American Literature Romanticism and Transcendentalism Flashcard

American Literature: Romanticism and Transcendentalism

Ethanol Paper Essay Example

Ethanol Paper Essay What is Ethanol? Ethanol, which is in some cases called ethyl liquor, unadulterated liquor, or grain liquor is characterized as, â€Å"a high octane, clean consuming, American-made inexhaustible energizes. † Ethanol is an expanding significant part of our general public and its prevalence is getting increasingly far reaching regularly. Ethanol, a substance made out of Sugar-stick, maize, sorghum, wheat , and different grains, has gotten one of the principle suitable wellspring of vitality on the planet. In nations like South Africa and Brazil, fuel contains around 24 percent ethanol (quite a bit of it 100 percent), 76 percent gas. In the United States, in most assistance stations, fuel is mixed 10 percent ethanol, 90 percent gas. The record of oil costs overall is amazingly high. Indeed, even idea the creation and utilization of ethanol in the United States have increment, the oil advertise costs still high. One of the answers for this issue is to increment of mixing of ethanol with fuel, much the same as in Brazil. As indicated by thefreedictionary. com ethanol is â€Å" A liquor acquired from the maturation of sugars and starches or by compound combination. It is the inebriating element of mixed drinks, and is likewise utilized as a dissolvable, in explosives, and as an added substance to or substitution for oil based energizes. † Brazil being one of the main nations truly investigating ethanol has constrained if not remove its reliance on oil. It cost less to deliver ethanol and it is additionally cleaner for our condition. Starting in the 1970’s each ga station in Brazil was required to have in any event one ethanol siphon and the legislature ordered that all gas be blended in with ethanol. We will compose a custom exposition test on Ethanol Paper explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Ethanol Paper explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Ethanol Paper explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer This new disclosure has additionally prompted another sort of vehicle called, a â€Å"flex vehicle†. It gives the driver the choice of either utilizing fuel and ethanol mix or 100 % percent ethanol. Today 70% of all vehicles sold in Brazil are flex vehicles. They cost about equivalent to a standard vehicle. Ethanol is cleaner, less expensive and better for nature and us as people. Ethanol is higher in power-delivering octane than most gas and can diminish tailpipe outflows of carbon monoxide and destructive particulates The creation of ethanol is developing at a quick rate since the creation in the 1980’s. There are roughly 180 ethanol creation offices in the US and this number doesn't represent the 20 that are as of now under assembling. Ethanol is ordinarily joined with unleaded fuel and can be a mix of E10, E20, E30, E40 or E85. The most widely recognized mixes are E10 and E85. E10 is comprised of 10% ethanol and 90% unleaded fuel. Around 70% of fuel we use in our vehicles are the blend of E10 in light of the fact that it has unadulterated consuming attributes. E85 is a blend of 85% ethanol and 15% unleaded gas and can be utilized for adaptable fuel vehicles (FFVs). Consistently, the utilization of ethanol has gotten significant and over the previous decade, numerous ranchers, specialists and financial specialists have joined the progressions in the creation ethanol. The USDA accepts that the new creation of oil will make an income of around 2 to 4 billion dollars for ranchers constantly 2012. There have been a few examinations that have been led and they all demonstrate that the cost of corn has expanded 5-10 for every bushels if the homestead was set close to a region of an ethanol plant. Corn is the essential fixing in the creation of ethanol and it can likewise be utilized in different items, for example, wheat, grain, sugar stick, beets, cheddar, potatoes (and so on). Ethanol can likewise be fabricated in a dry-factories and wet-plants (which were progressively regular when ethanol was first delivered). The ethanol that is made is the United States uproots the requirement for unrefined petroleum that we would require from different nations. This would lead our nation to acquire autonomy which is required in a period where our economy needs to devour all its important assets. The Energy Information Administration announced that â€Å"Ethanol is vital to diminishing our country’s exchange shortfall unrefined petroleum, a figure that has consistently been consistently expanding: $27 billion of every 1987 up to $100 billion out of 2002. † Since the United States imports 66% of their oil, the reliance of outside raw petroleum will get incredible in the years to come. The Federal Highway Administration expresses that the US fuel utilization has expanded structure 12 billions a gallon a year in 1970, to 160 billion gallons in 2002. That is a colossal hop in such a shot measure of time that persuades that we are devouring more ethanol on a yearly premise. Ethanol is critical and it is of extraordinary incentive to the US agribusiness since it creates a large number of dollars on a neighborhood, state and national level. It is assessed that the more plants delivered, more occupations will be made for the our nation whose individuals are continually losing there positions because of practical reasons. Ethanol is being proposed as the following elective wellspring of vitality that will address the issues for the appeal for fuel. Ethanol a biofuel is viewed as a suitable wellspring of vitality, as it is produced using such harvests as corn, maize, sugarcane, potato and pretty much any strong waste issue. Ethanol is additionally viewed as an inexhaustible wellspring of vitality, got from the daylight, which is replenishable. Alongside these characteristics, there are as yet numerous points of interest and burdens to the utilization of Ethanol as a wellspring of vitality. One could state that the benefits of Ethanol’s use far exceed the disservices; anyway the inquiry is posed to what are these preferences. The significant bit of leeway of Ethanol’s use is the wellspring of vitality that is utilized in its creation. The vitality source is predominantly gotten from the sun and as such adds to the expense of creation. Contrasted with vitality from petroleum products, which when once consume is gone, the vitality from Ethanol is sustainable and reusable (Blackburn, 1987). Monetary profit is another of Ethanol’s advantage: Ethanol’s future is presently observed as a capital speculation (Hostetter, 2007). Ethanol is currently being exchanged on the financial exchange and has had it â€Å"fair share† of highs and lows available, where it was once contrasted with the free for all of the website organizations at their initiation into the market (Hostetter, 2007). Ethanol is viewed as condition well disposed, particularly in today’s world where more spotlight and mindfulness on â€Å"going green† has become a reason for some in sparing the earth. â€Å"In the U. S. , ethanol’s condition agreeable job is becoming because of enactment ordering an eliminating of other fuel sources with the harmful Methyl tertiary-butyl ether (MTBE), for ethanol† (Anwar, 2006). Free ranchers may likewise profit by the utilization of Ethanol, particularly those ranchers whose principle crop is corn. Corn is one of the fundamental yields utilized in the creation of Ethanol and in that capacity, its deal will give a lift to the ranchers who produce corn. Ethanol use will likewise diminish ozone depleting substance discharge, whereby carbon will be â€Å"recaptured† during the way toward making ethanol. The benefits of Ethanol utilize are irrefutable; be that as it may, the hindrances to ethanol’s use are similarly the same number of. Weaknesses to Ethanol’s use incorporate food deficiencies, the same number of staples including the potato is being utilized to make Ethanol. Trees that are once in a while utilized as type of warmth vitality in the creation of Ethanol will leave a void in the region from which they were taken, leaving a potential for avalanches. This is obvious in the nation of Haiti, where as of late; avalanches ended the life and employment of numerous individuals during the storm seasons. This was an immediate consequence of deforestation in that nation. â€Å"Corn, which is the wellspring of 95% of ethanol in the U. S. , is among the least proficient, least feasible biofuels. Corn ethanol has little guarantee of decreasing U. S. petroleum product emissions† (Shapely, 2007). Corn based Ethanol will add to ecological contamination; the planting of numerous fields of corn will require the utilization of composts and different synthetic compounds which if there is a spillover may prompt phosphorus contamination in the water table. Different burdens to Ethanol as a practical wellspring of vitality are the confinements in the planting of different yields. Since crops that are â€Å"high producers† of Ethanol will be sought after, at that point ranchers may not be urged to plant different yields, along these lines prompting deficiencies and shortage of different harvests to fill the gracefully of the food advertise. When contrasted with unadulterated fuel, consuming unadulterated Ethanol in a vehicle will result in at any rate a 34% decrease in miles per gallon. While Ethanol is viewed as less expensive, this may end up being an impediment to many, who take part in separation driving, for instance, the truck teamsters, who need as much mileage per gallon that is conceivable. As indicated by Union of Concerned Scientists, the majority of our vitality originates from non-renewable energy sources: coal, oil and petroleum gas. It flexibly around eight five percent of U. S. essential vitality utilization. Despite the fact that the provisions of these petroleum products are huge which means extents, they are not constrained, yet generally significant, the earth’s climate and biosphere may not endure the natural effect of consuming such colossal measures of these energizes. The distinctive kind of significant vitality sources and their history by Union of Concerned Scientists: Biomass is from plants, a rich wellspring of carbon and hydrogen, and one that can be utilized inside the regular carbon cycle. Biomass is quickly developing plants, for example,

International Relations - Research Project with Outline Paper

Universal Relations - Project with Outline - Research Paper Example Intermittently, an endeavoring atomic program sought after in Teheran during the time of 1970. According to the contemporaneous records of US, it was clearly referenced that the atomic desire of Iran was strongly centered around delivering 10-20 atomic force reactors and in excess of 20,000 megawatts of atomic force continuously of 1994. The atomic intensity of Iran was started as a light-water atomic force reactor to be set close to the city of Bushehr. Viably, uranium improvement innovation and delivering atomic weapons has likewise been actuated in the city of Teheran1. There are sure reasons that can be distinguished behind leaving atomic projects inside the nations. As indicated by the current situation, the worldwide nations look to embrace the atomic projects for powerful and moment security and in this way shield it from outside security dangers. Moreover, the atomic projects embraced by nations are frequently considered as a foundation of evident intimidations and doubt inside the worldwide condition which thusly builds the danger of worldwide manageability by an impressive extent2. The administration marvel of Iran has been reliably occurring in worldwide discussions concerning its atomic aspiration. It is in this setting a few all around contended proclamations according to Iran’s procurement of atomic projects have been remarked by different national just as worldwide pioneers. With this worry, the issue can be distinguished evidently alluding to the means of atomic aspiration taken by Iran with its worldwide connections. For example, the unidentifiable impacts of atomic threats are additionally viewed as a significant perspective for offering ascend to security worries in the midst of different nations. The lashing global constrain constrained Iran to temporarily freeze the uranium stronghold exercises and to build up the assessment of its atomic force sorting out partnerships with International Atomic Energy Agency (IAEA) in the year 20033. The

Long term psychosocial effects of parental divorce Essay

Long haul psychosocial impacts of parental separation - Essay Example Regardless of whether they decided not to produce a great part of the results of their parents’ separate, the general public permits them little space to develop typically with all the insults and analysis they bring to the table. The offspring of separated from guardians need to grow additional potential, endurance and continuance to get by in the general public. Unfavorable impacts of the parental separation are unavoidable and begin to surface in the early long periods of a child’s scholarly vocation, when he/she needs to make reference to the name of watchmen on the confirmation structures. On the off chance that the kid happened to live with just one of the guardians, he/she builds up a hazy area for the picture of the second parent in his/her brain. He/she can not understand what it feels like to be the child of the missing guardian and turns out to be much progressively baffled, as his/her companions portray their relationship with the parent, that the kid needs. This paper examines the drawn out mental effects of the separation on the kids that they need to live with. Not long after the guardians separate, the most concerning issue that the youngster faces is his/her proprietorship. In a dominant part of cases, the responsibility for is chosen by the laws. The kid may need to live away from the parent he/she was exceptionally near. The youngster likewise looses his/her grandparents. Albeit a youngster may not understand such a major loss of sidekicks and family members, the inclination squeezes the kid in his inner mind and he generally misses something. The emotions lives on with the youngster as he/she grows up. Numerous youngsters experiencing comparative conditions may feel they need something, however exceptionally less of them really understand that it is those relations that were deserted soon as his/her folks went separate ways with one another. The turmoil makes the youngster create mental issues. The kid can not discover answers to numerous inquiries ascending in his/her own psyche. The kid needs to live on with those inquiries for the r emainder of his/her life. The kid attempts to sift through who was

4 Ways to Make the Most of Your Business School Campus Visit

Visiting campus is one of the best ways you can learn about your target MBA programs and not only determine if a program is right for you, but also acquire some school-specific fodder for your applications. This information can transform  components of your application  Ã¢â‚¬â€œ such as the essay, interview, and short answers – into real, customized pieces of content for the admissions decision makers. Before you pack your bags to visit some of the world’s best academic communities, however, read the below tips to make sure you are making the most of your campus visit. 1)  Meet with Admissions One of the best parts  of visiting campus is the ability to connect with the MBA admissions officers who will eventually review  your application. Creating a positive impression with admissions can really pay dividends. Forging a human connection is something that the majority of applicants will not do, so take advantage of the opportunity! Formal opportunities like the various information sessions hosted on campus are no-brainers during a campus visit, but make sure you don’t miss potential chances to also connect with representatives from admissions one-on-one, if possible. 2)  Visit a Class Sitting in on an MBA  class really helps contextualize the entire business school  experience while helping you determine if, academically, a program is right for you. Also, formal class visit programs are often tracked by admissions along with the information sessions, which can signal strong interest to the admissions office. 3)  Connect with Students Many programs will have formal programs that allow you to connect with students that share a similar profile as you, such as geographic, academic, interest or other demographic similarities. Informal chats with students can also be just as important, so spending some time on campus in public spaces can facilitate these type of interactions. Most current students will be more than happy to discuss their own personal experiences both on-campus and in the application process, so don’t be afraid to leverage these great sources of information. 4)  Explore the Student Community Classes and connections aside, choosing the right business school is an important decision. MBA  students spend a lot of time both on-campus and in the immediate area around campus, so taking the time to explore the greater community is a critical aspect of any visit. Determining if big cities such as  New York and Los Angeles are a fit for you, or if smaller towns like Hanover or Evanston are more your style,  is an integral part of the decision making process. Utilize these four  tips to make the most of your business school campus visits. Applying to business school? Call us at 1-800-925-7737 to speak with an MBA admissions expert, or  sign up for a  free consultation  and receive personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, and  Twitter. Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants.

Bill of Rights - Free Essay Example

à ¢Ã¢â€š ¬Ã…“If a home grown Bill of Rights was adopted, fundamental rights and freedoms would be afforded better protection.à ¢Ã¢â€š ¬Ã‚  Even prior to re-entering office in 1997 and overseeing the enactment of the Human Rights Act 1998, the Labour Party was constitutionally committed to the enactment of a Bill of Rights[1]: à ¢Ã¢â€š ¬Ã…“The incorporation of the European Convention on Human Rights is a necessary first step, but it is not a substitute for our own Bill of Rightsà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ . In the period that has elapsed since the 1998 Act, the political imperative to achieve a à ¢Ã¢â€š ¬Ã…“home grownà ¢Ã¢â€š ¬Ã‚  Bill of Rights appears to have dwindled[2]. Lord Scarman in the Preface to Zanderà ¢Ã¢â€š ¬Ã¢â€ž ¢s A Bill of Rights[3] points out: à ¢Ã¢â€š ¬Ã…“Laws for the protection of the rights of individuals are of little value to the citizen if he cannot enforce them directly in the courts of his own country.à ¢Ã¢â€š ¬Ã‚  Of course, since that was written, the argument that the enforcement of human rights in the UK required a trip to Strasbourg has largely disappeared but there remain fundamental concerns that the incorporation of the ECHR will prove a palliative rather than a panacea and will distract attention from the need for domestic measures to enshrine fundamental rights. It is submitted that a Bill of Rights is required for two reasons: first, it is necessary clearly to define the types of rights and freedoms which should be accorded special protection; second, having done so, it is necessary to embody them in a document which has particular legal status and priority. Oliver and Drewry[4] take the view that the 1998 Act achieves neither of these objectives; while à ¢Ã¢â€š ¬Ã…“an important step in that directionà ¢Ã¢â€š ¬Ã‚ , it fulfils neither of these objectives fully. What is required is a Bill of Rights with full constitutional authority. A major obstacle facing the implementation of a UK Bill of Rights is complacency. For centuries, our citizens have taken a pride in a system of democratic government which has been exported all over the world without the need for a written constitution. This type of à ¢Ã¢â€š ¬Ã…“if it ainà ¢Ã¢â€š ¬Ã¢â€ž ¢t broke, donà ¢Ã¢â€š ¬Ã¢â€ž ¢t fix ità ¢Ã¢â€š ¬Ã‚  mentality ignores the considerable further a dvantages which such an instrument might confer. While it is argued that the adoption of such a bill would interfere with the doctrine of separation of powers in that the interpretation of it would confer upon the judiciary a function akin to legislation, it can hardly be suggested that the present situation in which legislative and executive power are controlled by the process of judicial review (which has evolved at common law and has no legislative foundation) is more satisfactory. As has already been seen with the introduction of direct enforceability of the ECHR, the existence of a Bill of Rights would raise public awareness of rights issues. In common with the American Constitution, it could be taught in schools and engender a sense of civic rights and responsibilities which is presently lacking. Citizens would thus become empowered by readily accessible and understandable methods of enforcing their rights against those who might improperly use power over them. Most importa ntly, the Bill would act as a benchmark against which the actions of government could be challenged. The idea that current legislation reflects the will of the people is a fallacy. It is frequently the case that the political party holding a majority in Parliament has been elected by a minority of the population (and, as a result of the à ¢Ã¢â€š ¬Ã…“first past the postà ¢Ã¢â€š ¬Ã‚  system) even a minority of the overall votes cast. By convention, that party will nonetheless form the government of the day. Thereafter, the system of Cabinet government (dominated in any event by Prime Ministers who are less à ¢Ã¢â€š ¬Ã…“first among equalsà ¢Ã¢â€š ¬Ã‚  and increasingly presidential) and party whipping results in the passage of legislation such as that in respect of terrorism for which the popular mandate is questionable to say the least. A further significant advantage would lie in the unifying and codifying effect which such a Bill would have upon the present hotch-potch o f equality and discrimination legislation. At present, prohibition of discrimination is to be found in a variety of measures which have been introduced over time such as the Sex Discrimination Act 1975 and the Race Relations Act 1976. More recently the Employment Equality (Religion or Belief) Regulations 2003[5] and the Employment Equality (Sexual Orientation) Regulations 2003[6] have been introduced to combat discrimination on the grounds of religious belief and sexual orientation. A consideration of these two Statutory Instruments reveals the absurdity that each is couched in virtually identical terms to the other but nonetheless has had to be separately enacted. A Bill of Rights could provide for the essential elements of equality from which the rights of all minorities that are discriminated against could then derive. This would ensure that unlike at present legislation and case law to combat discrimination on such grounds as disability and age would keep pace with the more tr aditionally accepted evils of racial and sexual discrimination. Foremost among the voices that continues to call for a UK Bill of Rights is Liberty which has published a draft bill[7] which, while acknowledging the ECHR also draws upon the 1966 United Nations International Covenant on Civil and Political Rights. Liberty argues that a Bill of Rights should be enforceable by individuals against all agents of the state and this would therefore include the judiciary as well as national and local government. The present problem with the Human Rights Act 1998 is that it is possible for the government to circumvent its intended effect by passing legislation which is in conflict with the ECHR. A Bill of Rights, by contrast, would enjoy overriding status. As in the case of the USA Constitution, measures which violated the provisions of the Bill would be struck down as inferior legislation. This would obviate the present tension between enforcement of rights under the 1998 Act and the reme dies previously available by way of judicial review. Finally, the frequently expressed concerns that parliamentary sovereignty would be undermined by the existence of such a Bill can be demonstrated to be misplaced. Unlike the 1998 Act which derives from an external European Convention, the Bill of Rights would be the creation of Parliament itself. Its imposition and subsequent adherence to it would serve to enhance rather than diminish the authority of Parliament. In conclusion, therefore, the passage of the Human Rights Act 1998 may be described (however anomalous this may appear at first sight) as a retrograde step for the cause of the enactment of a Bill f Rights in this jurisdiction. While the implementation of the European Convention should be lauded for the focus that it has attracted to the subject of individual rights in relation to the potential misuse of power by the state, the temptation is now for those significant players in the political game who previously espouse d such constitutional reform to regard the issue as largely redundant. It has been demonstrated that this is not so and that the need for a comprehensive code remains as acute as ever not only further to enhance the protection of human rights introduced by the impact of European measures but also to provide a unifying and consolidating force in a jurisdiction which has relied for far too long upon the development of common law principles and remedies to safeguard the liberty and other freedoms of the individual. A Royal Commission should be tasked with taking forward to work commenced by groups such as Liberty in order to implement the unification of a wide range of rights under a single, comprehensible and accessible code of rights. Bibliography Alder, J., General Principles of Constitutional and Administrative Law, (4th Ed., 2002) Allen, M. Thompson, B., Cases and Materials on Constitutional and Administrative Law, (7th Ed., 2003) Barnett, H., Constitutional and Admin istrative Law, (5th Ed., 2004) Bradley, A. Ewing, K., Constitutional and Administrative Law, (13th Ed., 2003) Fenwick, H. Phillipson, G., Text, Cases and Materials on Public Law and Human Rights, (2nd Ed., 2003) Labour Party, A New Agenda for Democracy: Labourà ¢Ã¢â€š ¬Ã¢â€ž ¢s Proposals for Constitutional Reform, (1993) Liberty, A Peopleà ¢Ã¢â€š ¬Ã¢â€ž ¢s Charter, Libertyà ¢Ã¢â€š ¬Ã¢â€ž ¢s Bill of Rights, (1991) Liberty, Liberty Bill of Rights, (1995) Oliver, D. Drewry, G., The Law and Parliament, (1998) Wadham, J., A British Bill of Rights in Blackburn, R. Plant, R., (Eds.), Constitutional Reform: The Labour Governmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s Constitutional Reform Agenda, (1999) Zander, M., A Bill of Rights?, (4th Ed., 1997) Footnotes [1] Labour Party, A New Agenda for Democracy: Labourà ¢Ã¢â€š ¬Ã¢â€ž ¢s Proposals for Constitutional Reform, (1993), pp.29-32 [2] See, Wadham, J., A British Bill of Rights in Blackburn, R. Plant, R., (Eds.), Constitutional Reform: The Labour Governmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s Constitutional Reform Agenda, (1999) [3] (4th Ed., 1997) [4] Oliver, D. Drewry, G., The Law and Parliament, (1998), p.177 [5] 2003 SI No.1660 [6] 2003 SI No.1661 [7] Liberty, Liberty Bill of Rights, (1995)

Are Cigarette Butts Biodegradable

The rate of cigarette smoking has decreased precipitously in the United States. In 1965, a whopping 42% of adult Americans smoked. In 2007 that proportion dipped below 20 percent, and the latest data available (2013) estimates the percentage of adults who smoke at 17.8 percent. That is good news for people’s health, but also for the environment. Yet, almost all of us continue to witness smokers carelessly toss cigarette butts on the ground. Let’s take a closer look at the environmental effects generated by that littering behavior. A Colossal Litter Problem A 2002 estimate put the number of filtered cigarettes sold in a year, globally, at 5.6 trillion. From that, about 845,000 tons of used filters end up being discarded as litter, winding their way through the landscape pushed by wind and carried by water. In the United States, cigarette butts are the single most common item picked up during beach clean-up days. During the US portion of the International Coastal Cleanup program over 1 million cigarette butts are removed from beaches every year. Street and road cleanups report that butts make up 25 to 50 percent of the items hauled. No, Cigarette Butts Are Not Biodegradable The butt of a cigarette is primarily the filter, made of a type of plasticized cellulose acetate. It does not readily biodegrade. That does not mean it will persist whole in the environment forever though, as sunlight will degrade it and break it into very small particles. These small pieces do not disappear, but wind up in the soil or swept in water, contributing to water pollution. Cigarette Butts Are Hazardous Waste Many toxic compounds have been found in measurable concentrations in cigarette butts including nicotine, arsenic, lead, copper, chromium, cadmium, and a variety of polyaromatic hydrocarbons (PAHs). Several of these toxins will leach into water and affect aquatic ecosystems, where experiments have shown that they kill a variety of freshwater invertebrates. More recently, when testing the effects of soaked used cigarette butts on two fish species (saltwater topsmelt and freshwater fathead minnow), researchers found that one cigarette butt per liter of water was enough to kill half of the exposed fish. It is not clear which toxin was responsible for the death of the fish; the study’s authors suspect either the nicotine, PAHs, pesticide residues from the tobacco, cigarette additives, or the cellulose acetate filters.​ Solutions A creative solution may be to educate smokers through messages on the cigarette pack, but these admonitions would compete for real estate on the packaging (and for the smokers’ attention) with the existing health warnings. Enforcing litter laws would also certainly help, as for some reason littering with butts is perceived as more acceptable than, say, throwing fast food packaging out of a car window. Perhaps most intriguing is a suggestion to require cigarette manufacturers to replace existing filters with biodegradable and non-toxic ones. Some starch-based filters have been developed, but they continue to accumulate toxins and thus remain a hazardous waste. Despite some regional successes in curbing smoking rates, finding a solution to the cigarette butt litter problem is critical. In developing countries, about 40 percent of adult males smoke, for a total of 900 million smokers – and that number is still increasing every year. Sources Novotny et al. 2009. Cigarette Butts and the Case for an Environmental Policy on Hazardous Cigarette Waste. International Journal of Environmental Research and Public Health 6:1691-1705. Slaughter et al. 2006. Toxicity of Cigarette Butts, and their Chemical Components, to Marine and Freshwater Fish. Tobacco Control 20:25-29. World Health Organization. Tobacco.

The Life of G.F. Handel Essay - 1137 Words

The Life of G.F. Handel George Frideric Handel was born on February 23rd, 1685 in Halle, Germany. Handel had a passion for music from the time he was capable of understanding it. His father Georg was a highly respected barber/surgeon (Cavendish, vol. 4, pg. 60), which did not believe in music as a career and wanted his son to study law. Georg thought a career in law would offer more prospects and stability (60). Handel’s father was so against having his son play music, he took all of his son’s instruments out of the house. However, Handel was so interested in music he managed to sneak a clavichord into the loft of the house on which he practiced secretly (60). In his early years, up until he†¦show more content†¦While never actually working together, J.S. Bach copied many of Antonio’s works in trying to unravel the mystery that was behind his compositions. Then there’s Francesco Geminiani, which was a student of Corelli’s (Carlin 59). Unlike the previously mention ed composers, Geminiani was a soloist choosing to play the violin. The man responsible for teaching G.F. Handel how to play the keyboard and compose was Friedrich Wilhelm Zachau, who was an extraordinary musician himself. Aside from the violins there were also masters of the keyboards, such as a gentleman named Dietrich Buxtehude. Buxtehude had a determination to make the church a center of musical activity (Carlin 62) and founded a series of religious-oriented music. He is remembered today for his inspiration for Bach and other younger and greater composers. Bach and Handel are considered the Classical Giants. While their music was a strong influence to the Baroque time period, it was also their achievements that made them the most influential. There were also masterminds such as Hayden and Mozart who added to the culmination marking the development to what we consider classical music. Handel composed well over two hundred pieces in his lifetime. Ranging from oratorios, operas, cantatas, sacred and secular vocals,Show MoreRelatedDifference Between Oratorio, Cantata and Opera1640 Words   |  7 Pagesnarrator. The cantata addresses a religious topic, but it is not narrative. Rather it is a collection of commentary set to music, and the cantata is used in worship. In the religious music orb, the work methods of the two most important composers, G.F. Handel and J.S. Bach differed extensively. As early as the middle of the seventheenth century, the aria had supplanted the recitative as the most important musical component of the opera. This hierarchy remained intact throughout the Baroque period. TheRead MoreConcert1454 Words   |  6 PagesG.F Handel Trio Sonata in B-flat major Op.2, No 3: (Adagio/Allegro/Grave/Allegro) This piece was written in 1722 in London and performed in Convent Garden Theatre. G.F Handel (1685-1759) was a German-British Baroque composer whose works have been continuously played to the present. He is well-known for his orchestral suites and his chamber and vocal music. His most famous work is oratorio â€Å"The Messiah† C.P.E Bach Sonata for Oboe and Basso Continuo in G minor, Wq 135: (Adagio/Allegro/Vivace) Read MoreEssay on Freedom of Choice in A Clockwork Orange1220 Words   |  5 Pagesyoung man name Alex and his friends, every night they go around and start committing violent acts. In the novel Alex expresses his freedom of choice between good and evil. The freedom of choice is a decision that every person must make throughout his life in order to guide his actions and to take control of his own future. This Freedom of Choice, no matter what the outcome is, displays person power as an individual, and any efforts to control or influence this choice between good and evil will takeRead Morebaroque study guide Essay1228 Words   |  5 Pagesï » ¿ Baroque Dates: (1600-1750)    1.  What does â€Å"musical style† mean? Different types of musical compositions developed throughout different eras 2. What was going historically during this era?   What was life like? New ideas and art was being introduced everywhere. It was a time of personal expression and drama. There was controversy between Catholics and Protestants which caused long periods of religious war. It was also a time of scientific research and astronomical studies. 3. WasRead MorePart III Study Guide Essay1711 Words   |  7 Pagesgoing historically during this era?   What was life like? The Baroque was a period of absolute monarchs. The monarchs had total control over every aspect of their realms: the economy, the books, the style of art, and even life and death. Louis XIV became the model and he set the stage for many things going on during this period. In many parts of Europe, a strict social hierarchy, rigid laws, and elaborate codes of dress and manners characterized life. There were no major wars. There were knew technological

How to End Poverty - 767 Words

End poverty by 2015. This is the historic promise 189 world leaders made at the United Nations Millennium Summit in 2000 when they signed onto the Millennium Declaration and agreed to meet the Millennium Development Goals (MDGs). The MDGs are an eight-point road map with measurable targets and clear deadlines for improving the lives of the worlds poorest people. World leaders have agreed to achieve the MDGs by 2015. It’s up to us to make sure leaders follow through on these commitments. The United Nations Millennium Campaign supports and inspires people from around the world to take action in support of the Millennium Development Goals. Join the UN Millennium Campaign and be part of the generation that puts an end to poverty.†¦show more content†¦She was a customer of the hair salon shown in the image for many years. | | | |Poverty issues and the growing income gap in the U.S. are once again on the nations agenda. 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Living Paycheck At Paycheck A Common Occurrence Of...

Living paycheck to paycheck is a common occurrence in society today, especially for women. About 42 million women live near or below the poverty line, and about 28 million children depend on women as mothers. The story of Katrina Gilbert, a a single woman living in poverty, is told in Paycheck to Paycheck and it representatives the lives of many other women who are in her position. Katrina was previously married and is now separated. They were married for about eight years before he developed a drug addiction. The drug addiction was to expensive for the family to pay for along with other bills, so Katrina separated him. She feels that the marriage left her with nothing but her three children and as if those years of her life were wasted especially in terms of career and economic success. After her divorce, she did not have a job, and therefore, no source of income. She looked for a job for 8 months until she was hired at a home for elderly people. Here she makes $9.49 and hour. 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Bromden And His Changing Mind Essay Research free essay sample

Bromden And His Changing Mind Essay, Research Paper Outline Thesis: In One Flew Over the Cuckoos Nest by Ken Kesey, Chief Bromden is a character who hasto work his manner back to being and moving like a existent homo after so many old ages of being dehumanized ( Porter 49 ) into a machine created by the evil Nurse Ratched. I. Bromden in the beginning A. Dehumanized by Nurse Ratched 1. structured 2. forbids express joying 3. commanding B. The consequence that the Nurse and the ward has on Bromden 1. could non smell 2. thinks of himself as little 3. fells in the fog 4. frights everything 5. sees himself as amusing 6. hallucinatesII. Bromden in advancement A. Gives up deaf and dumb B. Great turn # 8211 ; around C. Begins to smell things D. Regains his laugh E. Loosens upIII. Bromden at the terminal A. Bromden escapes B. Bromden is a hero C. McMurphy is decease ; Bromden strength D. Bromden becomes bigIV. Decision A. Modern universe ; machines destroy B. Nurse Ratched the machine C. Modern universe is the combine Bromden and his Changing Mind In One Flew Over the Cuckoo s Nest by Ken Kesey, Chief Bromden is a character whohas to work his manner back to being and moving like a existent homo after so many old ages of being dehumanized ( Porter 49 ) into a machine created by the evil Nurse Ratched. Bromden begins tochange every bit shortly as McMurphy tries to acquire the cats on the ward to open up and Bromden is the onewho gets the most out of Mr. McMurphy s therapy ( 97 ) . Chief Bromden eventually beats the evilnurse Miss Ratched by get awaying from the establishment. So Broken work forces # 8211 ; nevertheless frightened, beleaguered, splintered, and dehumanized # 8211 ; can be restored to manhood and wholeness ( 95 ) . A six pes seven inch Indian named Chief Bromden pretence to be a deaf deaf-and-dumb person after hewatched his male parent, Chief Tee Ah Millatoona, get ruined by his white m arried woman. Government agentsoften came to see his male parent about his belongings. The agents would walk right yesteryear Bromden likehe was non even at that place. When people stopped responding to Bromden, he stopped responding to the people. At the Combine which was the name for the ward, Bromden underwent intervention for hismedical status. The Combine split the patients into two classs, the Acutes and theChronics. The Acutes were the patients that had the ability to acquiring better while the Chronicshad no opportunity of acquiring better because of how serious their medical status is. In the Combineeverybody definitely considers Bromden as a Chronic. While in there and everybody believing heis a deaf deaf-and-dumb person, Bromden hear s information from other peoples conversations that he is notsuppose to hear. Throughout the fresh Chief Bromden feels little and he is really easilyintimidated. Without the aid of the newest cat on the ward, Randel Patrick McMurphy, hewould of neer been able to derive up adequate strength to experience good about himself once more and escapethe ward like he did in the terminal of the novel. McMurphy helps Bromden enormously plus everybody else that is on the ward. Heguides everybody to be human. McMurphy says Miss Ratched, the Nurse of the Combine, gainsher power by doing others feel like they have less. She controls everything they do from whenthey wake up to when they go to bed. McMurphy Rebels against Miss Ratched and attempts to acquire theguys on the ward to stand up for themselves excessively. The patients on the ward are non aloud to laughloosely harmonizing to Miss Ratched. McMurphy says when a adult male loses his ability to laugh he is nota adult male any longer. Most of the patients on the ward are dehumanized by Nurse Ratched controllingand orderly attitude. In the novel Bromden shows the most alteration from McMurphy s aid. Adequate alteration to come back after get awaying and recite the narrative. In the beginning of the fresh Bromden was at the point where he was completelydehumanized by Nurse Ratched. Miss. Ratched was the chief cause of his dehumanisation, butnot the start of it. It began is his early childhood with the struggle between his male parent, the Indianchief, and his white female parent that had control over his male parent. As it says in the Discovering AuthorsModules: Mrs. Bromden was a domineering adult females who cared small for her hubby s Indianheritage and was instrumental in selling his land to the authorities. . Miss Ratched is in a wayjust like Bromden s female parent. The manner his female parent wore down his male parent by doing him experience smalland small is the same thing Nurse Ratched is making to Bromden while on the ward ( Wallace 8 ) . After Bromden s male parent was dehumanized by his married woman it is Bromden s bend, presuming fromDiscovering Writers Modules that this novel is a fictionalized history of his childhoodexperience ( 8 ) . If the narrative Bromden told us about his early childhood background is true and sitis parrallel to the secret plan of the fresh so we can presume that Bromden is traveling to acquire dehumanizedby Nurse Ratched. So this is how Bromden starts out the novel, dehumanized and experiencing smallerand weaker.While Bromden is experiencing dehumanized and little Miss Ratched has the ward wellstructured and running smooth. She has everything running on clip and if something is out ofplace she will repair it right off because to her there is no such thing as unorganised ( Kesey 26 ) . AsPorter points out, since Miss Ratched is an ex-army nurse she is used to the high demands onorder. Her life was ever structured and she expects everybody and everything else to be thesame manner ( 48 ) . With construction there comes control, because construction is extremely improbable to existwithout some kind of control. If there was no control over the patients on the ward so theredefinitely would be no constru ction because that is what the patients are at that place for, a small construction intheir lives. Throughout the beginning of the fresh Bromden was ever kicking that NurseRatched has excessively much control over things. For illustration, in the novel, Bromden says NurseRatched can rush up clip or decelerate down clip depending what she wanted to make ( Kesey 73 ) . Healso says that she is commanding a fog machine when she sits behind the window at her controlpanel and sometimes it could last hours on terminal ( 75 ) . So with all the control she has over the wardthe patients truly experience pressured to make what of all time she says. The one thing that Nurse Ratched has control of that truly hurts the Combine is laughter. As Porter says, everybody sees Miss Ratched as a machine and non as a human. They think she isdehumanized herself along with them. To Bromden the tip of each finger was the same colour asher lips. Funny orange. Like the tip of a sodering Fe ( Kesey 4 ) ( 49 ) . Bromden and all the otherpatients on the ward are non thought of as human existences. Miss Ratched thinks of them as justobjects or pieces of machinery, so she treated them like pieces of machinery. With construction and command a playing a large portion in the day-to-day lives of the work forces on the ward, Miss Ratched does non see how the force per unit area of her control and desiring a structured environmenthad an negative mental consequence on the patients. Bromden does non hold that free laugh. As withMcMurphy, Bromden s healer he had a laugh with no opposition. Porter says, The inabilityto laugh therefore is a gage of the combine s force per unit area # 8230 ; ( 97 ) . The patients on the ward neverjust laugh slackly because they feel the force per unit area of Nurse Ratched when she is sitting behind theglass window of her office looking at them. With the opposition to express joy Bromden besides could notsmell the usual things that normal work forces can smell. All that he could smell was the oil from themachines and the het machinery ( Porter 30 ) . He could non merely smell the machines, he oftenhallucinated allot about them besides. Sometimes he would see machines in his room at dark wheneverybody else was asleep. The head is a amusing character who literally sees mikes in thebroom grips, wires in the walls, and baneful devices in the electric shavers ( Wallace 8 ) . Bromden at this point is non human. Leeds says the Combine, committed as it is to thesupremacy of engineering over humanity, extends its influence by dehumanising work forces and makingthem machines ( 20 ) . The force per unit area from Nurse Ratched dehumanized Bromden to where nowhe begins to see and smell things that a normal human being would non. The concluding consequence that Miss Ratched has on Bromden is his fright of everything. Kesey tries toget the reader to detect existent quick that they are covering with a frightened and intimidated character. Healso wants to bring f orth the feeling of a head that works curiously Kesey opens up the fresh withBromden stating They re out at that place ( 3 ) . All these jobs that Bromden has comes from MissRatched. If she was non so structured and hung up on control Bromden would non be this weakand dehumanized. In order for Bromden to derive his strength back from Nurse Ratched s dehumanisation, hehas to get the better of her control. One manner to interrupt the control is larning how to express joy. WhenMcMurphy and Bromden were up stairs waiting for there daze intervention McMurphy offeredBromden a piece of gum and he took it so started to laugh. Ronald Wallace said in DiscoveringAuthors Modules said The head must recover his laugh before he can recover his address, and hisfirst words to McMurphy when he has stopped express joying are thank you. Having recovered his amusing sense Bromden recovers his wellness ( 9 ) . At this point Bromden begins to demo marks ofsanity because he gives up the deaf and dense function ( Fish 17 ) . Equally shortly as Bromden regains hiscomic sense and giv es up his deaf and dense function everything else seems to fall right in topographic point. Hebegins to smell things a adult male should smell. Tanner say s Bromden begins to smell different olfactory properties. †¦ non until McMurphy came was at that place the adult male odor of dust and soil from unfastened Fieldss, andsweat, and work ( 98 ) . Bromden is determined non to allow Nurse Ratched destroy him with her soul-destroying method ( ken @ hotmail.com 1 ) . Bromden recognizes a image that he neer sawon the wards wall of a fisherman on a mountain watercourse. He begins conceive ofing the odors that thefisherman would smell ( 31 ) . The things he is smelling now compared to hot oiled machines aremore natural and loosen uping. Tanner states that This reawaked sensitiveness to the universe of nature, hishome environment, is a positive mark that Bromden is developing a opposition to the machine worldof the infirmary. ( 32 ) which means that Bromden is now get downing to defy Nur se Ratched scontrol she has over him. Now that Bromden is making a opposition to Nurse Ratched he is happening out there is moreto life than merely the establishment, and McMurphy attempts to demo him this by taking some cats on theward, plus Bromden, on a fishing trip. On their manner they stooped at a gas station and twoattendants gave McMurphy a difficult clip about demoing up with a clump of Canadian dollars. The patients inthe auto got depressed because they know what is traveling on. McMurphy sees in the auto that theguys are acquiring reasonably much ashamed for themselves and desiring to state sleep together it all and travel place. From Detecting Writers Modules Ronald Wallace explained that when McMurphy saw this hehelps the inmates gain more pride by freighting the attenders. He tells the attenders what theinmates are in for, depicting it with great item trusting to scare the attenders into believing theyare so nuts they could toss out and kill them any 2nd. McMurphy give s him the illustration ofstanding up to and on occasion crushing the seemingly almighty Combine ( Macky 4712 ) . Between the black male childs and the other forbearance on the ward Bromden gets picked on right in frontof his face merely as the two attenders picked on them when they were in the auto. McMurphy gavehim one illustration of standing up to that sort of penalty. So no affair how much Bromdenwas dehumanized by all the penalty the Combine had given him, he did non allow that destroy hiswhole life. Even though he was considered a chronic which meant there was no aid for himmentally he is bettering as a human being from McMurphy s aid. McMurphy is helpingBromden to better by giving him a small pride for himself. The terminal of Bromden therapy ( Porter 97 ) McMurphy has brought Bromden back tostrength once more. The cats on the ward were acquiring checked and cleaned for pediculosis pubis ( Kesey 260 ) . One of the patients on the ward named George was scared to acquire cleane d by one of the black AIDSs. McMurphy told the assistance merely to bury about him and travel on to the following cat. When the aidrefuses McMurphy starts a battle with him. One of the black AIDSs pin McMurphy down to the floor ( 261 ) . Right now Bromden sees himself in a different visible radiation so he did earlier. He begins seeingthis when McMurphy is pinned on the floor by one of the black AIDSs ( McCreadie 505 ) . Bromdenjoins in the battle to assist McMurphy get the better of the black male childs. After more of the AIDSs got the situationunder control, McMurphy and Bromden were sent up stepss to have daze therapy. After theshock therapy McMurphy through a party for the patients merely so they would hold some merriment beforehe escapes the following forenoon. When forenoon came McMurphy forgot to go forth because he fellasleep and subsequently on he finds out that one of the patients had killed themselves ( Kesey 304 ) . NurseRatched blames his decease on the whole ward doin g everybody fell like it was their mistake by themplaying God ( 304 ) . McMurphy gets so angry that he breaks down her door and ripped her shirtoff so her large chest would be shown ( 305 ) . Nurse Ratched so orders for McMurphy to hold alobotomy. The following clip the patients see McMurphy is when he is encephalon dead. At this pointBromden is to the full back to strength once more. It is symbolically represented when Bromden tries to putMcMurphy s chapeau on and it does non suit because he has grown to full size. Peter Fish said at theend of the book the head has switched topographic points with McMurphy ( 17 ) . This means McMurphy isnow going weak and he is get downing to lose against the Big Nurse while Bromden is makingprogress. McMurphy finally loses against Nurse Ratched when she gave him a leukotomy. When Bromden saw this he felt that since McMurphy helped him out by learning him to becomemore of a human being, he would assist him out and non allow hum sit at that place in bed for the remainder of hislife and suffer. So Bromden smothered McMurphy with his ain pillow. Ronald Wallace said inDiscovering Writers Modules that Bromden is amusing, and he is besides a hero. I kept acquiring this impression that I wanted to subscribe the list. And the more he talked about fishing for Chinook salmonthe more I wanted to travel. I knew it was a fool thing to desire ; if I signed up it d be the same as coming right out and stating everybody I wasn t deaf. If I d been hearing all this talk about boats and angling it d show I d been hearing everything else that vitamin D been said in assurance around me for the past 10 old ages. And if the Big Nurse found out about that, that I d heard all the scheming and perfidy that had gone on when she didn t think anybody was listening, she d Hunt me down with an electric proverb, repair me where she knew I was deaf and dumb. Bad as I wanted to travel, it still made me smile a small to believe about it: I had to maintain on mo ving deaf if I wanted to hear at all ( Kesey 197 ) .The quotation mark from the novel above proves since Bromden has written the novel, it is Bromdenhimself who exposes his ain comedy. The secret plan hints Bromdens growing toward the sort ofcomic position that enables him to compose such a novel. When he can turn the combine into acomedy, he has defeated it. In the novel during the fishing trip Bromden wanted to travel, but hehad no manner of subscribing up because he did non desire to give up his deaf and dense function. Bromdenlearns to look at his life as a amusing fiction and so to transform that fiction into art. AfterBromden had smothered McMurphy he lifted the control panel which McMurphy tried to liftpreviously in narrative. When he picks up the control panel he is get the better ofing the control that the wardhad on him. He is taking all that control they had over him for so many old ages and he is throwing itout of the window. When Bromden escapes he does non see the Cani s familiaris that has ever been aroundthe window, but merely the footfalls. Leeds explains that when Bromden escapes, he is associatedwith the geese that were winging operating expense. The Canis familiaris that was non at that place, but merely the footfalls wasassociated with McMurphy. He says this means that when Bromden escapes he is truly flyingover the fathead s nest following in McMurphy s footfalls ( 29 ) . So by the terminal of the narrative it isevident that Bromden did get the better of the control, gained his strength, and returned to his true size. From when McMurphy arrives at the Combine, to when Bromden makes his flight he ischanging all the clip. He is altering for the better. He started out as a machine that merely respondto stimulations in the ward, so he easy progressed until he had adequate strength to do his escape.Bromden defines the combine as a modal of the universe. Miss Ratched wants to robotize the menin the ward so when they leave they are an illustratio n to society ( Leeds 20 ) . So no affair how badBromden got dehumanized he succeeded to come back strong. In the modern universe, machines destroy nature, efficiency comes before beautyand robot-like cooperation is more valued so the person freedom ( 15 ) . This is the samething Nurse Ratched is seeking to make to the Combine. She wants everything to run how it issuppose to foremost, so if there is free clip that comes last. Peoples today are the same manner. Theywant everything to run perfect with no mistake. That is why people now build automatons to make the workfor us because they realized that people aren t perfect. Now since the automatons are now acquiring allthe occupations allot of people are out of work which means they are now low on money. Without moneyyou can t make anything in this universe because nil is for free. Bromden and his Changing Mind byDennis Flagg American LiteratureDecember 22, 1998 Fish, Peter. Barron s Book Notes. New York: Barron s Educational Series, 1984. ken @ hotmail.com. Reviews. Amazon.com 1998. hypertext transfer protocol: //www.amazon.com/exec/obidos/ISBN % 3D0453008151/greatsouthernresA/002-164 2554-7688452 gt ; ( 10 Jan. , 1999 ) Kesey, Ken. One Flew Over the Cuckoo s Nest. New York: Penguin Books USA, 1996.Leeds, Barry H. Ken Kesey. New York: Frederick ungar Publishing, 1981.Macky Peter W. One Flew Over the Cuckoo s Nest Magill 4710-4713Magill, Frank N. erectile dysfunction. Masterplots. New York: Salem Press, 1996.McCreadie, Marsha One Flew Over the Cuckoo s Nest: Some Reasons For One Happy Adaptation Pratt 500-508Pratt John C. erectile dysfunction. One Flew Over the Cuckoo s Nest.. New York: Penguin Books USA, 1996.Porter, M Gilbert. One Flew Over the Cuckoos Nest. Boston: G.K. Hall A ; Company, 1989Tanner, Stephen L. Ken Kesey. Boston: G.K. Hall, 1983.Wallace, Ronald. Ken ( Elton ) Kesey: Criticism Detecting Writers Modules 1998. galenet.gale. complalacp/neta # 8230 ; arch.html A ; r=1 A ; f=L3 ; 1 ; + 1258-14.ID gt ; ( 18 Nov.,1998 )

A Good Man Is Hard To Find Foreshadowing Essay Example For Students

A Good Man Is Hard To Find Foreshadowing Essay A Good Man Is Hard To Find Foreshadowing Essay In A Good Man is Hard to Find, by Flannery OConnor, one is struck by the unexpected violence at the end of the story. However, if one re-reads the story as second time, one will see definite signs of foreshadowing of the ending. In the course of this story, OConnor uses strong imagery to foreshadow the people and the events in this story. There are three significant times she uses this technique. They are the description of the grandmothers dress, the death of the family, and the conversation between the Misfit and the grandmother. When a person dies, they are usually dressed in their best outfit, just like the grandmother was dressed in what seemed to be in her Sunday best. A stronger foreshadowing is when OConnor states the reason for the grandmothers beautiful dress, In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady. (11). She herself predicts her own death. Unfortunately, she does not know this yet. Not only does OConnor foreshadow the grandmothers death, she foreshadows the deaths of the rest of the family. The foreshadowing of the familys death is very evident when they passed by a cotton field with five or six graves fenced in the middle of it, like a small island. (12). It is not an accident that the numbers of graves five or six matches the exact number of people in the car. There are 5 people and a baby. Since a baby in not exactly a full person, it is appropriate to say five or six. This foreshadowing image leads into the next one: Look at the grave! the grandmother said, pointing it out. That was the old family burying ground. That belonged to the plantation. Wheres the plantation? John Wesley asked. Gone With the Wind, said grandmother. Ha. Ha. (12). The grandmothers reference to the plantation as gone with the wind can be seen as an image foreshadowing and symbolism of the familys state at the end of the story. Their souls are gone with the wind in death. Finally, a foreshadowing image is shown in the Misfit and the grandmothers conversation towards the end. He says Does it seem right to you, lady, that one is punished a heap and another aint punished at all? (28). It is known here that the Misfit will kill the grandmother. After all she aint punished for her crime of hypocrisy, self-centerness, and lying. The Misfit plays God and inflicts punishment where he sees necessary. In conclusion, Flannery OConnor uses strong imagery to foreshadow the ending of A Good Man is Hard to Find. She uses numerous images such as the grandmothers dress, the graveyard, and the conversation with the Misfit to foreshadow the characters future and events. Her foreshadowing images are both strong and difficult, so it does not spoil the end of the story. .

The Global Compact

Introduction The Global Compact is a strategic policy scheme by the United Nations meant for corporations that are willing to align their business operations and working strategies with ten principles that are universally accepted with regards to human rights, anti-corruption, and environment. The United Nations Global Compact was launched in July 2000 (Tully 2007, 101-106)[1].Advertising We will write a custom report sample on The Global Compact specifically for you for only $16.05 $11/page Learn More The two principles addressed are: The principle against corruption This was the 10th principle on corruption adopted on June 24, 2004. Corruption is a multifaceted and convoluted issue with a broad scope. Many tools and resources have been established to help firms and corporations to develop and effectively implement policies that restrict corruption activities. In order to stop and check corruption within companies, the Global Compact came up with certai n guidelines on how corporations can be made to engage in clean business. The Global Compact recommended that corporations should incorporate a vivid anti-corruption commitment into their corporate citizenship program. This principle also requires that corporations should avoid all forms of corruptions bribery and extortion (Rasche 2010, 520-563)[2]. The company’s point of view The incorporation of this principle into the operations of the company may not be difficult. However, there is high likelihood that the company may not be able to come up with the appropriate and effective strategic means of tracking corrupt activities since the reality is that corruption takes place secretly and in many cases may involve the top executive officials; this actually makes it potentially difficult for responsible junior officials to effectively investigate any corrupt dealings within the company. So, as much as the company may be willing to incorporate the principle in its business operat ions, the outcome may not be positive as expected. The principle about the respect of human rights Under this principle, business organizations are expected to give support and also respect the preservation of human rights that are recognized and proclaimed internationally. The business corporations are also required to ensure that they are never be involved in the abuses of human rights (Mares 2004, 94-96)[3].Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The company’s point of view Respect for human rights is very important both for the reputation and success of the company. It is important to note that any business entity that does not respect human rights is bound to fail. This stems from the fact that the most important part of a company is the personnel. A company needs human beings to provide labor and also needs customers or clients to consume its products (Stationery Offi ce 2009, 71-75)[4]. Without respect to human rights, the company fears it may lose out in business which is the case with any business entity (Alston 2005, 141-157)[5]. Positive and negative lessons from the company’s perspective and other companies’ experience in the process implementing the practices There are a number of positive lessons that have been learnt in the process of implementing the practices. One of them is that integration of the principle or respecting human rights have given the companies’ workforce confidence and assurance about the protection of human rights. This has motivated the workforce and hence increased commitment to companies’ business operations. The companies have therefore learnt that respect for human rights is not only important for companies’ reputation and public image, but also to get the commitment of the workforce. The integration of the principle against corruption has managed to lower the level of corruption within the companies even though it may not be possible to eliminate corruption totally within the companies’ business operations. As much as there are positive lessons to be learnt there are also negative aspects of the principles that have been learn. The companies have learnt that it is easy to incorporate the principle of anti-corruption in their operations but almost impossible to operationalize it due to possible involvement of top executives of the companies. Meanwhile, the companies have also learnt that it could be costly to implement these principles since they add to the cost of companies’ business operations. Benefits and risks to key stakeholders The implementation of anti-corruption principle is of great benefits to shareholders of the company since the effectiveness of its implementation is highly likely to reduce possible embezzlement of funds which may lead to collapse of the company (National Technical Information Service 2005, 113-118). The public r eporting about the company’s intolerance to corruption passes a strong sign customers and both existing and potential investors about the company’s intention to engage in clean business transactions and possible growth of the company.Advertising We will write a custom report sample on The Global Compact specifically for you for only $16.05 $11/page Learn More The risk involved here is that in case the top executives are involved in corruption and lack of respect for human rights, any attempt by junior officer to address the issues of both principles may lead to such an officer losing his or her job and therefore livelihood. The violation of these principles by the company may tarnish the image of the company and hence drive away customers and investors; this has the possibility of affecting the share values of the company. Consequently, the stakeholders may lose in their capital investments. Recommendations In order to ensure successful im plementations of the above principles, the following recommendations are appropriate: The United Nations Global Compact should come up with a strategy of rewarding companies that are showing positive out come as a result of implementing the principles in within the context of their business operations; The Global Compact should also come up with a certain framework to punish signatories companies that default on the principles; The companies should not just be expected to implement the principles simply because they are signatories; the Global Compact should assists companies in implementing the principles by providing consultancy services to the companies; The accountability should be decentralized and the Global Compact should work in collaboration with governments where signatories operate. This implies that the Global Compact should monitor implementations of the principles through local governments. Reference List Alston, Philip. 2005. Non-state actors and human rights. Colle cted courses of the Academy of European Law: 141-157. Mares, Radu. 2004. Business and human rights: a compilation of documents: 94-96. National Technical Information Service. 2005. Daily report: People’s Republic of China, Issues 113-118. The University of Michigan: 113-118. Rasche, Andreas. 2010. The United Nations Global Compact. Achievements, Trends and Challenges: 101-106. Stationery Office. 2009. Any of Our Business? Human Rights and the UK Private Sector First Report of Session 2009-10: Vol. 2 Oral and Written Evidence: House of Lords Paper 5-ii Session 2009-10: 71-75.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Tully, Stephen. 2007. International documents on corporate responsibility. U.S.: Edward Elgar Publishing. Footnotes Tully, Stephen. 2007. International documents on corporate responsibility. U.S.: Edward Elgar Publishing Rasche, Andreas. 2010. The United Nations Global Compact. Achievements, Trends and Challenges: 101-106. Mares, Radu. 2004. Business and human rights: a compilation of documents: 94-96 Stationery Office. 2009. Any of Our Business? Human Rights and the Uk Private Sector First Report of Session 2009-10: Vol. 2 Oral and Written Evidence: House of Lords Paper 5-ii Session 2009-10: 71-75. Alston, Philip. 2005. Non-state actors and human rights. Collected courses of the Academy of European Law: 141-157. This report on The Global Compact was written and submitted by user Klaw to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Teaching Your Students How to Write a Sample of an Informative Essay For Grade

Teaching Your Students How to Write a Sample of an Informative Essay For GradeYou can help your students when they want to work on a sample of an informative essay for a grade. Most of them are willing to do this, and so long as you're teaching the right lesson at the right time, they will come up with great answers for you.First of all, you need to teach your students some good research skills. Many students get a lot of data from the Internet, but it is often limited to the hard facts.Some students also have some good research skills but just don't know how to use that information in the proper way. Here's a sample of an informative essay for grade where you can help your students develop good research skills. They are already interested in doing research and have had the experience of getting some data, but they may need some more guidance on how to use that data for something useful.The first part of the course is the review. Your students are now ready to take on the challenge o f finding information. Help them find some good sources and give them examples of how they can go about going about finding information. You can be creative here, but try to stick to the facts.Next, try to get them to write about one article they found that was a good source of information. Let them decide which one, and then share with them what kind of details they can include about that source. Then, you can help them to do detailed research by using the same source.By now, they will probably be finding several sources of information that are valid sources of information, and they will want to see which ones are best for them. One way to help them decide which sources are good sources of information is to list the different categories of sources that are helpful. Then, you can ask them to decide which category they want to research.Finally, help them develop the important ideas that are most likely to be needed. If they are not able to come up with any ideas, ask them to use diff erent resources for ideas. Here's a sample of an informative essay for grade where you can help your students write about an idea for a topic that is presented in class.The important thing is to give them a sample of an informative essay for grade where they can practice coming up with the most persuasive essay. By helping them with good research, and a good idea of how to go about writing an informative essay for a grade, you can help them develop an important skill that they will be able to use every day.

Obesity Nutrition and Foods Essay

Obesity Nutrition and Foods Essay Obesity: Nutrition and Foods Essay Kristy Bryant-Berg Writing 122 November 4, 2013 Obesity: Who is Responsible? America is one of the most obese countries in the world, and this has continuously become worse over the past 30 years. Eating healthier and exercising frequently can decrease the percentage of obesity in America, but does everybody have that opportunity? Low-income areas are filled with families who need to find ways to support themselves with the least of money they can, so they purchase what’s cheap, and what’s cheap is junk food. Whether it’s junk food in the grocery store, or junk food through fast food industries, these unhealthy options are the only options for many families due to the in-prices when compared to healthier options. The origin of this problem can be explained through subsidies, and they also provide the solution. The government needs to subsidize healthier crops, and not so much crops involved in processed foods, because it would allow a more equal opportunity for purchasing healthier items. Once these healthy options are readily available a nd affordable for all Americans, they are given the responsibility of managing their own health. By changing what is subsidized, it would provide cheap but healthy options for those who previously couldn’t afford it, especially for those in low-income areas. Families located in these low-income areas are, in a way, forced into obesity. Fast food franchises aggressively target these cities (Critser 42), offering abundant meals for a fraction of the cost that a full meal at a grocery store would cost. This leaves heads of households with the choice of purchasing a small amount of healthy food and risking their families being hungry, or supplying their families with plentiful meals that has high risks of heart disease and diabetes. Fast food companies aren’t concerned with the effects of their product, they care about maximizing their profit, and these inner cities and their increasing need for cheap meals is what fuels the fast food industry (Critser 42). Much of what we subsidize now, such as corn and soybeans, is used in processed foods, including fast food. The Un ited States Department of Agriculture supports these subsidies, yet at the same time promotes healthy eating habits. What needs to happen is the government must â€Å"begin subsidies to those who produce and sell actual food for direct consumption† (Bittman). Ironically, consumer habits essentially control what is subsidized because the government subsidizes what is highest in demand. Americans seem to have developed a thirst for unhealthy food items over the past few decades. By giving into this thirst, they’ve inadvertently changed the ways of the food industry. The Farm Bill is what determines what foods and crops are to be subsidized, and it is determined by the demand of consumers in America. In her discussion of the Farm Bill, Alice Waters states, â€Å"Between 1985 and 2000, the price of sugary and high fat foods declined nearly 25 percent, while the cost of fruits and vegetables grew by almost 40 percent† (Waters 31). While this statistic is alarming, it is not surprising. She proceeded to explain â€Å"†¦the farm bill offers little, if any, support to the California farmers who produce nearly half of our nation’s fruits, nuts, and vegetables†¦Ã¢â‚¬  (Waters 31). An immediate question to this stat ement is why aren’t these farmers receiving more support if they’re supplying a sizable amount of the nations fruits and vegetables? These farmers still have to make a living, so they must sell their products at a higher price to stores, and the stores then sell it at an even higher price in order for them to make a profit. It’s a vicious cycle, but can be fixed if we begin subsidizing these farmer’s healthier crops, rather than crops such as corn and soybeans. While corn and soybeans appear to be a type of healthier crop, it is the way they are used in the production of foods that promotes unhealthy eating habits. Mark Bittman stated in his

Andrew Blake Essay Example For Students

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Self reflection (Craven books) Essay Example | Topics and Well Written Essays - 1500 words

Self reflection (Craven books) - Essay Example The ability of that system is to operate all computers independently which are associated with software programs and peripheral devices (Reference for Business, n.d.a). The significance of this new computer system lies in the goal of the company to have a competitive advantage. This can be evaluated on how the company applies its Information System Strategy. These are information systems developed to support and meet the company's competitive strategy. The computer systems implemented will create business strategies relevant to all business operations: capture, transmit, store, retrieve, manipulate, and display information for all business processes (Reference for Business, n.d.b). 2. System Implementation The importance of implementing a computer system in a company is to manage efficiently and effectively all business operations and transactions. The system implementation includes hardware and software acquisition; user preparation; hiring and training of personnel; site and docume ntation preparation (Davis & Yen, 1998); installation, testing and start up; and user acceptance (Baldauf & Stair, 2011). 2.1 Acquisition This involves the selection of the hardware, software, materials and equipments used during the implementation (Implementation plan, 2003) and also the names of the suppliers. The cost of acquiring the computer system can either be purchased or leased. If it is purchased, some of the advantages are: free working capital; hedge against hardware obsolescence; allows installation with small capital budget but large recurrent budget; and selling of unwanted equipment is minimized (Bramer, n.d.). If it is purchased the advantages include: ownership and usage of the system without additional cost; and choice of purchasing additional equipments (Bramer, n.d.). However, the downsides of leasing will be: high interest rates, reduced flexibility of disposing obsolete equipments, maximum system usage; and chances of dispossession if it is unpaid (Bramer, n.d .). When purchased, the disadvantages will be high initial capital costs (Bramer, n.d.). 2.2 User Preparation User preparation involves readying the key personnel in the organisation, from top management down to low level management who will be affected in the new system application. It includes marketing, training, documentation and support. The training is the very highlight in the entire process because it can affect the efficiency and effectiveness of both the system and users (Baldauf & Stair, 2011). It also covers the system security features and timeline of the entire process. 2.3 Hiring and Training Of Personnel After the system is purchased or developed, the hiring and training of personnel must also be considered. These personnel must know their role and responsibilities in facilitating effective implementation. When hiring key personnel, their qualifications must consist of outstanding expertise in handling the systems. The objective of this training is to prepare them to manage the whole software applications, thus facilitate the training of the end-users. Adams et al. (2004) recognized the role of consultants as beneficial because they don't just provide experience and expertise but also there would be no conflict of interest involved in making decisions since they're not under the umbrella of the company (cited in Tavassoli & Toland, 2008). 2.4 Site and Documentation Preparation Site

W 4 A&S answer Marketing Essay Example | Topics and Well Written Essays - 250 words

W 4 A&S answer Marketing - Essay Example The Affordable Health care Act was passed by congress and then signed in to law in 2010 on 23rd of March by President Obama (Garvin, 2013). There were various impacts that become notable and some of them are discussed under. The Act led to a significant reduction in the premium costs that would have otherwise been incurred by business owners at low level, families and individuals. This was made possible through the provision of tax relief which was as much as up to hundreds of dollars. According to the Act, there is commitment by the government to the America’s seniors through ensuring protection and preservation of medicare. The Act also ensures promotion of the prevention, wellness of the public health. National prevention together with health promotion strategy is created as a result of the directions given by this Act (Gagliardi, 2006). In so doing, the instances of preventable illnesses and disability are reduced

A Comparison of Seamus Heaneys Mid-Term Break and Digging Essay

A Comparison of Seamus Heaney's Mid-Term Break and Digging I am comparing two poems by Seamus Heaney- `Mid-Term Break` and `Digging`. Both of the poems are written about his childhood and his family. The first poem I analysed was `Mid-Term Break`, where the simple and straight forward title `Break` caught my attention suggesting to me that this poem is going to be a positive experience, a break from work, a time to relax. The commencing stanza, the first line reads, ?I sat all morning in the college sick bay?, which has connotation of depression, illness and suffering suggested from the word `sick`. Also with the reference to college the reader gathers that the boy is in his late teens. Second line, ?Counting bells knelling classes to a close?, the word `knelling` in that line is associated with funerals and death so we get the feeling that something might be wrong and gather a sense of foreboding at what is to come. The final line, ?At two o?clock our neighbours drove me home?, is unusual, why are his neighbours driving him home and not his parents? The question why are his parents driving him home this increases the sense of foreboding. Also there is falling rhythm in this stanza. In the second stanza, the line begins, ?In the porch I met my father crying?, and this confirms to the reader that something is wrong, that something tragic has happened. The second line mentions that he takes `funerals` in his stride, so that says to me that he?s attended quite a lot of funerals even though he?s not that old. The final line, ?And Big Jim Evans saying it was a hard blow?, leads me to believe that Big Jim Evans is a close friend and also that he is quite large suggested by the adjective `Big` to descri... ...o poems `Mid-Term Break` and `Digging` are both good poems, which are both about families. `Mid-Term Break` is about when he leaves college and returns home to find out the news about his little brother. `Digging` is about his grandfather and how he?s getting old and finding work difficult, so both poems are about family, but quite different circumstances. The layout of the two poems is very different. `Mid-Term Break` being very straight forward, just having three lines to each stanza and `Digging` being completely opposite and following no strategic pattern. Overall I think that `Mid-Term Break` is a better poem, as I find it more serious and was personally more effective by this poem due to it being quite sad talking about his brother and that last line, ?A four foot box, a foot for every year?, which is a very emotional last line to finish a poem.

Education Essays – Citizenship Education School

How Citizenship instruction is educated and implemented within Scots schools.1. Abstract This undertaking aims to look into how Citizenship instruction is presented and implemented within Scots schools. Scotland differs from the remainder of the United Kingdom in that citizenship as a topic has non been officially introduced, instead it is seen as being ‘active’ and should be taught in all topics across the school course of study, therefore impacting both inside and outside the school. The information presented I this undertaking was gathered during the six hebdomads of my 2nd arrangement in 2008 in a non-denominational province school in East Lothian and was carried out in the signifier of staff interviews and a pupil’s focal point group. During the staff interviews, their positions on the different elements of larning within Citizenship instruction ; knowledge & A ; apprehension, skills & A ; aptitudes and values, were discussed. A pupil’s focal point group was set up and the group discussed ; citizenship in the school: societal & amp ; moral issues, rights & A ; duties, the school & A ; wider community, political relations & A ; democracy and the environment. The consequences show that, the school are actively advancing the elements of citizenship in most countries of its subject’s course of study. Through such capable categories as societal instruction, chemical science and music, the school is supplying students with the cognition, consciousness and accomplishments to confront the usual ‘citizenship issues’ that occurred within it and the wider community. However, if the students are traveling to be led into become active citizens, more attempt demands to be made to do them cognizant of precisely what citizenship is and more significantly, why it is being taught to them. 2. Drumhead In September 2002 citizenship instruction was introduced through a Citizenship order to the National Curriculum in England. The order emphasised that â€Å"learning should guarantee that cognition and understanding about being informed citizens are required and applied when developing accomplishments of question and communicating, and engagement and responsible action.† ( Arthur and Wright, 2001:11 ) Rather than present citizenship instruction as a defined topic into its National Curriculum, Scotland has opted to do its results, cognition and apprehension ; accomplishments and competencies ; values and temperaments ; and creativeness and endeavor, an built-in portion of each topic taught. Thus citizenship accomplishments are integrated across the whole school. In the Scottish Executive’s 2004 paper, A Curriculum for Excellence – the Curriculum Review Group, schools and instructors are asked to bring forth a course of study that will cook the young person of today for maturity, which will â€Å"be less crowded† and will †offer more pick and enjoyment.† â€Å"Our aspiration is to enable all kids to develop their capacities as successful scholars, confident persons, responsible citizens and effectual subscribers to society† . ( Scots Executive, 2004:6 ) . The intent of this undertaking is to look into the execution of citizenship instruction in Scots schools at this minute. For this probe I used qualitative research ; this involved questioning members of staff at all degrees and interceding a pupil’s focal point group, The consequence of my undertaking implies that, whilst the consecutive authoritiess and educational constitutions gain the importance of citizenship instruction in givingâ€Å"pupils the cognition, accomplishments and understanding to play an effectual function in society atlocal, national and international degrees† , ( QCA, 1999 cited by Kerr, 2006: p5 ) most of the students who took portion in the focal point group had no cognition of the term citizenship or the constructs behind it and because of that they failed to recognize its elements within the schools course of study. The students besides showed that their cognition of political relations or democracy was unhappily missing. However when the assorted countries of citizenship were discussed with the students, they realised that they did recognize them and were actively involved in utilizing them. This suggests that, although the term citizenship has little or no conceptual significance to the students, they are deriving practical experience of it through topics in the schools course of study every bit good as through the school as a whole. 3. Statement of intents or aims In its paper; A Curriculum for Excellence – The Curriculum Review Group, the Scottish Executive provinces: â€Å"Our aspiration for all kids and for every immature individual is that they should besuccessful scholars,confident persons,responsible citizensandeffectual subscriberstosociety and at work. By supplying construction, support and way to immature people’s acquisition,the course of study should enable them to develop these four capacities. The course of study should complement the of import parts of households and communities† . ( 2004:12 ) Through the Curriculum for Excellence, the Scottish Executive suggests four capacities of instruction that will be the footing of Scots instruction. These are: Successful scholars, confident persons, responsible citizens and effectual subscribers. Since it is the duty of the whole school to develop the four capacities in all their students, the thrust toward constructing responsible citizens should non come on in isolation instead is should be presented across the whole course of study. â€Å"Activities such as endeavor, citizenship, sustainable development, wellness and creativeness, which are frequently seen as additions, can be built into the course of study framework† .( Scots Executive, 2006:8 ) . Because of these alterations instructors will necessitate to believe about the course of study and how they present it in a different manner. Reflection will be indispensable for their personal development. Teachers will no longer be able to be insular in their ain topic, for every bit good as retrieving to implement the four capacities in their ain topic, they must besides be cognizant of showing them across the school as a whole. Since the Curriculum for Excellence has still to be introduced, the chief intent of this undertaking is to look into how citizenship being presented and implemented in Scots schools at this minute. In order to turn to this inquiry, it was indispensable for me to besides look into the undermentioned sub inquiries:How the school presented citizenship?Did all topics in the schools curriculum do a part to citizenship?Were its students aware of the term â€Å"citizenship† and did they understand the construct behind it?Was citizenship promoted across the school as a whole?In making this undertaking the writer hopes that it will help him in the execution of citizenship instruction in his ain capable therefore bettering his ain instruction pattern. 4. Literature Reappraisal The inquiry of â€Å"what is citizenship? † is really hard to specify ; David Kerr argues that it â€Å" †¦is a contested construct. At the bosom of the competition are differing positions about the map and administration of society.†( Kerr, 2006:6 ) . Kerr’s definition of citizenship instruction is toâ€Å" †¦ encompass the readying of immature people for their functions and duties as citizens.†( Kerr, 2006:7 ) . Audrey Osler and Hugh Starkey province thatâ€Å"Citizenship is a site of political struggle.†( Osler and Starkey, 2005:11 ) . They go on to specify it as â€Å"holding two indispensable facets, foremost a position and a set of responsibilities and secondly a practise and an entitlement to rights†( Osler and Starkey, 2006:6 ) . Olser and Starkey besides argue thatâ€Å" †¦ citizenship is likely instantly experienced as a feeling of belonging.†( Osler and Starkey, 2006:6 ) . An account in a Scots Executive paper offers the account thatâ€Å"Everyone belongs to assorted types of community, both communities of topographic point, from local to planetary, and communities of involvement, rooted in a common concern or purpose.†( Scots Executive 2000:8 ) Concluding thatâ€Å"Citizenship involves basking rights and exerting duties in these assorted types of communities†( Scots Executive 2000:8 ) . Harmonizing to the Citizenship Foundation,â€Å"It[ citizenship ]refers non merely to rights and duties laid down in the jurisprudence, but besides to general signifiers of behavior – societal and moral – which societies expect of their citizens.†( The Citizenship Foundation 2006:2 ) . These different definitions do look to place a common subject of citizenship, viz. that, in order to be a viewed as a full member of their community, people need to actively exert their rights and duties in three countries ; civil, societal and political. ( Marshall, 1964 cited by Kennedy, 1997:67 ) . Historically the roots of citizenship can be found in Sparta, antediluvian Greece where â€Å"civilian responsibility scrupulously performed was besides expected of the good citizen. This would affect virtuous obeisance to the Torahs and engagement in the Assembly†( Heater, 2004:11 ) . This earliest signifier of citizenship, which was besides a characteristic of ancient Rome, may befar removed from the construct of it as we understand it today but it did signal a definite motion off from the old bossy signifier of regulating. Throughout the ages citizenship continued to develop and hold found look in many diverse societies and civilizations as far apart as post-revolutionary France and post-independence USA – where it was enshrined in the fundamental law and served as the accelerator for social alteration – to the European Union of today where the proposed individual fundamental law is to a great extent predicated on the thought of a ‘European citizen’ as a mechanism to startle the assorted disparate civilizations. Before Citizenship was debut into the course of study in England in 2002 as a discreet topic, it had been antecedently recommended for inclusion twice earlier. Both times saw Britain in crises of war. In 1918, at the terminal of World War 1, thePrimer of English Citizenshipwas published by Frederick Swannâ€Å" †¦ to back the moral character of the British Citizen.†( Brandom, 2007:269 ) . The Association for Education in World Citizenship, ( AEWC ) , was setup in 1935 to,â€Å"preserve the democratic cloth of society in response to the rise of totalitarianism† .( Brandom, 2007:269 ) . Despite the AEWC’s construct of citizenship being adhered to in schools in the post-war old ages, there was no official add-on of citizenship as a topic into the course of study. Harmonizing to Anne-Marie Brandom, citizenship was given â€Å"some signifier legislative recognition†( 2007:270 ) in the 1988Education Reform Actbut the course of study time-table was so overcrowded that it failed to be implemented. Recommendations were besides made in a 1990 study,Encouraging Citizenship, as to ways of â€Å"easing societal citizenship through schools, voluntary attempts and public services† ( Arthur and Wright, 2001:7 ) but once more there was thin application of it. In the latter portion of the 1990’s politicians were concerned with the gradual diminution of British civilization and society. This impairment was peculiarly prevailing amongst the states young person and because of it, there was a noticeable addition in anti-social behavior, hooky and high school exclusions. To counter this, an consultative group chaired by Professor Bernard Crick was formed toâ€Å"establish the purposes and maps of citizenship ion schools†. ( Brandom, 2007:271 ) The Crick study, ( as it became know ) , categorised citizenship in three lines: â€Å"understanding societal and moral duty ; going involved in the community ; developing political literacy† .( Brandom, 2007:271 ) The Crick study to a great extent relied on the antecedently mentioned Marshall definition of the three elements that make up citizenship ; the civil, the societal and the political. These elements were underpinned by the thought of thekid as a hereafter citizen. ( Brandom, 2007:272 ) One of the recommendations from the Crick study was that citizenship instruction should be given 5 % of course of study clip. That and other recommendations helped organize the demands for citizenship instruction in the Revised National Curriculum 2000. The Revised National Curriculum 2000 incorporates three strands:understanding societal and moral duty ; going involved in the community ; and developing political literacy† ( QCA/DfEE, 1999:6 cited in ( Brandom, 2007:272 ) . As a consequence of these three strands, students are to:become informed citizens ; develop accomplishments of question and communicating ; develop accomplishments of engagement and responsible action.†( QCA/DfEE, 1999:6 cited in ( Brandom, 2007:272 ) Unlike most England, most of Europe, North America and Australia, citizenship has non of all time been officially introduced into the Scots schools course of study. In the 2000 audience paper Education for Citizenship in Scotland stated that citizenship instruction in Scots schools wouldâ€Å"not affect the creative activity of a new capable ‘citizenship education’ – or the version of any individual bing country of the curriculum† .( Scots Executive 2000:16 ) Alternatively it would be done throughâ€Å"combinations of larning experiences set in the day-to-day life of the school, distinct countries of the course of study, cross-curricular experiences and activities affecting links with the local community.†( Scots Executive 2000:16 ) The documents rank of the reappraisal group was chaired by Professor Pamela Munn of Edinburgh University who supported the sentiment of a whole-school attack to citizenship instruction, noticing that: â€Å"To look to turn up ‘citizenship education’ in one peculiar post-14 class of survey would look to be inconsistent with the wide position of instruction for citizenship being advanced in this paper.†( Scots Executive 2000 cited in Arthur and Wright, 2003:16 ) The reappraisal group concluded that citizenship instruction in Scotland isâ€Å"integral to the instruction of pupils and dwelling in the whole course of study and ethos of the school.†( Arthur and Wright, 2003:16 ) . The shortly to be introduced course of study for excellence portions the same positions of the non-introduction of citizenship instruction as a discreet topic. In the 2004 course of study reappraisal group paper ‘a course of study for excellence’ , citizenship instruction is still presented as being a whole-school attack but it besides encompasses the household and the community: â€Å"They should be successful scholars, confident persons, responsible citizens and effectual subscribers to society and at work. By supplying construction, support and way to immature people’s acquisition, the course of study should enable them to develop these four capacities. The course of study should complement the of import parts of households and communities†( Scots Executive 2004:12 ) In 2006 ‘a course of study for excellence’ advancement and proposal was published. This paper was follow up to the 2004 course of study reappraisal group paper antecedently discussed. Again the whole-school attack is advocated, this clip with outside support fromother administrations, doing citizenship instruction wholly active non merely across the whole school or local community but globally. â€Å"The whole school has duty for developing the four capacities in every kid and immature individual. This has deductions for the parts of each grownup who supports kids and immature people, and for whole-school policies, planning and partnerships with other organisations.†( Scots Executive 2006:8 ) 5. Results The focal point of this undertaking was to look at how citizenship was both presented and implemented within my 2nd placement school. I farther investigated its execution within my ain topics section and besides looked for grounds of cross-curricular activities. For the intents of researching this undertaking, I conducted staff interviews and mediated a pupil’s focal point group. This allowed me look into which elements of citizenship were included by the staff whilst learning their ain topic. It besides provided me with every bit pot as to the extent of the staff and students cognition and apprehension of citizenship. In looking at learning citizenship within my ain topic I designed four lessons on universe music. This gave my category and I the chance to analyze other civilizations and their music. The stuffs produced which were specific to the civilizations we were look intoing ; Brazil, Cuba, Indonesia and Ghana. Through the lessons the category were able to ; discourse the background to the music and how the music made them experience, develop their practical accomplishments by playing the music both separately and as a group and larn how to listen efficaciously. ( To most pupils music is a background noise ; they ‘hear’ music in a lift, in a shopping Centre and on their MP3 participants as they study. ) Teaching music and citizenship in this ‘active’ manner allowed me much range for personal contemplation, inquiring myself ; what went good, what needed to be improved and what would make otherwise following clip? This in bend helped with my ain personal development no n merely as a music instructor but as a ‘whole’ instructor. 6. Methods In researching this undertaking I decided to utilize a assortment of different methods. My chief grounds for this was that in my old research undertaking I used observation as the chief line of my probe and I felt that if I used a assortment of research methods this clip I could anticipate better responses from both staff and students likewise. 6.1 Staff interviews Through the schools trustee, meetings were arranged with members of staff who were willing to notice on how citizenship has been implemented in their section in the school. The staff members I met up with were: the Citizenship Co-ordinator, the Head of the Department for Science, the Head of the Department for Social Education and a instructor from the music section. A meeting of 15 to twenty proceedingss with each of the above staff members was arranged. I had prepared and circulated a figure of cardinal inquiries in progress of the meetings. ( Appendix 1 ) . The inquiries focused on how citizenship is delivered in both their section and through the school as a whole. I asked each member of staff for permission to tape the interviews I conducted and all agreed. This enabled me to look into the inside informations I had written down against the recordings, therefore guaranting that my analysis was accurate and presented a true contemplation of their positions. what are the Advantages/disadvantages? The interviews with the staff members proved to be really successful, with all my purposes and aims being met. At the terminal of each interview they besides agreed to do themselves available by electronic mail to clear up any issues that might hold arisen whilst I was composing up the research. 6.2 Pupil’s focal point group With the schools permission, a focal point group dwelling of a cross subdivision of S1 to S6 students was arranged to take topographic point one lunch period. A sheet incorporating the chief subject headers of the treatment was given to the students taking portion in order to give them clip to fix for it. ( Appendix 2 ) . My undertaking as the go-between of the group was to maintain the treatment unfastened ended whilst maintaining it on the subject. To assist maintain them farther on topic and aid direct their thought I wrote the capable headers of the subjects to be discussed on the room’s whiteboard. A high degree of pupil interaction ensued, from which the information for this study emerged. This method of garnering informations from the students has it advantages and disadvantages. The advantages being that it allows for a non-threatening attack therefore ensuing in an unfastened uninhibited treatment. The usage of this method besides gave the students a manner to discourse and if need be, dispute each other’s positions in a safe, friendly, non-threatening environment. The Disadvantage of carry oning the focal point group was that a few of the stronger personalities began to act upon and take over group treatment thereby doing it hard for the quieter pupils to aerate their positions. Because of this I often asked the group if everyone agreed with a remark made or asked if that was what everyone idea. I besides called on a twosome of students by name to detect their sentiments on remarks made. I once more asked and received permission from the school and the students to enter the focal point group treatment ; this allowed me to intercede the group without holding to rapidly compose down what was being said. In making this I was able to accurately summarize the content of the treatment at a ulterior clip. Twelve students, two from each twelvemonth, attended the focal point group and their parts to it will be analysed in the undermentioned chapter. 7. Analysis From the beginning it needs to be recognised that with merely four staff members interviewed and one pupils’ focal point group conducted, the findings presented in this professional undertaking can merely be regarded as being preliminary, nevertheless, my research did bring out a figure of interesting findings refering the execution of citizenship within the school. The balance of this subdivision will analyze the positions and sentiments made during both the interviews with the staff members and the pupil’s focal point group. Because merely four staff members were interviewed, their positions are presented individually, therefore leting for a more elaborate geographic expedition of them. 7.1 Staff interviews Meeting One: Coordinator of Citizenship This staff member was honest in explained to me that he was new to the school and that although portion of his responsibilities included being the Coordinator of Citizenship he was still seeking to familiarize himself with the duties and responsibilities refering it. He is at the minute set abouting an audit on Citizenship within the school in which he was looking at ; where the school is at with it, what repeat between the sections there is and what the school demand to make more away. He knew from meetings he had attended within the school that all sections had Citizenship listed as something they were to look at in their betterment programs but until he knew the consequence of his audit he wouldn’t cognize if or how it had been implemented. He told met the school was seeking to incorporate Citizenship instead than hold it viewed as a â€Å"bolt on’ . Assorted schemes had been introduced this school twelvemonth such as junior and senior pupil councils, both of which had a budget, the re-establishment of houses and house captains and the execution of activity yearss such as â€Å"succeed and enterprise† through-out the twelvemonth. Meeting Two: Head of Department for Science This member of staff expressed that she was worried when she agreed to be interviewed that her section would be found to be missing in incorporating the elements of citizenship instruction into their instruction, nevertheless, the audit she did on her section proved these fright to be baseless. Knowledge and Understanding are promoted in Science utilizing subjects such as ; eco chemical science, genetic sciences and atomic chemical science. In eco chemical science the students study the environment, the effects of pollution on it and planetary heating. Geneticss trades with the ethical issues of familial technology. Nuclear chemical science looks at atomic power and what options are available. Skills and Aptitude: it was explained to me that the school ran their Higher course of study over two old ages, therefore gave the section clip to include developing the students accomplishments of presenting, treatment and debating. Through group work where the students are encouraged to believe critically about the subjects covered and the experiments they are asked to execute. They are encouraged to larn and happen out through research, analysis and geographic expedition after which their consequences are presented to the remainder of the groups/teams where they are argued, discussed and debated. An illustration of this is the genetic sciences unit in which familial technology and trial tubing babes are discussed. Informed statements are given for and against, the students are encouraged to gain that there is no right or wrong here merely their sentiment. Valuess: the scientific discipline section has a set of regulations for regard ; students are encouraged to esteem themselves and their equals and instructors. They are taught to esteem the schoolroom and the equipment within it. They are besides taught to value the sentiment of others, as all points of position are valid. Respect for the wider community, the environment and the planet are amongst other values taught. Meeting Three: Head of Department for Social Education This member of staff was really experient in showing and presenting the societal instruction programme, he demonstrated an obvious apprehension of how citizenship should be integrated in the course of study and across the school as a whole. Knowledge and Understanding: Social Education is timetabled for an hr a hebdomad for 1st to 4th twelvemonth students and for two hours a hebdomad for 5th and 6th. Within Social Education cognition and apprehension are promoted utilizing such subjects as ; money and the universe of banking, sex instruction, right and duties, equal chances, personal development, callings education, societal development, where the school sits within East Lothian, within Scotland and the universe as a whole, drugs and intoxicant instruction and maintaining safe. Within the rights and duties unit students are taught the schools anti-bulling policy, any major bulling incidents result in the issue of a rights and bulling contract, this has resulted in a 95 % success rate of them being resolved in school. Skills and Aptitudes: promoting and developing accomplishments in students to get by with a altering multi-cultural universe, being taught regard for others and acceptance through a partnership with themselves, the school, their parents and the constabulary, that their school is a contemplation of society – what they learn in school can model and determine society, communicating and group work/ teamwork, organic structure linguistic communication and get bying accomplishments for both the schoolroom and society – accomplishments and schemes are provided to assist the students cope within their equal group and besides assist them to avoid being coerced into sex, taking drugs or imbibing intoxicant, critical thought – students are encouraged to gain that during arguments there are no right or incorrect replies, they are given relevant information so that they can do an informed pick, they are taught to believe, brace and portion – students are asked to belie ve of their ain sentiment on a topic, brace up with a spouse and discourse it, take portion in a group treatment, feed back to the category therefore advancing effectual part and critical thought. Valuess: within the Social Education lessons students are expected to esteem themselves, their equals and their instructors. They are taught to esteem the schoolroom and to make a safe environment for everyone within it. Through their partnership with the constabulary, the school and their parents they are taught to esteem the jurisprudence, democracy and justness. They are taught to stand up for themselves and support their ain point of position. Meeting Four: Music Teacher This member of staff was new to the section and radius of her experience both in that and her old school. Disappointingly, she expressed uncertainties as to why universe music should be taught as portion of the course of study. Knowledge and Understanding are promoted in music through utilizing such subjects as universe music. In universe music the students study music from Cuba, Brazil, Ghana, India and Indonesia, larning about their civilization, the instruments they use and the differences between their music and music from the West. Students are besides taught non to blow the planets resources by exchanging off electrical equipment when it is non in usage. Skills and Aptitude: a big portion of developing accomplishments and aptitudes in music is done through the engagement in different events with in the community. The music section has taken students to entertain the senior citizens at Christmas clip, had pupils participate in the Rotary club’s immature instrumentalist of the twelvemonth competition and has been invited to sing/perform at the gap of a new primary school and lodging association. Students are encouraged to fall in the assorted orchestras and bands that the school runs therefore giving them the chance to work in groups and construct squad work. Opinions can besides be communicated through vocal authorship. Valuess: students are taught to esteem themselves, their equals and both the schoolroom and instrumental instructors. The section besides teach students to esteem all genres of music and to hold regard for the schoolroom and the equipment within it. 7.2 Pupils focal point group As was outlined before in this undertaking, a focal point group session was carried out in order to find the pupils’ cognition and apprehension of citizenship and how it was taught to them both officially and informally. At the on-set of the session the significance of citizenship was briefly discussed with the group, after which there was a directed treatment on six different issues refering it. The treatment produced the undermentioned consequences: Issue One: Citizenship in the school The students highlighted a figure of activities that they though had helped them to develop both personally and socially. These included engagement in school trips to Germany and Switzerland, cultural visits such as a visit to the Royal Scottish Museum and a community committednesss plan, which involved picking up litter, endeavor, presentations and school shows. Issue Two: Social & A ; Moral issues The Pupils discussed their engagement in implementing the schools’ anti-bullying enterprises which ab initio had started as a 5th twelvemonth community undertaking. They felt that racism was non a job in the school. The students put frontward one point of grudge of non being allowed to run any fund elevation activities in the school. They felt they would wish the chance to raise money for worthy causes. Issue Three: Rights & A ; duties The students felt they had a voice in the school through both the junior and senior pupils’ councils. Their representatives were democratically elected and attended regular meetings of the councils provided a vehicle where pupil’s issues could be raised. Students are besides put into houses, which have house captains. The houses are awarded points for good behavior, attending, competition wins etc. Issue Four: The school & A ; wider community There was much grounds of an engagement in the wider community. As portion of the antecedently mentioned community committednesss plan some students had sang at the gap of a new primary school and had read poesy read poetry the occupants of an old people place. Issue Five: Politics & A ; Democracy There was small grounds of any cognition of political relations or democracy apart from the students who had or were analyzing Modern Studies. Issue Six: The environment Students noted that, the school runs an Eco Club in which both instructors and students discuss manner of salvaging the environment, ( local, national and universe ) . They felt that more recycling could be done within the school. There was merely one recycling bin and that was in the teachers’ auto park. The group had asked for money to supply sections with their ain recycling bin but their petition was denied. 8. Decisions In roll uping the grounds from students and staff and through observation of the bringing of citizenship at whole school degree, it is clear that the range of citizenship is far-reaching. Areas such as rights and duties, political relations and democracy, community public assistance, informed decision-making, regard for others and a scope of participatory activities, provided a rich beginning of grounds. The student focal point groups and teacher interviews revealed clear grounds that elements of the above subjects were covered through the bringing of distinct capable content. In peculiar, the content of Modern Studies included a more comprehensive survey of political establishments and political democratic procedures more finitely than any other curricular country. However, curricular topics such as English and History provided subjects which examined rights and duties and political relations and democracy through the survey of war and the moral issues involved. The survey of Geography and the distinct scientific disciplines besides provided survey of the environment. Religious and Moral Education explored societal and moral issues and encouraged thoughtful and responsible action and an grasp of developing states, analyzing poorness, dearth and drouth. Home Economics developed pupil cognition and apprehension of dietetic issues, healthy feeding and the importance of hygiene. Physical Education encouraged healthy life styles and the grasp of the construct of ‘healthy head, healthy body’ . Subjects included in the Business Education and Information Technology section, for illustration, Business Administration developed an grasp in students of money direction and endeavor and, besides, allowed students to reflect on the impact of engineering on day-to-day lives. Modern Languages developed consciousness of the importance of different civilizations and the installation to go abroad enhanced the development of foreign linguistic communication accomplishments and the grasp of foreign civilizations at first manus. Art and Design allowed pupils the chance to develop originative ability and provided an alternate agencies of look. However, although the above curricular topics delivered facets of citizenship through pervasion, the Personal and Social Development ( PSD ) programme allocated dedicated clip to many facets of citizenship, including rights and duties, for illustration, in relation to smoke, intoxicant, sexual issues and moral quandary. Furthermore, this topic provided the chance for unfastened treatment, promoting students to be tolerant of dissension and minority positions and to heighten their decision-making accomplishments through working with others. In add-on, the project of work experience arrangements promoted a direct nexus to the universe of work. This was further enhanced by the installation of mock interviews for students by representatives of the concern community prior to go forthing school. The aid of Careers Scotland besides impacted on pupils’ attitudes to go forthing school. My observations of citizenship at whole-school degree revealed citizenship in action to which the students involved seemed wholly committed. Activities observed included Education Action where representatives from developing states addressed whole-school assemblies. This was a consequence of a instructor at the school holding visited Uganda, which led to pupils going actively involved in fund-raising for Uganda. The assembly provided the chance for students to manus over a check as a consequence of their fundraising activities. A farther assembly demonstrated S4 students giving whole-school presentations on their work experience, leting them to develop their personal qualities and accomplishments and to do a utile part to their fellow students. The student council, to which category representatives were elected, besides provided the chance for students to take part and lend to the wider life of the school. Unfortunately, nevertheless, I was unable to detect meetings during my arrangement as these were postponed owing to preliminary scrutinies. Other whole-school activities included Young Enterprise, pupil engagement in assorted competitions, debating and Duke of Edinburgh Award, all designed to develop the accomplishments included in the development of citizenship. In decision, it is my position that students frequently did non appreciate when citizenship was being delivered. It was merely through treatment at focal point groups that they came to gain to the full what citizenship entailed. This possibly suggests that, in Scots instruction, citizenship is frequently inexplicit in its bringing through distinct curricular countries. As indicated earlier, PSD is much more expressed, in both content and bringing, yet pupil perceptual experience of this topic is possibly non every bit high as other topics, which are assessed at national degree. However, my overarching decision is that pupil engagement in citizenship was at its strongest through active engagement by students. When allocated a distinguishable undertaking or, so, when this undertaking was suggested by a student, and when given duty to see the undertaking through to a successful decision, students responded with motive, finding and enthusiasm. Such activities involved students in informed decision-making, demoing regard for others, being responsible and developing personal accomplishments and qualities. From my observations, nevertheless, I would reason that the greatest nothingness is the absence of developing political literacy in students. Unless pupils survey Modern Studies, and numerically really few bashs, so I fear many students will go forth school politically illiterate to a greater or lesser extent. This, I would propose, is an insufficiency in Scots instruction, which needs to be addressed. 9. Deductions and Recommendations This undertaking has investigated the presentation and execution of citizenship in Scots schools. The research gathered whilst analyzing citizenship in both the topic course of study and the school as a whole would look to back up the thought that citizenship is taught more successfully when it is spread through out the whole course of study instead than being presented as a discreet topic. Although most students did non cognize the term ‘citizenship’ , they gained practical experience of the elements of it through the schools capable course of study and through the school as a whole. The school course of study is already overcrowded ; a audience paper calledEducation for Citizenship in Scotlandconcluded on the challenges of capable pick in Scots schools that, â€Å"the response to this state of affairs should non be to qualify any individual class of survey of ‘citizenship education’ as portion of each pupils core programme.( Scots Executive, 2000: p26 ) . In reasoning this undertaking there are three recommendations its writer would do to assist take citizenship instruction frontward in Scots instruction:Students need to be actively involved in citizenship instruction, taking portion in arguments, treatments, enterprises and undertakings.Rather than go forth political relations and democracy to modern surveies, ( which after 2nd twelvemonth becomes an optional topic ) , some survey of them needs to be included someplace else in the course of study. Not to make so, will bring forth students who are politically uninformed.Rather than do citizenship instruction a discreet capable, as it is in England, Scotland should go on implementing it as portion of the ethos of the school and portion of the course of study as a whole.Bibliography Andrews, G. ( 1991 ) , Citizenship. Lawrence and Wishart Limited, London. pp. 21 – 26. Arthur, J. and Wright, D. ( 2001 ) . Teaching Citizenship in the Secondary School. David Fulton Publishers Ltd London. pp. 5 – 16. Cogan, J.J. and Derricott, R. ( 1998 ) . Citizenship for the twenty-first Century: An International Perspective on Education. Kogan Page Limited, London. pp. 2 – 4. Kennedy, K.J. ( 1997 ) . Citizenship Education and the Modern State. Falmer Press, London. pp. 67 – 69. Scots Executive Education Department Report. ( 2001 ) . Education for Citizenship in Scotland: A Paper for Discussion and Development. Scots Executive. ( 2000 ) . National Priorities in School Education. [ on-line ] . Crown Copyright, Scottish Statutory Instrument No 443. Available from: hypertext transfer protocol: //www.scotland.gov.uk/education/nationalpriorities/priorities.asp, ( p. 1 ) .