Globalization Study Greece Economic Crisis Essay Example for Free

Globalization Study Greece Economic Crisis EssayHowever, besides Greece, there be other atomic number 63an countries also belonging to European mating face a similar problem, such as Portugal, Ireland, Italy and Spain. Therefore, Greeces debt crisis also triggers a European crisis. As the three companies lowered Greeces credit rating the cost of their debt was on an upward trend. Consequently, Greece initiated an austerity program, the austerity measure resulted mass demonstrations. Background It each(prenominal) started in 2001, when Greece joined the European Union, Greeces deficit at the time was higher than 3%, the standard of European Union. An American company named Goldman Sachs helped Greek political science to mask the true extent of its deficit with the help of a derivatives push-down stack that legally circumvented the EU Maastricht deficit rules. At several(prenominal) point the so-called bodge currency swaps will mature, and swell the countrys already bloated d eficit. (http//translate. google. com/? sl=enen/zh-CN/) In comparison to other EU countries, Greeces economic situation was relatively weak. tourism being the main source of income for Greece was affected by the global economic crisis in 2007 which reduced the number of tourists form all over the world.This had a wet impact on Greece, as their imports were higher than exports it caused the outflow of capital. Other factors that added to their crisis were high government spending, tax evasion and corruption. The bailout from European Union European Union and IMF fork up 110bn Euros for the first bailout and 130bn Euros for the second bailout to help Greek government pay its creditors. At the same time, the vast majority of Greeces private-sector creditors agreed to wipe off some of the debts, and also agreed to lower the present interest but this was not enough for Greece. Consequence of Greeces economy -Austerity measureIncrease of taxes, decrease recompense What should Greece do in order to change its situation? Greece should implement budget cuts, higher taxes, improve labor market, lower pension reform. What can European Union do in order to protect Eurozone ST-GREEK Similar to ST-stock (special treatment stock is a stock continues to have a loss for three years and has a gamble to leave stock market) For example, European Union can give Greece some special treatment such as 5% of financial deficits and less than 90% of public debt to gross domestic product change the name of Greece in EU to ST-Greek Audit Greeces expenditure twice a year.European Union can also do same thing to Portugal, Italy, Ireland Spain. Hidden International Competition. The speed increase of capitalist economies after World War 2 resulted between control and anti-control of America and Europe. The frequent trade between European countries helped economic union. U. S and Soviet Unions situation had threatened the development of European countries. It was impossible for any sin gle country to deal with that kind of threat, unless they stay together. Thats why the EU was formed. It was not a big deal for America at first, until EU had mentioned Eurozone.It suffered a drastic disagreement from capital of the United Kingdoms financial hub as it threatened the position of the U. S dollar. To split EU they supported the eastward enlargement of EU. When Germany and France succeeded, they already lost the advantage of EU. Theres a big economic difference between east Europe and west Europe and they were not trading frequently. If wolves stare at the most weak sheep, the sheeps result is certain. Surely, wolves can not be satisfied for just one sheep, they wanted to eat all of the sheep, but a smart wolf would give sheep a chance to breed.After Greece, Portugal, Italy, Ireland and Spain may have risk of being eaten by the wolf. So, France and Germany face a difficult problem, if they help Greece, their citizens are not happy and the countries they help are not gr ateful for their bailout, they keep petition for more. If they dont help those countries, they will leave EU subsequently making EU weaker. So, we can fairly say that it is the main purpose of Londons financial hub to make the dollars situation safe now as it will be a long time in front EU can challenge the US dollar.In my opinion, every great change in this world is controlled by the super powers, to become more almighty they make other countries weak. After Japan, Southeast Asia and Europe, who will be next? The wolf will find different ways to weaken other countries in order to empower themselves. I think the simplest way is to observe what wolf does next. Further global implication and specifically Canada Canada and Greece have been enjoying good trade traffic for many years. Bilateral merchandise trade reached $256. 3 million in 2011. Canadian exports totaled $88. million, led by furs, vegetables and pharmaceutical products to Greece. Canadian imports from Greece totaled $ 168. 2 million in 2011, led by preserved food, fats and oil (mainly olive oil) and articles of iron and steel. (http//www. canadainternational. gc. ca/greece-grece/bilateral_relations_bilaterales/index. aspx? lang=eng) Greece have to control their imports in order to pay for the debt, so their may decrease the import of Bilateral merchandise and furs, vegetables and pharmaceutical from Canada. It will have adverse effect on Canadian economy. http//en. wikipedia. org/wiki/Greek_government-debt_crisis

Ad Hope on Identity Essay Example for Free

Ad fancy on Identity EssayIdentity, defined as the sense of self, providing sameness and tenacity in personality over time and sometimes disturbed in mental illnesses, is a concept frequently explored by Australian poet and essayist Alec Derwent Hope. This is homely in the poems Australia and The Explorers where Hope utilises a number of literary techniques, primarily metaphorical language, to express his understanding of and critiques the nature of identity.Australia is Hopes criticism of Australian society in cosmopolitan and Australia itself. The first five stanzas are spent describing Australia in an extremely negative manner, where Australia is said to be a nation of trees, drab green and desolate grayness, a country that is past the age of celebration. Having lived in both Australia and Europe while on a university scholarship, Hope is able to describe Europe as a lush jungle of modern thought and gives us a brief comparison of the two countries.See more Basic Economi c worry of Scarcity EssayAustralia revolves around Hopes idea of Australia being too Eurocentric and that Australia should cultivate its own identity rather than mimicking our mother country. This suggests that as individuals, our identities are generally influenced by our parents merely instead of simply mirroring them, we should establish our own sense of identity. Hope also describes Australia as a breast still tender but within the womb is dry, comparing Australia to an older woman who can no longer bare children, implying that orthogonally, we may still seem fruitful and heady with the opposite being internally.This metaphor of Australia may be referring to the fact that identity does not exist on its own, but as two, as an internal and external identity. The title of the poem The Explorers refers to the girls and women journeying through the threatening landscape that is our world. Written in 1939 during a time where women were still seen as weak and inferior to men, Hope further emphasises the fact that both an internal and external identity exists.This can be seen in the poem where Hope writes all those nice young girls, so properly brought up showing how on the exterior, women appear to be pure, innocent and polite. This shows how our external identity is shaped and manipulated by societys expectations and that in tell to satisfy these expectations our identities are split into two. The main idea of this poem is how influential and manipulative society can be and is portrayed in this poem as enormous jungles full of eyes and fears.

Terror management theory

Terror management theoryThe effects of terror management theory on political decisionsSummaryThe terror management theory suggests that purportings of anxiety and fear ar caused by thoughts of finis (mortality salience) which may affect our thoughts, decisions and actions. The fear/anxiety caused triggers finish defence mechanisms which cause individuals to quality nestled to their tenets and what they regard as a good and valued way of living ( ethnic earthly concernview). The mull over leave behind be feel at how the manipulation of mortality salience affects the ratings of 2 world leadership, predicting that they give rate highest the world leader which identifies the most with their cultural worldview. The participants will be British University students and the design of the study is an independent measures design. The participants will be asked to fill in an identification crustal plate on being British, a countersignature search where the observational condit ion will contain mortality salience and the control condition will not, they will also be asked to fill in small math calculations and they will be finally asked to rate 2 world leaders (Englands prime minister Gordon Brown and Russias president Dmitry Medvedev) on a scale indicating how powerfully they feel about the statements about each world leader. The ethical issues in the taste argon confidentiality, informed consent, anonymity, mortality salience and the use of findings. These issues will be dealt with by gaining presumed consent, the even off to withdraw from the experiment at any time and debriefing each participant at the end to make sure they are comfortable and convenient with the information they provided. Mortality salience will be kept as minimal as possible via using a word search and a distracter task which will be used afterwards to ensure that as little harm or no harm at all is caused to the participants.IntroductionTerror management theory was developed by Jeff Greenberg, Sheldon Solomon and Tom Pyszczynski and is based on death. Humans are unique as they are the only living species that are aware of their inevitable death and this causes fear (terror) which would make carrying on with daily tasks impossible. Therefore, it is suggested that when an individual is reminded of death (mortality salience) they instantly use two defence mechanisms to protect themselves and get rid of these thoughts of death. The first defence mechanism is when an individual has their own personal views and standards on how they should live their life and therefore, individuals strive to chance on those standards to feel as valued members of society (cultural worldview). Culture also provides individuals with symbolic immortality much(prenominal) as, being part of families and ethnic groups, because in time after their mortality these groups will still exist and individuals will still be remembered as parts of them. The second defence mechanism is self-e steem which reduces anxiety when self-esteem is high and this is achieved by individuals believing and maintaining that they live up to the standards that are parts of their cultural worldview. When individuals are successful this causes high self-esteem which reduces the anxiety caused by threats.Furthermore, when others have the same cultural worldview as ours (in groupers) it suggests that our view is right and we need this confirmation from others to keep believing in our cultural worldviews. However, defence mechanisms are triggered off when there are threats against ones world view and beliefs. The thought of death and other individuals with opposite cultural worldviews (out groupers) could challenge our beliefs leaving us with feelings of anxiety which makes individuals want to live up to their cultural worldviews even more.Many studies have tested the mortality salience hypothesis such as Rosenblatt, Greenberg, Solomon, Pyszczynski and Lyon (1989) who used twenty two judges in a study where half of the judges were reminded of their own death (mortality salience), before setting bond certificate to a prostitute and the other half were not. The judges who were reminded of their death set bail at $450 and judges who were not reminded of their death set bail at $50. This exhibits that the knowledge of death causes individuals to maintain their cultural worldviews which is reflected onto the amount of bail set as planetaryly prostitution would be seen as wrong in many individuals cultural worldview.The terror management theory also assumes that when people are reminded of death this affects their decisions towards certain important issues such as politics. Studies show that when mortality is salient many individuals support people with the same political views as their selves and act incompatible and negatively towards people with contrasting political views. For example, Landau et al. (2004) found that when individuals were reminded of the 9/11 attac ks they seemed to be more supportive of President Bush whereas, in control conditions slight than half supported his decisions. This shows us that the thought of death can have effects on our political decisions and views and this knowledge of fear seems to be used by politicians to receive more support from the public. Other studies have also showed that death increases nationalism. In one study on American participants, when they were reminded of death they were more despotic towards people who thought positively of America and were more negative towards people who thought negatively of America (Greenberg et al.,1990). Different countries also found similar results such as in Germany when Germans were reminded of death they sat adjacent to other Germans and sat further away from Turks (Ochsman and Mathay, 1994).These studies show us that when individuals are afraid of their mortality they feel hand-to-hand to their cultural worldviews than ever before as a way of protecting th emselves. This causes attitudes and beliefs to strengthen which in turn causes individuals to view any other belief as wrong and negative. This may cause extreme behaviour such as terrorist attacks, hate crimes and violence. As a result of all of these, individuals would feel closer to a president who knows exactly what they are doing, are devoted and sending out a strong message.Rationale (purpose) and aims of study The aim of the study is to show that thoughts of death affect our lives and the decisions we make, including decisions about politics. The study will be testing to see how British participants will react towards their very own world leader prime minister Gordon Brown and another world leader, Dmitry Medvedev Russias president. Participants should prefer Gordon Brown rather than the other world leader when reminded of death as he is closer to their cultural worldview.Research questions When mortality threat is salient will individuals have a stronger attitude towards the ir beliefs and their cultural worldview?Hypotheses Individuals political orientation will be closer to their cultural worldview when mortality threat is salient.MethodHow hypotheses addresses aims of study The aim of the study is to show that thoughts of death affect our political decisions as well as general decisions and the hypotheses relates to this as it is suggesting that individuals will feel closer to the world leader which identifies with their cultural worldview the most.Operationalised variables 1) Mortality salience is manipulated by the word searches, ones neutral one has death tie in words and 2) asked to rate world leaders on a scale about whether they are good/satisfying world leaders.Design The participants will be randomly assigned and the design used will be an independent sample design, as different participants will be used for the two different conditions. The independent variables are the manipulation of the mortality salience (control condition and data-base d condition) and the two different world leaders. The dependent variable is the results from the rating scales of the two different world leaders.Participants British university students, male and female. Around 50 participants will be used.Materials Identification scale, two word searches, small maths calculations and profiles of the two world leaders including the rating scale.Procedure First of all participants will be seated and the first thing they will fill out is their gender, age and an identification scale on how British and close to their culture they feel. Then they will do a word search, however, there will be two conditions in the experiment one will be the controlled condition where participants will receive a normal word search and will not involve mortality salience, whereas, the experimental condition will involve mortality salience. After the word searches participants will work out small maths calculations, then they will receive profiles of two world leaders one is Gordon Brown Englands prime minister and the other is Dmitry Medvedev Russias president. In order to eliminate the effect of order effects I will have some profiles with Gordon Brown presented first than Dmitry Medvedev and vice versa. Participants will have to rate the statements of the world leaders on a scale indicating how strongly they feel about each one.Ethical issues The ethical issues in the experiment are confidentiality, informed consent, anonymity, mortality salience and the use of findings. These issues will be dealt with by gaining presumed consent, the right to withdraw from the experiment at any time and debriefing each participant at the end to make sure they are comfortable and satisfied with the information they provided. Mortality salience will be kept as minimal as possible via using a word search and a distracter task will be used afterwards to ensure that as little harm or no harm at all is caused to the participants. compendium of results The results will be analysed by a 2 by 2 mixed factor Anova. The IVs are mortality salience (experimental condition and controlled condition) and the world leaders (Gordon Brown and Dmitry Medvedev).Schedule for completion of project Collect all data by December Analysis of data in the Christmas break Write up of results and report January/Febuary till March

Models and Practices to Support Children with Disabilities

Models and Practices to Support Children with Disabilities circumscribed Education Needs Course level 3.Assignment number 1.Part 1Outline the levelheaded and regulatory requirements for kidren with disabilities or specific requirements.Regardless of the circumstances on the whole small fryren bring forth rights to be tempered fairly and lawfully. Unfavourable treatment could include,Direct discrimination- could include refvictimization a electric razor access to the setting.Indirect discrimination- whitethornbe only display information in i language.Discrimination due to disability- clawren having fewer opportunities to take part in activities than other children.Children with special educational makes or disabilities also relieve oneself additional lawful and regulatory requirements to promote inclusion and protect from discrimination. These include,The Equality Act 2010 allows children to receive the same access to public and private go. Making accessible to all, i.e. r amp or braille. This promotes equal opportunities and inclusion for all children.The Childrens and Families Act 2014- this is a single assessment process that allow support children from 0-25yrs. This is an EHC- Education, health and C be plan. This act requires children and families to be involved in decisions about their vexation. It also places a legal duty for schools to provide appropriate support to children with medical conditions.Special educational Needs and Disabilities edict of practice 0-25yrs. This provides guidance on policies and procedures that are set out in part 3 of the childrens and families act 2014. Organisations using this are, all local authorities, NHS trust, topical anesthetic early years providers and independent and specialist schools.The principles underpinned in the code are,Views and wishes of the child and carers.Taking part in discussions and getting the information and support to be the right decisions.Give support to achieve the best possible outcomes.When following these principles the support hopefully will lead to partnerships providing quality support for all who restrain disabilities and special educational needs. The code of practice aims to remove barriers to learning for all children and that early identification and intervention from all services can support them.The united Nations Convention on rights of the child. This document give rights and entitlements to all children regardless of circumstances and their needs. There are 54 articles that explain the rights. Some examples are,Article 12- states the views of the child should be listened to and respects. They do non give authority over adult views but can be taken into account.Article 23- outlines that children have rights to receive special care and support to enable to live full and independent lives.Article 31- responsibility to be able to play freely within the environment.The Unites Nations Convention on the rights of persons with Disabilities. t ender-hearted rights treaty that gives rights to disabled people. It outlines ways of reducing the barriers.Article 7 outlines for children what must be taken into account,All necessary measures should be taken into account to have full participation as others do. main(a) consideration should be in their best interests.Should have rights to dribble their views and opinions that affect them, and to be taken seriously.The Special Educational Needs and Disability regulations 2014- this came in to effect on the 1st September 2014. It sets out the requirements for local authorities for accessing children and young peoples needs and tipple up their EHC. It requires them to consult with parents and to keep all involved in the care informed throughout the whole process.A reference to this is taken from, (Ref, Dovenston. M. (2006) Primary Special Educational Needs, Exeter. Learning Matters Ltd). It says that it recognises that parents hold key information and have a variety of unique skill s, knowledge and understanding about their child.This can provide a good balance of information needed to get the child the best.Part 2.Explaining the importance of working inclusively with children with disabilities or specific requirements.It is important to promote equal opportunities for children by having an environment free from discrimination. All children should have the opportunity to be educated within a mainstream setting with children of all mixed abilities. Having a child-centred approach will help to meet their needs and strengthen the child. Example, visual timetables, signs in different languages. Access to the whole school through ramps. All these are use at the school which I work at.Two models of disabilities areMedical model disability, this is when it is seen as an illness. They are labelled by their condition. As they focus on the disability, strengths and interests of the child can be over looked.Social model disability, this recognises that everyone has righ ts. Attitudes towards disabilities is from society not the individual. Ways of promoting inclusive practice areRespect the child.Empathy demonstrated by practitioners.Children are empowered.Their interests are at the centre of your planning.Examples, using the Individual Education Plans (IEPs) and Annual reviews to get unitedly to discuss these.Good equal opportunities which are a legal requirement, which is not optional, will promote inclusion within the setting. Some of the stratagies used are listed belowMake everyone feel welcome.Respect and value the individual.Plan using their interests.Resources and materials used to promote a domineering image.Practitioners to display positive attitudes.Deal with discriminatory language and behaviour in the correct manner.Part 3.The benefits of working together with parents and other professionals.When you are involved in providing care and support for children, parents must be consulted and involved. This will provide insight to have the children are at home, and it is venerating to the family. Along with parents the use of external agencies provide help. Examples I have contact with a special school who provides information to help me provide the best for the child I work with.The SEND Code of Practice gives an outline of the principles that are needed to maintain a positive working relationship with the parentsConsult with the children and parents when reviewing servicesAll providers should support parents contributing to the reviews of the EHC plans.Make arrangements to provide advice and information to the children.These are all from the new SEND code of practice 2014 0-25yrs. There are chill out a number of principles from the 2001 paper which are in use. These are,Use parental knowledge of relationship with the child.Focus on strengths as well as their needs.Be aware of their feelings.Make sure parents are aware of and understand procedures and give documents well in advance of any meetings.Respect differing perspectives.Respect needs of the parents.The need to be flexible and also structured within the meeting.Working with other professionals and agencies you can provide opportunities to gain more knowledge and other strategies to help in providing professional care to the children in your care.In school you will have a designated person who is in charge of the SEN children. They are usually referred to as the SENCO, (special educational needs co-ordinator.) they are responsible for providing support for those who need it.My job is to support the learning of a child one to one, who has learning difficulties. I work and liaise with the SENCO worker on a regular basis to ensure we are providing the best support and care for him. Together we have tailored a literacy programme, and we have used outside agencies to provide this material. These are Speech and language therapist, and a Special school who have given us programmes to use.(Ref, Dovenston.M. (2006) primary special educational n eeds, Exeter, Learning Matters Ltd) says, It is important to listen communicate, take advice and share information with all relevant parties, but always maintaining confidentiality.Other professionals which can be involved in care for children arePhysiotherapist to meet the physical needs of the children. Provide exercises and treatment.Speech and language therapist devise a programme involving parents and practitioners to use with them.Health visitors provide advice and support and help to educate families.Paediatrician used to diagnose a condition and possibly refer to other agenciesGeneral practitioner usually first point of contact and they will usually make the referrals.Social worker have the role of provide safeguarding and protection to children. Also providing guidance and pragmatical help for families.Together all professionals, practitioners and parents will help to provide the support, knowledge and care that a child needs.Part 4How practitioners can adapt brisk practices to support children with disabilities or specific requirements.During the last year or so a number of pieces of legislation has been changed or undated, this includes the SEN code of practice 0-25yrs. This means that all establishments who use these must take responsibility to make sure that the environment is a high standard to provide the care needed.Taken from, (www.eenet.org.uk 19.10.2014) they say that they should, hold to meet the requirements within the legislation.All materials and resources are age and stage appropriate.Display positive attitudes.Inclusion within the learning environment.Have early intervention.Have positive role models.The environment is an important aspect. Children need to have appropriate access to the buildings, through ramps, security, high and locked gates. Having the correct equipment, tables chair etc. when choosing an activity to do turn over about how it is going to take place, if on floor can all taking part or can it be moved onto th e table. If a child has a visual impairment do they have the appropriate equipment to use?Visual timetables can help children. I use one of these for the child I work with. Having positive attitudes towards all provides an image for all to follow whatever their needs may be.Children like to do social functions for themselves, but due to their disability they may find it difficult, for example going to the toilet, getting dressed and undressed. Fastening zips. Velcro is good and gives them confidence to do things for themselves.Some children dont know how to express themselves and their feelings in an appropriate way. Again I have had this problem. I have made and used a number of flash cards which have different faces on them which represent an emotion. I get the child to show me the card if they need to. They do contain a word explanation.If a child has a physical impairment provide activities that allow them to be at the same level. Have room for them to move without injuring the mselves safely around the classroom. For those with sensory impairments try not to change the layout without telling them and showing them (work through it with them). If possible try and keep the floor space clear of obstacles and always supervise the child through any activity.Providing activities that are too easy is the same as giving them something too hard. Through your assessment and judgment you will know the level/ stage which the child is at and you can plan your activities around this using differentiation. Another example is the tailored literacy programme which I use. Giving the children confidence to achieve even the smallest thing will encourage them to do more.Appendix.References used in this assignment areCourse material for assignment number 1.Own experiences from the school where I work.Website www.eenet.org.uk 19.10.2014Books. Doveston.M. (2006) Primary Special Educational Needs.Exeter. Learning Matters Ltd.

Effect of the 19th Century on Children

Effect of the 19th Century on ChildrenHow did the lives of baberen mixed bag during the 19th century?Until the start of the industrial revolution, children were seen as small adults with few rights of their own. By the devastation of the nineteenth century childhood was a very different experience. The following essay w harm explore how this change came about.Children of the poorer classes had been part of the labour force for centuries, still with the rise of the factories, their work conditions changed. Children made up devil-thirds of the workforce on powered equipment in 143 water mills in England and Scotland 1 Conditions in factories were harsh, discipline strict and aroundtimes cruel, and hours were long. A mill worker is quoted in the Parliamentary Committee of 1832I worked from five in the morning till nine at night. I lived two miles from the mill. We had no clock. If I had beena quarter of an hour too late, a half an hour would have been taken off. I only got a cent ime an hour, and they would have taken a halfpenny.2In 1833 the Royal Commission on the Employment of Children reported many instances of children existence strapped or hit, often because a child had fallen asleep towards the end of a quaternteen hour day.3The Government tried to enforce some age restrictions in the early 1800s, but they were in the first enthrone ineffective because of the difficulty in proving childrens ages.4 In the 1830s factory owners argued that the reduction of hours would result in higher prices, but in 1833 the Althorps Factory bring reduced work hours further, and by 1847 the ten-hour day was in place.In 1842 the Royal Commission carried out a Mines Report that revealed horrific conditionsIm a trapper in the Gawber pit. It does not tire me, but I have to trap without a light and Im scared. I go at four and sometimes half past three in the morning and come out at five and half past. I never go to sleep. sometimes I sing when Ive light, but not in the dark I dare not sing then. I dont same(p) being in the pit.Sarah Gooder, aged 85Lord Ashley (later Shaftesbury) pointed out that in Wales it is not unusual to take them into the pits at 4 course of instructions6The use of climbing boys for cleanup chimney flues was also horrifying. There were reports of horrendous burning or suffocation accidents, sometimes fatal. Campaigners against this practice included Charles Dickens, and Charles Kingsleys The Water Babies created further awareness, and it was a year after its serialised publication that the use of children for chimney cleaning was banned.7However, census returns show that child labour did not reduce significantly until at least the 1880s. The figures for boys working in mines show that there was no decline in figures until 1881 when the figures decreased from 36,000 in 1871 to 26,000.8The reason why so many families put their children to work was imputable to poverty. Henry Mayhew was told in 1851 My little girl began abou t sixShe never goes to school. We cant spare her.9 The growth of the population in the cities and towns, plus the in-migration of the Irish during the potato famine, and further immigration from Africa and Asia, had led to massive overcrowding and hardship, and the existing Poor Law legislation was no longer effective. Children growing up in urban slums were surrounded by dirt and disease, and infant mortality rates were high. Reports from people such as Edwin Chadwick and Henry Mayhew illustrated the squalor of living conditions for the working classes in the cities. The evangelical reformer, Lord Shaftesbury, witnessed the conditions when he visited Londons slums in 1846 and was struck bythe children, whom he described as a race of beings apparently isolated to the outside world nondescript, unk todayn, uncared for, begging on street corners, squatting on doorsteps, wading in the gutters. Some had no home. Some had no name.10In these conditions children needs turned to crime or prostitution and when caught were punished as adults.11 Some children might be deported to Australia, where the growing Empire colonies needed extra labour.Social reformers such as Mary Carpenter had some influence in changing the treatment of child criminals, and growing public awareness led to an increase in charities and orphanages. Improved welfare legislation and the new opportunities for education in the 1870s did much to improve the situation.12The introduction of bring up education in 1870 created the most effective change for the lives of working and poor children. Previously the only schooling provision had been Dame Schools, Sunday Schools or Charity Schools, but children who went to these schools rarely received more than the staple three Rs. In many areas there was no school provision at all.13 Without income protection, wealthier families could fall victim to hard times. John Shinn, whose father fell ill and could not afford to send him to school, verbalize The grea test and most serious misfortune of my life has been the loss of schooling or education14There was some debate on whether the education of the labouring classes would improve or damage society, but reformers such as the philosopher, John Stuart Mill, argued that knowledge produces understanding and sensible behaviour.15 The flank of the vote to working class men in 1867 caused a greater awareness of the importance of education. However, there was still a laissez-faire argument that the state had no right to be involved in education.The 1870 Education Act did not make schooling compulsory, or free. However, compulsory education was in place by the end of the 1870s, and the age for this rose over the next few decades until by the mid-twentieth century education was compulsory until the age of 16.With education and fewer working hours, leisure time improved. As literacy increased, so did the availability of books and magazines for children. By 1900 clubs and youth movements had been s et up to provide entertainment and to ensure that youngsters with time on their hold did not get into trouble.16For children of the middle and upper classes, life was different. Not required to earn an income, most children received regular education, either at home or at a private school. However, educational provision for girls was usually poor or non-existent, and the prevailing attitude was that girls were of less importance. Molly Hughes, the daughter of a stockbroker saidI was never taken to anything more exciting than a picture gallery, not even to a pantomime at ChristmasMy fathers catchword was that boys should go everywhere and know everything, and that a girl should stay at home and know nothing.17Due to the campaigns concerning equal rights for women, girls education improved considerably during the century, with schools and colleges being set up in the 1850s, and university education from the 1870s.Looking back to his childhood in the 1840s, Charles Shaw wrote in 1893 I wonder whether it is true that I was allowed to be worked for fourteen hours a day when a little over seven years of agewhether it is true that even poor children now receive a give away education thanTom Hughes if the rags, and squalor, and severe labour and long hours of those days, as contrasted with the leisure, and plenty, and recreation of these days are all illusions?18This quote illustrates the changes for some children over the course of the century. Children were now regarded as a separate entity to be protected and cared for. They were no longer mini-adults to be used as another source of income, or left to slog the streets as orphans. Childhood, as a separate experience to adulthood, had been created.BibliographyAvery, Gillian, The Echoing Green Memories of Regency and dainty Youth, Collins, 1974Best, Geoffrey, Mid-Victorian Britain 1851-1875, Fontana Press, 1990Burnett, John, Destiny Obscure Autobiographies of Childhood, Education and Family from the 1820s to the 1 920s, Penguin, 1984.Duckworth, Jeannie, Fagins Children Criminal Children in Victorian England, Hambledon London, 2002Galbi, Douglas A., Child Labour and the Division of Labour in the Early English cotton Mills, 1994Golby, J. M. (Ed), Culture and Society in Britain 1850-1890, Oxford University Press, 1990Hansard, Parliamentary Debates, July 7, 1842, in Turral, J., (Ed) A Source-Book of British History, Oxford, 1925Horn, Pamela, The Victorian Town Child, Sutton Publishing, 1999Rubinstein, David, Victorian Homes, David Charles, 1974Steinbach, Susie, Women in England 1760-1914, Weidenfeld Nicolson, 2004Wilson, A. N., The Victorians, Arrow Books, 2003www.spartacus.schoolnet.co.ukwww.victorianweb.orgwww.wikipedia.org1Footnotes1 Galbi, Douglas A., Child Labour and the Division of Labour in the Early English Cotton Mills, 19942 quoted in www.spartacus.schoolnet.co.uk/IRtime.htm3 Taylor, D, Mastering Economic and Social History, Macmillan, pp.196-74 ibid. p.2005 quoted in www.victorianw eb.org/history/ashley.html6 Hansard, Parliamentary Debates, July 7, 1842, in Turral, p.2947 Wilson, A. N., The Victorians, Arrow, p.295-2998 Best, G., Mid-Victorian Britain 1851-1875, Fontana, pp. 130-19 quoted in Steinbach, Susie, Women in England 1760-1914, p.16610 Duckworth, Jeannie, Fagins Children Criminal Children in Victorian England, p.311 ibid, p.612 ibid, pp.135-613 Taylor, pp.278-914 Burnett, John, Destiny Obscure Autobiographies of Childhood, Education and Family from the 1820s to the 1920s, Penguin, p.13615 Golby, J. M. (Ed), Culture and Society in Britain 1850-1890, OUP, p.13616 Horn Pamela, The Victorian Town Child, pp153-17917 Horn, p.2018 Avery, Gillian, The Echoing Green Memories of Regency and Victorian Youth, p.117

The Reality of Affirmative Action Essay -- affirmative action argument

In the United States justice is defined as equal treatment of all citizens under the law. When one citizen is treated unfairly, an sleaziness has been committed against all population. It is the duty of Americans to make real such injustices are eliminated. Affirmative Action is one such program whose purpose is to make sure that equal citizens are treated equally under the law. In todays society it is imperative that all people regardless of race or gender are given equal opportunity in the admissions and job applications processes. Affirmative Action was designed to create this equality. The history of Affirmative Action in conclusion began two carbon years ago with the founding of our nation. The Constitution, which is the basis of all laws in society, was drawn up and signed by many men who themselves owned slaves. As time progressed, it became necessary to create a Great Compromise, which stated that blacks were now allowed to be counted as three-fifths of a person for vot ing purposes. Nearly, one hundred years later, slaves were freed. However, these newly freed slaves were now placed in a more perplexing situation than they were initially. They were now a large group of people who knew poor of their newly founded rights, and for the most part uneducated. Sadly, the leaders of this country failed to realize that freeing this group of people was not enough. The result was a new class of people who were uneducated, by no fault of their own, and then were told that they were now on their own. These people navigated through a strangers culture and society. A similar tack together occurred after World War II when the men who had been away at war returned to find their wives wearing their pants and doing their work in the yards an... .../affirm.. Bureau of the Census, accepted Population Survey. Income, Poverty, and Valuation of Non-cash Benefits. 1993. 10 October 1998 . Bureau of Labor Statistics. Fact Sheet. 1994. 10 October 1998 . Federal Glass Cei ling Commission. Making Full Use of the nations Human Capital. March 1995. 10 October 1998 . Gergen, D. Why Race-Sensitive College Admissions Policies Work. U.S. News & World Report Vol. 125 (October 1998) 84-85. Lewis, M. Rethinking Affirmative Action. 1996. 5 October 1998 . Pasour, E. Affirmative Action A Counter-Productive Policy. The Freeman (January 1989) 24-25.

Sir Gawain and the Green Knight :: Essays Papers

Sir Gawain and the Green Knight Written in the late fourteenth century by an anonymous author, Sir Gawain and the Green Knight is a novel about a Christian warrior society. Sir Gawain, nephew to King Arthur, epitomizes the definition of a avowedly noble knight. Sir Gawain is not only brave, but he is also loyal, courteous, and a true believer in God. The story begins with the game of the Green Knight, a game of exchanging hits with an axe (290-300). However, this story is more than an adventure tale it is also a lesson on the long-term benefits of phantasmal adherence over the short-term benefits of personal pleasure. At Bercilaks castle, Sir Gawain faces his most powerful enemy, himself. In the attempt to maintain his ideals of courtesy and nobility, Gawain causes his own religious downfall.As soon as Gawain enters Bercilaks castle, he is already slowly stripping off his religious protection and armor. Bercilaks servants take off his armor, which symbolically identifies him, and Gawain is dressed in robes richly wrought (859-861). He is without his shield, which is not only a protection from enemies, but from the evil spirits (641-650). It is in this clothing that Gawain faces his next tests.During the next trio mornings, the Lady, Bercilaks wife, tries to seduce Gawain in his bedroom. Each of the three tests is parallel to the three hunting games of Bercilak. Gawain may not have sexual relations with the Lady, but during the tests, his spirituality declines and so does his morality the Lady is able to receive one more kiss from Gawain each successive day Gawain takes the green girdle and he lies to Bercilak.On the get-go two mornings, Gawain is extremely surprised and shocked to find the Lady in his bedroom. In fact on the first morning he pretends to be hibernating(prenominal) when the Lady comes into the room (1190). Gawain is very courteous in his responses to the Ladys words and actions, by constantly putting himself down and praising Bercilak. Both times, the Lady leaves, successfully acquire a kiss the first morning and two kisses the second morning from Gawain. When Bercilak returns from his hunting, to keep his word, he gives Gawain the animals, the deer on the first day and the boar on the second day. Gawain, in return, gives Bercilak what he has received that day while in the castle, first a kiss, then two kisses.