on Implementing Child Rights in Early Childhood† (The Committee General Comment 7 of 2005). GC7 recognises that in implementing the UNCROC States parties have often overlooked young children as rights holders (GC7 para.3). The Comment seeks to redress this by clarifying State obligations for UNCROC implementation with respect to all children â€Å"below the age of 8† (GC7 para.4). The UNCROC regards young children as active meaning makers with â€Å"evolving capacities† (Art. 5) requiring age-appropriate guidance and support whom, both as individuals and as a constituency, have a voice which must be given due consideration. Parents/Caregivers and States are reminded to balance control and guidance with respect to evolving capacities of the young child, and of the obligation to facilitate genuine participation of young children in the process affecting their development (The Committee General Comment 7, 2005). In this 21st century, when we Australians are busy counting our economic and political success both at national and international level, still is much needed to be done to improve the status of children in Australia for the coming future (Nyland, 1999). In this essay, I have tried to discuss the role of early childhood settings in enacting and promoting the children rights such as participation, protection and provision and in making these rights available to Australian children. Childrens Rights: Setting Standards Legal conceptions of children The adoption of the Convention on the Rights of the Child marked a fundamental shift away from past conceptions of children and childhood to a new one. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart et al, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to society (Hart et al, 1991). The human rights movement of the 20th century, previously focused for adult rights was extended to children (Hart et al, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. They had a right to be free from exploitation, abuse and neglect of any kind. Seeing children as rights-holders (The Committee GC7, 2005) had implications beyond child protection, however. It meant that, like all human beings, they were also entitled to freedom of speech, freedom of religion and belief, freedom of association, the right to education and to the highest attainable standard of health, and so on. The UN Convention on the Rights of the Child, 1989 The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General Assembly on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while US and Somalia have become signatories (Berenice Nyland, 1999). The Convention is considered to the most comprehensive and complete international legal document on childrens rights concerning their protection development and welfare (P. Alston, 1991). The Convention deals with the child-specific needs and rights. It requires that states act in the best interests of the child. The Conventions objective is to protect children from discrimination, neglect and abuse and serves as both a rallying point and a useful tool for civil society and individual people, working to protect and promote childrens rights (Berenice Nyland, 1999). In many ways, it is an innovative instrument. Categories of rights under the UNCROC Greenwood suggests that the rights set out in the Convention fall into three categories (Module 1. Topic 2: The Convention on the Rights of the Child); Provision: this category includes the right to posses, receive or have access to the right to life (Art. 6), a name and a nationality (Art. 7), health care (Art. 24), education (Art. 28), adequate rest and play (Art. 31), special care for disabled children (Art. 23), an adequate standard of living (Art. 27), care after abuse (Art. 39), and respect for the cultures from which the children come (Art. 30). Protection: it grouped the right to be shielded from harmful acts and practices such as; separation from parents (Art. 9), sexual exploitation (Art. 34), and physical abuse and neglect (Art. 19). Participation: this class encompasses the right to be heard in discussion affecting the childs life so that the child has freedom of expression (Art. 13), freedom of thought and religion (Art. 14), and the right to be heard in court (Art. 12). The UNCROC, 1989 formally-agreed standards cover: provision rights (to necessary, not luxury, goods services and resources); protection rights (from neglect, abuse, exploitation and discrimination); and participation rights, when children are respected as active members of their family, community and society, as contributors from their first years (Alderson, P. 2000). The effect of the Convention for Children in Australia Since the ratification of the UNCROC in 1999 by Australia till 2010, we can say that the Convention has realised neither the brightest hopes of its supporters nor the most dire fears of its opponents (Butler, B., 1993). The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms (Module 1. Is the Convention enforceable, p 29). It has provided a new basis for examining the situation and treatment of children, bringing a rights focus to what previously were seen as purely welfare issues. The effect of this is that the Convention has been declared an international instrument relating to human rights and freedoms for the purpose of Human Rights and Equal Opportunity Commission Act 1986 (Cth) (Module 1. Is the Convention enforceable, p 29). Consequently, the Convention has provided the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions. Childrens rights and early childhood settings Early childhood, the period from birth to 6-8 years, is a significant and unique time in the life of every individual. Every child needs and has the right to positive experiences in early childhood. As with every other phase in life, positive supports and adequate resources are necessary for meaningful development. In their everyday lives, children largely stay within and relate to three settings their home, schools and recreational institutions (Rasmusen, K. 2004). These environments have created by adults therefore quality early childhood practice is built upon the unique role of the adult. The competencies, qualifications, dispositions and experience of adults, in addition to their capacity to reflect upon their role, are essential in supporting and ensuring quality experiences for each child (Wyatt, S., 2004). This demanding and central role in the life of the young child needs to be appropriately resourced, supported, and valued. Therefore, quality early childhood care and education must value and support the role of parents (Thorpe, R., Thomson, J., 2003). Open, honest and respectful partnership with parents is essential in promoting the best interests of the child. Mutual partnership contributes to establishing harmony and continuity between the diverse environments the child experienc es in the early years. The development of connections and interactions between the early childhood setting, parents, the extended family and the wider community also adds to the enrichment of early childhood experiences by reflecting the environment in which the child lives and grows (Thorpe, R., Thomson, J., 2003). Basing early childhood services on childrens rights Childrens rights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full development of every child to her or his full potential (Butler, B., 1993). Early childhood education and care shares that direction and commitment. The Convention states that the first objective of education is â€Å"the development of the childs personality, talents and mental and physical abilities to their fullest potential† (Art. 29 (1)). Early childhood education and care contributes to the full personal development of children. Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities â€Å"appropriate to the age of the child† and to participate in cultural life (Art. 31). Institutions also have particular regard for the specific needs and rights of particular groups of children specified in the Convention: refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, P., 2000). In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the key documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to â€Å"respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights† (ECA Code of Ethics, 1990). Its policy positions are based on principles that â€Å"reflect adherence and commitment to† the Convention on the Rights of the Child (ECA position statement consulting with young children). They are expressed in rights terms: â€Å"All children have the right to access and participate in early childhood programs and services† (Inclusion of Children). Childrens rights issues for early childhood institutions Early childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, K. 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of disadvantage and particular groups of children such as indigenous children, refugee and immigrant children, children with disabilities, children from poor families. The way childrens rights are interpreted and acted upon in early childhood institutions it has some cultural/social implications (Berenice Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. Therefore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings. Mostly caregivers based children developmental activities on observed activities of children focusing mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore the practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the ideal of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been done by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential (Vygotsky) in upcoming future. In a child care centre caregivers can create an environment focusing to strengthen child development in a more holistic way which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs and can use it as a culturally niches (Nyland, 1999). The adult/caregivers role in these developmental niches/physical and social settings is one of scaffolding the child experiences (Valsiner, 1987) through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996). These metaphorical zones make up the developmental niche and consisted of three zones i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1986). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the same physical environment (Nyland, 1999). But when the ZPA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996). In early childhood setting the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996). For better understanding of the role of early childhood settings for the protection of children rights, Berenice Nyland (1999) in article â€Å"The United Nations Convention on the Rights of the Child: Using a concept of rights as a basis for practice†, quoted a 20 minutes observation period took place in a day care centre between two babies of under two years, with no spoken language. Kallina started the play by putting a nappy on a doll. She was thoroughly engaged and her physical moments were free. She had mental picture of folded nappy because she tried many times to match reality with mental event representation. Another baby Claudia joined the play, took a doll and wrapped a nappy around it. Claudia just matched the nappy and made no effort to fold it or put it on the bottom half of the doll. Similarly Claudia found another undressed doll in the same place and take out a nappy from a nearby clean clothes basket and draped it around it. The observer was asked to put the n appies on to prevent them falling off. Claudia then took a plastic play gym from an immobile baby and placed it to the book corner. She then placed the dolls underneath the play gym, so they ‘could play. The role of caregiver in this exercise is the childrens actions affirmed the suitability of the available environment created by the caregiver relating to the freedom of moments (ZFM) for the babies and they had access to inside and outside. They were having free choice of space and toys, and also access to domestic equipments such as clean clothes basket. The children initiated ZPA by themselves and there was no need of adult intervention or guidance. Scaffolding and learning in the ZPD occurred between children, as they were engaged in intentional goal oriented behaviour hence established their ZPA. Such zones should be dynamic and constantly being renegotiated. This exercise shows that observing children in such expressive way and to see their development within the context of relationships existing in the physical environment of the setting, cultural artifacts, and social interactions gives a comprehensive way of individual child. At one hand it demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the straitjacket of areas of development and affords the child a voice while giving the caregiver a more meaningful role within the relationship (Berenice Nyland, 1999). Early childhood workers as leaders in childrens rights advocacy We then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be advocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience (Module 4. Topic 1: Advocacy for children. p 5). Conclusion The legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope or the audacity of hope, as Barack Obama (Quote for the Hope) calls it if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights. Children have the ability to construct their own images and now its upto the society how seeming it. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Berenice Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation. So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated: within family and caregiving environments; in relationship with peers; as part of a community; and as a member of society. This young child is to be considered holistically: as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (The Committee GC 7). Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

Nietzsche : God Is Dead Essay -- Philosophy Atheist Atheism Friedrich

The Question: State your understanding of the philosophy of F. Nietzsche. What does he mean by saying "God is Dead"?   Ã‚  Ã‚  Ã‚  Ã‚  Nietzsche's philosophy is that of a radical view as it calls for the complete reevaluation of morals and blatantly attacks the Judeo-Christian tradition in modern society. He believed one should dare to become who they are. In order to ascertain one's full potential as a human being, the ethic system of which by society runs, must be changed as it only hampers one's will to power.   Ã‚  Ã‚  Ã‚  Ã‚  According to Nietzsche, philosophy is not the pursuit of truth, for there are no truths, only interpretations, instead it is an attempt on the creator's behalf to interpret reality in their favor. To illustrate this point he examines master morality as opposed to slave morality.   Ã‚  Ã‚  Ã‚  Ã‚  Master morality simply defined is a system of what is good and what is evil, set up by and based on those who have power. So it is not surprising that it would regard the attributes of a noble to be inherently good and those of a weaker peasant to be evil or, rather, undesirable. Since it is the rich and powerful who define this morality, it is built to their benefit.   Ã‚  Ã‚  Ã‚  Ã‚  Contrary to master morality, there is slave morality and likewise it is built with the same biases only differing as it leans to benefit the poor. This system of ethics overturned that of the master, by twisting all virtues hailed as good by noble aristocrats, into evils, slowly over the course of time. Then goodnes...

The Problem with 6 Digits Dating

What started of as a noble act of saving some memory space turned out to be a quake, capable of trembling the world to its core. When maiden inventors set the year with two digits instead of four, little did they realize that by 1st January 2000 it would cause arithmetic delinquencies and confuses the entire system. For example, a bank transaction on the 25th of July 1997 would be recorded as 07/25/97. Many software add the value 1900 to the two digits code to calculate the actual year. A credit card charged on 1st of January 2000 would have to bear the interest of 99 years because the transaction date would read 01/01/00. This means the computers assume that the same transaction took place on 01/01/1900. Another major problem with six digits dating occurs when we tend to compare the pre and post – 2000 dates. For example, 01/09/99 and 01/01/00, when converted into a simple code they would read 990901 and 000101 respectively. Obviously 990901 is older than 000101, which in reality is not true. As the computers cannot process the current date as year 2000 marches in, it is also unable to calculate the leap year. All years divisible by 4 is considered as a leap year except for centuries. A century will be considered as a leap year only if it is divisible by 400. For example, 1996 is considered as a leap year because it is divisible by 4 (1996 4 = 499) wherelse 1997 is not (1997/4 = 499.25). On the hand the hand, 1900 is not a leap year for it is not divisible by 400 (1900/400=4.75). Year 2000 is a leap year for it is divisible by 400 (2000/400 = 5) (with reference to explanation from: http://www.ast.cam.ac.uk/RGO/leaflets/leapyear/leapyear.html). As we step into the year 2000, existing computers will not be able to differentiate the two digits year anymore. The â€Å"00† date field might be assumed as 1900 instead of 2000. Thus calculations that involve a date would provide wrong answers. On the 1st of January 2000, computers will define this day as 01/01/00 and regards the year as 1900, leaving us 99 years behind time. This will interrupt public services, bank transactions, loan interest calculations and many more, causing formidable loss of billions of dollars. Only a few systems could be spared from the Y2K and it has been estimated that there are 500 billion lines of application code worldwide, with some 85% of which needs to be corrected. Various reports stated that by the turn of the millennium, as much as 50% of all businesses which failed to address the year 2000 challenge would fall apart. Besides being deadly, expensive and extensive, the year 2000 problem affects hardware (BIOS, real-time clocks), embedded firmware, languages and compilers, operating systems, random number generators, database management systems, transaction-processing systems, banking systems, PBX, flight scheduling and any other system that deals with dates. Surfing the net would prove that the Y2K's awareness level is growing with more more sites dedicated to this problem. Managers and IT resources are becoming heavy-hearted thinking about their future as 31st December 1999 rolls in. Knowing that there is going to be an IT disaster does not help much especially when there are few resources to handle the problem. A rough estimation to create solutions for the Y2K issue concentrated on something like US $400 -600 billion dollars worldwide. An additional 200,000 COBOL programmers will also be required. Organizations are not the only ones that are going to suffer from the virulent millennium bug, it can be anyone, even a personal computer user.

Formal & Informal Language Learning Experience

Formal, Non-formal and Informal Learning: What Are the Differences? Earlier this year I did some applied research on the differences between formal, non-formal and informal education in both the sciences, as well as literacy and language education. These terms have been used by the OECD (Organization for Economic Cooperation and Development) as well as researchers and practitioners around the globe. Here’s a simplified explanation: Formal education – Organized, guided by a formal curriculum, leads to a formally recognized credential such as a high school completion diploma or a degree, and is often guided and recognized by government at some level. Teachers are usually trained as professionals in some way. Non-formal learning – Organized (even if it is only loosely organized), may or may not be guided by a formal curriculum. This type of education may be led by a qualified teacher or by a leader with more experience. Though it doesn’t result in a formal degree or diploma, non-formal education is highly enriching and builds an individual’s skills and capacities. Continuing education courses are an example for adults. Girl guides and boy scouts are an example for children. It is often considered more engaging, as the learner’s interest is a driving force behind their participation. Informal learning – No formal curriculum and no credits earned. The teacher is simply someone with more experience such as a parent, grandparent or a friend. A father teaching his child to play catch or a babysitter teaching a child their ABC’s is an example of informal education. These may be overly simplified explanations. There are times when the lines between each type of learning get blurred, as well. It isn’t always as cut and dry as it seems, but these definitions give you a general idea of each type of learning.

K+12 Curriculum

A Brief Overview of Progressive Education During most of the twentieth century, the term â€Å"progressive education† has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society. Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives. The education of engaged citizens, according to this perspective, involves two essential elements: (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed â€Å"child-centered† and â€Å"social reconstructionist† approaches, and while in extreme forms they have sometimes been separated, in the thought of John Dewey and other major theorists they are seen as being necessarily related to each other. These progressive principles have never been the predominant philosophy in American education. From their inception in the 1830s, state systems of common or public schooling have primarily attempted to achieve cultural uniformity, not diversity, and to educate dutiful, not critical citizens. Furthermore, schooling has been under constant pressure to support the ever-expanding industrial economy by establishing a competitive meritocracy and preparing workers for their vocational roles. The term â€Å"progressive† arose from a period (roughly 1890-1920) during which many Americans took a more careful look at the political and social effects of vast concentrations of corporate power and private wealth. Dewey, in particular, saw that with the decline of local community life and small scale enterprise, young people were losing valuable opportunities to learn the arts of democratic participation, and he concluded that education would need to make up for this loss. In his Laboratory School at the University of Chicago, where he worked between 1896 and 1904, Dewey tested ideas he shared with leading school reformers such as Francis W. Parker and Ella Flagg Young. Between 1899 and 1916 he circulated his ideas in works such as The School and Society, The Child and the Curriculum, Schools of Tomorrow, and Democracy and Education, and through numerous lectures and articles. During these years other experimental schools were established around the country, and in 1919 the Progressive Education Association was founded, aiming at â€Å"reforming the entire school system of America. â€Å" Led by Dewey, progressive educators opposed a growing national movement that sought to separate academic education for the few and narrow vocational training for the masses. During the 1920s, when education turned increasingly to â€Å"scientific† techniques such as intelligence testing and cost-benefit management, progressive educators insisted on the importance of the emotional, artistic, and creative aspects of human development–â€Å"the most living and essential parts of our natures,† as Margaret Naumburg put it in The Child and the World. After the Depression began, a group of politically oriented progressive educators, led by George Counts, dared schools to â€Å"build a new social order† and published a provocative journal called The Social Frontier to advance their â€Å"reconstructionist† critique of laissez faire capitalism. At Teachers College, Columbia University, William H. Kilpatrick and other students of Dewey taught the principles of progressive education to thousands of teachers and school leaders, and in the middle part of the century, books such as Dewey's Experience and Education (1938) Boyd Bode's Progressive Education at the Crossroads (1938), Caroline Pratt's I Learn from Children (1948), and Carlton Washburne's What is Progressive Education? 1952) among others, continued to provide a progressive critique of conventional assumptions about teaching, learning and schooling. A major research endeavor, the â€Å"eight-year study,† demonstrated that students from progressive high schools were capable, adaptable learners and excelled even in the finest universities. Nevertheless, in the 1950s, during a time of cold war anxiety and cultural conservatism, progressive education was widely repudiated, and it disintegrated as an identifiable movement. However, in the years since, various groups of educators have rediscovered the ideas of Dewey and his associates, and revised them to address the changing needs of schools, children, and society in the late twentieth century. Open classrooms, schools without walls, cooperative learning, multiage approaches, whole language, the social curriculum, experiential education, and numerous forms of alternative schools all have important philosophical roots in progressive education. John Goodlad's notion of â€Å"nongraded† schools (introduced in the late 1950s), Theodore Sizer's network of â€Å"essential† schools, Elliott Wigginton's Foxfire project, and Deborah Meier's student-centered Central Park East schools are some well known examples of progressive reforms in public education; in the 1960s, critics like Paul Goodman and George Dennison took Dewey's ideas in a more radical direction, helping give rise to the free school movement. In recent years, activist educators in inner cities have advocated greater equity, justice, diversity and other democratic values through the publication Rethinking Schools and the National Coalition of Education Activists. Today, scholars, educators and activists are rediscovering Dewey's work and exploring its relevance to a â€Å"postmodern† age, an age of global capitalism and breathtaking cultural change, and an age in which the ecological health of the planet itself is seriously threatened. We are finding that although Dewey wrote a century ago, his insights into democratic culture and meaningful education suggest hopeful alternatives to the regime of standardization and mechanization that more than ever dominate our schools.

The Canaanites Research Paper Example | Topics and Well Written Essays - 2000 words

The Canaanites - Research Paper Example Actually speaking, God allowed Canaanites a time span of 400 years so that their abominations could ripen to receive the justice of God. By ordering the Israelites to attack and exterminate the Canaanites, God achieved two objectives. First and foremost, He brought a true and righteous judgment on the deserving Canaanites. The Canaanites’ gods were known to engage in varied types of abominations that included bestiality and incest. Secondly, by commanding the extermination of the Canaanites, God succeeded in preparing the land for His true followers so as to give way to an appropriate religious setting to justify the advent of the Messiah, who had to redeem both the Israelites and the Gentiles. Therefore, to be able to grasp a possible insight into the ways of God within a Biblical context, it is imperative to delve on the history, religion and the culture of the abominable people like Canaanites. History of Canaanites Canaanites are the people variedly described throughout th e historical and biblical records. Yet, most of the times the Canaanites were shown to be centered in Palestine (Driver 24). Perhaps the native, pre Israelite inhabitants of Palestine were known by the name Canaanites. The term Canaan and Canaanites could be traced in the ancient Egyptian records dating back to fifteenth century BC and more profusely in the Old Testament. Geographically speaking, varied biblical and historical records tend to place Canaanites in varied locations. As per some records, Canaan referred to an area encompassing most of Syria and Palestine (Driver 136). As per some other records, Canaan ascribed to the land lying to the west of Jordan River (Driver 136). Some records consider Canaan merely to be a strip of coastal land to the north of Acre (Driver 146). It was some time at the ebb end of the second millennium BC that the Israelites conquered and exterminated Canaanites. The Holy Bible tends to justify the extermination of Canaanites by associating Canaan with the Promised Land that was promised by God to the Israelites and their descendents. The origins of the word ‘Canaanite tends to be a bit disputed. However, many historians believe that the word ‘Canaanite’ originated from an ancient Semitic word meaning â€Å"reddish purple†, related to the rich purple dye that was manufactured in the area of Canaan or the wool dyed in a rich purple color (Driver 135). The Bible identifies Canaanites to be the descendents of Ham. Canaan happened to be the brother of Mizarim and the fourth son of Ham. Actually speaking, it was Canaan who happened to be the grandson of Noah, who was cursed by Noah in Genesis. In that context, historically speaking, Canaanites tend to have a vicious and evil ancestor. Perhaps, with the passage of time, Canaanites metamorphosed into a general term referring to all the tribes that inhabited the west of Dead Sea and the East of Jordan River. As per the available historical findings, the paga n ancestry of the Canaanites could be traced back to Paleolithic and Mesolithic ages (McCown 77). It was sometime during the Bronze Age that Semitic people are known to appear in the area known by the name Canaan (McCown 77). It was primarily the Semitic Amorites who entered Canaan from the northeast

Comparative Communication in History Essay Example | Topics and Well Written Essays - 500 words

Comparative Communication in History - Essay Example I think that this disrupts my capability of fully understanding each of the elements and information being given. As a matter of fact, I have to pause and go back to some points and move forward – skip – to the information that is related. Unfortunately, in some instances, some information were no longer pursued because it has been supplanted by another that was more interesting to the moderator, especially. This is particularly difficult, because in the chronology of events in the alphabet development, the resource speakers were talking about several places and people. At one point, they were talking about Egypt, then in Canaan, then in Syria, then, Egyptian scribe, Greeks, Phoenicians, among others. So there was several instances wherein I got confused. It was hard to follow how the alphabet really evolved or to understand whether there was one path of alphabet development in all of the locales mentioned. Near the end, I even found that were such categories as West Canaanites and that these people were the same as the Phoenicians. I am not saying that the tendency to wander on some minor topics is bad in itself. Because I think they provided the necessary background in order to understand what is being explained. However, the lack of systematic or logical flow in the delivery of the information makes it a liability, imposing so much on my capability to cope with all of the information that were suddenly coming my way. There is this discussion, for instance, about how the alphabet was being used for mundane purposes and how hieroglyphics were used as the language of the powerful, then suddenly a discussion ensued about the Phoenicians, migratory movements of the Greeks and the history of city-states. I believe that these elements were important but that they could have been placed on strategic parts and explained limitedly. The fact that the explanation of the development of the alphabet must be learned through listening from a

Issues of risk Essay Example | Topics and Well Written Essays - 4000 words

Issues of risk - Essay Example At situations where family situations are not found safe for the wellbeing of children, the system plays a very critical role of removing the children from a situation involving risk. The system identifies cases where there is notable risk of neglect or abuse and appropriate interventions are considered. There are other scenarios where such actions are taken which include the disability or illness of the parents leading to their inability to take care of their children. The continued absence of the parents at home also leads to children being taken into care. Cases of deaths of parents, imprisonment etc. are typical examples to such a scenario. These children are taken into care (TCSW, 2012). The nature of the ‘taking away’ process is also varied according to the requirement. There are cases where parents voluntarily request their children to be taken to care. In some other case they are forcibly taken by law. Most of the cases account to this scenario, For instance, in 2011; around 54% of the reported cases were connected to neglect and abuse (TCSW, 2012). Children who get involved in some criminal activity are sent to care through the youth justice system (TCSW, 2012). Around 73% of the children are taken care of by foster-carers. A minority of 10% are put up in children’s homes; others are brought up in residential schools (TCSW, 2012). In some cases where potential risk is identified the children are left to live with their parents, however, under strict supervisions by social work professionals. The process of taking a child into care involves strict adherence involving a formal system of law. For both England and Wales the Children Act of 1989 defines legal regulations and systems for taking children into care. Under the act, every case of taking into care must be preceded by a court order. Children could also be taken into care if parents give legal consent to

Individual Rights and Social Order Assignment Example | Topics and Well Written Essays - 2750 words

Individual Rights and Social Order - Assignment Example Additionally, it was necessary to safeguard the overall well-being of the community. The Commission also observed that in fulfilling this function, a system of justice tends to possess a divided role. Some of the roles were certain prevention of activities and the apprehension and formal processing of individuals, who have committed illegal acts in the society. According to Beames and Stonehouse (2007), a good society is one that nurtures both social values and the rights of an individual. A significant facet of good societies is that they find a healthy tension between individual needs and the needs of a group. Social order lies at the opposite end of the spectrum from individualism. Social conservatives are more interested in reinforcing the moral order. They prefer legislation use, rather than relying on normative means of impacting the behavior of an individual, to promote the values they hold. Examples of normative means that can influence individual behavior include leadership, moral voices within the society and education. Individual rights is the act of seeking to protect the personal freedoms of an individual within the criminal justice system, while social order is whereby the societys interest take precedence over the rights of an individual. Numerous laws and regulation have been put into place to balance the two sides throughout the American history. People are guaranteed the right to free assembly and free speech. However, those rights guaranteed by the Constitution may be limited when those actions harm others. For instance, when the actions of a citizen become violent, the authorities have a duty to halt the violence ant to shield the society. Governments considered to be democratic promote the freedom value but must also place limits on the freedom of an individual. Actions that might cause harm or alarm are forbidden for the common good. For instance, a person has the freedom of speech,