Tuesday, August 25, 2020

Mr. Mefisto - Foreign Language Essay :: Foreign Language Essays

Theoretical Mr. Mefisto. Before asking what his identity is, the main inquiry must be, he exists or not? I didn't meet him straightforwardly, eye to eye, however I heard a great deal about. In the event that you ask individuals who realizes they will offer all of you sort of responses. They will reveal to you that, he us great, awful, dutiful or is THE GOD. My conclusion is that it don't exists by it self, it exists as a connection among you and the World. In the event that you are not in Harmony with the World, you are under his capacity. D-ul Dracu , Inainte de a te intreba cine e Dracul, cred ca trebue sa te intrebi daca intradevar exista. Eu nu m-am intalnit cu el, fata in fata, dar noise timpuri stravechi si pana astazi, multi spun ca intradevar exista. Fortale Binelui si Fortele Raului. Cu Achriman fiind intunericul absolut si Christos Iubirea Vie. Sunt persoane care ar trebi sa stie. Chistos a scos un evil presence dintr'un om si l-a bagat intr'o ciurda de porcii. In zilele noastre Papa Paul Ioan II zice Demonul exista, are regatul sau, are un program bine stabilit †¦. iar Papa Benedict XVI, zice Dracul e o prezenta misterioasa, dar reala, personala, nu simbolica . Asta e convingator ? O idee interesanta apare la Gnostici (comoara Templarilor e probabil o copie an Evangeliei apocrife a lui Toma) cu Simeon Magnus si bineinteles cu Valentinian in Imnul Perlei Dar mai beers in critica Legei Mozaice prin Scrisoarea catre Flora a lui Ptolomeu, Lumea nu a fost creata nici de Dumnezeu Tatal si nici de Satana, ci de Demiurg. C eace ar putea explica dece Dl Dracu exista. Sau dece Seful Ingerilor s-a razvratit inpotriva lui Dumnezeu. Daca exista inceputul exista si sfarsitul. Daca exista Ying exista si Yang. Tot nu sunt absolut convins, dar sunt inclinat sa acknowledge, pentru ca stiu ca ceva e Bine si ceva e Rau. Nu stiu de unde stiu, dar cred ca e in legatura cu thought de Just si Injust Cred ca e just ca Socrate sa se si e injust sa furi bomboane dela copii. Acum cand de bine de rau, cred ca Dl Dracul exista, as vrea sa stiu cine si ce e. Nu cred ca e sarpele care an ispitit-o pe Eva. Am vazut in o catedrale commotion Gubbio, o fresca cu tentatia Evei. Sarpele avea maini si blend pe 2 picioare.

Saturday, August 22, 2020

City Road Essay Essay

In your own words, characterize contrast and disparity, and give a case of each on City Road. This paper serves to characterize contrast and disparity and give a case of each inside City Road, arranged in Cardiff. Obviously inside city street, numerous distinctions are evident, between the individuals that live and work there. From a portion of these distinctions, disparity can get evident (The Open University, 2014). Distinction and disparity albeit frequently related in truth don't have a similar significance. Distinction characterized, is the differences between gatherings of individuals dependent on sex, class, age, sexuality, and race or ethnicity (Blakeley and Staples, 2014, P.25). In examination disparity is the inconsistent dispersion of fundamentally financial assets inside a general public or between social orders themselves (Blakeley and Staples, 2014, P.25). City Road is home to numerous individuals of various sex, class, age, sexuality and race or ethnicities and distinctive business types. It is these distinctive business types that draw in individuals for various reasons, for instance Janet Symmons’ Xquisite Africa shop has been explicitly intended to pull in those of African ethnicity who may feel prohibited from different shops on city street and need a spot where they can buy things from their local nation (The Open University, 2014). In ‘The Life and Times of the Street: Part 1’, the Mackintosh place which is currently a games club has a high society history, the structure makes it look extravagant and restrictive, despite the fact that it attempts to be comprehensive to all in the network. This impression of it being costly and a member’s just sort foundation is the reason individuals feel they don’t have a place at the Mackintosh community. Reference List The Open University (2014) ‘Inequalities on the street’ [Video], DD102 Introducing the Social Sciences. Accessible at https://learn2.open.ac.uk/mod/oucontent/veiw.php?id=443760â §ion=3.2(12/10/ 2014). Blakeley, G. furthermore, Staples, M. (2014) ‘The life and times of the street’, in Blakeley, G. furthermore, Allen, J. (eds) Understanding Social Lives, Part 1, Milton Keynes: The Open University.

Sunday, August 9, 2020

we would love to meet you COLUMBIA UNIVERSITY - SIPA Admissions Blog

we would love to meet you COLUMBIA UNIVERSITY - SIPA Admissions Blog Our fall recruitment season has begun.   Besides the numerous MIA/MPA information sessions held on the Columbia University campus, SIPA Admissions will be attending several graduate fairs around the country, such as the Idealist Grad Fairs and the APSIA Admissions Forums.   We are also participating in various information sessions from St. Paul, MN to Brasilia, Brazil this month.   You can find a full list of places well be on our website.   We will update the schedule with additional locations when they have been finalized so check back again. If you are interested in receiving information about our program, be sure to send us your info so we may add you to our mailing list. On Monday, September 16th, were co-hosting a couple of information sessions in Minnesota and well be participating in the Idealist Grad Fair  held in New York at 125 West 18th Street.   Registration is free so stop by if your interested in learning more about SIPA or any of the graduate schools in attendance. Looking forward to meeting you.

Saturday, May 23, 2020

Writing News Douglas Trevor about His New Novel

Douglas Trevor is the author of a recent novel Girls I Know which received glowing reviews from critics and enjoyed great attention from the readers. It didn’t come as surprising news – although it was his first novel, Mr. Trevor is already an acclaimed author of numerous short stories, mostly from the collection The Thin Tear in the Fabric of Space, which appeared in a lot of different publications, such as The Paris Review, The New England Review, Glimmer Train and some others. Speaking about his novel, he says that in it he tried to do what any modern American writer is supposed to do, even if he is not very enthusiastic about it – to tell about the USA as they are today, because nowadays this country is completely different from what it was like twenty or even ten years ago. He tried to face his characters with the issues that could not have risen before. The novel has been in writing for the best part of the last three years and went through five drafts in total, going from a very convoluted and long first one to its final shape, getting shorter and more collected with each subsequent draft. Even so, the author admits that the pacing of the novel, especially in its first half, is rather slow, which still may cost him some readers – but, as the success of the book indicates, it didn’t harm its overall ratings. Douglas Trevor has a PhD from Harvard, and didn’t conceal the fact that to a certain extent his novel may be considered to be a critique of this establishment – however, in a much lesser degree than it was initially supposed. People who are willing to read about the drawbacks of modern American system of education will still find something to their interest, but most passages dedicated to this topic have only been present in the book in early draft – later Mr. Trevor considered them to be too forced and unnatural to appear in the dialogues of his characters, which meant that they had to go. Nevertheless, the author’s background as a university professor and an academic clearly shows in the text – he still states that a good person is indistinguishable from a teacher and pays a lot of attention to the idea of education in general. Probably his wish to become a writer to a certain degree could be traced to the desire to get his novel into the literary news, to make his voice be heard, to change something with his work. And teaching being the most important part of his life, it can certainly be called one of his central topics.

Tuesday, May 12, 2020

Teamwork Culture - 1199 Words

Every company has its own personality or culture. For an organization to be successful over the long term, its culture needs to be managed effectively. Management Systems culture management products or process are designed to help firms define our culture and understand how it affects behavior and organizational success. The process serves as input to the development of strategies for systematically managing culture as a competitive advantage. Besides, I think a manager is directly responsible for an organization’s success or failure. And the quality of the organization is determined by the quality of its managers whose are held most accountable for an organization’s performance yet it is difficult to attribute good or poor†¦show more content†¦We then prepare a report for the company that outlines is the elements of the firm s current real culture; gaps (if any) between the current culture and the culture that management desires for the organization; the organizational systems, structures, and processes that are supporting the current culture and either reinforcing or obstructing the desired culture; recommendations designed to increase organizational effectiveness and improve management of the desired culture. Finally step is Presentation and Discussion of Findings. We will be held a culture workshop or meeting. Our culture workshops are designed to assist participants in understanding what culture is; developing an understanding of our firm s current culture; creating a statement of our firm s desired culture (i.e., what the culture should be to support the achievement of our goals); beginning to develop action steps for managing our firm s culture more effectively. This type of workshop may be conducted on a stand-alone basis, or may be incorporated as part of the culture audit process or as a final step in the culture management process. Finally, my recommendation is focus to build up a teamwork culture for our company as above steps. That not just be a teamwork between teammate by teammate, should be a teamwork between team by team as well. Fostering teamwork is creating a workShow MoreRelatedReflection on Teamwork in the Work Culture611 Words   |  2 PagesTeamwork is an important component of today’s work culture. 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A report by McKay and Crippen (2008), as stated by Alfaro-LeFevre, (2013) showed that when collaboration is in place, hospitals can de crease their mortality rate by 41%. When mortalityRead MoreEffective Team Work750 Words   |  3 PagesEffective Teamwork 11/30/2015 SOC/110 Professor Rowell An effective team has strong leadership where the team leader not only recognizes what they bring to the team but what each team member brings as well. A strong leader protects their team and doesn’t have a hidden agenda. Respect is a very important characteristic of an effective team because if members of the team disrespect each other and put down team member’s ideas, productivity could possibly slow downRead MoreBenefits Of Effective Teams Within Healthcare1562 Words   |  7 Pagesfive core components of teamwork that include team leadership, mutual performance monitoring, backup behavior, adaptability, and team orientation. High-performing teams use these elements to develop a culture for ‘‘speaking up,’’ and situational awareness among team members. Situational awareness refers to a person’s perception and understanding of their dynamic environment, and human errors often result from a lack of such awareness (Ezziane et al., 20 12). These teamwork constructs provide theRead MoreThe Presentation Of The Team Members Who Come From Different Cultures And Backgrounds794 Words   |  4 PagesTeamwork was a really grateful process and significant experience in my Managing Organizations and People course study. The teamwork training was very memorable. After more than two weeks of running, there are many impressive events that happened. From those events, I felt change and also helped develop myself in some areas. 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Wednesday, May 6, 2020

Residential School System Free Essays

string(280) " medical attention when needed, shaved heads which was classified as a cultural and social violation, starvation as a punishment, forced labour in unsafe work situations, intentional contamination with diseased blankets, insufficient food for basic nutrition and/or spoiled food\." NATI 3116EL – Aboriginal People and the Criminal Justice System Final Research Paper Residential School System Intergenerational Impact The purpose of residential schooling was to assimilate Aboriginal children into mainstream Canadian society by disconnecting them from their families and communities and severing all ties with languages, customs and beliefs (Chansoneuve, 2005). The following paper with depict the history behind residential schools, the varying schools across Canada, the intergenerational impact and influence the residential school system had issues such as alcoholism, family violence, substance abuse, lack of education, the increasing crime rate and the role of the Criminal Justice System in Canada. In addition to, what the government has accomplished in terms of compensation for the suffering that occurred. We will write a custom essay sample on Residential School System or any similar topic only for you Order Now The Aboriginal Healing Foundation defines residential schools as being industrial schools, boarding schools, homes for students, hostels, billets, residential schools, residential schools with a majority of day students, or a combination of any of the above by which attended by Aboriginal students (Chansoneuve, 2005). Children were taken away from their families and reserves and put in these schools whereby they were taught shame and rejection for everything about their heritage, including their ancestors, families, languages, beliefs and cultural traditions. Many of these students were not only disconnected from their families but also sexually and physically abused and often by multiple authoritative figures and many for a long duration of their stay. The Aboriginal Healing foundation classified the cultural disconnection, cultural shame and trauma as a cultural genocide. The unresolved trauma and exploitation that occurred in these schools has now directly contributed to the problems that Aboriginal people face today. In 1845 the Canadian government proposed a report to the legislative assembly of Upper Canada that recommended that boarding schools be set up to educate Indian children across Canada (Chansoneuve, 2005). The superintendent of Indian affairs agreed but also suggested that there be a partnership between the government and the church to create a schooling system of a religious nature. However, it was not until 1863 that the first Roman Catholic residential school were to be established at St. Mary’s Mission in British Columbia by Oblate Father Florimond Gendre. In 1879 Nicholas Flood Davin was sent to the United States by Prime Minister John A. Macdonald to investigate and report on Indian industrial training schools. Within his report he recommended that funding off-reserve boarding schools to teach children the skills needed in the modern Canadian economy and the government to therefore consider boarding schools rather than day schools. He classified them as residential schools, and deemed them to be more successful because they could completely remove the children from their â€Å"evil surroundings† (Barnes, Cole Josefowitz, 2006). From then on until 1969, the partnership between the government of Canada and the churches continued in all provinces except New Brunswick, Newfoundland and Prince Edward Island. Conversely, the last residential school in Canada did not close until 1996, and it was not until then that the government of Canada assumed all responsibility for the schools and the intergenerational trauma they produced. The aggressive assimilation of the residential schools would remove Aboriginal children from their homes because the government felt that children were easier to mould and prepare for mainstream society than adults. In 1920, Canada amended the Indian Act, making it obligatory for Aboriginal parents to send their children between the ages of seven and fifteen years who is physically able to Indian residential schools (Joseph, 2002). Attendance was mandatory and by 1931 80 schools were in operation across Canada and about 150,000 Aboriginal, Inuit, and Metis children had been removed from their communities and forced to reject and disconnect from their heritage (CBC News, June 14, 2010). Overall 130 schools were established across the country between the 19th century until 1996, where native children were discouraged from speaking their first language and practicing their native traditions and if caught would experience severe punishment (CBC News, June 14, 2010). The cultural racism of the Residential School era resulted in the legacy of cultural harm, which is the breakdown of the spiritual, moral, physical, and emotional health and fabric of Indigenous people (Fontaine, 2002). Not only was there a negative intergenerational impact on Aboriginal peoples but also in the early 1900’s the death rate of Indigenous children at these schools was a high seventy five percent (Fontaine, 2002). Many Aboriginal therapists and frontline workers describe the abuse that took place within the residential schools as ritualized abuse such as repeated, systematic, sadistic and humiliating trauma to the physical, spiritual and/or emotional health of a person that may utilize techniques such as conditioning, mind control, degradation, omnipotence and torture (Chansonneuve, 2005). In addition to the contemporary trauma caused by ritualized abuse, Indigenous children suffered sexual and physical abuse. Many survivors as high as 50% of them, do not remember the abuse until years after it has occurred and something in adulthood triggers the memory. The constant abuse and dehumanizing Aboriginal people faced has lead to several negative impacts in the present time. Many suffer from alcohol and substance abuse, sexual and physical abuse at home or within the community, poverty, discrimination and in some instances Indigenous people who have been affected by the residential schools have committed suicide. Psychological and emotional abuses were constant: shaming by public beatings of naked children, vilification of native culture, constant racism, public strip and genital searches, withholding presents and letters from family, locking children in closets and cages, segregation of sexes, separation of brothers and sisters, proscription of native languages and spirituality. Schissel Wotherspoon, 2003). In addition, the schools were places of severe physical and sexual violence such as sexual assaults, forced abortions of staff-impregnated girls, needles were inserted into the tongue for speaking a native language, burning, scalding, beating until unconsciousness and/or inflicting permanent injury (Schissel Wotherspoon, 2003). Children attending residential schools across Canada also endured electrical shock, force-feeding of their own vomit when they were sick, exposure to freezing outside temperatures, withholding of medical attention when needed, shaved heads which was classified as a cultural and social violation, starvation as a punishment, forced labour in unsafe work situations, intentional contamination with diseased blankets, insufficient food for basic nutrition and/or spoiled food. You read "Residential School System" in category "Essay examples" Reports have estimated that as many as 60% of the students died as a result of illness, beatings, attempts to escape, or suicide while in the schools (Joseph, 2002). According to Edwards et al two thirds of the last generation to attend residential schools has not survived because many fell victim to violence, accidents, addictions and suicide (Edwards, Smith Varcoe, 2005). Today the children and grandchildren of those who attended residential schools live with the same legacy of broken families, lost culture and broken spirit because of the discrimination and trauma they are faced with every day. Many families have become caught in the downward spiral of addiction, violence and poverty. Several individuals have described leaving home as a preteen or teenager to escape the chaos and interpersonal violence in their family, home and community. Several individuals have had to drop out of school to look for work, whereby they only find unskilled or seasonal jobs and inadequate housing (Edwards et al, 2005). Nowadays many aboriginal parents who suffered from the residential schools have a hard time being interested in their children’s education because of the violence and abuse that had taken place but also the poor curriculum they were taught (Barnes, Cole, Josefowitz, 2006). A positive relationship between families and schools is now understood to support the growth and development of students academically, behaviourally and socially (Barnes et al, 2006). Therefore, aboriginal students are at an increased risk for academic, behavioural and social difficulties because of the degradation their families and communities faced. Without the proper support and understanding of Aboriginal children’s needs when dealing with their education, the downward spiral of poverty, inadequate housing, unemployment, substance and alcohol abuse and overrepresentation in the criminal justice system continues to affect Aboriginal people. One main similarity between the residential school system and our current system and our society today is the unremitting discrimination towards Aboriginal people. The truancy and dropout rate for Aboriginal students is high because early school leaving is commonly associated with a long process of student disengagement associated with unfavourable school experiences (Barnes et al, 2006). The residential school system stands as a reminder of the long-term impacts of school policy, funding, staffing and staff training on students’ education and later life prospects because without adequate resources the intergenerational impacts of residential schools will continue to have negative effects on Aboriginal families and communities (Barnes et al, 2006). The intergenerational impacts of the residential school system such as alcoholism, poverty and violence has lead to an overrepresentation of Aboriginal people in the criminal justice system. Resources are needed in communities to cope with addictions, domestic violence, but also crime prevention measures must be taken to eliminate and reduce poverty and other causes of crime. It has been acknowledged that the legacy of discrimination towards Aboriginal peoples is one of the reasons they are overrepresented in the system and therefore the courts must address this issue when dealing with sentencing. The Gladue decision is an important turning point in the criminal justice system when dealing with Aboriginal offenders. Healing is an Aboriginal justice principle that is slowly becoming a part of the justice system through the practice of circle sentencing and community based diversion programs. The Gladue case has provided the notion that every judge must take into consideration the healing principle when dealing with Aboriginal offenders, in order to build a bridge between his or her unique personal and community background experiences and criminal justice. Many Aboriginal offenders are survivors of the residential schools or have been influenced by the trauma caused to their family members or community. The government of Canada imposed section 718. 2 of the Criminal Code of Canada to help sentence Aboriginal offenders because of the harm that they have faced in relation to offenders of other ethnicities. Section 718. 2 is as follows: A court that imposes a sentence shall also take into consideration the following principles: (e) all available sanctions other than imprisonment that are reasonable in the circumstances should be considered for all offenders, with particular attention to the circumstances of Aboriginal offenders. Many of he offences that are committed by Aboriginal peoples today are non-violent offences such as property crime and substance related offences. When dealing with Aboriginal offenders and sentencing judges must take into consideration the history, culture and experiences of discrimination that Indigenous people in Canada have faced, more time must be spent on the sentencing process to ensure a more restorative approach to better heal and rehabilitate the offe nder and the community and alternatives to incarceration must be taken into consideration to help the offender, victim, families and communities heal (McCaslin, 2005). On the other hand, the criminal justice system personnel have also begun to recognize the number of Aboriginal offenders who suffer from FASD and how the â€Å"mentally disordered offender† with FASD creates particular problems for the assumption by the legal system of innocence until proven guilty. For example offenders may plead guilty as a part of a plea bargaining however they do not understand that they legal process or do not feel as though did committed an illegal offence. Therefore the mens rea is not present if the offender genuinely felt as though they did nothing wrong because they could not understand the consequences due to a mental illness. The Canadian government has taken responsibility for the systematic discrimination that took place within the residential schools and the trauma and intergenerational impacts that has occurred. In 2007, the federal government formalized a $1. 9-billion compensation package for those who were forced to attend residential schools (CBC News, June 14, 2010). Common Experience Payments were made available to all residential schools students who were alive as of May 30, 2005. Former students were eligible for $10,000 for the first year or part of a year they attended school, plus $3,000 for each subsequent year (CBC News, June 14, 2010). Remaining money from the $1. 9-billion compensation package was to be given to foundations that support learning needs of current Aboriginal students. As of April 15, 2010 a reported $1. 55 billion had been paid which represented 75,800 cases in Canada (CBC News, June 14, 2010). Other than compensation apologies were made through the Catholic Church which oversaw three-quarters of Canadian residential schools. Appologies were also made by the Canadian government, Pope Benedict XVI, Archbishop Michael Peers on behalf of the Anglican Church, the Presbyterian Church and the United Church of Canada. In conclusion, no matter how much compensation is paid or however many apologies are made it does not make up for the trauma, suffering, and systematic discrimination that Aboriginal people have faced because of the residential schools which has lead to alcoholism and substance abuse, poverty, inadequate housing, inadequate education and unemployment and this disconnection with their culture and community. References Barnes, R. (2006). Residential Schools: Impact on Aboriginal Student’s Academic and Cognitive Development. Canadian Journal of School Psychology, 21 (1/2), 18-32. * An academic article that describes the affects of poor curriculum, lack of resources, lack parental involvement in education, and discrimination within the residential schools system. Bracken, D. C. (2008). Canada’s Aboriginal People, Fetal Alcohol Syndrome the Criminal Justice System. British Journal of Community Justice, 21-33. An academic article that describes the relationship between FASD, Aboriginal offenders and the Criminal Justice System in Canada and how it may lead to and effect guilty pleas CBC News (2010, June, 14). A History of Residential Schools in Canada. CBC News Canada. Retrieved from: http://www. cbc. ca/news/canada/story/2008/05/16/f-faqs-residential-schools. html * Depicts the history of residential schools in Canada and the steps Canada has taken to heal the relationship between the government and Abori ginal people. Chansonneuve, D. (2005). Reclaiming Connections: Understanding Residential School Trauma Among Aboriginal People. Ottawa: Aboriginal Healing Foundation. * Provides a timeline as to when the first residential school was established comparative to the last and the harm that occurred within the schools. Edwards, N. , Smith, D. , Varcoe, C. (2005). Turning Around the Intergenerational Impact of Residential Schools on Aboriginal People: Implications for Health Policy and Practice. Canadian Journal of Nursing Research, 37 (4), 38-60. An academic journal that acknowledges the intergenerational impacts that the residential school system has produced in terms of health effects and abuse. Fontaine, L. S. (2002). Canadian Residential Schools: The Legacy of Cultural Harm. Indigenous Law Bulletin, 5 (17), 4. * An article that goes through the history of the Canadian residential schools and the cultural harm that was produced in terms of first, second and third generational impacts. Joseph, R. (2 002, March). Indian Residential School Survivors Society. Retrieved from: http://www. irsss. a/index-new. html * A website that goes over the history of residential schools and the current resources provided for the survivors of the systematic discrimination and abuse. LaPrarie, C. (1990). The Role of Sentencing in the Over-representation of Aboriginal People in Correctional Institutions. Canadian Journal of Criminology, 32, 429-440. * An academic journal which goes through the reasonings behind overrepresentation of Aboriginal peoples in the criminal justice system in relation to the influence of residential schools and an increased crime rate. McCaslin, W. (2005) Justice as Healing: Indigenous Ways. Canada: Living Justice Press * Reading on pages 280-296 which deals with restorative justice and the sentencing of Aboriginal offenders in relation to the Gladue case. Schissel, B. Wotherspoon, T. (2003). The Legacy of School for Aboriginal People: Education, Oppression Emancipation. Canada: Oxford University Press * A book about the negative influences of residential schools and the determinants of successful schooling. Also How to cite Residential School System, Essay examples

Saturday, May 2, 2020

Dimensioning Angles of Drawing Essay Example For Students

Dimensioning Angles of Drawing Essay An isometric drawing is a view of an object that shows the 3 views of an object, they may be; side view, front view and top view. The picture to the left is an example of an isometric drawing, is a cube and has a top view, a right front view and a left front view. What is an Orthographic drawing? An orthographic drawing show all the sides to an object as an individual, whereas the isometric shows the sides still connected to the shape the orthographic raring shows it off the object so you can see the full views. Dimensioning What is Dimensioning? Dimensioning is showing the measurement made to a shape or object, Parallel Dimensioning- Parallel dimensioning consists of several dimension lines originating from one projection line. The picture on the left is an example of parallel dimensioning. Notice how on the left the dimension lines all meet on the same line. Dimensioning Angles- Angled surface may be dimensioned using coordinate method to specify the two action distances of the angle. Angled surfaces may also be dimensioned using the angular method by specifying one location distance and the angle. This is an example I have made to show how an Object that is isometric and orthographic drawn. The object on the left is an isometric drawn object; it shows the front view, the side view and the front view, but all one the one shape. And on the right is an orthographic drawing of the object, Notice the object isnt owned, that is because an orthographic drawing shows all sides Of the Object to make better sense of how the object is shaped.

Monday, March 23, 2020

Film Analysis/ High And Low Essays - Japanese-language Films, Films

Film Analysis/ High And Low Film 1010 Mise en scene is a stylistic form of filming that is French for staging the shot, which is referring to everything in front of the camera. Director Kurosawa understood this style and used it in High and Low (Kurosawa, 1962). He used several Mise en scene techniques such as closed composition, space manipulation, and lighting to compliment the crime thriller story. Closed composition is one of the main themes that Kurosawa uses throughout the movie. He chooses to keep the scenes tight and in close quarters mostly. This is seen predominately in the first half on the movie. Here the action takes place in Mr. Gondos house on top of a hill. The viewer has very little idea that there is much of a world outside the house. This idea is supported when Mr. Gondo has to close all the drapes in the house to prevent the kidnapper from looking into the house. This gives a mood and feeling of anxiety from being enclosed. Also, shots of the house sitting on top of the hill give the feeling of loneliness. This feeling is repeated in the bullet train sequence where the quarters are much smaller. The viewer is somewhat relieved with the view of the outside, but because of the close quarters and the sense of a speeding train, it does not allow the viewer to enjoy the openness the windows provide. A scene that clearly shows the Mise en scene style is the next day comes and Mr. Gondo must now decide whether to pay the ransom or not. We see and hear the argument with Mr. Gondo and Mrs. Gondo, with Mr. Aoki crying to the far left of the scene. Soon the dialog ends and we see Mr. Aoki still to the far left, Mrs. Gondo with Jun in the middle, and Mr. Gondo to the far right. Clearly separating them are the detectives who are standing silently with their heads down. The placement of the detectives manipulates the space in the scene into thirds. It also helps in emphasizing the differences between the three characters regarding what should be done about getting Mr. Aokis son back from the kidnapper. In the scene where two of the detectives find the man and woman dead, we see the detectives enclosed in the window of the house where, we the viewers are looking in. This is the closed form composition, which is used to help focus the viewers attention on the characters. In doing so, the characters surprise reactions to finding the accomplices dead are emphasized. Also the low lighting inside the house gives the film a tone of gloom. This helps set the scene to follow where the detectives give off the feeling of desperation. This technique of framing the characters expression is used again in the scene at the hospital. In the hospital scene, the detectives reaction is again framed in a window inside the hospital. Here his surprise and excitement is quickly brought to the viewers attention. At the same time, the two detectives closest to the viewers, frame the window that frames the detective inside the window, which seems to enforce the excitement aspect in the scene. The most simplistic way that Kurosawa uses the mise en scene is in the disco bar. He uses the arrangement of objects, space manipulation, as well as lighting to catch the eye of the viewer. Here we see a young Japanese girl who enters the bar and goes to the jukebox. But the viewers attention is still drawn to the criminal, Ginji Takeuchi, who is sitting at the bar. But when the girl reaches the jukebox and puts in money to play a selection, the viewers attention is diverted to her. This is because she is now framed by two disco ball-like polls that are glittering and shining from the dance lights from above. The space manipulation comes from the fact that the polls which she is standing between help separate her from all the action coming from the extras, who are dancing on the dance floor, as well as the criminal who is still sitting at the bar. You could also say that the dancers

Friday, March 6, 2020

The Night essays

The Night essays The Night by Elie Weisel is a non fiction auto-biography. His special qualification for writing this is that he lived through it. He has won the Nobel Peace Prize, and he has written Dawn, The Accident, and The Town Beyond the Wall. He won the 1986 Nobel Peace Prize for his efforts in improving the living conditions and promoting the understanding and acceptance of Jews around the world. I am not sure if this is a recent publication or a classic, but it was copyrighted in 1960. The book is organized in chronological order, it starts at the beginning of the war and when he is leaving for the concentration camp, and it ends when he is leaving the camp and is saved. The authors topic is the Holocaust. His main ideas are the events that occurred in his life during that year. He tells the happenings of someone living through the Holocaust as a Jew in a concentration camp. He starts the book by giving a quick overview of his childhood. He tells of the important people in his life, and he says the tips he got about what was to come that he had ignored. His siblings were ...There were four of us children: Hilda, the eldest; then Bea; I was the third, and the only son; the baby of the family was Tzipora... He had not gotten along so well with his father during his childhood. Someone he knew, named Moshe the Beadle, was the first one from his community who got a taste of the war. He came back to tell everyone about it and to warn them, but they ignored him. ... Jews, listen to me. Its all I ask of you. I dont want money or pity. Only listen to me.... he would cry out. Not even Eliezer believed him though. He would listen to be polite, and to give him a chance, but it didnt seem realistic to him. They finally realized their mistake when Eliezers father got the news of deportation. ... I have terrible news, he said at last, Deporta...

Tuesday, February 18, 2020

Macro9 Essay Example | Topics and Well Written Essays - 1000 words

Macro9 - Essay Example ‘Store of value’ is a term that intrinsically refers to an instrument which can be saved today with the faith that a commodity of equivalent value could be obtained in lieu of the sum at some future period. In other words, possessing a fixed sum of money X today would mean the possessor’s purchasing power amounting to X, as long as she keeps it to herself, i.e., the value of this amount X is assumed not to depreciate (Hirshleifer, Glazer & Hirshleifer, 2005, p. 442). However, post the tumultuous phase of the global financial community, such a term is no longer applicable as money saved today is seldom expected to possess the same value tomorrow. This is especially so due to the policies of the central bank of any economy that brings changes to the value of money according to the demands of the prevailing economic situation. During recessions, value of money is found to grow higher while it deteriorates during times of inflation. In the latter phase for instance, t he same amount of money X can buy a much lower quantity of goods than it could have during the earlier period. In such a scenario, it is safer for the economists to assume a definition of money that hints towards the inclusion of relatively illiquid assets, i.e., those which cannot be circulated as smoothly as others and not readily accepted as modes of payments. In such cases, there longer exists any motive behind increasing the supply of money. According to the identity underlying the Quantity theory of money, Normally, during times of inflation, purchasing powers of people fall, so that T falls in value. On the other hand, recessions enhance the purchasing power of people so that T rises. Hence, assuming the product of P.T to be constant, movements in V are bound to be reflected through inverse movements in M (Minsky, 2008, p. 125). Thus, it is safer to include those goods within the sphere of money which have a low velocity (V), since they also ensure a more-or-less constant supply of

Monday, February 3, 2020

'Despite cases such as PAY v LANCASHIRE PROBATION SERVICE and X v Y, Essay

'Despite cases such as PAY v LANCASHIRE PROBATION SERVICE and X v Y, private life should mean what it says'. Critically assess - Essay Example This essay would also present arguments which show that private life affects a person’s work. Pay v Lancashire Probation Service One of the known cases related to private life and employment is Pay v Lancashire Probation Service ([2003] UKEAT 1224_02_2910 (29 October 2003). This involves a probation officer, Mr Pay, who joined Lancashire Probation Service in 1983 ([2003] UKEAT 1224_02_2910). His work involved â€Å"the treatment of sex offenders† and even had a so-called â€Å"Sex Offenders Initiative† programme which he founded along with another colleague (Pay v Lancashire Probation Service [2003]). This programme â€Å"ran successfully for a period of 4 years† (Pay v Lancashire Probation Service [2003]). His work with sex offenders was properly regarded â€Å"by his employers and by the courts† (Pay v Lancashire Probation Service [2003]). However, it was found out through an anonymous fax letter that he was a member of an organization called Rois sy Workshops Limited (â€Å"Roissy†) that maintained a website, wherein Mr Pay performed the â€Å"fire act,† and merchandised products connected with bondage, domination and sado-masochism (BDSM) (Pay v Lancashire Probation Service [2003]). ... Ms Wyham to whom the matter was referred to, commented that the important issue is â€Å"whether or not as a public servant, and as a member of a criminal justice organisation working with sex offenders and other vulnerable groups, Mr. Pay's activities in his private life, as depicted on the Internet are commensurate with his role as a probation officer and the public trust in him† (Pay v Lancashire Probation Service [2003]). She noted that there might be an effect as to Mr Pay’s disclosure of his relationship to Roissy especially â€Å"on victims who looked to the Probation Service for help† (Pay v Lancashire Probation Service [2003]). She stated that such website information may be ‘badly misinterpreted’† (Pay v Lancashire Probation Service [2003]). The Panel set forth the following reasons for his dismissal thus, â€Å"The Panel regards the nature of the act shown in the photographs presented and Mr Pay's participation in those acts, and al so the advertising material for Roissy Workshops Ltd, as incompatible with the role and responsibilities of a Probation Officer. The Panel further takes the view that involvement in such activities by Mr Pay is additionally inappropriate, having regard to his work with sex offenders. ... The Panel shares the view of the previous Panel †¦ that the Probation Service has a responsibility to the public to demonstrate the integrity of its officers, and that public knowledge of Mr Pay's activities would damage the reputation of the Service. The Panel does not accept that the decision to dismiss Mr Pay constitutes infringement of his rights within the Human Rights Act 1998. The Panel note that Articles 8 and 10 †¦ are qualified rights, and that due regard must be had to the protection of health or morals, and the protection of

Sunday, January 26, 2020

Three Theories Of Language Acquisition Psychology Essay

Three Theories Of Language Acquisition Psychology Essay One of the most important things to know as a student of speech and language therapy is the history of language acquisition theories. These theories form the foundation of common practice and have informed the development of the therapies that we will use as speech and language therapists. This essay will discuss and present arguments for three theories of acquisition: the behaviourist model, the social interactionist model, and the information processing model. Each theory will also be discussed in terms of its application to clinical practice. The behaviourist model of language acquisition came about in the 1940-50s when a lot of research was being done on learning theory and B.F. Skinner is probably the most well-known of the behavioural theorists. According to behavioural theory, all human behaviour is learned. When a person does something it is either positively or negatively reinforced; if the behaviour is positively reinforced its frequency will increase and if the behaviour is negatively reinforced its frequency will decrease and eventually stop. For example, if a child wants to put his hand on the hot stove the pain that this causes will be a negatively reinforcement and he will learn not to touch the stove. Behaviourism suggests that more complex behaviours can also be learned in this way. They argue that this can be done by one behaviour triggering the next (chaining) or by, over time reinforcing a behaviour in a way that it moves towards an ultimate target behaviour. According to Skinner (Owens,2008) humans learn everything through this manner of conditioning, including language. Skinner believed that a child sees models of language in adult communication and when the child imitates this communication, this behaviour is positively reinforced by adults. Skinner theorised that during language acquisition, when a child makes an error adults give the child negative reinforcement and when a child produces the correct language the adult gives positive reinforcement thereby conditioning the child to use the correct form. In terms of word learning, behaviourists suggest that when the child realises a word is associated with an object (e.g. ball), the presence of the object becomes the stimulus for that word. Thus, once the child knows the word ball whenever he sees the ball it will activate the word in his mind so he can say it. In terms of learning sentences, behaviourists believe that the child does this in the same manner as words or through the technique of successive approximation. For exampl e, a child hears Please pass the ball but this is too complex so he way say pass ball instead. As the child gets older the adults in his environment gradually shape his utterance into an adult form through the use of modelling, imitation, and reinforcement (Owens,2008) so that eventually he uses the correct form. As the influence of a childs environment on language has become clearer, the importance that behaviourists set on the environment has been supported (Owens, 2008). Over the years, the practice of speech and language therapy has been influenced by the behaviourist model. For example, two techniques from this model that are directly applicable to clinical practice are modelling and reinforcement. In therapy, modelling is often used with children with speech difficulties. One way in which it can be used is for the therapist to model the sound and bring the childs attention to how it is formed so that they can do it themselves. Using reinforcement is also an important aspect of therapy and a therapist can use it by setting up activities in a manner that positively reinforces the correct pronunciation. For example, a minimal pair therapy where the child gets a sweet when he pronounces the phoneme correctly. According to Owens(2008) there is evidence for the importance of modelling and rei nforcement in children as young as 9 months old; this is seen in the fact that by 9 months old a childs inventory of sounds consists mainly of those that have been said in his environment. In other words, although the child is not speaking the same sounds are constantly being modelled and reinforced in his environment and these are the sounds that will be needed for his speech. A third useful technique for therapists that is suggested by the behaviourist model is imitation. An example of a potential use for imitation in therapy would be with a child who needs to become more aware of his speaking volume or rate- the therapist could have him imitate her speaking at different volumes and different paces to increase his awareness. Evidence to support the usefulness of imitation for generalising sentence structure has been found by Whitehurst and Novak (1973)(Bohannon Bonvillian, 1993). The behaviourist model of language acquisition has attracted a lot of criticism over the past decades, much of it brought forward by Chomsky (Owens,2008) who then presented a linguistic model of language acquisition. One of the primary criticisms of the behaviourist model is the fact that it is impossible for a child to be taught every sentence that he ever will have to use- and the behaviourist model doesnt account for an ability to create novel sentences. Another criticism is the fact that parents dont use reinforcement consistently and in fact sometimes positively reinforce childrens errors (Owens,2008). Additionally, Chomsky (Owens, 2008) noted that adult speech is full of errors and ungrammatical utterances and therefore would not provide a good model for children to learn from. As one of the earliest models of language acquisition, this model has been very influential in development of treatments. Our task as future clinicians is to draw ideas from its strengths while keeping in mind the criticisms that have been set forward. The second theory of language acquisition chosen for this essay was social interaction theory. This model was developed in response to the behavioural and linguistic theories of language acquisition and incorporates aspects of both of these. The social interaction theory suggests that language develops because of its social-communicative function. According to this theory, not only do we have an innate predisposition to language but many environmental factors also affect the course of language development (Bohannon Bonvillian,1993); the predisposition to language is seen as innate but the structure of language is not. In this model, the relationship between children and their linguistic environment is seen as a dynamic one in which both are dependent on each other for efficient social communication and development of language skills (Bohannon Bonvillian, 1993). According to this model, social interaction is what conventionalises a childs language structure. Social interactionists b elieve that the child uses techniques to develop his or her language such as imitation or rote learning and the environment also adjusts itself to facilitate language learning by the child; as the child shows an increased ability to understand more complex language, the linguistic environment also increases in complexity (Bohannon Bonvillian,1993). The type of language that parents often use with children is referred to by social interactionists as Child Directed Speech (CDS). Child directed speech includes communication techniques such as motherese, imitation, and scaffolding. This model suggests that children cue their parents to supply CDS and that the function of CDS is to activate the linguistic tendencies of the child (Bohannon Bonvillian,1993). According to this model, these techniques are used by adults to slowly build the childs language while enabling adults and children to communicate more effectively (Bohannon Bonvillian,1993). A strength of the social interactionist model is that because it drawn on the behariourist and linguistic models it incorporates strengths from both. Much of the evidence for the social interactionist model comes from studies that look at how caregiver-child interactions and CDS assist in language development. One of the big strengths of this model is the fact that it can account for the pragmatic aspects of language. According to Berko Gleason and Weintraub (1976), imitation and rote learning are used by children to learn things like social conventions (e.g. Thank-you) and Ninio and Snow(1999) (Bohannon Bonvillian, 1993) have shown that this model also accounts for the aspects of language that need to be learned socially. E.g. turn-taking, context, cultural conventions. Further evidence has been found for the effect of social interaction on a childs developing vocabulary in a study by Tomasello and Farrar (1986)(Bohannon Bonvillian, 1993)who found that if a mother talks about the objects a child is looking at the child tends to develop a larger and earlier initial vocabulary. Snow (1972, 1977, 1999)(Bohannon Bonvillian, 1993) has also found evidence for the fact that parents adjust their communication and use different communication techniques to help them communicate more effectively with their child. The social interactionist model has also attracted criticisms since its development. One of the most important things to take into account when looking at this model is the fact that because it is quite young many aspects of it have not been tested. Also related to this is the criticism that social interactionists are seeing causation where there is only correlation (Bohannon Bonvillian,1993)- that it is impossible to tell from the studies being done whether a language delay is due to the parents lack of CDS or if the lack of CDS was a response of the parent to the language delay already present in the child (Bohannon Bonvillian,1993). A number of studies have also been carried out related to child directed speech and have found that CDS may not be as simplified as we believe it to be (Bohannon Bonvillian, 1993). In addition to this, Shatz (1982)(Bohannon Bonvillian, 1993) argued that there is no mechanism specified for how CDS actually works to improve child language. These crit icisms are important to take into account and place further emphasis on the importance of having a evidence-based practice. The social interactionist model can both inform how an SLT approaches therapy and provide ides for practical application in clinical practice. This model suggests that children learn through the process of scaffolding. As a therapist this would sugest that therapy be approached by starting a child off with easier tasks and then gradually raising the difficulty level as he improves. The principle of scaffolding could also be applied to choosing target sounds for phonological therapy. For example, starting with sounds that are developmentally earlier and easier to say. An example of a therapy that uses scaffolding and that is frequently used by therapists is minimal pair therapy (Williams et al., 2010). Another way to apply the social interactionist model in clinical practice would be to help the parents strengthen their use of child directed speech and show them how to incorporate effective language learning into their daily routines with the child. An example of a program that uses this type of technique is the Hanen approach. This is a therapy technique that emphasises the importance of parental involvement in a childs lan guage development. The program places importance on both the treatment of children and the training of parents to help them incorporate language learning more effectively into their everyday lives. (The Hanen Centre, 2011) The final model of language acquisition used for this essay was the information processing model. The information processing model is a cognitive view of language development which arose along with other interactionist approaches in the 1960s and 70s as a lot of research into the field of cognition was being carried out. As other aspects of human cognition such as memory and perception were coming to be seen as similar to the workings of a computer, some theorists began exploring whether language development could be explained in a similar manner (Bohannon Bonvillian,1993). This model theorises that language is acquired in the same way as many other behaviours; the brain receives stimuli, interprets it, stores it, and then can generate the proper output by retrieving the stored information (Bohannon Bonvillian,1993). According to the information-processing model, humans have an innate ability to learn language due to the presence of a mechanism called the Parallel Distributed Processor (PDP) (Bohannon Bonvillian,1993) however, like other interactionist models this theory also suggests that the environment plays an active role in language acquisition. According to this model, the parallel distributed processor works by enabling children to learn language through example and reinforcement. The PDP is a network of nodes and pathways modelled on the neural pathways in the brain. The nodes are connected by many levels and layers of pathways. The information processing model is sometimes called the connectionist model for this reason. The nodes receive input from pathways coming from many other nodes and if enough pathways stimulate a node the node will activate and a certain output will be generated. One of the most well-known aspects of the information processing theory is the Competition Model (Bohannon Bonvillian, 1993) which attempts to explain how exactly these pathways and nodes generate linguistic output. According to this, a child has multiple possible forms of a word in their head (e.g. past tense of Æ’Â   or ) which compete to represent a meaning. The form that ends up being used is determined by the number of nodes and pathways that are activated for each form. For example, a child learning to say the past tense of may not know yet whether the proper form is or . When the child decides to say this word, the pathways for both and would be activated as possible outputs. If the child chooses to say the correct option that pathway will be strengthened and the pathway for the incorrect response will be weakened. If the child chooses to say the incorrect option () and discovers that this is incorrect, that pathway will be slightly downgraded and the other pathway that should have been activated, , will be slightly strengthened. Eventually, over time and through experience the childs PDP system will agree on the true form of a word and produce a consistent, correct output. This is the manner in which children are seen to learn words and grammar. Over the years this model has accumulated evidence both in favour of it and against it. A strength of this model is that it accounts for many aspects of language learning such as how children learn frequently used forms more quickly than other less frequently used forms (Bohannon Bonvillian, 1993). It also accounts for both the appearance of overregularisation errors and their disappearance. Additionally, in a study by Meyer and Schwaneveldt (1971) (Bohannon Bonvillian, 1993), it was found that when a word is used it primes (subconsciously makes us think of) other related words therefore there must be some spreading activation in the language processor. This provides evidence for the existence of interconnected pathways. Much of the other supporting evidence comes from the experimental computerised model of the PDP. In 1987, Rummelhart and McClelland (Bohannon Bonvillian, 1993) ran simulations on this model and found that in the case of simulating past-tense learning and producti on they got very similar learning patterns to those found in children. Additionally, when part of the language network of the PDP was shut down to simulate brain damage, the resulting performance was very similar to the deficits found in brain-damaged human patients (Bohannon Bonvillian, 1993). Studies by Elman (1993)(Bohannon Bonvillian, 1993) using the same computerised model have shown that the learning ability of the system extends beyond words and can also account for the development of the syntactic system if enough examples of adult language are given. While this model has many strengths, there are also significant weaknesses. First of all, while it can account for the formation of language, it does not account for the acquisition of semantics. Additionally, as admitted by Rohde and Plaut (1999)(Bohannon Bonvillian, 1993), it doesnt take into account the social aspect of conversation, in other words, how we decipher language in relation to the social situation and how that affects what we say. Another criticism of the model of the PDP mechanism is that while it does well with information that is presented all at once (e.g. a picture), it has trouble with serial processing (Bohannon Bonvillian, 1993). This poses a problem since language is serial by nature. Another common criticism of this theory is that information processing theorists make too much of the superficial similarities between the brain and the proposed PDP when there are actually many differences (Bohannon Bonvillian, 1993). A strength of this model is the fact that it may give insight into how to approach the treatment of problems relating to the grammatical structures of language. For example, the PDP system showed it could learn proper grammar through bombardment. Therefore, according to this model, bombardment will allow the child to internalise the desired structure because the input pathways will be provided with enough adult-level examples to form the correct pathway. As an application in therapy then, this suggests that the SLT could choose exercises in which the child hears the correct structure over and over again. The PDP model also suggests that each structure must be worked on separately in treatment because they all use different pathways. For example, if past tense is the problem then regular past tense must be worked on and once that structure overgeneralises then the exceptions should be targeted. As an application in clinical practice then, if the child is trying to acquire regular and irregular past tense, the SLT should start with treatment of the regular past tense, wait for that pattern to overgeneralise and then work on individual irregular past tense verbs. Both imitation and repetition are also implied as practical applications of this model in clinical practice. By having the child imitate the proper form it is suggested that both the proper input and output pathways will be activated, therefore helping the child to solidify the correct one more quickly. Similarly, by eliciting the child to repeat the proper form this model implies that the correct language pathway to solidify more quickly. In a study by Whitehurst and Novak (1973) imitation was shown to be effective in helping children solidify specific rules in their own speech and the techniques of bombardment and repetition were used as part of the treatment in a study by Seeff-Gabriel et al.(2012) which had success in a child learning to generalise the regular past tense. It is important to note that while these treatments may be effective in some cases, as previously mentioned, there is criticism for the information- processing model. It is our duty as future clinicians to look further into the research and study the effectiveness of these approaches before spending long periods of time on them with patients. All of the theories discussed here have strengths and weaknesses and all of them have implications for clinical practice. Depending on which theory an SLT is influenced by, the therapeutic approach will be different. One of the keys to being a good speech and language therapist is the ability to look at these different models and see how their strengths can be applied to create effective therapy for the client. In addition to this however, it should be kept in mind that these are only theories of language acquisition and that while we should be very aware of the theoretical underpinnings that influence the therapy and techniques we use, our aim should not be to create a practice based solely on theories. Our aim needs to be to create an evidence-based practice guided by the continuing advances in theories and current research.

Saturday, January 18, 2020

Montessori Practical life Essay

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for: Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity) Movement. All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement. Sensorial exploration (sights, sounds, smells, and eventually language). Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment. A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment. Practical Life Lessons Guide Children 1. Construction and integration of the child’s personality through their freedom of choice, and through the variety of their choices. Freedom of choice is necessary for the healthy development of the will. 2. Spontaneous purposeful activity that is only possible when children are allowed to exercise their curiosity through repetition. It is only through repetition that abstraction is possible. This abstraction brings about a feeling of completion for the growing child. 3. Development of co-ordination of movement. The child thinks of the activity, wills himself to the activity, and then does the activity. 4. Development of the physical, mental, and emotional aspects of the child. 5. Purposeful movement that helps the development of the mind, and a sense  of achievement. The development of the child’s mind, movement, and senses will in turn, develop the will. 6. Concentration. The child will concentrate on completing an activity as perfectly as possible; all activities are intelligible, logical, sequential, and exact. Children will internalize this and try to repeat the exercises as perfectly as possible; all exercises have a motive for perfection. 7. Orderly work habits. The children need to internalize presentations in an orderly manner in order to reproduce it in an orderly manner. 8. The practical life exercises develop logical thought through the definite logic in the exercises. There is a beginning, middle, and end to each exercise. 9. The exercises give the children a sense of responsibility from the result of freedom (freedom which is a result of co-ordination of movement and awareness of the environment). Children have the freedom and ability to exercise their will within their environment. 10. Social development. All of the practical life exercises teach the children grace, courtesy, patience, and respect. These elements of social development are re-enforced through the actions of the other children and through the actions of the teacher. 11. Establish a sense of reality, rooted in real activities (nothing is make-believe). Exercises are lucid, logical, and realistic. This helps the children pursue reality. If an activity is not meaningful and purposeful than the mind cannot develop or construct itself. 12. Emotional stability helps the children become familiar with the real world and their environment. It builds self-esteem, and through that, their dignity will flourish. Materials and activities are therapeutic, meaning the mind and body work together. Scope and Sequence of the Montessori Practical Life area Before beginning you must observe the child, know what kind of activities they are drawn to, and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only – not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That’s not to say that the child won’t have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive ‘Montessori materials’ to be effective. As well, practical life activities will vary from culture to culture. You can read Practical Life Lessons and Practical Life FAQ’s for more information. If you are homeschooling your child and wish to have a little more theory and direction on the presentation of Practical Life materials you can purchase our Practical Life Teaching Manual.

Friday, January 10, 2020

Poverty in Canada Essay

Poverty in Canada has been a long debate on the political and social fronts of the community. According to 2005 reports, an estimated over ten percent of the Canada population are living in poverty. Of much concern is the ever increasing rate of homelessness experienced in the nation over the past two decades (Lee, 2000). However, numerous reports have indicated that the measure of poverty in Canada is negated by the government’s failure to have a definite method of measuring poverty levels. True to the letter, Canadians are current faced with the debate on whether absolute or relative measure of poverty is the best in determining poverty levels in the nation. Nevertheless, numerous measures have been put in place to promote poverty reduction strategies in many provinces of Canada. In addition, non-governmental organizations are increasingly engaging in community based poverty reduction projects. This paper is written as a discussion on poverty in Canada. The author will in particular look at the statistics of poverty in the nation, how poverty is measured in Canada, and the current poverty reduction measures being implemented. Poverty in Canada Poverty in Canada has been an historical issue for many centuries. According to available statistical information, poverty in the nation remains a swing between economic growth and recession as well as numerous evolving initiatives by the government to assist low income members of the community (Raphael, 2002). This information still indicates the emergence of organized assistance to the poor in the twentieth century. True to available literature, most of the poor assistance programs are generally funded by the church. This is evident from the catholic encyclopedia, which funds approximated over eighty seven hospitals in the Canadian nation catering for the poor members of the community (Surhone, 2009). On the other hand, the government has been on the forefront in addressing poverty issues among its citizens. Such can be historically evident from the establishment of the Canada’s welfare state after the great depression as was initiated by Bennett and Mackenzie King. Nevertheless, the problem of poverty in Canada is still a major threat to the sustainable social and economic development of the Canadians. From a 2003 statistical reports, an estimated poverty rate of over 10% has been reported (Raphael, 2002). This percentage has been confirmed by the central intelligence agency as an official value although the absolute rate is undoubtedly expected to be higher. However, the Canadian federal government seems not to agree with this value and have published a current poverty rate to have gone down for the past sixty years to a value less than five percent (Raphael, 2002). This value was determined on the basis of the basic needs poverty measure and deviates very much from what is perceived to be real. Many organizations top on the list being the Fraser institute have not appreciated this value and depict the Canadian federal government as extremely exaggerative. The above contradiction between the government and these conservative organizations has been compounded by the fact that the Canadian federal government has failed to endorse any metric measure of poverty including but not limited to the low income cut off. Altogether, the Canadian federal government seems to have realized the impact of poverty to the society and have employed several measures to reduce it. This is evidenced by the continued decline of poverty in the recent time 1996 when recession which was marked with low income rates. For instance, statistics shows that the less fortunate people such as the physically disabled, mentally ill, and single parent mothers are experiencing higher income rates. Students and recent immigrants have at least higher or average low income rate hence they can afford the basic needs. Measures of poverty in Canada The establishment of an official poverty measuring system in America has been marked with many controversies top on the list being the fact that politicians have failed to agree on a precise definition of poverty (Groot-Maggett, 2002). The have therefore ignored the interest of statistics Canada of defining poverty by it unable and unworthy to determine what is necessary to be a basic necessity. The government and some research institutes use different methods to estimate the extent of poverty of poverty in Canada. However, a debate has emerged on the supremacy of absolute and relative methods of measuring the depth of poverty. The author of this paper discuses both the absolute and the relative measures of poverty. One of the absolute measures of poverty is the basic needs poverty measure. According to libertarian Fraser institute’s economist Chris sarlo, the basic needs poverty measure was conceived to be a poverty threshold (Groot-Maggett, 2002). According to this basic needs approach of poverty, basic needs are those things which are required by people for their physical goods over a long time depending on the current living standards of that particular society. This measure was designed based on different information obtained fro various sources which include but not limited to statistics Canada. An extensive assessment of how much a person can spend in the house was established to give this measure the originality and substance it deserves. This was accomplished by examining the cost of various things which where perceived to meet the above definition of basic need. This included food, clothing, shelter, personal care, transport and communication for different types of societies. Based on the above research and by putting inconsideration the family size, the number of families which had insufficient income to cater for those necessities were determined. Earlier on, the amount of income required to cater for the basic necessities was determined on the basis of gross income which was inclusive of old age pensions and employment insurances. Currently however, the net income has been used the financial ability of a family to sustain its basic requirements (Lee, 2000). A worthy noting point is that this net income is based on reports which can be marked with error such as unreported and underground means of earning income. Based on the basic needs poverty measure, have gone down with an appreciatable rate to a value less than 5% which is estimated to represent less than 2million Canadians. Another absolute measure of poverty is termed the market basket measure. This was designed and established in 2003 by the Canadian government through its department of human resources and skills development (Raphael, 2002). The market basket measure of poverty accommodated a wider range of basic needs than the basic need measure. For instance, it put in consideration the community size and location for at least 48 communities in Canadians and then estimated the sufficient amount of income required to meet those needs. This measure is still understudy and is expected to cover more than 400 communities. The main notable relative property measures is the income distribution measure commonly known as income inequality metrics, gives information regarding the variation of income in a given community. Its effectiveness is evidenced by the fact that when a given group of people increases their income rate then there is a high probability of those earning less to feel an increase in their income. Another often quoted as a relative measure of poverty is the low income cut off which has received many critics from the statistics Canada and they have disregarded it as not a measure of poverty by saying that it does not give reliable and accurate fingers. The low income cut off measure was based on the gross income but the statistics Canada have given reports of both the gross and the net income (Marseken, Timpledon, & Surhone, 2009). This measure was designed to give the lowest mark which when exceeded; a family will have to spend much to cater for basic needs such as food shelter and clothing. Recent results based on this measure showed that approximate of 9. 4% lives below the low the current threshold of 63% of the total family income. Poverty reduction measures Like any other country in the world which is conscious of the well being of its people, the Canadian government through the provinces has employed several measures to eliminate poverty and a gain to reduce its impact to the people. Top on the list of these important measures is reduction of tax burdens. This is evidenced by the progressive income tax system in Canada which has resulted to a difference of about 5% between the gross and net low income cut off (Pohl, 2002). Government social programs cannot go unmentioned here because of their importance and effectiveness in succumbing poverty. The Canadian government has come up with a broad range of social programs aimed at helping the law income people. These programs include but not limited to old age security and employment insurance which have seen through the reduction of chances of falling to poverty of people who were rendered unemployed. In addition to this, government funds have been channeled to subsidizing education and public health with an aim of improving the living standards of people with low income (Raphael, 2002). Another government measure which cannot escape this discussion is the introduction of the minimum wage laws. The constitution of Canada includes the minimum wage laws, which even though they vary for different provinces, they have confirmed there effectiveness in standardizing wages by making sure that people with law income are not exploited (Raphael, 2002). The minimum set minimum wage is $8. 00 per hour although it can go a bit down for unskilled workers. Conclusion In conclusion therefore, poverty is not well defined in Canada because of the failure of politicians to agree on the necessities which should be basic. However, the above discussion shows that a considerable number of people in Canada are poor and lacks the basic needs a defined by the basic needs measure of poverty. In addition to this, the government’s effort to eliminate poverty as well as reducing its impacts cannot fail to be appreciated. This is it has invested sufficiently in social programs and in the enforcement of the minimum law wages which have seen through the reduction of poverty and its effect to the people. It also safeguard the less fortunate people and ensured that the poor people are not exploited or robed there right of living a good life. References Groot-Maggetti, G. (2002). A measure if Poverty in Canada. A Guide to the Debate about Poverty. Retrieved August 1, 2010, from http://action. web. ca/home/cpj/attach/A_measure_of_poverty. pdf Lee, K. (2000). Urban Poverty in Canada: Statistical Profile. Retrieved August 2, 2010, from http://www.ccsd. ca/pubs/2000/up/ Marseken, S. , Timpledon, M. , & Surhone, L. (2009). Poverty in Canada: Poverty, Minimum Wage, Measuring Poverty, Income Taxes in Canada, Economic History of Canada, Great Depression in Canada, Basic Needs, Economic Inequality. Toronto: Betascript Publishers. Pohl, R. (2002). Poverty in Canada. Retrieved August 1, 2010, from http://www. streetlevelconsulting. ca/homepage/homelessness2InCanada_Part2. htm Raphael, D. (2002). Poverty, Income Inequality, and Health in Canada. Retrieved August 2, 2010, from http://www. povertyandhumanrights. org/docs/incomeHealth. pdf