Legal Drinking Age Has No Effect Essay Example | Topics and Well Written Essays - 750 words

Legal Drinking Age Has No Effect - Essay Example News such as â€Å"a girl was raped by two drunk guys† (Almasy) or â€Å"car crashed with two drunk teenage drivers inside† (Taylor) are horrible to hear about. It is such accidents that help us rethink the advantages and disadvantages of the alcohol consumption underage. According to a lot of people, the age limit can help reduce life-threatening risks and binge drinking that could cause a threatening problem for the young generation. On the other hand, a lot of people believe that drinking risks are more related to personal choices than age limits, therefore the law must be changed. According to the essays by Chafetz and Toomey, there was a similar discussion on these topics, each expressing his own verdict about the drinking age and whether it should be reduced to eighteen from twenty-one or not. Toomey is in the favor for the legal age limit, while Chafetz is against the law. According to Toomey, the age limit helps define a limitation on the alcohol consumption and this effective law enforcement can help reduce the cases of drunk accidents and binge-drinking cases. Toomey intelligently uses statistical data, scientific researches and international studies to support his point of view. He also uses statistics about the world-wide age limits on consumption of alcohol and how this can be used for improvement within the United States. Chafetz on the other hand, emphasizes on the eradication of the age limit of twenty one years, and calls the reduction more effective and reasonable option.

In what ways can an organisation's culture affect or influence (a) Essay

In what ways can an organisation's culture affect or influence (a) structure and (b) employee behaviour Answer by using the organisation G.O.F. case study - Essay Example Galactic Office Furniture is a private sector undertaking and follows a hierarchical organization structure. The basic motive of the project is to determine the effect of the present organizational culture and analyse the aspects of Human Resource Management system within the firm. The in-depth analysis of HRM policies is important as it would help in pointing out the defects in the systems and will necessarily bring out the scopes for improvement. The organisational goals and strategies are influenced by the structure and the culture followed by an organisation. Although the goals and strategies documented by the GOF upper brass is quite challenging and forward looking, still the organisational structure and the work culture followed by it greatly limits its value. According to the new mission, the company started focusing on improving the structure of the organization to improve the efficiency of operation. The operations and the production process need to be improved in order to reduce cost and increase flexibility of the process. This actually demands a change in the organization structure. Whenever there is a change in the system, the top management should be careful enough to bring about the change in the organization culture. (Morrison, Brown, Smit, 2006). Bringing a change is the organizational culture is of course a gradual process and it is time consuming. For that specific reason, it is always considered as a long-term strategic goal in Human Resource Management system. However, in most of the cases, culture might be considered as an abstraction but its forces are derived from the social interaction within the organization. (Schein, 2004, p.5). For that reason when the management seeks to adapt certain change in policy, it is always advisable to start from the core of the organization to bring about a change in the cultural base of the organization. Effective leadership can

Agains Drugs in Sport Essay Example for Free

Agains Drugs in Sport Essay Drugs in sport is an issue that is always in the spotlight, especially during major athletic events such as the recent and highly controversial, Tour De France. However, now the issue has risen to such an extent that sport itself is almost a side issue. There have been numerous drug busts over the years as more and more athletes succumb to the temptation of an easy win by using steroids and various other performance-enhancing drugs. The frustration of continuously losing and the anger of finding that a drug-using athlete had been banned, only to come back and cheat again, makes those who do not use illegal drugs wonder about the credibility of the sport. There have also been cases, where even though the athlete was banned, they did not appear to suffer financially. This was proved in the case of Ben Johnson, who was banned in 1988 for illegal drug use but still had enough money to buy a fleet of sports cars. Athletes would then ask themselves, What is the point in competing if the opposing athletes can use illegal drugs and often escape the consequences? This was proved in the recent Tour De France, where the Festina team was expelled for drug use. However soon after that, a member from the Festina team was chosen to All performance-enhancing drugs have some side effects. Some are potentially fatal, while others can cause heart or liver problems. When athletes take these drugs, they often do not know the amount that they can take safely, and as a result, many die from overdose. This was proved when cyclist Linton, died as a result of trimethyl overdose in 1886. Give modern examples. There are only two solutions to controlling or stopping illegal drug usage; the first is to increase drug testing to cover every possible performance-enhancing drug; and the other is to make all performance-enhancing drugs legal. The first solution is not viable as it would require an immense amount of funding and at least 10 years before drug testing can become as sophisticated as the newly made drugs. The latter solution, however, would not require any of these unfeasible techniques. By making performance-enhancing drugs legal, athletes who do not use drugs because of the risk of getting caught, can now do so. They then would also have a chance of winning against the athletes who used to use drugs. Because these drugs would be legalized, countries would be able to carry out scientific research on them. This would allow doctors to prescribe safe doses of these drugs to athletes and thus they would not run the risk of possible death from drug overdose. The athletes do not realize the dangers involved with drug taking and doctors can help them by telling them which drug is safe and how much they should take of that drug. Not only that, it will finally allow us to get back to enjoying the sport rather than debating the ethics of performance-enhancing drugs in sport.

An Introduction To Early Care And Education Young People Essay

An Introduction To Early Care And Education Young People Essay This essay will identify the range of early years settings involved in the care and education of young children. Then discuss the roles and responsibilities of the professional workers involved in the setting. The essay will also evaluate the curricula appropriate to two different settings that will be focused on. The essay will culminate with a personal statement. First, the history of education of young children will be reflected upon. When the Education system first started and when children became important. Focusing on Education legislation, (historical to present day). Also looking at the various types of Early Year education provisions and the professionals that work in the provisions and their roles. Followed by a discussion on theorists that have had an impact upon Early Years provision. Next, there will be a discussion on social care and health care legislation which is affiliated to the support of childrens health and safety (historical to present day). Looking at the range of health care settings for early years. Discussing the various health professionals and their roles in relation to health care. Subsequently, the essay will look at management styles of the different settings using a reflection diary and identify the role of the professionals that work in various setting, discussing the definition of reflective practice and the i mportance of reflective practice. Finally, conclusions will be drawn as to whether the objectives have been met. Pre 1870 there was no organised system of education. Some children attended schools run by charities and churches or dame schools (called because they were run by women) for young children. There were fee paying schools for those rich enough to afford them. In early Victorian England, most children never went to school at all and grew up unable to read or write. Instead they were sent out to work to earn money for their families. Only the upper and middle class children went to school. It wasnt until 1880 that schooling became mandatory. All children had to attend a school until they were ten years old. In 1889, the school leaving age was raised to twelve, and in 1891, the schools pence fee was abolished and schools became free. Children were first considered important to society after the Victorian era (1837-1901). The era has been described as a source of the modern institution of childhood. Ironically, the Industrial Revolution during this era led to an increase in child labour, but due to the campaigning of the evangelicals, and efforts of author Charles Dickens (1812- 1870) and others, child labour was gradually reduced and halted in England via the Factory Acts of 1802-1878. The Victorians emphasized the role of the family and the sanctity of the child, this attitude has remained dominant in Western societies since then. The needs and welfare of children today are met through a series of polices and legislation which aims to protect and provide for their welfare. These policies are informed and underpinned by historical policies and legislation. The first legislation passed by the government to protect the children of the country was The Factory Act passed by the Government in 1833. It was intended to improve conditions for children working in factories. It introduced a compulsory two hours schooling each day for children. This was the first time that children of all backgrounds in the UK had access to education. Thirty seven years after the Factory Act of 1833, the Elementary Education Act of 1870 provided education on an extraordinary scale. This new law set up mass primary education (education for everyone). It was introduced because the government was worried that the working class was becoming revolutionary and also because it was thought that Britains economy we falling behind the rest of the world. The 1880 Education Act made school attendance compulsory for all children up to the age of ten. The school education boards were abolished under the 1902 Education Act. In their place Local Educational Authorities (LEAs) were created to organize funding, employ teachers and allocate school places. During the 1920s and 1930s Sir Henry Hadow (1859-1937) was responsible for several important reports on education in England. In 1926, a report entitled The Education of the Adolescent looked at primary education in detail for the first time. It prioritized activity and experience, rather than rote learning and discussed, for the first time, the specific needs of children with learning difficulties. The report also made the important recommendation of limiting class sizes to a maximum of thirty children. In 1931, another report was published: The Primary School was influenced by the educational ideas of  Swiss psychologist, Jean Piaget and advocated a style of teaching based on childrens interests. The 1944 Education Act saw the introduction of the tripartite system. Devised by Conservative MP Rab Butler (1902-1982), the Act introduced three different types of school: Grammar schools for the more academic pupil, Secondary Modern schools for a more practical, non-academic style of education and Technical schools for specialist practical education. Pupils were allocated to a particular type of school by taking an examination called the  11 Plus, which was also introduced under the Act. Secondary education now became free for all and the school-leaving age rose to 15. The Plowden Report is the unofficial name for the 1967 report of the Central Advisory Council for Education (England) into Primary Education. The report was called Children and their Primary Schools and was named after the chair of the Council, Lady Bridget Plowden (1910-2000). It observed that new skills were needed in society, stating that,  the qualities needed in a modern economy extend far beyond skills such as accurate spelling and arithmetic. They include greater curiosity and adaptability, a high level of aspiration, and others which are difficult to measure. (The Plowden Report 1967; Chapter 31; p433; verse 1175). The National Curriculum was introduced in the 1988 Education Act. It made all education the same for state-funded schools, ensuring that all pupils had access to a basic level of education. A selection of subjects were made compulsory including Mathematics, English, Science and some form of Religious Education. It also introduced sex education for the first time. The 2002 Education Act introduced the existing Foundation stage to become a new stage of the National Curriculum and Nursery education became inspected by Ofsted. There are many different types of organizations offering Early Years Education and childcare. There are independent private settings working for profit owned by companies or individuals, ranging from large nursery chains with hundreds of settings to owner-manager with only one setting. The nursery manager and deputy manager in all of these settings have the same responsibilities they are responsible for ensuring the nursery provides the best possible standards of care and education; ensuring the environment is safe and secure, where the children are valued as individuals through a loving and child centred approach in all aspects of the way the nursery is run. It is also the managers responsibility to ensure that the children have access to learning opportunities throughout their time at the nursery; providing learning activities which are educational, stimulating and fun. The Nursery staff need to have the correct level of qualification to work with children. Also they are required to have a working knowledge of Ofsted standards and the ability to work in partnership with parents. Workplace nurseries are classed within the private sector even though they may be run for the benefit of particular employees the professionals working there still need to have all the relevant qualifications to work with the children. Nannies and child minders are similar. Nannies are sometimes self-employed, but more often are employees of a family. Some nannies work for agencies. Childminders are self-employed individuals working from home. Ofsted require childminders and nannies to carry out a Paediatric first-aid course (first aid for children) as well as introductory courses in childminding. Voluntary sector comprises groups operated by a voluntary management committee and run for the benefit of the community rather than for profit (e.g. pre-school playgroups, parent/toddler groups, community day nurseries and sure start centres). Despite its name, most workers in the voluntary sector are paid employees, not volunteers. Public sector provision includes school-based services, such as nursery classes, and nursery schools, local authority day nurseries and nursery centres. These setting will have to have a trained Nursery teachers and a nursery nurses. The entire list of professionals mentioned above will have to have an enhanced Criminal Records Disclosure (CRB) and are required by law by anyone who works with children. In England 1700-1800 people became reformers and saw that they werent benefitting from the lifestyle. England was the first country in the world to undergo the Industrial Revolution and it created large numbers of working class people. A key figure that recognised the way children were treated was Robert Owen (1771-1858), he was a utopian radical socialist reformed mill owner who set up crà ¨ches for the children of his workers as well as housing and health facilities. His reform began around 1816. Pestalozzi (1745-1827) an Italian educationalist attempted to recognise the stages of development in childrens education. In 1836 the Pestalozzian Centre of Home and Colonel Education Infant school society began training teachers for infant schools in its college in London. Also very influential was the kindergarten movement. Froebel (1782-1852) first opened in England in 1851. Froebels vision was to educate the whole child, outdoor activities played significant part, but his vision was of the children as plants in the garden of school flowering and blossoming under the correct care and attention as you would a plant. Gradually though more precise nature of Froebels pedagogy and philosophies got taken over by a wider emphasis on play combined with domestic tasks as defined by the theorists of psychologists Stanley Hall (1884-1924) and John Dewey (1859-1952). Also these kindergartens were rescuers of the children of the urban poor so teachers became more like social workers. Another significant figure was Maria Montessori (1870-1952). Her work came to be seen as more a preserve of middle class private nurseries. Originally she worked with deprived children in Naples and aimed to develop cognitive physical linguistic social and self care skills through carefully structured play activities and equipment. She was a big advocate of natural material such as wooden blocks, sandpaper letters and thought that too many brightly coloured toys and pictures could over stimulate the children. Children were taught to concentrate on one activity then put it away and move on to the next activity. During the First and the Second World War committees argued the importance of child care. Margaret McMillan (1860-1931) and Rachel McMillan (1859-1917) were Christian socialists and were the originators of the Nursery School concept. In 1913 the first open aired nursery was opened in London, it focused on sense training and the health of the young children. Sand, water, clay and paint were used and free cooked meals were given and the children were encouraged to enjoy fresh air as much as possible with covered area outside. In 1960 the Playgroup Movement (1961-1987) was started by Belle Tutaev. She started a Campaign for Nursery Education and organised a petition collecting three and a half thousand signatures that she sent to those in authority. She wrote letters to Councillors and knocked on doors pleading for some provision to be made for the under fives. So, being a trained teacher, she decided to do it herself ! She hired a hall, raised funds and opened her own Nursery/Playgroup. It proved such a success that she felt sure others could do as she had done, so she penned a letter to The Guardian that appeared on 25 August 1961. A small committee was formed and the National Association of Pre-school Playgroups was formally constituted on 10 July 1962 and registered as a charity. Historically, child health surveillance and screening have been central to monitoring childrens health and development (Luker and Orr 1996; Hall and Elliman, 2004). There is no doubt that health throughout life is influenced by the experiences in early years of childhood. Recent government policy has highlighted the importance of health professionals working with families and children to improve their health outcomes (Acheson, 1998). Looking back at past legislation there have been indications since the Industrial Revolution of the need to protect children. In 1834 New Poor Law placed duty on parents to protect their children. The children not cared for would be looked after by the state as an apprentice. The aim of the Act was to reduce poverty but in fact perpetuated it. The children were also still counted as the fathers property with their welfare in his hands. This would not change until Childrens Law Reform Act 1990. 1847 Public Health Act aimed at improving the environment and childrens health, education added to local authoritys responsibility. The Act laid foundations for todays health provisions. The late 19th century was a time of social deprivation and great hardship for many children. On 8 July 1884, The London Society for the Prevention of Cruelty to Children was established. Lord Shaftesbury (1801-1885) was appointed as president and the Reverend Benjamin Waugh (1839-1908) and Reverend Edward Rudolf (1852-1933) as joint honorary secretaries. Waugh was to be significant in shaping the Societys future. After witnessing the levels of deprivation and child cruelty in Greenwich, London where he lived, Waughs urgent priority was to draw public and government attention to the plight of children. At the 1889 annual general meeting the Society changed its name to the National Society for the Prevention of Cruelty to Children (NSPCC). By 1945 we had uniformed child welfare services, but local authorities continued to hold overall responsibility for social care or services and child care. Legislation aimed at evolving the development of childrens rights and care embedded in health, education and social care legislation, but childhood becoming more and more regulated and controlled. Political theorists of this time such as Mill (1773-1836) and Locke (1632-1704) lobbied for the protection of children whilst Paine (1737-1809) and Neill (1883-1973) campaigned for the liberation of children. Currently there are over 4,000 non-statutory agencies worldwide, helping millions of people and children, none of whom are part of any government organisation (Harrison 2004, in Wyse, 2004). As Stone and Rixon (2008)state in (Foley and Rixon, 2008), the drive for services to work more closely together is not a new phenomenon, it has existed as long as there have been different groups of people providing services to families. In his 2003 report into the death of Victoria Climbie, Lord Laming highlighted the need for all parties involved in the care and education to engage in more collaborative working practices. His enquiry led to enhanced legislation, as the findings of the report were incorporated into update of the Children Act (2004) and in response to the recommendations, the Every Child Matters green paper was published in 2003. The reports became fundamental to the development of child health services. They required health professionals and families to form relationships of partnership rather than supervision, in which parents could be empowered to make use of services and expertise according to their needs. The Fourth Edition of Health For All Children (Hall and Elliman 2004), included recommendations for a streamlined surveillance programme, with even greater emphasis on health promotion and primary prevention. Although the health of children is predominantly a parental responsibility, society has a vested interest in ensuring that parents are supported to improve the health and well-being of their children. This will help to ensure the needs and rights of our children are respected. There are five main types of childrens services there are Health services, Social services, Education and Leisure and Recreation. The health services that are available in schools for children are mainly School Nurses and support workers, working in a team or network to offer needs based approach to the provision of healthcare within schools for children. School Nurses have a public health role with school-aged children, their families, schools and the surrounding communities to promote health. Also there is the early years and health visiting service. This service refers to multi disciplinary early years teams delivering a family centered public health role. The services that hospitals provide are General paediatrics. This service refers to all non-tertiary hospital based activity. Maternity staff also cover Antenatal care, Intrapartum care, and Post natal care. The Health Visitor is a qualified registered nurse, midwife or psychiatric nurse with specialist qualifications in community health, which includes child health, health promotion and education. The role involves promoting health in the whole community and the health visitor is particularly involved with families who have children under five. Every family has a named health visitor, the role is to offer support and encouragement to families through the early years from pregnancy and birth to primary school and beyond. They work closely with GPs and cover the geographical area of the GP practice. Most health visitors work alongside midwives preparing parents for the birth of their baby by their involvement in pre-birth classes. One of the practical placements visited was a preschool. The preschool was without a manager at present so the deputy manager was in charge. There were eight members of staff all female, only one was a full time member of staff. The preschool is situated at the back of the school in a porter cabin, it does have all the facilities needed for the children but could use an update. A definition of a preschool or a play school is to be an educational institution for children too young for elementary school. For parents, it is a common place where toddlers meet, play and spend time together under the supervision of qualified adults. It is also where the children gain experience to enable them to transition into reception class. The pre-school deputy managers role is to provide inclusive play and learning opportunities for all children attending and to maintain a safe, stimulating and enjoyable environment. She or he will assist the pre-school manager in curriculum planning within the pre-school. They will manage the provision in the absence of the pre-school manager. The Statutory Framework for Early Years Foundation Stage (EYFS) states that all early years providers must by law deliver, regardless of type, size or funding of the setting, follow the EYFS framework. The EYFS comprises a set of welfare requirements and a set of learning and development requirement that all childcare providers must comply with. (Ref) The second practical placement visited was an Ormiston Childrens Centre. Ormiston is the biggest childrens charity in the East of England. They work to improve the wellbeing of children, young people and their families, whatever their circumstances. The Ormiston Centre is an exciting community project with excellent facilities for supporting children, young people and families through a range of health promoting physical activities, sport and learning opportunities. The emphasis is on providing fun activities which promote physical and social well-being rather than ability or excellence. The service manager of Ormiston Centre Colchester states that, as service manager  I have  responsibility to develop play and learning and address issues related to childcare.   With this in mind I have close contact with all pre-school, parent and  toddler groups. I  help to develop good practice built on experience and identify support where appropriate. The author assessed her own placement settings and found that the management styles were allot different from each setting. The evidence of this was discovered by observing the the different styles of management at both settings and comparing them (see appendix 1 and 2). Looking at the different style the author focused on three areas: all round management, sudden decision making and involvement with the children. Also looking at the three main categories of leadership styles: autocratic, paternalistic and democratic and observing which category the different placement managers follow. Autocratic managers like to make all the important decisions and closely supervise and control workers. Managers do not trust workers and simply give orders (one-way communication) that they expect to be obeyed. (Ref). This approach derives from the views of Taylor (1856-1915) as to how to motivate workers and relates to McGregors (1906 1964) theory X view of workers. This approach has limitations (as highlighted by other motivational theorists such as Mayo (1880-1949) and Herzberg (1923-2000) but it can be effective in certain situations. Paternalistic managers give more attention to the social needs and views of their workers. Managers are interested in how happy workers feel and in many ways they act as a father figure. (Ref). They consult employees over issues and listen to their feedback or opinions. The manager will however make the actual decisions. The style is closely linked with Mayos Human Relation view of motivation and also the social needs of Maslow (1908 1970). A democratic style of management will put trust in employees and encourage them to make decisions. They will delegate to them the authority to do this and listen to their advice. This requires good two-way communication and often involves democratic discussion groups, which can offer useful suggestions and ideas. Managers must be willing to encourage leadership skills in subordinates. (Ref). This style has close links with Herzbergs motivators and Maslows higher order skills and also applies to McGregors theory Y view of workers. Looking at appendix 1 the observations of the deputy managers behaviour on page 17-19 confirms the authors opinion that within the preschool the management style seems to be extremely autocratic. This could be down to not enough training, lack of confidence or negligence of position. Comparing this attitude to Taylors theory of Scientific Management argued the idea that workers are motivated mainly by pay. This could be the case at the preschool as the management doesnt seem to get involved with the children which is the main reason that professionals are present. As stated earlier the deputy managers role is to provide inclusive play and learning opportunities for all children in a stimulating and enjoyable environment. This doesnt seem to be happening. When observing the management style of the Ormiston manager it seems that she understands her role and has a great deal of passion for the position. After carful observation it felt like the management style of the Ormiston manager was paternalistic with a little witnessing of a democratic style. This can be seen in appendix 2 on page 20. In fact, comparing these two different management styles it appeared to the author that the management style of the Ormiston Centre seemed more successful than that of the preschool. Hopefully the preschool will obtain a manager to fill the position soon. Reflective practice is not a new concept. Boud, Keogh and Walker (1985) stated twenty years ago that it features the individual and his or her experiences, leading to a new theoretical view or understanding. They included the element of learning, as well as involvement of the self, to define reflective practice: Reflection is a forum of response of the learner to experience (Boud et al. 1985, page18). Johns and Freshwater (1998) also described the value of reflective practice as a means of learning. Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice (Reid, 1993 p.305). Reflective practice is something more than thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice (Jarvis, 1992 p.180). According to the educator Professor David Boud, effective learning will not occur unless you reflect. To do this, you must think of a particular moment in time, ponder over it, go back through it and only then will you gain new insights into different aspects of that situation. According to Kolb (1984) reflecting is an essential element of learning. This is shown through an experiential learning cycle. To conclude, the range of early years settings involved in the health care and education of young children has been explored by examining the history of education and the history of the health service using legislation and key theorists. The essay has also examined management within the settings and the various roles of professionals working with different settings and how government legislation has changed over time. It has been learnt that it is essential that all families and children are aware of the different types of education and health care services provided in the early stages of child development and that there are a lot of different settings available to all different needs and backgrounds. Also that a good management style in child care is fundamental in producing an all round successful setting no matter what the circumstances. For future practice the key points that the author has taken away is that there are a lot of different professionals out there that are able to offer the support and help that is needed for young children and parents to have successful and happy lives. Also that a successful manager is not all about paper work, delegation and targets. Its about getting stuck in to all areas of Early Years and proving to yourself and your staff that you are a team. Reference List (* denotes those referenced in-text) *Acheson, D. (1998). Acheson Report : Indepent Inquiry into Inequalities in Health. London: Her Majestys Stationery Office Arià ¨s, P. (1962). Centuries of Childhood: A Social History of Family Life. New York: Alfred A. Knopf. Atherson, J.S. (2009) Learning and Teaching; Reflection and Reflective Practice [online] http://www.learningandteaching.info/learning/reflecti.htm (Accessed 26 May 2010) *A Sure Start Childrens Centre (2003-2010) Colchester Childrens Centres [online] http://www.colchester.surestart.org/index.php?page_id=1 (Accessed .) *Barrow, M. (1999) Project Britain: The Victorians Schools during the Victorian Times. [online] http://www.woodlands-junior.kent.sch.uk/Homework/victorians/children/schools.htm (Accessed .) Boas, G. (1966). The Cult of Childhood. London: Warburg * Bray, J. Conway, J. Dykins, M. Hawkins, W. Slay, L and Webster, I.(2008) Memories of the Playgroup Movement in Wales 1961-1987 [online] pdf Wales Pre-school Playgroups Association http://www.playgroupmemorieswales.org.uk/Memories_of_the_playgroup.pdf (Accessed .) Bruner, J. (1997) Lord Ashley [online] http://www.spartacus.schoolnet.co.uk/IRashley.htm (Accessed .) Cole, G.A (2004) Management Theory and Practice. Sixth Edition Thomson *Corbett, B. (1985) Centuries of Childhood [online] http://www.webster.edu/~corbetre/philosophy/children/aries.html (Accessed .) Reference List (continued) Cunningham, H. ( 1995). Children and Childhood in Western Society since 1500. London: Longman. Department of Education Statutory framework for the Early Years Foundation Stage [online] pdf http://nationalstrategies.standards.dcsf.gov.uk/node/151379 (Accessed .. Department of Health Durham University (2005) Child Health, CAMHS and Maternity Mapping Service types used in the mapping. [online] http://www.childhealthmapping.org.uk/help/servicetypes.php#srvctyp_34 (Accessed .) Department of Education Northern Ireland (1997) Curricular Guidance for Pre-school Education [online] pdf Northern Ireland Council for the Curriculum, Examinations and Assessment. http://www.deni.gov.uk/preschool_curricular-2.pdf (Accessed .) DfES, (2004). Every Child Matters: Change for Children. London: QCAA Dickens, C. (1854) Hard Times. Barnes and Nobble Classics. *Elliman, D and Hall, D.M.B (2003) Health for all Children. Revised Fourth Edition. Oxford University Press. Foley, P (2001) Children in Society, Contemporary Theory, Policy and Practice. Basingstoke: Palgrave Freeston, M.(2006) Pre School Learning Alliance: Children First [online]. http://childrenfirst2006.co.uk/the-early-years-foundation-stage.html (Accessed .) Foley, P and Rixon, A (2008) Changing Childrens Services: Working and Learning Together. The Open University.

George Washingtons Views on Slavery Essay -- Slavery Essays

George Washington's Views on Slavery In his writings, George Washington felt very strongly that slavery was an institution that needed to be eliminated from American society. However, there were several circumstances that arose following the American Revolution that would prevent Washington from actively pursuing the elimination of slavery during his lifetime. It is certainly plausible that George Washington's personal economic short-comings, forefront in the setting of conflicting political agendas and the nation's revolutionary climate, prevented this founding father from actively pursuing the nationwide emancipation of slaves. Prior and during the American Revolution, little was written by Washington on his feelings about slavery. In the last year of the war and thereafter, more attention was spent by Washington on the issue of slavery. On February 5, 1783, Washington received a letter from Marquis de Lafayette, whom Washington considered both a friend and a son, that stated, "Let us unite in purchasing a small estate, where we may try the experiment to free the negroes, and use them only as tenants. Such an example as yours might render it a general practice..." (Sparks v.3, p.547). It is doubtful that Lafayette would have proposed this idea unless he knew that Washington had strong views on seeing the elimination of slavery. Washington wrote back to Lafayette on April 5, "The scheme... to encourage the emancipation of the black people of this Country from that state of Bondage in which. they are held, is a striking evidence of the benevolence of your Heart. I shall be happy to join you is so laudable a work..." (Fitzpatrick v.26, p.300). Unfortunately, Washington was still in cha... ...nian in the late 18th century, Washington was truly enlightened on his views of slavery. It is unfortunate that more Southern Americans did not follow Washington's lead, for this issue of slavery would cost us many American lives in another sixty years, and would almost destroy the nation that George Washington had worked so hard at building. Works Cited Carroll, J.A., and M.W. Ashworth. George Washington: A Biography. Vol. 7. New York: Charles Scribner's Sons, 1957. 7 vols. Fitzpatrick, John C., ed. The Writings of George Washington. 39 vols. Washington: United States Government Printing Office, 1933. Freeman, Douglass S. George Washington: A Biography. Vol. 6. New York: Charles Scribner's Sons, 1955. 7 vols. Sparks, Jared. Correspondence of the American Revolution, Letters to Washington. 4 vols. Boston: Little, Brown, and Company, 1853.

Investing Online Essay -- GCSE Business Marketing Coursework

Investing Online Personal Investing with Computer Technology Introduction Computer technology has revolutionized the way people can invest their money. Online trading has become the newest fad for people trying to get more bang for their buck. Virtually anyone with access to the Internet can set up an online brokerage account. With just a click of the mouse people can buy and sell stocks. This advanced computer technology for personal investing has its pros and cons. It has made it much easier for the average person to take care of his/her finances in an inexpensive manner. It has alos made it easier for people to become addicted to trading, which can become an expensive habit. Trading Stocks Inexpensively Online trading is easy and inexpensive. In comparison with traditional brokers, Internet brokers charge flat rates for transactions. The traditional full service broker usually charges the investor fees depending on how much stock they buy or sell, not to mention the commission they charge for handling the investors portfolio. Small-time investors with the know how of managing their own finaces have found online trading to be very beneficial. They now have found ways to buy individual stocks at a cheap price without paying all the fees asociated with the full service broker. These investors can go into numerous web sites to get information on any particular stock they are interested in. Many of these web sites are designed for the invstor ju...

The Natural Cycle of Humanity and the Decay of Modern Society in The Wasteland

There is no romance, no passion, only a mundane circular sequence of events, â€Å"crowds of people, walking round in a ring† (56). In The Wasteland, by T. S. Eliot, the society of the twentieth century is described as detached, dreary and monotonous. It is a collection of dysfunctional relationships and tedious tasks, saturated with an anxiety about death. There is a parallel between the atrophy of society and the land destroyed during the Second World War. To escape a routine and apathetic existence, humans strive for the unattainable, to overcome the limits of humanity. However any departure from the natural cycle of the human world leads to the emergence of the wasteland. Although death haunts the speakers in the poem, it is liberation in comparison to the horror of the wasteland. There is persistent angst and fear of death in the poem, yet death is everywhere. The many speakers in the poem wish for immortality and to overcome the confines of humanity. In â€Å"The Burial of the Dead† the woman, anxious about her fate, goes to see the fortune-teller, Madame Sosostris, who pulls out the â€Å"Hanged Man† tarot card and warns her to â€Å"fear death by water† (55). The fortune-teller's words reoccur later in â€Å"Death by Water†, a description of the grotesque death of â€Å"Phlebas the Phoenician. † His death, symbolized by â€Å"the whirlpool,† confirms that there is no regeneration; there is no return from â€Å"the whirlpool. † The realization of the fortune implies that fate cannot be defeated. In â€Å"What the Thunder Said† Eliot again states that there is no escape from death: â€Å"He who was living in now dead/ We who are living are now dying† (328-329). In â€Å"The Burial of the Dead† the speaker desires to abandon memories, he describes spring as cruel; it causes sorrowful memories to resurface, while â€Å"winter kept us warm/ covering Earth in forgetful snow† (5-6). What he does not realize is that human existence is a collection of fragments that distinct memories in an ongoing cycle, illustrated in the first stanza of â€Å"The Burial of the Dead. † Abandonment of memories leads to a futile existence. The wasteland first appears in the second stanza of â€Å"The Burial of the Dead† contrasting the first stanza, which is full of life and memories. The narrator is separated from the natural course of existence and is addressing a person of the human world, â€Å"Son of man (†¦ ) for you only know a heap of broken images† (20-23). The listener is part of the human cycle, he is still part of time: â€Å"Your shadow at morning striding behind you/ Or your shadow rising to meet you† (28-29). He does not understand the true fear that comes once time ceases to exist the way the speaker does: â€Å"I will show you fear in a handful of dust† (30). The speaker has disconnected from society and drifted into the wasteland, suggested by Eliot's diction: â€Å"stony rubbish†, â€Å"dead tree†, â€Å"dry stone†, â€Å"dust†. Only there has he discovered the true meaning of fear; an unearthly abyss. The wasteland is a situation or a place more terrifying than human imagination can conceive. It is complete emptiness, devoid of the structures of person, place and time. Without time memories become meaningless repetitions and cease to exist. The epigram at the beginning of the poem introduces the immortal character Sibyl. Sybil is detached from the rest of the world by her cursed immortality and lives withering away and shriveled up, longing for death, the only escape from her suffering. The other immortal character in the poem, Tiresias, is â€Å"blind, throbbing between two lives† (line 218), also alienated from the human world, not only by his immortality but also because he is a hermaphrodite. Sybil and Tiresias's separation from the sequence of life compel them to lead a miserable existence. The voices of these immortal characters portray how only once immortality is experienced can death become a salvation, a place of peace. The modern relationships that Eliot portrays are devoid of love, companionship and desire. The theme â€Å"when love fails, a wasteland develops† is recurring throughout the poem. The author constantly alludes to the legend of the Fisher King. In the legend, The Fisher King was hurt and became impotent and ill, disabling him to care for his kingdom. He was left alone to lead a meaningless life, fishing. Without his love the land deteriorated, lost its fertility and perished into the wasteland. Similarly, in the modern society, alienation from the natural world and a depletion of love leads to decay. The woman in â€Å"A Game of Chess† attempts to speak to her significant other, distressed about their relationship. She pleads with him to stay with her, to speak to her and to share his thoughts with her (111-113). He is detached, remaining silent and thinking only of death. The man has separated from humanity while the woman remains part of the cyclical existence. The couple remains together yet their relationship has become a wasteland; there is nothing between them. In â€Å"A Game of Chess†, Lil and Albert's relationship is presented though a conversation in a pub. Lil is revolting to Albert, he tells her that he cannot even bare to look at her (144). Lil's body is disintegrating, a consequence of the pills, given to her by the pharmacist, that she took to induce an abortion. They caused her to drastically age and lose her teeth. Lil's desire to not have children is portrayed as unnatural, â€Å"What you get married for it you don't want children? † (164). Lil's actions lead to her body becoming a wasteland. The encounter between the banker and the typist in â€Å"The Fire Sermon† again manifests the absence of love. Their meeting is solely sexual and devoid of any feelings. Even the sex holds no pleasure and is non-reproductive. The woman is indifferent to their relations and upon his departure thinks: â€Å"Well now that's over: and I'm glad it's over† (252), as if she had completed another chore. These series of affairs reflect the atmosphere of the society, the lack of intimacy and the disconnection of human relations. The wasteland is a consequence of the failure to care, to love, to give birth and to partake in the cycle. T. S Eliot creates a parallel between the wretched land of the Fisher King and the slaughter, destruction and ruin created by World War II. The barren landscape left by World War II reflects the inner decay of humanity the same way the sterile land of the Fisher King is an outward projection of his inner sickness. The desolate landscape of the wasteland described in the beginning of the poem, returns along with the character of the Fisher King. Eliot describes the miserable condition of the wasteland, sterile, dry and unbearable. He creates a surreal image of a desert â€Å"mountains of rock without water†, â€Å"endless plains†, â€Å"cracked earth† (370), and â€Å"bats with baby faces in the violet light† (380). This place transforms into the barren kingdom of the Fisher King, suggested by â€Å"the empty chapel†, which is an allusion to the Chapel Perilous. In the legend of the Holy Grail, Parsifal found the Holy Grail in the Chapel Perilous and life returned to the land. However, in the empty chapel in the poem there are only â€Å"dry bones†, signifying that vitality will not return to the land like it does in the legend. Instead society continues to decay illustrated in the line â€Å"London Bridge is falling down† (427). In reality there is no Holy Grail, there is no change: â€Å"I sat upon the shore/ Fishing with the arid plain behind me† (424-425). The banal, circular sequence of human life continues. Eliot explores the themes of life, death, immortality and alienation throughout The Wasteland. These themes are examined in various historical contexts, from ancient myths to the modern society and tied together by the immortal characters, Sibyl and Tiresias. Disconnected by the varying historical context and the many narrators, T. S. Eliot's style of writing in The Wasteland mirrors the disintegrated moments that give meaning to human life. Human life is cyclical, routine and mundane with memories as the only specks of color on an otherwise gray canvas. Death is not an ending; it is only part of the cycle. Immortality, the desire to forget and deprivation of emotion and of love are unnatural and create a partition from the human world where the wasteland appears. Modern Society consists of failed relationships and hollow humans existing in the â€Å"Unreal City. † Its loss of fertility and love results in the emergence of a wasteland.