Literary Analysis of Things Fall Apart Essay - 778 Words

In Things Fall Apart the Igbo society is dominated by gender roles. Husbands beat their wives just for bringing food a few minutes late. Women are completely discriminated against. In fact, it is an insult to call a man an agbala (a woman). To men, women exist in a world in which they are to be seen not heard, coming and going, with mounds of foofoo, pots of water, market baskets, fetching kola, being scolded and beaten before they disappear behind the huts of their compound (Mezu 2). However, the role of women is far more essential than the male villagers believe. Achebe repeatedly refers to the masculinity or femininity of a person. Though Achebe seems to believe that men seem to dominate relationships, in fact, there are many ways in†¦show more content†¦Okonkwo looks down upon everyone who has a visible weakness because, in his opinion, weaknesses are woman-like. During the course of the novel, it appears as though Achebe is prejudiced against women. However, in his crude remarks quoted in the novel by Okonkwo, Achebe is actually praising the female race. After Okonkwo accidentally kills a young boy, he is banished to his motherland. He takes this banishment as a direct insult to all of his values. During Okonwos stay in Mbanta, one of his many wives has a child. Uchendu, Okonkwos uncle, forces him to name the baby, Nneka- Mother is Supreme. When Okonkwo refuses to call his baby a name that contradicts his strongest beliefs, he laughs out loud and asks why anyone would say, the mother is supreme. Uchedu explains something that makes Okonkwo have more appreciation for his home in Mbanta. Uchendu states: It is true that a child belongs to its father. But when a father beats his child, it seeks sympathy in its mothers hut. A man belongs to his fatherland when things are good and life is sweet. But when there is sorrow and bitterness, he finds refuge in his motherland. Your mother is there to protect you. (Achebe 116) Okonkwo still believes in male superiority, but this quote shows the reader that women truly do hold a valuable place in the world. Women are there to show compassion and to defend the child. In our culture today men are supposed to be the powerful dominate figureShow MoreRelatedLiterary Analysis Of Things Fall Apart Themes1246 Words   |  5 PagesLiterary Analysis of Things Fall Apart Themes Masculinity â€Å"Okonkwo ruled his household with a heavy hand. His wives, especially the youngest, lived in perpetual fear of his fiery temper† (Achebe 13). Okonkwo is the definition of hypermasculinity. As someone who condemns all things feminine, he never learned how to express his feelings, leading to him lashing out in violence instead. It is important to note his treatment of the women in his life as well. Okonkwo’s poor, often times abusive relationshipRead MoreLiterary Analysis Of Okonkwos Things Fall Apart903 Words   |  4 PagesEA 3.2 Literary Analysis: character analysis Each individual have a different view on others culture that they have experienced as they come and go. Some may love the idea of a new civilization, meanwhile there are some who completely think the opposite. For one, Nwoye was someone who was different apart from the people in the village. He did not judge quickly like Okonkwo instead he observed and heard. As Nwoye became more attentive with the word the missionaries were sharing and went to churchRead MoreThings Fall Apart Literary Analysis Essay781 Words   |  4 PagesEA 3.2 Literary Analysis: character analysis Many people have their own culture, wouldn’t you agree? Some feel more strongly about their culture than others. Culture is something that is a large part in everyone’s life. It determines who you are and how you handle situations. When two cultures interact with each other and start mixing up, it results in something called a cultural collision. A cultural collision can be seen as a good thing or it can become something negative within both cultures.Read MoreEssay about Things Fall Apart Literary Analysis662 Words   |  3 PagesThings Fall Apart Analysis In Things Fall Apart, Chinua Achebe employs imagery, symbolism, and themes to reveal the story of Okonkwo. Throughout the novel he weaves in these things to really tell us the tale. With imagery, Achebe really is able to set the setting and the feel of the scene even deeper. The drums rose to a frenzy. The people surged forward. The young men who kept order flew around, waving their palm fronds. Old men nodded to the beat of the drums and remembered the days whenRead MoreFeminist Literary Analysis in Chinu Acebes Thing Falls Apart670 Words   |  3 Pagesparticular Things Fall Apart, by Achebe portrays Igbo Society and examines masculinity from an African perspective. Throughout the novel, women were voiceless and struggled against injustice; which is set in the era of the first wave feminism. As most are aware, this period of history highlights the inequalities between females and males. A topic that has been analyzed by Chinu Acebe, Levine Nett, J.Case Tompkins, and other feminist theorists. Thus, this paper argues that feminist literary theory isRead MoreThe Struggle Between Tradition and Change1056 Words   |  5 PagesENGL 2112 October 17, 2012 In Things Fall Apart by Chinua Achebe, the reader is taken on a literary journey to a Nigerian tribe, the Umuofia, to experience first-hand the struggles of a warrior named Okonkwo. At first glance, the novel appears to be written for a very specific audience: scholars familiar with Nigerian history, traditions, and culture. However, upon further examination the novel reveals itself to be a striking chronicle of human experiences, universal themes, and timelessRead MoreChinua Achebe s Things Fall Apart1308 Words   |  6 PagesIn Things Fall Apart by Chinua Achebe, the reader is taken on a literary journey to a Nigerian tribe, the Umuofia, to experience first-hand the struggles of a warrior named Okonkwo. At first glance, the novel appears to be written for a very specific audience: scholars familiar with Nigerian history, traditions, and culture. However, upon further examination the novel reveals itself to be a striking chronicle of human experiences, universal themes, and timeles s struggles that appeal to every humanRead MoreChinua Achebe s Life Of Literature830 Words   |  4 Pagesworks of literature ranging from novels to journals. His work cuts across borders, making huge success and accepted globally in the world of literature. Even critics had to accept Chinua Achebe is the greatest our time, such was Charles H Rowell a literary critic issued in Callaloo a reputable magazine. There was no surprise when Chinua Achebe won the 1972 Commonwealth prize, he obviously deserved it, following his contribution to the world of literature. He has also been awarded an indefinite numberRead MoreFahrenheit 451 Comparison Essay1698 Words   |  7 Pagesfight can be seen throughout history books and literary classics such as Fahrenheit 451 by Ray Bradbury and Things Fall Apart by Chinua Achebe. In Fahrenheit 451, the main character, Guy Montag is fighting against the technological revolution taking place in the 23rd century. He battles with a society full of censors hip, where everyone is too caught up with their new gadgets to have meaningful conversations. Okwonko, the main character of Things Fall Apart, is also fighting a battle, a battle againstRead MoreChinua Achebe s Life Of Literature999 Words   |  4 Pagesworks of literature ranging from novels to journals. His work cuts across borders, making huge success and accepted globally in the world of literature. Even critics had to accept Chinua Achebe is the greatest our time, such was Charles H Rowell a literary critic issued in Callaloo a reputable magazine. There was no surprise when Chinua Achebe won the 1972 Commonwealth prize, he obviously deserved it, following his contribution to the world of literature. He has also been awarded an indefinite number

Essay on Great Military Leader and The Military Budgeting

Mankind must put an end to war, before war puts an end to mankind, John F. Kennedy. The U.S. military budget is a great cause for concern both for the federal deficit and the matter of safety. While there are many changes that need to be made to our federal budget one of the most evident issues is the amount of money the United States spends on the military. The United States needs to cut its military spending to aid in reducing the deficit, increase American safety, bring the global view of America back into a positive light, and help foreign relations with other governments. The United States had to borrower over 514 billion dollars last year in order to cover our national budget, and of the 3.881 trillion dollar budget 640 billion of it†¦show more content†¦Global military leaders have displayed that their military spending is often tit for tat which will only employ an increase of military spending instead of engaging foreign policy. China has gathered that they in no way can compete with our naval forces so instead of creating a naval arms race they have invested heavily into anti-ship ballistic missile programs (U.S. Naval Institute, 2009), which in turn the United States has stated in light of Chinas increased defense towards our military they have proposed a $110 billion dollar program to modernize our fleet. So in hindsight, America wanted a better naval force to protect its allies overseas and made 11 air craft carriers, China saw this as a threat so they made anti-ballistic missiles to destroy them, so the U.S. military saw this as a th reat and invested funds into an anti-ballistic missile defense for the ships, and the cycle continues. At no point does anyone truly become safer, in fact, globally everyone is simply discovering more ways to become devastatingly more destructive and violent and with it the spending and budgets importance is disregarded as the deficit looms. Alternatively, there are historically recent examples of military spending cuts and why they would effectively increase American safetyShow MoreRelatedMilitary Downsizing Consequences After Major Conflicts1087 Words   |  5 PagesMilitary Downsizing Consequences After major conflicts, the government downsizes its military numbers significantly, losing the best-qualified leaders to lead the future’s military. This drastic method of downsizing the military after major conflicts harms our troops and could harm the future of our great nation. If the nation really needs to downsize its military, then it should be done in a very careful manner and to pay extra attention to not losing the best qualified leaders it currently hasRead MoreThe Importance Of An Organization Having A Pre Planned Budget1433 Words   |  6 Pages In this research paper I will be explaining the importance of an organization having a pre-planned budget. Without the proper budgeting systems most organizations probably would end up spending more than their means which could ultimately cause a great amount of hardship. First let me start off by defining what a budget is, a budget can be defined as† the process of creating a plan to spend an organization or individual’s money. â€Å" (Peavler, 2016) It’s always best to create a plan for a budget thatRead MoreOrganizational Theory Of Organizational Management1488 Words   |  6 Pagesthat laid down the basic foundation organizational theories by recognizing the need for control and procedures. Weber’s bureaucratic approach focuses on the importance of hierarchy by putting great emphasis on the use of rules, procedures and making impartial personnel decisions when managing. He put great emphasis on the jurisdiction, explaining that work should be â€Å"divided according to type and purpose† staying within the correct working unit just as the organization’s rules and laws would stateRead MoreThe Military Of American Army Downsizing1445 Words   |  6 PagesThe quick evolving military environment, needs the US Army redouble its efforts to reduce the uncertainty associated with the downsizing. There are some predominant principles that can guide the Army’s efforts in minimizing the impact of uncertainty during the force reduction. Even with major political and legislative challenges, keeping balance among the different proportions of readiness is a goal of US defense policy. During the budgetary preparation, downsizing of the armed forces ofte n becomesRead MoreThe United Nations Operation Of The Congo1388 Words   |  6 PagesCongo Crisis led to the necessity of UN involvement and to the failure of the ONUC operation. The Congolese gained their independence from Belgium on June 30, 1960. Prior to independence, the â€Å"Executive College,† comprised of six Congolese political leaders was formed in March 1960 to draft a constitution (Durch 317). Two months later, Lumumba was elected Prime Minister, parliament chose Kasavubu as Head of State, and Tshombà © was elected provincial president in the Congo. By independence day, there wasRead MoreImages of Organization, Chapters 1 and 2 Critical Anaylsis1271 Words   |  6 Pagesthat is used to understand and recognize organization (Morgan, 1998, p. 5). He also cautions against perceptual distortions and bias of metaphor. In chapter two, Morgan presents organization as a machine, illustrating the theories of Frederick the Great of Prussia, Max Weber, and Frederick Taylor. Chapter one introduces that the underlying thesis of this book is â€Å"all organization and management theory and practice are based on images, or metaphors, that lead us to understand situations in powerfulRead MoreHow Societies Fall1272 Words   |  5 Pagesthis society what it is. The reason it fell on the other hand is a completely different story. As I said before, you don’t always know whats going on in other factions and you don’t know what other people are up to. That is exactly what the Erudite leader took advantage of as she created a deadly plan to overthrow the government. You could tell as you were reading that something was up, but the way she concealed her pan was hard to put into picture what she really had in mine. It wasn’t long untilRead MorePower Of The President And Congress1303 Words   |  6 Pagesauthoritative figure to propose laws. These laws can affect peace and the economy in every country around the world; therefore, the presiden t plays an important role in lawmaking. The president has the authority to negotiate treaties with foreign countries’ leaders to discuss all problems in the world, such as â€Å"economic, trade, environmental or arms issues† (Welch et al. 335). The president can make decisions regarding, â€Å"Executive agreement or trade agreement† as long as they are beneath â€Å"treaty level† withRead More The Devlopment of Modern Africa Essay1598 Words   |  7 Pagesefficacy in the economic picture of the sub-Sahara is directly linked to the process of British control. During the era of early colonial rule, British administrators exercised what has been described as â€Å"indirect rule† which was created to maintain military and political control (Berry, 1992). This inherently impacted the conditions of access to land, labor and agricultural tracks which in turn determined the progression of agricultural commercialization and the migration of labor (Berry, 1 992). ForRead MoreCompare and Contract the Budget Processes and Systems of Fiscal Accountability in Presidential and Parliamentary Systems of Government.8193 Words   |  33 Pagesdetermine the power of the legislature to shape the annual budget. The budget cycle and its various stages are identified in the context of the role of political institutions on fiscal outcomes of the budgetary process. Key challenges to public budgeting systems in presidential and parliamentary systems are examined to discover factors such as how to retain the advantages of strong executive authority required to ensure fiscal discipline and sound public finance management while providing the institutional

Child Observation Child and Adolescent Psychology Free Essays

This time, I decided to observe children between the ages of five and six in a kindergarten class room at Maddock Public School. Maddock is a smaller school and there were only five children in the class, all of them were boys. I knew this would be an interesting day, because we learned in class that boys tend to be a little bit more active and disobedient, but I was definitely looking forward to it. We will write a custom essay sample on Child Observation: Child and Adolescent Psychology or any similar topic only for you Order Now I went in about fifteen minutes before the school day started so I could observe the boys from the time their mom dropped them off, until the time I left. The first boy came in; he was a smaller boy, who is known to have special needs. I’m not exactly sure what is wrong with him, but his disabilities definitely showed during my observation. While his mother was dropping him off, I could tell that he didn’t want to leave her. He kept holding onto her legs, and whining, mumbling things to her that I could not understand but she could. She got down on one knee and told him that she would be back soon, and that he would have lots of fun with his friends. Right after she told him this, another child walked in with his older sister. The first little boy almost immediately forgot that his mother was there, and walked over to the other child. When the second boy got dropped off, he was immediately distracted by the other boy, and leaving his sister was not a problem at all. I guess that day was show and tell day, because they were each excited to show off what they had brought to each other. They didn’t want to wait until the designated time to show things off. The other three boys came in at the same time. I’m assuming they rode the bus together, because they came in talking about one of the older kids that must have been picking on one of them. As soon as they walked through the door, they ran and told Mrs. Maddock, their teacher. Of course the event wasn’t as serious as they made it seem, Mrs. Maddock explained to them that they were fine, and that if it happened again to let her know. About five minutes later, it seemed as though they had completely forgotten that it had even happened. The bell rung and the boys went and say down in their seats. While Mrs. Maddock was trying to talk to them a couple of them were listening to her, but the others were playing with their pencils and animal-shaped erasers. She would pause mid-sentence and look at them until they realized that she wanted them to stop. They would then slowly put their items down, and give her their undivided attention. She asked them to all sit by the calendar, and they all jumped up and ran to it, trying to get the closest spot. Their pictures were on the wall. One was by the weather station, the other by the line leader station, and so on. They each had their own little duty for that day. The one whose picture was by the weather stood up and told the rest of the class what the weather was supposed to be like that day. Mrs. Maddock had pictures with thunder clouds and lighting and rain. With those pictures, the little boy told them all that the weather was going to be bad, and it was going to storm. All of a sudden, one of the boys passed gas, and the room went from being quiet to loud in less than a second. All the boys started making farting noises and couldn’t stop giggling. Mrs. Maddock went along with it for about a minute or so, and made the little boy who passed gas say â€Å"excuse me. † They had finally gotten over it, and seemed as though they’d forgotten it. It’s pretty amazing how short their attention spans are! Mrs. Maddock walked to the front of the classroom, and all the boys followed to their seats. She did this a couple times throughout the time I was observing, and every time the boys knew exactly where to go. It was like that most of the day. She had those boys in line, and even at the age of five and six, they respected her. She pulled out a big ruler, and started pointing to the alphabet above the chalk board. One by one, the boys would name out the letter she was pointing to. As they called out the letter, they also wrote it down on a sheet of aper, and then spelled out a word that began with that letter. It was amazing to me that even the boy with special needs knew each letter, and knew how to spell a word using those letters. Of course the words were short, usually no more than four letters long, but they had these words perfected and had fun writing them too. Their reward for knowing all of the letters in the alpha bet was free time. During this time, they ran to the toy box and pulled out the dinosaurs and cars, and played. They were all getting along until one of the boys grabbed the other’s car, and wouldn’t give it back. One boy immediately sided with the one that stole, and the other two sided with the one who got his car stolen. It was mass chaos. Screaming at each other, and pointing fingers seemed to be the only way they knew how to settle this situation. Mrs. Maddock walked over and separated the kindergarten fight and asked the two main boys what had happened. Of course each of them had different stories, and it was funny to me to see how they reacted. The one who was lying kept looking away, and pausing his sentences with â€Å"um†¦Ã¢â‚¬  while he tried to make up more lies. Mrs. Maddock knew right away of course which one was telling the truth, but because they were all yelling at each other she put both of the main boys in time out. The other three went back to playing, and nobody seemed to fight anymore. Everyone got along, because they didn’t want to get put in time out either. About five minutes later, she asked the boys to line up by the door. The line leader of the day ran as fast as he could, just to get to the front, and started to tell the other boys to be quiet so they could leave. He was more than excited to show off his leadership to the other school as they walked through the halls to their Physical Education class. It was around this time that I left. After the boys left to go to the gym, I walked around and looked at their alphabet papers. One of the boys had exceptionally well handwriting. Three of the others were about average and of course the one with special needs was very hard to read. They also had art projects on their desks. It was fun to see that all the boys art revolved around sports and trucks or cars. While I was looking at these things, it made me wonder how different the class would have been if there would have been at least one girls. The classroom I observed in was my kindergarten class room, and Mrs. Maddock was my kindergarten teacher. Being in that classroom with her brought back so many memories. Of course our class was quite a bit bigger, I observed many things that could have been observed while I was in kindergarten. While classroom sizes might get smaller by the year, the level of energy and excitement between the classmates stay the same. How to cite Child Observation: Child and Adolescent Psychology, Essays

Developing Oral Fluency free essay sample

Oral fluency is a measure of how well and how easily you can communicate your Ideas clearly and accurately in speech. Of course, correct pronunciation of Individual sounds and words is very important for fluency, for your listener has to be able to hear and distinguish the words you are saying. However, stress, rhythm, and Intonation can be even more important, they help making both single words and combinations of words, like phrases, clauses, and whole sentences, understandable o your listener.Grammar Is the structure of the language and vocabulary holds the Individual building blocks, so both are also essential to fluency. In conversation, you also have to be able to understand what the other person Is saying, so good listening skills are also needed In oral fluency. Combining listening and reading with oral skills Is a great way to Improve your fluency. Read a newspaper or magazine article and then talk about it with friends. We will write a custom essay sample on Developing Oral Fluency or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Watch a TV show or a movie or watch or listen to he news, and talk about it.Writing about a topic flirts is useful way to get ready for talking or for discussion. *Oral Fluency Journal Keep track of how your fluency is improving in your Oral Fluency Journal. Note how your pronunciation practice is going, and how your conversation skills are improving. Writing down what you need to work on, whether its pronunciation, a grammar point, vocabulary, or reading about a subject so you can think of what to say or just that more practice is needed in this area.Daily Practice All these things are important in building oral fluency, but none are as important as taking the time to practice speaking. Practice and sharpen your oral fluency skills every day. *Record Your Voice with Sound Recorder Record your voice and compare with the models online on web sites . You can record your speech and listen to yourself to analyze how well you are doing and what you need to work on to improve your oral fluency.

Zakes Mda redressing the past Essay Example For Students

Zakes Mda: redressing the past Essay South African playwright Zakes Mda has the outward calm and practiced smile of one who has answered the same obvious questions many times before. In a cool, dark office on the Yale University campus, he sits rather uncomfortably across the table from me, his speech reserved, his hands extended palms downward on the tabletop in a strangely formal gesture. Only occasionally does he raise his fingertips or his voice to punctuate his carefully chosen words. And yet Mdas passion is obvious when the topic turns to American impressions of South African drama. South African theatre is notthe voice and the fingertips come momentarily to lifea homogeneous monolith. What Americans see as representative of South African drama, Mda explains, are plays written purely for export and in a manner which is acceptable to overseas audiences but which fails to depict the rich and varied cultural and political context of contemporary South Africa. What is seen outside of South Africa, touring European and American venues, represents only one or two categories of what makes South African theatre. Outline1 Pocket of resistance  2 No happy endings  3 A taste for sexual equality  4 Bitter stalemate   Pocket of resistance   We will write a custom essay on Zakes Mda: redressing the past specifically for you for only $16.38 $13.9/page Order now For the past year, Mda has been a visiting fellow at Yales South African Research Project. Although his work is virtually unknown in this country (with the notable exception of The Road, which won the American Theater Associations Christina Crawford Award in 1984), Mdas reputation as a political playwright, poet, painter and educator is well established in Europe and in Africa, especially in his native country, where his political writings for the stage have seen frequent production since the late 1970s at the Peoples Space Theatre in Capetown, the Market Theatre in Johannesburg and the Grahamstown Festival. His three volumes of published dramatic works include We Shall Sing for the Fatherland (1978), The Hill (1979)both winners of major writing awards and the highly acclaimed And the Girls in Their Sunday Dresses. Born in South Africas impoverished rural Cape Province, Mda was forced as a teenager to follow his parents into political exile in nearby Lesotho, a tiny independent sovereignty surrounded on all sides by South Africa and heavily dependent on the larger nation for economic survival. Lesotho is widely known as a pocket of political resistance in southern Africas landscape, a place of exile for many black refugees. It is also at the heart of South Africas sprawling rural outlands: desolate areas of inhuman living conditions, abusive mining practices and slave-like farm labor which constitute a kind of South African Siberia far from the urban and industrial hubs of Capetown, Johannesburg and their adjacent black townships. It is primarily these urban areas and the experience of the township dwellers (particularly young, unattached males) which serve as the focus of South African drama and literature seen in the U.S. By comparison, Mdas plays evoke a South Africa of rural hardship and exile little known to Americans. Plays such as The Road, The Hill and Dark Voices Ring (1979) document the miles of open, unpaved road and the hostile terrain traversed by mine workers and migrant laborers in search of employment; they are peopled with the unwilling itinerant, the relocated and dispossessed, the political-refugee. Mdas latest play, The Dying Screams of the Moon, written while he was in residence at Yale, dramatizes a controversy regularly making the news in post-apartheid South Africa and, not incidentally, serves as the playwrights response to what he sees as the limited political and racial perspective of another contemporary public event: Athol Fugards most recent work, Playland. Like that drama, Mdas The Dying Screams of the Moon depicts an interracial encounter between two strangers in present-day South Africa. I have always enjoyed Athol Fugards work, says Mda. But at the same time I have vehemently disagreed with him in almost everything he has written. My South Africa is different from Athol Fugards South Africa. Thats the crux of the matter. .u6ff8599ba4eb54252e42eda60a29e69b , .u6ff8599ba4eb54252e42eda60a29e69b .postImageUrl , .u6ff8599ba4eb54252e42eda60a29e69b .centered-text-area { min-height: 80px; position: relative; } .u6ff8599ba4eb54252e42eda60a29e69b , .u6ff8599ba4eb54252e42eda60a29e69b:hover , .u6ff8599ba4eb54252e42eda60a29e69b:visited , .u6ff8599ba4eb54252e42eda60a29e69b:active { border:0!important; } .u6ff8599ba4eb54252e42eda60a29e69b .clearfix:after { content: ""; display: table; clear: both; } .u6ff8599ba4eb54252e42eda60a29e69b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6ff8599ba4eb54252e42eda60a29e69b:active , .u6ff8599ba4eb54252e42eda60a29e69b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6ff8599ba4eb54252e42eda60a29e69b .centered-text-area { width: 100%; position: relative ; } .u6ff8599ba4eb54252e42eda60a29e69b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6ff8599ba4eb54252e42eda60a29e69b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6ff8599ba4eb54252e42eda60a29e69b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6ff8599ba4eb54252e42eda60a29e69b:hover .ctaButton { background-color: #34495E!important; } .u6ff8599ba4eb54252e42eda60a29e69b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6ff8599ba4eb54252e42eda60a29e69b .u6ff8599ba4eb54252e42eda60a29e69b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6ff8599ba4eb54252e42eda60a29e69b:after { content: ""; display: block; clear: both; } READ: Court clashes over free speech Essay No happy endings   Mda feels that in Playland as well as earlier plays, Fugard has depicted black South Africans as meek, humble, pitiable people who just accept all with stoic endurance. Mda refuses to corroborate this fatalistic typing of his people; he also refuses what he calls the happily ever after ending of Playland, a piece which one South African critic labeled theatre of reconciliation. Reconciliation, nods Mda. Thats a very wishful situation, but the play does not address the crucial issues in South Africa now. The ownership of landand the difference between current government attempts at reconciliation and true reparation for injustices of the pastis the subject of The Dying Screams of the Moon. In Mdas words, The past must be addressed. And not only must it be addressed, it must be redressed as well. Under the Group Areas Act of 1912, the South African government forcibly removed black communities from their ancestral lands, declaring those lands white only areas for purposes of, among other things, economic development. Such development frequently meant that white commercial farmers were given exclusive right to purchase the confiscated property at extremely reasonable prices. Since the repeal of the Act in 1989, thousands of displaced and homeless blacks have redoubled their ongoing attempts to reclaim what was forcibly taken from them. A taste for sexual equality   People have wanted to return to their ancestral lands from day one, insists Mda. They didnt just move away like Boesman and Lena and start wandering around. They refused to move. But the government prevailed because it was all too powerful. Now, explains Mda, the problem is even more complex because the land legally belongs to white farmers, some of whom have been living on it for generations. In The Dying Screams of the Moon, a middle-aged black woman identified only as Lady has returned to the Valley of the Moon to reclaim the land from which she was forcibly removed as a child. The valley is now known as Victory Farms, a title given it by the white landowner whose family purchased the land decades earlier and who has turned it into a highly profitable commercial farm. The farmers interests are represented in the play by his daughter, Missy, a young woman who, like the white veteran Gideon le Roux in Playland, is a former soldier of the South African Defense Force, the military body responsible for forcibly putting down black resistance and for fighting the bloody and long-standing war of occupation with neighboring Namibia. Lady, it turns out, is also a veteran of South Africas violent race struggles, but from the opposite side: She is a former freedom fighter who has planned and executed guerrilla attacks on South African targets while living in forced exile. Bitter stalemate   What these former warriors share, they eventually discover, is a taste for the relative sexual equality they experienced as women given ranking positions of authority in the military. However, that taste has been tainted by the professional jealousy of male comrades and of lovers. Both women have lost their male companions by refusing to resume subservient female roles when returning to civilian life. This shared experience of personal potential cut short by sexual jealousy and oppression becomes a point of bonding between the interracial pair. Like the two men in Fugards Playland, these women enact a communal bearing of witness and a mutual absolution of sins in the course of the play. And yet, Mda ends Dying Screams on a note of bitter stalemate between these two newfound friends over their mutually exclusive claims to the land. In the words of Lady, Healing and redemption will only come when the pain of the past, which is in fact our present pain, has been addressed. .ub982d9578f150ea203410dcac644c999 , .ub982d9578f150ea203410dcac644c999 .postImageUrl , .ub982d9578f150ea203410dcac644c999 .centered-text-area { min-height: 80px; position: relative; } .ub982d9578f150ea203410dcac644c999 , .ub982d9578f150ea203410dcac644c999:hover , .ub982d9578f150ea203410dcac644c999:visited , .ub982d9578f150ea203410dcac644c999:active { border:0!important; } .ub982d9578f150ea203410dcac644c999 .clearfix:after { content: ""; display: table; clear: both; } .ub982d9578f150ea203410dcac644c999 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub982d9578f150ea203410dcac644c999:active , .ub982d9578f150ea203410dcac644c999:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub982d9578f150ea203410dcac644c999 .centered-text-area { width: 100%; position: relative ; } .ub982d9578f150ea203410dcac644c999 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub982d9578f150ea203410dcac644c999 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub982d9578f150ea203410dcac644c999 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub982d9578f150ea203410dcac644c999:hover .ctaButton { background-color: #34495E!important; } .ub982d9578f150ea203410dcac644c999 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub982d9578f150ea203410dcac644c999 .ub982d9578f150ea203410dcac644c999-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub982d9578f150ea203410dcac644c999:after { content: ""; display: block; clear: both; } READ: Violet - A Musical by Jeanine Tesori and Brian Crawley EssayWe would like to have that wishful ending that Playland has, Mda laments, but the perspective of the black people is that as long as justice has not been served, there will never be any true reconciliation. The raised hands now come to rest once more on the tabletop. The voice, which has gradually climbed to a high pitch of insistence, returns to its clear and measured tones. But Mdas practiced smile has disappeared, as have other signs of his earlier discomfort. In the new smile which spreads across his face, one can read the artists desire to engage another in the passionate convictions which have given birth to his work.

Free Essays on Christ in The Old Testament

CHRIST IN THE OLD TESTAMENT Erroneous beliefs and preconceived ideas are a lock on the door of the human mind; they have proven to be very effective in keeping the truth at bay. In the past, the belief systems of most people were acquired directly from their parents as they grew up. Countless generations clung to their inherited beliefs with great tenacity, vigorously promoting them as bequeathed truth. Yet in the vast majority of cases, the origin of these beliefs was not based on fact, but rather on supposition or hearsay. Unfortunately, this has been doubly true in the case of religious convictions. Most who have professed to be Christians have not studied God's Word to prove or disprove their beliefs, as God commands and expects (I The. 5:21; Acts 17:11). Instead of the Bible, many have relied on their priest, pastor, or minister to explain God and His purpose to them. Some of those who did look into the Bible for themselves sought out "proof texts" that seemed to substantiate their original views. Usually taken out of context, these "proof text" verses were esteemed at the expense of the rest of the Bible. Any Scripture which appeared contradictory to their beliefs was ignored or rationalized away. Satan the devil has used this prevalent flaw in human nature to deceive almost the entire world about one of the central topics of the Bible, the prophesied Messiah. The identity and activities of the one to whom all authority in heaven and on earth has been given (Matt. 28:18; I Cor. 15:27) remains a mystery to most of the world. However, the Bible discloses who this being is and what he's been doing to accomplish God's plan for mankind. In this article, we're going to see what God's Word has to say about the Messiah before his birth to Mary. Many believe that God the Father was the one who interacted with ancient Israel personally, appearing and speaking to the patriarchs and to Moses. Yet the Bible plainly and absolutely contra... Free Essays on Christ in The Old Testament Free Essays on Christ in The Old Testament CHRIST IN THE OLD TESTAMENT Erroneous beliefs and preconceived ideas are a lock on the door of the human mind; they have proven to be very effective in keeping the truth at bay. In the past, the belief systems of most people were acquired directly from their parents as they grew up. Countless generations clung to their inherited beliefs with great tenacity, vigorously promoting them as bequeathed truth. Yet in the vast majority of cases, the origin of these beliefs was not based on fact, but rather on supposition or hearsay. Unfortunately, this has been doubly true in the case of religious convictions. Most who have professed to be Christians have not studied God's Word to prove or disprove their beliefs, as God commands and expects (I The. 5:21; Acts 17:11). Instead of the Bible, many have relied on their priest, pastor, or minister to explain God and His purpose to them. Some of those who did look into the Bible for themselves sought out "proof texts" that seemed to substantiate their original views. Usually taken out of context, these "proof text" verses were esteemed at the expense of the rest of the Bible. Any Scripture which appeared contradictory to their beliefs was ignored or rationalized away. Satan the devil has used this prevalent flaw in human nature to deceive almost the entire world about one of the central topics of the Bible, the prophesied Messiah. The identity and activities of the one to whom all authority in heaven and on earth has been given (Matt. 28:18; I Cor. 15:27) remains a mystery to most of the world. However, the Bible discloses who this being is and what he's been doing to accomplish God's plan for mankind. In this article, we're going to see what God's Word has to say about the Messiah before his birth to Mary. Many believe that God the Father was the one who interacted with ancient Israel personally, appearing and speaking to the patriarchs and to Moses. Yet the Bible plainly and absolutely contra...

Saving the Environment and the Bottom Line Term Paper

Saving the Environment and the Bottom Line - Term Paper Example The labor usage in replacement should be sourced internally to prevent further expenditure Assuming the cost of the showerhead is 50 dollars total saving per showerhead will be the number of guestrooms and the product of the rte of occupants, i.e. 375* 67/100 this will give an approximate figure of 251 rooms. The participant indicates a rate of 1.4 persons per room. The occupant will amount to 251*1.4 which is approximately 352 persons. Assuming each person spends 15 minutes in the shower daily thus his daily gallons will be 1.8*15 minutes which sums at 27 gallons per person daily to give an overall usage of 9504 gallons (351*27). The previous usage stood at 17901 gallons (3.4*15*351). The overall savings will stand at 8397 gallons (17901-9504). The cost will amount to $48.03(5.72*8397/1000) cost savings on showers. The yearly savings will amount to $17520 (48.03*365 days). The savings on toilet gallons will 218416 (1.7*352*365), the cost in savings $1250. The total savings as a result of the proposed measures will be $ 18770(17520 + 1250) annual savings due to reduced wa stage. Xavier hotel needs to redesign its main switch and electric control unit. The lighting bulb needs to be replaced by LED bulbs that consume less energy than the current florescent. Each room needs to be checked after a visitor checks out. The efforts will ensure that bulbs and electric appliances in the empty rooms are disconnected and electricity switched off. The efforts will reduce the electric consumption by more than 10 percent. The heating systems needs to be adjusted and solar powered heaters introduced. Thermostat in each room needs to be checked and its temperature reduced by 50C in every single room at the hotel. Each appliance needs to be checked and worn out equipment in each room repaired and replaced (Todd& Rebecca, 2002). Worn out electric appliances consume more energy as compared to those new ones. In matters heating automated switches should

A Comparison of Probation and Parole Assignment Example | Topics and Well Written Essays - 500 words

A Comparison of Probation and Parole - Assignment Example 1). From the definitions, it could be deduced that probation and parole share similarities in terms of serving time periods outside of incarceration, usually in the community; but differ in terms of time of application, where â€Å"probation occurs prior to and often instead of jail or prison time, while parole is an early release from prison† (Advice Company par. 1). There are similarities between probation and parole in terms of influencing behavioural changes and serving the best interests of the community, to wit: â€Å"both are concerned with a defendant breaking the bad habits or behaviours that caused them to break the law. Even though both probation and parole have a strong rehabilitation component, each process has the additional goal of protecting the community† (Advice Company par. 8). Likewise, both involved supervision statutes that require, either active or inactive supervision, depending on the severity of the offence and on other mitigating factors (Bureau of Justice Statistics). On the other hand, the disparities between probation and parole are diverse. At the onset, through definition, the time of application spelt major difference where probation is recommended prior to incarceration; while parole is dispensed after some time has been served in jail. In addition, the supervising officers are different: a probation officer for the former and a parole officer for the latter. Also, conditions or subsequent changes in probation are noted to be within the jurisdiction of the court (Advice Company); while parole changes and conditions were reportedly set by the parole board (Advice Company). Concurrently, in terms of purpose or function, although both were noted to share similarities in behavioural intent and aiming to reduce the impact as well as incidence of crime in society, offenders who were given parole would face challenges in terms of reintegration due to the social stigma associated with criminal offenders who had been incarcerated.     

International students could not work in the US Essay

International students could not work in the US - Essay Example Lack of money as a result of inability to work might limit the credit hours of a student which may also lead to extension of the duration of getting degree. Moreover, this work restriction law may make some international students to work in illegal stores or indulge in illegal activities that might result to other problems (â€Å"International Students and Social Security Numbers. Social Security Administration† 1). It is as a result of this problem that institutions that started offering job opportunities to international students in areas such as bookstore, the library, and the physical plant within the campus. Some institutions also allowed international students to work in the cafeteria, media services, and in other departments in the campus. However, working in such areas also required one to have a Social Security number. Social Security number aid significantly in addressing international students’ unemployment problem. â€Å"Social Security numbers enable the U.S. government to monitor a person’s wages along determining eligibility for Social Security benefits† (Lewis & Clark 1). Therefore, it is advisable for international students willing to work in the U.S. to apply for a Social Security number. However, they should first contact designated school officials for international students in order to determine if they are eligible to work on campus before applying for the Social Security

Looked After Children and Access to Tertiary Education

Looked After Children and Access to Tertiary Education This dissertation has used a historical timeline of Governmental changes to policies and laws as a background to describe the evolving importance of looked after children and education. This framework was chosen because of the amount of changes to policy and law and to clarify in more detail how they connected to corresponding law and policy. Prior to the mid 1980s very little research was conducted surrounding looked after children and education (Jackson and Martin, 2002). Essen, Lambert and Head (1976) found that looked after children performed poorly in comparison with the rest of the population DATA. Over the last twenty years, various Governments have focused on the importance for looked after children and their education, and a need to ensure its priority within assessment, schools and the wider environment. The aim of this literature review is to discover why the majority of looked after children still do not access tertiary education, even though their deficit in this area has been well known for many years. The dissertation will focus on specific areas for example: Looked after children and education Looked after children and access to tertiary education The role of the social worker with respect to looked after children and their progression through education International comparison Does the nature/ or experience of placement for looked after children have an effect on their likeliness to progress to tertiary education? Finally what social work can do to actively promote education for looked after children. The 1989 Children Act guidance required Local Authorities to provide educational opportunities for looked after children and support, and that this must be included in their care plan (Goddard, 2000). In 1994 the Department of Health and Department of Education additionally stressed the importance of co-operation between schools, social services and Local Authorities. Yet, in 1995 these measures to promote education for looked after children were found to have made little difference (Social services Inspectorate and the Office for Standards in Education, 1995). In response the Government set specific targets for Local Authorities with respect to education alongside a requirement to publish guidance on the education as per that from the Department for Education and Employment and the Department of Health, 2000. This ensured all local authorities were working towards the same goal and by the same guidelines. As well as introducing new guidelines for teachers, designated to support looked after children and each looked after child was given a personal education plan (PEP). Another part of the target was to ensure that no placement was given before an educational placement could be secured. The amended Children Act 2004 implemented new duties promoting the educational achievement of looked after children. The schools however are only expected to take a proactive approach to the education of looked after children and coordinating with different departments there is only an expectation. If the school believes it does not have the resources to sup port one looked after child then it will not be rebuked because of it. There have been a number of introductions of legislative policies and guidance for example Improving the educational achievement of looked after children (Department for children, schools and families, 2009) this introduced new key elements involving the education of looked after children introducing a virtual school head whom keeps track of every looked after child to ensure all have appropriate provisions. Care matters: time for a change (2007) was introduced to improve the outcomes of looked after children. This policy addresses the corporate parenting, health, education and social work practice and commission of looked after children services to improve placement choice and stability. Similarly The Children leaving care Act (2000) was introduced to enhance provision for care leavers, For example, giving Local Authorities a duty to ensure they continue to meet the looked after childs needs until 21 years old, and allocate an advisor who would take responsibility for co-ordinating support. This dissertation will consider the reasons why there are still a comparatively small number and proportion of looked after children with good educational outcomes. Generally and more specifically why an even smaller comparative proportion of looked after children enter tertiary education. The dissertation will also consider what social workers can do to promote an education agenda for looked after children. Previous research has shown that looked after children have low educational attainment (Jackson, Ajayi and Quigley, 2005 and Jackson et al, 2002). 6% of looked after children go on to access tertiary education. Several authoritative sources indicate a continuing lack of formal qualifications among children in care, with subsequent prospects for entering higher education less likely. Research has shown (Berridge, 2006) a wide range of reasons why looked after children do not access tertiary education. These reasons vary from child experiences of abuse, the type of placement the child has, attachment problems and poor services given to children who are looked after. McLeod (2008) found that children in local authority care need a positive and sustained relationship with their social worker to promote their well being and emphasise the importance of education and other aspects of the looked after childs life that may have been previously ignored. As such, a social workers role to work w ith a child holistically to ensure all their needs are met, has profound implications for education. The evidence presented here suggests that the education of children looked after by Local Authorities continues to be problematic. This review will also question if becoming a looked after child is inevitably negative in terms of the childs chances to access tertiary education is this was the case then comparatively looked after children in other countries should have the same outcomes. Currently the Governments priority is to narrow the gap between the educational achievements of looked after children and that of their peers. In 2008 14% of looked after children achieved five A*-C grades at GCSE compared to 65.3% of all other children (Department for Children, Schools and Families (2009). New initiatives include public service agreements for example Public Service Agreement 11 aims to narrow the educational achievement gap between children from low income and disadvantaged backgrounds and their peers. This agreement involves aiming for the looked after children to reach 3 national targets. Including to aim for 20% of looked after children get gain 5 GSCEs A*-C, for 55% of looked after children to reach level 4 of key stage 2 in mathematics and 60% to reach key stage 2 in English. Local authorities must now support looked after children enrol in higher education and continue with it by granting bursaries if they desire to continue their education. Universally the evidence presented above suggests that there is a general agreement amongst informed writers that looked after children continue to have poorer educational outcomes than their peers. There are numerous reasons postulated for this deficit, looked after children face problems that their peers do not. Firstly, many have faced great upheaval and consequently some may have behavioural problems compared to the general population affecting the relationship with other children, teachers and therefore affecting their work and relationships within school. Weyts (2004) highlights that looked after children are ‘expected to perform lower than their peers so may not be given the same encouragement as others. The major problem facing looked after children with respect to education however would appear to be upheaval caused by change of placements (OSullivan and Westerman, 2007), which may present difficulties in getting used to different schools, friends and teachers all effe cting their education and outcomes. Yet with positive placement , and encouraging carers then there is evidence that children may attain good educational outcomes (Jackson, 1998). It may also be the case that the model of welfare adopted at national level, will also impact upon individual outcomes for looked after children, as is evident from some international comparisons (Petrie, Boddy, Cameron, Wigfall and Simon, 2006)). This dissertation will connect the information from the research gathered to answer the research question. Using a best evidence approach to synthesise the data to ensure all aspects of the research question can be answered effectively. Methodology As referred to in my research proposal, this dissertation will adopt a systematic review approach (pg.4 of research proposal). This type of review will provide a synthesis of research on this topic. A systematic review identifies all available literature on a specific topic whilst describing a clear method. Bryman (2008) defines a systematic review as one which summarises concisely all the best evidence that address the research question. An inclusion and exclusion criterion is set to ensure only the best research is used in the review. The research papers will then be critiqued and a best evidence approach method for critiquing the papers will be used. Conclusions will be drawn by combining observations from the review with existing theories and models. A best evidence approach selects literature which has most relevance to the research question. The literature that gives the best answer to the research question and has a good evidence base are the papers more likely to be most effe ctive in answering the research question. This literature review was derived from searches of the following databases via the Leicester University Library website: Sage journals online Intergentaconnect Cambridge Scientific Abstracts, Applied Social Sciences Index and Abstracts (ASSIA) Oxford University Press E-Journals Social Care online Wiley online library Searches were carried out on each database using the following search terms: Looked after children or children in care Educational outcomes or educational attainment or educational achievement The search will be restricted to cover between 1980 and 2010. This limit was chosen as most research is between this era and to have a wider inclusion limit would impact on the scope of the dissertation. The results will be filtered manually using the following criteria: The relativity to the subject of looked after children and accessing tertiary education Theoretical or empirical research Harvard referencing will also be adopted The looked after children population in the United Kingdom The term looked after was introduced in the Children Act, 1989. Looked after children are those under the age of 18 who are subject to a care order it also includes children who are accommodated voluntarily for over 24 hours. Currently there are approximately 60,900 children who are looked after by local authorities in England (Department for children, schools and families, DCSF (2009). Of this population 57% was male and 43% female. The percentage of looked after children increased when comparing the age of the looked after child. The greater the age group of looked after children the higher the percentage. There was a significant increase from ages 5 to 9 to that of the age group of 10 to 15 increasing from 17% to 41%. From the age group 10 to 15 and 16 over the percentage of looked after children decreases to 21% (See appendix 1) (DCSF, 2009). Statistics from DSCF (2009) show that that main category of need of the looked after child is because of abuse or neglect at 61%, which hasnt changed greatly over the past five years. Other reasons for being in care are; the child having a disability, parental illness, the family is in distress, dysfunction in the family, socially unacceptable behaviour, low income and absent parenting. In 2009 most children in care were of white British origin (74%). 36,200 children were looked after on a care order in 2009. This is a decrease of 2% from the previous years number of 36,900 and a decrease of 10% from 2005 (DCSF, 2009). When children are subject to a care order parental responsibilities are vested in the local authority through the social services department. A care order is a court order made under section 31 of the 1989 Children Act which places a child compulsorily in the care of a designated local authority. The court can only make this order if they are satisfied that a child is suffering or is likely to suffer significant harm. The local authority assumes parental responsibility as well as the parents for the child. Other reasons why children may be looked after are if there is no responsible adult available to look after the child and if the child is being adopted but is not yet legally adopted by the new permanent family. According to the 1989 Children Act, all local authorities have a statutory duty to promote education and to promote looked after childrens educational achievement. They should consider all the decisions regarding placement they make on behalf of the looked after child to ensure their education is not impinged upon. The local authority must ensure those children looked after are offered everything that children who arent looked after receive, so they perform the role as parent as close as possible. Of those in care , 73% were children looked after in foster placements, 10% in secure units, childrens homes hostels, 7% with parents, 4% placed for adoption, and 5% in other care (this included residential schools and other residential settings) (DCSF, 2009). Considering the types of placements the looked after child has the education of the carers needs to be considered. All individuals involved with placements and giving care to looked after children need to be given a level of education so they are able to fulfil the childs needs and ensure that educational outcomes are to be achieved. Looked after children belong to the children in need group within the UK. When children and families require help their assessment of need becomes the first mechanism. The state should then be involved in supporting the families fulfil their responsibilities as parents. If the state decides that the childs developmental needs are not being met then they should intervene. If the child has experienced significant harm is there is a likelihood of experiencing significant harm then the child should be removed from the family to assess the situation. The Children Act (2004) states that the childs development is the basis of defining need. The main dimensions involve social, physical, intellectual, behavioural and educational. This had then been developed within the looking after children dimensions and includes health, identity, family and social relationships, education, emotional and behavioural development, social presentation and self care skills (DOH, 1995). To understand the definition of what need is involves understanding the standards that should be met. Bradshaw (1972) suggested that there are four dimensions to need these include normative needs which most professionals define for populations, felt needs which include what people say they need, expressed needs including what people want by actions and comparative needs which are those needs established when comparing to another group. This understanding of needs is needed to give the best responses as social workers and other professionals to meet the needs. The underp inning theories which contribute to understanding the needs of a child include Maslows (1968) Hierarchy of Need which includes physiological, social, security, egotistical, and psychological dimensions. Bowlbys (1988) attachment theory also underpins the understanding of need. Attachment theory has become an important part of working with children and practice, it gives understanding of development and the impact that loss or trauma can affect children. Understanding each of these dimensions of a childs life helps in practice when assessing the childs needs and how to respond. Looked after children and education There have been a number of initiatives (SEU, 2003) introduced in the UK which highlight a continuing problem with regard to low educational outcomes for looked after children and young people in comparison to the general population. Basic problems, such as a high rate of exclusion for looked after children have been identified, and are now well known, but have proved difficult to eradicate and continue to cause persistent problems for the looked after children. These include the impact of often regular changes of placement, the possibility that the expectations of teachers or social workers may be lower for looked after children than would be typical for most parents aspirations for their own children. Many children taken into care have a history of family crisis and have experiences of trauma whether through direct abuse or more general dysfunction within the family. The impact of this often affects the looked after childs ability to learn or progress through school without extra support (REF). When children enter the care system it is almost never the plan for them to remain looked after for a protracted period. Social workers are only too aware of the potential negative consequences of time in care (REF) and indeed the majority of children who come into care return to family care swiftly. For some children however, usually those with the most complex problems and intractable family situations, being looked after can become long term. The impact of being looked after however will affect the childs educational attainment no matter what age they are. The latest figures from the Department for Children, Schools and Families, published in 2009 show that while 66% of looked after children in year 11 from years 2007 to 2008 passed at least one GCSE OR GNVQ 99% of other children achieved this level. In 2007 to 2008 14% of looked after children passed at least 5 GCSEs or GNVQs at grades of A* to C compared to 65% of other children. Primary school results are also low. Key Stage tests at age 7, 11 and 14 (SEU, 2003] for example found that at Key Stage one 57% of looked-after seven year-olds achieved at least level 2 in reading in 2008, compared to 84% of all children. At Key Stage level two 46% of 11 year-old children looked after achieved level 4 in English, compared with 81% of all children. In Key Stage three maths, 33% of looked-after young people achieved level 5, compared to 77% of all children (DCSF, 2009). Looked after children in the United Kingdom may consequently be argued to be a vulnerable group who as a result of the inequality of the education system often face exclusion from society in a more general sense, often extending long after their period of time looked after has come to a conclusion, and throughout their adult lives. Hugh (2009) argues that looked after children tend to be from less affluent families, suggesting correlation between poverty and poor educational outcomes. Hugh (op cit) extends this argument to suggest that social exclusion will affect many areas of looked after childs life, one major concern if having poor educational experience. The SEU (1998) found that those children who miss large amounts of schooling are more likely to be exploited. Harker, Ober, Lawrence, Berridge and Sinclair (2003) further suggested that looked after children are over represented within the group of excluded children, and that many have behavioural and special educational needs likely to affect their progress through education. Research by Daniels, Cole, Sellman, Sutton, Visser and Bedward (2003) found that permanent exclusion from school usually followed a history of behavioural problems. This study found that four out of five of the excluded young people had received two or more fixed term exclusions prior to them being permanently excluded. Research by the SEU (1998) found that children in care were ten times more likely to be excluded from school than other children but also that this discrepancy was widening. Quality Projects Research (2003) found that the majority of excluded children failed to subsequently complete their schooling or receive any educational achievements. The SEU (2003) paper Better Education for Children in Care highlighted five big issues affecting the achievement of looked after children. These included Instability, (frequent changes in placement often also require a change of school). Too many children in care are loosing large amounts of time out of school because of exclusions or as a result of having no secure school place. Comparatively poor home environments for looked after children are also identified as a factor that will affect educational attainment, similarly differences in encouragement and support at home by the carer affects the childs outcomes and these inconsistencies need to be addressed with, the final issue identified as the emotional, physical and mental health of the child in care. As a result it is important for the school, social worker and carer to understand that additional support may be needed for children in care, especially if they are bullied or have experienced numerous changes of relationships and f riendship networks, indicative of a high potential for disrupted attachments (SEU, 2003). ‘Education projects was launched in 2003 by the Department of Health and the Department for Education and Skills, its aim was to improve educational outcomes for looked after children. Focusing on multi-agency working, Education projects recommended the introduction of local authority training for designated teachers within schools. It also provided funding to be used to develop new educational strategies across local authorities. The Department for Education and Skills then published ‘The Role of the School in Supporting the Education of Children in Public Care (2003) similarly recommending specific initiatives with looked after children involving Personal Education Plans, Attendance and truancy and Transition planning and admission to name but a few. The SEU (2003) highlighted the five problematic areas regarding the educational outcomes of looked after children which have prevented change, or slowed it down (Cocker and Allain, 2008). These five areas included Capacity referring to the vacancy rates within the childrens social care workforce, suggesting limited insight into the specific educational needs of looked after children. Management and leadership with regard to staff at senior levels lack of time and consequent commitment they can offer in this area leading to feelings of powerlessness to affect real change. Limited resources, including for example inconsistencies between areas in the UK and which resources are available to looked after children, affecting the support available to looked after children. Similarly the attitudes of the social workers and professionals who work with looked after children were also deemed to contribute to low expectations of the educational outcomes of looked after children. The final problem highlighted was systems and structure within local authorities impacting on inter agency communication and affecting the work between the agencies, therefore affecting their practice wit h looked after children (SEU, 2003) (Cocker and Allain, 2003). The Every Child Matters (2004) green paper included five outcomes vital for all children, including good health, an opportunity to stay safe, achieve economic well being, enjoy and achieve and make positive contributions towards society. Most recently the white paper Care Matters, time for a change (Department for education and skills, 2007) proposes that looked after children should be given the highest priority in school admissions. The paper for example requires Local Authorities to ensure looked after childrens placements were not changed within year 10 and 11 of school, to prevent the disruption of their education. The paper highlighted again the importance of a designated teacher to work with looked after children to become statutory, whilst also introducing the virtual head teacher within each authority. Their responsibility is to track the progress of the children in the local authority who are attending school and those moved into a different local authority. A designated teacher has responsibility for the looked after children within a school. They are expected to advocate on behalf of the children and young people in care and they should ensure that each has a personal education plan (Department for Educat ion and Skills, 2005). The paper implemented more support for looked after children regarding absences and exclusion. The paper also proposed the providing of a grant of  £500 annually to be used for support for example one to one tutoring. Jackson and Martin (2002) draw attention to problems that looked after children face when trying to find a suitable source of education, whether this is because they need to move due of placement changes or because of previous exclusions from other schools. Most schools need to keep a high level within the league tables in order to ensure funding is continued. With this is mind many are reluctant to take on looked after children. Many schools stated that they did not understand what these children faced and that they did not have the resources to support them (Jackson et al, 2002). Berridge (2006) has identified the gaps of data when accessing statistics. The social processes behind forming the statistics may not straightforward. Interpreting the terms within statistics may cause further problems. Berridge, also highlights pressures from outside groups to get indicators of why looked after children have low educational outcomes. The statistics gathered regarding looked after children have limitations. Firstly 27% of the looked after population who had been in care for over 12 months have a special educational needs statement, compared to 2.7% of the overall population (DCSF, 2009) clearly affecting the performance of a large group of looked after children. Secondly the educational outcomes of looked after children who have been in care more than 12 months are published, there is also the overall results of looked after children. These children may only be in care for a short period because of family problems. Berridge (2006) argues that if we are to use these statistics there needs to be a time period given for social workers and other professionals to be responsible for the looked after child to turn their situation around. Social services cannot be responsible for giving the looked after child a start in life if they have only entered care as an adolescent and have existing educational difficulties.

Impressionism bridge between past and future Essay -- Essays Papers

Impressionism bridge between past and future One critic described Impressionist painting as â€Å"tak[ing] a piece of canvas, colour and brush, daub[ing]a few patches of paint on it at random, and sign the whole thing with their name†. Manet, although never truly an Impressionist by style, he led artists including Monet, Degas, Renoir, Pisarro, Sisley and Cezanne, in a new artistic direction. This young group of artists, who had no real connection to each other until one critic lumped them together as â€Å"Impressionists†, banded in a time when their country was in turmoil and would leave the world the greatest collection of artwork. Through times of favour and denunciation, friendship and animosity, the pastiche of artists were both a culmination of a an art period and a bridge to the next artistic discovery. The France that most of the Impressionist artists were born into had experienced a â€Å"recent history...as dramatic and changeable as the era the painters were about to live through† (The Impressionists Handbook 12). By 1851 Emperor Napoleon III was firmly entrenched as a ruler of France. As a sign of his power, Napoleon III began his reign with press subjugation and a political assimilation. In juxtaposition to this harshness, he was also regulating bread prices and endorsing industrial and commercial growth in France in order for the country to follow the rest of Europe into the Industrial Revolution. Although traipsing behind most of the other surrounding countries, Napoleon III brought the â€Å"development of banking institutions, railways and factories† (Handbook 13) into France. Along with this new industrial growth came many sacrifices and gains for the people. With the steam engine and new modes of transportation, the power to work faster i ncreased yet along with that increase the work day grew longer as well; as long as sixteen hours a day with very little personal time. Products were revolutionized and capitalism could thrive yet the worker’s role continued to diminish to a point where they were no longer an important person, simply a body to push along the industrial revolution. With these new technologies were new exploitation and a diminishing worker-employee relationship. The 1861 American Civil War that led to the emancipation of slaves in the United States had a ripple effect from across the ocean. ... ...oes of the 19th century basked in their social deviancy. They may not have been as revolutionary as they would have like to believe yet still managed to alter the art world and place it on a new path for future artists. Even though the group itself began to disband in the 1880s as Neo and Post-Impressionism were evolving, the artists maintained their radical social position into the 1900s (Handbook 16). Although brief in time, the Impressionists would become like a bridge in a Monet painting connecting the past to the future in art history. Works Cited David, Jordan. Transforming Paris : the life and labors of Baron Hausmann. Chicago: University of Chicago Press. 1996. Honour, Hugh and John Fleming. A World of Art Hisory. London: Laurence King Publishing, 1995. The Impressionists Handbook. Leicester: Abbeydale Press, 1999. El Impresionismo [Impressionism] Barcelona: Parramon Ediciones, 1996/ New York: Barron’s Educational Series inc., 1997. Lewis, Anne-Marie. â€Å"Realism and Impressionism†. Lecture to INFA 2900, York University. Toronto. March 8, 2000 Willard, Christopher. â€Å"Make a Big Impression with impressionist Techniques† American Artist Oct. 1999: 18

Kapampangan Writers and Authors

Delfin was born to Dionisio Quiboloy and Anastasia Turla on July 23, 1911 in Santa Catalina, Lubao, Pampanga, Philippines where one of the oldest Catholic churches in the Philippines was initially built. He attended public schools in his hometown during the same decade when famous Lubenians like President Diosdado P. Macapagal and Senator Rogelio de la Rosa were also pursuing their elementary school education. Delfin started his teaching career after he earned his Elementary Teacher Certificate and Bachelor of Science degree in Education from National University in Manila, Philippines. He married the former Africa V. Paule on January 10, 1935 and their happy marriage produced a dozen children who all grew up to become successful professionals and respectable citizens. After many years of service in the teaching profession as a school principal, Delfin and his wife migrated to the USA to join most of their children who made the â€Å"land of opportunity† as a second home. At the time of Delfin's death, he was survived by eleven of his and Africa's twelve children namely, Celia Q. Flores, Liberty Q. Singian, Estrella Q. Bognot, Dante Quiboloy, Alice Q. Singian, Daisy Q. Bautista, Delfin Quiboloy, Jr. , Nestor Quiboloy, Agnes Q. Japlit, Florante Quiboloy and Manuel Luis Quiboloy. His wife, Africa Paule Quiboloy died on March 7, 1986 and his second eldest daughter, Amelia Q. Cruz passed away on August 2, 1998. Despite of a busy schedule as the breadwinner of the family and patriarch of the Quiboloy clan, Delfin was a prolific husband and a very productive poet l aureate, playwright, educator and a leader among his peers. His literary achievements included several awards, medals and trophies. His crowning glory was on March 1, 1969 when he was honored by the president of United Poet Laureates International, Dr. Amado Yuzon in recognition of Delfin's contribution to World Poetry in general and Kapampangan Poetry in particular. His â€Å"Indung Kapampangan† (Mother Pampanga) won the 1st Prize in the Pampango Writing Contest on February 13, 1981 in connection with the celebration of Pampanga Day sponsored by the Province of Pampanga under the leadership of Governor and Solicitor General Estelito Mendoza. Delfin was one of the founding members of Aguman Ding Talasulat Kapampangan in 1964 and he was elected as the organization's president in June 1977. Through the assistance of the late Senate President Gil J. Puyat, he launched the annual Don Gonzalo Puyat Memorial Awards for Pampango Literature in 1978. Delfin wrote more than two hundred poems, novels, and dramas. A few of the zarzuelas he wrote are â€Å"Ing Tagumpe ning Katutwan† (The Triumph of Truth); â€Å"Ganid† (A Cruel Person); â€Å"Sinta't Balen† (Love and Country); â€Å"Aus Ning Laman† (Call of the Flesh); â€Å"Angga Banwa† (‘Till Eternity) and â€Å"Malagung Ubingan† (Beautiful Traitor). Together with another poet laureate, Jose M. Gallardo, Delfin published a masterpiece called â€Å"Kuriro at Kawatasan† in the early eighties. â€Å"Kawatasan nang Delfin T. Quiboloy†, a compilation of some of Delfin's favorite poems, includes â€Å"Iyas King Balas†; â€Å"Indung Kapampangan†; â€Å"Pamibule-bule†; â€Å"Ibpa: King Penganak†; â€Å"Penganak: King Ibpa†; â€Å"Ketang Milabas†; â€Å"Poeta, Nanu Ka? â€Å"; â€Å"Dalit Babo Ning Damulag†; â€Å"Bisa Kung Dalit Pa†; â€Å"Katandanan†; â€Å"Katapatan; Musika, Kayupaya Mo.! â€Å"; â€Å"Ing Lugud Ku, Ngamo.? ; â€Å"Pamana;† â€Å"Tagulele Ning Ulila†; â€Å"Nanu Ya Ing Sinta? â€Å"; â€Å"Ing Diwa Ku Manyabi Ya. â€Å"; â€Å"Salamin Ning Napun†; â€Å"Ibpa Ko.! â€Å"; â€Å"Maki-lulu Ka King Aldo.! â€Å"; â€Å"Tatanam Na Naman.! â€Å"; â€Å"Sangkan†; and â€Å"Ing Poeta†. (Andro S. Camil ing – 03/19/01 Zoilo S. Hilario (June 27, 1892- June 13, 1963) Born in San Fernando, Pampanga on June 27, 1892, he was the son of Tiburcio Hilario, a lawyer and revolutionary governor of Pampanga during the First Republic, by his second marriage to Aduana Sangalang. He obtained his early education in his hometown under local teachers Hilarion Caniza and Modesto Joaquin. For his higher studies, he went to Manila. He enrolled at the Liceo de Manila where he received his bachiller en artes degree, and then at the Escuela de Derecho, where he received his bachelor of laws degree in 1911. He was admitted to the bar in 1912. While practicing his profession in his hometown, he contributed to and, later, edited the provincial papers published in Spanish, namely: El Imparcial and El Paladin. Some of his poems appeared in La Vanguardia, El Ideal, and Comalidacion Nacional. His first volume of poetry were in Spanish: Adelfas Patria y Redencion, Ilustre Variones, and Himnos y Arengas. In 1917, upon delivering â€Å"Alma Espanola,† he was acclaimed poet-laureate in Spanish and even engaged Manuel Bernabe, his friend, in a poetical joust I 1932 in Pampanga. A year later, in 1918, when his poem â€Å"Ing Babai,† was awarded a prize, he was acclaimed also as poet-laureate in Kapampangan. Hilario was not only a poet but a dramatist as well. He wrote the plays, â€Å"Mumunang Sinta† (First Love), â€Å"Sampagang E Malalanat† (Unfading Flower), â€Å"Bandila Ning Filipinas† (Flag of the Philippines), â€Å"Juan de la Cruz, Anak ning Katipunan† (Child of the Katipunan), â€Å"Ing Mapamatubu† (The Loan Shark), â€Å"El Sonado Ibarra† (Visionary Ibarra,† and â€Å"Reyna Ning Malasya. † An active and innovative civic leader, Hilario organized Maka-Dyos, Maka-Tau, MakaBatas, Katipunan Mapanampun, Rosacris (Reverenciadores del Orden social Altamente Cristiana), Akademyang Kapampangan, Laborantes Civico, Pampanga Historical Association, Boni Cives, Romanceros Nacionales, and Liga Pampanguena. He was also an active member of Fernando Ma. Guerrero’s Jardin de Epicuro. His political career started when he was elected to the municipal council of San Fernando. He served as secretary of the provincial board from 1915 until 1931, when he was elected to the House of Representatives (he was chosen the valedictorian of the House). He authored the first tenancy law. He was co-author of the laws on woman suffrage and the observance of National heroes Day, the law creating the Philippine Charity sweepstakes, and a number of laws for the benefit of the laboring class. In 1932, he was selected as one of the 15 leading legislators of the country during the Ninth Legislature and, in 1933, the Congressional Press Club voted him one of the â€Å"Ten Outstanding Congressmen. † His political activities never prevented him from continuing his literary interests. At one time, on April 27, 1932, he engaged Manuel Bernabe in a poetical joust in San Fernando. After he was defeated in the next general elections, he engaged once more in the practice of law. In 1938, however, President Manuel L. Quezon appointed him as one of the first members of the National Language Institute, to represent the Kapampangan speakers. He served in this position until the end of 1941. In 1947, he was appointed judge of the Court of First Instance in Vigan, Ilocos Sur by President Manuel A. Roxas. In 1954, he was transferred to Tarlac and served as judge until his retirement in 1960. After his retirement, he dedicated his time to the compilation of his Kapampangan works, and published and edited Batang Aldo (New Day). At the same time, he performed his functions as legal adviser of Gen. Emilio Aguinaldo. His last service to the government was his appointment to the Philippine Historical Commission by President Diosdado Macapagal in 1962. He died of heart failure on June 13, 1963 and was buried in San Fernando, Pampanga. He was survived by his wife, Trinidad Velasquez, and children Rafaelita H. Soriano, Evangelina H. Lacson, Tiburcio and Ulysses. On June 27, 1982, on his 90th birth anniversary, the National Historical Institute, the Province of Pampanga, and the municipalities of San Fernando and Bacolor paid tribute to Hilario by unveiling a memorial bust and historical marker in his honor.

Free Essays on The Causes Of The Persian Gulf War

The Causes of the Persian Gulf War â€Å"Two dozen U.S. and British aircrafts bombed five radar and other anti-aircraft sites around Baghdad with guided missiles yesterday in the first major military action of the Bush administration. It was the largest airstrike against Iraq in two years and hit sites near the Iraqi capital, a significant departure from the low-key enforcement of no-fly zones in the country’s south and north. The U.S.-led alliance declared the zones off-limits to Iraqi aircrafts after the Persian Gulf War. President Bush, speaking at a new conference in Mexico alongside the Mexican President, Vicente Fox, called the raid ‘routine.’ But it was widely interperted in Washington and other world capitals as presaging a get-tough attitude by the new administration toward a country that has vexed U.S. policymakers for more than a decade. ‘Saddam Hussein has got to understand we expect him to comform to the agreement that he signed after The Desert Storm,’ Bush said...† (Ricks A1) Saddam Hussein’s continuing failure to cooperate is one of many results of the Persian Gulf War. Between January 17 and February 28, 1991, an international military coalition sanctioned by the United Nations and led by the United States defeated the large, well-equipped Iraqi army and forced it to withdraw from occupied Kuwait. The allied offense, whose military code name was Operation Desert Storm, involved ground troops from 19 countries joining together from virtually every region on the globe: North America, South America, Western Europe, Eastern Europe, the Middle East, Africa, Asia, and Australia (Yant 18). In essence, from the Iraqi position, there were three, main, inter-state causes of the Persian Gulf War: 1) To aquire a major port on the Persian Gulf, 2) To eliminate the $13 billion debt that Iraq owed Kuwait, 3) To gain vast oil reserves. In order to better understand the Iraqi position, it ... Free Essays on The Causes Of The Persian Gulf War Free Essays on The Causes Of The Persian Gulf War The Causes of the Persian Gulf War â€Å"Two dozen U.S. and British aircrafts bombed five radar and other anti-aircraft sites around Baghdad with guided missiles yesterday in the first major military action of the Bush administration. It was the largest airstrike against Iraq in two years and hit sites near the Iraqi capital, a significant departure from the low-key enforcement of no-fly zones in the country’s south and north. The U.S.-led alliance declared the zones off-limits to Iraqi aircrafts after the Persian Gulf War. President Bush, speaking at a new conference in Mexico alongside the Mexican President, Vicente Fox, called the raid ‘routine.’ But it was widely interperted in Washington and other world capitals as presaging a get-tough attitude by the new administration toward a country that has vexed U.S. policymakers for more than a decade. ‘Saddam Hussein has got to understand we expect him to comform to the agreement that he signed after The Desert Storm,’ Bush said...† (Ricks A1) Saddam Hussein’s continuing failure to cooperate is one of many results of the Persian Gulf War. Between January 17 and February 28, 1991, an international military coalition sanctioned by the United Nations and led by the United States defeated the large, well-equipped Iraqi army and forced it to withdraw from occupied Kuwait. The allied offense, whose military code name was Operation Desert Storm, involved ground troops from 19 countries joining together from virtually every region on the globe: North America, South America, Western Europe, Eastern Europe, the Middle East, Africa, Asia, and Australia (Yant 18). In essence, from the Iraqi position, there were three, main, inter-state causes of the Persian Gulf War: 1) To aquire a major port on the Persian Gulf, 2) To eliminate the $13 billion debt that Iraq owed Kuwait, 3) To gain vast oil reserves. In order to better understand the Iraqi position, it ...

The Association between Dust Incidents and Respiratory Diseases in Abu Dhabi

The Association between Dust Incidents and Respiratory Diseases in Abu Dhabi Introduction The climate’s peculiarities of the Middle East make the population of the countries in the region suffer from a lot of dust incidents every year which occur frequently in relation to the definite season. Summer is the period with the most intensive dust storms in the United Arab Emirates (UAE), Iran, Syria, and Iraq.Advertising We will write a custom research paper sample on The Association between Dust Incidents and Respiratory Diseases in Abu Dhabi specifically for you for only $16.05 $11/page Learn More The population of the countries with the similar weather conditions such as Lebanon and Israel observe the most drastic dust storms in spring. Dust storms are typical for the climate of Egypt not only for springs but also for winters. The problem is in the fact that such dust incidents as dust storms have a lot of negative effects not only on the environment and economy of the countries but also on their population’s health. Rese archers state that it is possible to examine the direct dependence of the development of respiratory diseases among the population of the Middle Eastern countries on the dust storms’ frequency (Akbari, 2011; Kutiel Furman, 2003). Moreover, the possibility of frequent dust storms as the characteristic feature of the region’s climate negatively affects the development of such chronic diseases caused by the sandstorm dust as asthma and chronic obstructive pulmonary disease (COPD). The purpose of this research is to examine and describe the possible correlation between such dust incidents as dust storms and the prevalence of respiratory diseases in the Middle Eastern region with references to the situation in Abu Dhabi. The climate conditions of Abu Dhabi are characterized by frequent dust and sand storms which negatively affect the population’s state of health and cause different respiratory diseases which are often discussed as chronic ones (asthma and COPD). The Nature and Impacts of Dust/Sand Storms in the Region of the Middle East The causes of dust/sand storms in the UAE are the same ones as in any country of the Middle Eastern region. The sand storms are caused by the forces of wind and the prolonged droughts contribute to the development of the process. Thus, the wind affects the vibration of sand particles which later begin to saltate. Akbari states that then the particles of sand â€Å"repeatedly strike the ground, they loosen smaller particles of dust which then begin to travel in suspension† (Akbari, 2011, p. 228). The Persian Gulf region â€Å"suffers from considerably more dust storms than the other regions. The averaged maximum occurs in the summer during which for more than 30% of the time there is a level of airborne dust that reduces visibility to below 11 km† (Akbari, 2011, p. 229). Moreover, dust incidents can also occur in spring and winter when the percentage of their frequency is rather low. Dust storms ar e characterized by a lot of negative impacts which can be discussed as rather severe for the countries’ environment, economy, and social life of the population in relation to the increase of health problems, especially a development of the respiratory diseases.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Kutiel and Furman, with references to the investigations of the other researchers, determine such negative effects of dust and sand storms in the region as the reduced soil fertility and possible damage to crops which are harmful for agriculture. It is also possible to observe the extreme reduction of solar radiation, and the consequences of this process are the efficiency of solar devices. Sand storms can destroy telecommunications and other mechanical systems. They result in the dirt, air pollution, and the increase of respiratory diseases (Akbari, 2011; Ku tiel Furman, 2003). Why are sand storms so risky for the environment and population of the UAE? Akbari pays attention to the fact that â€Å"a sandstorm can move whole sand dunes. Dust storms can carry large amounts of dust, so much so that the leading edge of one can appear as a solid wall of dust as much as 1.6 km (1 mile) high† (Akbari, 2011, p. 228). The effects of this phenomenon can be dangerous for the territory where the process is the most intensive. To prevent the negative effects of dust and sand storms which are observed in the region during the whole year, it is necessary to concentrate on examining the peculiarities of these dust incidents, accentuating the factors which contribute to their development. Moreover, it is also important to work out the system of effective decreasing the consequences of the drastic sand storms. The economists pay much attention to overcoming the impacts of sand storms on the agriculture, the ecologists concentrate on protecting the environment from these severe processes, and doctors develop the ways to reduce the negative effects of dust and sand storms for people who suffer from asthma and COPD. The problem of dust storms is also typical for the territories which have different climatic conditions in comparison with those ones in the UAE. In their research, Shao and Dong focus on the methods to cope with dust storms effectively at the territories of China, Korea, and Japan (Shao Dong, 2006). The researchers’ conclusions about the effectiveness of monitoring dust storms and modeling systems to predict the consequences and overcome the impacts can be effective for analyzing the aspects of the problem in the UAE because the negative effects of dust storms on the quality of the people’s life, their health, and social activities can be considered as comparable for these countries.Advertising We will write a custom research paper sample on The Association between Dust Incidents and Respirat ory Diseases in Abu Dhabi specifically for you for only $16.05 $11/page Learn More The Problem of Respiratory Diseases in the World and in Abu Dhabi The increase of the amount of people who suffer from the respiratory diseases which have the chronic form can be observed every year. Moreover, chronic respiratory diseases become the cause for increasing the level of mortality in the definite countries. According to the data presented at the meeting of Global Alliance Against Chronic Respiratory Diseases (GARD), asthma and COPD caused the death of 250 000 persons in 2005, and this number increases every year with taking the third position of causing the people’s death globally (WHO, 2008, p.1). According to the results of Hajat, Harrison, and Shather’s research, respiratory diseases take the sixth position as the cause of deaths in Abu Dhabi. That is why, respiratory diseases are discussed as the influential factors for causing the persons’ deaths with references to non-communicable diseases (Hajat, Harrison, Shather, 2012). (Hajat, Harrison, Shather, 2012). The situation in the UAE can be compared with the situation in the countries with the similar climatic conditions. It is stated in researches that respiratory diseases is the main causes for the population’s deaths in Egypt, Syria, and Lebanon (WHO, 2006). According to Nuwayhid, Youssef, and Habib, â€Å"rainfall decrease and increase in temperature will increase air pollution and consequently cause an increase in respiratory illnesses among urban populations, particularly in Egypt, Lebanon and the United Arab Emirates† (Nuwayhid, Youssef, Habib, 2009, p. 90). The development of these diseases is correlated with the frequency of dust incidents.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is possible to determine such causes for developing the chronic respiratory diseases as the intensification of the air pollution caused by increasing the level of dangerous substances in the air. Breathing the extremely polluted air as a result of the industries’ development, a lot of people over the world suffer from the reduced lung function, different symptoms of asthma and COPD, and from chronic bronchitis. However, the situation in the UAE is more complicated because of the fact the majority of symptoms of the respiratory diseases depend on the high level of presence of the sand and dust particles in the air. Thus, the professors who presented their reports at the GARD meeting stated that the percentage of the morbidity and mortality caused by asthma and COPD is comparatively high in the Middle East, and the risky situation continues to develop (WHO, 2008). In spite of the fact the main cause for the development of the chronic respiratory diseases is determined by the researchers as the climatic peculiarities and the frequent occurrence of dust and sand storms, the aspects of ‘civilization’ also significantly influence the prevalence of the respiratory diseases in the region. According to Hajat, Harrison, and Shather, the increase of chronic diseases in Abu Dhabi, including respiratory diseases, is connected with the growth of the region’s status and its intensive development (Hajat, Harrison, Shather, 2012). The definite aspects of the western way of life such as the growth of industries and transport can cause the people’s suffering from non-communicable diseases. The rapid growth of industries â€Å"is causing air quality to become poor in the large cities due to motor vehicles and industrial emissions. The health impact can be seen by the fact that the incidence of respiratory diseases has increased in the past 10 years† (WHO, 2006, p. 44). The next important factor is smoking. Thus, the quality of the air decreases, and the peculiarities of the climate in Abu Dhabi contribute to complicating the situation. Nevertheless, the researchers are inclined to associate the problem of respiratory diseases in the UAE, and Abu Dhabi in particular, with the peculiarities of the region’s hot and dry climate. Thus, occasional violent sand and dust storms can cause a lot of damage, reduce visibility, and contribute to worsening the health of those persons who suffer from different respiratory diseases. In their investigation, Zaabi and the group of researchers concentrated on the connection between the development of COPD in Abu Dhabi and smoking. The researchers concluded that there are no direct connections between the health problems and smoking because of the fact there are a lot of the other factors which stimulate the worsening of the population’s health state in Abu Dhabi and the increase of the amount of people with chronic respiratory diseases such as COPD (Zaabi et al., 2010 ). Thus, the question of more risky factors for developing respiratory diseases remains open because the situation in Abu Dhabi can be discussed as caused by the combination of the negative impacts of breathing the chemically polluted air, smoking, breathing the air with the particles of sand and dust storms. Salvi and Barnes also focus on examining the possible correlations between the fact of active or passive smoking and the development of COPD, and they conclude that chronic asthma and chronic obstructive pulmonary disease depend not only on the fact of smoking or the effects of biomass fuel but also on the combination of the definite socio-economic factors, and the peculiarities of the certain nations’ development (Salvi Barnes, 2009). The results of the research are significant for analyzing the role of such factors as, for instance, smoking and breathing the air polluted with the sand and dust particles for the development of the respiratory diseases. It is possible t o conclude that the prevalence of respiratory diseases in the UAE and Abu Dhabi is based on such significant factors as the progress of the life according to the definite western patterns, the industries’ growth, the development of the unhealthy habit to smoke, the pollution of the air with the sand and dust particles which is caused by the occasional sand storms. Chronic respiratory diseases are the causes for a lot of deaths in the region, and the frequency of sand and dust storms can be discussed as the negative factor for changing the statistical data in relation to the issue. The Connection between Dust/Sand Storms and Respiratory Diseases in Abu Dhabi Today, a lot of people who live in Abu Dhabi suffer from coughing and wheezing, such chronic respiratory diseases as asthma and COPD. Mahboub, Santhakumar, Soriano, and Pawankar conducted the complex research to examine the peculiarities of asthma in the UAE, concentrating on the factors which stimulate its development and on the ways of the effective treatment (Mahboub, Santhakumar, Soriano, Pawankar, 2010). The problem is in the fact chronic respiratory diseases are often caused by the combination of negative factors among which it is necessary to focus on smoking and the climatic peculiarities of the region. Thus, dust and sand storms are discussed as the most influential aspects for developing the people’s shortness of breath and worsening their chronic respiratory diseases. Kwaasi (as cited in Nuwayhid, Youssef, Habib, 2009, p. 92) pays attention to the fact that sandstorm dust is a â€Å"prolific source of potential triggers of allergic and nonallergic respiratory ailments†. Such dust incidents as sand storms in the UAE are the environmental risk factors which cause the prevalence of asthma, pneumonia, allergic rhinitis, pulmonary tuberculosis, and COPD in the region. The periods which can be considered as the seasons of dust/sand storms in Abu Dhabi are characterized by the pat ients’ frequent complaints about their chronic respiratory diseases or allergic rhinitis. That is why, it is important for people to stay indoors when the violent sand storms occur in order to avoid the deterioration of the physical state of those persons who suffer from asthma or COPD. Nowadays, many researchers agree that it is possible to observe the direct correlation between the development of asthma, COPD, and the other respiratory diseases and the frequency of dust and sand storms in the UAE because the particles of sand influence the respiratory system, causing its allergic reactions or worsening the chronic diseases (Nuwayhid, Youssef, Habib, 2009). From this point, the climatic and weather peculiarities of the region such as the vast desert area and the changes in temperature provoke dust incidents which cause a lot of respiratory diseases, and this logic chain ends with the high percentage of mortality affected by the development of respiratory diseases in the UAE (Hajat, Harrison, Shather, 2012). In spite of the fact dust/sand storms are dangerous for the people’s health in Abu Dhabi because of the peculiarities of this weather phenomenon, the situation can be complicated with the persons’ habit to smoke. Breathing the air polluted with the sand particles and gases, people increase the risks of worsening their physical state and developing chronic respiratory diseases. The researchers pay attention to the fact that dust and sand storms can provoke the development of the respiratory diseases such as pneumonia and allergic rhinitis and can prolong the patients’ suffering from COPD and bronchial asthma (Zaabi et al., 2011). It is important to note that the seasons of dust and sand storms in the UAE are the periods of the hot and windy weather when the percentage of the patients’ complaints about their health and respiratory diseases is extremely high, and it can be very low during the other seasons of a year. Thus, dust and sand storms are directly associated with increasing the level of respiratory diseases in the UAE, and in Abu Dhabi in particular. It is rather difficult to find the ways of prevention from developing allergies and worsening asthma during the seasons of dust and sand storms because of the necessity to go outdoors and continue the everyday activity. That is why, doctors draw the patients’ attention to the importance of following some rules among which the avoidance of smoking and covering their nose and mouth while being outdoors. Some easy forms of the respiratory diseases caused by the dust and sand storms which are typical for the region of the UAE can develop into asthma, lung diseases, and even trachea and bronchus cancers. From this point, the problem of respiratory diseases and its association with the frequency of dust incidents in Abu Dhabi is important for examining by the researchers because respiratory diseases are the cause for the premature deaths of the population in the region. Conclusions The high level of mortality from respiratory diseases in the UAE, and in Abu Dhabi in particular, is based on the peculiarities of the climate in the region when the hot and dry windy weather influences the dust incidents which cause the persons’ problems with the respiratory system. Dust/sand storms affect the situation when millions of sand particles are distributed with the help of the wind and provoke the development of the allergic reactions. Dust and sand storms are frequent in summer and spring, and these seasons are characterized by the extremely high percentage of the patients’ complaints about asthma, COPD, and allergies. To avoid the negative effects of dust incidents, it is necessary for people to stay predominantly indoors and protect their nose and mouth when they are outdoors. It is possible to conclude that the prevalence of asthma, COPD, and other respiratory diseases in Abu Dhabi is directly associated with dust storms in the region because these dust incidents provoke the negative stimulation of the people’s respiratory system, contributing to the development of a lot of symptoms such as coughing and problems with breathing. Living in the UAE, people have to adapt to the climatic peculiarities in order to avoid the health problems, and respiratory diseases caused by these peculiarities can be discussed as characteristic for the population’s health in Abu Dhabi. References Akbari, S. (2011). 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