The Guardian Ad Litem Program Essay Research free essay sample

The Guardian Ad Litem Program Essay, Research Paper The Guardian Ad Litem Program represents kids who appear in the province tribunals. These kids have non committed any offense but are victims of maltreatment, disregard or forsaking. The plan is comprised of voluntaries who represent kids in the tribunals, doing certain they do non go victims of # 8220 ; the system # 8221 ; . Each voluntary works with one or more kids involved in the judicial system and societal services bureaus, going familiar with there lives, while stand foring the involvement of each kid before the tribunal or societal services bureaus involved. Specifically, a voluntary acts in the involvement of each kid in five different capacities. First, as an research worker, a guardian learns every bit much as possible about the kid # 8217 ; background ( i.e. school, church, friends, and any otherpeople/organizations that affect the kid ) . As a proctor, a guardian makes certain societal services bureaus, and any other organisations involved with the kid are run intoing their duties to the kid. We will write a custom essay sample on The Guardian Ad Litem Program Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a defender, a guardian prevents insensitive inquiring in the tribunals that is really frequently carbon monoxide mmonplace. As a reporter, a guardian is a liaison between the child and the courts, presentingwritten reports and recommendations to help act in the child’s best interests. Finally, as a spokesperson, a guardian makes sure the child’s wishes are heard and their best interests are presented to the courts and social services agencies involved with the child. Qualifications to be a Guardian Ad Litem are: at least 19 years old; pass screenings with law enforcement agencies, the Abuse Registry, and Guardian Ad Litem staff; and have a genuine concern for a child’s welfare. No prior experience is necessary as each volunteer goes through 48 hours of training, ranging from juvenile justice, child development, and child abuse and neglect. Professional full-time staff are also available for volunteers’ questions and concerns. Time commitment will vary, depending on the child’s needs and the volunteers own schedule. Efforts are made to match a volunteer with time constraints with a child who needs less representation. As lifestyles and family priorities change in our society, there is a growing demand for volunteers to represent these children.

A hope in the unseen essays

A hope in the unseen essays In this Story A Hope in the Unseen we see a young man that has great deal of potential, that is stuck inside a school where it is hard for him to advance as far as a normal student in normal circumstances would. Our main character, Cedric, is constantly put up against odds that are against him, yet he strives to achieve so much in his life. We watch him in this book go through many triumphs and failures that most of us would never imagine having to deal with in our own lives. Cedric main supporter throughout his life is his mother Barbara. She is a very religious and caring mother that has also had many hardships in her life, including the birth of Cedric due to the fact that Cedrics father wanted her to have an abortion. She is the person that always helps Cedric to find the path he needs to be on when Cedric himself lost his way. Another large supporter early on in this book was Cedrics science teacher Mr. Taylor. Mr. Taylor realized the great potential Cedric had academically, but he also knew that Cedric frequently set his goals too high for even himself. Mr. Taylor also encouraged Cedrics growing knowledge by supplementing Cedric with after school tasks and challenges. When Cedric is accepted into the MITES program at MIT after he applied and prayed that he would get in, he put all his focus and hopes in the fact that MIT was the school for him. After getting to MIT and realizing the great difficulty and challenge it presented him, he quickly became discouraged and decided that he did not in fact want to attend MIT. After he returned to Washington D.C. after his MIT visit, Justice Clarence Thomas asked to have a meeting with Cedric in order to discuss his goals. Justice Thomas was very straightforward with Cedric and told him how he felt about Cedrics choices regarding colleges, although some of what Justice Thomas told Cedric was not what Cedric wanted to hear. ...

Investigation of Current Performance in Inverleith Hotel (B&B) Edinbur Assignment

Investigation of Current Performance in Inverleith Hotel (B&B) Edinburg - Assignment Example Additionally, a SWOT analysis of the hotel has been conducted with the aim of understanding strengths, weaknesses, opportunities and threats of Inverleith Hotel (B&B) located in Edinburgh, which is a B&B hotel. A comparison is also made between the hotel with other similar size B&B hotels in the same geographical area. Alternatively, it also intends to explain the methods through which the current performance of the hotel can be maintained properly and the possible solutions for the expansion of the business. In order to determine strengths, weaknesses, opportunities and threats of Inverleith Hotel (B&B), a SWOT analysis has been conducted. In this respect, the strengths, as well as weaknesses of the hotel, can be determined. The possible opportunities related to the success and development of the hotel can also be ascertained. After identifying the weaknesses and threats, the hotel can reduce the weakness by applying new strategies to improve the performance of the hotel (Practical Entrepreneurship, n.d.). The hotel is one of the leading fast food hotels in England. The hotel focuses on the preferences of the customers, which is one of the important strength of the hotel. This strength helps the hotel to attract the more customers to increase the sale as well as increase the profit of the hotel. It also helps to improve the performance of the employees so that the objectives of the hotel can be accomplished. It has multiple numbers of customers in the market. The financial growth of the hotel has increased to a substantial extent. The geographical area of the hotel is good for marketing or doing business. The facilities provided by the hotel are based on quality standards and in accordance with the needs of the customers. The rooms of the hotel are equipped with modern equipment like telephone and broadband access and with self-catering accommodation (Practical Entrepreneurship, n.d.).

Learning journal Essay Example | Topics and Well Written Essays - 1500 words - 1

Learning journal - Essay Example Significantly, Student A had a fast food business and is looking to taking a shift after completion of his degree in Business Degree where he hopes to be a financial Analyst after a certain period. Strategic Learner Realizing one-self is a vital factor especially when one wants to be successful; typically, one should know the kind of person they are and what style and mode of learning fits them best. Considerably, the best methods which are applicable when it comes to interpreting of information are through visual, audio and kinesthetic methods and this can go hand in hand with reflection, experience, theories and experiments (Fleming and Mills, 1992: Kolb, 1984). Student A learns most out of seeing and activity, as from the results which he should put much into so that they can impact his life as an academic and a professional. Any good learner with a strategy will identify specific methods (one of them being a main method) that they will use for their personal learning experience a nd simply apply these methods with Kolb’s cycle. From this a lot can be achieved including Student As goals and aims in both worlds (academic and professional). Moreover, the mindset of a person also matters in any learning situation and a matter of fact the best mind set is one that has room for growth and not the fixed mindset (Carol 2007). In this case, Student A must have a growth- mindset that will help him overcome the different difficulties and challenges in different situations i.e. he can acquire more knowledge out of the normal class/school setting and read further about the current trends of the business world and this will have a great impact and be part of the learning process. Student A will be in a better position if he is able to learn independently and the growth mindset will be easily developed; all the same, this will involve seeing the teacher after class or before for consultation, guidance and feedback. Significantly, there are merits that Student A has like his problem solving and investigating skills that are essential when it comes to independent study but his poor skills in time management and planning might be a big hindrance to his development as a strategic learner. Being a financial analyst requires a lot and for Student A to be successful he must have a lot of self-awareness and high emotional intelligence which he will be likely to apply in most of his working situations. Self awareness and emotional intelligence are applied in social and professional behavior through displaying high levels of maturity and consideration of the people one is working with, respecting both these people and also the cultures of these environments despite the diversity. By and large, Student A must be alert in all the relative areas reflected in his learning journal, core skills and personal SWOT analysis portraying high level of confidence and put into action an active learning style. However, he must also observe his weaknesses and not let t hem take the best of opportunities or affect his learning and development. Skills Analysis Student A’s has high mark when it comes to his core skills through experiences and a lot of developments that have helped him in analysis; all the same, through the SWOT analysis the threats still

The US and middle east Essay Example | Topics and Well Written Essays - 1000 words

The US and middle east - Essay Example However, the Second World War was a wakeup call in all regions of the world as it fuelled nationalism, and this instigated calls for the Arab Nationalism. The Arabs felt that they had had enough of the British and the French who were colonising them. The Americans were not left out, and this is what led to the conflicts that exist to date between the United States and the Middle East. The writer of the article is addressing the Middle East by opening up some of the unseen agendas of the American - Middle East relationship. The writer explains the origin of the relationship between the Middle East and the United States of America, the factors that led to the sharp conflict, democracy in the Middle East as well as the effects of the September 11 attacks on the American Middle East relationship. The author attempts to convince the audience and actually sets forth credible points to support his arguments. The writer is also at times harsh and objective in putting his points across such a s arguing that the United States has a huge disregard for the Middle East in respect to human rights and democracy. The writer is convincing as his sources are credible and has conducted an in-depth analysis to make us understand what the relationship is all about. In addition, the writer looks at the historical relationship and where it was as well as where the relationship is headed. He also looks at who are the major beneficiaries of the relationship, which is very persuading. Nevertheless, at some instances the arguments are out of line; for instance, the claim that the United States does not care for the Middle East and for a very long time the relationship has been based on how they could acquire oil by fuelling conflict without making up for it. Ethos, Pathos and Logos are the modes of persuasion that are used in argumentative essays. The writer uses Logos, which is a persuasion technique that embraces the use of logic or logical arguments. He uses deductive and inductive rea soning, which helps make the argument credible. The writer also uses pathos, which is meant to appeal to the reader’s emotion, as well as ethos, which is meant to convince the reader that the writer is an expert in the field he is writing about. The Ethos the writer uses in the paper includes quoting credible sources such as Colin L. Powell, who is the former United States secretary of state; he also states his credentials as a scholar in the Middle East affairs, and hence the information he is presenting is credible. Reading through the essay, one is able to extract much information, e.g. the US policy on IRAQ, the US strategy on the Arab World as well as the relations between the US and Qatar, which for the a long time could be described as strained and problematic. The ethos can be defined by a quote by Powell (2004), who was defending the US policy in the Middle East: â€Å"The United States’ National Security Strategy does commit us to preemption under certain li mited circumstances† (as quoted in Shunnag, p. 833) Finally, the other instance when the author resorts to Ethos in the paper is when he provides credible evidence and information about the US policy in Iraq and relations with Qatar as well as the strategy of the United States in the Middle East. Those are among the sharp areas of focus that he uses to persuade the reader. In this case

How Can You Classify Welfare States Politics Essay

How Can You Classify Welfare States Politics Essay Introduction: As I have found it so difficult to structure this essay and formulate a strong line of argument, which would be outlined here, I will limit the introduction to some of my thoughts surrounding issues which may have an effect on the discussion. What authors mean by the term welfare state varies from each classification attempt. This results in different classifications which within the boundaries the author has set can be very convincing. Different measures and types of analysis are used creating different outcomes, different levels, and different understandings of welfare states. Some focus more on expenditure than others, definitions may be broader or narrower. As Cochrane points out à ¢Ã¢â€š ¬Ã‚ ¦a loose working definition is required to make comparison possible in the first place (1993) but there is not an overwhelming consensus about what constitutes the welfare state. This is one reason why there is so much controversy surrounding classification, as writers disagree about what the welfare state consists of, and thus use different types of evidence according to their particular view on what makes up the welfare state. However, classifying welfare states helps makes useful generalisations which can enrich our understanding of a complex and important subject. Main body: Early attempts to classify the welfare state of the advanced world did so largely according to expenditure. Wilensky (1975) analyses differences in the levels of government spending, using this criteria to distinguish the leaders from the laggards. Cutright (1965) also bases his differentiation of welfare states primarily on expenditure specifically on social insurance provision. Bonoli (1997) makes the point that This approach, by concentrating exclusively on the levels of expenditure completely neglects other dimensions of welfare provision. Esping-Anderson (1990), in his ground-breaking work The Three Worlds of Welfare Capitalism makes the point that within expenditure based classifications that all spending counts equally. Of course the level of money a government assigns to its welfare provision is very important in classifying states but the way in which it is spent can have implications for the provision and leads to large differences between welfare states, even if expenditure levels appear similar. Firstly in countries such as Austria, governments à ¢Ã¢â€š ¬Ã‚ ¦spend a large share on benefits to privileged civil servants which, Esping-Anderson points out, à ¢Ã¢â€š ¬Ã‚ ¦is normally not what we would consider a commitment to social citizenship and solidarity. Furthermore, expenditure analysis has tended to neglect for instance whether benefits are means tested or universal. Expenditure can be misleading in other ways too, Esping-Andersen uses the example of Britain under Thatcher, where total expenditure grew, but that it was mainly a function of very high unemployment. Castles and Mitchell (1992) concur; ceteris paribus, an identical input of expenditure will lead to quite different observed levels of poverty and inequality, depending on the distribution of incomes prior to income maintenance expenditures and taxes. Most recent classifications agree that expenditure alone is inadequate criterion to classify welfare states. Esping-Andersen has been praised for highlighting this problem (Bonoli, Pierson Castles) The way in which money is spent is crucially important as is the rights the welfare state grants its citizens. But more than this required, according to Esping-Andersen, who argues further that welfare states can not merely be understood in terms of rights granted. We must also take into account how state activities are interlocked with the markets and the familys role in social provision. Esping-Andersens understanding of the welfare state is thus broader than many other authors in their attempts at classification. This is a major strength as it attempts to include many activities carried out by governments that have implications for the standard of living of its citizens. Esping-Andersen focuses on the notion of decommodifying the impact of diverse systems of social rights (Pierson and Castles). Decommodification is defined as the degree to which individuals or families can uphold a socially acceptable standard of living independently of market participation (Esping-Andersen 1990). As well as firmly moving the emphasis away from expenditure as the sole tool of analysis, Esping-Andersen has been praised for suggesting that the welfare state is about more than just services and transfers (Pierson and Castles 2000). Esping-Andersens three proposed welfare regimes, the liberal, social-democratic and corporatist or conservative are argued convincingly and well supported. The analysis goes beyond merely the descriptive, and attempts to provide common development of the welfare states within each regime type, largely around class and power issues. This strengthens the common characteristics identified by Esping-Andersen in todays welfare states. However, Esping-Andersen has been criticised on a number of grounds. A good classification must result in the welfare states of the advanced world being classified. That is to say, they must fit into the categories proposed, meeting the necessary criteria to be associated with a particular welfare regime of type. Esping-Andersen admits that none of the regimes he identifies can be found in a perfect or pure form. Still, even if we ignore this inevitable consequence of classification, (all welfare states are unique), further objections to Esping-Andersen remain concerning welfare states comfortably fitting into the regimes. A major problem with the three regime types is that Japan cannot be comfortably incorporated, as it possesses features of all three types, and yet it is without doubt part of the advanced world. Esping-Andersen admits this, as Japans level of expenditure is relatively low, similar to the liberal classification, but that unemployment rates are typically low too, more similar to those found in social-democratic regimes. Elements of the conservative/corporatist model may be found too, due to Japans reliance on non-state forms of support from the family and the firm for example. The failure to incorporate Japan into his analysis is clearly an unsuccessful aspect of Esping-Andersens classification attempt. Many alternative classifications have been proposed in response to Esping-Andersens The Three Worlds of Welfare Capitalism, which highlight other deficiencies and problems with the work. Abrahamson (1991) and Leibfried (2000) both point to the difficulty of including various Southern European States into Esping-Andersens three regimes and argue for a 4th world, the rudimentary or Latin rim. According to Leibfried the Southern countries of Europeà ¢Ã¢â€š ¬Ã‚ ¦seem to constitute a welfare state regime of their own. Countries such as Spain, Portugal and Greece would come under this banner, more easily described as rudimentary and similar to each other than grouped with liberal, social-democratic or conservative welfare states, as they display very different characteristics. Castles and Mitchell (1992), however, use different techniques to establish an alternative 4th world, which they term radical. They base a classification of countries such as Australia, Canada and the United Kingdom as radical because these nations equality outcomes are much more favourable than other states which Esping-Andersen describes as liberal. The above countries, according to Castles and Mitchells analysis, do more for increasing equality among their people than the Netherlands does, which according to his [Esping-Andersens] classification is a socialist, high decommodification system. Many criticisms of Esping-Andersen are the basis for new models, adding or adjusting his three worlds. But other criticisms have been launched too, which also apply to those studies stemming from Esping-Andersens three worlds. Allan Cochrane makes the point that the most striking absences from the statistical approaches and indeed (except in asides) from Esping-Andersens regimes are those relating to gender. He notes how the decommodification of labour is tarnished as a tool for classification because of failing to fully consider gender issues, many of which find no expression in aggregate statistics. (Of course this criticism also applies to most other statistics used to support classification attempts.) For instance Esping-Andersen fails to acknowledge the extent to which womens involvement in that sphere is a necessary basis for the commodification of labour. (Cochrane). Peter Taylor-Gooby developed this point arguing that analysis must include both uncommodified care work in th e home and the position of women in the formal labour market and that this will mean different struggles will develop in the various regime types in response to current pressures on the welfare states. Consequently a classification neglecting to investigate these angles will result in presenting welfare states as very different to their true nature. Many have argued that classifying welfare states without understanding issues such as this that they face greatly reduces their value. (Langan Ostner 1991, Dominelli 1991) Both Bonoli, Kemeny, and Castle Mitchell argue that whilst Esping-Andersen criticises over reliance on expenditure as a basis for classification, and that this is a valid and important claim, he is in some ways also guilty of this fault. Each of the three regimes is heavily contaminated by expenditure considerations. Kemeny notes that e-as classification does not make a complete break with the traditional quantification approach. Bonoli maintains that e-a still ends up with a classification overly based on the quantity of welfare provided by individual states. Instead of using spending to measure welfare states he measures decommodification and Bonoli argues that a consequence of this quantitative approach is a failure to reflect the substantial differences which exist in the way welfare is delivered. Other attempts at classification have placed their emphasis on how welfare states have administered welfare provision rather than how much they have spent in doing so. In Bonolis article Classifying Welfare States; A Two Dimensional Approach he notes that Ferrera (1993) and traditional French approaches to welfare state classification (commonly known as the Beveridgean and Bismarckian types) examine the ways in which provision is made, moving away from the quantitative how much approach. Ferrera openly sets out to break with the quantification approach and the French models are considered independent of the quantity of welfare it provides. Ferrera focuses on one aspect of welfare provision the coverage of welfare protection schemes, mainly distinguishing between universal and occupational schemes. Briefly, Bismarckian social policy is concerned with income maintenance for employees, whereas Beveridgean social policy aims at the prevention of poverty (Bonoli). Bonoli, however, highlights that although Ferreras classification is able to account for differences in the way in which welfare is delivered more competently than Esping-Andersen, its obvious weakness is the fact that it now fails to take into account the quantitative dimension of state welfare. Aside from the fact that knowing how much government spends on the ways on which they administer welfare as a useful element in distinguishing welfare states there are other problems. For instance, as with (ironically) some expenditure only analyses, the Bismarckian /Beveridgean approaches do not distinguish between universal and means tested benefits, a distinction which has very important connotations for welfare provision. A major point in Bonolis article is that welfare state classification requires a comprehensive two-dimensional approach considering both expenditure and the way in which that money is spent, as well as other methods such as policy measures. That is to say how welfare is administered. These vital two dimensions are found in some form in Esping-Andersens three worlds, but Bonoli argues this is not adequate, as the two dimensions are limited only to decommodification rather than to the whole analysis. Bonoli attempt at classifying welfare states takes the Beveridgean/Bismarckian approach but adds a new twist differentiating not only the two from each other but also distinguishing between higher spending and lower spending within the regime types. This addresses more fully the issue of two dimensions of analysis. Although Bonolis point that these two dimensions of analysis are required to understand the welfare state, it seems quite simplistic to imply that there are only two hows- the Beveridgean and Bismarckian. Esping-Andersens three regime types appear more convincing generally although Bonoli makes a useful methodological point. Many rival classifications to Esping-Andersens stem form his work, and similar methodology is sometimes used. However, differences in methodology are also common, perhaps due to different understandings of what constitutes the welfare state. Ferreras understanding, it could be argued, is rather narrow, solely concentrating on social protection schemes. It is difficult, apart from in very broad terms to talk in detail about the variations in methodology (although ideally this is what I would like to have done). Conclusion issues, not a comprehensive summing up. The failure to fit Japan into Esping-Andersens three worlds clearly reduces the success of the classification which in many other ways came as a crucial addition to the study of welfare states. But this is an excellent way of examining whether a classification attempt is successful in its main objective that has to allow all welfare states in the advanced world to be comfortable in the classification groups. However, this is very difficult to assess in many of the other cases. Different authors use different ways of formulating classifications, and their methodology leads to different conclusions. Therefore, often the countries discussed do fit generally well into the regimes proposed. But because the criteria for classification varies so much between authors, and because, for instance, Japans relevant statistics are not available to me, it is difficult to know whether all the advanced countries do indeed fit snugly into all the different regimes presented. One could argue however, that most of the authors discussed do succeed in creating classifications which manage to incorporate all the countries they have analysed according to the particular way they have chosen to analyse them, this is largely inevitable! Esping-Andersen has admitted that Japan is a large exception to the rule, but the absence of Japan form the discussion by other authors could also be seen as some sort of failure. Functionalism classification of welfare states is pointless, the fact they exist is the main point? It is also important to remember that although welfare states show enduring characteristics and tendencies that remain over the years, that they are not static, unchanging entities. As such, classification may only really be able to group states according to their past trends and present characteristics, and arguably welfare states could ultimately change regimes depending on government policies. For instance, it could be said that the influence of globalisation may alter welfare states make-up, and make certain classifications void or in need of adjustment.

The Counterculture of the Amish: A Fundamentalist Perspective Essay

â€Å"They call themselves the Plain People. The men and women known as the Old Order Amish till their fields with horse and plow, travel by horse and buggy, and live without electricity or telephones† (Egenes xiii). In the technologically advanced and modern world we live in today, the word â€Å"plain† is extinct from contemporary culture. It is hard to imagine a life without the present-day conveniences that American society tends to take for granted on a daily basis. A world without telephones, electricity, computers and television is almost unfathomable in America, however, not to the Amish. This paper will be discussing how the Amish are a counterculture that oppose almost every aspect of the modern lifestyle of society in the United States, as well as develop a research proposal which will focus on crime in the Amish culture versus crime in American culture among teens. In order to begin to investigate this, it is important to have an understanding of the his tory of the Amish. The origin and migration, religious beliefs and practices, economic organization, family and community, as well as education are all important components to understanding the background of the Amish. The first Amish families arrived to America in the 1700s, in search of religious freedom, escaping persecution in Germany, Switzerland, and France (Egenes xiii). The families started in Pennsylvania, and after waves of immigration in the 1800s, Amish population eventually spread to 20 other states (Egenes xiii). Religion is a remarkably significant component of their society in which a member vows to live a life full of Christian principles and follow the rules of church and community until death (Egenes xiv). Baptism does not occur until later in teenage ye... ...t. Gaddy, C. Welton., and Barry W. Lynn. First Freedom First: A Citizen's Guide to Protecting Religious Liberty and the Separation of Church and State. Boston: Beacon, 2008. Print. McGahey, Richard, and Jennifer S. Vey. Retooling for Growth: Building a 21st Century Economy in America's Older Industrial Areas. Washington, D.C: Brookings Institution, 2008. Print. Misiroglu, Gina. "Amish." American Countercultures: An Encyclopedia of Nonconformists, Alternative Lifestyles, and Radical Ideas in U.S. History. Vol. Two. Armonk, NY: Sharpe Reference, 2009. 28-29. Print. Schwieder, Elmer, Dorothy Schwieder, and Thomas J. Morain. A Peculiar People: Iowa's Old Order Amish : An Expanded Edition. Iowa City: University of Iowa, 2009. Print. Walbert, David J. Garden Spot: Lancaster County, the Old Order Amish, and the Selling of Rural America. Oxford: Oxford UP, 2002. Print.

Improving Health and Wellness in Students Essay

Rising consumerism is a problem that has a profound effect on children today.   Children and adults watch television and are inundated with commercials that urge viewers to buy the latest technological gadgets that replace outdoor activities and exercise.   As well, the latest candy, ice cream, and other unhealthy products are cast in between cartoons that capture children’s attentions and their parents are pressured to please their children and buy them material objects to satisfy them rather than engaging them in healthy activities and studying much of the time. Many parents are working and have little time to spend with their kids, sitting in front of the television together or encouraging kids to quietly play with their gadgets (play stations, computers, and others), so parents can relax may become the norm.   To make up for this lack of involvement many parents guiltily give in to children’s whims and buy them candy and unhealthy food, to save time â€Å"fast-food† replaces a healthy dinner and that much needed time at the dinner table to interact and be involved in their children’s lives. An efficient school program would not only target the youth, but their parents, as well then.   â€Å"Operation Pause the PlayStation† will be aimed at educating parents and children separately on issues involving obesity and other unhealthy behaviors.   It is probable that parents of children, who are not obese, will be less receptive and unlikely to come to these after-school classes. But, it is postulated this involvement program will be less receptive if it were labeled as a program for â€Å"troubled kids†.   Therefore this program will have the contingency that children will not be able to pass to the next grade level unless parents attend (this is fitting as the program should be implemented at the end of the school year before children have summer break and may be more sedentary and involved in unhealthy activities without the benefit of healthy school lunches and physical education). Therefore, parents and children should attend at least three classes that tackle these problems.   Class one should tackle the â€Å"McDonaldization of Society† and demonstrate that busy working families do not mean to do their children harm when settling for fast food, but that fast food is unhealthy and can lead to obesity and/or unhealthy learned behaviors that will follow children into adulthood. â€Å"Giving in† to children and buying them unhealthy food to fill the void that is left from lack of quality time, should also be addressed.   Most importantly, the lack of parental involvement in school activities due to rushed lifestyles should be addressed.   This class will be a sort of forum, as well, not meant to single out any parent, but an opportunity for parents facing the same kinds of strain to network with one another and see that they can be part of a healthy solution. Class two should encompass the overuse of technical gadgets (including television) that interfere with healthy activity.   Teachers of these classes that can be taken from high school level health classes and may choose films or other forms of media that deal with these issues to show that, in a sense, these parents and their families are â€Å"victims† of consumerism. Outside of class, more and more children are watching more and more TV, to the point that they are watching approximately 40,000 TV commercials annually. (The CEO of Prism Communication notes, â€Å"They aren’t children as much as what I like to call ‘evolving consumers’† (Heiner, 2006). Deconstructing these facts that lead to sedentary and possibly unhealthy behaviors in children from a larger, systemic base will, also, help parents to realize that they are not being singled out, but instead part of a consumer culture that demands this type of behavior. While the parents are involved in the first two classes, high school level physical education and health teachers should teach the children about food pyramid and what different foods do to help the body grow and be strong.   They should, also, focus on different exercise techniques that are fun and help to keep children in shape.   The two courses should help children to begin to think beyond McDonald’s and PlayStation and the children will take what they learn and teach their parents. This is what class three should be revolving around, a fun and light-hearted end to the requirement.   Here students will tech their parents what they have learned as far as healthy eating and a better overall lifestyle.   The parents will, most likely, appreciate that their children are making an effort to improve their lifestyles and will continue where the classes left off.   Additionally, there should be representatives from various summer camps and programs that are inexpensive , so that even children in poverty could attend.   The YMCA, Boys and Girls Club, and other organizations should promote what they have to offer at this time and, hopefully the summer will serve as a break from studies, but a beginning to more healthy behavior. In conclusion, problems with obesity and unhealthy behavior are systemic.   We live in a consumer culture that causes both the old and young to sometimes believe that having â€Å"things† is essential.   Hurried lifestyles, as well, from long work hours, and especially in single-parent households may lead to turning to â€Å"fast food† and a lesser interest in school activities.   Competing with friends to have the most up-to-date technology may lead to parents having pressure put on them to provide these unnecessary gadgets and relaxing may start to take the form of television watching or other technological time.   These problems are not unique to any one group, but all parents and all children are at risk.   â€Å"Operation Pause the Playstation†, should help change attitudes on this. References Heiner, R. (2006).   Social Problems: An Introduction to Critical Constructionism.   New York: Oxford University Press. Insidehighered.com.   Advanced Placement Still Ascending.   (2007). Retrieved February 18, 2007 from       http://www.insidehighered.com/news/2007/02/07/ap.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leone, Peter & Drakeford, William.   Alternative Education: From a â€Å"Last Chance† to a Proactive Mode. (1999).   Reprinted with permission of The Clearing House: Volume 3, Number 2, November/December 1999: The Helen Dwight Reid Educational Foundation. Published by Heldref Publications, 1319 18th St. N.W. Washington, D.C. 20036-1802. Copyright 19.   Retrieved February 18, 2007 from http://www.edjj.org/Publications/pub_06_13_00_1.html. Payne, R.   (1996).   A Framework for Understanding Poverty.   p. 59.   Highlands: aha! Process, Inc.   

Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Essays

Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Essays Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Paper Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Paper Essay Topic: Poetry Seamus Heaney Poems The Poems of Ted Hughes In the poem Roe-Deer the poet describes the deer as a very secretive and supernatural animal, which, in my opinion has caused the poet to write about his experience. They planted their two or three years of secret deer hood Clear on my snow screen vision of the abnormal. The poet knows that he is not supposed to see the deer, as if they are usually hidden by a snow screen because they do not usually let themselves to be seen at all. He admires the deer and become a part of their secretive society. He says they have a secret deer hood and he suggests, I could think the deer were waiting for me. When the deer run off the poet is disappointed because he feels that they had come for him, when they hadnt. He wishes, The deer had come for me. When the deer disappear Into the boil of big flakes. On the last line of the poem he says that everything returned Back to the ordinary. When the poet sees the animals he feels that the deer are special Clear on my snow-screen vision of the abnormal and is pleased that have come into his own private dimension. They had happened into my dimension The poet thinks about the deers secret lives. He envies them and wishes he could join their company. The poet senses that the deer inhabit a supernatural element, and that the snow makes everything seem abnormal. The snow enhances the poets Vision of the abnormal and when the poet returns back to the ordinary he is disappointed. He also writes about the deer living secret lives that humans dont know about, They planted their two or three years of secret deer hood. The poet regrets that he cannot communicate with the deer however much he wants to become apart of their deer hood. The deer had come for me. This is not true but the poet believes that it is. In the poem, An Advancement of Learning, the poet, Seamus Heaney, has a phobia of rats. The poem is about a person taking a walk and chooses to go under the bridge rather than over it. He notices an animal slime out of the water, it is a rat. The poet stares out the rat although he dislikes it he continues to stare. He describes the rat with its Back bunched and glistening, Ears plastered down on his knobbed skull, This makes the reader feel sick at the poets description of the animal. The poet describes the sighting as a battle, I established a dreaded Bridgehead He trained on me These lines are commonly associated with a war or battle so that is how we view his sighting. At the end of the poem the poet walks over the bridge, meaning he has lost this battle. After the experience with the rat the poet takes a different route rather than the route he usually takes. I took the embankment path (As always deferring The bridge). This is where the poet sees the rat, on the embankment path, so he walks over the bridge instead Then I walked over the bridge. He does this because he is so terrified by the rats that he couldnt stand to see another because it makes him sick feel sick, My throat sickened. So the only way to avoid them is to go over the bridge. The rat made the poet think about his past experiences with rats that lived in his house and yard. When his grey brothers scraped and fed Behind the hen-coop in our yard, On ceiling boards above my bed. The sighting is bringing back his almost forgotten childhood fear of the animal. Forgetting how I used to panic In the poem The Arrival of the Bee Box by Sylvia Plath we learn that the poet wants to be a bee keeper. She requests a box of bees, but when they arrive she is afraid of what they might do. This fear keeps her fascinated by the buzzing box and thinks of what she could do with the boxed bees. The box of bees cause of much anxiety because of the noise coming from the box, It is the noise that appals me most of all, The unintelligible syllables, Because of this noise the poet cant keep away from it, and is very curious about what is inside. And I cant keep away from it. There are no windows so I cant see what is in there. There is only a little grid, no exit. I put my eye to the grid. The poet thinks that she will starve them because she is too afraid to let them free, They can be sent back. They can die, I need feed them nothing, I am the owner. She the decides to set the bees free because she thinks that if they are hungry they will go for food; I wonder how hungry they are. I wonder if they would forget me They might ignore me immediately The poet relates the packing of the bees to the African slave trade, where black Africans were herded into a ship and packed together, squashed, so they could not move. With the swarmy feeling of African hands, Minute and shrunk for export, Black on black, angrily clambering. She also relates the buzzing to an ancient Roman mob that speaks Latin, which needs to be appeased by a Caesar. Its like a Roman mob, Small, taken one by one, but my god, together! I lay my ear to furious Latin. I am not a Caesar. When there is a riot the Caesar at the time would calm the mobs down. She says this because she can hear a language spoken by the bees, the buzzing, but she cant calm them down because she does not speak that language. The poems Roe-Deer and An Advancement of Learning are total contrasts to each other, in Roe-Deer the poet admires the animal, and describes it as a supernatural creature. In An Advancement of Learning the poet has a lot of hate towards the rat and regards it as his enemy, but, in The Arrival of The Bee Box the poet has mixed feelings about the bees, she is afraid of the bees and decides to kill them, but she changes her mind and decides to set them free.

Free Essays on A Males Territory

Hibbett Sports From the moment that I walked into the doors of Hibbett Sports, until the moment I left, it was obvious that I was in a male’s domain. The clothes, equipment, organization, and even the employees were all screaming out masculinity. The lighting was poor, the colors were dark, and it smelled like a locker room. It was apparent that in this store the merchandise was meant for the male gender. I find this quite interesting given that women play sports equally as much as men do. Everything about this store was formed to fit the interest of men. It was completely different from that of a women’s store and because of this I felt a little uncomfortable during my two visits to this store. The first sign that this store is male territory is through the smell of the store. The second that you walk into Hibbett Sports, you are knocked down by the stench of a locker room. Men like this smell because they can relate to it. They recall the times after their football, basketball, or baseball games. It reminds them of whatever memory that they may have of being a strong, sporty, sweaty man. Women on the other hand, do not like this smell at all. A women’s store would have a sweet, fruity, or sexy aroma. This would be a type of smell that they can relate to. Because of the smell of Hibbetts when you first walk in, women are already being turned off and will not want to continue into the store. That makes this predominately male territory and women do not feel welcome here. Secondly, the colors of the store make this male’s territory. Men prefer darker colors while women prefer lighter colors. From the signs, to the walls, to the carpet, and to the clothes, everything in Hibbett Sports is dark. The sign is black, the walls are gray, and the carpet is green. It almost resembles a football stadium with black signs, gray bleachers, and green turf. This definitely appeals to men. Along with the exterior ... Free Essays on A Males Territory Free Essays on A Males Territory Hibbett Sports From the moment that I walked into the doors of Hibbett Sports, until the moment I left, it was obvious that I was in a male’s domain. The clothes, equipment, organization, and even the employees were all screaming out masculinity. The lighting was poor, the colors were dark, and it smelled like a locker room. It was apparent that in this store the merchandise was meant for the male gender. I find this quite interesting given that women play sports equally as much as men do. Everything about this store was formed to fit the interest of men. It was completely different from that of a women’s store and because of this I felt a little uncomfortable during my two visits to this store. The first sign that this store is male territory is through the smell of the store. The second that you walk into Hibbett Sports, you are knocked down by the stench of a locker room. Men like this smell because they can relate to it. They recall the times after their football, basketball, or baseball games. It reminds them of whatever memory that they may have of being a strong, sporty, sweaty man. Women on the other hand, do not like this smell at all. A women’s store would have a sweet, fruity, or sexy aroma. This would be a type of smell that they can relate to. Because of the smell of Hibbetts when you first walk in, women are already being turned off and will not want to continue into the store. That makes this predominately male territory and women do not feel welcome here. Secondly, the colors of the store make this male’s territory. Men prefer darker colors while women prefer lighter colors. From the signs, to the walls, to the carpet, and to the clothes, everything in Hibbett Sports is dark. The sign is black, the walls are gray, and the carpet is green. It almost resembles a football stadium with black signs, gray bleachers, and green turf. This definitely appeals to men. Along with the exterior ...

The movie 13th Warrior Review Example | Topics and Well Written Essays - 1250 words

The 13th Warrior - Movie Review Example There are also references to the Cain killing Abel â€Å"this unhappy being had long lived in the land of monsters since the Creator cast them out as kindred of Cain.   For that killing of Abel the eternal Lord took vengeance.†( Heaney, 165).   Beowulf has taken 12 men to his last fight, just like Jesus had twelve disciples at the table during the Last Supper.   Probably, the author was trying to put Beowulf on the line with Jesus.   Beowulf went to kill the dragon in order to stop killings on innocent, just like Jesus has sacrificed himself to give salvation to the whole human kind.     The same elements of Christianity can be traced in the movie â€Å"13th Warrior†, however, with some differences.   For example, the movie starts with Arab meeting with his people to go on a quest.   This Arab is the narrator of the story, and, therefore, he is Muslim, not Christian.   However, all of those Christianity elements mentioned above (twelve people, referenc e to one God not many) still remain.   Such difference in representing religion is a bit confusing, because it is believed that Muslim religion belongs to the Pagan.   The Vikings (members of the Arab’s bang) showed in the movie were the part of the culture according to which there are numerous Gods and they reside on Mount Olympus.   The similarity between Arab and Beowulf is that both of them believe in one God.   From the other side, mentioning of the trolls, giants fighting ogres and elves which are plenty in the poem, are not part of the Christianity (Beowulf, 164).. Moreover, the mentioning to the idols is also part of the Paganism. These Pagan symbols and creatures are also present in the movie. Therefore, the depiction of Pagan religion in the poem and in the movie is the same. Another theme covered in the poem is the traditional funeral of that time. Both the movie and poem start with the funeral of the king which is described very vividly. As it is written in Beowulf, the warrior and king are set a float with all the possessions and then the raft is set on fire. â€Å"13th Warrior† presents this scene exactly the same. Afterwards the great feast comes to celebrate the death of the old ruler and the life of the new ruler. It is a very interesting historical tradition to make the celebration of the king’s death and life of new king at one day. It seems that joy and sorrow stand at one line. Further, the personality of Beowulf is depicted differently in the poem compared to the movie. For example, Beowulf has led his warriors in the search for glory (not because of his desire to be good) and decided to help the town only because this act will add up fame in his life. In the movie, it is presented differently: the warriors traveled to the village in order to relieve distress and for this reason they have offered their assistance. However, the courage of these warriors is equally appraised in the movie and in the poem: not a single person went to sleep

Marketing Essay Example | Topics and Well Written Essays - 500 words - 63

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