Jin s Journey For Achieving His True Identity - 1151 Words

Jin’s Journey to Achieving his True Identity The average American teenager faces many obstacles when adhering to the trials and tribulations of high school life. This type of educational commitment requires academic focus, social adaptabilities, and most importantly an eagerness to achieve a self-identity. However, for Jin Wang in the graphic novel American Born Chinese this quest to achieve a self-identity becomes a focal point in the narrative (Yang). Jin is an American born Chinese boy living in the suburbs; he struggles daily with balancing his ethnic identity with his mainstream American identity. In a sense, Jin’s struggle to adapt to his surroundings causes his demeanor to take a shift. He becomes insecure about his heritage, socially isolated by others, and confused about his identity. In the quest to find an identity, in order to fit in, Jin develops unique qualities and characteristic that shapes his personality. From a social standpoint, Jin grew up in a pred ominately white suburb neighborhood and as a result had very few friends. His social skills were depleted due to the lack of friends he had. He rarely found the opportunities to develop meaningful friendships. Much of Jin’s social time in school was preoccupied by bullies. For example, during lunch time a bully came up to Jin and confronted him about his food in a rude manner the bully retorted â€Å"come on let’s leave bucktooth alone so he can enjoy Lassie† (Yang 33). This example shows the struggles Jin hadShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a writte n request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturersRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesframed. Morrow’s contribution here, as in his recent research and scholarship as a 6 †¢ INTRODUCTION whole, treats the two wars and their prehistory and aftermaths as genuinely global phenomena, not as conflicts among the great powers of Europe, the United States, and Japan, which has been the obsessive focus of most of the vast literature on this subject that defined much of twentieth-century history. As Carl Guarneri argues cogently in his contribution to the collection, which provides

What Makes A Black - 930 Words

In an apparent attempt to reveal Killer Croc’s actual skin colour known to audiences—the character’s entire body is covered by crocodile Skin—Suicide Squad portrays Killer Croc as a character who really likes BET (Black Entertainment Television); effectively suggesting that Killer Croc likes BET—he must be Black! Accidentally, the film’s director, David Ayer, made what I think is a particularly silly, and yet interesting commentary on Blackness. Blackness is the concept that a person’s Black identity is shaped not merely by their skin colour, but by their experiences, interests, and ideologies. Essentially, what makes a Black person a real Black person is their adherence to the Black Culture. For instance, real Black people do not listen to Folk music, (ahem). Instead, real Black people listen to Hip-hop. Real Black people speak ebonically. And specifically, real Black people support Black Lives Matter. Over the last few months, several Black people have contacted me saying that they too refuse to support Black Lives Matter, but given the very real choice between being slandered and being silent, they understandably choose silence. You see, they know all too well that for challenging Black Lives Matter, many Black people are labeled as self-hating, white-washed, Uncle Toms. I know that too. Those accusations are some of the most prevalent responses I’ve received from others since starting this Black Lives Matter series. Disturbingly, some of the people regurgitating thisShow MoreRelatedWhat Makes Black Seed Oil?1789 Words   |  8 PagesTitle: 31 Black Seed Oil Fixes Category: Health Wellness Tags: nigella seeds, cure all Summary: Six hundred and thirty, scientific peer-reviewed articles that have been published about black seed oil benefits, and for good reason. This ancient remedy has many, many benefits. Here’s 31fixes! Article: What can black seed oil do for you? Well, almost anything, with virtually no side effects. From Hippocrates to Cleopatra, this amazing commodity has been widely used for thousands of years. YetRead MoreAnalysis Of The Word Black By Langston Hughes827 Words   |  4 Pagesis how we over come these challenges, that makes us who we are. The question is what is wrong with black? I read an essay by Langston Hughes in which he breaks down the use of the word black. This essay provides the idea of how the word black creates a negative impression of African Americans. I found this essay rather interesting and biased in some cases, but it is an essay I feel everyone should read. In this essay he uses explains what the word black really means and the negative connotation thatRead MoreComm 3311707 Words   |  7 PagesTYLER COBB There are so many different stereotypes of black women, both positive and negative. The media plays a role in how black women are seen in society. A stereotype is a commonly held public belief about or types of individuals. The concepts of stereotype and prejudice are often confused with many other different meanings. Stereotypes can be about different age, racial or ethnic groups based on some prior assumptions. (J.F. Healey, Race, Ethnicity, Gender and Class pp33-35). The stereotypesRead MoreAnalysis Of Tears We Cannot Stop By Michael Eric Dyson1168 Words   |  5 Pagesthe ignorance white Americans have about racism towards the black community. This racism is deep-seeded in America’s history and has been perpetuated by white innocence, white privilege, and a refusal to learn, despite rebuttal claims that racism is dead in America by white folk. Dyson put forward the idea that racism is not just calling a black person the â€Å"n† word, blatant discrimination, or c ops unjustly shooting and killing blacks, but is also the lack of whites to do anything about it, thinkRead MoreStereotypical Black Women Essay1040 Words   |  5 Pageschild I would hear the term black queen. To my understanding a black women and a black queen are one in the same, but growing up the two words became different meanings. People began to change and no longer were they practicing their queen ways. People were now becoming ignorant and began following the crowd instead of being themselves, setting them apart as just black women. Black women have been around for several centuries and in that time we were vigorously known as black queens all over the worldRead MoreBlack Student And Black Students877 Words   |  4 Pageswa-was very big.† the black student read as the classroom snickered. â€Å"Dequan can’t read† another student yelled out and the fifth grade class filled with laughter. This is what happens in black community public schools every day. Instead failing these black students that can’t read simple words in the fifth grade, teachers pass them along all the way through high school. â€Å"It is unlawful as well as unsafe, to teach a slave to read† (Douglass). The educational system wants black students to know littleRead MoreMedia s Effect On The Black Society973 Words   |  4 Pagesthe black society. Blacks have very little, if any control in what the media displays. How many African American Television network companies are there? 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WhatRead MoreThe Black Arts Movement Analysis1731 Words   |  7 PagesLarry Neal made these key principles of the Black Arts Movement clear in â€Å"The Black Arts Movement† where he coined the term. The basic points are that the Black Arts Movement is community-based, explores the relationship between arts and politics, refutes white societal norms by means of a true split from â€Å"the racist west† (784), and is ethical from the lens of the oppressed. Basically, the movement is meant to give a voice to those oppressed (black) p eople that did not have one previously. TheRead MoreBlack Power Movement987 Words   |  4 PagesCommittee (SNCC). The Black Power Movement also known as the 1970’s Revolution was an attempt by people with varied interests to make plain the issues which the leaders of the day failed to address. It all started in October of 1968 when hundreds of university students and supporters led by the National Joint Action Commission (NJAC). Malcolm X, Black Muslim group, Black Panthers. Groups like the Black Panthers and Malcolm X which had an ideology that leaned toward Black Nationalism and equality

Federal vs. State Policy Comparison free essay sample

Comparison Laws and policies are written in different aspects of the criminal justice system. Some of these policies are written within the federal government and some are written on a smaller scale in the state government. The two seem rather simple to understand on the surface. The federal government handles the entire United States whereas the state government handles just what it says and that is within that specific state, such as New Jersey (N. J. ). The following paper will contain information which will compare and contrast the policies written from both types of governments and how they relate to the criminal justice system. There will be information on how these policies have been developed and how they are implemented. Some explanation will be given as to how offenders are prosecuted and how their level of court is decided upon by the prosecution. The severity of the crime is equal to the severity of the prosecution and then finally the sentencing. When the topic is criminal justice, there are four theories. Those theories are punishment, deterrence, incapacitation and rehabilitation. There is a belief that when sanctions for a crime are imposed, society will get justice and peace (Criminal Law Guide to Criminal and Penal Law, 1995-2010). Sentencing for a crime is the most prominent part of a trial, and when a defendant pleads guilty to their crimes, they look to the sentence they will be given. The defense lawyer will give their client the best and worst case scenarios when it comes to the sentence and even what the presiding judge will be likely to do (Wright, 2006). Wright (2006) explains â€Å"Because of remarkable growth in the reach of the federal criminal code over many generations, a huge potential overlap now exists between federal and state criminal justice. Especially for narcotics and firearms crimes, precisely the same conduct could lead to criminal charges in federal court, in state court, or both. † (para. 7). There is an estimate that state felony sentences are becoming more severe and those statistics are taken from the Bureau of Justice Statistics (BJS). There is more difficulty in determining the federal system estimates. Federal sentencing guidelines were born in 1987 after the decision in Mistretta v. United States. Time sentenced and time imposed were brought closer together. There was an increase of the amount of offenders sentenced to prison and the average time they served (Wright, 2006). There is a severity gap between federal and state prison sentencing. Prosecutors are able to pursue charges in whichever system they choose and this is because of the overlapping gap between the two prison systems. The choice between the two really does matter a great deal due to the gap (Wright, 2006). The gap is more visible when charges are similar to each other, such as crimes involving methamphetamine. For instance, a defendant who was charged with trafficking 50 grams of meth will be sentenced to anywhere from 70 months to 84 months in a North Carolina state prison, but in a federal prison could face anywhere from 120 months to life. The differences there are huge. A prosecutor looking to put the defendant away for a long time will likely look at getting the offender sent to the federal prison (Wright, 2006). The gap that is seen between the two prisons systems is not always that big of a gap. Federal manslaughter under the United States Sentencing Guidelines â€Å"were lower than the authorized sentences for manslaughter in many states for many years (treating the federal guidelines maximum as the highest â€Å"authorized† sentence)† (Wright, 2006). The federal prison system has grown much more quickly than the state prisons. In a span of 20 years, offenders that served time in a federal prison grew 286 percent as opposed to state offenders which grew only by 131 percent. Between 1987 and 2005 the growth of length in the federal prison terms grew by more than 100 percent (Wright, 2006). Certain crimes caused the federal prison system to grow more rapidly than the state counterparts. Those crimes include firearms charges as well as drug charges. Drug charges that result in federal prisons usually involve larger amounts of drugs held by more serious offenders with longer criminal histories (Wright, 2006). There is more work involved in getting someone tried in a federal court and therefore, the agents spend a large amount of time trying to find the best way with the most benefits to develop the trial. The less severe cases are then left up to the state prosecutors to ry. A federal prosecutor will consult informally with state prosecutors in the area who handle similar cases (Wright, 2006). The number of offenders who were sent to a federal prison went from 60 percent in 1989 to 86 percent in 2002, which is an increase of about one-third. This increase does not compare to the state courts which did not really move during the 1990’s when considering felony offend ers. There were 70 percent of felony offenders in 1992 compared to 69 percent in 2002. Not a big difference (Wright, 2006). Wright (2006) also explains that â€Å"In the federal system, the length of prison terms served almost tripled between 1987 and 1992, then pulled back a little between 1992 and 2002, leaving us with an overall federal increase of roughly 100 percent† (para. 6). Conclusion There is a big difference in the way state and federal issues are handled in the criminal justice system and at the same time, there are some similarities as well. Offenders can spend just as much time in a state prison as in a federal prison or they may end up serving more time in either one. Those decisions depend on many things like the judge presiding over the trial, the crime that the offender committed and the laws surrounding the crime that was committed. In the end, both types of prisons are needed. Some will house more serious offenders while the others will house less serious offenders but those who deserve prison time none the less. Both prison systems were created for different reasons and both are very important to the criminal justice system as a whole.

The Character of Peter Pan free essay sample

Have you ever dreamed of the place where you would never grow up, where you would never have to worry about your difficulties and live in happiness? The movie Peter Pan will bring you to that world. Peter Pan is a character created by Scottish novelist and playwright J. M. Barrie. It is about a mischievous boy Peter Pan who can fly and never grows up to live with his Lost Boys and fairies in the island of Neverland. And he likes to meet the children from the world outside. One day, he meets Wendy, a beautiful little girl in London and persuades her to come with him to Neverland. They have a great time until Hook, the leader of pirates, wants to kill Peter Pan to take over the Neverland. And at the end, Peter gives Wendy a first kiss and takes her back to her house because Wendy misses her family and wants to grow up just like other kids in her world. We will write a custom essay sample on The Character of Peter Pan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Peter Pan is sad but he knows he ought to let Wendy choose her own life and he makes a promise to visit her in the future. Being matured, many people wish to get back to their childhood to never grow up again. They dont have to worry about their lives and think too much to make theirs better. They Just lay around and have fun, scared of getting old and sick. But a wish is Just a wish; everyone will have to pass over their childhood and one chance to grow up only. So come with me, where dreams are born, and time is never planned. Just think of happy things, and your heart will fly on wings, forever, in Neverland. said Peter Pan to Wendy. Certainly, every kid will come when they can make their dreams come true and they will be kids forever. So will Wendy. She thinks Peter Pan and the Lost Boys are her good friends she ever has. The friendship of them comes strong when they ogether fght for their freedom toward Hooks. Everyone has a dream. At least when they are still kids, because children love to dream. Peter Pan is considered as a giver for children who want to achieve their dreams and live with happy things. One of the dreams that the kids make is to be able to fly. And Peter Pan told them to think of happy things, have the happy thoughts because happy thought make them fly easily. And by the help of fairy Tinkerbell, it is much easier. But the children have to leave their parents to fly to Neverland, the world of children. And who will take care of them? Who will feed them? They will never be able to take care of themselves or else because they are forever kids who dont know how to do anything except playing around and having fun anytime. And then they will start being bored and missing their parents. All of them who are kids want to be with their parents. The movie has expressed the picture of the boys who lost their family, came to live in Neverland. They have been told by Peter Pan and his fairy Tinkerbell to get away from the world outside and never grow up in Neverland. Although the kids will not grow up, they can die and can not age. They are not immortal. How sad when the children have no one to take good care of them. Especially Peter Pan, the most lost boy at all. The reason Peter Pan comes to Neverland is because he does not want to grow up and die and also his mother wants him to go to law school like his father. Then Tinkerbell comes and saves him by taking him to Neverland. Later, he comes back to visit his family and they have another baby, they forget about him. The director has also told us in he movie that some family dont care much for their children and because of that, not too late to change, but they need time to change at all. The friendship of Peter Pan and Wendy has grown up passionately when Tinkerbell is being Jealous that Peter Pan pays all attention to Wendy only. He forgets about Tinkerbell. But at the end, Tinkerbell understands why Peter does that. Just because Peter Pan never meets anyone like Wendy before, he thinks Wendy is his mother rather than a lover. Because Wendy knows how to take care of him and makes him happy. It shows more in the movie when Hooks uses Tinkerbell to catch Peter and his Lost Boys and of course Wendy. She has strengthened Peter Pan when he is getting hurt by Hooks and Peter from losing his flying power now can fly again and destroy Hooks and his pirates. Giving the peace back to Neverland and knowing how special Wendy is in his heart. Even though Peter Pan and Wendy live in two different worlds, but their heart always direct to each other no matter what. Peter will never grow up but Wendy. Barrie has done a great Job on Peter Pan novel. He lets the viewers know that some children they want their dreams to come true, but besides that, they still also want to live in their real world with their parents and their friends. The dream must affect the reality that what people are expecting at that period of time. Barrie characters Wendy as a nice girl who loves her family very much. So Wendy refuses to stay with Peter and brings her brothers back to their world with their parents. Not all the kids are the same; some of them Just like their family the best and understand the eaning of having a dream come true might have them to lose their family. In brief, this is one of the best movies for children and parents also. Kids never want to grow up because they think they will not have more fun when they are older. But the fact is that life of a human exists from birth, aged, sick and death naturally. Barrie has messaged us that we can be able to get away from the age for a certain time but we can not be immortal. We cant live forever. Peter Pan is characterized as a dream giver to those who want to live everlastingly. But he is also the one to take the dream receivers back to the reality, being normal kids. Peter Pan is totally different from other children, he refuses to be aged. He also represents for a number of children who lack the care of their family. They can be growing up themselves but they will have the same thought as they are young or old. They will not be matured. Barrie wants to point out so that mothers and fathers will know what they should do to take care of their children in the right way. They should know how to direct their kids on the path to the future successfully.

Experts Guide to the AP Literature Exam

Expert's Guide to the AP Literature Exam SAT / ACT Prep Online Guides and Tips If you're planning to take theAP English Literature and Composition exam, you'll need to get familiar with what to expect from the test. Whether the 2019 test date ofWednesday, May 8 is near or far,I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, howit's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in no time! AP English Literature: Exam Format and Question Types The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and excerpts of literature and also cogently communicate that analysis in essay form. Read on for a breakdown of the two different sections and their question types. Multiple Choice Section The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you. The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in translation. There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition test. I’ll break each of themdown here and give you tips on how to identify and approach them. "Tiny books carried by ladies" is not one of the question types. The 8 Multiple-Choice Question Types on the AP Literature Exam Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the â€Å"AP Course and Exam Description.† Reading Comprehension These are questions that test your ability to understand what the passage is saying on a pretty basic level. They don’t require you to do a lot of interpretation- you just need to know what is actually going on. You can identify these from words and phrases like â€Å"according to,† â€Å"asserting,† â€Å"mentioned,† and so on. Basically, words that point to a fairly concrete register of meaning. You can succeed on these questions by careful reading of the text. You may have to go back and re-read parts to make sure you understand what the passage is saying. Example: Inference These questions ask you to infer something- a character or narrator’s opinion, an author’s intention, and so forth- based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like â€Å"infer,† and â€Å"imply.† The key to these questions is to not be tripped up by the fact that you are making an inference- there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions- you need to know not just what a passage says, but what it means. Example: Identifying and Interpreting Figurative Language These are questions in which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by the phrase’s context in the passage- what is said around it? What is the phrase referring to? Example 1: Identifying Example 2: Interpreting Literary Technique These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions bywordslike â€Å"serves chiefly to,† â€Å"effect,† â€Å"evoke,† and â€Å"in order to.† A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? Example: Character Analysis These questions will ask you to describe something about a character. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters. This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than poetry ones. Example: Overall Passage Questions Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these byphrases like â€Å"in the passage,† and â€Å"as a whole.† To answer these questions, you need to think about the excerpt with a bird’s-eye view. What is the overall picture created by all the tiny details? Example: Structure Some questions will ask you about specific structural elements of the passage- a shift in tone, a digression, the specific form of a poem, etc.Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of any shifts- structural, tonal, in genre, etc- will be of key importance for these questions. Example: Grammar/Nuts Bolts Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about the fairly dry technique involved in having a fluent command of the English language. Example: That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section Section II of the exam is two hours long and involves three free-response essay questions- so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for each essay). The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt- and the final is an analysis of a given theme in a work selected by you, the student. Essays One and Two - Literary Passage Analysis For the first two essays, you’ll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development.One of the passages will be poetry, and one will be prose.You will be provided with the author of the work, the approximate date, and some orienting information (i.e. the plot context of an excerpt fromanovel). Sample Questions (from 20 Free Response Questions) Poetry: Prose: Essay Three - Thematic Analysis For the third and final essay, you’ll be asked to discuss a particular theme in a work that you select.You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any â€Å"work of literary merit.† So you DO have the power to choose which work you wish to write an essay about, but the key word here is â€Å"literary merit.† So no genre fiction! Stick to safe bets like authors in the list on pages 10- of the Course and Exam Description. (I know, I know- lots of ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and so on and so forth. You may well find academic designations of â€Å"literary merit† elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 20): As you can see, the list of works provided spans many different time periods and countries:there are ancient Greek plays (Antigone), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible), Shakespeare plays (The Merchant of Venice), 19th-century Russian lit (Crime and Punishment), and so on. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the other 55%. Each essay, then, is worth about 18%. As on other AP exams, your raw score will be converted to a score from 1-5. You don’t have to get every point possible to get a 5 by any means- but the AP English Literature test does have one of the lowest 5 rates of all APs, with only 5.6% of students receiving 5s in 2018. But how do you get raw scores at all? Multiple-Choice Scoring For the multiple-choice section, you receive a point for each question you answer correctly. There is no guessing penalty, so you should answer every question- but guess only after eliminating any answer that you know is wrong to up your chances of choosingthe correct one. Free-Response Scoring Scoring for multiple choice is pretty straightforward. However, essay scoring is a little more complicated. Each of your essays will receive a score from 0-9 based on the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for AP English lit (see â€Å"scoring guidelines†). While all of the rubrics are broadly similar, there are some minor differences between each of them. I’ll go over the rubrics now- both what they say and what they mean for you. Poetry Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the poem in a variety of ways (i.e. your analysis of the poem is thorough). Your essay is particularly well-written and well-organized. You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. 7-6 These essays reasonably address the assigned task. They are less thorough or less precise in the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt, but your analysis is not as complete or convincing as a 9-8 essay. You do make specific references to the poem and your writing is clear and effective, but not necessarily masterful. 5 These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. 2-1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt. Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Prose Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and well-organized. A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. 7-6 These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in your analysis. You do reference specific moments in the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level. You rely too much on summary or paraphrase of the text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and has little textual support. A 3 essay significantly misinterprets the passage and/or is very poorly written. 2-1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task. It may be very short or repeatedly misinterpret the passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Student Choice Rubric Score What the College Board Says What it Means 9-8 These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to the work as a whole. Using apt and specific textual support, these essays address all parts of the prompt. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case- with lots of evidence- in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an 8. 7-6 These essays offer a reasonable analysis of the work of the assigned theme and how it relates to the work as a whole. These essays address all parts of the prompt. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although these essays display an attempt to address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused. 4-3 These lower-half essays fail to adequately address the assigned task. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the chosen work and/or is very poorly written. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is focused onhow your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in 40 minutes peressay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam There are several things you can do to hone your skills and best prepare for the AP Litexam. Read Some Books, Maybe More Than Once One of the most important things you can do to prepare yourself for the AP Literature and Composition exam is to read a lot, and read well. You’ll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of â€Å"notable authors† on pages 10- of the â€Å"Course and Exam Description.† In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to write a strong student choice essay. You should know the plot, themes, characters, and structural details of these 4-5 books inside and out. See my AP English Literature Reading List for more guidance. Read (and Interpret) Poetry One thing students may not do very much on their own time, but that will help a lot with exam prep, is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language. When you think you have a grip on basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to identify which techniques the author is using and why they are using them. You’ll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on steering clear of close-reading â€Å"pitfalls.† And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide. There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Learn Literary and Poetic Devices You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: About.com Literary Glossary Literary-Devices.Com list, which even has examples! Practice Writing Essays The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of course should use the College Board’s released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Take Practice Tests Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and experience. You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. AP Literature Test Day Tips Here are my top six tips for taking the exam: #1: On the multiple-choice section, it’s to your advantage to answer every question. If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of guessing the correct one. #2: Don’t rely on your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at the passage! #3: Interact with the text- circle, mark, underline, make notes, whatever floats your boat. This will help you retain information and actively engage with the passage. #4: This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout. #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to answer. This way you’ll be able to get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. Key Takeaways The AP Literature exam is a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays- one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Raw scores are converted to a score from 1-5. Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student-choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Be sure also to outline your essays before you write them! With all this mind, you’re well on your way to AP Lit success! What's Next? If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to the US History Exam,to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of AP courses and exams. Looking for practice exams? Here are some tips on how to find the best AP practice tests. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Verbification at Work

Verbification at Work Verbification at Work Verbification at Work By Maeve Maddox Trudy Ripka writes I have come across recipes which are made into healthier versions of the original.   My problem is accepting the word HEALTHIFIED.   There is a particular site which uses this and a lot of the readers dislike the term; I am included.   This could be a case of verbing adjectives. Whatever we call it, something is going on. Apparently just about any word can be turned into an -ify verb and then back-formed into a -tion noun. healthify and healthification: â€Å"Healthified† Fluffy Orange Fruit Dip â€Å"Healthified† Chicken Pot Pie `Healthification and the Promises of Urban Space Fit or Fad: The Healthification Of Starbucks Foodstuffs greenify and greenification: Greenify for Better Business 5 Ways to Greenify Your Home How have you greenified your home? The Greenification of Walmart friendify and friendification: Youll now receive a Friendifcation Notification. . . when a member adds you to their friends list. our current MySpace policy is to friendify anyone with an interesting looking avatar . . . If you get friendified by someone you dont know, its probably because you have a cool avatar. blogify and blogification: Creativity Has Now Been Blogified So we have blog-this and blog-that, basically everything has been blogified . . . blogify: To dramatize or overexaggerate. To describe otherwise bland subjects in a horribly depressing and/or dramatic manner. To make dreary . . . Urban Dictionary I’m wondering when the schools are going to get around to grammifying their students. I’d say that a little grammification is in order. Joking aside, use drives usage. When a word is felt to meet a need by a large number of speakers, it will find a place in the language. The word gentrification, for example, has won acceptance with the meaning The process by which an (urban) area is rendered middle-class. OED The fate of these new -ify verbs is uncertain. Many of the writers who are using them are uncomfortable enough to enclose them in quotation marks. Writers and speakers who don’t want them to catch on can choose not to use them. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:"Based in" and "based out of"When to Form a Plural with an Apostrophe10 Terms for the Common People

Lawyer regulations in Saudi Arabia Essay Example | Topics and Well Written Essays - 2000 words

Lawyer regulations in Saudi Arabia - Essay Example The result of those events has made it necessary for the Saudi legal market to find ways to develop the profession and promote it. One such method was to create a law that discussed professional partnerships, which included all kinds of professions, whether it was lawyers, doctors, or engineers. In an explanatory note for the laws of professional companies, 4 issued by the Bureau of Experts, the Council of Ministers stated: â€Å"the difficulties surrounding individual professionals are many.† As such, it’s better for clients to deal with a group of professionals than to find themselves in front of a team of specialists at a high level of achievement.5 However, the legal profession and lawyer’s regulations in Saudi Arabia have gone through many stages 6 until the law has evolved into in the form that we see today.7 The present Saudi Code of law practice was released under the Royal Decree No. M/38, dated 15 October, 2001, and under the Council of Ministers Resolu tion, No. ... tThe Saudi Code of Law practice, article 10, states: â€Å"a professional partnership for practicing law may be formed by two or more of the lawyers whose names are registered in the list,8 but is subject to the requirements of the professional partnerships law.† The legislature here did not refer to the company law as the law that governs the relationships between partners, but points out the law of professional partnerships. The legislature made the differences very clear by stating that â€Å"it is appropriate to subject professional firms to the provisions of the General Partnership, organized by Title II of the Companies Law, where professional firms are â€Å"civilian companies† in their nature, as working in liberal professions does not make them merchants.† Thus, the differences are obvious between civil companies and commercial companies, either in their formality or substantively standards.9 So, a law firm partnership is governed by the Law of Professio nal Partnership and not the Company Law. Thus, the next topic will be devoted to discussing the Law of Professional Partnerships in regards to the provision of professional partnerships legality. 2. The Saudi law of Professional Partnerships a. General The law of Professional Partnerships considers a partnership between lawyers to be a civil company. Therefore, it is necessary to discuss what a civil company is before covering the partnership legalitypersonality under the Saudi law of Professional Partnerships. b. What is a Civil Company? i. Terminology: The best English translation for a civil company is a â€Å"Professional Partnership.† In French it is known as â€Å"societe civile professionnelle†

Chinas Economy Assignment Example | Topics and Well Written Essays - 750 words

Chinas Economy - Assignment Example The military power, technological advancement and the currency of China have drastically improved over the past years, which is a sign of economic dominance. These aspects of the economy combined with the fast growth are likely to surpass those of the United States. According to IMF, THE CHINESE ECONOMY GREW BY AN AVERAGE OF 9.6 PERCENT PER YEAR BETWEEN 1990 AND 2010 (Babones, 2011). This projection indicates that China has one of the fastest growing economies in the world. The country survived the global financial crisis of 2008 and managed to expand its economy, which indicates real economic supremacy. CHINAS ECONOMY HAS BEEN TRANSFORMED BY SUCCESSIVE WAVES OF ECONOMIC REFORM (Naughton, 2007). Market transition has led to a market economy dominated by exports and multi-national firms. The country has managed to dismantle the command economy and decentralize the effects of communism in order to create a market economy and empower the rural people. This has created a fair playing gro und for market participants, which has extended to the international market. This has led to the sudden rise of China as a global trading center and several investors have invested in Chinese firms. ECONOMIC REFORMS HAVE FAVORED FOREIGN INVESTMENT, WHICH HAS ALLOWED FOREIGN FIRMS CLAIM A SHARE OF INDUSTRIAL EXPORTS (Gilboy, 2004). The government has also been instrumental in supporting the private sector by giving private companies access to capital, technology, and markets. This has improved the output from these firms and their contribution to the country’s GDP, which has strengthened Chinas’ economy. OVER THE PAST 30 YEARS, CHINA HAS EXPERIENCED THE GREATEST AND MOST RAPID REDUCTION OF EXTREME POVERTY (Katz, 2008).The country has improved the living condition of the poorest people in the country and reduced poverty levels. The continuing growth rate has improved the living conditions of the Chinese people, which have supported economic supremacy of the country. THE RAPID ECONOMIC GROWTH HAS IMPROVED THE ECONOMIC WELL-BEING OF THE CHINESE PEOPLE AND ALTERED THE STRUCTURE OF THE SOCIETY (Pei, 2006). The economy is less state-centered as was the tradition, which has enabled the country consume much of its products by improving the living condition of the population. Chinese citizens have improved their access to information through telephones and televisions. These have improved the communication and transport industries in the country, which are some of the rapidly growing industries in the country. The contribution of these industries in the country’s GDP has helped improve the economy and expansion into the global economy. China has experienced high levels of savings and investment, which has contributed to the rapid economic growth. INVESTMENT RATES IN CHINA ARE MUCH HIGHER THAN IN OTHER COUNTRIES WITH COMPARABLE LEVELS OF PER CAPITA INCOME (CSIS, 2006). This has enabled the growth of per capita stock that has facilitated the transitio n from agricultural labor to the modern sector. The investment into the modern sector has introduced a center for a new labor force that has improved the output from the sector. FACTORS OF PRODUCTION SUCH AS LABOR AND CAPITAL HAVE CONTRIBUTED TO CHINA’S ECONOMIC GROWTH (Angang, 2011). The savings from the labor force have improved the purchasing power of the population. Direct investments in the country have improved capital formation that has helped the citizens improve their savings and their purchasing power. This has helped improve the country’s GDP and its competing abilities with superpowers such as USA. ASIA’S PRODUCTION ASSEMBLY HAS ATTRACTED SEVERAL INVESTORS FROM

Family life Essay Example for Free

Family life Essay Family life is full of challenges, but when we make wise choices, it is also rewarding. Family Life includes dozens of practical units on human development (childhood, teen years, adulthood, and aging), and living in a family (couple relationships, parenting, strengths, connections). All of these materials are intended to help you make choices that will make your family life more effective and satisfying. Family Life. A family is a household of people related by blood or marriage. More specifically, we can define a family as husband and wife (or one parent), with or without never-married children, living together in the same dwelling. A household may contain more than two generations of people. The family is the foundational institution of society ordained by God. It is constituted by marriage and is composed of persons related to one another by marriage, blood or adoption. A safe haven in which family members esteem and honor one another. A place where words and actions communicate value and respect to everyone, young and old. A reliable sanctuary where each person receives grace unconditional acceptance and extravagant generosity with no strings attached. A place where a person finds others available, attentive, and emotionally connected to them. A community of celebration, laughter, and play. A safe haven where family members can let their hair down, reveal themselves fully, and know one another intimately. Family roles are the recurrent patterns of behavior by which individuals fulfill family functions and needs. Individual members of families occupy certain roles such as child, sibling, grandchild. Along with roles come certain social and family expectations for how those roles should be fulfilled. For example, parents are expected to teach, discipline, and provide for their children. And children are expected to cooperate and respect their parents. As family members age, they take on additional roles, such as becoming a spouse, parent, or grandparent. A person’s role is always expanding or changing, depending upon his or her age and family stage. Individuals within a family have both instrumental and affective roles to fulfill. Each serves an important function in maintaining healthy family functioning. Instrumental roles are concerned with the provision of physical resources (e.g., food, clothing, and shelter), decision-making and family management. Affective roles exist to provide emotional support and encouragement to family members. Both sets of roles must be present for healthy family functioning. In addition, families must also consider issues of roles allocation and accountablility. Communication is the way you let other people know about your ideas and feelings. It is much more than the words you say. It is what you say, how you say it, why you say it, when you say it, and what you don’t say. It is your facial expression, your gestures, your posture, and your vocal tones. Good communication isn’t something that just happens between members of strong families; they make it happen. Good family communication involves being both an active listener and a thoughtful speaker. In this way children can see how to communicate well and how to have more control of their lives. A good man leaveth an inheritance to his childrens children: and the wealth of the sinner is laid up for the just. Proverbs 13:22 The Bible speaks often about leaving an inheritance for our children not necessarily as a command, just as prudent advice. Applying this principle to material things, it is easy to see how helpful it would be to have the parent generation jump-starting their childrens generation with sound financial teaching and the means for them to start their own families with tangible goods rather than debt. This second generation will then, in turn, be able to help the third generation so much more, and so on. I am not talking about amassing and hording money. Rather, I was thinking along the lines of how in the old days, families would pass part of their land on to each of their children, and help them build a house/farm on it, or how the family business would be passed down from father to son for generation after generation. The lines are fallen unto me in pleasant places; yea, I have a goodly heritage. Psalm 16:6 Regardless of your financial standing, this same principle can be applied to the spiritual realm, which is also infinitely more important than the physical/material. The testimonies have I taken as an heritage for ever: for they are the rejoicing of my heart. Psalm 119:111 When we think about the importance of passing on to our children a heritage of godliness, living a life that strives to be in line with Bible principles becomes a much more urgent responsibility.

“Our Top Story”: Analysis of News Conventions in the NBC Nightly News E

News broadcasts have been a staple in the lives of many long before the invention of the television. As technology changed, the place of the newscaster shifted from the radio to the television screen. These earliest years of television news did not adhere to the same conventions as the modern newscast. Moving from radio to television as the major source of broadcast news brought on new challenges. In order to do so, networks were forced to experiment with how stories and new anchors would be presented to their television audiences (Conway, 2007). Newscasters who were once popular among audiences could no longer be certain that this popularity would remain. Audiences who had once been captivated by the voice of an unseen man being transmitted over the airwaves were beginning to lose interest watching a man, eyes down, reading prepared lines from a card (Conway, 2007). It became apparent that the format so often used for radio newscast would no longer be sufficient when applies to a visual medium like television. As years went by, television networks began trying new ways to captivate their audiences once more. In this early period of news broadcasting many of today’s familiar conventions would be developed often times through experimentation. The use of graphics, video footage, images and other visual aids to the anchor on set were all developed in some of the earliest years of television news (Conway, 2007). These developments could then be employed as supplementary additions to the anchors delivery of the news and give the audience something more to view on their screen. The use of visual aids allowed for newscasts to features instances â€Å"where the newscaster appeared on camera, other times his voice guided the viewer ... ...asey, N., Calvert, B., French, L., & Lewis, J. (2008). Television studies: The key concepts. (2 ed., pp. 183-189). New York, NY: Routledge. Conway, M. (2007). A guest in our living room: The television newscaster before the rise of the dominant anchor. Journal of Broadcasting & Electronic Media, 51(3), 457-478. Engstrom, E., & Ferri, A. J. (1998). From barriers to challenges: Career perceptions of women tv anchors. Journalism & Mass Communication Quarterly , 75(4), 789-802. NBC news (producer). (2013, February 8). NBC nightly news [video file]. Retrieved from http://www.youtube.com/watch?v=p1LS7zthsHc NBC news (producer). (2013, February 22). NBC nightly news [video file]. Retrieved from http://www.youtube.com/watch?v=X1sEkQj2jWc NBC news (producer). (2013, September 30). NBC nightly news [video file]. Retrieved from http://www.youtube.com/watch?v=kT_Pl7LjVow

Nickel and Dimed

As the main objective of this experiment was to determine that it is practically impossible for a low skilled and low-wage female worker and a single mother to earn enough money in order to get proper lodging, fulfill necessary needs and support her children, the outcome of her experiment in her own perspective was quite positive and satisfactory. Ehrenreich spend one month in three different cities of the United States to determine the workplace conditions, wages, behavior of the employers regarding the low-wage and low skilled employees and she was successful in finding out with a nearly real life experience that’s why she was satisfied with her experience and find herself as an above average low skilled worker. The experiment undertaken by Ehrenreich was extremely successful in her own perspective because she eventually found out what she intended to. As she has discussed in her last chapter â€Å"The Evaluation† that all the three case studies explicitly reveal that it is extremely difficult for a low-wage worker to find proper lodgings with the current level of wages in the country. She also found out that a single job is never enough for a low skilled worker to earn enough money in order to meet his/her end meets. Moreover the employers behavior is also highly disparaging. The employers use wicked techniques to keep the wages as low as possible and keep the employees in constant pressure so that they never get organized against their unfair treatment. (Ehrenreich) All these things make the life of a low-wage worker extremely difficult and demanding. According to her evaluation in all the three cities the rate of housing surpassed the wages of the low-income employees making it virtually impossible to get proper lodgings. (Ehrenreich) So by keeping in mind that her objective was to finding out that it is impossible for a low-income wageworker to get proper lodgings and meet end meets, her experiment was extremely successful in her own perspective also. She can certainly said that she has met the objectives of her experiment as she has found out that lowest 20% of the workforce of the U.S. economy is in extremely difficult condition and their problems are so severe, so complex that it is also extremely difficult for them to overcome these problems or find better jobs even if they exist in their surroundings. (Ehrenreich) Her main objective was to determine the difference between the lives of the high paid and low-wage workers, and that most of the needs of the high paid labor is met by the low paid and unskilled labor. In my own perspective the experiment carried out by Ehrenreich was highly successful. She presented us the true picture of the low-income Americans’ lives and helps us realize the severity of the problems the low-income labor force faces during their jobs and in their workplace. She gives the living proof of the reality that it is virtually impossible for a low-wage worker to survive in these conditions and find a shelter for himself, especially if the worker is a single mother and she has to provide food and support to her siblings also. Thus the outcome of this experiment clearly indicates of its success. She proved that the employers’ exploit is so extreme in nature that even the shortage of the labor does not compel them to raise the wage, i.e. universal economic rules do not apply for these low-income labor. (Ehrenreich) As a learned member of society I can use the knowledge of this book by making people realize that the so-called claim of a prosper and welfare America is just a bluff and a slogan which only depicts the external shine and wealth of the corporate America. While in the deep there are certain levels of the American economy and workforce, which suffers as much as any other workforce in a third world and developing country. We can use this book and the outcome of this research in order to find the solution, which will help us to eradicate the deprivation of the low-income workforce at the bottom of the U.S. economy. We can use this book to increase the awareness of the people about the sufferings of the low-income workers. We can use this knowledge to disclose the persecution of the corporate sector of their low-income employees and to persuade the employers to behave more humane with their low-income employees and make the workplace a better place for them and raise their wages to a level which would practically make it possible for them to meet their end needs, but also to go ahead. The overall output of the experiment of Ehrenreich and the tone of the language of last chapter evaluation clearly indicates that the experiment was a complete success in the view of the author and she thinks that she has finally determined what she has sought through out her 3-month expedition. She finally came with the living proof of what she initially claimed that it is virtually impossible for a low-skilled and low-income wageworker to earn enough money, by which they can get proper housing and meet their end meets and support their dependants like siblings or get medical treatment even when their lives and health is at stake. The book is a complete success in a reader’s perspective become it creates awareness of this unfair practice of the employers of the corporate America, who continue to insist on exploiting the low-wage workers and deprive them not only of their end needs but also from any prospect of getting ahead. Thus this book and the research in it is an important and helpful knowledge regarding the unfair class structure in the American Society. Works Cited Ehrenreich, Barbara. â€Å"Nickel and Dimed: On (Not) Getting By in America.† Holt Paperbacks. May 1, 2002.                                                                      Nickel and Dimed Nickel and Dimed, written by Barbara Ehrenreich has been published in 2001 for the first time. This book explains and describes the condition of the working poor in United States in the 21st century. To write this book the author who is a well-known journalist at the New York Times decides to experience being a low-wage worker for a few months. She gives up her middle class life to become and live as a working poor. The author establishes a few rules at the beginning of her challenge such as not to go hungry or always having a car. But, except for those few exceptions she decides to go through the same life as her new coworkers. She starts her experience in Florida then she goes to Maine and finally to Minnesota. Therefore, Nickel and Dimed describes the experiment and the troubles Ehrenreich had to go through while she was a working poor. She particularly accentuates on how humiliated and how ashamed people are of being poor. Shame and humiliation are essential themes of this book are explained and described through different ways such as the fact that poor people are invisible or not respected in their jobs or not able to talk freely, or mistreated by their manager even if they are sick. First of all, the author explains that the poor are invisible and how they feel about it. â€Å"Maids as an occupational group, are not visible, and when we are seen we are often sorry for it† (99). The feeling of invisibility is normally one of the worst feelings that a human being should feel. But according to Ehrenreich, the maids feel relieved when they are not seen. Other people are looking at them as stupid people. They do not fit in the society. In fact, nowadays a person who does not use their brain in their work is not respected by others or by the upper classes. Holly, Ehrenreich’s coworker and friend, describes in chapter two the mean and negative remarks people did to her when they know that she is a maid. She said, â€Å" We’re nothing to these people† (100). Therefore, the poor are invisible in this society where the intellectual skills are valuable. They feel better when they are not noticed because they prefer to avoid the mean remarks from other. But, feeling invisible in their everyday life is a shame. They are human beings who need to be considered by others and integrated in a group to socialize as everyone else. Second of all, readers understand that low-wage workers are not respected in their job and this starts at the hiring process. While Ehrenreich tries to be hired at Wal-Mart in chapter three she explains that she has to go through psychological and drug tests. The first test is not supposed to affect the decision of the managers but in fact it does. Roberta, her coworker â€Å"takes it off to another room where, she says a computer will ‘score it’. After about ten minutes, she’s back with alarming news: I’ve gotten three answers wrong† (240). Corporations start to lie to their employees before hiring them. Low wage people as B. Ehrenreich are not hired because of their quality or personality. The relation between the employees and them is a computer. The corporation does not consider them. Working poor could be compared as animals that pass or fail a test before being bought. Those workers lose their self-esteem because of the lack of consideration they receive in their jobs. It is a perpetual humiliation to feel ignore by everyone. Third of all, Ehrenreich describes how employees are not allowed to talk to the customers. For example, when the author works at Hearthside her manager tells her, â€Å"No chatting for you, girl. No fancy service ethic allowed for the serfs. Chatting with customers is for the good-looking young college-educated servers in the downtown capriccio and ceviche joints, the kids who can make $70-$100 a night† (35). And Ehrenreich explains that she was not also allowed to talk to her coworkers while she was at Wal-Mart of certain subjects. And if she did, she could be fired. But, forbidding people to talk about certain subjects or to discuss with some of their coworkers is a violation of the fundamental rights. In the author’s experiences, readers understand that she has lost her humanity because freedom of speech is one of the fundamental rights that is expressed in the Universal Declaration of Human Rights that was established in 1945 by the United Nations. Speaking is an advantage of men because we are the only species who can communicate. Losing this advantage makes the person feel like she is not even human anymore. He loses all his self-esteem and feels humiliated. Finally, Ehrenreich shows how the health of people is not respected in the low wage class. While the author works at The Maids we have the perfect description of this kind of humiliation because her manager â€Å" Ted doesn’t have much sympathy for illness, though; one of our morning meeting was on the subject of ‘ working through it’ †(87). He mistreats the author’s friend and coworker, Holly who is pregnant and has to work to survive because she does not have any money. But Ted forces her to work in terrible conditions. Holly cannot take a real lunch break or a few days of vacation to rest even if she is extremely sick and tired because of her pregnancy. And if she takes her break without her manager’s approval she could be fired. She appears like a slave who is forced to do every task her manager assigns her even if Ted does not pay attention to the fact that she is sick. Therefore, Ehrenreich has to stand up and fight for her friend to have the permission to take a day off. But Ted would let a woman works even if he knows that she is about to be taken to the ER. I believe that a person who is sick cannot be forced to fight against her body. Unhealthy people should be helped and not used as slaves. Therefore, this episode underlines how humiliating it is for a sick person to be forced to work. Holly in this episode becomes an animal who has to work even if she is physically unable to. Working poor are not only having money problems they also have to go through humiliation and shame in their everyday life. Trying to modify their social status is almost impossible when we understand how they are treated. They lose their self-esteem and do not trust themselves anymore. Therefore, they will not even try to change jobs. They are stuck in their own conditions. They are not considered as humans in their job. The low-wage workers are unsocialized because of their wages and are mentally destroyed by their managers. Barbara Ehrenreich describes their situation in this book through her own experience to inform the world of their situation. In the 21st century in a country like United States, which is supposed to be the most powerful nation in the world, citizens cannot accept that others are treated like that. Low-wage workers need to be respected. Nickel and Dimed Nickel and Dimed, written by Barbara Ehrenreich has been published in 2001 for the first time. This book explains and describes the condition of the working poor in United States in the 21st century. To write this book the author who is a well-known journalist at the New York Times decides to experience being a low-wage worker for a few months. She gives up her middle class life to become and live as a working poor. The author establishes a few rules at the beginning of her challenge such as not to go hungry or always having a car. But, except for those few exceptions she decides to go through the same life as her new coworkers. She starts her experience in Florida then she goes to Maine and finally to Minnesota. Therefore, Nickel and Dimed describes the experiment and the troubles Ehrenreich had to go through while she was a working poor. She particularly accentuates on how humiliated and how ashamed people are of being poor. Shame and humiliation are essential themes of this book are explained and described through different ways such as the fact that poor people are invisible or not respected in their jobs or not able to talk freely, or mistreated by their manager even if they are sick. First of all, the author explains that the poor are invisible and how they feel about it. â€Å"Maids as an occupational group, are not visible, and when we are seen we are often sorry for it† (99). The feeling of invisibility is normally one of the worst feelings that a human being should feel. But according to Ehrenreich, the maids feel relieved when they are not seen. Other people are looking at them as stupid people. They do not fit in the society. In fact, nowadays a person who does not use their brain in their work is not respected by others or by the upper classes. Holly, Ehrenreich’s coworker and friend, describes in chapter two the mean and negative remarks people did to her when they know that she is a maid. She said, â€Å" We’re nothing to these people† (100). Therefore, the poor are invisible in this society where the intellectual skills are valuable. They feel better when they are not noticed because they prefer to avoid the mean remarks from other. But, feeling invisible in their everyday life is a shame. They are human beings who need to be considered by others and integrated in a group to socialize as everyone else. Second of all, readers understand that low-wage workers are not respected in their job and this starts at the hiring process. While Ehrenreich tries to be hired at Wal-Mart in chapter three she explains that she has to go through psychological and drug tests. The first test is not supposed to affect the decision of the managers but in fact it does. Roberta, her coworker â€Å"takes it off to another room where, she says a computer will ‘score it’. After about ten minutes, she’s back with alarming news: I’ve gotten three answers wrong† (240). Corporations start to lie to their employees before hiring them. Low wage people as B. Ehrenreich are not hired because of their quality or personality. The relation between the employees and them is a computer. The corporation does not consider them. Working poor could be compared as animals that pass or fail a test before being bought. Those workers lose their self-esteem because of the lack of consideration they receive in their jobs. It is a perpetual humiliation to feel ignore by everyone. Third of all, Ehrenreich describes how employees are not allowed to talk to the customers. For example, when the author works at Hearthside her manager tells her, â€Å"No chatting for you, girl. No fancy service ethic allowed for the serfs. Chatting with customers is for the good-looking young college-educated servers in the downtown capriccio and ceviche joints, the kids who can make $70-$100 a night† (35). And Ehrenreich explains that she was not also allowed to talk to her coworkers while she was at Wal-Mart of certain subjects. And if she did, she could be fired. But, forbidding people to talk about certain subjects or to discuss with some of their coworkers is a violation of the fundamental rights. In the author’s experiences, readers understand that she has lost her humanity because freedom of speech is one of the fundamental rights that is expressed in the Universal Declaration of Human Rights that was established in 1945 by the United Nations. Speaking is an advantage of men because we are the only species who can communicate. Losing this advantage makes the person feel like she is not even human anymore. He loses all his self-esteem and feels humiliated. Finally, Ehrenreich shows how the health of people is not respected in the low wage class. While the author works at The Maids we have the perfect description of this kind of humiliation because her manager â€Å" Ted doesn’t have much sympathy for illness, though; one of our morning meeting was on the subject of ‘ working through it’ †(87). He mistreats the author’s friend and coworker, Holly who is pregnant and has to work to survive because she does not have any money. But Ted forces her to work in terrible conditions. Holly cannot take a real lunch break or a few days of vacation to rest even if she is extremely sick and tired because of her pregnancy. And if she takes her break without her manager’s approval she could be fired. She appears like a slave who is forced to do every task her manager assigns her even if Ted does not pay attention to the fact that she is sick. Therefore, Ehrenreich has to stand up and fight for her friend to have the permission to take a day off. But Ted would let a woman works even if he knows that she is about to be taken to the ER. I believe that a person who is sick cannot be forced to fight against her body. Unhealthy people should be helped and not used as slaves. Therefore, this episode underlines how humiliating it is for a sick person to be forced to work. Holly in this episode becomes an animal who has to work even if she is physically unable to. Working poor are not only having money problems they also have to go through humiliation and shame in their everyday life. Trying to modify their social status is almost impossible when we understand how they are treated. They lose their self-esteem and do not trust themselves anymore. Therefore, they will not even try to change jobs. They are stuck in their own conditions. They are not considered as humans in their job. The low-wage workers are unsocialized because of their wages and are mentally destroyed by their managers. Barbara Ehrenreich describes their situation in this book through her own experience to inform the world of their situation. In the 21st century in a country like United States, which is supposed to be the most powerful nation in the world, citizens cannot accept that others are treated like that. Low-wage workers need to be respected.

Abnormal psychology/depression Essay

Serotonin – A neurotransmitter involved in mood, sleep, appetite, and impulsive and aggressive behaviour. Definitions taken from www. allpsyc. com/dictionary If a person’s serotonin is too low it then results in depression. All three neurotransmitters must work together on an even level in order for the brain to function properly. It has been proven through autopsy results that low serotonin is apparent in a depressed person. However, this does not prove weather depression causes the serotonin level to drop or if low serotonin causes depression. Sigmund Freud described depression as a human response to loss. The psychodynamic approach to depression explains that the feelings of an adult reflect on the experiences of a child. If for example a child suffers the loss of their mother during childhood, this results in adult depression. Freud also argued that depression relates to early relationships with parents. Hostile feelings towards the parents are redirected towards the self resulting in hatred of the self. Feelings of depression can arise from lack of affection and love during childhood. Trauma of a child re-emerges in adulthood in the form of depression. According to Freud, the conscious and unconscious parts of the mind can come into conflict with one another, producing phenomena called repression (a state where you are unaware of having certain troubling motives, wishes or desires but they influence you negatively just the same). In general, psychodynamic theories suggest that a person must successfully resolve early developmental conflict in order to overcome repression and achieve mental health. Mental illness, on the other hand, is a failure to resolve these conflicts. Abraham in 1911 suggested that depression was the result of the anger felt towards a rejected loved one. The psychodynamic approach to depression is supported by the point that childhood loss predicts later vulnerability to depression. A cognitive approach to depression, suggest that depression is a state of mind. A person becomes depressed because of the way they think and feel. Cognitive – behaviour theory is different to that of Seligman and Abramson’s ‘hopelessness theory’ which suggests that people learn from childhood that they are powerless to control what becomes of them, as a result adults become passive and helpless. Beck in 1991 developed the cognitive – behavioural theory of depression. He argued that depression stems from negative thinking. â€Å"Depressed people suffer from a cognitive triad of negative beliefs about themselves, their future and their past experiences. † Giles B (2002:108) A cognitive triad of negative thinking: A negative view of the self A negative view of the world A negative view of the future Beck suggested that people who are prone to depression have developed a ‘self-critical’ and negative way of thinking and feeling towards themselves. Beck believes that negative thinking starts in childhood and is a result of been brought up by critical negative parents with whom the child identifies. Beck suggested that as a result of these early experiences the child develops into adulthood with a negative self schema. Both cognitive and psychodynamic approaches to depression suggest the childhood experience is the route of depression. Freud’s theory suggests that depression is a result of the loss of a mother or perhaps a negative upbringing, Beck suggested almost the same as he suggested that a negative family encourages a person to become depressed. Both theories’ hold the majority of responsibility on the upbringing of a child. However, if this as the case, all children in negative households would then become depressed. Freud’s research on depression was limited due to the year of study. At the time in history it was the norm for a family to be cared for by the mother. This is not always the case in today’s society, given this would children having suffered the loss of a father also suffer depression in adulthood. Biological theories do appear to have an influence on depression. Twin studies and family studies do demonstrate likelihood that depression is genetic. However, genes alone do not cause depression; if this was the case then every child born into a depressive family would there for become depressed. This suggests that depression does have a link with genetics but it also needs other aspects to initiate depression. Beck’s theory of depression has it’s strengths as it is supported by a large amount of research indicating that depression is in fact influenced by negative thinking. However, is negative thinking the cause of depression or is it depression that causes a person to think negatively? If depression causes a person to think negatively is it then that depression is a result of chemical conflict? Serotonin levels must remain on an even level to enable a person’s mood to stay stable. Serotonin levels drop in that of a depressed person. Yet it is unknown whether a low serotonin level causes depression or weather depression causes a low serotonin level. It remains unknown weather depression is in fact a result of biological factors or psychological factors. Each person suffers from depression in their own way. There is evidence to suggest that depression runs in families, but a family free from depression can have a depressed person amongst them. A happy family home, with two loving parents can also have a depressed child. In conclusion to this assignment, what causes depression? Given the research , evidence and the limitations of the theories surrounding depression it becomes fair to say that depression holds many reasons and is not only influenced by one factor and can in fact be a result of many. BIBLOGRAPHY M Birchwood & C Jackson (2001) CLINICAL PSYCHOLOGY modular course schizophrenia East Sussex Psychology Press M Cardwell et al (2001) PSYCHOLOGY for A2 Level Hammersmith HarperCollins Publishers Limited J Cullberg (2006) PSYCHOSES An integrated perspective London Routledge C Frith & E Johnstone (2003) SCHIZOPHRENIA a very short introduction London Oxford University Press B Giles (2002) ABNORMAL PSYCHOLGY Rochester Grange Books plc R Gross (2001) PSYCHOLOGY The science of mind and behaviour London Hodder and Stoughton. S Moore (2002) SOCIAL WELFARE ALIVE third edition Cheltenham Nelson Thornes Ltd www. abnormalpsy. org/disorderlinks/depression 20/03/2008 www. bbc. co. uk/health/conditions/depression1. shtml 20/03/2008 www. bupa. co. uk/ 20/03/2008 www. clinical-depression. co. uk 22/03/2008 www. depressionalliance. org 22/03/2008 www. depression-therapist. co. uk 20/03/2008 www. fightingdepression. co. uk 20/03/2008 www. mind. org. uk 22/03/2008 www. mentalhealth. org. uk 22/03/2008 www. mentalhealthproject. com/ 20/03/2008 www.nhsdirect. nhs. uk/article 20/03/2008 www. overcomedepression. co. uk 22/03/2008. REFERENCE M Cardwell et al (2001) PSYCHOLOGY for A2 Level Hammersmith HarperCollins Publishers Limited J Cullberg (2006) PSYCHOSES An integrated perspective London Routledge B Giles (2002) ABNORMAL PSYCHOLGY Rochester Grange Books plc www. abnormalpsy. org/disorderlinks/depression 20/03/2008 www. bbc. co. uk/health/conditions/depression1. shtml 20/03/2008 www. fightingdepression. co. uk 20/03/2008 www. nhsdirect. nhs. uk/article 20/03/2008.

Assessing The Issue Of Child Protection Social Work Essay Essay Example

Assessing The Issue Of Child Protection Social Work Essay Essay Example Assessing The Issue Of Child Protection Social Work Essay Essay Assessing The Issue Of Child Protection Social Work Essay Essay ( Ferriter, 2005, p.369 ) . It could take the Church some clip to mend the trust it abused. However it might be prudent to observe that the huge bulk of Priests or Gardai were non involved in the sexual maltreatment dirt. It would besides be appropriate to indicate out that the Catholic Church does set about to work for the good of and with immature people, through church administrations like the Catholic Youth Council ( CYC, 2009 ) As kids we can accommodate to alter rather readily, we will turn to accept the absence of attention, albeit with fright. We will merely approximately survive in a helter-skelter environment, without a safe topographic point or predictability. But, we are kids and powerless, how do we lose the feelings of choler and loss, who can we turn to ( Brown, 1989 ) . Meeting the legislative and many of the protection and developmental demands of Ireland s kids s could be the duty of province organic structures or bureaus affiliated to a province organic structure. Such bureaus would run within a statutory remit and might include Government departments the likes of the Department of Education and Science ( DoE A ; S ) . The educational demands of all kids and immature people in the State are the duty of the section who plays a significant function in pull offing the system that maintains the constitutional right for kids to have a free instruction ( Article 42.4 ) . Another province section with kids s services as a big part of its portfolio is the Department of Health and Children. This section will intercede with the HSE besides a public sector service supplier, and societal workers to place and keep the safety of any kid deemed at hazard. This excessively is a kid s right, as stated in the Constitution of Ireland ( Article 42.5 ) , an illustration of when the HSE may execute its function in a kid protection capacity could be when for what of all time ground the kid can non be cared for by his/her parents. However societal workers instance tonss are heavy and as a effect some kids could be at hazard of continued injury. In 1999 the Department of Health and Children published the Children First Guidelines for the protection and public assistance of kids. The purpose of the guidelines was to ; facilitate professionals in placing kid maltreatment, to give the mechanism for describing suspected child maltreatment and to better services for kids and households ( McDonald, 2009 ) . This papers was to incarnate the rules of the United Nations Convention on the Rights of the Child ( UN CRC ) . The Convention advocates that the rights of kids and their attention take topographic point at the top of any signatory provinces legislative docket refering kids. This may non yet be the instance in Ireland in relation to its primary legal model. The Constitution of Ireland could be used to turn over any opinion made under late adopted Acts of the Apostless of kid related statute law. Despite Ireland s confirmation of the EU Convention for Human Rights and the UN CRC these cosmopolitan rights may non be immune to dis pute mentioning the Constitution of Ireland. As was the instance in 1992 when article 40.3.3 of the Constitution, was used in an effort to deny a kid her right of transition through childhood because the antecedently mentioned article gave precedency to the unborn kid she was transporting. This became known as the X instance, the State tried to forestall a immature colza victim from ending the gestation ensuing from her maltreatment ( Fay, 2009 ) . There may still be cause for concern that action by the Irish Government could give rise to the state of affairs where a constitutional statement might overturn subsequent European jurisprudence adopted into Domestic statute law. It could be asked what existent protection recent reform offers a kid in crisis in Ireland. We might inquire how effectual is the Child Care Act 1991? Or can the demands of the kid be adequately catered for by a system that appears to lawfully bias for protection in a reactive sense, as opposed to recognizing the kid s demands and adequately passing for the proactive satisfaction of such demands. Besides, should a modern legal system be vulnerable to inquiry, because some constitutional articles from 1937 have non been suitably amended to convey them in line with society s modern demands? No job can be solved from the same consciousness that created it. We have to larn to see the universe anew ( Einstein in Sterling, 2001 ) The Child Care Act 1991 should nevertheless supply for the protection of kids in crisis. It bestows on An Garda Siochana the power to take a kid to a needful topographic point of safety if there are evidences to surmise the kid may endure injury. This action can be taken without the necessity for a warrant. These powers may be influential in instances where a kid is enduring maltreatment or if sufficient evidences exist to say the kid may be at hazard. A kid might be removed from the place or other topographic point where he/she could be harmed. Through the Criminal Law Act 1993 it is now possible to screen occupation applier s prosecution history prior to employment in the societal attention, kid attention, instruction and associated sectors. The vetting procedure takes considerable clip and is non without fallibility. However the Garda vetting procedure could discourage those with condemnable records from seeking to derive employment with societies vulnerable. The Gardai can beside s move to protect kids from being exploited for fiscal addition ; offenses in the class may include child employment or deriving financially from kids imploring. Under the Children Act 2001 any grownup with detention, charge or attention of a kid who is imploring, will confront prosecution. The Act besides provides for the physical and psychological well-being of the kid through specifying kid inhuman treatment, and leting that any maltreater will confront apprehension and prosecution. Families in Ireland with kids under the age of 18 receive kid benefit. The bureau charged with administrating child benefit and therefore could be assumed to hold some function in kid public assistance is, the Department of Social and Family Affairs. For households bing in a province of income inequality the payment can do a important difference in the criterion of life for all in the family. It could be a factor for many kids and immature people in maintaining them from being caught in the poorness trap. However proposed new authorities policy in the signifier of budgeted cuts in child benefit payments could lend in puting some of Irelands working hapless into a state of affairs where their kids may endure the effects of poorness. And for those households dependent on other signifiers of societal public assistance payments, possible amendments in the Social Welfare Act 2005 may ensue in them holding related payments reduced, once more intending dire effects for the public assistance of kids. Poverty in Ireland is found decreasingly among the retired or aged and progressively among the unemployed ( and accordingly households with kids ) . ( Tovey A ; Share, 2003, p.168 ) . Children in poorness may non acquire to eat a cooked repast every twenty-four hours ; they likely wo nt hold appropriate vesture or places for the season. It is likely that they will endure the indignity of exclusion losing out on the satisfaction an of import developmental demand, socialization. It may be due to their drama environment, deficiency of parental supervising or hapless diet impacting their physical well-being. A kid life in poorness harmonizing to Professor Aynsley-Green ( Children s Commissioner for England ) is 15 times more likely to endure inadvertent hurt than kids from a more flush background. In 1996 the Irish Government launched its National Anti-Poverty Strategy ( NAPS ) ( Tovey A ; Share, 2003 ) . Puting kids at hazard of life in poorness is non in maintaining with the values of the scheme. It might be argued that the proposed alterations to policy might conflict with the Children First Guidelines, stated in the drumhead papers one definition of kid maltreatment is neglect ; most of the measure uping standards mentioned in this description would besides depict significantly the symptoms of poorness. In respects of young person work nevertheless, the province seems to be making a batch right. Possibly because of immense input from those runing within the Youth Work sector, policy for the sector appears to be reasonably good accepted and efficient. Youth work comes under the wing of the Minister for Education ; this happens due in portion to the Youth work act 2001. The Act makes proviso for representation of voluntary organic structures in the Youth Advisory Council. It clearly defines the term Youth Work supplying a construction for the preparation of those employed in the sector. The Act lays out in item the functions of the regional Vocational Education Committees ( VECs ) refering young person work. The Minister for Education has duty for young person work programmes along with development and co-ordination at a national degree. With the VECs at a local degree playing a important function, in presenting young person services. This may intend that the VECs provide support and advisory aid to voluntary young person administrations, using young person officers while at the same clip keeping other youth work staff and drafting budgetary demands for bing and extra local young person work services on the land ( Share A ; Lalor, 2009 ) . In Ireland there are many long established voluntary young person administrations, some with and some without church association. Working in partnership with the CO. Dublin VEC is the Catholic Youth Care administration. This bureau supports a figure of young person nines and young person consultative Centres. It is besides active in advancing community youth based undertakings. The VEC is connected through support to Foroige, another young person nine administration who in partnership with the likes of the Local Drugs Task Force and the VEC offers a figure of youth information Centres and assorted types of young person development and instruction programmes. The above-mentioned administrations are members of the National Youth Council of Ireland. ( Share A ; Lalor, 2009, p.369 ) . As an umbrella group they play a lobbying function besides hosting a figure of support programmes such as the Child Protection Unit ( Share A ; Lalor, 2009 ) . The National Youth Council of Ireland ( NYCI ) impacts on immature people through the many voluntary young person administrations it represents. The NYCI purposes to authorise immature people to develop accomplishments and assurance the tools to go active citizens. The function of the NYCI is recognised in jurisprudence via the Youth Work Act 2001. The NYCI endorses the values enshrined in kid protection rules of the United Nations and domestic statute law such as the Children Act 2001. The steering rules of the administration are that the best involvements and authorization of immature people are overriding. To this terminal the NYCI may dispute alterations in policy that might conflict on immature individuals rights. They will continuously recommend on behalf of Irelands young person and actively advance the engagement of immature people in determination devising. The NYCI works in partnership with over 50 voluntary young person administrations as good province bureaus concerned wi th young person issues including the DoE A ; S, to advance immature people in an holistic manner, in order to measure the most efficient mode young person services may be delivered. NYCI affiliated member administrations are offered preparation and associated supports to help advance a committed and uniformed attack to run into many of the demands for the corporate good of immature people. To ease this attack the NYCI act as a agent, sometimes guaranting a democratic and inclusive class of action for all involved in young person work whether service supplier and user. The relationship between the NYCI and its member administrations is good to working towards developing best pattern criterions. Reacting to the demands of its members and the immature people they interact with, the NYCI facilitates developing programmes covering many facets of young person work, to include protagonism, immature individual centred preparation and dependence recovery reding. Such preparation is in maintaining with the ethos of advancing the best involvements ; good being and democratic rights of immature people, and may travel beyond the statutory demands of the Youth Work Act 2001. The administrations ain policies and processs are designed to put accent on the results of immature people through equity and an just attack. All member administrations are encouraged to follow the values and nucleus pattern of the NYCI for the interest of the safety and healthy development demands of all immature people. The administration is proactive in its attack towards kid protection and works with its members and others to measure and turn to the kid protection demands of the young person work sector. As a primary advocator for the young person sector the NYCI can associate to Statutory organic structures, the demands and sentiments of the sector refering the safeguarding of immature people through effectual national and local kid protection policies ( NYCI, 2009 ) . Due to policies that enable this administration to negociate with and rede Government on behalf of immature people, youth workers and young person administrations it is perchance at the coal face for recommending for kids s and immature peoples rights. In decision, both formal and non-formal bureaus have achieved much since the early 1990s refering kid protection, giving due consideration to the demands of kids and immature people. The province has introduced statute law and amended some older jurisprudence every bit good as naming an Ombudsman for Children. Government has been influential in publishing new guidelines and policy to advance kid public assistance. The private sector has represented its ego as lobbyist for the immature. Recommending on behalf Ireland s young person. The private sector played a function in determining the policies and guidelines now excepted as best pattern. However, much of the kid related statute law in Ireland is based on values from an age yesteryear. Children and immature people should non hold to get by with the conditions of the twenty-first century, whilst holding imposed upon them twentieth century thought and patterns ( Laszlo, 1997 ) . Irish society demands to be more far-seeing, more flexib le and wise plenty non to sabotage new thought and systems ( Sterling, 2001 ) that could run into the demands and advance the sustainable public assistance of its kids and immature people.