Liberalisation that Triggered the Asian Crisis and the Apparent Essay

Liberalisation that Triggered the Asian Crisis and the Apparent Insulation of China and India - Essay Example Least expected is that, in a very short period of time, a financial crisis sprouted in Thailand and spread like epidemic to the neighbouring countries of Southeast Asia and eventually triggered serious turmoil in the currency and financial markets of Japan and South Korea. While the extent of crisis differed from country to country, the Asian economies were brought face to face with serious difficulties that came from over-reliance on short-term foreign capital, speculative investments, and poor supervision by financial authorities. Even the resilient economies of Singapore, Taiwan, and Hong Kong have shown related problems, slowly being eroded by the persistent weaknesses of their neighbouring economies. What may have gone wrong that spelled the unfortunate events to take place? Why did some countries in the region, like China and India, have been unaffected by the crisis? What measures did these affected countries do to thwart the eventual downfall of their economies? What did policies did India and China foster in order to insulate them from the said crisis? As this paper explored answers to these questions, further recommendations by experts will also be tackled in order to prevent the same crisis from ever happening again. Liberalisation is termed as a programme of changes in the direction of moving towards a free-market economy. This normally includes the reduction of direct controls on both internal and international transactions, and a shift towards relying on the price mechanism to co-ordinate economic activities. In such a programme less use is made of licences, permits and price controls, and there is more reliance on prices to clear markets.

Impact of Stigma on the Fight Against AIDS

Impact of Stigma on the Fight Against AIDS Stigma is an essential constraint in the fight against AIDS. Discuss. 1500 words. In 2008, the World Health Organization argued that ‘†¦HIV-related stigma and discrimination are often prevalent within health services, and are critical obstacles to provision and uptake of health sector interventions. Stigma and discrimination—often pervasive at all levels of society—sustain an environment where it is difficult for health services to attract the people who most need the interventions.’ (World Health Organization HIV/AIDS Department 2008: p.12) As the same organisation reports, every day, over 6,800 people become infected with HIV and over 5,700 die. This paper discusses the way in which the stigmatisation of Aids sufferers impedes understanding of their condition, and the ability of society to address the problem holistically. It argues that society has a tendency to vilify target groups over problematical and divisive health issues, and offers earlier examples of these practices . Commenting on preventative measures in South Africa, the World Health Organisation again points out that ‘†¦it is important to collect information on higher risk male-male sex, on sexual behaviour among sex workers, on both injecting behaviour and sexual behaviour among injecting drug users, and on sexual behaviours in other groups that may be at higher risk.’ (World Health Organisation 2008: p.14) Whilst their analysis is based on positivist evidence, the identification of certain groups as most at risk introduces the parallel risk that they will be perceived by others – as solely or especially responsible for the prevalence of the condition. The urge to discriminate against a range of social groups appears to be a very deep seated one in Western societies. As Rothman points out, ‘Individualsearn prestige on the basis of their own efforts†¦or personal attributes (physical attractiveness, intelligence), but there is also a powerful structural dimension to prestige.’ (Rothman 1993: p.12). How ever, certain social groups appear particularly vulnerable to stigmatisation around issues of sexuality and disease: HIV and AIDS sufferers, it may be argued, are the latest group to suffer the re-interpretation of such prejudice. It seems fair to argue therefore that the defeat of stigmatisation is instrumental in the eradication of HIV/AIDS, and almost as important as the medical phenomenon itself. As one commentator puts it, If AIDS is to be defeated, war must be waged against poverty, ignorance, stigmatisation, violence and promiscuity.’ (The Economist 2002). Historically speaking, social explanations and interpretations of disease have always been mediated through cultural perceptions, and frequently manipulated for political purposes. Dirt, disease, sexuality and danger were frequently and unfavourably juxtaposed in public discussions of epidemics, whether relating to sexually transmitted diseases or not. A common theme in such discourses is a moralising view of the infected, and an inference that their behaviour was a major contributory factor in the spread of the disease to others. For example, when Cholera struck nineteenth century Britain, which had not yet developed a germ-theory of disease, its spread was attributed to ‘noxious effluvias’, ‘poisonous vapours’ and ‘obnoxious atmospheres’ generated in the environment of the poor and labouring classes. (Jones 1992: p.38) It was they who were effectively stigmatised with the dissemination of the disease, despite its prevalence amongst all social groups. As Mort reports, the official response was ‘†¦to isolate the human sources of infection, subjecting them to a regime of compulsory inspection and detention, combined with propaganda to educate the poor into a regime of cleanliness and morality.’ (Mort 2000: p.13) Official efforts to limit prostitution focused exclusively on female sexuality through the notorious Contagious Diseases Acts, which exposed any woman within certain geographical areas to arbitrary arrest, medical examination and detention. A common theme in these scenarios, many of which were mirrored elsewhere, is the subjective location of societal health problems in the behaviour and identity of disempowered groups. In each instance – as in the case of HIV/AIDS, responsibility for wider societal ills is linked to a largely voiceless faction, who not only  have poor lateral integration into society, but also less than sympathetic media representation. These behaviours and attitudes are obviously culturally mediated, and vary according to the host society: there is, however, no shortage of empirical examples. In Jamaica, otherwise respected social platforms such as evangelical churches and political parties, as well as popular music celebrities, combine the fear of AIDS with virulent homophobic attitudes. ‘†¦Dance-hall music—todays reggae—blasts across Jamaica. Its lyrics are often direct exhortations to kill gay people, or others who displease the islands gangs. Jamaica Labour Party supporters tauntingly played â€Å"Chi Chi Man†, a song about killing and setting fire to gay men, at their rallies during the general election†¦Ã¢â‚¬â„¢ (The Economist 2004). Elsewhere, it has been shifting positions and indecision which have delayed an effective response. In Mozambique, educational programmes aimed at 14 year olds are of uncertain utility, because 40 per cent of the nation’s children do not attend school, and, as The Economist points out, ‘†¦their parents find it difficult to talk to them about sex. So do most public figures. Even ministers are loath to say they have taken a test. Rarely, if ever, does anyone famous admit to being HIV-positive.’ (The Economist 2002) This situation is mirrored in South Africa, where, as Campell et al. indicate ‘†¦many parents simply refuse to acknowledge the very possibility of youth sexuality†¦that their children are sexually active†¦Ã¢â‚¬â„¢. (Campbell et al. 2006: p.132) The South African government has been engaged in a rearguard against international attitudes which, it felt, were unfairly slanted against its citizens. Recently however, it has rounded on the latter, admonishing those who it perceives as most responsible for the virulence of the disease. President Thabo Mbeki of South Africa said that ‘†¦You cant be going around having hugely promiscuous sex all over the place and hope that you wont be affected by something or the other.’ (The Economist 2002) Campbell et al. argue that such stigmatization is a form of ‘†¦Ã¢â‚¬ psychological policing†, where those who break power relations of gender and generation are disciplined and punished.’ (Campbell et al 2006: p.132). In Tanzania, Haram reports it is again women who are stigmatized in this way, through images of ‘defilement and displacement’: ‘†¦particular concern is directed towards the displacement of young†¦women, who m isuse their sexuality to achieve a†¦luxurious life , by luring wealthy†¦men†¦Ã¢â‚¬â„¢ (Haram 2005: p.5) The overriding point here is that stigmatization, as much as mis-information and chimerical moral panics, are ultimately as damaging to those disseminating them as they are the stigmatized and abandoned victims of HIV/AIDS themselves. As Mort point out, ‘Two themes have surfaced repeatedly: competing understandings of perversion and normality and the social meanings attached to sexual acts and lifestyles.’ (Mort 2000: p.xviii) The obscuring and short-circuiting of accurate knowledge or effective counter measures merely ensures the continued presence of the infection in society, making it statistically certain that further innocent victims will fall prey to the disease. An analogy with earlier models of stigmatization illustrates this mechanism of self destruction. It was completely useless to persecute nineteenth century paupers and women as the sole sources of cholera or venereal disease, since this stood no chance of eliminating either condition. Similarly, the stigmat isation of women or the gay community cannot eliminate an HIV virus which is equally capable of infecting other social groups. In the twenty-first century, the social stigmatization of these groups overlooks the specificities of the condition, such as the growing convergence of HIV/TB epidemics. There are notable and laudable exceptions to these patterns of behaviour: for example, in Botswana, mining companies such as Debswana have introduced educational and non-discriminatory protocols as an operational strategy, not only for health, but for commercial survival. As The Economist points out, the company ‘†¦reckoned that if it did nothing, its mines would go the way of Zambias, which have to train four people for each skilled job in the knowledge that three will die. Even in 1997 the annual cost of AIDS per employee in the Botswana Diamond Valuing Company was calculated to be $237.’ (The Economist 2002) . As these pages were being written, the World Health Organization was attempting to polarize global attention and effort through an international AIDS effort, and focusing very much on prevention and understanding. First and foremost, we must do a much better job of prevention. This is the only way to get ahead and ensure an adequate long-term response. We u rgently need to scale up the use of proven context-specific prevention methods. We also need to expand linkages between sectors – for example, to introduce and scale up comprehensive sexuality education for young people.’ (Chan 2008). The problem is, as Haram argues, that such efforts need to be mediated through local knowledge, identifying the obstacles to behavioural change. (Haram 2005: p.9) Bibliography Campbell, C., Y.Nair, and S Maimane, (2006). Aids Stigma, Sexual Moralities and the Policing of Women and Youth in South Africa. Feminist Review 83 (Special Edition on Sexual Moralities). P. Chan, M., (2008), ‘HIV/AIDS: Universal Action Now’ World Health Organisation Website, INTERNET, available at http://www.who.int/dg/speeches/2008/20080803/en/index.html [viewed 5.1.08] Haram, L. (2005). AIDS and risk: The handling of uncertainty in northern Tanzania. Culture, Health and Sexuality 7 (1): 1-11. Jones, K., (1992), The Making of Social Policy in Britain, 1830-1990, Athlone Press, London. Mort, F., (2000), Dangerous Sexualities: Medico-Moral Politics in England since 1830, 2nd Edition, Routledge, London. Rothman, R., (1993), Inequality and Stratification: Class, Colour, and Gender, 2nd Edition, Prentice Hall, Englewood Cliffs, New Jersey. Unattributed, ‘The Fear that Spreads Death’, The Economist, 25 Nov 2004, INTERNET, available at http://www.economist.com/world/americas/displaystory.cfm?story_id=3437101 [viewed 5.1.08] Unattributed, ‘Fighting back’, The Economist, 9th May 2002, INTERNET, available at http://www.economist.com/world/displaystory.cfm?story_id=E1_TTNDTDJ [viewed 5.1.08] World Health Organization HIV/AIDS Department, (2008), Priority Interventions, HIV/AIDS prevention, treatment and care in the health sector, WHO. World Health Organization/Unaids/Unicef, (2008), Epidemiological Fact Sheet on HIV and AIDS: South Africa, INTERNET, available at http://www.who.int/globalatlas/predefinedReports/EFS2008/full/EFS2008_ZA.pdf [viewed 5.1.08]

My Personal Strengths and Weaknesses Essay -- Personal Narrative Essays

  Ã‚  Ã‚  Ã‚  Ã‚  I believe that life is a learning experience and being able to recognize our own strengths and weaknesses can help us become better individuals in anything we choose to do, whether it is positive abilities and skills that can help achieve our goals or negative personal areas that need improvement. Knowing yourself and what you can do, can help you recognize and overcome your weaknesses.   Ã‚  Ã‚  Ã‚  Ã‚  One of my greatest strengths at work that I have recognized would have to be my ability to be a well-organized individual. I tend to write what I have to do down on paper and prioritize what is more important to least important. In doing this, it helps me organize and accomplish my work and meet deadlines that are important. A personal strength that I have at home is patience. I am a mother of a beautiful three year old little girl who is a handful. Patience is my greatest strength as a parent and individual which I possess especially being a single mother. I am a dedicated and hard working mother and I always make sure that my daughter gets the love and attention she needs.   Ã‚  Ã‚  Ã‚  Ã‚  In my Learning team, my personal strength is having good people skills. I meet and get involved with new people everyday whether it be work or school related. I enjoy speaking, listening and giving input to my team members so that they are aware that they can count on me to participate as a team player in our Learning Team. Good people skills are very important in a group setting because of all the di... My Personal Strengths and Weaknesses Essay -- Personal Narrative Essays   Ã‚  Ã‚  Ã‚  Ã‚  I believe that life is a learning experience and being able to recognize our own strengths and weaknesses can help us become better individuals in anything we choose to do, whether it is positive abilities and skills that can help achieve our goals or negative personal areas that need improvement. Knowing yourself and what you can do, can help you recognize and overcome your weaknesses.   Ã‚  Ã‚  Ã‚  Ã‚  One of my greatest strengths at work that I have recognized would have to be my ability to be a well-organized individual. I tend to write what I have to do down on paper and prioritize what is more important to least important. In doing this, it helps me organize and accomplish my work and meet deadlines that are important. A personal strength that I have at home is patience. I am a mother of a beautiful three year old little girl who is a handful. Patience is my greatest strength as a parent and individual which I possess especially being a single mother. I am a dedicated and hard working mother and I always make sure that my daughter gets the love and attention she needs.   Ã‚  Ã‚  Ã‚  Ã‚  In my Learning team, my personal strength is having good people skills. I meet and get involved with new people everyday whether it be work or school related. I enjoy speaking, listening and giving input to my team members so that they are aware that they can count on me to participate as a team player in our Learning Team. Good people skills are very important in a group setting because of all the di...

Atheism vs Theism Essay

The problem Atheists have with Theists and the premise of God, a Being who is all good, omniscient, omnipotent and eternal, is that they believe that since science and the world cannot prove that such a being exists and since life seems to sustain itself without any external help, then this Being probably does not exists nor can this Being ever be proven to exist. This method of thinking stems directly from a belief, not that science is god, but more that mankind is a self-sufficient, self-reliant being along with the philosophy of materialism and evolution which denies the possibility of soul or the immaterial. This resulted in the hijacking of science to prove what materialists already believed, that everything is relative and truth exists only if it can be proven by science. This is, as a materialist already knows, an issue that can only relate to the corporeal. The conflict that occurs is many theists belief that there is a truth and it can be known by reason which includes science but also can be discovered using every aspect of the human person. This includes the spiritual, corporeal, and even the emotive aspect of the man. The another debate in this issue pits the clinging to classical thought by the theists against claim that classical thought is unsubstantiated, old fashioned and that only modern thought is relevant because it is the most progressive. So there seems to be an intrinsic impossibility for a materialist atheist to believe in God because it is diametrically opposed to the dogmatic belief in science, materialism, and man as a creature of nature not of the immaterial. The Atheists’ beliefs The atheists’ core beliefs have already been brought to attention but in order for a complete argument to take place, a simple overview is not sufficient, so a more in depth analysis is needed to better understand this ideological battle. To be fair to atheists, there is a diversity of ideas and beliefs why God cannot exist. Some of these reasons behind this belief can be simple and unfounded arguments or elaborate systems which argue God out of the picture. While it would be easy to discredit and disprove the simple arguments, such as â€Å"I don’t see God’s involvement in the world and it seems like the world functions on its own, therefore, God doesn’t exist,† there are plenty of arguments that have shown this type of thinking as shallow and wrong. The more significant arguments are the views of atheism include a mechanistic view of the world along with a materialist understanding of the operations of the world. This is the view, according to Edward Feser, that most serious atheists hold and is responsible for the understanding that God does not exist in the world, that the world is self sufficient and that man is simple a creature of evolution. Of course what follows from this belief is the understanding that man is not bound to anything spiritual or moral since there is no such thing as morals since that entails something immaterial. They believe instead that morality is either a construct of the mind, which is influenced by Kant, or that morality is the conditioning of the culture to make man feel guilty, which is influenced by Nietzsche. Feser points to the origin of this mode of thinking, explaining that it stems from the removal of the formal and final cause of things of Aristotle’s natural science in which all things have a material, efficient, formal and final cause. When the formal and final cause is removed then people don’t have a final end other than survival nor does anything have a nature or is there a correct form. What this does is it removes the importance of religion. When there is no afterlife or purpose of a person to be moral then there is no need for God or religion. Feser also claims that once formal and final causes were removed, and then it paved the way to materialism, which, if there is a formal or final cause of things, is the only reasonable understanding of the world. Materialism is the belief that everything can be reduced to their material function and there is nothing outside of empirical evidence. There means there is no soul or spiritual aspect of a human person. People are given the impression that science can explain everything, but Feser explains that â€Å"For the reason science has â€Å"explained† almost everything other than the mind is precisely because everything that doesn’t fit the mechanistic model has been swept under the rug of the mind, treated as a mere projection. † The very essence of today’s atheism is that the world can be explained and if there is something that cannot be explained then they say that science will explain it after we have a better understanding of the object in question. This belief that science can and will explain everything is held so strongly that atheists become as Feser describes them, â€Å"the very thing they argue against† namely, dogmatic and irrational. This is a result of the belief that there is no truth. Science, although it has improved the quality of life and has led to many discoveries, is to blame for a particular mentality that is felt all over the world, that of progress. Along with thinkers like Hegel, who believe that all of history is progress and that everything has been leading up to our point in time today, the mentality within science is that progress is always good. This is another assumption held by atheists in that they believe that science is progress and if there is progress then the time this progress was a lesser time and held views that were lesser and imperfect. So from this understanding, Christianity and religion in general is old fashioned and wrong, while science is right and the only truth that is, if there can even be truth. It is science that focuses on the efficient and material causes of things. In other words, it is science that ignores formal or final causes. Because of this belief it makes the place of religion irrelevant. Materialist atheists use science, the study of material objects with their molecular makeup and the like and use what we have discovered by means of science to explain questions of metaphysical nature. Feser explains that â€Å"empirical science of its very nature cannot give us the full story about these matters; but metaphysics just is the rational investigation if them. † Also on the same topic of the separation between religion and science, Stephen Jay Gould explains that â€Å"the net of science covers the empirical realm: what he universe is made of and why does it work this way. The net of religion extends over question of moral meaning and value. † (Gould p. 522) A conflict has occurred however because as was mentioned previously, when the final and formal cause is removed, then the nature’s of things don’t exist but so does purpose and without purpose then going beyond the what is impossible. Atheists hold central to their beliefs that there is nothing beyond this world and that all operations of the world are contained within it. Richard Dawkins believes rather that our â€Å"morality† has been changing and that the Old Testament God is â€Å"will not be adopted as a literal role model by anybody you or I would wish to know. † He means that social norms have been changing and that our morality can be explained through science of culture and society, not dependent on God or scripture. Dawkins continues saying that other aspects of the Christian religion are in conflict with science. He claims that the assumption of the Virgin Mary into heaven is false and assumes that heaven is a â€Å"physical reality – how else could the physical body of a woman go there? Dawkins brings this up to make the point that everything is under the realm of science; he even goes as far as to say that the â€Å"sudden injection if an immortal soul in the time-line is an anti-evolutionary intrusion into the domain of science. Dawkins’ point is that there is not a separation of religion and science; metaphysical claims are even under the claims of science. In the case of the mind, Dawkins and others believe it can be explained. And even though there is religion, it is a simple social construct to control the ignorant. Their truth is that science can explain everything even prove that a metaphysical world cannot exist. The Theist’s Side The theists fall back on something a little different, tradition. Now contrary to atheist’s beliefs, theism does use reason to justify keep God in the discussion but also to keep other metaphysical claims. Christianity has an understanding that the world is a transitory with God as its creator. From an understanding that God is creator, it is reasonable to expect everything in nature to abide by a law, to be ordered and have the ability to be understood. Also from the tradition of the philosophers of history, this belief has been thought over and many rational arguments have been made in favor of theism. These arguments even came from antiquity. Plato and Aristotle gave many arguments defending the immaterial. Both philosophers believed that the soul was immaterial and that all life had a soul or rather, the soul was the life giving principle. Now along with the idea of the soul, Aristotle provides an in depth account of the four causes mentioned earlier, namely material, efficient, formal, and final. This encompasses all aspects of substances. This provided a very thorough description of life. From the four causes, it gave reason to the nature of things and that there is a definite correct way of acting for any particular thing. So with the four causes, especially the formal and final cause, man now has a purpose and a proper way of acting. In other words, man then must have a morality it must adhere to. This morality has been lived out by people before philosophy influenced people; it is pre-science and therefore more â€Å"natural† to man. The fact that it is backed up by metaphysical observations only strengthens the argument for theists. Natural science, the understanding of the natural world is something lost upon atheists. It is essential to the proper understanding of this life to understand that there are, in fact, natures. As Feser puts it, â€Å"admit formal and final causes into the world and at once you are stuck –with God, the soul, and natural law. † This natural law is also vital to an understanding of life on earth as well as an understanding of the human person. While atheists struggle with an understanding of how the mind works (not the brain), have a very weak argument for morality, and have no argument for why anyone should have rights or respect shown to anyone, the theists however, have strong, well founded arguments for these very things which come natural to everyone. A theist understands natural law as participating in eternal law, this gives natural law authority. It is something which all men must abide by. Natural law is the respect and dignity which all men are due. It is what assures man that he shouldn’t kill one another. Robert Adams even uses this principle of the morality from natural law as a proof of God’s existence; he claims that â€Å"the moral rightness and wrongness consist in agreement and disagreement, respectively, with the will or commands of a loving God. † There are many laws within natural law that when broken are recognized as going against natural order, granting men the authority under God to rebel against whomever or whatever threatens to take away the privileges given by natural law. It is how we understand concepts of justice. This follows from the fact that God is just and any disobedience of this law is seen as unjust. God is the foundation of morality; natural law is the foundation of morality. Along with natural law, the theists also are able to give a better account of the mind. It is held that the mind is immaterial; it is directly tied to the soul. When the body dies, the soul continues on and we retain our â€Å"mind† because we retain rationality in the afterlife. In the same way Aristotle believed that the soul is the life giving aspect to all creatures and plants, so the human soul is also responsible for the mind and the intellect. Otherwise if the materialist view was to be accepted, we would have a similar thought process to any other intelligent creature without rationality. The mind is also responsible for the specific function of contemplation. No animal, even with a larger, more advanced brain would ever be able to understand concepts such as justice, peace, and generosity, it must be related to the form that humans have and the soul which humans have been given. This goes so beyond any physical aspect of our bodies that to confine the mind to ability within the brain seems foolish. Even the ability to learn concepts is a mystery. J. J. Haldane provides an analysis of the topic and explains that some concepts, especially early on, must be taught. Someone must have taught concepts to people. The example he gives is the example of a cat. One might see a cat and understand the concept of cat, but what if one had never seen a cat? It would be necessary to explain the concept of cat to that person, after which the person would be able to recognize a cat if he saw one. The same applies to all concepts. Now the tricky part is, if evolution is taken back to the origin of man or even if God created man, then how did man learn all of these concepts? Haldane’s solution to the question is that God must have been responsible, regardless of whether evolution is responsible for man or not. The reasoning behind this is that God must have taught the 1st man all these concepts which he could then pass down to his children. While this explanation requires an open mindedness of the listener, it is very plausible and would account for many of the questions that atheists still deal with today. So Who’s Right? So while some might claim that there isn’t even a right answer and that choosing to be an atheist or theist is just personal preference. However, according to the theists, there is truth and there is a right answer. As for atheists, while some of their positions were explained, they still have gaps within their arguments. When confronted with these gaps, it seems that atheists are unable to provide an answer other than resorting to science which asks how and why, but not â€Å"that† something is. As mentioned earlier, there is the question of morality and why people act as they do. Even Atheists believe in some sort of morality even they do not wish to call it by its name. Feser cleverly points out that â€Å"An atheist or naturalist can believe in morality – that is a psychological fact – but he cannot have a rational justification for his belief – that is a philosophical fact. † It is impossible to limit the natural drive for morality in people. Again, â€Å"where morality was concerned, Kant’s aim was to show that there is just something in the nature of reason itself that requires that we be moral. † This seems oolish to believe that something material explains something as complicated as human emotions and the free will to do good or bad and the consequences it has on the person itself. Feser points out that the understanding of modern atheists of morality is a conditioning itself, all of modern philosophy tries to prove that everything can be contained by science, even the topic of morality. He is convinced that this is due to a rejection of formal and final causes. He explains that â€Å"the bottom line is that by abandoning formal and final causes, modern philosophy necessarily denied itself any objective basis for morality. This points to how modern philosophy has gotten to this point and it is simply that modern philosophers have ignored the question of whether there are formal and final causes and have considered the topic as irrelevant. What this means however that â€Å"First, the modern â€Å"mechanistic understanding of the natural world has led to problems, paradoxes, and absurdities that are far more egregious than anything the scholastics were ever accused of. Second, Aristotelian formal and final causes are simply unavoidable if we are to make sense of modern science and reason themselves. Now as has been shown, theists hold on the Aristotelian views of formal and final causes not only does it make sense, but it provides a foundation for a host of other arguments. These arguments cannot be explained away by science, Feser points out why, which is because â€Å"empirical science of its very nature cannot give us the full story about these matters; but metaphysics just is the rational investigation of them. † to make a further point, as has been suggested, it seems that an atheist’s account of the mind is also insufficient as it is a series of poor and confusing arguments which try to prove the existence of mind within a person. Feser claims that the reason for the misunderstanding of the mind by atheists is that it is â€Å"the denial of final causes that most clearly poses an absolutely insurmountable obstacle to any attempt to explain the mind in purely material terms. † What this means is that with this understanding of purpose for the human person beyond survival, then there is new meaning to a person’s life and that each person should and ought to work to fulfill this purpose. If not, then it is impossible to explain the mind sufficiently. The reason for intellect, the purpose of the mind, is contemplation but also to use reason to become virtuous. Once morality is believed to exist, then it follows that morality should be followed but the only way to do that is to form habits of virtue, which is only possible through the mind. It also hints at the soul, which is also taken to exist in that it is the principle of life but more specifically, nothing corporeal could be the principle of life or â€Å"every body would be a living thing. † More specifically, Aquinas explains that since the intellect has an operation apart from the body â€Å"per se† then we must conclude, therefore, that the  human soul, which is called the  intellect  or the  mind, is something incorporeal and subsistent. So according to Feser, the only way to solve this problem that the atheist’s have of the mind, is to â€Å"return to the Aristotelian –Thomistic conception of the soul as the form of the body, having certain immaterial operations but nevertheless â€Å"interacting with the material world as formal rather than efficient cause. † Feser also hints at there being a need to be intellectually honest about some of these arguments. Since many Atheists have ignored the arguments or Aristotle and Aquinas, Feser has been calling for them to actually refute them and that instead of wanting something to be true and trying to argue for it, to instead accept truth as an objective reality and something to be sought after. The point that Feser wants to make is not to â€Å"determine whether this project was good or bad, but rather to emphasize that to a very great extent it was a desire to further the project, and not an actual refutation of Aristotle, that moved modern thinkers away from his metaphysics. The agenda determined the arguments rather than the other way around. This is ultimately the solution to the question to atheism because it seems as though Atheism is artificial, Denys Turner implies that atheism has to be ‘worked at or practiced in his article â€Å"How to be an Atheist. † It is the mentality of trying to convince others that your reality is truth instead of being receptive to truth as the classical and medieval philosophers were.

1831, by Louis P. Masur Essay

This book was written by Masur Louis   P. who described 1831 as the year of the eclipse that had so many omens that stated that the American society was completely changed. Every aspect of life including the political, social, economic and cultural all underwent a metamorphosis that brought about change. In that year, foreigners visited America and they described it as a year where there was a possibility of a civil war occurring in America due to the many negative things that were happening then. An English visitor Frances Trollope felt very disappointed with how America had gone about to deal with slavery and he even criticized the vehement expressions of insane and hypocritical zeal as it was preached by the preachers. The writer states that most of the visitors had no intentions of talking about the institution of slavery, but they could not turn a blind eye to it and their writings helped to create controversy on slavery in America and therefore putting pressure to allow the issue to be addressed (Louis 2008).   Some of the visitors who helped to shape the institution of slavery included: Henry Tudor, Thomas Hamilton, James Boardman and Ales de Tocqueville. The issues that have been described in this book are based on four thematic chapters; slaverly and its abolition, religion and politics, state and nation and finally, the issue of changing technology with the use of machines and nature (Louis 2008). In the same year, there was a lot of violence and rebellions over slavery, tariffs and religious revivalism over the nation. He talks of a revolution that was led by Nat Turner who he describes like a very intelligent, charismatic and religious leader. He rebelled against slavery and the authorities even hunted him for questioning where he confessed about having taken place and led the rebellion. His actions brought a lot of attention towards America and it was at this point it was concluded that the slaves were not loyal and content, that slavery was not benign as it was thought to be and that trying to control the population through terror groups was not the way out. The outspoken nature of Nat Turner inspired many of the abolitionists who made calls for emancipation of slaves. There were unresolved tensions between the states and the nation’s rights, competing passion for religion and politics. The debate on the emancipation of slaves has also been described where the people from the north expected it to be a slow and gradual process, but the people from the south saw it as a necessary evil. Masur P.L stated that the way to deal with the problem was to set up a colony in West Africa as they believed that the Africa Americas were helpless and hopeless people who could not be able to rise above their conditions and state of living. It was described as the year when the Southern oligarchy quit the possibility of doing away with slavery and William Garrison demanded that there would be abolition of some peculiar institutions. His newspaper, the liberator, was meant to make people see the evils of the day which by then they did not see. The nullification crisis and the Indian removal act further made the sectional differences and with the changes in technology it made dramatic changes in America’s relationship with the land. The author describes the American people as people who were in love with technology and therefore referred to them as the locomotive people (Louis 2008).   The introduction of steamboats, railroads and the mechanized reapers made people very rich because of the profits that were being made. The author also describes the protestant missionaries as the people who worked on behalf of the Cherokees. They held a large numbers of slaves yet thirty years later they were barely mentioned and the Cherokees fought on the side of the confederacy supporting the very people who had thrown them out of their ancestral land and nobody dared to raise their voice against it. Policies that were made by Andrew Jackson against the Cherokee erase the last hopes of seeing the India as being autonomous. It was thought that religion would hold the nation together and help to counter their forces of disunity caused by the vast and large territory occupied, the numerous and the very increasing high population, the diversity of the local interests ,the power of selfishness and the feeling of sensational jealousy and hate had   prevailed amongst the people of America.   The religious revivalism that swept the country inspired the working class to agitate. It gave an insight in the idea of enthusiasms for religion as it was with even the tent meetings that were supposedly supposed to bring about reform of the individual together with the reform of the society at large. It also indicates the surprising rise of political movements such as the anti –masons which was America’s third party that invented the presidential nominating convention. The Andrew administration threatened to unravel and dissent the economic future of the country (Louis 2008).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, the author not only writes about the negative issues that affected America but he also has intellectual pleasure that helps to savor the hypocrisies of the day by stating that although the Turners revolt saw many white many people maimed and killed, at least they were happy because women were never raped. He goes on to say that they finally saw the need to keep in control the terror gangs and groups and began to give a doctrine that slavery was indeed benign and that the enslaved were loyal, content and more satisfied than it was previously believed. As much as people from the north and those from the south were outraged by William Garrison’s radical newspaper, their opposition against it only helped to popularize and circulate the paper which has today become one of the largest selling papers today. For the people from South Carolina, they took pride in the doctrine of nullification as it meant that they could resist the federal Government to interfere with slavery. References Louis, Masur P. 1831: Year of Eclipse .United States: Barnes and noble.com lnc, 2008.   

How To Write Blog Post Introductions That Hook Readers

How To Write Blog Post Introductions That Hook Readers There are eight  other people reading this post along with us. In just a few minutes, there will only be the two of us. Dont believe it? The challenge was already insurmountable.  People read about 18% of your blog post. Readers are overwhelmed with information and are  purposefully not reading  for their own sanity.  Heck, weve been bemoaning the death of reading since 1991, and even again in 2007. So what to do about getting readers to read? How do you keep people reading to the end? Master The Art Of Blog Post Introductions And Keep Your Readers Reading via @JulieNeidlinger A  Blog Post  Introduction Must Have A Hook Let me introduce you to introductions.  Introductions are first impressions.  You get to make them once. Your blog post introduction must have a hook. Here are six good hooks to use in your blog post introductions. 1. Start with an interesting fact. "Niagara Falls has traveled  7 miles upstream in the past 12,000 years. Let's hope you're growing your web traffic at a faster rate." Start with a fact that is interesting, because not all facts are. Facts that are uninteresting are facts that: Are overused and often repeated. Too common in your niche. Related perfectly to your topic in an unsurprising way. Pick facts that have nothing obviously to do with your topic (Niagara Falls and website traffic?), or are perfectly in line with your topic and thesis, but are so shocking as to be gasp-worthy.  Unrelated facts make the reader think "how is this bozo going to tie that into the topic at hand?" while shocking facts make the reader think "that CANNOT be true, can it?!" Either way, it's a hook. 2. The end of the story first. There are two ways to tell the end of the story first and have a successful hook. Find a way to tell the end of the story without giving away the surprise. "The 20,000 customer registered in our system, and the team let out a victorious yell. We'd hit our goal, thanks to the red button." How does the story end? Because that's a perfect place to start. In this example, the introduction tells the reader what happened, but it doesn't do so in a way that ruins the surprise. There's a lot of action, both by the final customer and the team. There's the suggestion of a competition and success (a goal was met). And there's a cryptic suggestion that a red button did something amazing. Plus, 20,000. That's impressive for anyone wanting lots of customers. This would be a less effective version of the introduction for that post: "After five months of intense A/B testing in which we tested different CTA button colors, we finally hit 20,000 customers. Red was the winning color." Yawn. There is jargon. There are unexplained acronyms. An inanimate button has become the winner instead of the people (customers and the team). What little action there is, is passive.  And you spilled the beans on what the post was about: A/B testing colors. Give a heads-up summation without giving away the surprise. This method gives your reader some respect by saying "hey, this is what I'm going to talk about with you today. If this is interesting, stick around."  Derek Halpern tends to get right to the point with his blog posts, and often introduces them by telling readers what they can expect if they keep reading. Adding "a quick request" is a fine bit of intrigue for the reader. "What in the world could Halpern want from me?" the reader thinks, and keeps on reading. Knowing what's coming and how things will end is helpful for readers. It gives them an idea of whether or not they should take the time and what expectations to have. The danger for you, the writer, is if you have an unexciting topic and give your readers a heads-up  to that. "Today I am going to talk about the value proposition of going paperless at your office, and ultimately prove that you will want to buy a small scanner and ban the paper." Meh. That's not an introduction to remember for all eternity. Halpern's version has a bit more intrigue and zip, though, admittedly, some readers will appreciate the above example. It has its place, but isn't the greatest hook. 3. Use an anecdote. "I once wrote a newspaper story that killed a man." That's the actual blog post introduction I wrote on a post for this blog. It's a one-sentence anecdote. That's an extremely short anecdote; most anecdotes are longer, like those you find in this post about social proof in which several anecdotes are used. Anecdotes are wee bitty stories that put a larger idea or thesis in a different context. Speakers know that starting with a story instead of a philosophical or fact-filled lecture is a sure-fire way to get people's attention. It's the same for your readers. What makes a good anecdote? Something that happened to you, in your life. This makes you the expert on how to apply the story and what it means. I would rather hear an anecdote about your trials and failures rather than the tired anecdote of how many times Edison tried to invent the lightbulb. Something either funny or poignant. Make 'em laugh or make 'em cry (or somewhere close). At the very least, end at a different level than where you started. You start at ground zero with your reader. Your anecdote can't end there. It's no hook if it does. Something related to your thesis. Don't be that speaker that tells a random joke or story and then segues with an "but I digress" and launches into Yawnville. Your anecdote should illustrate your thesis in a new way, or start leading the reader's thought patterns towards where you want to take them with your thesis. A quote can work. Quotations can work, and sometimes make a fine opening. But people quickly get in the habit of using the words of others to boost their own, so watch out for overuse of this technique. And avoid quotations that are overused for your niche. Steve Jobs had some good things to say,  but after a while, those excellent words lose their power because they are overused. Find new quotations from surprising sources. And avoid quotations that are overused for your niche. Steve Jobs had some good things to say, but after a while, those excellent words lose their power because they are overused. – @JulieNeidlinger 4. Ask a (worthwhile) question. Yes, there are stupid questions, and a good share  of them are rhetorical. In their best use, asking a question is a fine way to force the reader to identify with the problem you are about to solve. Questions can be powerful. But some questions are a waste of time. Go easy with  rhetorical questions.   "What are we going to do about your low-performing blog?" Rhetorical questions cannot be answered by the reader. They are asked not to prompt thinking or discover knowledge, but to make a point. They are often dramatic. They can be insulting. "Have you stopped beating your dog yet?" is a classic example. The question assumes someone is being cruel to an animal. It can't really be answered. Or "How do you solve a problem like Maria?", which assumes first that Maria is a problem. It's similar to what I see  being used a lot in lead generation and calls-to-action where one button says "Yes, I want more traffic. Take my email!" while the other button says "No, I want to see my website die a painful slow death." Rhetorical questions set up the reader in a similar, psychological way. The reader has to accept the underlying assumption in order to answer. It can work, but if you make an offensive or insulting assumption, your reader leaves. Use rhetorical questions carefully. Don't ask questions intended to limit the answer. Pet peeve alert: I despise  when people speak in questions so they can pre-empt any difficult or real questions and give softball answers. Here's how it works (and I'm sure you'll recognize the technique): "Do I love web traffic? Yes. Did I mean to send my disgruntled blog readers a skunk in the mail? Of course not." By asking the questions you, the writer, want to answer instead of providing the answers the reader wants, you can create the appearance of forthright and complete discussion without actually doing so. Plus, you slip into passive voice of sorts, where you don't own the action and behavior. How does that work in an introduction? "Do I love web traffic? Yes. Do I know the secret to building it? You bet." Ok, we get it. But what a waste of your reader's time. "My love of web traffic is bested only by my ability to build it." Kind of a silly  example, but you get the idea: be direct, not passive. Do you want more traffic on your blog? Write better blog post introductions with these tips.Don't ask obvious questions. Every time I find myself tapping out an introduction that starts with "do you want more traffic on your blog?" I'm sure somewhere a philosopher dies. What I'm trying to do is tell the reader "yes, this is the post you were looking for" but what I'm really telling the reader is "I don't know how to write." "Do you want more traffic on your blog?" Really? That's your Bob Woodward? "98 percent of blog owners want more traffic. Yeah, we don't understand that remaining two percent, either." You can identify with your reader without asking them obvious questions that they skim over. 5.  Go for the  cliffhangers. Robert Bruce  (who is someone else entirely than Robert the Bruce)  is a writer and a tease. Once in a while but not too often, mind you he sends out an email of Unusually Short Stories. He also posts them on his web site. He is all sparseness and tortuous brevity, his unusually short stories impeccable. They hook, and leave you hanging off the cliff. One of Robert Bruce's unusually short stories. Take a page from Bruce's book: these are the introductory paragraphs that get readers hooked. I know, because I've sat and stared at them willing the next sentence to appear (which  will not happen). I'm a firm believer mimicking and dissecting the successful work of others as a form of practice. Artists often paint from the masters to learn about color, light, and technique (I've done it). While at a writers' conference a few months ago, best-selling author James Hall told of a class he taught his graduate students (which included Dennis Lehane) where they were instructed to find a novel they loved and write their own novel based on the structure of it. He later turned this class into a book called Hit Lit: Cracking The Code Of The 20th Century's Biggest Best Sellers. So let's look at Bruce's example. What makes it work? It's only two sentences, and I'm dying to read the next paragraph. The setup tells us there is a competition known only to us (we have exclusive knowledge). There is a setting, both in place and time. And we know the startling end result. The cliffhanger isn't what happened next, but what happened in between. How do you get from intriguing point A to hilarious and startling point Z? So. A cliffhanger can be either "what happens next" or "what happened in between." Let's say your headline was: How We Went From Zero To 10,000 Customers In Just One Year.   Here's an example of a "what happened in between" cliffhanger: "We started with  three team members  and a plant in the window. One year later, we were taking sledgehammers to the office walls." The rest of the post talks about how you grew your customer base, and how it meant your team grew, too, and you had to expand your office space. (Or how things went poorly and you demolished the office in a fit of rage, but let's hope not.) 6. Gentle confrontation can be a friend. "You were getting 100 new sign-ups a week, and thought your email conversion rate was as good as it could get. But you were wrong, and I'll tell you why." Confrontation is sure to get a reader's attention. Of course, not all confrontation is created equal.  There is insulting and trollish confrontation (always wrong), and there is gentle confrontation. A gentle confrontation takes a soft  swipe at a controversy, or pokes a long-held belief of the reader in a way that encourages them to read on and reconsider. What happens when you do that? The reader feels indignant and keeps reading if only to prepare to prove you wrong. Or the reader is intrigued and keeps reading to see if it's true. The reader skips to the end and leaves a ranting comment never having read your post, meaning you have to gently say "but I said that later in my post." So in the case of the first reaction, gentle confrontation can be a friend. In the case of the second reaction...less so. Either way, introductions that are confrontational can often lead to active comment sections.

Reasons behind bombing essays

Reasons behind bombing essays Reasons for use of Atomic Bombs on Hiroshima and Nagasaki by America........... Reason 1: Four years prior to use of the atomic weapons, the Japanese had fought viciously, ferociously and bravely and all up, were more more than America had bargained for. This had cost more than three hundred thousand American lives. The aim of the US Government was to finish the war with minimum casualties, as weighed to other matters, the cost on human lives was great. It was estimated by advisors of President Truman in 1945, that within the next two years, if the war continued, that the death toll of Americans would be at least a million. The explanation of Truman, a day after the bomb was dropped stated "...we have used it in order to save thousands and thousands of young Americans...". The Japanese had a further four million troops complimented by four thousand eight hundred kamikaze aircraft and pilots. The kamikaze pilots had had a great affect on American military, the planes sunk fifteen US vessels and damaged a further two hundred. To invade Japan was going to put a h uge strain on American budget, different means to winning the war was needed, the bomb...was the answer. Reason 2: Another reason for wanting to end the war so quickly was because of the Soviet Union. It was a known fact that a prolonged war with Japan would eventually involve USSR. This also meant that after the war, parts of Eastern Asia would be occupied by the Soviets. This theory was proved when the war in Europe ended in May 1945, the USSR was found to be in control of most of Eastern Europe. This gave them the stepping stones to spread communism which was feared by the Western World. If the war wasnt brought to an abrupt halt, it looked as if there would be war with the Soviets. Reason 3: The cost of the war was having a damaging effect on the world's economy. An estimate brought the cost of the war (globally) to approximately one trillion dollars. Millions and mil ...

A Guide to Efficient Research - Proofreds Writing Tips Blog

A Guide to Efficient Research - Proofreds Writing Tips Blog A Guide to Efficient Research As students well know, keeping to a schedule is important when writing an academic paper. Before the hard work of writing can begin, there is a significant amount of research to undertake. Luckily, there are some practical things you can do while researching your paper to save time both immediately and when you come to read your notes. Here are some tips to ensure efficient reading, note taking and organisation. Focused Reading Before you begin your research, make sure you have a strong idea of what you will be writing about. This will allow you to focus on the most relevant texts. For instance, before you begin reading, it might help to write down some key questions you hope to answer. Reminding yourself of this should stop you from straying and reading irrelevant material. You can also use the contents page and index in a book to find the chapters that are most pertinent to your research. Reading every source cover to cover is not usually necessary. Skim reading can be helpful if you have a lot to read in a short time, but only if this is a skill you have developed. Without a lot of practice, skim reading can lead to missing important information. It makes far more sense to plan your research in advance so that you have enough time to read everything you need to read. How to Take Notes Rather than writing full sentences and lengthy paragraphs in your notes, try to abbreviate frequently used terms. If you know shorthand, this will obviously help, but it is usually simpler just to pick a few key terms to shorten. Historians, for example, often write ‘C19th’ to mean ‘nineteenth-century’ in their notes. Other symbols which might save you time when note taking are: ∠´ means ‘therefore’ w/ means ‘with’ w/o means ‘without’ The crucial thing is that you need to be able to understand the notes you have taken when you come to write your paper. In terms of readability, it also helps to keep your notes tidy and organized, remembering to record the title of the book, the author and the publication details for all sources. This will make it easier to find the book again if you need to check anything, as well as helping you write your reference list. If you are taking notes from a lecture, the same rules apply as for a book, but you should make a note of the date, the module and the lecturers name. Stay Organized There is little point in taking notes if you can’t find them when you need them later. If you have chosen to write your notes by hand, be sure to keep them in clearly labelled folders. These can be categorized in whichever way suits you best, either chronologically, alphabetically by author’s initials, or by topic. If you would like to have your own academic writing proofread, Proofed can check a sample of your work for free. Simply submit up to 500 words today!

Risk assessment for a de novo company in a developing country Essay

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The Eternal Beatles (How did the group develop over the span of their Essay

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Lesson 2 Assignment Example | Topics and Well Written Essays - 750 words

Lesson 2 - Assignment Example the five dimensions are conscientiousness, openness, agreeableness, neuroticism and extraversion. The acronyms CANOE NEOAC, or OCEAN are used to refer to these traits. An aggregate of factors are found under each dimension. First, Openness is a trait which encompasses features such as insight and imagination. It also implies that individuals bearing it generally appreciate emotion, art, unusual ideas and adventure. On a broader spectrum, openness infers to the level of intellectual curiosity, preference or creativity that an individual has. Therefore, people having this trait tend to possess a wide range of interests. Second, Conscientiousness implies to the art of being dependable, organized, act dutifully, having goal directed characteristics with a superb impulse control. People with this trait have a tendency to be mindful of little details. Third, Neuroticism refers to the habit of experiencing unpleasant emotions such as anxiety, anger, vulnerability and anger. This implies that individuals who are high in this behavior/trait often experience sadness and emotional instability. Fourth, the primary attributes under agreeableness are altruism, affection, affection trust and a wider variety of prosoc ial behaviours. Fifth, The common features depicted by people having Extraversion as a trait include sociability, assertiveness and excitability. As such, individuals having this dimension express themselves emotionally. This personality test was designed to help individuals identify some vital personal preferences in how they make decisions or view the world.. The acronym MBTI represents the indicator. The MBTI assessment was developed by Isabel Myers and Katharine Cook. The model uses four dichotomies or preferences; extraversion/introversion, sensing/intuition, thinking/feeing and judging/perception. Under Extraversion/introversion, Myers acknowledged that each and every one of the cognitive functions can

Saving Water Essay Example | Topics and Well Written Essays - 750 words

Saving Water - Essay Example Water scarcity is a big problem now everywhere and the possibility of wars in future for the control of water resources cannot be ruled out. This paper analyses the importance of saving water and the consequences of not doing that. Along with food and oxygen, water is an essential commodity for all living things to sustain their life on this earth. Nobody can sustain their life with the help of food and oxygen alone. Water is necessary for many of the bodily functions. â€Å"Though our Earth is made up of 2/3 water, only 1/100 of that water is drinkable†(Save Water Slogans). In other words, availability of drinking water resources is limited. It should be noted that the population size is growing at alarming rate as time goes on. Thus the demand for drinking water is growing day by day. At the same time available fresh water or drinking water resources are getting polluted because of the injudicious activities of human. These facts clearly suggest that water shortage is going to be a big problem in future unless we take proper actions to save water now. Over-consumption of water leads to the over-consumption of another non-renewable resource, energy. Water in your home must be heated for a number of uses, such as cleaning and bathing, and this takes energy. Additionally, your local water utility must use energy to process and deliver water to your home, so the over-consumption of water requires more energy out of the utility company as well (Csiszar). Water is used for power generation in many countries. Hydroelectric power is one of the major energy sources for many countries. Water flowing through the rivers is stored with the help of dams and this water is used to operate huge turbines for power production. Water may become ineffective for power production after it reaches the ocean. In short, saving or storing of water before it reaches ocean is necessary to solve our water scarcity problems. â€Å"Conserving water reduces the demands to

THE FIELD STUDY OF PARALEGAL Research Paper Example | Topics and Well Written Essays - 250 words

THE FIELD STUDY OF PARALEGAL - Research Paper Example Most of a paralegal’s duties entail technical paperwork. Paralegals may participate in investigative roles of a case. They play a key assisting task to lawyers preparing for trials, hearings or depositions. They track down relevant information in a case, examine previous judicial decisions and offer referencing articles. The responsibility of preparing written reports to be used by attorneys in deciding case handling strategies lies with the paralegals (Miller & Meinzinger, 2007). A paralegal’s earnings are determined by experience, training and education levels. There is a general tendency for established firms in urban areas to pay more than the smaller ones outside of big cities. A paralegal employed on full time basis earns an annual salary between USD 39,000 and USD 61,000 (Miller & Meinzinger, 2007). Some firms may offer bonuses and overtime incentives, bringing the annual figure higher. In conclusion, paralegals act as vital assistants to lawyers. They can choose areas of specialization or practice within a broad legal range, therefore, their career is not limited to employment in a law firm. Their expertise is applicable in organizations whose businesses include dealings in matters of immigration, bankruptcy, real estate or labor

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THE FIELD STUDY OF PARALEGAL Research Paper Example | Topics and Well Written Essays - 250 words

THE FIELD STUDY OF PARALEGAL - Research Paper Example Most of a paralegal’s duties entail technical paperwork. Paralegals may participate in investigative roles of a case. They play a key assisting task to lawyers preparing for trials, hearings or depositions. They track down relevant information in a case, examine previous judicial decisions and offer referencing articles. The responsibility of preparing written reports to be used by attorneys in deciding case handling strategies lies with the paralegals (Miller & Meinzinger, 2007). A paralegal’s earnings are determined by experience, training and education levels. There is a general tendency for established firms in urban areas to pay more than the smaller ones outside of big cities. A paralegal employed on full time basis earns an annual salary between USD 39,000 and USD 61,000 (Miller & Meinzinger, 2007). Some firms may offer bonuses and overtime incentives, bringing the annual figure higher. In conclusion, paralegals act as vital assistants to lawyers. They can choose areas of specialization or practice within a broad legal range, therefore, their career is not limited to employment in a law firm. Their expertise is applicable in organizations whose businesses include dealings in matters of immigration, bankruptcy, real estate or labor

Relationship between poverty and environment Term Paper

Relationship between poverty and environment - Term Paper Example A market for recycling of materials is shown to be a market opportunity because of bilateral trade agreements between US and Mexico. A conclusion is arrived saying that Mexico has to upgrade existing facilities to meet increasing demands of the population for safe waste and efficient disposal infrastructures. Your name here Subject Professor’s name Date submitted How does Mexico treat its hazardous wastes? Introduction Hazardous waste is a by-product of industrialization and the lifestyle changes of the people and higher standards of living. The lifestyle changes have changed the quality of life and it also means that we are creating more wastes than ever before. Wastes and how to correctly dispose of it has become both a big problem to the country. On the other hand, it has also opened a market of an income opportunity for recycling and disposal. Waste disposal has been the subject of interests and studies of international organizations, governments and professionals from uni versities on how to account for management of hazardous elements. Mexico, as a developing country is not exempted from the problem of hazardous waste disposal, and for purposes of this study, an insight of the waste management practices of Mexico will be reviewed. An exploratory research design will be applied in the study and the collection of data will be done through secondary sources that are published in the internet websites, books and literatures about the matter. Review of literature What is hazardous waste? The term refers to a substance, â€Å"solid, liquid, or gaseous waste materials, which if not improperly managed or disposed of, may pose substantial hazards to human health and the environment. According to the definition of economii.com., â€Å"a waste is considered hazardous if it exhibits one or more of the following characteristics: ignitability, corrosiveness, reactivity and toxicity†. Under certain conditions, wastes become hazardous because substances lik e liquids, solvents and friction sensitive substances easily ignite and create fires. Corrosive wastes such as tanks, containers, drums and barrels are acidic and capable of corroding metal. Reactive wastes are not stable under normal conditions and can create explosions, toxic fumes, gases, or vapors when mixed with water. The US Environment Protection Agency defines hazardous waste as â€Å"any of a number of solids, liquids, or contained gases generated by many modern industrial process† Examples of common hazardous wastes are spent auto batteries, spent solvents and sludges from industrial wastewater treatment units. Waste management practices Universally accepted procedure of waste management includes source reduction, recycling, treatment and disposal. Taken from economii, following processes are defined: Recycling is the use or reuse of hazardous waste as an effective substitute for a commercial product or an ingredient or feedstock in an industrial process. Treatment is any method, technique or process that changes the physical, chemical, or biological character of any hazardous waste so as to neutralize such waste; to recover energy or material resources from the

Industrial Relations vs. Worker Safety and Health

Industrial Relations vs. Worker Safety and Health Industrial Relations vs. Workers Safety and Health aspects A). The Past and The Present Links Between Industrial Relations And Safety And Health Introduction Industrial relations or better still ‘employment relations’ together with safety and health aspects of any organizations are vital elements in the relationship between the employee and the employer. In simple terms, industrial relations refer to the relationship between employees and the employers. It is a multidimensional field which looks into the employment relationship between the employers and the employees as it’s a cutting edge focusing on the ever changing nature, forms and regulations of the employment relationship. The main objective of this paper is to look into the past and links between safety and health practices within an organization and the industrial relations, in addition to the importance for safety and health practitioners (Monappa, 1990). Since time immemorial, all employers have a duty of care to their employees, and in turn the inception of the Occupational health and safety (OHS) concept which became paramount in employments. Moreover, a safe working place between the employees and the employer involves more than the physical environment. Harassment and bullying, discrimination and equal opportunity are as well important topics and relate equally to employee welfare as do, the more obvious physical hazards in the workplace. The main aim of â€Å"Occupational health within an organization is the maintenance and promotion of the highest degree of physical, mental, and social well-being of workers in all occupations within an organization. In addition, it also helps in the prevention of workers leaving work due to health caused cases in their working conditions (Edwards, 2003). Links between industrial relations and safety and health The term industrial reactions have a broad and also narrow outlook. In the past, the term industrial relations were broadly defined in order to include the relationships and interactions between the employees and the employer. From this perspective, industrial relation the aspect of industrial relations entailed all the aspects of employment relationships, such as human resource management, employee relations, and union-management (or labor) relations. Over the time the issues that were once under the umbrella of the ‘industrial relations’. However, the definition of the term has seen changes, becoming more specific and restricted. It is the gradual changes of industrial relations that have seen the connections between ‘its’ and the health and safety measures within an organization continue to exist (Blanpain Baker, 2010). Consequently, industrial relations pertains to the study and practice of combined negotiations, trade unionism, and labor-management relations, while on the other hand human resource management is a disconnect, largely distinct field that deals with non-union employment relationships and the personnel practices and policies of employers. In addition, it also entails the management of differences/conflict between employers, workers, and trade unions whenever it arises. Evidently, the nature of industrial relations is shifting, and the impetus for the same being provided by the changing scenarios. However, the main connection remains as the enhancement of the worker-employer relationship whereby one of the aspects is the provision of health and safety measures to the employees (Venkataramana, 2007). It is evident that, the environment in which employers-employees and trade unions find themselves has changed considerably in the one decade and will go on with changing over the coming times. One of the changes that is noticeable is the ongoing disintegration of workplaces and the shift in the balance from collective to individual models of employment relations. However, the functions of the industrial relations remain as they were’ protecting the employer through the maintenance of a healthy relationship between all the parties involved in employment. The significance of the workplace relations over the time shows the link between the industrial relations and safety and health is there and still remains. Traditionally, employment (or industry) relations, has been associated with the management of either collective or individual conflict in the workplace. In recent years, the focus has opened out to consider the benefits of high performance working on productivity, but also the wider social implications for individuals and their dependents. The workplace provides not only the money that we need to support ourselves and our families, but it can also provide purpose, status, and friendship, allowing people to develop new skills, both technical and social. The ability of line managers to manage employment relations on a day-to-day basis and to get the best from their staff has implications for innovation, productivity, quality and reliability, and ultimately levels of growth at a national level and our ability to compete on the global stage. With so much invested in work by managers and employees individually, employment relations have never been so important (Stellman, 1998). B). Importance for â€Å"Safety and Health† Practitioners to Understand Industrial Relations As seen above, industrial relations are an important aspect in the management of organizations. There is in turn a very strong and positive business case for the safety and health practitioners to understand all the aspects of industrial relations. This would enable all the parties involved to fully understand what is needed for each one of them. In addition, it helps understand the fact that, a happy and healthy employee is a more productive employee. In turn it enables the employer understand the repercussions of disgruntled employees. The very last thing any employer would want is a group of dissatisfied employees who might scrutiny their organization’s administration team as one that is concerned only about profits and not anything for workers well-being because this group will not be very industrious.Clear understanding of industrial relations helps the management to take care of their employees for better return in terms of productivity. Moreover, clear understanding of the industrial relations, helps in placing and maintaining of worker in a work-related setting through the adaptation and understanding of physiological and psychological capabilities of the employees. This can be summarized as the ability to manage the workforce for maximum production within an organization (House builder’s health safety, 2008). In addition, understanding of industrial relations helps the management to understand the fact that, injuries and ill-health that is caused by poor work circumstances can impose significant and repeatedly unrecognized monetary and legal costs to their organizations. Not to state the implication that could be felt if the corporation directors are found to have been negligent for the workers. Word also gets out and a company with a poor health and safety record will be far less appealing in a tender bid than one which is already fully compliant and has a good health and safety record. Even those companies that do not tender for work still need to protect their reputation; hence a good reputation can be maintained, through understanding of Industrial Relations (Wilson et all, 2003). Conclusion Industrial relation has grown to become of the broad aspects within organization management. The employees-employer relation has been enhanced by the understanding of the aspects within the industrial relations. This in turn brought along the issues of safety and health for the employees within any given organization. Through the understanding of public relations, the employer understands the main focus of occupational health, such as: (i) the maintenance and promotion of workers’ health and working capacity; (ii) the improvement of working environment and work to become conducive to safety and health and (iii) development of work organizations and working cultures in a direction which supports health and safety at work and in doing so also promotes a positive social climate and smooth operation and may enhance productivity of the undertakings. References Monappa, A. (1990).Industrial relations. New Delhi: Tata mcGraw-Hill. Edwards, P. (2003).Industrial Relations: Theory and Practice. Oxford: Blackwell Pub. Blanpain, R., Baker, J. (2010).Comparative labour law and industrial relations in industrialized market economies. Alphen aan den Rijn, The Netherlands: Kluwer Law International. Venkataramana, P. (2007).Industrial relations. New Delhi: A.P.H. Pub. Corp. Gross, J. A., Compa, L. A. (2009).Human rights in labor and employment relations: International and domestic perspectives. Champaign, IL: Labor and Employment Relations Association, University of Illinois at Urbana-Champaign. Stellman, J. M. (1998).Enclyclopaedia of occupational health and safety. Geneva: International Labour Office. House builders health safety. (2008). Northampton: Construction Industry Publications. Labour inspection: [general survey of the reports concerning the Labour Inspection Convention, 1947 (NO. 81) : third item on the agenda: information and reports on the application of conventions and recommendations]. (2006). Geneva: Internat. Labour Office. Wilson, L., McCutcheon, D., Buchanan, M., University of Alberta. (2003).Industrial safety and risk management. Edmonton: University of Alberta Press.

The Meaning Of Chow Yun-fat (its In His Mouth) :: essays research papers

The Meaning of Chow Yun-Fat (It's In His Mouth) Ultimately, it comes down to his mouth. Chow Yun-Fat is the coolest movie actor in the world today, and the only way I can explain this is to talk about his mouth. He does cool things with his mouth. Smoking cigarettes is no longer an emblem of cool in the USA, but Chow does wonders with cigarette smoke in Prison On Fire. Director Ringo Lam understands this; like most of the great Hong Kong directors, he loves using slow motion and freeze frames to pinpoint important moments in his movies, and he saves a few of the most elegant slow-motion sequences for Chow blowing smoke and looking cool. In John Woo's over-the-top classic, Hard Boiled (the rough literal translation of the Chinese title is Spicy-Handed Gun God), Chow plays with a toothpick. There are few movie moments more violently cool than the shot of Chow, a gun in each hand, sliding down a stair banister blasting a dozen bad guys while letting his toothpick hang just so from the side of his mouth. In God of Gamblers, Chow plays a gambler who gets a bump on his head that turns him into some quasi- autistic prodigy, like Dustin Hoffman in Rain Man. Chow retains his intuitive skill at playing cards, but now he must be pacified by constant pieces of chocolate that he scarfs greedily, goofy smile on his face. Blowing smoke, dangling his toothpick, eating chocolate, or just smiling ... ultimately, when trying to explain why Chow Yun-Fat is cool, it comes down to his mouth. Everything I have said so far describes a subjective reaction to watching Chow Yun-Fat on the screen. Fill in the name of your favorite actor or actress, change the specific references, and this could be your essay. We don't learn anything new from such subjective meanderings; we only identify taste preferences. I'm proud to be a Chow fan, but then, I am proud to be a fan in general. With other favorites of mine, though, I am able to get at least a little bit beyond subjectivity. Be it Murphy Brown or X-Ray Spex, Bruce Springsteen or NYPD Blue, at some point I can analyze my relationship to the cultural artifact in question, place it in some cultural context, and come to some hopefully useful conclusions about both the particular text and our interaction with that text. Chow Yun-Fat, however, seems to defy my attempts at analysis; ultimately, it all comes down to his mouth and nothing more. Try describing Chow Yun-Fat to someone who has never seen him on the screen.

Albert Einstein Essay -- biographies biography bio

Education "The only thing that interferes with my learning is my education" -Albert Einstein Albert Einstein was born on March 14, 1879 in Germany to a Jewish couple. While having initial complications with a misshapen head during child birth, he grew normally. However it was commented by Albert Einstein's relatives that he was a little slow. Einstein's lack of intelligent was shown by his late age of learning how to speak. His first formal education (besides the private education he received before school) was at a Catholic school in Munich . This institution was short-lived because of Einstein's taste and disagreements with the professor. He left the school and Ulm Germans and moved to Milan . While in Milan , Einstein wanted to continue his primary education, and in 1895 took his entrance exam to ETH in Zurich . His scores were not sufficient enough to allow him to enter the primary school, instead he went to a community school in the nearby city of Aarau . In 1896 he received his school certificate and enrolled ETH with intentions in becoming a mathematics or physics teacher. Einstein got average marks while in ETH and received his diploma in 1900, is GPA was 4.6 out of 6.0. Einstein eagerly applied to numerous Universities, looking for an assistantship but was denied to all of them. While looking for a school for higher education, Einstein gave up his German citizenship and applied for a Swiss one instead. He was given Swiss citizenship in 1901. Einstein was desperate for work, for a year he was a teacher at a Technical High School in Winterthur and a private school in Schaffhausen, and soon afterward he moved to the Switzerland capital, Bern . Work was till difficult to find in Switzerland and Einstien found him... ...cation would be the photoelectric sensor which is in almost every department store. Although there are not many practical applications for the theory of relativity there are many uses in the scientific world including black holes and planetary motion. But one day, there might be a way to use relativity for time travel. References: Sites: 1) Josef Kuppet. "Einstien". 2004. 2) Amy Sanogo."Albert Einstein Quotesh".Zur Elektrodynamik bewegter Korper, 2003. 3) American Institute of Physics. "Image Impact".1996. 4) Albert Einstein. 2004 kmhigginson. Books: 5) A. Einstein. Principle of Relativity.1924. "ON THE ELECTRODYNAMICSOF MOVING BODIES". Dover Publications

Nvq Childcare Diploma Cu1535

Cu1535- Promote children’s welfare and well-being in the early years. 1. 1- Welfare requirements – Within your setting you should safeguard and promote Children’s welfare, we must take necessary steps to ensure this. We must promote good health of all children within our care and take steps to prevent the spread of infection from others within our care and take appropriate action when they are ill. We must ensure that there are suitable people and staffing levels are appropriate to ensure safety to all children.The premises, environment and equipment must be suitable to cater for the children, these include outdoor and indoor spaces, furniture, equipment and toys and they must be safe and suitable for the children in your care, age/stage appropriate. Your safeguarding/admissions/settling in policies should be kept up to date. It is important for all staff to read all policies and procedures. As a practitioner you should be aware of nutrition needs and plan health y meals/snacks for children and on some occasions give advice to parents.You should be aware of portion sizes, this is important because children can still become overweight on healthy foods if they are given too much. Every setting should have routines they should reflect the varying needs of all children within your group especially in terms of sleep and rest. All routines should allow time for outdoor play for all ages. Routines also need to be flexible enough to allow the children to finish their task.Under the EYFS we as practitioners observe children during physical play this is to note the skills that they are showing and what could be emerging, this gives us important information on how we can support the child such as providing new activities, toys or simply encourage the child. Within the EYFS it is important to work closely with parents, we can find out their child’s needs, you can also provide support and advice on topics, sleep, toilet training and nutrition. EYF S Statutory requirements, Safeguarding and promoting children’s welfare. Principles in to practice card 1. Health and Well-being. 1. 2- To report something in my setting it is our responsibility to go straight to our manager of the nursery and report it to her. If our manager isn’t in we would go to our deputy manager. If you any very unusual case that both of these people weren’t in we would go to the welfare officer who also helps with the running of the nursery. 2. 2i) When receiving a child into the setting you must make sure you have undergone risk assessments on the building, toys, equipment etc. You must speak to parents to get parental guidance so you are aware of risks with the child e. . allergies. Make sure you have all parent and carers emergency contact numbers. Parents must fill in the forms attaching pictures of the main carers so staff is aware. They must also fill in emergency medicine application forms in case the child falls in in the day. ii) Again risk assessments need to be done if the child is attending an outing with the nursery to somewhere e. g. the park. You must be told if someone different is picking the child up and if you don’t get told from their main carer you cannot let the child go.If the main carer wants someone else to pick the child up then they must sign a form to say whose picking the child up, the password the number and the name. iii) Main thing when visiting offsite places is risk assessments. You must also make sure you have parent consent of the main carer. Make sure you take each child’s emergency contact numbers and also one member of staff to carry along their mobile phones in case of emergencies. You must take weather related items for all children and the first aid box. The staff ratio must be right according to how many children and their ages. 2. i 2. 5msquared ii- Ratios- 1 adult to 3 children for under 2 year olds 1 adult to 4 children aged 2-3 years 1 adult for 8 children ages 4 and over. 3. 1- Meeting children's basic needs for health and well-being through the resources ; equipment a setting has eg. furniture, cutlery, sinks, staff, advice, doors to get outside etc. Aspects for basic needs .. Food and diet Water Natural light Rest and sleep Warmth Fresh air Exercise, physical activity, stimulation Hygiene – safe environment for hand washing, table cleaning, toilet areas, awareness of cross infection and contamination ..Security – safe environment: risk assessed/monitored, familiar to support confidence Love, affection, continuity, stability Professional knowledge ; training External professionals – GPs, health visitor, dentist etc. 3. 2- The roles of key health professionals are as follows: School nurse she will offer advice to parents on the health of their child and she will carry out hearing checks, give advice on to parents regarding their child’s toilet habits, advice on skin tags and rashes gives information on we ather the child needs to visit their GP, this can all be done in the setting.They will monitor the health of the children and also give advice to schools. Audiologist they will measure the child’s hearing levels Dentist gives advice on how to keep teeth and gums healthy. Dieticians work to give advice on the right nutrients the child needs and from what foods to get them. My setting also has leaflets available for parents to take home on healthy eating. GP doctors are usually one of the first people to see the child and can give care to the child and the family and make the right referrals if required.Paediatrician they specialise in working with children with health problems. Speech therapists they help children with speech, language and communication difficulties and give advice to schools and parents. Physiotherapists help children with coordination and their movement resulting from injury, illness or a medical condition. In my setting they will come in and give advice to the teaching assistant who works with a child with a medical problem. Psychologists will work with a child with behavioural or learning difficulty. Optometrist will examine the child’s eyesight and prescribe glasses if needed.Health visitor they work with GPs to give support to children and their families they can give advice to parents regarding the child’s health and development. Parent’s permission must always be given before making referrals. 4. 3- Storing breast milk. There are two ways to store breast milk you can store it in a fridge or a freezer, the department of Health guidance for the storage of breast milk is as follows: †¢ You can store breast milk in a fridge at 4 oc or lower for up to 5 days. †¢ You can store breast milk in the freezer compartment of a fridge for up to 2 weeks. You can store breast milk in a domestic freezer for up to 6 months at minus 18 oc or lower. If breast milk has been frozen you can defrost it in the fridge and it can be served straight from the fridge rather than being warmed up. This will prevent bacteria. Preparation of formula milk. If parents bring in made up bottles of formula milk, they need to be placed in the fridge immediately and used within 24 hours this will ensure that it is kept cold to prevent bacteria and to keep it safe. Before we prepare formula milk clean all the work tops and wash your hands.The bottles, teats and brushes should be thoroughly cleaned and sterilised according to the manufacturer’s instructions, this will stop the risk of a baby getting sickness and diarrhoea. Best practice means that formula milk should be made up fresh for each feed, if the baby leaves formula milk this should be thrown away, this will prevent a baby becoming ill. If you are unable to make up formula milk fresh then you can use ready to use liquid formula or by filling a hot thermos with hot water (at least 70 oC in temperature)and the formula can be made up as required.To make fo rmula milk boil fresh water in the kettle, let it cool down, but for no more than half an hour, using hot water will kill any harmful bacteria in the powder. Put the boiled water in the bottle first and add the required amount of powder, follow manufacturer’s instructions on the ratio of powder to water. Cool the formula quickly to feeding temperature by holding the bottle under cold running water with the cap on. 5. 1- The number of children in the UK who are overweight or obese is on the increase. As early years practitioners we have to provide healthy and nutritionally appropriate food for the children that we care for.This is a requirement of the EYFS. Most settings provide a meal or snack within their provision. The Food Standards Agency recommends that a healthy nutritious diet should contain foods from the following groups each day – starchy foods, fruit and vegetables, protein-rich foods and dairy products. A balanced diet should contain foods from these groups , all meals snacks and drinks taken throughout the day must provide children with the sufficient nutrients to make up a balanced diet. When diets become unbalanced children could suffer from health problems or become lacking in a certain vitamin.When planning meals for children, there are several things to take into consideration to ensure that meals contain sufficient nutrients and calories. We need to look at the food labels to see how much salt, calories, fat are in foods and whether the food is rich in nutrients. Children aged 1 to 3 should have no more than 2g of salt a day and children aged 4 to 6 no more than 3g. Calorie measure how much energy is in food. The amount of calories a child needs changes as they grow and will also depend on how much physical activity they take.It is important that children do not exceed the recommended calorie intake as this may cause them to become overweight. In turn children who do not eat enough calories may become underweight. A child aged b etween 1-3 years should have around1230 calories a day for a boy and 1165 calories for a girl. Fat is a source of energy for children providing it is in nutritious foods. Some foods are higher in nutrients than others if a food is high in calories it should also be high in nutrients. Foods such as crisps, biscuits and sweets are high in calories but low in nutrients and so an unhealthy option.Children’s stomachs are tiny and so have a limited capacity in can sometimes be hard to make sure they eat enough nutrients before they are full. It is important to ensure children take enough drinks throughout the day to prevent them from becoming dehydrated. Water should always be made available throughout the day and at meal times. Other drinks such as milk, fruit juices and smoothies can also be offered. These drink all contain nutrients and calories so need to be included in a child’s daily intake. Fruit juices contain a lot of natural sugar so should be given in moderation t o help prevent tooth decay.Fruit drinks, squashes and fizzy drinks also contain a lot of sugar and are high in calories and low in nutrients so should not be offered to children on a daily basis. As children’s stomachs are small they may require snacks between meals so that they can take in sufficient nutrients. Snacks should also be included in the overall daily food intake and should be nutritious. Giving snacks to close to meal times can ruin a child’s appetite and we need children to eat well at meal times. Good healthy snacks for children include fruit and vegetable, dried fruit, cheese and crackers, yoghurt, breadsticks and rice cakes.When planning meals for children it may be useful to look at their food intake for a whole week to ensure that they are eating a varied healthy diet and to consult with the child’s parents 5. 2- You need to follow carer’s instructions on their child’s food allergies or intolerances as it could be because of thei r religion/ culture which mean they don’t eat certain foods out of respect. My diversity, equality and inclusion policy states that you include, respect and embrace all children and their families from whatever background, religions or beliefs they have.If you don't adhere to a child's intolerances – what may happen if you give a diabetic, a coeliac or a child with a nut allergy something that they/their body/system cannot cope with? – serious illness or death. 5. 3- Religious or cultural group Dietary requirements Islam Islamic dietary requirements specify that only Halal (lawful) Lamb, Beef and Chicken, fish and shellfish can be consumed. Pork is a forbidden food to the Islamic people, Haram (unlawful). Cheese which has been certified Halal or cheese that does not contain rennet such as vegetarian cheese (rennet is extracted from the mucosa of a calf’s stomach, added to some cheeses).Eggs, tea, coffee and cocoa are permitted in the Islamic diet. Ramadan is a time of spiritual reflection and worship and is the Islamic month of fasting for in the 9th month of the Islamic calendar and lasts 29/30 days. Muslims adults refrain from eating and drinking in the daylight hours. Judaism Jewish dietary requirements specify that only kosher Lamb, Beef and chicken can be consumed. Kosher is not a style of cooking, it is the way in which the food is prepared or the way the animal is killed, (in accordance with the Jewish law) Fish is to be eaten with the fins and scales.Cheese, milk and yoghurts are never eaten in the same meal even drinks containing milk are forbidden when eating meat dishes. Eggs are permitted providing they do not have any blood spots. Shellfish is forbidden to the Jewish people. Tea, coffee and cocoa are permitted. The saucepans, crockery and cutlery that have been used to cook non kosher food are then believed to be non-kosher utensils and are not to be used for kosher foods. Yom Kippur is the holiest day of the Jewish peo ple and is celebrated on the 9th day of the Hebrew month of Tishrei.The Jewish adults fast for 25 hours. Sikhism Due to the fact that there are vast grey areas on what Sikhs eat and refrain from eating, in our setting we require written confirmation from parents on what their child is/is not allowed to eat The general consensus is that Sikhs are free to choose whether to adopt a vegetarian or meat diet. Therefore Sikhism dietary requirements vary from one Sikh person to another however it does specify that Halal and Kosher meat is forbidden (Halal and Kosher is meat that is ritually slaughtered).Some Sikhs will eat any meat, some will not eat beef. Some Sikhs will eat fish including shell fish where others will not. Again this principle is the same when it comes to eating eggs; it all depends on whether they have adopted a vegetarian or meat diet. Sikhs who have been initiated into the order of Khalsa by the Amrit ceremony are forbidden to eat any meat or meat products. (Khalsa by t he Amrit is a baptism ceremony for sikhs). Sikhs are permitted to drink milk, tea coffee and cocoa. There is no fasting period for Sikhs. RastafarianismDue to the fact that there are vast grey areas on what Rastafarians eat and refrain from eating, in our setting we require written confirmation from parents on what their child is/is not allowed to eat Ital (derived from the English word vital) is the name of the Rastafarian diet. The Ital diet widely varies from Rasta to Rasta and there are few worldwide rules to Ital diet. They do not eat pork as they consider the pig a scavenger; some also refrain from eating shellfish for the same reason. Some Rasta’s follow a strict vegan diet, some Rasta’s are strict vegetarians and some will consume beef, chicken, lamb, fish, eggs and cheese.However all Rastafarians believe that food should be natural, pure and from this earth, therefore they will avoid food that contains additives or food that is chemically modified. Depending o n how a Rastafarian follows the Ital diet (strict or relaxed) they are allowed to drink tea, coffee and cocoa, however many avoid caffeinated beverages. There is no fasting period for the Rastafarians. 5. 4- Giving children healthy food is just a part of encouraging children to eat healthily, there are other issues to be considered. We need to be aware of how much food a child needs over the course of a day.Too much food can cause a child to gain weight and too little food could cause a child to be undernourished. Portion control is important to ensure a child is having the correct amount of food. Showing parents a sample of a days food and working out the calorie content is a good way of seeing how much food children need rather than telling them how many calories they need. Parents are advised early on by professionals if their children’s weight is becoming an issue. There are lots of helpful leaflets and websites that offer parents help to understand what a healthy weight for their child’s height is.It is important that young children are not made aware of any problems with their weight as this may lead to them having problems with food at a later date. Ideally meal times should be an enjoyable occasion which can be used to talk and catch up on the day’s events. For some families meal times can become a battleground where parents are continuously attempting to get their children to eat a good range of food. As a result of this children can sometimes develop food phobias. We need to watch out for children who are becoming distressed by food or worried about what they eat.It is important to stay relaxed during meal times. To help keep the atmosphere relaxed families could try to present food in a different way or involve the children in the preparation. Children may be more likely to try new foods if they have helped to prepare the meal. 6. 2- Medicines are stored in our medicine cupboard in the kitchen. If a child brings in medicine we w ill store it depending on the guidelines on the bottle i. e. in the fridge. Depending on what the medicine is we normally administer liquid medicines to children on a regular basis.When administering medicine we always make sure we have a witness on hand, they check the name of the child on the medicine packaging and the amount you should be giving, you measure out the amount and then give to the child. We record all this on a form which will then be passed to the main carer at the end of the day to check and sign. 6. 3- The Health and Safety at Work Act 1974 is an Act of the Parliament that as of 2008 defines the, regulation and enforcement of workplace health, safety and welfare within the United Kingdom.It outlines the responsibility of all to consider and act concerning their own safety and that of others. Not acting in a situation that warrants something done to prevent a possible injury or to remove the threat of a health and safety issue is considered negligent if the action were ‘reasonably practicable’. Staff are expected to keep areas tidy and clutter free to help avoid dangerous situations. The Act defines general duties on employers, employees, contractors, and persons in general.The creation of the Health and Safety Commission and Health and Safety Executive which have now joined together gave extensive enforcement powers, ultimately backed by criminal sanctions extending to unlimited fines and imprisonment for up to two years. Under section 7 all employees have a duty while at work to: †¢ Take reasonable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work; and †¢ Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act.The Manual Handling Regulations 1992 make it a legal requirement for schools to carry out Risk Assessments. If lifting or carrying pupils, equipment training should be given. Only lift if necessary and use any appropriate equipment provided. Again training for this should be provided. Share the load if necessary. Bend knees and keep back straight. Schools should have a manual lifting policy. As with the Health and Safety at work act, adults have a responsibility to care for themselves. -portion control -tackling under and overweight children -food phobiasGiving children healthy food is just a part of encouraging children to eat healthily, there are other issues to be considered. We need to be aware of how much food a child needs over the course of a day. Too much food can cause a child to gain weight and too little food could cause a child to be undernourished. Portion control is important to ensure a child is having the correct amount of food. Showing parents a sample of a days food and working out the calorie content is a good way of seeing how much food children need rather than telling them how many calories they need.Parents are advised early on by professionals if their children’s weight is becoming an issue. There are lots of helpful leaflets and websites that offer parents help to understand what a healthy weight for their child’s height is. It is important that young children are not made aware of any problems with their weight as this may lead to them having problems with food at a later date. Ideally meal times should be an enjoyable occasion which can be used to talk and catch up on the day’s events.For some families meal times can become a battleground where parents are continuously attempting to get their children to eat a good range of food. As a result of this children can sometimes develop food phobias. We need to watch out for children who are becoming distressed by food or worried about what they eat. It is important to stay relaxed during meal times. To help keep the atmosphere relaxed families could try to present food in a different way or involve the children in the preparation. Ch ildren may be more likely to try new foods if they have helped to prepare the meal.