Mr collins proposal to elizabeth Essay

How does Austen use humour to portray Mr Collins and his proposal? Austen presents Mr Collins to be the most unwillingly comical character in the whole novel through his extreme idiocy and pomposity. From Austen’s description of Mr Collins it is clear that he is self satisfied, proud and serious. â€Å"Mingling with a very good opinion of himself, of his authority as a clergyman†. This shows that although Mr Collins isn’t in a extremely high position in society he is proud of who he is and perhaps thinks himself to be more important than what he is in reality. In terms of physical appearance, Mr Collins is shorter than Darcy which could suggest that he has a weaker chance of marrying Elizabeth, as Darcy is more powerful and serious. Mr Collins isn’t presented as a purposely comical character, but rather the opposite, he is always serious in every situation and is often blinded by his own ego to see that people often mock him. Mr Collin’s proposal to Elizabeth is one of the most humorous points in the novel, which reflects his personality due to the fact that Austen presents it in a ironically humorous way. The first instance of irony is that Collins mistakes Elizabeth’s unwillingness to be left in the room alone with himself as ‘modesty’ and shyness when in actual fact she Just finds the whole situation uncomfortable. Another example of irony is when Mr Collins assumes that all young ‘modest’ girls refuse a proposal from men that they intend to accept, â€Å"l know it to be the established custom of your sex to reject a man on the first application†, and so takes Elizabeth’s refusal speech as encouragement and continues to persuade her with his literate proposal. This highlights how clueless and arrogant Mr Collins is as he has the audacity to continue with his proposal ignoring all sense of ridiculousness, and in a way patronises Elizabeth as he suggests that he knows how all young ladies act, and doesn’t take her response seriously which reinforces how unromantic and scripted the proposal is. The words â€Å"your sex† indicate how domineering men were at the time, and he almost contradicts himself as earlier he states that he singled Elizabeth out, but then however goes on to group the whole â€Å"sex† together suggesting that omen are all exactly the same. Mr Collins speaks of passion and love for Elizabeth as though he is reading a list or quoting something. The proposal is clearly unromantic and literate when Mr Collins begins listing his reasons for wanting to marry. â€Å"My reasons for marrying are, first that I think it a right thing for every clergyman in easy circumstances (like myself) to set the example of matrimony in his parish, secondly,†. This shows that marriage for Mr Collins is simply a convenience rather than emotion, opposed to Elizabeth who elieves marriage is based on true love, and so his proposal becomes even more un realistic and comical as their views are so different. The line â€Å"for coming into Hertfordshire with the design of selecting a wife† suggests that Mr Collins created a plan for his proposal before hand, and suggests that he chose Elizabeth purely shows the dominance of men at the time as women were almost like a prize that they selected. Although Mr Collins is trying to convince Elizabeth into marriage, he suggests that she ‘almost’ his first choice when in actual fact he had planned to arry Jane. In contrast to this, he then goes on to say â€Å"but before I am run away with by my feelings on this subject†. This makes the situation more humorous as Mr Collins is clearly contradicting and humiliating himself as his earlier actions show that his need for marriage is not based on ‘feelings’ and that he may not have any romantic feelings towards Elizabeth at all. Elizabeth’s reaction to Mr Collins reaction is perhaps what makes the whole situation more humorous. Firstly, she does the unthinkable and refuses him, â€Å"l am perfectly erious in my refusal†, which would have been out of the ordinary and frowned upon in society at the time. The word â€Å"serious† shows how independent she is which was strange at the time as women were almost in possession of a man and you were only as good as the man you married. Strangely, Elizabeth finds the whole situation humorous, and slightly entertaining as he is so pompous and self- righteous that she cant help but laugh. â€Å"Made Elizabeth so near laughing that she could not use the short pause he allowed her to stop him further†. Instead of stopping Mr Collins, she inds the whole situation overly awkward as she is aware of the total incompatibility of each other, in comparison to Mr Collins who is totally unaware of the fact that he looks ridiculous and so continues, hoping to impress Elizabeth. As Mr Collins continues on, Elizabeth begins to get frustrated as she tried to subtly suggest that his idea of marriage would never work, however Mr Collins stays persistent. â€Å"It was absolutely necessary to interrupt him now’. This is humorous as it shows how self obsessed Mr collins is as he thinks of himself too highly and believes that he is orthy of every woman, which is why he is so shocked when Elizabeth assures him that she is rejecting his proposal. â€Å"l am persuaded that when sanctioned by the express authority of both your excellent parents, my proposals will not fail of being acceptable†. The reader may petty or sympathise with Mr Collins as his inability to understand and pride could pass off to be innocence, which suggests he has no idea on the matter of marriage and love even though he speaks like he does. Mr Collins often elaborates in situations thinking himself to be the epitome of elegance, in ontrast to Elizabeth who stays silent and offers mere responses to his proposal. This is humorous as it highlights how shocked Elizabeth is at Mr Collins arrogance and reinforces their total incompatibility. To conclude, Austen successfully portrays a humorous scene which reflects the unwillingly comical character of Mr Collins. She does this using ironic humour, and in particular makes Elizabeth’s response to the situation much less elaborate than the proposal itself, which shows how idiotic and narrow minded she views Mr Collins to be.

A Separate Peace Themes

A Separate Peace by John Knowles concerns itself about a young adult named Gene who decides to visit his old school Devon years after the war and recollects his memories of his friend, Phonies. Most of the story is a flashback about the hardships Gene and Phonies had to face growing up in high school during a war. During this flashback, Gene grows through the phase where he must let go of his childhood and mature to adulthood. Throughout the book, Phonies symbolizes childhood and innocence, revealing the main theme of the book: innocence versus maturity.Gene's Journey through his years at Devon shows how he matures and gains a bigger understanding of the world around him. At the beginning of the book, both Gene and Phonies were childish at the beginning of the book. For example, Phonies would wear pink clothing and a school tie as a belt to a headmaster's gathering. â€Å"In his haste that morning Finny had not unexpected used a tie for a belt. But this morning the tie at hand had b een the Devon School tie† (20). This shows a level of disrespect of self-image and school-image that usually rash, young children have.Phonies even believes that the war is Just a scam made up by adults to get a profit. There's the bad, there's the good; Just pure black and white. He was even able to rationalize this illogical belief to Gene, and Gene easily gives in. Just like how a child sticks to her favorite blanket or comforting teddy bear to protect her from the nasty in life, Phonies is Gene's way of clinging on to a more immature view to explain life simply. As Gene begins to mature through his years at Devon, he loses Phonies for a while as Phonies recovers from his leg injury.This opens the door to Gene as he sees a new view point on life. He has a sense of guilt that he was the one who trounced Phonies out of the tree, but cannot explain his actions. This new sense of guilt make question if he is truly evil or still innocent. It raises the question that there may be something more than Just cruelly evil or purely good that Phonies seemed to believe earlier. However, Phonies, symbolizing Gene's childhood, tries to pull Gene back to a world of innocence with winter carnivals and games – games where there are no losers and everyone wins.Affected by Phonies' tempting simple ideals, Gene finds himself hard to let go of the innocent outlook on life. Still, this prodding question further develops when Gene meets Leper after the effects of the war. â€Å"The army has the perfect word for everything, did you ever think of that? †¦ And the perfect word for me†¦ Psycho. I guess I am. I must be. Am I though, or is the army? Because they turned everything inside out† (141 , 149). This quote summarizes the scene when Gene learns about harsh cruelties of war, and begins to realize that the world is bitterer than he had originally thought.Human beings can be evil. This completely transforms his original innocent view on the world. At t he end of the novel, when Gene is of age to be recruited into the war, Gene has learned much about the harsh truth of reality. He begins to move into an acceptance state. When Phonies realizes that it was Gene who had originally trounced the branch, Gene is able to explain that there are certain evils, certain impulses that earlier in the novel. â€Å"No, I don't know how to show you, how can I show you, Finny? Tell me how to show you.It was Just some ignorance inside me, some crazy thing inside me, something blind, that's all it was† (191). Gene accepts that humans are neither fully good nor evil, but normal beings with natural impulses. Knowles shows throughout the book that as one ages and matures, one must lose that innocent childish mentality. Gene slowly pulls apart from Phonies' ideals and moves onto a more complex understanding of human behavior. However, as Gene reaches young adulthood, Knowles cleverly has Phonies pass away, as only to show that in order for Gene to fully mature and reach adulthood, the innocent childhood must completely disappear. Did not cry then or ever about Finny†¦. ‘ could not escape a felling that this was my own funeral, and you do not cry in that case† (186) The quote even shows that Gene feels that Phonies was part of himself. This is referring to the naive childhood part of Gene. Knowles consistently expresses the theme of innocence versus maturity. He tells us that in order to achieve maturity and achieve the fuller, complex view on life, one has to lose the innocent outlook that usually the young has. Gene moved from a young naive child to a developed young adult.

To Spank, or Not to Spank

To Spank, Or Not To Spank COM/156 October 30, 2011 Parents have different ways of punishing their child. Anything from grounding them from things, making them do extra chores, time outs and spanking them. The most effective of these, is spanking. In a research project by Marjorie Gunnoe, â€Å"children who were spanked between the ages of 2 and 6 grew up to be happier and well-adjusted as teenagers. † Spanking a child is not abuse. It is a means of punishment. You should only use your hand to spank your child. Showing your child they have done wrong, by spanking, will teach them to not do what it is that they did, again. You should never use a belt, shoe, switch, or any other foreign object. Those would be considered weapons, and that would be child abuse. Spanking is not a hateful means of punishment. It shows the child they have done wrong and need to be punished. It is an effective means of punishment. Children learn not to do the same wrong again. A child will grow up â€Å"happier and well-adjusted† by spanking them. The controversy of spanking is worldwide. Opinions differ on pro-corporal punishment and anti-corporal punishment. People who are against corporal punishment believe that spanking is child abuse. They say there are better ways of punishing a child. People who are for corporal punishment believe that spanking is a good form of punishment, yet they also know there are different ways of punishing a child. Parents who spank their children find it is more effective as a punishment. A research done by Marjorie Gunnoe, psychology professor at Calvin College in Grand Rapids, Michigan, states that â€Å"spanking is more effective on children ages 2 to 6 years old. It has also been said you should not spank a child under 18 months old or a child over the age of 10. Spanking a child over the age of 10 can have a negative effect and make a child more aggressive growing up. The American College of Pediatricians, or ACP, reviewed the research on corporal punishment and concluded that spanking, as discipline, can be effective on children when it is used properly, but should not be solely relied on to keep your children in line. Spanking your child out of anger, or with anything other than your hand, leaving welts and/or bruises, is considered to be child abuse. Spanking should not be impulsive, spank only with your hand once or twice, and the child should be forewarned of the spanking and reason for the spanking in order for it to be successful. The saying, â€Å"Spare the rod, spoil the child† comes from a biblical proverb (Proverbs 13:24) â€Å"He who withholds the rod hates his son, but he who loves him disciplines him diligently. † What this means is, if you don’t punish a child when they do wrong, you will spoil them. This goes way back. You want to punish your child for their wrong, and make sure it is effective enough to get the point across. If you don’t effectively punish your child, they will think it is okay to keep doing the wrong. Kosciusko County (Indiana) Department of Child Services sees hundreds of cases per year involving child abuse and/or neglect. Of those cases, there is physical abuse such as punching, hitting, kicking, and biting. Yet there are only a â€Å"handful† of cases involving an out of control parent spanking their child. Tiffany Malone, a caseworker for the DCS, has seen many cases of abuse and neglect. She stated, â€Å"You can spank your child as long as you do not leave any marks, and you do not spank them with anything except an open hand on the buttocks. It has also been said you can spank your child’s feet. been charged with Battery on a minor for leaving excessive marks on their child. In the Indiana Supreme Court case Willis vs. State, Sophia Willis is raising an unruly child and spanked him several times with a belt or extension cord, which lead to marks on the chil d’s arm (from missing the buttocks. ) She ended up receiving 365 days in jail, and had to do 357 of those suspended to probation. The judge stated, â€Å"This is a tough area of the law. Because you know that a person’s intent was not to do a wrong thing. It has also been said, â€Å"The law is well settled that a parent has a right to administer proper and reasonable chastisement to his child without being guilty of an assault and battery. † By knowing our boundaries and limitations, we can successfully correct our children in a positive way. By spanking them. The mixed reaction by so many is just misunderstanding. No one has to spank a child. When nothing else works, spanking is a last ditch effort. It may be a controversial form of punishment, but it does work. Older children that look back on their younger years are happy they were spanked. They grew up happier, did well in school, and did well as they grew up. There are different laws in different states. Some condone corporal punishment, some do not. Some countries have banned corporal punishment all together. As long as there is no anger or foreign objects involved in spanking a child, it is not considered child abuse. Some psychologists, DCS workers, parents, and courts condone spanking. There are court cases stating it is a parent’s right to decide whether or not a spanking should be administered. It is also the parent’s responsibility to react, without vengeance, appropriately while administering a spanking to a child. A parent should not be found guilty of punishing their child no matter. Unless there is a sinister demeanor involved, a parent is completely capable of punishing their own child without chastisement from others. Children are our future and we want nothing but the best for them. By spanking our children, we are teaching them right from wrong and making their future that much brighter and worth looking for. Citations/References http://www. lifesitenews. om/news/archive/ldn/2010/jan/10010507 http://www. mlive. com/news/grand-rapids/index. http://www. cerm. info/bible_studies/Topical/spanking. htmssf/2010/01/is_spanking_children_ok_calvin. html http://www. tldm. org/News11/AmericanCollegeOfPediatriciansSpanking. htm Tiffany Malone- Kosciusko County Child Protective Services, Warsaw, Indiana http://www. in. gov/judiciary/opinions/pdf/08290801mgr. pdf http://w ww. in. gov/judiciary/opinions/pdf/06100801rdr. pdf http://www. in. gov/judiciary/opinions/pdf/05311101msm. pdf http://www. in. gov/legislative/ic/code/title35/ar41/ch3. html To Spank, or Not to Spank To Spank, Or Not To Spank COM/156 October 30, 2011 Parents have different ways of punishing their child. Anything from grounding them from things, making them do extra chores, time outs and spanking them. The most effective of these, is spanking. In a research project by Marjorie Gunnoe, â€Å"children who were spanked between the ages of 2 and 6 grew up to be happier and well-adjusted as teenagers. † Spanking a child is not abuse. It is a means of punishment. You should only use your hand to spank your child. Showing your child they have done wrong, by spanking, will teach them to not do what it is that they did, again. You should never use a belt, shoe, switch, or any other foreign object. Those would be considered weapons, and that would be child abuse. Spanking is not a hateful means of punishment. It shows the child they have done wrong and need to be punished. It is an effective means of punishment. Children learn not to do the same wrong again. A child will grow up â€Å"happier and well-adjusted† by spanking them. The controversy of spanking is worldwide. Opinions differ on pro-corporal punishment and anti-corporal punishment. People who are against corporal punishment believe that spanking is child abuse. They say there are better ways of punishing a child. People who are for corporal punishment believe that spanking is a good form of punishment, yet they also know there are different ways of punishing a child. Parents who spank their children find it is more effective as a punishment. A research done by Marjorie Gunnoe, psychology professor at Calvin College in Grand Rapids, Michigan, states that â€Å"spanking is more effective on children ages 2 to 6 years old. It has also been said you should not spank a child under 18 months old or a child over the age of 10. Spanking a child over the age of 10 can have a negative effect and make a child more aggressive growing up. The American College of Pediatricians, or ACP, reviewed the research on corporal punishment and concluded that spanking, as discipline, can be effective on children when it is used properly, but should not be solely relied on to keep your children in line. Spanking your child out of anger, or with anything other than your hand, leaving welts and/or bruises, is considered to be child abuse. Spanking should not be impulsive, spank only with your hand once or twice, and the child should be forewarned of the spanking and reason for the spanking in order for it to be successful. The saying, â€Å"Spare the rod, spoil the child† comes from a biblical proverb (Proverbs 13:24) â€Å"He who withholds the rod hates his son, but he who loves him disciplines him diligently. † What this means is, if you don’t punish a child when they do wrong, you will spoil them. This goes way back. You want to punish your child for their wrong, and make sure it is effective enough to get the point across. If you don’t effectively punish your child, they will think it is okay to keep doing the wrong. Kosciusko County (Indiana) Department of Child Services sees hundreds of cases per year involving child abuse and/or neglect. Of those cases, there is physical abuse such as punching, hitting, kicking, and biting. Yet there are only a â€Å"handful† of cases involving an out of control parent spanking their child. Tiffany Malone, a caseworker for the DCS, has seen many cases of abuse and neglect. She stated, â€Å"You can spank your child as long as you do not leave any marks, and you do not spank them with anything except an open hand on the buttocks. It has also been said you can spank your child’s feet. been charged with Battery on a minor for leaving excessive marks on their child. In the Indiana Supreme Court case Willis vs. State, Sophia Willis is raising an unruly child and spanked him several times with a belt or extension cord, which lead to marks on the chil d’s arm (from missing the buttocks. ) She ended up receiving 365 days in jail, and had to do 357 of those suspended to probation. The judge stated, â€Å"This is a tough area of the law. Because you know that a person’s intent was not to do a wrong thing. It has also been said, â€Å"The law is well settled that a parent has a right to administer proper and reasonable chastisement to his child without being guilty of an assault and battery. † By knowing our boundaries and limitations, we can successfully correct our children in a positive way. By spanking them. The mixed reaction by so many is just misunderstanding. No one has to spank a child. When nothing else works, spanking is a last ditch effort. It may be a controversial form of punishment, but it does work. Older children that look back on their younger years are happy they were spanked. They grew up happier, did well in school, and did well as they grew up. There are different laws in different states. Some condone corporal punishment, some do not. Some countries have banned corporal punishment all together. As long as there is no anger or foreign objects involved in spanking a child, it is not considered child abuse. Some psychologists, DCS workers, parents, and courts condone spanking. There are court cases stating it is a parent’s right to decide whether or not a spanking should be administered. It is also the parent’s responsibility to react, without vengeance, appropriately while administering a spanking to a child. A parent should not be found guilty of punishing their child no matter. Unless there is a sinister demeanor involved, a parent is completely capable of punishing their own child without chastisement from others. Children are our future and we want nothing but the best for them. By spanking our children, we are teaching them right from wrong and making their future that much brighter and worth looking for. Citations/References http://www. lifesitenews. om/news/archive/ldn/2010/jan/10010507 http://www. mlive. com/news/grand-rapids/index. http://www. cerm. info/bible_studies/Topical/spanking. htmssf/2010/01/is_spanking_children_ok_calvin. html http://www. tldm. org/News11/AmericanCollegeOfPediatriciansSpanking. htm Tiffany Malone- Kosciusko County Child Protective Services, Warsaw, Indiana http://www. in. gov/judiciary/opinions/pdf/08290801mgr. pdf http://w ww. in. gov/judiciary/opinions/pdf/06100801rdr. pdf http://www. in. gov/judiciary/opinions/pdf/05311101msm. pdf http://www. in. gov/legislative/ic/code/title35/ar41/ch3. html

Leader-Management-Exchange (LMX) Coursework Example | Topics and Well Written Essays - 2000 words

Leader-Management-Exchange (LMX) - Coursework Example   However, since these leaders do not have much time and power on their hands, they seek to narrow down their radar to focus their attention on those members who seem to capitalize on the leadership outcome that is the extent of the relationship. The theories prior to the leader-member-exchange theory either focused too much on the leader or on the members. The LMX, on the other hand, has a different approach, whereby it considers the relationship between the leaders and the members as an important element that contributes to leader effectiveness. Also unlike other theories that considered the entire group of members as a whole, the LMX judges each individual separately. According to the dealings and agreements between the members and the leaders, the theory identifies two different types of relationships. The two distinct relationships that are found after application of the LMX include the in-group and the out-group. There is a set of people within the members' group that tend to go further than and achieve more than what their expected roles would limit them to, this set of people also take up a more productive and comprehensive approach to the tasks they need to complete. This set of people makes up the in-group that is shown as the high quality of the LMX with positive results. Characteristics of the in-group consist of negotiations by the members to develop and increase their role ahead of their job prescriptions, mutual trust, respect and concern between the leaders and the members.... The out-group is formed by the set of members who work hard enough, only to complete the contractual requirements of their job prescriptions, nothing more. There is a low degree of enthusiasm compared to the in-group and they do not receive any form of special attention from the leaders, nor any additional perks or promotions. Even though the leader tries to better the degree of interaction, the out-group member does not show much interest and remains self-concerned. Therefore, the out-group is a low quality LMX and provides average level outcomes. It is argued that the existence of these two unique groups is somewhat discriminating and de-motivating, however they will continue to exist and the leader must constantly make an effort to expand the in-group of the organization. The quality of outcomes that the LMX is able to provide is under effect of several factors that may enhance it if controlled properly, however, if these factors are left casually undecided, they may very well res ult in average or possible less than average LMX outcome. Communication plays an important element in deciding the quality of the LMX. Individual interaction and communication with the leaders and the coworkers allows for a sense of belonging for the subordinates to build, making them feel like a significant part of the organization that matters. This results in a high quality LMX. When the leader of a group has authority that reaches higher on the ladder of an organization enabling him/her to have a good say in managerial decisions, task assignment and performance review, the members tend to be more motivated and confident, eventually leading to a good LMX. Sometimes

Police Corruption Essay Example | Topics and Well Written Essays - 500 words

Police Corruption - Essay Example Majority of scholars in the law enforcement field, according to Corley, assert that the acceptance of gratuities is a pitfall that leads to corruption. Corley bases his classification of corruption on four experts' definitions which affirm that corruption entails the act of accepting goods or anything with monetary value 'for performing or failing to perform duties which are a normal part of one's job'.1 On the other hand, Corley defines gratuity as 'something given without claim or demand' (Corley 2005). However, the author contends that it is confounding for the enforcement agents to discern when a gratuity does not come without a claim or demand. Thus, even though law enforcers exercise discretions on accepting presents and gratuities, enforcers should assume that everything comes with a price, based on the supposition that 'there is no free lunch.' The author adds that though these 'acts of kindness' may not require reciprocity in the present, they may oblige an officer to reciprocate such kindness in the future. In some ways, Corley also admits that there exists people who strive for genuine kindness but individuals involve in the enforcement of law should always presume that everyone wants something in exchange of a gift or gratuity.

Firewall Security Measures Essay Example | Topics and Well Written Essays - 3250 words

Firewall Security Measures - Essay Example A packet filter is the most simple type of firewall that operates at the network layer of OSI model. Packet filtering works on a set of rules stored as rule base, which determines which packet are allowed within the session, likewise which address are allowed for the communication process. If by default, a rule base does not permit any session, all packets are a drop from the communication. Information included in packet filtering are as follows: The source address of the packet (or the Layer 3 address) and the destination address of the packet (also Layer 3 address). Type of traffic or the specific network protocol (i.e. Ethernet) And possibly some information about the Layer 4 communication sessions (which is why packet filtering are sometimes considered to operate at layer 3 and 4 of OSI model). Stateful inspection, on the other hand, is the just superset of the packet filter. It also employs the method by which packet filtering works and an additional of storing the state of the session. For example, a session between 192.168.1.100:1023 and 210.9.88.29:80 was stored as â€Å"established† as its state, then the next time this session takes place, it will automatically be allowed. This provides a faster mechanism for filter incoming and outgoing session between server and host system. Stateful inspection firewall also operates at layer 3 and 4, plus layer 7 of the OSI model, which is evident on how stateful inspections consider application within the application layer.

Final exam Assignment Example | Topics and Well Written Essays - 1250 words

Final exam - Assignment Example 1). Some examples of Quid Pro Quo sexual harassment are asking for sex as a requirement for promotion and an implied statement that someone would be terminated, if the latter do not submit to the supervisor’s sexual advances. As for Hostile Work Environment type of sexual harassment, it happens when an employee experiences unwelcome sexual advances or gender-based behaviors that are adequately severe or persistent enough to hinder the person’s work performance, or to form a threatening, hostile or unpleasant work environment (Department of Justice, 2003, p. 2). Some examples are unwelcome sexual jokes and remarks and making demeaning statements about one’s gender. Employers can make use of several legal defenses. General employer defenses’ to sexual harassment are applicable to both quid pro quo and hostile work environment sexual harassment. They consist of, but are not limited to the following defenses: 1) â€Å"it didn’t happen,† 2) welcom eness, 3) the conduct was not sexual or was not based on sex, 4) the First Amendment; and 5) the â€Å"equal opportunity harasser†Ã¢â‚¬â„¢ (Weitzman, 1999, pp. 29-30). ... mployees who feel that they have experienced or witnessed sexual harassment, they must take advantage of existing internal policies of their organizations, when present, and if not, report to the proper authorities. These employees must report the incident to their supervisor, manager, or other higher offices (Department of Justice, 2003, p. 3). Though not many sexual harassments can have witnesses, testimonies can be attained from people whom the victims have confided to (U.S. Equal Employment Opportunity Commission (EEOC), 1990, p. 7). Witnesses can be those who witnessed the sexual harassment at the workplace, or noticed changes in the victim’s or charged party’s behavior, and their testimonies can be used to charge the person doing the harassment (EEOC, 1990, p. 7). References Department of Justice, State of California. (2003, July 23). Management bulletin: Sexual harassment in the workplace. Retrieved from http://oag.ca.gov/sites/all/files/pdfs/eeo/03-07mc.pdf U.S. Equal Employment Opportunity Commission. (1990). Enforcement guidance: Policy guidance on current issues of sexual harassment. Retrieved from http://www.eeoc.gov/eeoc/publications/upload/currentissues.pdf Weitzman, A.H. (1999). Employer defenses to sexual harassment claims. Duke Journal of Gender Law Policy, 6, 27-59. Retrieved from http://scholarship.law.duke.edu/cgi/viewcontent.cgi?article=1026&context=djglp 2. Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) (P.L. 101-336) is the most sweeping civil rights legislation that seeks to ban discrimination against people with disabilities. Public and private businesses, state and local government agencies, transportation and utilities, and all firms offering public accommodations and services are required to follow this

Nepotism Essay Example | Topics and Well Written Essays - 2000 words

Nepotism - Essay Example There are several concepts that should be engaged in the analysis while considering the nature of nepotism. To begin with, it would not be an exaggeration to suggest that the notion of integrity is something that is heavily damaged by the issue in question (McNamee, 2004, p. 87). Indeed, granting positions or preferences to family member can hardly be compatible with integrity of an organization. The next concept that is of great important when it comes to a fair examination of it is the idea of competition. As it has already been noted, people have to fight for their success and should be rewarded accordingly. The practice of nepotism grants a person an advantage that ruins the entire system of competition in the society and does not allow people to advance. Finally, the concept of meritocracy is something that should also be engaged while considering the impact that nepotism has on the society. It certainly would be an ideal situation when people are rewarded according to their mer its, but it is something that the social environment should be moving forward to; however, the practice of nepotism just makes this state of affairs unrealistic and reinforces the inequality among the people. In other words, the very existence of it does not allow the society evolve properly. That is why nepotism might be seen as a direct result of the inertia that has been guiding the process of development of the society for a considerable time. Nevertheless, it is quite obvious that is this practice is not taken care of, it will lead to a dead end. Keeping in mind that people will never want to stop evolution of their civilization, there is no other way but to deal with nepotism. That is why nepotism might be seen as a direct result of the inertia that has been guiding the process of development of the society for a considerable time. Nevertheless, it is quite

Learning disability is a growing problem in the UK Essay

Learning disability is a growing problem in the UK - Essay Example Quine (2003) studied a sample of 200 five to 18-year-olds with learning disabilities and identified a range of behaviour difficulties such as: attention seeking (29%), over activity (21%), temper tantrums (25%), aggressiveness (21%), screaming (22%), wandering off (18%), destructiveness (14%) and self-injurious behaviour (12%). Kiernan and Kiernan (2000) found that in a study of 68 schools for children with severe learning disabilities, 8% were thought to have extremely difficult or very difficult behaviour and a further 14% who were thought to have behavioural difficulties of a lesser nature. They calculated that somewhere in the region of 2000 children in England and Wales alone will present with severe difficulties, and that a further 3400 will present with difficulties of a lesser nature. As introduced above, the determining, the prevalence of behaviour analysis is difficult, in part because of inadequate operationalization of the term. The preferred term, behaviour analysis, is regarded by a number of commentators as problematic, because of its tendency to be used over-inclusively for a range of other conditions (Slevin 2000, Gates 2002). Consequently, in the current study, to achieve conceptual clarity the term was operational zed to refer exclusively to children with learning disabilities who predominantly demonstrated behavioural difficulties. ... Nihira (2000) has divided behavioural difficulties into six subcategories: violent and antisocial behaviour, rebellious behaviour, untrustworthy behaviour, destructive behaviour towards property or self, stereotyped and hyperactive behaviour and inappropriate body exposure. These six subcategories have been developed into an eight category scale: The British Association on Learning Disabilities, Adaptive Behaviour Scale-Residential and Community 2nd Edition (UKLD ABS: RC: 2) (Nihira et al. 2000). The manifestation of any behaviour that fell into any of these eight subcategories, at a level that caused parental distress, was used in this study as evidence of behaviour difficulties. Learning Disabilities and Developmental Disabilities. A relatively unexplored conceptual issue is the relationship between learning disabilities and developmental disabilities. This relationship is important to the topic of this article because the emphasis on functionality in the recent UKLD definition (Luckasson et al., 2001) is conceptually similar to that found in the definition of developmental disabilities (Beirne-Smith et al., 2000). Furthermore, Learning Disabilities have always been considered the most common type of developmental disability. As defined in the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (P.L. 98-527), a developmental disability refers to a severe, chronic condition that causes substantial functional limitations in three or more major life activities. This primary component of the definition is very similar to the UKLD definition's specification of limitations in two or more applicable adaptive skill areas. For a comparison among the

Nietzsche's theory of nature Essay Example | Topics and Well Written Essays - 2000 words

Nietzsche's theory of nature - Essay Example On the other hand what does human being do? in his opinion humans try to run nature the way they think best. As man is the ultimate being and creation of God thus he wants to use this power and modify the things going on around him. Isn’t living life close to respecting, desiring, being unfair, to be restricted, near to the attempt of being different, he says.   Furthermore the idea that humans are aggressive by nature the statement as living according to nature in actuality will mean living in accordance to life, so how can one do anything that is otherwise or different. He attempts to further shed light on this natural yet so indifferent methods of humans by suggesting that there is no need for people to make principles based upon what they are themselves and should be. It can be quite the opposite he says as one might imagine to go through the ecstasy of reading the rule of one’s own principles in Nature it is understandable that they would be looking for an altoge ther different thing. He calls people â€Å"you extraordinary stage-players and self-deluders!† (9; †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) So much is the negativity he holds against the way human beings function. It is to him a shocking reality that things could be so deceiving and yet people try to justify themselves by saying it is what nature has taught them. Man is a proud being and undoubtedly in their pride they â€Å"wish to dictate your morals and ideals to Nature, to Nature herself, and to incorporate them therein.† (9; †¦Ã¢â‚¬ ¦)

Annotated Bibliography Research Paper Example | Topics and Well Written Essays - 4250 words

Annotated Bibliography - Research Paper Example Shocking too is that almost half the group had undergone some form of mental or physical abuse. According to Alsbjer (3), the experiences that the AAS users had from school were in most cases negative and were accompanied by LDs (learning difficulties), boredom, as well as concentration problems. The current circumstances of the interviewees included theft, illegal possession of weapons, crimes such as assault and wife battering, and abuse of other drugs. Their stories on the development of drug use varied significantly taking into account social background, onset of drug use, relationship to use as well as experience of the effects of AAS. Initially, all patients had experienced positive AAS effects, but with time the negative consequences overrode them. It was found out that all of them were given to excess gym training and combined this with steroids an indicator that the use of AAS has a close relation to gym training. This source’s only bias is the dwelling mostly on adults and their current endeavors to recover from AAS abuse and addiction. This shortcoming can be countered or covered by arguing from the point of view that those under observation give accounts of having started the abuse of steroids in their adolescence or teens. The source fails to consider the possibility of teens from well off families starting to use steroids as a matter of peer pressure and to enhance their looks albeit citing social difficulties and mental issues as the cause. This possibility is factored in, in most of the other sources. The audience for the material in this source would specifically be AAS users to help them understand the hidden reasons behind AAS use from the interviewees’ accounts of their stories. This source is appropriate for my research by providing some effects of AAS use such as acting as a gateway to abuse of other drugs, as well as connection to criminal activities. This source h as

Theory Analysis of Critical Theory and Feminist Theory Essay Example for Free

Theory Analysis of Critical Theory and Feminist Theory Essay Critical theory and Feminist theory are both complex in terms of its structure and principles. Critical theory, according to Max Horkheimer in his work titled Traditional and Critical Theory, is a kind social theory oriented toward analyzing the society and in effect and altering society unlike the traditional theory which focuses only in recognizing, elucidating and giving details about it. Horkheimer furthered; â€Å"critical theory must be explanatory, normative and practical at the same time(Bohman, 2005).† That is, one must be aware and be able to identify things that are not in the right flow in a society, must be able to take actions to adjust or modify it. Critical theory being normative as further defined by Sailer must â€Å"be able to carry about alteration in the situations that influence our lives(Seiler).† Critical theory is a philosophical approach that includes feminist theory. Feminist theory seeks to discover the perception of gender. As explained by Sailer, â€Å" Feminist theory assumes that gender is an all-encompassing category for perceiving human experience. The case is that gender is a generally constructed classification of values, identities, and activities. It also emphasizes that sex is biologically determined. It intends to defy the established gender assumptions of society as well as to attain further beneficial ways for women and men to co- exist(Seiler).† The Feminist Theory stress out that the domination of men considerably affects the women. It radically deafens the society about the contribution, roles, and values of the women that leads to the existence of gendered inequities that seems to inundate the cultural way of living. Critical theory recognizes that the ability to understand can lead a change while feminist theory, a philosophical approach of critical theory, sees that the means of thinking of feminine is different from the masculine. Critical Theory(2005). Seiler, R. M. Human Communication in the Critical Theory Tradition. Retrieved November 1, 2006, 2006, from http://www.ucalgary.ca/~rseiler/critical.htm

Health Essays Alcoholism Drinking Health

Health Essays Alcoholism Drinking Health Alcoholism Drinking Health Definition Alcoholism is an illness marked by drinking alcoholic beverages at a level that interferes with physical health, mental health, and social, family, or occupational responsibilities. Alcoholism is divided into 2 categories: dependence and abuse. People with alcohol dependence, the most severe alcohol disorder, usually experience tolerance and withdrawal. Tolerance is a need for markedly increased amounts of alcohol to achieve intoxication or the desired effect. Withdrawal occurs when alcohol is discontinued or intake is decreased. Alcohol dependents spend a great deal of time drinking alcohol, and obtaining it. Alcohol abusers may have legal problems such as drinking and driving. They may also have problems with binge drinking (drinking 6 or more drinks at one sitting). People who are dependent on or abuse alcohol continue to drink it despite evidence of physical or psychological problems. Those with dependence have more severe problems and a greater compulsion to drink. Alternative Names Alcohol dependence; Alcohol abuse Causes, incidence, and risk factors Alcoholism is a type of drug addiction. There is both physical and psychological dependence with this addiction. Physical dependence reveals itself by withdrawal symptoms when alcohol intake is interrupted, tolerance to the effects of alcohol, and evidence of alcohol-associated illnesses. Alcohol affects the central nervous system as a depressant, resulting in a decrease of activity, anxiety, tension, and inhibitions. Even a few drinks can result in behavioral changes, a slowing in motor performance, and a decrease in the ability to think clearly. Concentration and judgment become impaired. In excessive amounts, intoxication may result. Alcohol also affects other body systems. Irritation of the gastrointestinal tract can occur with erosion of the lining of the esophagus and stomach causing nausea and vomiting, and possibly bleeding. Vitamins are not absorbed properly, which can lead to nutritional deficiencies with the long-term use of alcohol. Liver disease, called alcoholic hepatitis, may also develop and can progress to cirrhosis. The heart muscle may be affected. Sexual dysfunction may also occur, causing problems with erections in men and cessation of menstruation in women. Alcohol affects the nervous system and can result in nerve damage and severe memory loss. Chronic alcohol use also increases the risk of cancer of the larynx, esophagus, liver, and colon. Alcohol consumption during pregnancy can cause severe birth defects. The most serious is fetal alcohol syndrome, which may result in mental retardation and behavior problems. A milder form of the condition which can still cause lifelong impairment is called fetal alcohol affects. The social consequences of problem drinking and alcohol dependence can be as serious as the medical problems. People who abuse or are dependent on alcohol have a higher incidence of unemployment, domestic violence, and problems with the law. About half of all traffic deaths are related to alcohol use. The development of dependence on alcohol may occur over a period of years, following a relatively consistent pattern. At first, a tolerance of alcohol develops. This results in a person being able to consume a greater quantity of alcohol before its adverse effects are noticed. Memory lapses (black-outs) relating to drinking episodes may follow tolerance. Then, people may lose control over drinking and find it difficult or impossible to stop if they try. The most severe drinking behavior includes prolonged binges of drinking with associated mental or physical complications. Some people are able to gain control over their dependence in earlier phases before a total lack of control occurs. The problem is, no one knows which heavy drinkers will be able to regain control and which will not. Withdrawal develops because the brain has physically adapted to the presence of alcohol and cannot function adequately in the absence of the drug. Symptoms of withdrawal may include elevated temperature, increased blood pressure, rapid heart rate, restlessness, anxiety, psychosis, seizures, and rarely even death. There is no known common cause of alcoholism. However, several factors may play a role in its development. A person who has an alcoholic parent is more likely to become an alcoholic than a person without alcoholism in the immediate family. Research suggests that certain genes may increase the risk of alcoholism but which genes or how they exert their influence is controversial. Psychological factors may include a need for relief of anxiety, ongoing depression, unresolved conflict within relationships, or low self-esteem. Social factors include availability of alcohol, social acceptance of the use of alcohol, peer pressure, and stressful lifestyles. The incidence of alcohol intake and related problems is increasing. Data from many sources indicate that about 15% of the population in the United States are problem drinkers, and approximately 5% to 10% of male drinkers and 3% to 5% of female drinkers could be diagnosed as alcohol dependent (12.5 million people). Symptoms Men who consume 15 or more drinks a week, women who consume 12 or more drinks a week, or anyone who consumes 5 or more drinks per occasion at least once a week are all at risk for developing alcoholism. (One drink is defined as a 12-ounce bottle of beer, a 5-ounce glass of wine, or a 1 1/2-ounce shot of liquor). The following questions are used by the National Institute on Alcohol Abuse and Alcoholism to screen for alcohol abuse or dependence: Have you felt that you should cut down on your drinking? Do you ever drive when you have been drinking? Is someone in your family concerned about your drinking? Have you ever had any blackouts after drinking? Have you ever been absent from work or lost a job because of drinking? Do you have to drink more than before to achieve intoxication or the desired effect? Some of the symptoms associated with alcoholism include: Drinking alone Making excuses to drink Need for daily or frequent use of alcohol for adequate function Lack of control over drinking, with inability to discontinue or reduce alcohol intake Episodes of violence associated with drinking Secretive behavior to hide alcohol related behavior Hostility when confronted about drinking Neglect of food intake Neglect of physical appearance Nausea and vomiting Shaking in the morning Abdominal pain Numbness and tingling Confusion Alcohol withdrawal symptoms vary from mild to severe and may include: Rapid heart rate and sweating Restlessness or agitation Loss of appetite, nausea, or vomiting Confusion or hallucinations Tremors and seizures Signs and tests All physicians should ask their patients about their drinking. A history may be obtained from family if the affected person is unwilling or unable to answer questions. A physical examination is performed to identify physical problems related to alcohol use. A toxicology screen or blood alcohol level confirms recent alcohol ingestion, which does not necessarily confirm alcoholism. Liver function tests can be elevated. GGPT (glutaryl transaminase) is often elevated more than other liver function tests. CBC (complete blood count) MCV can be elevated (mean corpuscular volume or size of the red blood cells). Serum magnesium, uric acid, total protein, and folate tests may be abnormal. Treatment Get help with your essay from our expert essay writers Many people with alcohol problems dont recognize when their drinking gets out of hand. In the past, treatment providers believed that alcoholics should be confronted about denial of their drinking problems, but now research has shown that compassionate and empathetic counseling is more effective. Three general steps are involved in treating the alcoholic once the disorder has been diagnosed: intervention, detoxification, and rehabilitation. Research finds that the traditional confrontational intervention where the employer or family members surprise the alcoholic and threaten consequences if treatment is not begun is NOT effective. Studies find that more people enter treatment if their family members or employers are honest with them about their concerns, and try to help them to see that drinking is preventing them from reaching their goals. Once the problem has been recognized, total abstinence from alcohol is required for those who are dependent; for those who are problem drinkers, moderation may be successful. Since many alcoholics initially refuse to believe that their drinking is out of control, a trial of moderation can often be an effective way to deal with the problem. If it succeeds, the problem is solved. If not, the person is usually ready to try abstinence. Because alcoholism affects the people closely related to the alcoholic person, treatment for family members through counseling is often necessary. Detoxification is the first phase of treatment. Withdrawal from alcohol is done in a controlled, supervised setting in which medications relieve symptoms. Detoxification usually takes 4 to 7 days. Examination for other medical problems is necessary. For example, liver and blood clotting problems are common. A balanced diet with vitamin supplements is important. Complications associated with the acute withdrawal of alcohol may occur, such as delirium tremens (DTs), which could be fatal. Depression or other underlying mood disorders should be evaluated and treated. Often, alcohol abuse develops from efforts to self-treat an illness. Alcohol recovery or rehabilitation programs support the affected person after detoxification to maintain abstinence from alcohol. Counseling, psychological support, nursing, and medical care are usually available within these programs. Education about the disease of alcoholism and its effects is part of the therapy. Many of the professional staff involved in rehabilitation centers are recovering alcoholics who serve as role models. Programs can be either inpatient, with the patient residing in the facility during the treatment, or outpatient, with the patient attending the program while they live at home. Medications are sometimes prescribed to prevent relapses. Naltrexone (Vivitrol) is an opioid antagonist that decreases alcohol cravings. In April 2006, the U.S. Food and Drug Administration approved an injected form of the drug. Disulfiram (Antabuse) works by producing very unpleasant side effects if even a small amount of alcohol is ingested within 2 weeks after taking the drug. Acomprosate is a new drug that has been shown to lower relapse rates in those who are alcohol dependent. These medications are not given during pregnancy or if the person has certain medical conditions. Long-term treatment with counseling or support groups is often necessary. The effectiveness of medication and counseling varies. Alcoholics Anonymous is a self-help group of recovering alcoholics that offers emotional support and an effective model of abstinence for people recovering from alcohol dependence. There are more than 1 million members worldwide, and local chapters are found throughout the United States. Al-Anon is a support group for spouses and others who are affected by someone elses alcoholism. Alateen provides support for teenage children of alcoholics. See alcoholism support group. For those who dont like the 12-step approach, there are several other support groups available. It is important that people dealing with alcohol problems know about these other groups because in the past, those who did not find AA helpful or were troubled by its requirement of submission to a Higher Power had no alternatives. SMART recovery uses research-based cognitive techniques to help alcoholics recover. LifeRing recovery and SOS are two other secular programs. Women For Sobriety is a self-help group just for women many female alcoholics have different concerns than men. Moderation Management is a program for problem drinkers seeking to moderate their drinking it recommends abstinence for those who fail at such attempts. Support Groups Members of AA have help available 24 hours a day, associate with a sober peer group, learn that it is possible to participate in social functions without drinking, and are given a model of recovery by observing the accomplishments of sober members of the group. Other support groups are smaller, but growing, and all have an online presence which provides support even at home late at night. Expectations (prognosis) Alcoholism is a major social, economic, and public health problem. Alcohol is involved in more than half of all accidental deaths and almost half of all traffic deaths. A high percentage of suicides involve the use of alcohol in combination with other substances. Additional deaths are related to the long-term medical complications associated with the disease. Only 15% of those with alcohol dependence seek treatment for this disease. Relapse after treatment is common, so it is important to maintain support systems in order to cope with any slips and ensure that they dont turn into complete reversals. Treatment programs have varying success rates, but many people with alcohol dependency have a full recovery. Complications Pancreatitis Heart muscle damage Nerve damage Esophageal bleeding Brain degeneration Cirrhosis of the liver Delirium tremens (DTs) Depression Erectile dysfunction Fetal alcohol syndrome in the offspring of alcoholic women High blood pressure Increased incidence of cancer Insomnia Nutritional deficiencies Suicide Wernicke-Korsakoff syndrome Calling your health care provider If severe confusion, seizures, bleeding, or other health problems develop in a person known or who is suspected to have alcohol dependence take the person to the emergency room or call the local emergency number such as 911. Prevention Educational programs and medical advice about alcohol abuse have been successful in decreasing alcohol abuse and its associated problems. Alcohol dependency requires more intensive management. The National Institute on Alcohol Abuse and Alcoholism recommends that women have no more than 1 drink per day and men no more than 2 drinks per day. One drink is defined as a 12-ounce bottle of beer, a 5-ounce glass of wine, or a 1 1/2-ounce shot of liquor. The Healthline Site, its content, such as text, graphics, images, search results, HealthMaps, Trust Marks, and other material contained on the Healthline Site (Content), its services, and any information or material posted on the Healthline Site by third parties are provided for informational purposes only. None of the foregoing is a substitute for professional medical advice, examination, diagnosis, or treatment. Always seek the advice of a physician or other qualified healthcare provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on the Healthline Site. If you think you may have a medical emergency, call your doctor or 911 immediately. Please read the Terms of Service for more information regarding use of the Healthline Site.

Regulations for Care of Child with Disability

Regulations for Care of Child with Disability Heidi Walding The legal and regulatory requirements in place for children with disabilities or specific requirements are that all children should be treated fairly and lawfully within school or any social setting. This includes; direct discrimination, which means refusing a child access to a setting or environment due to a condition and/or disability. Indirect discrimination occurs when only helping certain children, such as providing a lesson in the English language, knowing there is a child in your setting that does not understand English, or giving a lesson that is completely oral when a child may have a hearing impairment and not putting in place the correct provisions to help that individual. Discrimination due to disability is not allowing a child to; for example, join in a Physical Education lesson due to the extra time it may take to allow them to change into the appropriate clothing, and maybe someone’s time to help them do this. This may lead to a child having fewer opportunities and disallows the promotion of inclusion. The Equality Act 2010 ensures additional protection from discrimination for children with any disability. This gives a child with and disability the same acce ss within schools, nurseries and social environments equal opportunities. The S.E.N Code of Practice promotes values of each individual. This gives guidance to schools to promote equal opportunities and inclusion for any child with a disability within any setting. This code of practice should be put into place at the earliest opportunity, as it enables a child with any disability to fit in and progress at the same pace as their peers. The main principles are that all children’s needs are met. They also should be met within the mainstream school environment. The views of these children are incredibly important, and we should listen and understand their thoughts and feelings. Parents also have a vital role to play, without their input, ideas, beliefs and understanding of their own children, we cannot give a child a balanced education. The United Nations Convention of the Rights of Persons with Disabilities is a human rights treaty that confirms the rights of people with disabilities. It states that it is important that people with any disability should have equal rights as people without a disability. People without disabilities do face barriers but the need to reduce these barriers is of vital importance. Article seven of the Convention related only to children and these measures must be taken. Children with disabilities can participate fully and equally with their peers with great enjoyment. When considerin g an intervention, the interests of the child should be paramount. All children should have the right to express their views on issues that affect them and should be taken seriously. It is important to work inclusively with children with disability or special requirements because the medical model disempowers children as it sees the children with a disability to have an illness and a need to be cured. This is not inclusive practice. The social model is a different view, stating that all children, with or without disability, have the same rights and feelings. Discrimination of disabled people is created by the attitudes of the society we live in. It states that we must ensure inclusive practice within any setting. We must have respect for all children and their interests and show them empathy. This will ensure these children are empowered. Children and their families need to feel safe and secure and thus enables them to feel respected. Empathy is often mistaken for sympathy. For children to feel empowered enables them to feel independent and responsible for themselves. To help a child with a disability to feel included, we need to make them feel important and welc ome. Using body language as much as possible to ensure this is understood. Being positive and listening to their hobbies, interests and needs helps the child understand that they are included and important to others. Discrimination is not part of inclusion and should be dealt with in a sensitive, correct manner. The benefits of working in partnership with parents and other professionals are that it enables us, as professionals to draw on parental knowledge of their child. They are the best source of knowledge regarding their child on a day to day basis. Parental knowledge helps us to focus on a child’s strengths. It enables us to understand a child’s personality and feelings, likes and dislikes. Parents should therefore have full access to the support we can offer and are always given any documentation before any meeting. Before the appointment, we should consider any barriers, such as language barriers. It is important we are flexible with appointments for meetings. It is also extremely important that we share our knowledge of other agencies, such as physiotherapists or speech and language therapists with parents so they can gain the best care and support for their child. We need to build a good partnership with parents and outside agencies. This enables us to work together to form a relationship and a firm understanding of that is needed for each individual case. It is a requirement that in each setting there is a member of staff who is at the core of these relationships. This person is usually a SENCO (Special Educational Needs Coordinator). Practitioners can adapt their existing practice to support children with disabilities or specific requirements by adapting and adjusting the surroundings that a child with a disability is accessing. This enables a child to participate fully in lessons and activities. If this is not put in place, it can cause a child to feel isolated. Sometimes this can mean adjusting access to a building or the layout of a classroom or equipment. Practitioners should ensure that all resources used are age and stage appropriate. For example, if a child has a visual impairment, the positioning of the furniture would need to be looked at, and changed, such as moving their seating within the classroom or never moving furniture a child is familiar with. Children with disabilities need to be able to communicate efficiently with their peers and teachers. Having a support teacher in place can help with these problems. Keeping a classroom or setting familiar enables the child to feel included, safe and confident. As professionals, we need to ensure we do not reflect on our own negative ideas and attitudes. We must challenge these attitudes to ensure each child with a disability is treated equally and fairly. We need to understand that children with some disabilities may n eed extra support with personal care, such as fastening buttons or washing hands after toileting. Some children will struggle with expressing how they need to are unable to make choices independently. In this instance, photographs or cards would help them in this situation. Children with disabilities may need help from their peers to ensure they navigate around an area safely and also keep an area free from hazards, such as the classroom floor. If an activity is either too easy or too hard, it can discourage a child and they may begin to lose confidence, so keeping resources available that are age and stage appropriate is of great importance.

Life & Debt Essay -- Economics Film Poverty Jamaica Essays

Life & Debt   Ã‚  Ã‚  Ã‚  Ã‚  The documentary Life and Debt portrays a true example of the impact economic globalization can have on a developing country. When most Americans think about Jamaica, we think about the beautiful beaches, warm weather, and friendly people that make it a fabulous vacation spot. This movie shows the place in a different light, by showing a pressuring problem of debt. The everyday survival of many Jamaicans is based on the economic decisions of the United States and other powerful foreign countries.   Ã‚  Ã‚  Ã‚  Ã‚   The film opens with camera shots portraying Jamaica as the beautiful and carefree place that most Americans view it as. The vast majority are oblivious to the fact that the delicious food they indulge in on their voyage probably came off a ship from Miami.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1970s, the country’s former prime minister signed a loan agreement which ultimately led Jamaica to over four billion dollars in debt to the World Bank and IMF. This ultimately caused a sinking economy of low valued imports and sweatshops are destroying local businesses and agriculture. In the video, we see workers who are working gruesome six-day-a-week work schedules to receive the legal minimum wage of only $30 in US money for the entire week. Many women have protested against the poor compensation, and have been fired from their jobs; being placed on a blacklist preventing them from ever getting work again. The country’s ports are lined with the factories of high profile companies, ...

Abolish or Reform? :: essays research papers

Throughout the world, students are encouraged to attend high school and continue their education. However, many students find it worthless and become uninspired. They blame the faculty, school policies, and fellow students, when they should be blaming themselves. Unchallenging course work is most likely a sign that the student isn’t taking a hard enough course. During my high school experience, students had the opportunity to take college courses through our high school. This gave the more advanced students a chance to practice the same routine as â€Å"normal† students, but still challenge and educate themselves. Abolishing high school would not solve any problems in our educational system. There are many ways to improve upon our school system; however, we need to start at the beginning. In an essay by Harley Tong, high school is portrayed as â€Å"a waste of time and a struggle to remain interested in schoolwork.† He continues to describe his own experiences and how they led him to begin his college career two years earlier than most students. He complains of the way that he was physically and verbally abused by other students, which is the case in many high schools. High school is not only a cognitive learning environment; it is also a social learning environment. Students learn how to communicate with fellow pupils, teachers and administrators. They find out how to come independent from their parents and how to prepare for the rest of their lives. I believe that Harley Tong was simply too advanced for his surroundings. He most likely found the other students immature and didn’t fit in with them. In his case, he found a solution to attend a community college instead of his high school, which I commend him for. Many students in his situation would simp ly drop out, and that is not the answer. George F. Will’s â€Å"College President’s Plan: Abolish High School† conveys ideas that had never crossed my mind. He states, â€Å"For various reasons, some rooted in American history and others reflecting recent developments, education has become, for the moment, the most salient social concern and therefore the most potent political issue.† Will introduces Leon Botstein, who doesn’t actually option to abolish high school, just to change the structure of our schools in general. Botstein says that high school was created for 15- to 18-year-olds who were still children. In today’s society, those children are now young adults who are physiologically and psychologically more advanced.

Introduction to Matlab

CHAPTER-5 SOFTWARE SPECIFICATION MATLAB is a high-performance linguistic communication for proficient computer science. It integrates calculation, visual image, and programming in an easy-to-use environment where jobs and solutions are expressed in familiar mathematical notation. Typical utilizations include:Math and calculationAlgorithm developmentModeling, simulation, and prototypingData analysis, geographic expedition, and visual imageScientific and technology artworksApplication development, including graphical user interface edificeMATLAB is an synergistic system whose basic information component is an array that does non necessitate dimensioning. This allows you to work out many proficient calculating jobs, particularly those with matrix and vector preparations, in a fraction of the clip it would take to compose a plan in a scalar noninteractive linguistic communication such as C or FORTRAN. The name MATLAB stands for matrix research lab. MATLAB was originally written to supply easy entree to matrix package developed by the LINPACK and EISPACK undertakings. Today, MATLAB uses package developed by the LAPACK and ARPACK undertakings, which together represent the state-of-the-art in package for matrix calculation. MATLAB has evolved over a period of old ages with input from many users. In university environments, it is the standard instructional tool for introductory and advanced classs in mathematics, technology, and scientific discipline. In industry, MATLAB is the tool of pick for high-productivity research, development, and analysis. MATLAB features a household of application-specific solutions called tool chests. Very of import to most users of MATLAB, toolboxes let you to larn and use specialised engineering. Toolboxs are comprehensive aggregations of MATLAB maps ( M-files ) that extend the MATLAB environment to work out peculiar categories of jobs. Areas in which toolboxes are available include signal processing, control systems, nervous webs, fuzzed logic, ripples, simulation, and many others. The MATLAB System The MATLAB system consists of five chief parts: Development Environment. This is the set of tools and installations that help you use MATLAB maps and files. Many of these tools are graphical user interfaces. It includes the MATLAB desktop and Command Window, a bid history, and browsers for sing aid, the workspace, files, and the hunt way. The MATLAB Mathematical Function Library. This is a huge aggregation of computational algorithms runing from simple maps like amount, sine, cosine, and complex arithmetic, to more sophisticated maps like matrix opposite, matrix characteristic root of a square matrixs, Bessel maps, and fast Fourier transforms. The MATLAB Language. This is a high-ranking matrix/array linguistic communication with control flow statements, maps, informations constructions, input/output, and object-oriented scheduling characteristics. It allows both â€Å" scheduling in the little † to quickly make speedy and soiled throw-away plans, and â€Å" scheduling in the big † to make complete big and complex application plans. Handle Graphics ®. This is the MATLAB artworks system. It includes high-ranking bids for planar and 3-dimensional informations visual image, image processing, life, and presentation artworks. It besides includes low-level bids that allow you to to the full custom-make the visual aspect of artworks every bit good as to construct complete graphical user interfaces on your MATLAB applications. The MATLAB Application Program Interface ( API ) .This is a library that allows you to compose C and FORTRAN plans that interact with MATLAB. It include installations for naming modus operandis from MATLAB ( dynamic linking ) , naming MATLAB as a computational engine, and for reading and composing MAT-files. DEVELOPMENT ENVIRONMENT Introduction This chapter provides a brief debut to get downing and discontinuing MATLAB, and the tools and maps that help you to work with MATLAB variables and files. For more information about the subjects covered here, see the corresponding subjects under Development Environment in the MATLAB certification, which is available online every bit good as in print. Get downing and Discontinuing MATLAB Get downing MATLAB On a Microsoft Windows platform, to get down MATLAB, double-click the MATLAB cutoff icon on your Windows desktop. On a UNIX platform, to get down MATLAB, type matlab at the operating system prompt. After get downing MATLAB, the MATLAB desktop opens – see MATLAB Desktop. You can alter the directory in which MATLAB starts, specify startup options including running a book upon startup, and cut down startup clip in some state of affairss. Discontinuing MATLAB To stop your MATLAB session, choice Exit MATLAB from the File bill of fare in the desktop, or type quit in the Command Window. To put to death specified maps each clip MATLAB quits, such as salvaging the workspace, you can make and run a finish.m book. MATLAB Desktop When you start MATLAB, the MATLAB desktop appears, incorporating tools ( graphical user interfaces ) for pull offing files, variables, and applications associated with MATLAB. The first clip MATLAB starts, the desktop appears as shown in the undermentioned illustration, although your Launch Pad may incorporate different entries. You can alter the manner your desktop expressions by gap, shutting, traveling, and resizing the tools in it. You can besides travel tools outside of the desktop or return them back inside the desktop ( docking ) . All the desktop tools provide common characteristics such as context bill of fare and keyboard cutoffs. You can stipulate certain features for the desktop tools by choosing Preferences from the File bill of fare. For illustration, you can stipulate the fount features for Command Window text. For more information, snap the Help button in the Preferences duologue box. Desktop Tools This subdivision provides an debut to MATLAB ‘s desktop tools. You can besides utilize MATLAB maps to execute most of the characteristics found in the desktop tools. The tools are:Current Directory BrowserWorkspace BrowserArray EditorEditor/DebuggerCommand WindowCommand HistoryLaunch PadHelp BrowserCommand Window Use the Command Window to come in variables and run maps and M-files. Figure 5.1: Basic Window of Matlab Command History Lines you enter in the Command Window are logged in the Command History window. In the Command History, you can see antecedently used maps, and transcript and execute selected lines. To salvage the input and end product from a MATLAB session to a file, use the diary map. Runing External Programs You can run external plans from the MATLAB Command Window. The exclaiming point character! is a shell flight and indicates that the remainder of the input line is a bid to the operating system. This is utile for raising public-service corporations or running other plans without discontinuing MATLAB. On Linux, for illustration! emacs magik.m invokes an editor called emacs for a file named magik.m. When you quit the external plan, the operating system returns command to MATLAB. Launch Pad MATLAB Launch Pad provides easy entree to tools, demos, and certification. Help Browser Use the Help browser to seek and see certification for all your Math Works merchandises. The Help browser is a Web browser integrated into the MATLAB desktop that displays HTML paperss. To open the Help browser, snap the aid button in the toolbar, or type aid browser in the Command Window. The Help browser consists of two window glasss, the Help Navigator, which you use to happen information, and the show window glass, where you view the information. Help Navigator Use to Help Navigator to happen information. It includes: Merchandise filter– Set the filter to demo certification merely for the merchandises you specify. Contentss check– Position the rubrics and tabular arraies of contents of certification for your merchandises. Index check– Discovery specific index entries ( selected keywords ) in the Math Works certification for your merchandises. Search check– Expression for a specific phrase in the certification. To acquire aid for a specific map, set the Search type to Function Name. Favorites tab– Position a list of paperss you antecedently designated as favourites. Display Pane After happening certification utilizing the Help Navigator, position it in the show window glass. While sing the certification, you can: Browse to other pages– Use the pointers at the tops and undersides of the pages, or utilize the dorsum and forward buttons in the toolbar. Bookmark pages– Chink the Add to Favorites button in the toolbar. Print pages– Chink the print button in the toolbar. Find a term in the page– Type a term in the Find in page field in the toolbar and chink Go. Other characteristics available in the show window glass are: copying information, measuring a choice, and sing Web pages. Current Directory Browser MATLAB file operations use the current directory and the hunt way as mention points. Any file you want to run must either be in the current directory or on the hunt way. Search Path To find how to put to death maps you call, MATLAB uses a search way to happen M-files and other MATLAB-related files, which are organized in directories on your file system. Any file you want to run in MATLAB must shack in the current directory or in a directory that is on the hunt way. By default, the files supplied with MATLAB and Math Works tool chests are included in the hunt way. Workspace Browser The MATLAB workspace consists of the set of variables ( named arrays ) built up during a MATLAB session and stored in memory. You add variables to the workspace by utilizing maps, running M-files, and lading saved workspaces. To see the workspace and information about each variable, use the Workspace browser, or utilize the maps who and World Health Organization. To cancel variables from the workspace, select the variable and choice Delete from the Edit bill of fare. Alternatively, utilize the clear map. Array Editor Double-click on a variable in the Workspace browser to see it in the Array Editor. Use the Array Editor to see and redact a ocular representation of one- or planar numeral arrays, strings, and cell arrays of strings that are in the workspace. Editor/Debugger Use the Editor/Debugger to make and debug M-files, which are plans you write to run MATLAB maps. The Editor/Debugger provides a graphical user interface for basic text redaction, every bit good as for M-file debugging. You can utilize any text editor to make M-files, such as Emacs, and can utilize penchants ( accessible from the desktop File bill of fare ) to stipulate that editor as the default. If you use another editor, you can still utilize the MATLAB Editor/Debugger for debugging, or you can utilize debugging maps, such as dbstop, which sets a breakpoint. MANIPULATING Matrixs Entering Matrixs The best manner for you to acquire started with MATLAB is to larn how to manage matrices. Start MATLAB and follow along with each illustration. You can come in matrices into MATLAB in several different ways:Enter an expressed list of elements.Load matrices from external informations files.Generate matrices utilizing constitutional maps.Create matrices with your ain maps in M-files.Start by come ining Durer ‘s matrix as a list of its elements. You have merely to follow a few basic conventions:Separate the elements of a row with spaces or commas.Use a semicolon, ; , to bespeak the terminal of each row.Surround the full list of elements with square brackets, [ ] .5.6 Matlab DIP Toolbox Instructions Matlab digital image processing tool chest is able to execute a big assorted image processing undertakings. There are two of import I/O instructions ( imread and imwrite ) to lade and salvage images with assorted extensions. Usual data type of images is 8 spot unsigned whole number which is non conventional for matlab. Major portion of maps deal with dual type variables. accordingly, it is recommended to change over image matrix to duplicate informations type utilizing dual direction. Instruction manuals as imshow and use signifier purely obey such dynamic scope restraints. three types of images are defined in matlab: colour, grey and indexed. For each pel of a colour image, 3 bytes are dedicated to colour constituents. It is possible to transform good known colour infinites withmakecformandapplycform. A particular instance of grey images is black and white images with merely two strength degrees. The last image type is indexed image in which each pel has an index umpiring to an spec ific colour in associated colour map. Color infinite transforms are besides applicable to colourise maps while colour maps besides obey dual and uint8 dynamic scopes. except for pull outing colour image from grey or BW images ( which has its ain ambiguity ) , there are maps to change over other images. The often used Image Processing tool box instructions are shown below: ImshowDisplay image ImreadRead image from artworks file ImwriteWrite image to artworks file ImfinfoInformation about artworks file ImnoiseAdd noise to image ImcropCrop image ImresizeResize image ImrotateRotate image ImsaveSave Image Tool MakecformCreate colour transmutation construction ApplycformApply device-independent colour infinite transmutation gray2indConvert grayscale or binary image to indexed image ind2grayConvert indexed image to grayscale image mat2grayConvert matrix to grayscale image rgb2grayConvert RGB image or colour map to grayscale ind2rgbConvert indexed image to RGB image label2rgbConvert label matrix into RGB image multithreshMultilevel image thresholds utilizing Otsu ?s method im2bwConvert image to binary image, based on threshold graythreshGlobal image threshold utilizing Otsu ‘s method graysliceConvert grayscale image to indexed image utilizing multilevel thresholding im2doubleConvert image to duplicate preciseness im2int16Convert image to 16-bit signed whole numbers im2java2dConvert image to Java buffered image im2singleConvert image to individual preciseness im2uint16Convert image to 16-bit unsigned whole numbers im2uint8Convert image to 8-bit unsigned whole numbers imadjustAdjust image strength values or colormap imcontrastAdjust Contrast tool imsharpenSharpen image utilizing un crisp cover histeqEnhance contrast utilizing histogram equalisation adapthisteqContrast-limited adaptative histogram equalisation ( CLAHE ) bwmorphMorphological operations on binary images bwareaArea of objects in binary image bwulterodeUltimate eroding bwareaopenRemove little objects from binary image imcloseMorphologically close image imdilateDilate image imerodeErode image imfillFill image parts and holes imopenMorphologically unfastened image imcloseMorphologically close image strelCreate morphological structuring component ( STREL ) subimageDisplay multiple images in individual figure immovieMake film from multiframe image implayPlay films, pictures, or image sequences imwarpApply geometric transmutation to image imdisplayrangeDisplay Range tool imdistlineDistance tool imroiRegion-of-interest ( ROI ) base category impixelregionPixel Region tool imellipseCreate draggable oval impolyCreate draggable, resizable polygon imrectCreate draggable rectangle imfreehandCreate draggable freehand part imlineCreate draggable, resizable line impointCreate draggable point RoipolySpecify polygonal part of involvement ( ROI ) poly2maskConvert part of involvement ( ROI ) polygon to part mask roicolorSelect part of involvement ( ROI ) based on colour roifillFill in specified part of involvement ( ROI ) polygon in grayscale image roifilt2Filter part of involvement ( ROI ) in image imshowpairCompare differences between images Introduction to Matlab Lab 1 Introduction to MATLAB and Simulink Objectives: 1. The student should be able to understand the used of Matlab simulation package for analysis. 2. The student should be able to understand the used of simulink tool to analyse a given system. Part A: Matlab programming 1) Use MATLAB to generate the transfer function G(s) = 5(s+15)(s+26)(s+72) s(s+55)(s+47)(s+56)(s+89) in the following ways: The ratio of factors (i) (ii) The ratio of polynomials (b) Test the transfer function for (i) Stability Step response. Peak time? Settling time? % Overshoot? (ii) (iii) Steady state error for a unit step input 1 Part B: Simulink tool. ) Find the transfer function T(s) = C(s)/R(s) for the system shown in Figure 1. Given that G1(s) = 1/(s+7), G2(s) = 1/(s2+2s+3), G3(s) = 1/(s+4), G4 = 1/s G5(s) = 5/(s+7), G6(s) = 1/(s2 + 5s+10), G7=3/(s+2) and G8 = 1/(s+6). {Hint : Use the connect and blkbuild commands in MATLAB's Control System Toolbox} (a) Analyse the system for stability, steady-state error a nd time response to a unit step input, a unit ramp input and a hyperbolic input. (b) Connect the blocks in SIMULINK and verify for the time response obtained in (a) . G8(s) G6(s) R(s) G1(s) + + + G3(s) + G7(s) + G2(s) + + G4(s) + C(s) G5(s) Figure 1 2

Child Labor in India Essay

As a group we choose the topic of Child labor in India, and I am responsible to cover the Sexual exploitation of children’s in this country. My colleagues Olivier Turcotte and Frederic Lamoureux are going to cover others part of the child labor such as the industry labor and why those kids have to work instead of going at school. The objective of our project is to aware people of this reality of the world that medias don’t talk too much about and is kind of taboo. The child labor is something that not much of people are aware or concern about it because they don’t see it , but if we think about it, maybe the t-shirt, the shoes, or even what we eat have been pack by a kid from another country that is only 8 years old and work 30 hours or more per week. In relation with our topic, I will focus on the Sex labor that children are involved and abuse. This illegal activity that has reached a critical level in South Asia, is something that people are not really consciou s about and this is why we need to aware our generation to be less selfish and think about all those that don’t have the same luck to have a happy childhood. Well , about the kiosk, we start having some ideas about the material we will use , like posters and things like that but also we will try to reach association that protect or fight against the companies that abuse of children’s. References Carson, D. K., Foster, J. M., & Tripathi, N. (2013). Child sexual abuse in India: Current issues and research. Psychological Studies, 58(3), 318-325. This article discusses the nature and incidence of the sexual abuse of minors in India and presents an overview of research findings to date. Bandyopadhyay, R. (2012). Child-Sex Tourism, HIV/AIDS, and Social Justice in India. Peace Review, 24(2), 143-146. doi:10.1080/10402659.2012.677320 The article discusses the issues of child-sex tourism, human immunodeficiency virus/acquired immune deficiency syndrome and social justice in India. Jaishankar, K., & Haldar, D. (2006). Prostitution in India: Issues and trends. ERCES Online Quarterly Review, 3(2) Retrieved from http://www.ubishops.ca:2048/docview/61624615?accountid=8636 This paper discusses about prostitution in India that is a serious social problem and its solution has been rendered difficult by the problem of poverty. Prostitution is widely rampant in India and its main markets are i n the big cities and involves children’s prostitution. Joffres, C., Mills, E., Joffres, M., Khanna, T., Walia, H., & Grund, D. (2008). Sexual slavery without borders: trafficking for commercial sexual exploitation in India. International Journal For Equity In Health, 71-11. doi:10.1186/1475-9276-7-22 This paper presents an overview of the trafficking of women and girls for sexual exploitation in India also identifies the health impacts and suggest strategies to respond to trafficking and related issues Ray, N. (2007). Wither Childhood? Child Trafficking in India. Social Development Issues, 29(3), 72-83. This article reviews the current research on domestic trafficking of children in India. Child trafficking in India is a highly visible reality. Children are being sold for sexual and labor exploitation, adoption, and organ harvesting. Sathyanarayana, T. N., & Babu, G. R. (2012).

American Concepts of Property and State Development

The development of the American state has been heavily influenced by different understandings of property over time. What the founding fathers felt about property is not how all leaders have always thought about it, and their opinions regarding private property significantly influenced the choices they made in developing the country and its systems. This is reflected in their early writings. At the beginning, property was considered public for all. Some still feel this way. Today, however, and for the founding fathers, property became privately owned.Early notes show that there was some confusion in who could own property or if, in fact, anyone could own property at all. Most of the writers in the time of the founding fathers believed in God and felt that all of the world was given to man, in general, and so owning any property individually was a difficult idea to grasp. However, they conceded that man did own some things, such as anything he had worked on himself. A man who farmed l and owned what he produced, and could, to some degree, also own the land that it came from because the land was tied to the production itself.Locke covers this idea in chapter 5 of his writing. Initially, all land did belong to all men, who were, in fact, created equally. This idea was featured prominently in the Declaration of Independence. â€Å"All men were created equal,† states the Declaration. If, then, the founding fathers were thinking like Locke, owning property would be a difficult concept to grasp. It may not have been easy in America, either, where all of the land was new and free to the colonists. There was so much land for the taking, since Native Americans did not concern the colonists at all.Westward expansion allowed for all men to have property which they could farm and live on without needing to officially own it. They â€Å"owned† the property via natural law, that if they took care of the land and produced from it, that it would become theirs. Lock e has this to say about the natural rights of property: â€Å"Though the water running in the fountain be every one's, yet who can doubt, but that in the pitcher is his only who drew it out? His labour hath taken it out of the hands of nature, where it was common, and belonged equally to all her children, and hath thereby appropriated it to himself.† That is, anything that comes from nature or is a part of nature belongs to anyone and everyone, but when someone reaps from the land, or draws some small bit of it for himself, it belongs only to him. Locke is convinced that property is a general concept, whereby everything that doesn’t belong to someone personally (and then only because he possesses it) belongs to everyone. However, should someone gather food or drink for himself, to which is naturally entitled, he then owns what he has gathered.This leads to the idea that property is allowed when a man works the land. If he works it, and he can use what he produces, then he owns it. In America’s beginnings, nearly all men would have had to work land to some extent in order to survive. They would also need land on which to house their families. So, the view of property originally grew out of sheer need. The small government expected that men would need to work land to survive. This was especially true when the immigrants were few and there was no nearby central government to care for them.At first there were barely even real civilizations, so very little division of labor could take place. A man’s life was defined by working his land and supporting his family that way, and so he would come to own the property he occupied. This definition of property owning would persist well into America’s history in certain circumstances. For example, during Westward expansion, all a man had to do to own the land was to live on it and work it for several consecutive months, and then he owned it. In addition to this natural law of who could own property, there were certain considerations.A man should not take more than he can reasonably use, because it would deny another man land that he could use. Instead, the first man should take only what he needs, so that all men could have a chance to have their needs met through the use of property. This was, of course, more of an ideal than an actual law at this time, but considered a necessary courtesy. It was also a reaction to the tyranny of the king of England. In the development of the owning of property in the new United States, the founding fathers were reacting very strongly to the tyranny of the king.The king, many writers felt (including Thomas Paine, who saw government as a necessary evil and nothing better), had taken what was naturally available and made it his own when he should not have. The king was abusing his power, Paine wrote, and although God had given him some power, He had not given him as much as he had taken. Because this feeling about the power was prevale nt, the new government did not want to take away these natural laws that held that men were equal and were entitled to land they worked. The government strongly opposed intervention and a major central government.Paine in particular was so opposed to strong government that he wrote this: â€Å"Monarchy is ranked in scripture as one of the sins of the Jews, for which a curse in reserve is denounced against them. † Monarchy especially was seen as wrong, because it destroyed the very nature of men as equal in the eyes of God. Of course, Paine, and other writers of the time, were heavily concerned with the power of any strong central government, because these governments had greed for land and power, and used one to get the other. Otis was especially concerned with this connection.Another concern for the founding fathers was the nature and necessity of property in a government. Some seemed to feel that property was a necessary part of the government. That is, in order to really e xist, the government had to own and deal with property. But in â€Å"Otis Rights,† the author claims that that isn’t true. He writes, â€Å"†¦therefore government is not founded on property or its security alone, but at lest on something else in conjunction. † That is, the government might have a need to deal with property, but owning property does not define a government.He goes on to say that a government need not be based on property, which is likely also a reaction to the British rule. The British â€Å"owned† the land for what became the United States, and therefore they had a right to govern it. This author does not agree with that philosophy. British rule used the fact that they â€Å"owned† the land in their own country, and the land in this â€Å"new world† to their advantage, politically. Their empire had expanded, and they saw fit to treat the colonies in any way that would grant them more power.Many of the ways they treated the colonies – soldiers constantly occupying their territory, for one – were to maintain their dominance and keep hold of their territory. Otis and others were very concerned about this misuse of power and property. With the Declaration of Independence, the founding fathers were declaring that, in fact, England did not own them, and could no longer do the things that they were unhappy with, including high taxes; governance without representation; occupation during peace times; forcing citizens to quarter soldiers, and more.England did not have rights to their property or anything in this country, and so would have to relinquish the control they had. In this way, citizens were declaring their own right to have property because of the natural rights that existed, and that God had given them as equal men. The political consequences of this move were obviously huge. The Declaration itself brought about the American Revolution, in which the newly formed United States fought for these rights against the British.Additionally, not all men within the colonies would have agreed, which is why the Declaration itself went through so many versions before it was finalized. Having so many different definitions of property was tough on the new Americans. Britain told them they did not own their land, while Americans felt that they did, since they lived on it and worked it. This of course led to a huge power struggle and ultimately the war between England and the colonies. It also led to struggles between colonists who supported the war and those who remained loyal to England.Some in the colonies certainly felt that they were not entitled to own the property; that because they had left England to help England expand its empire, they owed what they had to the country. After the war was over, the government was left in pieces in America. The rulers were still determined to have no strong central government, to avoid the tyranny that they had just escaped from. Inste ad, states and individuals were given power. The focus was on the natural rights of man rather than any major leading body. This gave the American states a large amount of power in and of themselves.As they were developing, boundary lines began to be drawn, which essentially designated certain land as the individual states’ property. The states then took it upon themselves to create other arbitrary rules that citizens, and other states, would have to follow. They created their own money, and certain tariffs on trade between the states. Effectively, the states became drunk with their own power. It is interesting that in trying to limit the power of large, overbearing system that the government created many small systems of power that made life even more difficult for some.There is, however, another major problem with the original idea of property. Locke is absolutely certain that whoever works the land and makes use of what it produces is the owner of the land. He is also cert ain that whoever does this should be praised for his efforts, because developed land cares for many and yields nourishment for citizens. God, he says, intended man to use what He had given them. However, in the Declaration of Independence, Jefferson originally intended to put in a section that showed he abhorred slavery and it would not be tolerated.All men were not only equal, he wrote, but also â€Å"independent. † In deference to a couple of southern states, namely North Carolina and Georgia, this part was removed from the Declaration. It was not the only concession made, but it was an important one. Slaves were not considered to be men who were equal under the law, and they had no rights. However, they worked the land and they produced, so by Locke’s argument, they should own the land on which they worked. Of course, they did not.Slaves themselves were owned as property, and could not own property themselves. This meant that their land owners should not own the lan d because they did not work it themselves, but they came to own both the land and the slaves. This was a point of contention in the original Congress, but as the Declaration could not be finished and signed until the delegates all agreed on something, the issue of slavery (despite its obvious contradictions) was left alone for the time being. Despite its general evils, writers believed that some form of government was necessary.In â€Å"Otis Rights,† the author states â€Å"†¦I affirm that government is founded on the necessity of our natures; and that an original supreme Sovereign absolute, and uncontroulable, earthly power must exist in and preside over every society†¦. † This view of government did fly in the face of many others, including Paine, who still believed that the government was a barely necessary evil, and should not have much control over what went on. As Otis points out, though, due to the nature of man, some kind of government was necessary. Without a strong, but fair government, the country would find itself in trouble again.Of course, within only a few years, the country realized (despite their initial thoughts on the matter) that a complete lack of a central government was really no better than an overly strong central government. States squabbled amongst themselves over money, property rights, and more. The government had to step in and do something about it. The states were finding themselves doing what the British government had: owning property for the sake of owning it, rather than using it as a natural right that God had given them, and to be used for the protection and enhancement of all men.In this time, there were a lot of logical fallacies that would have great political consequences in the future, such as in the late 1700s when the central government realized that it did need to take a firmer role in running the country. Later on, the Civil War would result. Overall, the development of the American state t ook time, but boundary lines were drawn, and property was divided up for those states. This in itself was an interesting problem, as drawing boundary lines violated what many writers felt at the time.The states did not and could not really â€Å"own† the land by the arguments the writers gave, yet they did own the land. Within those states, men owned individual parts of the land, and that agreed with the natural laws as stated. In general, the American views on property took awhile to develop, and were very much in reaction to the British stronghold in the beginning. Differences in ideas necessitated the beginning of the Continental Congress, the drafting of the Declaration, and the war itself.However, it also led to the development of the American states, regardless of any problems that they had initially. Reacting solely to Britain’s tyranny was not the best way to make decisions about a new government. Rather, the writers needed to take into consideration what their people currently needed, the way that Otis did in his writings. The nature of man is such that a government needs to watch over the people so that bad things do not happen to them, even if the government is a potential evil to them.Once the colonists realized this, things ended up fine for them, and the states developed a healthier relationship with one another and with other sources. Politically it was a fascinating time, no more so than any other in history, but one that shows the growth of a new country out of small, humble beginnings, belonging to another country entirely. Americans pushed for growth, freedom, and independence for all, even if the final version of the Declaration did not explicitly say so.This thirst for what was right, for restoring man’s natural rights of property and of equality led the Americans to the political juncture they faced with England, and it led them to freedom as independent states. America would never be the same once the Declaration was written, not with all of the strong rebels that lived in the country. They persevered, and the result is the great country that we all now live in, a country where every person has the right to own property, and every state has some of its own rights.The early days factored heavily into today’s current perception, and it is good that it did. America is a country of freedom. Sources Jefferson, Thomas (1776). â€Å"The Declaration of Independence. † Locke, John (1776). â€Å"Second Treatise on Civil Government. † Accessed December 2, 2007. Website: http://www. constitution. org/jl/2ndtreat. htm. Otis, James (1776). â€Å"The Rights of the British Colonists Asserted and Proved. † Paine, Thomas (1776). â€Å"Common Sense. † Accessed December 2, 2007. Website: http://www. constitution. org/civ/comsense. htm.