Apartheid In South Africa Essay - 2105 Words

Segregation is a concept as old as time, and it is not unique to the United States. South Africa still suffers from the effects of an organized and government mandated system of segregation called apartheid that lasted for over a quarter of a century. Apartheid, literally translated from Afrikaans, means apartness (Mandela 40). It is defined as a policy of racial segregation and â€Å"political and economic discrimination against non-European groups in the Republic of South Africa† (â€Å"Apartheid†). According to Robin Cohen, South African apartheid was based on four basic premises: â€Å"white monopoly of political power, the manipulation of space to achieve racial segregation, the control of black labor, and urban social control†Ã¢â‚¬ ¦show more content†¦During this time, Nelson Mandela began his life of activism against apartheid in South Africa (â€Å"Timeline†). The 1960s In 1960 Verwoerd passed the Unlawful Organizations Act that enabled him to prosecute members of existing organizations (Massie 69). This was primarily used to allow him to outlaw the African National Congress. The ANC had been formed in 1912 to â€Å"transcend all tribal differences in South Africa and bring the interests of Africans as a whole to bear on the political process† (Massie xxvi); this mantra was in direct conflict with Verwoerd’s apartheid plan. 1960 was especially bloody for opponents of apartheid in South Africa. Protests climaxed in Sharpeville on March 21, 1960 where 69 protesters were killed by direct submachine gun fire (Massie 64). In 1962 Nelson Mandela was arrested and charged with various conspiracy and sabotage crimes that landed him in prison for life; a majority of his sentence was carried out in the notorious Robben Island prison (Mandela 101, 119). The 1970s In 1974 the United Nations removed South Africa from its ranks for refusal by the government to abandon apartheid laws (â€Å"Timeline†). On June 16, 1976 students led a peaceful protest in Soweto; police arrived to forcibly end the protest. By the end of the next day, there were an estimated 178 deaths, although the true death toll was believedShow MoreRelatedThe Apartheid Of South Africa1174 Words   |  5 PagesSome periods in human history are simply shameful. The period of apartheid policy in South Africa was one of these times. Apartheid featured a rebirth of racist legislature in South Africa from the 1950s to the 1990s. Essentially, these laws treated people who were not white as completely separate from society; the term apartheid literally means â€Å"apartness.† The national legislature in South Africa wanted to suppress blacks and ensure a white supremacy in the government. Basically, politicalRead MoreSouth Africa Apartheid And Oppression1695 Words   |  7 Pages South Africa Apartheid (oppression) Oppression is at the root of many of the most serious, enduring conflicts in the world today. Racial and religious conflicts; conflicts between dictatorial governments and their citizens; the battle between the sexes; conflicts between management and labor; and conflicts between heterosexuals and homosexuals all stem, in whole or in part, to oppression. It’s similar to an article in south africa that people have with racial segregationRead MoreApartheid and The Future of South Africa in Cry, The Beloved Country1044 Words   |  5 Pagesall characters from Alan Paton’s book, Cry, The Beloved Country, are used to share Paton’s points of view on the future of South Africa and the apartheid. Paton uses these characters to represent specific views; Arthur expresses clearly that the apartheid isn’t the right way to progress as a country, Napoleon exemplifies how Paton thinks people should take the anti-apartheid effort, and Msimangu explicitly expresses Patonâ €™s ideas of an ideal leader. Arthur Jarvis was the son of James Jarvis, anRead MoreEssay on South Africa Under Apartheid: A Totalitarian State1356 Words   |  6 PagesDuring the Apartheid Era, there emerged from South Africa cases of gross human rights abuse, racism, police brutality and general mistreatment of the non-white population. Excluding the fact that South Africa was never ruled by a dictator, it can be argued that some of these features were totalitarian and that South Africa was, to a certain extent, a totalitarian state under Apartheid. This discussion will analyse the totalitarian features that were apparent during Apartheid, and will be structuredRead MoreTo What Extent Did The Collapse Of Apartheid South Africa ( 1991 ) Really Bring About Change For The Bantu Population1458 Words   |  6 PagesTo what extent did the collapse of Apartheid in South Africa (1991) really bring about change for the Bantu population? The collapse of Apartheid in South Africa (1991) brought only a small amount of change for the Bantu population. South still faces racism in society, due to the continual domination by the â€Å"white† population with race interaction limited to the false â€Å"rainbow† television campaigns and promotional Africa strategies. At the close of Apartheid, a number of false statements were usedRead MoreHow and why did the apartheid system come into existence in South Africa and how was its existence maintained and enforced for so long?1593 Words   |  7 PagesThe term apartheid was one of the most politically charged words in the second half of the 20th century, and still remains notorious today. Apartheid translated from Afrikaans means separateness or apartness. However when the National Party came to power in South Africa in 1948, it took on a much more sinister meaning and today is associated with racial and ethnic discrimination. The roots of apartheid stem deep into South African history. It started way back during European settlement, andRead MoreApartheid in South Africa1118 Words   |  5 PagesApartheid In South Africa APARTHEID Apartheid is the political policy of racial segregation. In Afrikaans, it means apartness, and it was pioneered in 1948 by the South African National Party when it came to power. Not only did apartheid separate whites from non-whites, it also segregated the Blacks (Africans) from the Coloureds (Indians, Asians). All things such as jobs, schools, railway stations, beaches, park benches, public toilets and even parliament. Apartheid alsoRead MoreThe Apartheid Of South Africa1159 Words   |  5 PagesDuring the year of 1948, the lives of south Africans changed forever. The National Party, which was an all-white government, gained power and created hell for non-white citizens, their goal was to have white people continue to dominate the country and to keep each race separated from each other; even though at the time whites were only 20% of the population. The apartheid, which literally means â€Å"apartness† lasted until 1991, and during this time many acts were passed. One being that â€Å"non-white AfricansRead MoreThe Apartheid Of South Africa Essay1742 Words   |  7 PagesNelson Mandela and protesters during South Africa s journey away from apartheid. It’s a curious ponder, in fact, that America’s and South Africa’s ascents from racial discrimination were possibly involved with each other. However, while the world may be convinced the nation is out of racist dep ths, evidence displays the rise from discrimination in South Africa is undeniably incomplete. There is a dangerous and unresolved influence of apartheid in South Africa today. After World War 2 was won byRead MoreThe Apartheid Of South Africa1333 Words   |  6 Pageshistory of South Africa all we could see is racial discrimination. Africa was all in control of Whites till 1994. South Africa got free from racial discrimination when Nelson Mandela took a step became the first black prime minister of South Africa. Contemporary South Africa is now economically strong and it is completely a racial free state. The contemporary South Africa is now in race with every state in every field. Before 1994 South Africa was completely under control of Apartheid. WHO IS APARTHEID

Sylvia Plath s The Bell Jar, And Her Other Works

â€Å"I desire the things which will destroy me in the end† (Goodreads). In Sylvia Plath’s final days, the things she desired, did in fact annihilate her. Sylvia Plath desired perfectionism and the need to feel like she acquired a meaning. As interpreted in the novel, The Bell Jar, and her other works; Sylvia Plath parallels her own traumatic path throughout her life and her downward spiral during the 1950s, explaining her struggle with her mental suffocation and the inexorable depression that contaminated her mind. Sylvia Plath’s emotional turmoil began at a fairly early age; from the time of her father’s death, to her inability to form a meaningful relationship. Sylvia Plath was born the eldest child of Otto and Aurelia Schoeber Plath on October 27, 1932. When Plath was eight-years-old her father, a professor of Entomology and German at Boston University, died. â€Å"...I adored and despised him, and I probably wished many times that he were dead. When he obliged me and died, I imagined that I had killed him† (Steiner 45). Plath’s work was heavily influenced on the passing of her father, the grief that consumed the pages of The Bell Jar and many of Plath’s other works was the pent-up heartache that Plath felt for the loss of her father. Plath felt that her â€Å"...guilty love...may have caused the loss† and was deeply burdened by it (Ramazani 5). She wrote many different kinds of works; including but not all, The Bell Jar, The Colossus and Other Poems, and Ariel. The Bell Jar wasShow MoreRelatedThe Cause Of Sylvia Plath s Depression1447 Words   |  6 PagesThe Causes of Sylvia Plath’s Depression When reading any works by Sylvia Plath, it is easy to focus on the depression of her writing. However, it is important to understand why she wrote most her works about depression. Plath based her works on her own life experiences. Sylvia Plath’s most commonly known book, The Bell Jar, is thought to be an autobiography. Aurelia Plath, Sylvia’s mother, published the book Letters Home, a collection of all the letters Sylvia wrote to her mother. The letters sheRead MoreThe Bell Jar by Sylvia Plath1211 Words   |  5 PagesSylvia Plath Research Paper Title The Bell Jar place[s] [the] turbulent months[of an adolescent’s life] in[to] mature perspective (Hall, 30). In The Bell Jar, Sylvia Plath uses parallelism, stream of consciousness, the motif of renewal and rebirth, symbolism of the boundary-driven entrapped mentally ill, and auto-biographical details to epitomize the mental downfall of protagonist, Esther Greenwood. Plath also explores the idea of how grave these timeless and poignant issues can affect a fragileRead MoreThe Bell Jar : Literary Analysis2261 Words   |  10 Pages2014 The Bell Jar: Literary Analysis With Author Biography Sylvia Plath is a renowned poet and author. She fantasied the world with her powerful writings. Beloved to the world, she truly changed women s status. She wrote distinctively from her own life experiences. This is cleared showed in her book, The Bell Jar. This book offers a theme of rebirth and a theme of feminism. The 27th of October in 1932, Sylvia Plath was born in Boston, Massachusetts. Her father, Otto Plath, was a collegeRead MoreThe Life of Sylvia Plath1006 Words   |  5 PagesThe Life of Sylvia Plath Sylvia Plaths life, like her manic depression, constantly jumped between Heaven and Hell. Her seemingly perfect exterior hid a turbulent and deeply troubled spirit. A closer look at her childhood and personal experiences removes some element of mystery from her writings. One central character to Sylvia Plaths poems is her father, Professor Otto Emile Plath. Otto Plath was diabetic and refused to stay away from foods restricted by his doctor. As a resultRead More Weaknesses of Esther and Plath Exposed in Sylvia Plaths The Bell Jar1174 Words   |  5 PagesWeaknesses of Esther and Plath Exposed in The Bell Jar   Ã‚  Ã‚  Ã‚   The glass of which a bell jar is constructed is thick and suffocating, intending to preserve its ornamental contents but instead traps in it stale air.   The thickness of the bell jar glass prevents the prisoner from clearly seeing through distortion.   Sylvia Plath writes with extreme conviction, as The Bell Jar is essentially her autobiography.   The fitting title symbolizes not only her suffocation and mental illness, but also theRead MoreAnalysis Of The Opening Line Of The Bell Jar By Sylvia Plath2088 Words   |  9 PagesGirl in the Bell Jar It was a queer, sultry summer, the summer they electrocuted the Rosenbergs, and I didn t know what I was doing in New York (1; ch. 1), the opening line of The Bell Jar by Sylvia Plath, effectively sets the tone for both the life of Plath and the remainder of the novel. Plath s depression and cynical outlook on life fueled the creation of many of her poems and novels, and particularly The Bell Jar in its autobiographical fictional genre. In this way, Sylvia Plath is able toRead MoreThe Bell Jar Themes Essay925 Words   |  4 PagesThe themes in The Bell Jar, by Sylvia Plath, are portrayed through Esther’s unique characteristics. Sylvia’s life experiences and personality contribute to these themes: growth through pain, the emptiness of conventional expectations, and the restricted role of women during the 1950’s. Esther must battle through several obstacles in order to move on with her life. She also feels like she does not fit in with society. Women’s ro le in society during this time also contributes to Esther’s qualitiesRead MoreAnalysis Of Sylvia Plath s The Bell Jar 2248 Words   |  9 PagesFrega English 2.1 May 8, 2015 Sylvia Plath and Depression Sylvia Plath was a young and talented writer with the potential to exceed literary expectations. She was able to write a semi-autobiographical book about her struggle with depression and suicide, putting her personal story into the character of Esther Greenwood. The Bell Jar is the story of the hardships of a young woman named Esther who is clinically depressed and who struggles to keep up with the world around her. Esther struggles with succeedingRead MoreSylvia Plath s Life And Life1209 Words   |  5 PagesAmerican poet Sylvia Plath once stated â€Å"eternity bores me, I never wanted it.† This quote, from her poem, â€Å"Years,† expressed that she did not want to live forever. It even suggested a foreshadowing of her suicide in 1963. This quote is also from one of her many poems, which were greatly influenced by her life. To learn how Plath’s life affected her writing, researchers studied main topics on her life and her works, including her early life, caree r, and literary works. To begin with, one of the topicsRead MoreA Variety Of Literature Revolves Around Identity1826 Words   |  8 Pagesfrom Sylvia Plath’s novel â€Å"The Bell Jar† reveals a complex array of desires and ideals based on high expectations, all of which are never met and aid in her depression. Sylvia Plath parallels her struggle with depression and illustrates the pressures that illicit this psychosis in The Bell Jar. It is plainly woven through 1950s society how women often spiraled into depression from both the restrictions and the high expectancy that conforms them. Esther Greenwood is the main character in Sylvia Plath’s

Improving Mens Health Through Mens Sheds

Question: Describe about the Improving Mens Health Through Mens Sheds. Answer: Introduction The health of men in Australia is comparatively poorer than that of women. Notably, unemployed, retired, uneducated men with little knowledge on health, and from poor economic backgrounds suffer from chronic diseases in the form of mental health. The high risk of poor mens health is caused by the lack of services offered in specific and friendly environments to the male which hinders the delivery of medical services. Consequentially, mens sheds programs were introduced to help in providing emotional, social and health benefits to participants (Wilson and Whatley 2013). The objective of this paper, therefore, is to help in a better comprehension of the influence of mens sheds on the well-being and social status of indigenous males. As a result, the methods of study utilized in understanding and evaluating its effect involved a comprehensive analysis of Australia and focus groups with members of mens shed. According to the studys outcomes, indigenous males experienced both positive and negative effects of the program since its introduction. Arguments for Men's Sheds programs This focuses on the positive implications of men's sheds programs on men, families, partners and the community at large. The benefits of men's shed programs amongst many others include; Providing support to men suffering from mental and devastating illnesses Statistics on health point to the fact that many men in Australia suffer mental illnesses and lack the needed care and support in coping with the disease. Men's sheds provide care and support programs to make them feel appreciated (Moylan and Robinson 2015). Easing the shift of men from permanent employment to other duties in retirement The majority of sheds have workshops that contain machinery and tools used in the construction and repair of different types of products.as a result many men engage in crafts, repair of machinery that are old and refurbishing computers. Additionally, they provide work experience and development skills usable in the long run to the unemployed men in the organization. Linking men with no regular medical contact to the health systems Indigenous men usually lack contact with the healthcare systems due to strain in finances and as such, they feel neglected. The men's shed program, however, unites the men through education based programs that sensitize them in the need for embracing information on health. This has been ensured by eradicating female-dominated health services and using a better approach in reaching the men (Golding and Carragher 2015). Forming a platform where men interact and engage in activities to promote their health conditions Through well-managed groups, men open up about their issues including those on health and address them in the company of families, health providers and friends. This is mostly manifested in rural settings where men prefer learning delivered in less official, structured, real group situations they are comfortable with. Building principles in mens shades where trust and respect are considered Often, men delay pursuing health facilities and advice because of the nature of hospitals being dominated by female professionals whom they are not comfortable talking to. Therefore mens sheds should offer better mechanisms to help in making men comfortable and wanted in the organization (Langton and West 2016). Enhancing the finding of health problems in men Men's sheds assist in identification of prolonged illnesses such as diabetes, cancer and emotional and mental health problems such as loneliness, low self-esteem, and boredom alike. Through this, they help in promoting the social and economic health of the people and community at large (Lorig and Rowe 2013). Social benefits of the program Mens sheds programs have assisted in helping men have a sense of purpose, accomplishment, control, engagement, self-esteem and support. These have been manifested through learning new skills, contribution to the community, participation in activities, interaction with others and feeling loved by everyone (Wilson and Cordier 2013). Arguments against Men's Sheds programs This seeks to look into the challenges facing the implementation of the mens sheds program and to explain the reasons as to why people dont have faith in it. These following concerns have been raised by the public. The Loss of ownership of the mens shed initiative at the local level The main reason why older men prefer Mens Sheds is that they feel a sense of ownership over the scheme, contributing to the effective operation of the program. However, men feel that the shed is theirs and they can directly influence the operations of the program and formulate laws governing them. They do these despite the fact that the program is under the guide of another organization, hence the lack of a recognized ownership and determination at the grassroots. Lack of democracy in the men's shed program It is essential for each and every association to have a democratic process that is incorporated into its systems. This will ensure that everyone irrespective of age and status participates in the running of the organization in one way or another. However, there is no democratic process in the men's shed as it does not accommodate the contribution of the older men when concerns are raised. The bureaucratic nature and interference in the mens shed Just the same way the lack of democracy and ownership, interference and bureaucracy nature also contribute much to dissatisfactions in the mens shed. Usually, this becomes a This especially becomes a threat if the bureaucracy holds the sole responsibility of allocating grant money and guiding the shed.it is important for the bureaucracy to recognize that the shed is meant for the indigenous men and as a result should be run by the participants themselves and not them (Southcombe and Bartram 2015). The problem of over-formalization of the program The mens sheds principles are complicated and very difficult to understand to the men and the public who are interested in their operations. This contradicts the main reason why men find the sheds environment secure and comfortable to settle in which is its informality as they are able to follow the rules and regulations (Hansji and Cordier 2015). As a result, it was observed that men prefer informality to a strict procedure that may strain the ability of men to adapt to frequently changing needs. Lack of services offered to men Over the course of time, it has been observed that mens sheds do not provide services in its goals to men but rather it's merely an organization by men. The goals of the scheme are to offer services to men and help them realize their potential, that is for the unemployed and safeguard the interests of the old folks. This should serve to contradict the usual contemporary feeling where people view that they are friendly places where people choose to go. The conversion of mens sheds into health centers Mens Sheds should not be considered as medical centers or stations for providing health services as they are perceived lately by the public. However, at the discretion of the members of the shed, health educators and practitioners can be invited to give education to the people on medical services. The factor that has contributed to this phenomenon is that the members of the health sheds have improved health outcomes as opposed to non-members hence the intervention of the government in these procedures. Some mens sheds are focused solely on making profits Frequently a number of men's sheds lose focus and concentrate on making financial profits rather than considering the plight of men, a money dimensional approach. This is a negative impact on people in the organization as most men are retired from permanent employment and seek to live a stress-free life rather than contributing to the finances of the organization (Oliffe and Han 2014). Lack of inclusiveness in the scheme Men's sheds have been accused of being discriminative of the members that constitute its organization and that membership is based on beliefs and background of an individual. This is unlike other big schemes that admit people irrespective of ethnicity or religion hence making the public lose confidence in it. Lack of sufficient insurance covers Insurance covers are of utmost importance in the preparation of combat organization associated risks and as such it is undeniably evident that mens sheds should have them. Mens sheds should have insurance covers to ensure a long sustainability and the efficient running of operations in the organization and to cover for the interests of other members. Rampant nature of occurrence of accidents and injuries in the organization This phenomenon had been seen and experience by a majority of visitors to the scheme and has called for its subsequent closure. An organization usually owes a standard and duty of care to its customers and employees and in this situation where the public and men are serviced, they are entitled to protection. Evidently, it is the role and responsibility of all members of the shed to report a breach of the duty of care to the relevant authorities and not to wait for an accident to happen. The problem of poor governance and obedience The constitution of mens sheds is not being followed, which results in poor decision-making practices and management of the organization. There is the need for sensitization and education of the members on the provisions of the constitution of the sheds so that all members are aware of its demands to avoid further violations of the laws. Conclusion In conclusion, the initiative of mens shed has unlocked avenues for many significant results in the health and welfare of men being accomplished in Australia, plus those of the natives. Moreover, the structure of mens sheds provides for where men learn, share health and related information, socialize and support one another with personal and community comfort. For men not in connection with the medical system, this program enhances their ability to improve their health standards as they receive special attention since they are considered vulnerable. Despite the fact that there are different health spaces for indigenous men, the men's shed program still proves of much more benefits to them. Therefore men's sheds program is essential for the improvement of the health standards of the men in Australia as this paper outlines. References Cavanagh, J., McNeil, N. and Bartram, T., 2013. The Australian Men's Sheds movement: human resource management in a voluntary organization. Asia Pacific Journal of Human Resources, 51(3), pp.292-306. Cordier, R. and Wilson, N.J., 2014. Mentoring at Men's Sheds: An international survey about a community approach to health and well?being. Health social care in the community, 22(3), pp.249-258. Culph, J.S., Wilson, N.J., Cordier, R. and Stancliffe, R.J., 2015. Men's Sheds and the experience of depression in older Australian men. Australian occupational therapy journal, 62(5), pp.306-315. Flood, P. and Blair, S., 2013. Mens sheds in Australia: Effects on physical health and mental well-being. Melbourne: Ultrafeedback for Beyondblue. Golding, Barry, and Lucia Carragher. "Community Mens Sheds and Informal Learning." In Private World (s), pp. 103-118. SensePublishers, 2015. Hansji, N.L., Wilson, N.J. and Cordier, R., 2015. Men's Sheds: enabling environments for Australian men living with and without long?term disabilities. Health social care in the community, 23(3), pp.272-281. Langton, J. and West, B., 2016. One hundred years of annual reporting by the Australian Red Cross: Building public trust and approbation through emotive disclosures. Accounting History, 21(2-3), pp.185-207. Lorig, K., Ritter, P.L., Plant, K., Laurent, D.D., Kelly, P. and Rowe, S., 2013. The South Australia health chronic disease self-management Internet trial. Health Education Behavior, 40(1), pp.67-77. Milligan, C., Dowrick, C., Payne, S., Hanratty, B., Irwin, P., Neary, D. and Richardson, D., 2013. Men's Sheds and other gendered interventions for older men: improving health and wellbeing through social activity-a systematic review and scoping of the evidence base. Lancaster: Lancaster University Centre for Ageing Research. Moylan, M.M., Carey, L.B., Blackburn, R., Hayes, R. and Robinson, P., 2015. The Mens Shed: Providing biopsychosocial and spiritual support. Journal of religion and health, 54(1), pp.221-234. Oliffe, J.L. and Han, C.S., 2014. Beyond Workers Compensation Mens Mental Health In and Out of Work. American journal of men's health, 8(1), pp.45-53. Southcombe, A., Cavanagh, J. and Bartram, T., 2015. Retired men and Mens Sheds in Australia. Leadership Organization Development Journal, 36(8), pp.972-989. Wilson, N.J. and Cordier, R., 2013. A narrative review of Mens Sheds literature: reducing social isolation and promoting mens health and well?being. Health social care in the community, 21(5), pp.451-463. Wilson, N.J., Cordier, R. and Wilson Whatley, L., 2013. Older male mentors' perceptions of a Men's Shed intergenerational mentoring program. Australian occupational therapy journal, 60(6), pp.416-426.

Why You Should Take a Second Look at the SAT II

Going through the college admissions process usually means taking multiple tests, filling out applications, and figuring out what colleges seem like the right fit. Most people just think about the SAT and the ACT, but these days, some universities require another test to get in: the SAT II. What Are The SAT IIs? The SAT IIs, also known as SAT Subject Tests, are tests that focus on specific subjects. They allow you to showcase your skills and knowledge when it comes to certain topics, like History or Math. They’re similar to AP exams, since they focus on one subject, but the APs don’t impact admissions at all. Plenty of universities still require two SAT IIs as a part of the application in order to get accepted. What’s the Difference Between the SAT and SAT IIs? Basically, your SAT score will get you in the door, and your SAT IIs will seal the deal. As Anthony-James Green fromGreen Test Prep says, â€Å"While the SAT/ACT can get you rejected from great schools, but very rarely accepted, the SAT Subject Tests can’t get you rejected from great schools, but they can get you accepted.† Your SAT scores will most likely not be the deciding factor as to whether you get accepted to any college - they just get your application opened. However, your SAT IIs can serve as a booster for your application. If you’re interested in studying a certain subject in college and do very well on the requisite SAT II, it’ll backup your interest and show how much you care about that topic. Should You Take Them? When? Before you can answer that on your own, you should double check every school that you plan on applying to. Since plenty of schools do require them, you won’t have a choice in the matter. But if they don’t require them, the SAT IIs are still a great way toshow your strengthsin a specific subject, and can only benefit you. That doesn’t mean to take as many as possible - really focus on what you know. If you couldn’t or didn’t take an AP exam that you think you’d ace, it might be worth considering that SAT II exam. On the other hand, if Math isn’t your strongest subject and you don’t need to submit that SAT II, it might not beworth the time. If you’re wondering when to take an SAT II, the best advice is to take them as soon as you finish the class. They’re offered on the same day that the regular SAT is offered, so keep in mind that there aren’t any summer dates available. Overall, the SAT IIs are more than just another exam that you have to take. They’re a tool that can help your application stand out above the others around you, especially if you show your expertise in a subject that you’re interested in. If you’re looking for another way to put your best foot forward, see SAT II scores from students who got into your dream school. See their scores, along with their essays and stats, and find out what it takes for you to get in.

Life and Work of Jenny Holzer, Artist of Text-Based Truisms

Life and Work of Jenny Holzer, Artist of Text-Based Truisms Jenny Holzer is an American artist and political activist. Best known for her series of Truisms, text-based art exhibited in public spaces in the form of plainly worded statements written in bold, her work ranges in content from the neutral to the political. As both an exhibitor in public and private spaces, Holzer is keenly aware of the effects of her work on both the intentional and the casual passerby. She is inspired by reading, world events, and the contexts of her own life, though she seeks to be â€Å"out of view and out of earshot† in order to lend her work a voice of truth and trustworthiness. Fast Facts: Jenny Holzer Occupation: ArtistBorn:  July 29, 1950 in Gallipolis, OhioEducation: Duke University (no degree), University of Chicago (no degree), Ohio University (BFA), Rhode Island School of Design (MFA)Selected Works: Truisms (1977–79), Inflammatory Essays (1979–1982)Key Accomplishments: Golden Lion for Best Pavilion at the Venice Biennale (1990); member of the American Academy of Arts and LettersSpouse:  Mike Glier (m. 1983) Early Life and Education Jenny Holzer was born in Gallipolis, Ohio, where she grew up the oldest of three children. Her mother was an active participant in the community and her father was a car salesman. Holzer’s upbringing was rooted in Midwestern traditionalism, an attitude from which she believes the frankness in her art derives. â€Å"They want to get things done so they do it in the most expeditious way,† she has said of her fellow Midwesterners. â€Å"Expeditious as in fast and right.† It is perhaps for this reason that  her work is so often reproduced, as its split second appeal is derived from its keen ability to distill truths about our culture into digestible phrases. As a teenager, Holzer moved to Florida to attend Pine Crest Preparatory in Boca Raton before enrolling at Duke University for college. Holzer’s next few years were itinerant, seeing her leave Duke to enroll at the University of Chicago and then at Ohio University in Athens, where she received her BFA in Painting and Printmaking. Holzer would go on to receive her MFA from the Rhode Island School of Design in Providence. She married fellow RISD student Mike Glier in 1983 and had her daughter Lili in 1988. Early Artwork Holzer did not arrive at using text as the base of her artistic career without a few detours along the way. She began her life as an artist as an abstract painter, inspired by many of the great painters of Abstract Expressionism. By her own admission, she was only a decent third generation American abstract painter, as she felt that there was a more relevant way to communicate the fast-paced media culture that was on the rise in the late 70s and early 80s. Motivated by the conviction that her work ought to include discernible content (rather than the formal content of abstraction), but feeling the genre of social realism to be increasingly of the past, Holzer began placing words in her work, often in the form of found objects such as scraps of newspaper and other clippings. It was at this point that she began placing her work in public spaces to test their effect on passers-by. The realization that art could engage people who did not intend to see it, moving them to think or even provoking them to argue, motivated her to pursue text-based work. Truisms and Inflammatory Essays In her last year as an MFA student at RISD, Holzer rethought the inclusion of words in her work by using her own. She wrote a selection of one liners which were meant to distill truths encountered almost daily in Western civilization, which she then assembled into a series of posters. Though the phrasing of these posters was original, she sought to tap into universal sentiments that would seem familiar as ideas. â€Å"I want them to be accessible,† she said, â€Å"but not so easy that you throw them away after a second or two. Among these statements are phrases like â€Å"ABUSE OF POWER COMES AS NO SURPRISE,† â€Å"PROTECT ME FROM WHAT I WANT,† and â€Å"MONEY MAKES TASTE.† The Truisms, as they are known, have been posted in various locations throughout the world and have been translated into several languages. From Holzers Survivor Series.   Getty Images Thinking the Truisms too bland, Holzer began a series of political works also printed on posters in capital letters, which she called the Inflammatory Essays. With the allotment of a paragraph per poster, Holzer was able to dive into more complex ideas and explore more controversial topics. Art, Technology, and Public Space Holzer’s work has always been intertwined with technology, and in 1992 she began using LED signs for a project commissioned by the Public Art Fund for Times Square. Enthralled by their ability to display text in motion, she continued using the signs as they lent her words a neutral authority that the posters could not, as posters carried with them the connotation of anarchist protests. Since 1996, Holzer has worked with light based projections as installations, using the facades of monumental buildings as the canvas onto which she projects scrolling text. Holzer’s use of the institution as the base upon which her work rests has been the inspiration for numerous political protests since Holzer developed the method. Though Holzer’s work is largely concerned with text, its visual expression is a key element of her work. From the deliberate eye catching colors of the Inflammatory Essays laid out in grids to the speed and font of her scrolling texts, Holzer is a visual artist who has found her voice in words, an artistic medium she found best expressed her views on the culture of media in which she came of age. The material of these signs- whether they be LED lights of the carved stone of her Sarcophagi series- is equally as important as their verbal content. Jenny Holzers light projections on the faà §ade of 30 Rockefeller Plaza.   Getty Images Holzer’s work centers around text and its placement in public spaces. Using billboards, jumbotrons, lighted signs, and walls, Holzer uses city streets and areas of public interaction as her canvas. She is interested in the ability of public art to provoke a reaction and perhaps start a conversation. Not all Holzer’s work is staged outdoors, and when she does exhibit in gallery spaces, she is equally deliberate with their curation as she is when planning work publicly. As she is conscious of the museum goers slowed pace, she takes the opportunity to construct more complex interactions among her works, often juxtaposing different mediums. Reception and Legacy Holzer’s work has been presented in countless exhibitions and retrospectives across the world. She has won numerous prizes, including the Golden Lion for Best Pavilion at the 1990 Venice Biennale (where she represented the United States), and has been honored by the French Government with a diploma of Chevalier from the Order of Arts and Letters. In 2018, she was selected as a member of the American Academy of Arts and Letters, one of 250 living members. Sources Art 21 (2009). Jenny Holzer: Writing Difficulty. [video] Available at: https://www.youtube.com/watch?vCxrxnPLmqEsKort, C. and Sonneborn, L. (2002).  A to Z of American Women in the Visual Arts. New York: Facts on File, Inc. 98-100.Waldman, D. Jenny Holzer. (1989). New York: The Solomon R. Guggenheim Foundation in association with Henry N. Abrams.Tate (2018). Jenny Holzers Inflammatory Essays: Why I Love. [video] Available at: https://www.youtube.com/watch?vONIUXi84YCc

Information on Arizona Education and Schools

Information on Arizona Education and Schools When it comes to education and schools, each state takes its own unique approach. For the most part, state governments and local school boards develop educational policy and mandates that shape education and schools within state and local boundaries. Though there is some Federal oversight, most highly debated education regulations are shaped more closely to home. Trending educational topics such as charter schools, standardized testing, school vouchers, teacher evaluations, and state adopted standards typically align with the controlling political parties philosophy. These differences have made it difficult to compare education and schools between states accurately.   They also ensure that a student living in a particular state will be receiving at least a somewhat different education that a like student in a surrounding state. There are many data points that can be used to compare education and schools among states. Though it is a difficult endeavor, you can begin to see differences in educational quality by looking at shared data in regards to education and schools among all states. This profile of education and schools focuses on the state of Arizona. Arizona Education and Schools Arizona State Department of Education Arizona State Superintendent of Schools:  Diane Douglas District/School Information Length of School Year: A minimum of 180 school days is required by Arizona state law. Number of Public School Districts: There are 227 public school districts in Arizona. **** Number of Public Schools: There are 2421 public schools in Arizona. **** Number of Students Served in Public Schools: There are 1,080,319 public school students in Arizona. **** Number of Teachers in Public Schools: There are 50,800 public school teachers in Arizona.**** Number of Charter Schools: There are 567 charter schools in Arizona. Per Pupil Spending: Arizona spends $7,737 per pupil in public education. **** Average Class Size: The average class size In Arizona is 21.2 students per 1 teacher. **** % of Title I Schools: 95.6% of schools in Arizona are Title I Schools.**** % With Individualized Education Programs (IEP): 11.7% of students in Arizona are on IEPs. **** % in Limited-English Proficiency Programs: 7.0% of students in Arizona are in limited-English Proficient Programs.**** % of Student Eligible for Free/Reduced Lunches: 47.4% of student in Arizona schools are eligible for free/reduced lunches.**** Ethnic/Racial Student Breakdown**** White: 42.1% Black: 5.3% Hispanic: 42.8% Asian: 2.7% Pacific Islander: 0.2% American Indian/Alaskan Native: 5.0% School Assessment Data Graduation Rate: 74.7% of all students entering high school in Arizona graduate. ** Average ACT/SAT score: Average ACT Composite Score: 19.9*** Average Combined SAT Score: 1552***** 8th-grade NAEP assessment scores:**** Math: 283 is the scaled score for 8th-grade students in Arizona. The U.S. average was 281. Reading: 263 is the scaled score for 8th-grade students in Arizona. The U.S. average was 264. % of Students Who Attend College after High School: 57.9% of students in Arizona go on to attend some level of college. *** Private Schools Number of Private Schools: There are 328 private schools in Arizona.* Number of Students Served in Private Schools: There are 54,084 private school students in Arizona.* Homeschooling Number of Students Served Through Homeschooling: There were an estimated 33,965 students that were homeschooled in Arizona in 2015.# Teacher Pay The average teacher pay for the state of Arizona was $49,885 in 2013.## Each individual district in the state of Arizona negotiates teacher salaries and establishes their own teacher salary schedule. The following is an example of a teacher salary schedule in Arizona provided by the Dyzart Unified School District. *Data courtesy of Education Bug. **Data courtesy of ED.gov ***Data courtesy of PrepScholar. ****Data courtesy of the National Center for Education Statistics ******Data courtesy of The Commonwealth Foundation #Data courtesy of A2ZHomeschooling.com ##Average salary courtesy of National Center of Education Statistics ###Disclaimer:   The information provided on this page changes frequently.   It will be updated regularly as new information and data become available.

Tesla (electrocar) Essay Example | Topics and Well Written Essays - 1750 words

Tesla (electrocar) - Essay Example The use of electric cars is increasing in all economies in the current epoch. A battery stored electrical energy or electric motor helps to run the contemporary electric cars manufactured by Tesla Motors. The modern electric cars produced by Tesla comprises of efficient electric motors that facilitates in generating torque. Torque helps to generate smooth and strong acceleration to such cars. The Tesla electric cars are considered to be the safest cars in the automobile market. There are many car models of Tesla:- Model S: a 7 seating electric car generating no emissions. 265MI EPA range of certification. 4.2 sec, 0-60 (acceleration). Model X: comprising of a dual motor, one of the motors is well equipped to work well in all road and climatic conditions, generating a torque of 50%. 5 sec, 0-60 (acceleration). It has a 60 or 85 kWh powered battery. The model uses does not uses any gasoline. The firm has planned for its new designed electric car, Model X Design Prototype, the car would be launched for sale from 2014 and its price would be that of Model S. All the products of Tesla are eco friendly and unique in style (Teslamotors, 2013). Other Large Competitors. Vehicule Electriques Pininfarina Bollore, BYD Auto, Nissan and Renault are four giant automobile companies that have launched excellent models of electric cars. Such cars symbolize class, status and environmental consciousness of the users. SIC Codes. The Standard Industrial Classification Code (SIC) of the automobile industry in United State is 37111. Trade Magazines and Labor Unions. The automobile firms like Tesla require large number of laborers for its manufacturing, operational, marketing and retail outlets. Several trade magazines have talked about the good virtues of the automobile industry facilitating high employment generation. However, it should also be considered that when the number of employees in an industry is high, the bargaining power of the workers rises. Labor union leaders ensure int erests of the employers in the workplaces. It has been empirically observed that the strong labor unions of the automobile market in U.S. have compromised the competitive powers of the companies in the global market. In the last thirty years it has been found that the labor union leaders have forced American firms to increase the level of trade barriers. Labor unions have made U.S. automobile companies lose their market shares to the foreign rivals. The labor unions demand for high wages from the companies. Delphi pays $76/hr to its workers. It is estimated that in every car sales of a company in U.S., the labor union achieves a benefit of $2000. Sometimes the big automobile companies like Ford have ceased some of its operating plants for pricy labor costs (Teslamotors, 2013). Figure 1: U.S. Auto Labor Markets (Source: Author’s Creation) The above graph shows the U.S. auto market, high intervened wages rates set by the labor unions reduce the quantity of car produces and incr eases the cost prices. It generates a deadweight loss into the industry. Imports and Exports. Despite of the disturbances of labor unions, U.S. auto industry enumerated a surplus trade balance from 2010 to 2011. The aggregate imports and exports of cars across the world on average in U.S. have increased. The percentage change in imports is 12.4% and percentage change in exports is 17.9%. On total, aggregate sales have increased and have changed by 7%. However, when regional disparities are

Human resources planning Assignment Example | Topics and Well Written Essays - 1500 words

Human resources planning - Assignment Example The factors that influence the demand for products and services, as well as skills competencies are put into consideration and how these factors may continue to influence demand. The company’s supply chain boosts for lower inventories, smoother production plans, reduced stock-outs, and improved customer service as a result of better forecasting techniques. The supply technique adopted by the organization is effectively done to ensure that production is done for the right quantities and the right time. For this reason, the suppliers of YWCA Niagara have always strived to find ways to match demand and supply in order to achieve optimal levels of cost, customer service, and quality that guarantees a competitive advantage with other suppliers, especially in the HR market (Armstrong, 2007). The YWCA Niagara supply chain is designed in such a way that problems that affect delivery may have ramifications throughout the chain. Demand and supply in the human resource department are done by reviewing the data available in the HR audit and projections made for future HR demand and supply. The internal labor force in the organization may be affected by temporary factors such as leaves and permanent factors such as deaths. One of the  core  methods used by the company to forecast the future HR supply is trend analysis. The method is based on the assumption that past ratios and trends in the movement of employees is stable and is a reliable indicator of the future trends and the necessary ratios of employee movement (Belcourt, & Belcourt, 2012). The company makes use of the information collected in HR audit and employment data analysis to identify the labor patterns. The examination of past trends enables the HR department to predict the effect of similar activities in the future of the organization since the HR department makes the assumption that the factors will remain stable and unchanged. Although trend analysis is not

Functional Assessments and Intervention Strategies Essay Example for Free

Functional Assessments and Intervention Strategies Essay Dewolfe (1997) discusses the relevant points on the book written by Reichle and Wacker (1997) about the effective approaches in terms of assessing challenging behaviors; and what are the intervention strategies that could be employed in order to decrease the risks for the development of a challenging behavior. According to Reichle and Wacker (1997), the most effective venue for the assessment of challenging behavior could be conducted in natural environments such as home, school and local community (para 2). Also, another key factor that must be kept in mind with regards to changing childrens challenging behavior is the idea that when one wants to change a behavior of a particular child, it necessarily follows, that the behavior of those people around her should also be changed. Effective interventions are also very relevant most specially the rate, quality and the effort that is given on the reinforcement (para 3). Reichle and Wacker (1997) also emphasized that Communications Based Interventions are the best approach in terms of dealing with challenging behavior (para 4). Such a type of intervention should be followed by a functional assessment that should be able to understand the child very well. In effect of this, what will one have is a communication based approach that perfectly matches the need of the child. The facilitation of an intervention program has been emphasized by Reichle and Wacker (1997) has to be conducted in natural settings. As such, the traditional notion that interventions should be normally done in clinics are no longer that patronized. Discussion The rate in which challenging behavior has been increasing now a days is understandable. On the advent of the 21st century where everything is in set to be in fast paced, most parents tend to forgot their responsibility to their children. On the first part of this paper, the author was able to enumerate the different causes and various risk factors of challenging behavior. In a nutshell, one could see that majority of the causes stem out because the mother fails to take care of her child during the prenatal stage and even during the early years of the child. Fox, Dunlap and Powell (2002) emphasized the necessity of early intervention during childhood in order to prevent the development of challenging behavior. In addition with this, the perception that problematic behaviors among toddlers and preschool-age children should not be dismissed as mere effects of his or her development stage. Rather, parents should be vigilant to see the patterns and the rate in which challenging behaviors occur and significantly think of a plan in order to address such a problem. The case of June is a good example on how a child develops challenging behavior during her life. June is perceived to be raised in a broken family. It could be implied that the source of family income is solely shouldered by her mother, hence leaving her and her siblings with small amount of time. In addition with this, the fact that June has two other siblings that her mother have to take care and worry about, further decreases the chance that June could be given appropriate attention and guidance. It is clear from the history of June and her other siblings that they somehow share the same patterns of behavior. Although the author could not completely distinguish if such is the result of how they are reared or maybe how did their mother take care of herself during pregnancy; but it could be seen that such a pattern of behavior is clearly evident to be existing within her family circle. The manner in which June was assessed, intervened and treated in her school could be seen as one of the most effective steps in which one could deal with challenging behavior. The team used a Communications Based Intervention (Reichle and Wacker (1997) in order to deal with the problem. One could recall that the manner in which the teacher talked to June allowed her to express her feelings and also allowed her to tell stories that upset her within the family and also within the school. In addition with this, the assessments that were made to June are done in a natural environment, such as her school. It could be recalled that various attempts are also made by Junes residential and community program placements, but such proves to be null. As such, the author perceived that the assessment at the school, wherein June spends mostly her time is a very effective approach because not only that she will be able to properly relate with her peers, such an approach will also pave the way for more understanding and willingness to support among her teachers. Reicle and Wacker (1997) emphasized the need of other people to also change their behaviors if they wanted to help a child with challenging behavior. It could be significantly noted that Laursen (2005) claimed that the team that is taking care and assisting June has also made an effort to make her educators understand the depth of her problem and how their support could help her to overcome her challenging behavior. In relation with this, the author wanted to introduce the notion of Positive Behavior Support (PBS) of Fox, Dunlap and Powell (2002) in order to change challenging behaviors among children. The PBS is tailored to meet the specific needs of the child and also takes into careful consideration all of the contexts in which problems with regard to challenging behaviors emerge. The model devised by Dunlap and Fox (1999) as cited from Fox, Dunlap and Powell (2002) creates an Individualized Support Program (ISP) that seeks to help the family and the childs care givers in order to change his or her difficult behavior. The ISP model revolves on two major steps which is the functional assessment and the person centered planning. The functional assessment focuses on accumulating detailed information about the childs behavior, activities, and other contexts that could be helpful for the family, taking into consideration the cause and effects of a particular behavior. Consequently, the person-centered planning centers on the expression of the childs dreams and other challenges that the child perceived to have within his or her family. After such, a behavior support plan will be created which is perfectly in accordance to the specific needs of the child.

Advocating The Death Penalty :: essays research papers fc

Advocating the Death Penalty Thousands of people will attack the death penalty. They will give emotional speeches about the one innocent man or woman who might accidentally get an execution sentence. However, all of these people are forgetting one crucial element. They are forgetting the thousands of victims who die every year by the hands of heartless murderers. There are more murderers out there than people who are wrongly convicted, and that is what we must remember. I, as well as many others, have total confidence in the death penalty. It is a very beneficial component of our justice system. The death penalty saves lives. It saves lives because it stops those who murder from ever murdering again. It also deters potential murderers from ever committing the crime. Unfortunately, the death penalty is currently used so rarely that it isn’t nearly as effective as it could be. In order for it to work, we must put it into practice more often. In recent years, crime in America has been on the rise, in particular, violent crime. This has led not only to an overcrowding of prisons in our country, but also to an increase in the number of death sentences handed down by the courts. Despite the fact that the number of inmates on death row is climbing, the number of death sentences actually carried out in any given year lags far behind. People simply aren’t fearful of the death penalty when it isn’t used the way it should be (Stewart 50). If the death penalty has been declared legal, then the federal and state governments must employ it to its fullest as a means of stopping previous murderers from recommitting their crimes. Since most of the prisoners on death row are there for murder, executing them would ensure that they would never kill again. Obsessive murderers, who know no alternative to killing, need to be executed to protect both prison guards and society. This view is perhaps best illustrated through the words of Judge Alfred J. Talley of New York who explained â€Å"If I as an individual have the right to kill in self defense, why has not the state, which is nothing more than an aggregation of individuals, the same right to defend itself against unjust aggression and unjust attack?† (Kaplan 28) About two and a half years ago, my dear cousin, Jaime, became the first victim of a serial killer named Brian Duffy.

Dehumanization of the Jews Essay

Dehumanization is the process of making a person less human by taking away the important things in their life and what makes them who they are; not only the material things but their ideas and morals as well. The Nazi’s dehumanized millions and millions of Jews during the Holocaust. In Elie Wiesel’s recollection of his experience in the German’s concentration camps, he explained how brutal the Nazi’s could be, how they could take a person’s life away in the matter of seconds, and how they change a person’s outlook on life entirely. The Jews were dehumanized from the very beginning of the Holocaust and only grew to be worse. Dehumanization is the process of making a person less human by taking away the important things in their life and what makes them who they are; not only the material things but their ideas and morals as well. The Nazi’s dehumanized millions and millions of Jews during the Holocaust. In Elie Wiesel’s recollection of his experience in the German’s concentration camps, he explained how brutal the Nazi’s could be, how they could take a person’s life away in the matter of seconds, and how they change a person’s outlook on life entirely. The Jews were dehumanized from the very beginning of the Holocaust and only grew to be worse. The Nazi’s didn’t make anything easy for them. The Jews endured a continuous struggle that they could do nothing about. In the beginning, it all started with the German’s forcing them out of their homes and sending them to the ghettos. The Nazi’s stripped them of their rights, took away their belongings, and removed them from their daily lives. This left them with nothing. They left behind their lives. â€Å"To live? I don’t attach any importance to my life any more. I’m alone,† states an early deportee, Moshe the Beadle. (pg. 5) The Jews were ridded of all sense of security. Once they arrived at the concentration camps, they were struck with another loss of â€Å"themselves. † At the camp, they received tattoos. These tattoos were a series of numbers which represented â€Å"who† they were in the concentration camps. They were known as numbers, not people, numbers. A name is sacred. A name is who you are, without it, you’re only a being. They were people with friends and family that knew them by this name, their name. It was just another way to break away the ties of humanity. In the camps, the prisoners were treated like animals. They had to work all day long. They had to eat when they were told to eat. They had do everything they were told. If anyone misbehaved they would be shot down like dogs. Wiesel asks, â€Å"Was there a single place here where you were not in danger of death? † (pg. 37) A human is meant to be free, do as they please, and not live life in fear. The Jews weren’t allowed to have these luxuries anymore. They were worn down to nothing, which is exactly what Hitler was trying to do. Dehumanization was carried on throughout the Holocaust. The Nazi’s wanted the Jews gone. They made them flee their homes and their personal lives. They were left with nothing. They were given numbers in replace of their own name, the name that makes them the person they grew up as. They Jewish prisoners were treated like animals. They worked, hardly ate, hardly slept, and worked some more. If someone was to do the slightest thing wrong, they were shot down. The person they used to be is gone. The Jewish weren’t given a chance to fight for their lives. The Nazi’s made this impossible. They had to hold onto the little bit of hope left in their wounded hearts.

Judicial Law-Making Essay

The independence of the judiciary was ensured by the act of settlement 1700, which transferred the power to sack judges from the crown to the parliament. Consequently, judges should theoretically make their decisions based purely on the logical deductions of precedent, uninfluenced by political or career considerations. The eighteenth century legal commentator, William Blackstone, introduced the declaratory theory of law, stating that judges do not make law, but merely, by the rules of precedence, discover and declare the law that has always been: ‘the judge being sworn to determine, not according to his private sentiments†¦ ot according to his own private judgement, but according to the known laws and customs of the land: not delegated to pronounce a new law, but to maintain an expound the old one’. Blackstone does not accept that precedent does not even offer a choice between two or more interpretations of the law: where a bad decision is made, he states, the new one that reverses or overrules it is not a new law, nor a statement that the old decision was bad law, but a declaration that the previous decision was â€Å"not law†, in other words that it was the wrong answer. His view presupposes that there is always one right answer, to be deduced from the objective study of precedence. Today, however, this position is considered somewhat unrealistic. If the operation of precedent is the precise science Blackstone suggested, a large majority of cases in the higher courts would never come to court at all. The lawyer’s concern could simply look up the relevant case law and predict what the decision would be, then advise whichever of the clients would be bound to lose not to bother bringing or fighting the case. In a civil case, or any appeal case, no good lawyer would advise a client to bring or defend the case that they had no chance of winning. Therefore, where such a case is contested, it can be assumed that, unless one of the lawyers has made a mistake, it could go either way, and still be in accordance with the law. In practice, thus, judges’ decisions may not be as neutral as Blackstone’s declaratory theory suggests: they have to make choices which are by no means spelled out by precedent. Yet, rather than openly stating that they are choosing between two or more equally relevant precedents, the courts find ways to avoid awkward ones, which give them the impression that the precedents they do choose to follow are the only ones they could possibly apply. Ronald Dworkin argues that judges have no real discretion in making case law. He sees law as a seamless web of principles, which supply a right answer – and only one – to every possible problem. Dworkin reasons that although stated legal rules may â€Å"run out† (in the sense of not being directly applicable to a new case) legal principles never do, and therefore judges never need to use their own discretion. In his book, ‘laws’ empire 1986†², professor Dworkin claims that judges first look at previous cases, and from those deduce which principles could be said to apply to the case for them. They then consult their own sense of justice as to which apply, and also consider what the communities’ view of justice dictates. Where the judges’ view and that of the community coincide, there is no problem, but if they conflict, the judges then ask themselves whether or not it would be fair to impose their own sense of justice over that of the community. Dworkin calls this the interpretive approach and, although it may appear to involve a series of choices, he considers that the legal principles underlying the decisions mean that in the end, only one result could possibly surface from any one case. Dworkin’s approach has been heavily criticised as being unrealistic: opponents believe that judges do not consider principles of justice but take a much more pragmatic approach, looking at the facts of the case, not the principles. Critical legal theorists, like as David Kairys (1998) take a quite different view. They argue that judges have considerable freedom within the doctrine of precedent. Kairys suggests that there is no such thing as legal reasoning in the sense of a logical, neutral method of determining rules and results from what has gone before. He states that judicial decisions are actually based on a ‘complex mixture of social, political, institutional, experiential, and personal factors’, and are simply legitimated, or justified, by reference to previous cases. The law provides a ‘wide and conflicting variety’ of such justifications ‘from which courts pick and choose’. The process is not necessarily as cynical as it sounds. Kairys points out that he is not saying that judges actually make the decision and then consider which precedents they can pick to justify it: rather their own eliefs and prejudices naturally lead them to give more weight to precedents which support both views. Nevertheless, for critical legal theorists, all such decisions can be seen as reflecting social and political judgements, rather than objective, purely logical deductions. Critical theory argues that the neutral appearance of so called ‘legal reasoning’ disguises the true nature of legal decisions which, by the choices made, uphold existing power relations within society, tending to favour, for example, employers over employees, property owners over those without, men over women, and rich, developed countries over poor, undeveloped ones. Griffith (1997) argues that judges make their decisions based on what they see as the public interest, but that their view of this interest is coloured by their background and their position in society. He points out that judges’ view of public interest assumes that the interests of all the members of society are roughly the same, ignoring the fact that within society, different groups, employers and employees, men and women, rich and poor – may have interests which are diametrically opposite. What appears to be acting in public interest will usually mean in the interest of one group over another, and therefore cannot be seen as neutral. Waldron, in his book ‘The Law’ (1989), agrees that judges do make law, and that they are influenced in those instances of law-making by political and ideological considerations, but argues that this is not necessarily a bad thing. He contends that while it would be wrong for judges to be biased towards one side in a case, or to make decisions based on political factors in the hope of promotion, it is unrealistic to expect a judge to be ‘a political neuter – emasculated of all values and principled commitments’. Although judges have traditionally seen themselves as declaring or finding rather than creating law, and frequently state that making law is the prerogative of the parliament, there are several areas in which they clearly do make law. In the first place, historically, a great deal of English law is and always has been case law, made by judicial decisions. Contract and tort law are still largely judge made, and many of the most important developments – for example, the development of negligence as a tort – have had profound effects. Even though statutes have later been passed in these subjects, and occasionally parliament has attempted to embody whole areas of common law in statutory form, these still embody the original principles created by the judges. Secondly, the application of law, whether case law or statute, to a particular case is not usually an automatic matter. Terminology may be vague or ambiguous, new developments and social life have to be accommodated, and the procedure requires interpretation as well as application. As we have suggested, judicial precedent does not always make a particular decision obvious and obligatory – there may be conflicting precedents, their implications may be unclear, and there are ways of getting round a precedent that may otherwise produce an undesirable decision. If it is accepted that Blackstone’s declaratory theory does not apply in practice, then clearly the judges do make law, rather than explaining the law that is already there. The theories advanced by Kairys, Griffith, and Waldron, all accept that judges do have discretion, and therefore they do to some extent make law. Where precedents do not spell out what should be done in a case before them, judges nevertheless have to make a decision. They cannot simply say that the law is not clear and refer it back to parliament, even though in some cases they point out that the decision before them would be more appropriately decided by those who have been elected to make decisions on changes in the law. This was the case in Airedale NHS Trust v Bland (1993), where the House of Lords considered the fate of Tony Bland, the football supporter left in a coma, after the Hillsborough stadium disaster. The court had to decide whether it was lawful to stop supplying the drugs and artificial feeding that were keeping Bland alive, even though it was known that doing so would mean his death soon afterwards. Several law lords made it plain that they felt that cases raising ‘wholly new moral and social issues; should be decided by the Parliament, the judges’ role being to ‘apply the principles which society, through the democratic process, adopts, not to impose their standards on society. Nevertheless, the courts had no option but to make the decision one way or another, and they decided that the action was lawful in the circumstances, because it was in the patient’s best interests. Thirdly, our judges have been left to define their own role, and the role of the courts generally in the political system, more or less as they please. They have, for example, given themselves the power to review decisions of any public body, even when parliament has said those decis ions are not to be reviewed. In addition, despite their frequent pronouncements that it is not for them to interfere in parliament’s law making role, the judges have made it plain that they will not, unless forced by very explicit wording, interpret statutes as encroaching on common law rights or judge made law. They also control the operation of case law without reference to parliament : an obvious example is that the 1966 practice statement announcing that the HOL would no longer be bound by its own decisions, which made case law more flexible and thereby gave the judges more power, was made on the courts own authority, without needing permission from parliament. The HOL has explained its approach to judicial law-making (which is likely to be the same for the Supreme Court) in the case of C (a minor) v DPP 1995, which raised the issue of children’s liability for crime. The common law defence of doli incapax provided that a D aged between 10 and 14 could be liable for a crime only if the prosecution could prove that the child knew that what he or she did was seriously wrong. On appeal from the magistrates’ court, the divisional court held that the defence was outdated and should no longer exist in law. An appeal was brought before the HOL arguing that the divisional court was bound by precedent and not able to change the law in this way. the HOL agreed and went on to consider whether it should change the law itself (as the 1966 practice statement clearly allowed it to do), but decided that this was not an appropriate case for judicial law making.

Women and Education essays

Women and Education essays Women and Education: Granting women and men equal access to education in light of the Fourteenth Amendments pledge of equal protection. Though taken for granted by many, co-sex educational institutions for higher learning are really just recent occurrences. For the most part, colleges and universities, particularly elite ones, taught either men or women. The reasons for this separation date back to early American history, when a womans place was seen as in the home. In addition, education was seen, though ridiculously, as having detrimental effects on the woman. Some of these ludicrous, yet back then scientific beliefs, included that womens brains were smaller than mens were therefore, making them less capable of academic learning. It was also said that if women utilized their brains at the time of their adolescent years, then their reproductive organs would not develop correctly causing possible sterility. Motherhood has always been seen as a strong link for women to their personal identities. Therefore, the greatest oppression would be to threaten its existence. Having to be a mother is a role traditionally defined by society for women; Most women long for children, even against considerable odds, even when marriage has become a light-minded undertaking, and in direst poverty; women continue to seek to be mothers. This is just one of the avenues that was taken advantage of in order to continue the intolerable oppression of preventing women from educating themselves and enlightening their lives. Women have had to prove that they are equals of men. They have had to prove that they are as intelligent, competent, brave, and as morally responsible. With this incentive Womens Liberation was born and with it women were secured many rights, among them are: the right to vote, to educate themselves, and to have and spend their own money and properties...

Analog vs. Digital

Analog vs. Digital Analog vs. Digital Analog vs. Digital By Mark Nichol What’s the difference between analog and digital, and why is the latter word, which originally referred to fingers, now the antithesis of â€Å"hands-on†? An analog is something related to physical quantities (hence the name; analog comes from a Greek word meaning â€Å"proportion†): An analog clock, for example, shows the passage of time by measuring it with a â€Å"hand† that pivots on a central axis, while a measuring tape represents the length of a tangible phenomenon such as a room’s dimensions. By contrast, digital refers to a device’s reading of binary units, zeros and ones, to perform functions and to the storage of information as binary units rather than an analog recording medium such as magnetic ribbon. Ironically, however, digit stems from the Latin term digitus, meaning â€Å"finger† or â€Å"toe.† The path from appendages to algorithms involves the use of fingers to count, thus the extension of the definition of digit to â€Å"number below ten.† The use of zeros and tens as the basis of the on-off duality of binary computer systems led the technology to be referred to as digital technology. Indeed, the word bit, referring to the basic unit of digital information, is a contraction of the phrase â€Å"binary digit.† The adjective digital now refers both to something done or having to do with fingers (for example, â€Å"digital manipulation†) and something related to digitally rendered numbers, or to computerized data or to electronics. Two other terms with the same root word are digitalis, referring to a plant popularly known as the foxglove and to a medicine extracted from it, and prestidigitation, a sesquipedalian synonym for magic. Digitalis is a Latinized form of the German word fingerhut (â€Å"thimble†), because of the resemblance of the plant’s flowers to the sewing implement. Prestidigitation, meanwhile, is another Latin-looking invention influenced by prestige, which comes from the Latin word praestigiae, â€Å"juggler’s tricks.† (Prestige acquired a laudatory meaning and connotation only in the early twentieth century.) It’s a combination of the Italian word presto and digit hence, â€Å"quick fingers.† Analog, meanwhile, calls to mind its full-form predecessor analogue (which spelling for the adjectival form is also preferred in British English), which means â€Å"something similar.† An analogy is also a similarity, or it can refer to a correspondence or to another form of comparison. Analogous is the adjectival form. 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 Misused Words category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsDifference between "Pressing" and "Ironing"Wood vs. Wooden

Motivation Bhutanese Employees in the Hotel Industry Case Study

Motivation Bhutanese Employees in the Hotel Industry - Case Study Example To lose such an employee at any stage of the production process is suicidal for the organisation. Specific emphasis is therefore taken into account to make sure that such employees are kept for as long as they are required. The hotel industry is very challenging in nature. Research indicates that for employees in this sector to perform their best, they need to be highly motivated. (Armstrong, 2006) There are various factors that motivate Bhutanese employees to be productive in the hotel industry. They include financial rewards that are given to these employees who are in the hotel industry. This includes hospital insurance, annual leave etc. All these have played a great role in motivating the Bhutanese employees. Due to these factors, Bhutanese employees in the hotel industry have been greatly motivated. Workers need to be compensated for their performance in order to encourage them to keep up or improve on that performance. The moment the human resource establishes the performance of the worker, managers should reward to commensurate with the worker's achievement. These will ensure maximum production and effectiveness of the worker; current compensation programs that motivate Bhutanese employees in the hotel industry include mix of basic pay, equities and variable pay. (Beardwell, 1997) Among the factors that have motivated frontline Bhutanese employees to be productive in the hotel industry is good working environment. The employers in this industry have ensured that Bhutanese employees get good working environment. This is through ensuring that all the required facilities are available. The employers have ensured that the frontline Bhutanese employees have protective clothing when working. The employers have ensured that there is a good working environment for the frontline Bhutanese employees in hotel industry. (Cole, 1995) Human capital need to be motivated in order for the company to get the best out of them. An employee who is well motivated will easily stay in the organization and be more productive. For this to occur human resource have to attend to the financial and psychological needs of the workers by rewarding them well. Basic financial remunerations and working conditions are normally stated by the government or workers union. (Geen, 1995) There are various types of reward systems that are used in organizations. They may be as

Linguistic features that distinguish regional and social varieties of Essay

Linguistic features that distinguish regional and social varieties of English - Essay Example These variations constitute the dialects of the people. Many factors have influenced to develop a standard form of language in all major speech communities. These in turn have been used as the official dialects of the communities. (The Columbia electronic encyclopedia,2006) The official dialect usually differs from the day to day language, it has some "officiality" in it which would contain certain standards of grammar, pronunciations etc. The standard English of England is derived from London English. A person is marked as cultivated in the United states which entails usage of standard grammar and pronunciation. Also the degree of politeness of a person is judged by the efficiency with which he or she speaks the standard language. Sometimes ordinary speech can be affected by the standard language. Hence some usages would tend to be incorrect such as "you was" in place of "you were" etc. Similarly "gotten" is accepted in United States but not in England. Similarly "Gotten" is accepted by the United States but not in England. Also the standard of linguistic variations are mainly because of vocabulary. Language changes have traditionally been treated as processes constrained by internal linguistic factors. According to this view, language contacts have b een perceived as disturbing factors. Therefore, explaining language change requires new analytical ways of modelling contact, in which both internal and external factors are closely investigated. Studying language-internal processes requires a fundamental knowledge of sociolinguistic, textual and regional factors, since all variation-based analytical and explanatory models of language change rely on the idea of a combined effect of all factors. Another important insight is to be able to connect the latest language changes with historical ones. Hence, the concept of grammaticalization offers a productive starting point for analyses of language changes that span several hundred years. Linguistics Linguistics is the study of language on a scientific basis. Linguistics can be theoretical and applied. Linguistics compares languages (comparative linguistics) and explores their histories, in order to find universal properties of language and to account for its development and origins (historical linguistics). Slightly separate from general linguistics are the sub-fields of phonology, which studies the role of sounds in particular languages, and phonetics, the study of how sounds are produced and perceived. Linguistics are widely used to understand the variations of languages. Regional variation in English Everyone speaks some form of regional dialect a variety of a language that differs in pronunciation, grammar, and vocabulary from those spoken in other regions. In this sense, a region implies a construct of social and historical facts as well as a geographic area. The shared linguistic features that make up a regional dialect include historical facts of migration and community experience, social facts of ethnic identity, and geographic facts of climate and terrain. Each regional dialect also includes a number of social dialects that reflect the age, education, social class, and ethnic identity of its speakers. In England various dialects are spoken region wise like Scottish gaelic , Irish

Decision of AmeriTrade Toys to Move Production to Chins Essay

Decision of AmeriTrade Toys to Move Production to Chins - Essay Example This paper illustrates that the primary duty or responsibility of an organization is to maximize the profits for its shareholders and doing within the legal boundaries. Hence, the decision of AmeriTrade Toys was acted out of duty and is ethical. Another factor to consider here is that if it had not moved to its production the company would have suffered losses and as a result would have been forced to cut down the workforce. Therefore, either way, jobs would have been lost. The economic benefits of the decision are that it would make AmeriTrade Toys profitable and allow it to make products available at a lower cost to the customer. Also, it would create economic opportunities in China by creating jobs. But this would come at the cost unemployment at Middletown negatively affecting its economy. The social costs of the decision are that the Middletown community would be destroyed and at the same would promote poor treatment and standard of life for Chinese workers. An alternative to ou tsourcing was to reduce the wages of the employees at Middletown explaining them the economic situation and the need to cut down on wages. This would have helped them gain the trust of the employees and the community. Also, AmeriTrade could have adopted other cost-cutting measures wherever possible. It is not ethical for AmeriTrade Toys to continue using Wen Wai as a manufacturer until and unless improvements are made to the working conditions. It is the company’s duty to ensure proper working conditions for the labors. AmeriTrade Toys is responsible for all its stakeholders and it cannot ignore the conditions of workers just because it is outsourced. Therefore, AmeriTrade has to work towards improving the conditions of the workers or discontinue using Wen Wai as a manufacturer as it would be unethical.

Hoani Waititi Social Services Case Study

Hoani Waititi Social Services Case Study Weizhi You (Peter) Alternative care placement for BD Workplace: hoani waititi social services 1 Outline the information and issues relevant to the decisions about the alternative placement for this individual. BD is a 13years old boy. The boy’s parent are both not working and they are drug and drunk everyday. The boy couldn’t receive the good care from the family, not enough food, always wear on dirty clothes. He’s suffered from abuse in verbal and physical. The grandparents called the social services for some help because they are old and could not look after BD, and they would like BD to be placed in foster care. After discuss with grandparents, the social workers decide to remove BD from the parents care to another family which is full of love and willing to look after DB. The social worker concerned the parents of DB and told them that their children will leave them until they change them self and find themselves. 2 What other information did you need to obtain? Safety: The person is safe from any kind of harm that comes from themselves, or any other person. Make sure he won’t be abused in foster care. Check if he is at risk of running away from foster are. Wellbeing: We need to check the boy’s health situation and the psychology health situations. The person’s wellbeing is looked after – for Maori people wellbeing should be considered in the holistic sense. We need concerned the family members and have a family meeting to discuss about it. Arrange the visit for grandparents. 3  Key points of information provided to the parties involved or other observations The boy is so silent and don’t want to talk with others and hide on the back of grandparents. So we spend the tie with BD and build the trust. The grandparents have pain legs and sore back who need take medications every day and no family members can take BD, so foster family is necessary. 4  Outline how decision making was facilitated in accordance with the service provider’s standard Gain information that is relevant to the decision making process. Before an Alternative Placement happens, the families including SW, BD, BD’ parents and BD’ grandparents may meet several times to discuss and share relevant information, issues and needs of the client for their safety and wellbeing. The safety and wellbeing of BD is the subject of an alternative care placement is the first consideration Social workers use verbal and non-verbal communications to obtain information relevant to decision making Obtaining sufficient information to facilitate decision making about the alternative care placement includes all information and issues relevant to all parties involved in the decision about the alternative care placement Keep the information confidential, and get family consent to discuss family concerns with outside agencies e.g drug agency. 5 other notes which reflect on the decision making process The boy and the whanau will have the different preferences for the placement, perhaps related to the ease of access for visiting etc. Cultural issues are an important consideration for social workers, particularly when dealing with Maori. Some information may reflect on the decision making process including Health needs, Language, safety, client’s privacy,spiritual needs, Dietary needs, Medication needs, Physical comfort Task 2 Student name: weizhi you(peter) Alternative care placement for BD Workplace: hoani waititi social services 1 Outline any further or additional information or issues relevant to the decisions about the alternative placement for this individual. DB is more shy and silent at first week, but with the help of social workers and new families, he becomes improved both in physical and psychology health. For the spiritual support, the social worker bring him to the marae to join in maori activities and practice maori culture. DB made friend with them and develop his social network. But from the feedback of school, he is not focus on study and seldom do the homework. BD will go to the same school so he won’t need to involved at another school. He always walk to school. BD is happy to live in the foster family, the risk of running away is low. 2How did you plan the placement in line with the decisions of the parties involved and any other key people? The social workers keep contact with family members involved. They keep contact with the fostr family and BD, gain feedbacks and make plan to help BD get used in the new family. They also contact with BD’s parents and grandparents. Helping BD’s parents stop drug and find a job to earn some money. They have a talk with the school and the teacher of BD then the school decide to spend extra hours to help BD study. 3 how did you plan the placement in line with ethical practice? Followed agency’s policies/protocols. Ethical practice, the ethics of social work practice also need to apply to decisions about alternative care placements. For example, it will be unethical to tell the person’s family the only place available was one a long distance away, because it had a vacancy and social worker can end their involvement quickly and move on to another case. A place was found nearly to garandparents’s home and easy to visit, families kept informed at all times of all the decision making. 4 how did you make sure that everything you did was focused on the current and future safety of the person who needed the alternative care placement? BD need to moved from home because he couldn’t receive the properly care from parents which is bad for his well beings. The social worker together with relevant people needs to determine the best alternative care placement for BD, with the safety and wellbeing of the person as the first consideration. 5 key points of information provided or other obeservations The parents of BD have agree to receive the help from the community and local organizations to stop drug. BD is happy living in the foster home. 6 outline how planning was facilitated in accordance with the service provider’s standards. Give examples Followed agency’s policies. Family Group Conference (FGC) lead by Youth Justice Co-ordinator and Social Work. Family group conference (FGC) supported CYF care as an interim measure. completion of checklists: all the paper should be done and checked, it need to be sign by social worker, care provider and families. security of information: make sure that all the information through inside the person who is involved. Confidentiality and keeping accurate records of conversations or meetings Social workers acknowledging the needs and issues of parties to the alternative care placement, use the interpersonal skills to work with the different parties and make sure everything goes on line. 7other notes reflect on the planning process Home environment: low risk – high risk safety issues. Always consider person’s safety and well being first. Family visit provide spiritual support. Task 3 Student name: weizhi you(peter) Alternative care placement for BD Workplace: hoani waititi social services 1how did you encourage self-determination of the person who is the subject of the alternative care placement? To encourage self-determination means encouraging families members to the plan to fulfil their identified roles, and to take ownership of these roles. Dependency on the social worker or social service provider needs to be discouraged. Encourage grandparents to visit. Provide BD’s parents 2or 3 councilling agencies to choose to solve their problems. Outlined agency’s objectives and appropriate legislation, backing up agencies mandate/kaupapa. Fully informed BD and whÄ nau/family of the parameters and scope of the meeting, and allowed them to define the best options. Informed all the decision making at all times before it satarts. Where possible I (agency) worked collaboratively with the family to find a middle ground where agency mandate and whÄ nau choices weren’t aligned. 2how did you discourage dependency on you as the social worker and the social service provider? Gave space (and resourced where necessary) so the whÄ nau/family could define their own possible solutions. Give them 2to3 useful local agencies and let BD’s parents choose the way to help themselves. Where possible the agency would step aside, so the family/whÄ nau could step up. 3how did you assist key people in the implementation of the plan to identify progress? I will provide key people with a care-plan that included key indicators of progress, such as attending school regularly, keeping curfew, behavioural contract etc and informed all decision making at all times. 4how did you assist parties to the plan to review the plan? What if any further options were identified? If the plan was amended, how was it amended? Regular meetings to review progress were held between social service provider,BD , whÄ nau and care giver(s). to check the which task has been achived so far and what to improve. When implementation of the plan is complete, the plan (in its entirety) needs to be reviewed. In some cases the review will result in further options being identified. The review may also determine some different outcomes in terms of achievement of objectives and these also need to be recorded in the plan 5 key points of information provided or other observations Parents have enrolled the drug councilling center 6outline the implementation was in accordance with the service provider’s standards Cultural practices were followed eg a karakia/blessing was arranged for BD when he arrived at the home. The checking in processes was completed fully, including areas such as health and safety, and rules for behaviour etc were explained to BD. 7other notes reflect on the implementation process His study in school have a big improve under the help of teacher. Task 4 Student name: weizhi you(peter) Alternative care placement for BD Workplace: hoani waititi social services 1how you know you had completed your required tasks or involvement in the plan? DB is now in foster care family and the parents were enrolled in drug councilling. BD attend the school regular and make new friends. When the implementation of the alternative care placement is complete, it is time for the social worker to complete their involvement in the plan. Always first consider the safety and wellbeing of the person who is the subject of the alternative care placement. 2what possible future involvement might be required from the social service provider in this case? Think about factors that may lead to further contact being needed, what functions or services a social service provider might offer the person in the future, and how the person could go about re-establishing contact with social service provider The parents may need parenting program to help them learn how to take care of BD. If the parents could not stop drug and abuse on BD, in this situation, BD have to move to another home. The social workers will provide many suggestions and some useful organizations for them. If they need services in the future, they can ring the organizations again. 3notesor key points of information received or other obeservatons made Social worker’s tasks were clearly finished on the care plan, and the plan was updated to show they were completed. Transition from home to residential care completed. 4outline how the closure was in accordance with the service provider’s standards Review the items that were part of your role or responsibility in the plan. Check you have completed them all, and completed all related documentation etc. Consult with the other parties to the plan. Check that they consider you have completed your responsibilities, or whether there is something else they were expecting you to do. Handover meeting with host home family, BD and whÄ nau. 5outline how you made sure information was kept confidential Followed agency privacy policy. For example, consent from whÄ nau to share information with alternative education provider was received. 6provide two examples of how your actions were in accordance with relevant legislation. Name the legislation in the example. Privacy Act – I (agency) only kept information that was necessary for the purpose of facilitating BD’s placement in the host home. CYPF Act – both BD and whÄ nau were kept informed of decisions made, and wherever possible involved in the decision making process. 7other notes reflect on the closure process All parties updated and keep contacting with them. Provider policy followed, case file checked and updated, renew the information and regular check visit BD. Task5 How tiriti o Waitangi in social services? Give 3 examples how your actions on placement were guided by the tiriti. There are four principles in the Te Tiriti o Waitangi to ensure that maori’s rights were covered including partnership, protection, participation and permission. A partnership in good faith between two Maori and Crown, for that principle, when engaging with Maori or creating policy that could affect Maori, the Social Service organisations ensure needs of Maori are prioritised. In order to make ensure Maori have rangatiratanga rights over their taonga, always consultation with Maori leadership and management when organisational policies are being discussed. Te Tiriti o Waitangi applies in social services including ensure that all social services have a bi-cultural perspective. For example, we respect our maori client, maori way to deal with things, our maori workmates and client’s families, keep good relationship with them. Protection: for that principle, it allowed maori to exercise their Tino Rangatiratanga (absolute sovereignty) over all of their taonga(land), and benefit from these. Taonga in Maori language means land, resources, language, knowledge, and other aspects of the Maori way of life. Maori have the rights to enjoy their taonga in social service settings, and social service organisations must respect their way of life. It protect Maori’s rights to make choices that best serve their culture, that line with tika and kawa, suit their traditions and practices customary. For example, we working in the maori marae, we follow their traditional cultures and their process in the marae, we are not allowed to bring the food into marae and turn off the phone, no noisy when join the formal welcome. Participation: it ensure that maori take part in the social counseling and have the equal rights with crown. Consultation at all levels with Maori. It must be service accessibility for MÄ ori. Allowed Maori choose their models of health i.e (Te Whare Tapa Wha) rather than western models when working with MÄ ori. So when we working with maori, we should knowing their needs and their culture respect, provide their prefer ways to help them. Task6 How your actions throughout the process of contributing to the facilitation? At least 3 examples and include your inflections from your activities in this assessment all linked to theory for social service practice. respect my client, always ask their permission, I always collect the family agreement before the action and listen to my client, respect their choices and their maori way to do things. And I respect their culture, when enter Maura, I will follow their traditional approach and customs. Gain information that is relevant to the decision making process. Before an Alternative Placement happens, the families including SW, BD, BD’ parents and BD’ grandparents may meet several times to discuss and share relevant information, issues and needs of the client for their safety and wellbeing. We keep contact with family members involved. Keeping contact with the fostr family and BD, gain feedbacks and make plan to help BD get used in the new family. Contacting with BD’s parents and grandparents. Helping BD’s parents stop drug and find a job to earn some money. Weizhi you 13010121[à ©Ã¢â‚¬ Ã‚ ®Ãƒ ¥Ã¢â‚¬ ¦Ã‚ ¥Ãƒ ¦-†¡Ãƒ ¥Ã‚ ­-] 1