Reasoning for Keeping Physical Education in the Curriculum

Dear Mr Vaughan I am writing in accordance to the letter you sent out about abolishing Physical Education from your school’s curriculum. I wish to express my reasoning and justifications for Physical Education to be included. My main issue is with your statement that PE should be abolished because it has little educational significance. I could not disagree more, it has more significance, as it doesn’t go in pursuit of ‘knowledge’ per say, it aims to achieve: An improvement in perceptual knowledge of everyday surroundings, this helps to give students a greater ability to respond to situations in appropriate way; It also helps the students to focus, if they are in a game situation, they will focus on what they’re doing in order to respond†¦show more content†¦They will learn how to compete with themselves and others. This, alongside a degree of self-improvement can be powerful life skills that could prove very useful in their future careers. Other skills that PE can offer an assistance with are: team building and leadership skills that will also provoke the awareness of the people around you and make the students alert to how the peers around them work and give them guid ance and support on how to improve or overcome some problems or obstacles they may encounter, be this within PE, other lessons, and everyday life. I feel strongly about the inclusion of PE as it can completely change the attitudes of students for a more positive point of view on many subjects. It has many more positive implications on students than it does negatives, your students will have a break from the typical classroom environment and get a break from just sitting in class and having to swallow a large intake of information which, can be difficult for some students. Learning becomes practical and more student oriented which can involve those students who learn in: kinaesthetic, auditory, and visual ways. The students who find sitting and having to read and make notes difficult have ample opportunity to excel in Physical Education, as they have a chance to learn in their preferred way and gain self-esteem and confidence to try moreShow MoreRelatedMy Philosophy on Education Essay1172 Words   |  5 Pagespresent, have had an interest in education; and many have claimed that teaching is the second oldest profession. While n ot all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality; and for good reasons. Teaching, in my opinion is the first profession period. Teaching will always and forever be used until the end of time. We know that everyone is born unknowing about education, norms, and is illiterate; weRead MoreCorrelation Between Purposeful Movement Within The Classroom And Improved Attention Span With An Increase Student Achievement1382 Words   |  6 Pagesclassroom and improved attention span with an increase in student achievement. In this chapter important literature was reviewed to bring light to movement, active learning and the effects it has on the human brain. In many settings, early childhood education is becoming increasingly structured, with emphasis on academic achievement and testing. Using movement activities throughout the day is an effective and enjoyable way to support learning and development (Furmanek, 2014). â€Å"When we think of intellectualRead MorePolicies And Procedures For Student And Faculty Performance1611 Words   |  7 Pagesteaching assignments/approaches, advising). 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Teens these days are struggling in a world that tells us sex is necessary for people who are dating. As a result, many teens give in to their desires and the pressures and engage in sexual relationships. This occurs from early to late adolescence and beyond. Supporting teens choices, schools teach safe sexRead MoreThe Purpose Of The Team Learning Activity1215 Words   |  5 PagesRunning head: TEAM BASED LEARNING 3 how Marcus would be taught, she wants Marcus to read and use a computer and not to play at school (team learning activity). Individualized Goals for Marcus: The team putting together Marcus’s individual education program included the general educator, the school administrator, myself, I was the special educator, Martha and the family advocate. All professionals were in attendance for the IEP meeting, as well as Martha because it is required by law (HallahanRead MoreStudent Athletes And Physical Education1604 Words   |  7 Pagesto take physical education in order to graduate. Envision a student who does very well in school and would like to take advanced placement or running start classes in order to better prepare themselves for college. This student, however, cannot take these classes because he or she has to take physical education, a gradation requirement, and does not have the schedule flexibility to fit both classes in. Almost every school in the United States requires students to take physical education in orderRead MoreA Short Note On Fetal Alcohol Spectrum Disorder973 Words   |  4 Pages(â€Å"What Educators†. 3). Characteristics: In order to understand children with FASD, we must understand that the following have been brain domains have been affected: physical motor skills, sensory processing skills, cognition, communication skills, academic achievement, memory skills, executive function and abstract reasoning, attention deficit/ hyperactivity, and adaptive skills. Depending on the severity of the disorder, each student is unique and each case brings a different set of challengesRead MoreErikson and Piaget1639 Words   |  7 PagesErikson, and their similarities and differences in relation to passive and active learning, will be applied to the classroom as well. Active versus Passive Learning According to Petress (2008), active and passive learning is often discussed in education journal articles and presented to teachers at in-service meetings. Active learning is the opposite of passive learning just as the active learning student is different from the passive learning student. The passive student is solely dependent on

Social Inequality And Educational Opportunity And Health

The people of the United States have frequently lived in their everyday life preferably thinking that there is no class stratification within America. They have thought that they no longer have those social classes that existed like a century ago (Ervin 7). Acknowledging the various social strata most often people prefer to ignore the disparity that is associated with them. Historically, social disparities relate to educational opportunity and health. However, a lot of improvements have been made in the social institutions and structures benefiting the entire society in the past hundred years. From these same historical events, many people of the United State had found themselves disadvantaged as a result of social stratification. This†¦show more content†¦Ã¢â‚¬Å"We may have an 8.3% unemployment rate, but I know of plenty of McDonald’s and Walmart stores that are always hiring. The bottom line is, we’re all wealthy in America compared to most of the world.â₠¬ (Freeman 153). I find no truth in that. Destitution in the in the States is real and preserves at an unarguably huge measure that is variant throughout America, and higher measure is among older adults, women, individuals under the age of eighteen and people of color. Close to 13.3%, Americans operate below the poverty line despite the fact that the US is the wealthiest country around the globe according to the 2012-2014 American Survey. This statistic incorporates 25.8% of Native Americans, 14.6% of women 18.3% of children under eighteen and 25.3% of African-Americans, according to the U.S. Census Bureau 2015. Poverty has an impact on all groups in the society be young or the aged. It has a severe effect on the economic status of an individual relative to the other factors. It is generally the well- known contributor of low educational status, poor health and public disparity among groups. According to the US Census 2007, nearly twenty-five percent of persons with high school educational level operate below the poverty line. Graduates with a percentage of about 3.6 also operate below the international poverty level. Poverty leads to poor health, malnourishment, low education, and it becomes difficult to measure to which direction is the measure with educational

Historical Allegory and Symbolism in Animal Farm Free Essays

string(58) " not possess enough military power to defeat the revolts\." Haley Pruitt Mrs. Blount AP Literature and Composition 12 November 2012 Symbolism and Allegory in Animal Farm When George Orwell wrote his literary masterpiece that has been acclaimed for many years by critics everywhere, Animal Farm, there were many world events shaping the future of all of Europe and the world that impacted his views, which therefore influenced his writing and opinions. His background and values help to shape the glasses through which he views these events. We will write a custom essay sample on Historical Allegory and Symbolism in Animal Farm or any similar topic only for you Order Now George Orwell is put into positions of warfare and diplomacy and handles both eloquently as he allows them to mold him into the person that writes the masterpieces that he goes on to produce. Animals are implemented to retell the story of Marxism, the Russian Revolution, and the downfall of utopian views and societies. George Orwell uses symbolism and allegory in his novel Animal Farm to show the social issues of the Soviet Union in the time period of 1917 through 1943. The background of George Orwell must be understood before one can go deeper into his literary works. George Orwell was the pen name of Eric Arthur Blair who was born on June 25, 1903 in Motihari, Bihar, India. He was born into an upper middle class family and went to Catholic school. He moved to Burma where his grandmother lived, and this is where he later wrote Burmese Days, â€Å"A Hanging†, and â€Å"Shooting an Elephant†. â€Å"In Burmese Days, he resigned to ‘escape not merely from imperialism but from every form of man’s dominion over man’† (â€Å"Orwell† 748). When George Orwell moved to London, he began to explore the slums and the poorer parts of the city so that he could learn to understand them and the context of the many books that were written about them. Orwell became interested in the Spanish Civil War and decided to take part in it; because of this, he was asked to be a part of the Spanish Embassy in Paris and he wanted to eliminate fascism throughout the world. George Orwell was married to and adopted a son with Eileen O’Shaughnessy. She died in 1945 during a surgical procedure. Right before he died, he married Sonia Brownell in 1949. Orwell died at 46 years old from tuberculosis. He was in and out of many hospitals for the last three years that he was alive. The author was buried according to Anglican Rite in the All Saints’ Churchyard. At the outbreak of World War II, George Orwell was deemed unfit for service so he began to write for newspapers. Orwell wrote a column of the Tribune and he was a major contributor/writer of The Observer. â€Å"By this stage, Orwell saw himself primarily as a political writer, a democratic socialist who hated party labels, hated totalitarianism, and was to become more and more disillusioned with the methods of Communism† (â€Å"Orwell† 748). Orwell wanted to expose Communism and eliminate it from Europe. Through his writing for various newspapers, he saw himself as making a difference, but not quite as much as he would have liked so he began a novel to show the ugly truth of Communism once and for all. Before the end of 1944, Animal Farm was ready for publication, but a publisher could not be found as it was considered an attack on the Soviets. No one wanted to accept that kind of responsibility and punishment if something where to reach the Soviet Union regarding his use of allegory and symbolism using animals against them and their ideas. Eventually Jonathon Cape agreed to tackle the controversies that Orwell discussed and he published it. Jonathon Cape founded Jonathon Cape Ltd. with Wren Howard in 1921. It was one of the leading literary publishers in London during the time period. Jonathon Cape also published works such as T. E. Lawrence’s The Seven Pillars of Wisdom, Arthur Ransome’s Swallows and Amazons, and the first of the James Bond books. Another historical issue that must be dealt with before a further understanding of Animal Farm can be reached is what exactly happened in the Soviet Union with the Russian Revolution and Marxism. Two German philosophers, Karl Marx and Friedrich Engles, coined Marxism. â€Å"The  Communist Manifesto  (1848) of Karl Marx and Friedrich Engels provided a theoretical basis for the revolutionary movements springing up in Europe in the latter part of the nineteenth century,† (Meyers). Marxism is a way to look at socioeconomics that is based on a more materialistic view of the development of history, a view of social change that has a lot to do with location, and an examination of the relationships of social classes within society and the way that capitalism is wrong and should be looked down upon. It fights for the self-discovery and freeing of the working class and making everyone equal to a certain degree. The Bolsheviks adopted these ideals of Marxism when they took over Russia in the Russian Revolution. World War I did not make things any easier on the peasants. Now they were forced to fight for a country they did not like in the first place and they were being simply slaughtered because they were not trained soldiers. Originally, it served to quiet the peasants because everyone was united against one enemy, but it wore off once the initial benefits were gone. Russia’s first major battle of World War I ended in over thirty thousand Russian troops were killed or wounded and the revolutions began. Tsar Nicholas began to make poor military choices and the Russians, particularly the lower class people as they had to fight and send their family and friends off to fight, began to think that there could be something better out there if they could find the right type of government to suit them. The February Revolt was the first of these revolts in the city of Petrograd. The tsar abdicated the throne because he was frightened and knew that he did not possess enough military power to defeat the revolts. You read "Historical Allegory and Symbolism in Animal Farm" in category "Essay examples" After this, there was a period of dual power where there was a provisional government that was loyal to the Soviet Socialists. The Bolsheviks were a group in Russia that began to revolt when the provisional government chose to continue to fight in Germany. Vladimir Lenin and the workers’ Soviets led the Bolsheviks. They quickly removed Russia from World War I with the Treat of Brest-Litovsk in March 1918. This resulted in a civil war between the Bolshevik (red) and anti-Bolshevik (white) factions of the government, lasting for several years, with the Bolsheviks eventually pulling out a victory. The way that this happened, it allowed for the Union of Soviet Socialist Republics (USSR) to rule later. The way that the Bolsheviks ruled the Soviet Union can be compared to the way that the Catholic Church was run (Frye 11). These are comparable because both were totalitarian and rigid with little thought into the people that followed them. People followed long sets of rules and did not really know why and there was no reward for them except to keep their lives/not be excommunicated from the church. The Russian Revolution describes the mini revolutions that happened in Russia in 1917 that rose up against the monarchy of Russia of which tsar Nicholas was the head. The causes of the Russian Revolution pertaining to society came from the oppression felt by the lower classes in the autocracy of the tsar. They had been emancipated, but life was no better for them. The industrialization of Russia led to overcrowding and very bad conditions in the cities for the urban industrial workers. This made the peasants more likely to go on protest and go on strike than in previous years. Some critics view the literary work of George Orwell to be creating a utopian society and to praise that idea of the â€Å"perfect society†. â€Å"Orwell particularly valued the vigorous, colorful and concrete style of pamphlets and wanted to revive the genre,† says Valerie Meyers of Orwell’s Animal Farm (Meyers). This is not well thought-out because he was making fun of the way that people thought of utopias and he made the utopian society of the farm animals in Animal Farm fail miserably. If he had been praising the utopian societies and genre, then he would have written things differently and not had the society end in failure and death which is ultimately where he believed it would end. â€Å"Orwell’s  Animal Farm, like Swift’s Lilliput and Blefuscu, is a coded satiric portrait of a real society, an anti-utopia which, by castigating real evils, suggests what society ought to be like† (Meyers). George Orwell uses satire and allegory to show an intended utopia failing and Meyers puts it well when she says that he â€Å"castigates real evils† because Orwell legitimately shows the evils of what was happening in Russia and tries to simplify them into something of a â€Å"fairytale† that the normal person could digest and understand. . It is written as a fable though with the moral being to â€Å"teach a political lesson† (Meyers). He is trying to show the common person the effects on the people and the seriousness of the controversies that he chose to write about. The ultimate goal of writing Animal Farm was to destroy the Soviet myth (Patai). Orwell wanted the myth that everything was going great in the Soviet Union to be dismissed because people were not taking things seriously. The rest of the world did not think anything of the terrorism that was taking place because they simply did not even know that it was happening. Concerning Russian Communism, George Orwell did not take into account the â€Å"underlying reasons for its transformation from a proletarian dictatorship into a kind of parody of the Catholic Church,† (Frye 11). Orwell simply went through the process of what happened and didn’t ask the questions like â€Å"Why did Old Major feel the way he did? † or â€Å"Why did the animals blindly believe the pigs and not question them? † The characters that are used in the literary work of Animal Farm are animals. Some critics say this is because it is written in a fable-style and some, like Daphne Patai say that this is because, â€Å"It was apparently easier for Orwell to identify with the animal kingdom, exploited at the hands of ‘humans,’ than to note that buried in class and race divisions in the human orld lay the issue of gender oppression,† (Patai). Orwell could more easily wrap his mind around the cruelty shown to animals because then he wouldn’t have to relate it back to himself and his responsibility and role in the cruelty of human treatment to other humans. Also, it allowed him to disregard race and gender in the characterization of the animals that lived on Manor Farm. When he wrote about the pigs taking over and all the other animals numbly following them he tried to show that â€Å"the class struggle among humans is ‘pure illusion’—which is itself an illusion,† (Patai). George Orwell was trying to show that we don’t have to blindly follow authority and that it is not in our best interest, but in the same respect, he proved that it can be dangerous if you do not, therefore contradicting himself. â€Å"Orwell’s concern is that no matter what viewpoint rulers adopt it is no guarantee that they can solve the ‘central problem’ of revolution—indeed, of life—namely, the abuse of power† (Slater 241). George Orwell believed that whether it was Communism, Fascism, or Marxism, the leaders failed to do what they took over to do in the first place. His philosophy was that it doesn’t matter the type of government, government cannot fix the problem of revolution no matter the strength. The characters that exemplify the symbolism and allegory make up the main plot of the masterpiece that is Animal Farm. The pigs represent the upper class Bolsheviks that took power, Boxer is the common man, the dogs are the secret police, and so on. Also, the symbols used throughout the book such as the hoof and horn flag, the Order of the Green Banner, and the part song entitled â€Å"The Beasts of England† directly parallel symbols common in Russian society at the time. Even the battles have their own parallels of historical revolutions taking place in Russia (Meyers). Orwell wanted to blatantly make a point and leave no room for question as to what this was specifically allegorizing. â€Å"He says that he will not attempt to speak for the work: Either it speaks for itself or it is a failure† (Quinn). Orwell made everything so clear because he felt strongly about this issue of Marxism and the totalitarianism happening in Russia. If a critic had a question about what this was about, it would have defeated the purpose that it was meant to serve and so he wrote it in a way as to leave nothing to assumption. The character that most of the people struggling in this time feel that they can relate to is the character of Boxer, a workhorse. He buys into the lies that are fed to him by the pigs and believes all of the propaganda. Boxer truly believes that the pigs are doing what is best for him and even is found encouraging other animals to go along with their decisions. â€Å"I will work harder† and â€Å"Napoleon is always right† are the mantras that he developed to help himself keep going and accomplish the work he was assigned by the pigs. Eventually, the pigs decide that he cannot work any harder and Boxer is deemed useless; he is sent to the glue factory much to the chagrin of the other animals that looked up to and admired him for his work ethics and motivation. The fact that he was sold for alcohol and food for the pigs shows just how the system of totalitarianism works. It shows the way that people blindly follow orders, and even those who follow orders are not rewarded. As for the pigs, Napoleon represents Stalin and Snowball represents Trotsky; they supervise and keep the best of everything, including food such as apples and milk. Napoleon prefers a harsher take on everything: defensive buildup of armaments, increased food production/work, and finally, eliminating Snowball from the equation altogether. Snowball is mellower, wanting destabilization by propaganda, building of the windmill (reducing work hours), and an eloquent way to run things. Because they come to a head on all of these governmental matters, the more brutal animal, Napoleon, finally wins by driving Snowball off with the pack of dogs being used as secret police. Napoleon, like Stalin, turns Snowball, like Trotsky, into a criminal and an enemy of the animals; his victory and bravery at the Battle of the Cowshed is diminished piece by piece and his memory is degraded. The dogs are tricked into acting against their fellow â€Å"comrades† with offers of food and other treats. They mirror the KGB in that they do the bidding of those in power and even turn against their leader when they see a reward for themselves (Gardner 103-104). Orwell’s Animal Farm is taught in schools all over the country, though the immediate need for the piece of literature is now gone because there is no more Russian Communism. Many critics say that it was written as a fable or a fairy tale, and though Blair agrees, he also says: â€Å"Still, the narrative of Animal Farm is ingenious, and its twists retain a certain charm† (Blair). Though the author is in the opinion that Animal Farm is simply a children’s book, there is a simple agreement that it was written â€Å"ingeniously†. The teaching of this literary masterpiece will continue throughout the years because of its use of historical allegory and symbolism to teach the reader simply what happened in the world events of the time period that George Orwell lived in. How to cite Historical Allegory and Symbolism in Animal Farm, Essay examples

Importance of Happiness free essay sample

Happiness is considered very important in life. Why is it difficult to define? What factors are important in achieving hapiness? please evaluate my ielts essay Happiness is something we all desire, but not many achieve. There is no universally accepted definition for happiness, as its coordinates differ from one to another. However, I believe there are several factors people cite when asked about the ingredients needed for the happiness recipe.To begin with, it is a well-known fact that every person in this world is unique and consequently it is normal that every one has its own aspirations and beliefs. What makes a person happy might not work as well for another one. Therefore, it isdifficult to define happiness, but I think every one would agree with this: happiness consists in and is strongly connected with things that makes us happy. Love, money, career and faith in God are the factors generally mentioned/agreed as important in achieving happiness. We will write a custom essay sample on Importance of Happiness or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Furthermore, every person has its own value system in which all of the factors mentioned above are disposed gradually. To give an example from my personal experience, my grandmother was a very religious person and her faith in God and love for her nephews were enough to keep her happy. Rather, there are many persons who put money or career on the foreground. On the contrary, there are some spiritual leaders, including Osho, who say that happiness is not something you practice, but something that comes to you when you allow it.One argument that cannot be ignored to sustain this is that there are many times when we hear about people who achieved everything they wanted in their life, but still felt anxious, unhappy, unfulfilled. Osho said that happiness comes when we feel free, relaxed and are focused on love. To sum up, I believe the best way to achieve happiness is to first think of our value scale and decide which factor is the most important to us. Then we should try to become succesful in that way, having a positive attitude towards life. We sometimes try so hard to be happy and to achieve our goal, that we forgot to do things that make us happy.

Tar Baby Essay Example For Students

Tar Baby Essay Toni Morrisons Tar Baby is a novel about conflicts and learned biases that exist on a race, class and gender level. Many of the characters experience a sense of exile either from their environment or from themselves. All of these characters have some sort of issue that exists on a race, class or gender level, that will eventually lead them to their exile. Most of the novel takes place on a white millionaires Caribbean estate, Valerian Street. He in a sense exiled himself from the states because he felt alienated from the world that he lived in. He lived in a capitalistic society, and when he finished working his usefulness in that society was over. So he left his home in Philadelphia with his wife who was not happy about having two homes: I live in airplanes now. Nowhere. Not in PhiladelphiaNot here(P.28) His wife Margaret does not understand why he wants to be on an Island without people that they know. We will write a custom essay on Tar Baby specifically for you for only $16.38 $13.9/page Order now Margaret married Valerian when she was a child; one reason for this was that she wanted to get away from her family. In a way, she exiled herself from her childhood because of its complications. Her parents were bothered with the fact that she had red hair, because her father didnt have red hair. He wasnt sure if she was his child or not and this tension continued throughout her childhood. She escaped her past through Valerian and began a new life without the tension that she felt from her parents. Because of her red hair she stands out in her family, and eventually becomes abusive to her husband and her own Son, Michael. Michael is a silent character in the novel but still plays a role. He never shows up at the house because he to exiled himself from his family. One reason for his exile was that his mother abused him when he was a child and he seems to have different beliefs than his father has. He didnt want to follow in his footstep and take over the family candy company: .the son was not charmed with Teddy Boys and Island retreats(P.53) Michael was their only biological child, but Jadine was raised by Valerian and Margaret and her Uncle and Aunt who are the Streets servants. Jadine unlike Michael exiles herself from the life she had away from the Street family. She lived in Paris with all of its glamour, glitz and fame; she worked as a model. She runs away from her way of life in Paris, the life of passing or conforming to what the powerful people in her profession want of and from her. She comes to the Island to relax and clear her head, Margaret believes that she is getting over and affair(P.29) Jadine moves to the Island to find herself getting involved with a young man by the name of Son. Sons exile is the most clear because he was running away from the law. He killed his wife, so the law and his wifes family were after him. The novel itself starts off with Son jumping off of a ship attempting to get back to the town where he was from, Eloe so that he could end his exile. He gets caught in a current and is unable to reach Eloe. (P.6) He ends up on the Island still running from his past using different names for secrecy. In a conversation with Jadine, he tells her his different names: . that says William Green One of them any way. I got another that says Herbert Robinson. And one says Louis Stover (P.174)One of the major themes in this novel was about the different characters that in some way exiled from themselves or from their environment. In each case, the exile had to do with race, class and gender. Valerian left his environment because he felt worthless; he had no more to contribute in the economic world therefor felt out of place. Margarets exile was different be cause she was able to do it because of her gender. She used her good looks to attract Valerian and he took her away from her family, and her past. Jadine was escaping her race issues in Paris;

Introduction to the Custom of Sati

Introduction to the Custom of Sati Sati or suttee is the ancient Indian and Nepalese practice of burning a widow on her husbands funeral pyre or burying her alive in his grave. This practice is associated with Hindu traditions.  The name is taken from the goddess Sati, wife of Shiva, who burned herself to protest her fathers ill-treatment of her husband.  The term sati can also apply to the widow who commits the act. The word sati comes from the feminine present participle of the Sanskrit word  asti, meaning she is true/pure.  While it has been most common in India and Nepal, examples have occurred in other traditions from as far afield as Russia, Vietnam, and Fiji. Pronunciation: suh-TEE or SUHT-ee Alternate Spellings: suttee Seen as a Proper Finale to a Marriage According to custom, Hindu sati was supposed to be voluntary, and often it was seen as the proper finale to a marriage. It was considered to be the signature act of a dutiful wife, who would want to follow her husband into the afterlife. However, many accounts exist of women who were forced to go through with the rite. They may have been drugged, thrown into the fire, or tied up before being placed on the pyre or into the grave. In addition, the strong societal pressure was exerted on women to accept sati, particularly if they had no surviving children to support them. A widow had no social standing in traditional society and was considered a drag on resources. It was almost unheard-of for a woman to remarry after her husbands death, so even very young widows were expected to kill themselves. History of Sati Sati first appears in the historical record during the reign of the Gupta Empire, c. 320 to 550 CE.  Thus, it may be a relatively recent innovation in the extremely long history of Hinduism. During the Gupta period, incidents of sati began to be recorded with inscribed memorial stones, first in Nepal in 464 CE, and then in Madhya Pradesh from 510 CE. The practice spread to Rajasthan, where it has happened most frequently over the centuries. Initially, sati seems to have been limited to royal and noble families from the Kshatriya caste (warriors and princes). Gradually, however, it percolated down into the lower castes. Some areas such as Kashmir became particularly known for the prevalence of sati among people of all classes and stations in life. It seems to have really taken off between the 1200s and 1600s CE. As the Indian Ocean trade routes brought Hinduism to Southeast Asia, the practice of sati also moved into new lands during the 1200s to 1400s. An Italian missionary and traveler recorded that widows in the Champa kingdom of what is now Vietnam practiced sati in the early 1300s. Other medieval travelers found the custom in Cambodia, Burma, the Philippines, and parts of what is now Indonesia, particularly on the islands of Bali, Java, and Sumatra. In Sri Lanka, interestingly, sati was practiced only by queens; ordinary women were not expected to join their husbands in death. The Banning of Sati Under the rule of the Muslim Mughal emperors, sati was banned more than once. Akbar the Great first outlawed the practice around the year 1500; Aurangzeb tried to end it again in 1663, after a trip to Kashmir where he witnessed it. During the European  colonial period, Britain, France, and the Portuguese all tried to stamp out the practice of sati. Portugal outlawed it in Goa as early as 1515. The British East India Company imposed a ban on sati in the city of Calcutta only in 1798. To prevent unrest, at that time the BEIC did not allow Christian missionaries to work within its territories in India.  However, the issue of sati became a rallying point for British Christians, who pushed legislation through the House of Commons in 1813 to allow missionary work in India specifically to end practices like sati.   By 1850, British colonial attitudes against sati had hardened. Officials like Sir Charles Napier threatened to hang for murder any Hindu priest who advocated or presided over a widow-burning. British officials put intense pressure on the rulers of the princely states to outlaw sati, as well. In 1861, Queen Victoria issued a proclamation banning sati throughout her domain in India. Nepal officially banned it in 1920. Prevention of Sati Act Today, Indias  Prevention of Sati Act  (1987) makes it illegal to coerce or encourage anyone to commit sati. Forcing someone to commit sati can be punished by death. Nonetheless, a small number of widows still choose to join their husbands in death; at least four instances have been recorded between the year 2000 and 2015. Examples In 1987, a Rajput man was arrested after the sati death of his daughter-in-law, Roop Kunwar, who was just 18 years old.

Abortion Essay Example | Topics and Well Written Essays - 2250 words

Abortion - Essay Example Spontaneous abortions refer to the natural process during which the human body rejects and expels the fetal contents without any â€Å"voluntary involvement or utilization of induction methods† (102). These events are often the source of great psychological distress to expecting parents and communities. However, the real social dilemma is regarding induced abortions; which refer to a voluntary disruption of a pregnancy brought upon through medical intervention (Hou Chap. 29). As a legal matter, the Supreme Court of United States supported the right to abortion in the judgment given for Roe v Wade case (Hou, Chap. 29). It was seen as the biological right of a woman to decline to carry an undesired child to term, as her physiological right. After this decision was taken there was a significant increase in the rate of abortions in the country (National Right to Life Committee, 4). But not everyone in either the public or private sector agreed with the decision and different states in the United States implemented separate legislations with varying degrees of leniency with regards to the accessibility to abortion services (Hou, Chap. 29), and in many states the debate for the right to abortion is still going on. Recent trends reveal that there is a reduction in abortion rates in the country (National Right to Life Committee 4), indicating that the perspective of the population has shifted against the process, which is labeled â€Å"barbaric† by individuals who oppose it. Anti-abortion perspectives are fueled by the concern for the rights of the unborn child as well as the sanctity of human life – eliminating a human life destroys the sense of a safe and beneficial society for all. Given these sentiments, states with the majority against abortion should implement strong anti-abortion policies which can guide

Maya Angelou Essay Example | Topics and Well Written Essays - 750 words

Maya Angelou - Essay Example The author believes that the sense of displacement is stronger than the racial prejudice alone (Neubauer): "If growing up is painful for the Southern Black girl, being aware of her displacement is the rust on the razor that threatens the throat." Essentially this work is interlaced with themes such as â€Å"self-acceptance, race, men, work, separation, sexuality, motherhood† that can be seen as glued together by the central theme of racism (Lupton). Racism continues not just as a theme in ‘I Know Why the Caged Bird Sings’ but rather as the underlying fabric on which Angelou’s tale is woven. On the other hand, the theme of motherhood emerges strongly late in the work with the birth of Guy, Angelou’s son. However, subtle references to motherhood remain scattered throughout the work. The connection between Momma Henderson and the author is essentially about motherhood where the older woman serves as Angelou’s link to her social and racial identit y. Angelou’s work dwells on the use of metaphor to propagate her point of view. The author has adeptly blended racist undertones and overtones with the metaphor of a caged bird. The utilization of the caged bird stems from Dunbar’s poem titled ‘Sympathy’ where a caged bird is shown singing in order that its prayers for freedom be realized. Angelou likens herself and her community to the caged bird that can see the world around it but remains restricted by the cage from freedom of exploration (McMurry). The African Americans had been emancipated, but socio economic liberties remained few and far in between. The situation in Angelou’s case was exacerbated by a rural community and her female gender. While Dunbar’s caged bird keeps singing in frustration, Angelou is seen as transforming her frustration to her self-acceptance while still being caged by society at large (McMurry). The author has demarcated the cage in the metaphor as social roles t hat have become so well entrenched that no flexibility or hope for change exists anymore. In Angelou’s tale of self realization and development, society’s roles and statuses serve analogous to the bars of a cage. Among other metaphors, Angelou tends to transform Momma Henderson metaphorically to preserve her image as the community leader. Momma Henderson provides Angelou with a submissive method to deal with life but the author feels that this is not the life for her. Since Momma Henderson is her ideal, Angelou does her best to transform the older woman to preserve her own sense of dignity. Angelou’s metaphorical transformation of Momma Henderson reveals both a desire for gaining respect and the fear of being disrespected (Lupton): "... did an excellent job of sagging from her waist down, but from the waist up she seemed to be pulling for the top of the oak tree across the road." Angelou’s mastery of the pen is also evident in her poetic collections such as ‘And Still I Rise’ where a defiant Angelou is seen fighting against overwhelming odds. The recurrent theme of the collection is emergence from defeat where Angelou keeps repeating that she keeps rising no matter how doleful and discouraging the defeat (Neubauer). The theme of self definition tends to emerge in this work as in other works by Angelou and keeps recurring throughout the entire piece. The author’s use of â€Å"I† in her constant reminder of â€Å"I rise†

Petroleum economcs and project management Assignment

Petroleum economcs and project management - Assignment Example OPEC’s first price band mechanism was developed at its 109th meeting of its Conference in March 2000. This mechanism directs that the price of a barrel will range between $22-$28 in order to balance the needs of both the consumers and producers. This method has ensured that OPEC’s role in stabilizing the market is successful because since its inception, the average price of a barrel has been $25.30 per barrel. However, this price band mechanism states that 500,000 barrels per dollar should be added to the market in instances where prices rise above $28 per barrel. This is to ensure that cartels in the industry do not take advantage of high prices and create a shortage hence destabilizing the market. (Alvaro, 2003) As part of its role in ensuring stability in the oil market, OPEC is supposed to deal with shortages that arise from political instability in oil producing areas that may lead to sprawling up of prices. For instance the 2000 September 11 incidence in the USA followed by war in Iraq lead to ‘war premium’; a speculation of oil shortage due to effects of war. Therefore as part of its role in ensuring stability, OPEC convened a consultative meeting to discuss on the ways of countering the looming shortage. This conference was aimed at finding ways in which OPEC could provide assurances to the market that its member countries have the capacity to overcome any shortfall that may occur due to war in Iraq. During the conference, it was agreed that member countries raise their outputs to maximum to meet the market needs and at the same time reduce actual production so as to ensure the threat of over-supply during the season of low demand. (Edmund, 2006) Also, OPEC must demonstrate its commitment to ensuring that the prices do not rise and fall unstably. For instance, in the wake of the price weakness that followed the tragic bomb in September 11 and the war in Iraq, OPEC used the price band strategy in

My Personal Culture

My Personal Culture Introduction The typical cave discovery tells us how people lived thousands of years ago. Likewise a familys personal history tells the story of the family but it also indirectly records society and how it affected them as individuals, as a family, and as a community. Many families take great care to safeguard their family stories and pass them down to future generations through recorded documents and oral history. This ensures that all future generations are aware of the struggles and hardships endured by their ancestors that shaped the early generations. Family history was most often recorded by those who had inherited their wealth or social status and others, who had inherited nothing, would often suppress their family history as a matter of shame. The Webb family boasts no family historian, genealogist, or biographer. Those that are aware of the facts have long passed and the few that remain can only reveal bits and pieces of fading memories. This paper is an attempt to piece together the mem ories, stories, and historical data of the time to tell the story of my family. Life in a company town With the construction of railroad lines in the first decades of the new century coal mining operations and coal towns began springing up almost overnight. To accommodate the influx of workers mine owners had to offer housing and other luxuries to the families migrating to the newly established communities (Buckley, 2004). The majority of Southwest Virginias mountain residents lived settled sparsely in hollows (â€Å"hollers†) between the hills, along creek beds, and on hillsides so many companies had to entice workers from outside the region to move their families into areas that appeared unlivable. This was easier for companies mining in the Appalachian fields since the area accounted for over 90% of the total amount of coal mined in the United States during the 1920s (Buckley, 2004). The early success of extracting ‘black diamonds would be short lived as the onset of such tragic events as World War I and the Great Depression subdued king coal. The early days of coal town living was never discussed amongst my family. My grandfather was born just one year after the fighting in World War I ceased and he lived to survive many other tragic events in American history but never recounted any tales outside living in a coal camp with his family. It is unclear where he was originally from as he never talked about his days growing up or his parents except to tell his fathers name in brief stories of glory days gone by. An interview with his youngest daughter did not shed any light on his mysterious past. She recalls growing up in the same small town in Southwest Virginia but she struggled to recount her experiences growing up in a mining community. My mother was not able to provide much more detail and only confirmed the information I had already attained. Historical fact paints a good picture of their experience and may help explain why family history was not more of a priority. It is unclear whether the family purposefully chose to conceal this time in history or not. The premise may have been to protect future generations from the dark days of struggle the family endured. Only those who have left this life know that answer and those of us who remain must speculate. The coal mining towns were typical of industrial towns in other parts of North America and Western Europe. The houses were usually identical, functional and of simple design. The mining towns were representative of frontier communities. Initially there were few amenities but as the towns grew conditions improved. Schools were opened in the mining towns soon after families arrived in the district. Hotels, a post office, retail businesses, banks, newspapers and churches and sometimes and opera house or theatre were features of all the major communities. Lodges were important in many communities and the members performed a variety of social and cultural functions in the towns (Buckley, 2004). The company store was not just the local grocery store. It was often the center of life in a coal mining town. Every town had one, and everyone shopped there. The company store was usually located near the railroad tracks in the town. Everything that a family might want or need could be bought in t he store, from food to clothing, from hardware supplies and the miners tools to furniture and appliances. My grandfather often compared the company store to our modern day mall and would describe his days of shopping after having received just over two dollars for a whole days work. I never remember hearing my family tell stories about hardship or struggle. In fact, I do not recall ever hearing my grandparents or parents talk about tragedy and triumph, good conquering evil, or good vs. bad. It is as though my entire ancestry had taken a vow of silence. There were no discussions around the dinner table, no meaningful conversations about future goals, and no retelling of early family experiences. Even my earliest memories capture only a glimpse of the events that shaped our familys values. Since the days of my great-grandfather all that seems to have been known was working and living in a coal town. This was considered such laborious work but it seemed to appeal to my ancestors. The code of silence not only encompassed family values but permeated every aspect of family life and living. There were never discussions about diversity of religion, gender, race, or nationality. Even the major events of the time did appear to strike the heart of our family. It is as thou gh they had shut off the world around them and relished in one anothers presence. My father was a stern man. He did not speak much but he had an aura about him that did not require him to. Working around the home was expected and long hours were customary. Dinner had to be prepared and ready to serve as he arrived home from work and the menu always consisted of the family staple: pinto beans and corn bread. Although never spoken we understood that we did not question our father. His rule was not a democracy and at times he ruled with an iron fist. As boys we were expected to do the ‘manly work around the home and our sister was expected to take care of the house and learn to cook. I believe education intimidated my father. He dropped out of school at 13 years of age and never returned. He struggled to read and write and may have compensated by entrenching himself in his trade. There was only one high school graduate in three generations of males in our family. Young men were expected to drop out of school, if necessary, and go to work in a coal mines. In the last 100 years there have only been two college graduates in our family and those experiences were not celebrated. Education was never criticized openly but neither was it lauded in the eyes and ears of the children. I never remember relationships being very important in our family. Affection was not shown openly and never discussed in the presence of children. Those who were married seemed to love one another but did not use words to express their fondness. It was simply understood that their devotion coexisted. This lack of communication carried over in all the relationships within the family. Sitting down to have a meaningful conversation was not something anyone considered doing. Somehow, as children, each of us knew that significant communication was not valued by our parents or grandparents. Parents simply had a way of looking at a child that communicated it was time to stop and toe the line or suffer the consequences. The consequences were most often administered by the males in the family and each of them had a difficult time maintaining control and would often discipline in ways that would be considered child abuse today. For example, I can remember my grandfather laughing while he was t elling the story of throwing large rocks at his boys after they had gotten into trouble. He was laughing as he remembered hitting them with the rocks. Spillover from company town experience My grandfather survived the Great Depression but I do not believe he was unscathed. He was a teenager at the time and forced to give up his childhood and enter the workforce at a very early age. He would tell stories of being 13 and working in coal using picks and donkeys pulling small cars in water up to his chest just to make enough money to help feed his family for the day. For as long as I can remember my grandfather was an alcoholic. He drank from the time he woke up in the morning until he fell asleep at night. I believe he wanted to avoid the scars from so many years of hard living. Unfortunately, each generation that followed mirrored his reluctance to talk about the issues that made life difficult. He had become complacent living in a coal town and his children had become content because it was the only life they knew. In a sense he served the family as he had been served by the company. Each of his children lived in homes that were similar and each of his boys worked long h ours in the coal mines starting around the age of 13. The girls stayed at home to help keep the house, tend the garden, and prepare meals for their brothers. I never remember our family talking about religion but it must have been important to our community because there are six churches in an area that is only 0.2 square miles (Bureu, 2000). Each hollow has its own small church with many of them still functioning today despite having a population of just over a thousand residents. Religion was a taboo subject although no one in the family ever forbade it. There was a sense that no subject was worthy of discussing openly as a family. This would fall in line with the ideology of our earliest remembered ancestor Andrew Webb. Church and the idea of God were not promoted nor denied amongst our family. The attitude resembled the same attitude of the character John Walton from the television series The Waltons. The men in our family were very good-natured and wise, but also fearless, ready to stand up to a challenge and tell it like it is. This personality sometimes causes him to get very brash, even towards his children and wife on occasion, a nd he can also get into the mindset of a workaholic when heavily stressed. They were somewhat non-religious although there were brief moments when God was acknowledged as Creator. The code of silence established by my ancestors runs deep in our family. The current generation does not communicate any differently than those before us. Most often the family can be found together in the midst of tragedy and then the visits are short lived. Family reunions have never been a priority. Although most of the family lives in the county communication is almost nonexistent. Even while gathering information for this paper I found it difficult to talk to relatives about our family history. We had never discussed such things and the idea of having to ask for information about our ancestral past was daunting. There are times I am very aware that my attitude and communication style, or lack thereof, closely mimics that of my ancestors. It is a daily struggle to do things differently and one that sees moments of victory and defeat. I work each day to better communicate with my children. It seemed much easier when they were younger children. As they get older it becomes more of a task for me to communicate because I do not have any experiences to compare it to. My father never talked to me and never allowed his children to see him cry. My children have seen their father show a range of emotions. This has not always been an easy task and one that takes thought on my part. I am careful to explain to them that emotions are a natural and healthy way to promote self care and are every part of being a man. I also explain that there are times when emotions are not appropriate and should be subdued until a more appropriate time to show them. This is something I can never remember my grandfather or father ever discussing. Their lack of doing has made raising children more difficult and stressful. The major difference in our home as compared to what I am aware of in my parents home and grandparents home is a willingness b y my wife and I to talk to our children when they have questions. When they are not asking questions we are. This keeps the lines of communication open and hopefully will instill in them a greater sense of family and increase their world view. Becoming a sensitive multicultural counselor At the age of 18 I enlisted in the United States Army. There was a passion in my heart to move beyond what I knew growing up. I knew there was more to the world around me than coal. My only experience with other cultures came from brief encounters in school and television. I was fortunate to have the opportunity to enlist and move outside the box that had been built by my great grandfather and propagated by those who would follow in his footsteps. A whole new world was opening up before me and my life has been enriched by the adventure. As I look back I am dumbfounded. My parents had never spoken of other cultures or about how we should interact with people of a different race, ethnicity, or sexual orientation. I often hear people use the term culture shock when being thrust into a different culture for the first time. This is something I did not experience after enlisting. I had never been around people of color, Mexicans, Latinos, or Puerto Ricans but I did not experience uneasines s in my new environment. There was something deep inside of me that made this new experience right. I cannot explain where it came from or who had instilled this inner strength in me but I believe it was this inner strength that made this major life transition successful. This is a strength I take with me into the counseling field. Through counseling I am able to once again experience a journey into a variety of different cultures. I believe I am also able to listen to others as they tell their story. I spent a lifetime listening but believe that through my experiences in the military my listening skills have been honed so that I can truly hear what people are saying. My experiences strengthen my belief that I am not judgmental towards those I counsel. I avoid reading client histories before a meeting because I do not want to make rash judgments about who the individual is. I have found that the individual is nothing I expected and only vaguely resembles what I read in documentation after our initial meeting . I do believe that another strength I bring to the counseling field is my willingness to learn from others. I do not see myself as being master of anything but a student of all things. One skill I took from my ancestors that increases my success in the counseling field is my work ethic. My work ethic may very well be the greatest tool passed down by my family but it also lends itself to great struggles and stress. I sometimes allow myself to be taken advantage of by others in order to complete a task. My basic belief is that we should prefer our brother in matters of life and success. This is not necessarily our biological brother but more a reference to the people around us. There are times when I am silent and should not be. The silence creates a wall between the client as well as co-workers. Accompanying the silence is an inner critical voice that is often harsh and unrelenting. This causes me to question interventions I use with clients and to doubt the skills I have gained through experience and education. I am also not readily accepting of my own heritage. I feel like I fight daily to prove to myself and the world that I am not following in the footsteps of those before me because I do not like where they have been. This could create a problem when working wit h families that have children rebelling against family norms. I might see myself being more sympathetic to a young person trying to come out from under a bleak ancestral tree. I might also be more tempted to be satisfied with surface problems and avoid digging deeper with clients and their families to get to the underlying issues. This would be placing a Band-Aid on their mental health problems and not facilitating solutions. Having brothers that followed in the footsteps of our ancestors made choosing a different path more difficult. To my knowledge I am the only male in our family to ever graduate from high school. Everyone else dropped out to work in the coal industry by the time they entered their freshman year and most before leaving elementary. This would make me the first male to enroll in college and the first member of our family, male or female, to graduate with a Masters Degree and the only member of our family working in a profession that requires licensure. Breaking away from the generational pattern has not been an easy task. I chose to stay in the same community that I grew up in and our family name is not prominent or known for contributions to better the community. An advantage is that I am very familiar with the culture of our area but I have also been privileged to experience a variety of different cultures and learn from them. I owe this success to my decision to enlist in the military just after finishing high school. This did not allow me time to settle for what was acceptable in the community and it challenged me to move outside my comfort zone. The reward has been an expanded world view. I have experienced other cultures that many in my community will only know from books and movies. As I write this paper I am reminded of the character Peter Petrelli from the television series Heroes. He is a dreamer that always believed he was meant for something more than the existence he knew. I too have believed that I was destined for something more than coal towns and mining. Innately, whether we voice it or not, as human beings we have a desire to make our lives matter, to count for something. And yet, while the desire is there, it can be very challenging to determine how to make a difference and feel content with our offering to humanity. Recruiting providers to the area is difficult and time consuming. Those who do decide to work in the area often choose to leave after only a short stay or they simply do not understand the culture. I am able to incorporate my experiences in other cultures with a complete understanding of the indigenous culture. With an increased knowledge ba se I am able to work at passing on to my children an increased understanding of other cultures while respecting the culture of their ancestors. This ensures a lasting legacy for future generations of our family that choose to live in this community. Conclusion At the age of 40 I am much like my father. I am a stern man and would prefer to be a man of few words. My wife of 17 years, my opposite, compliments me very well and is the main reason I do not rule my house with an iron fist like my father. We fit together like gears in a wheel. She does however prefer the more traditional roles for women and would much rather stay home to cook, clean, and take care of our two children than work. Next to my wife my two sons have had the greatest impact on my life. Seeing them born really reinforced my belief that we have to be responsible, hard working caretakers of a very precious treasure. I wanted them to see that education was important so I returned to college when I was well into my 30s. My wife and I want them to know that family is important so we do a lot of things together as a family. We talk to one another and to each of them daily because we want them to value communication within the family. Mather, Black, and Sanders (2007) wanted to dispel the mistaken belief that people from the Appalachian region had boxed themselves off from mainstream American culture. They point to stereotypes and fictional Appalachian tales â€Å"invented by local color writers† (Black, et.al.) as the source of confusion about the people living in the area. We work each day to ensure our children understand their culture but we also encourage them to be open to different cultural experiences so their lives will be richly rewarding. BIBLIOGRAPHY Black, D., Mather, M., Sanders, S. (2007). Standards of Living in Appalachia, 1960 to 2000. Washington: Populaton Reference Bureu. Buckley, G. (2004). History of Coal Mining in Appalachia. Encyclopedia of Energy , 1, 1-12. Bureu, U. C. (2000). U.S. Census Bureu American FactFinder. Retrieved July 30, 2009, from American FactFinder: factfinder.census.gov

Shakespeares Comedy of Errors and Plautus Menaechmi and Amphitruo Ess

Shakespeare's Comedy of Errors and Plautus' Menaechmi and Amphitruo One of Shakespeare's earliest plays (its first recorded performance in December 1594), The Comedy of Errors has frequently been dismissed as pure farce, unrepresentative of the playwright's later efforts. While Errors may very well contain farcical elements, it is a complex, layered work that draws upon and reinterprets Plautine comedy. Shakespeare combines aspects of these Latin plays with biblical source material, chiefly the Acts of the Apostles and the Pauline Epistle to the Ephesians. While Menaechmi is the most frequently cited classical source for Errors, Plautus' Amphitruo is just as relevant an influence; Shakespeare's treatment of identity and its fragility is derived from this latter work. Of course, there are many other structural and thematic resonances between the three texts: each of the plays, to varying degrees, deal with the issues of identity, violence and slavery, while displaying a keen awareness of aspects of performativity, specifically the figure of the p laywright, and the role of the audience. The structural similarities between Comedy of Errors and Plautus' Menaechmi and Amphitruo are quite clear. In addition to adopting the traditional five-act structure, Shakespeare creates act divisions which comply with the Evanthian and Donatian definitions of comic structure (prologue, epitasis, protasis, catastrophe), and draws upon the classical stock of characters: the senex, servus, parasitus, matrona and meretrix. Of course, this does not mean that Shakespeare is a slavish imitator of all things Plautine. While both of the Roman source plays for Errors begin with a formal prologue, set apart from the first act, Errors instead laun... ...s.): Plautus: Five of his Plays, London: Arthur L. Humphreys, 1914. Crewe, Jonathan V.: "God or The Good Physician: The Rational Playwright in The Comedy of Errors, in Genre, XV (1/2), 1982, pp. 203-223. Dorsch, T.S (ed.): The Comedy of Errors, Cambridge: Cambridge University Press, 1988. Hall, Jonathan: Anxious Pleasures: Shakespearean Comedy and the Nation-State, London: Associated University Presses, 1995 Hunt, Maurice: "Slavery, English Servitude, and The Comedy of Errors," in English Literary Renaissance, 27(1): 31-55, Winter 1997. Miola, Robert S.: Shakespeare and Clasical Comedy: The Influence of Plautus and Terence, Oxford: Clarendon Press, 1994. Riehle, Wolfgang: Shakespeare, Plautus and the Humanist Tradition, Cambridge: D.S Brewer, 1990. Segal, Erich (trans.): Plautus: Three Comedies, New York and London: Harper and Row, 1969.

Managing Time Essay

In today’s society, many people are finding it difficult to find time for their family when they are so caught up at work. At times, it could also be that people are with their family more often that their work starts to slack off. In the story, â€Å"Contents of the Dead Man’s Pocket† by Jack Finney, Tom has it difficult spending time with his wife, because he is caught up in his work. The theme of this story is time management between work and family can be complicated. A similar theme is shown in the short stories, â€Å"Double Daddy† by Penny Parker and â€Å"Diary of a Mad Blender† by Sue Shellenbarger. First of all, the theme of â€Å"Contents of the Dead Man’s Pocket† is demonstrated throughout the story. When Tom decides to stay home, his wife, Clare, tells him, â€Å"You work too much—though, Tom—and too hard. † This shows that Tom has chosen his work over his wife. Later in the story, Tom realizes that his time may be short when he, â€Å"Wished, then, that he had not allowed his wife to go off by herself tonight—and on similar nights. † Tom realized that managing his time with his wife is more important than his work, which reveals the theme of the story. Secondly, in â€Å"Double Daddy† by Penny Parker, a similar theme is shown throughout the article. The author explains, â€Å"More is Expected of father at home these days†¦but the demands of the workplace, is anything, increased in the recent years. This comes to show that father are needed both at work and at home. Linda Dunlap, chair women of the psychology department at Marist College in Poughkeepsie, New York, states that men say, â€Å"I’m working my tail off to get ahead†¦but I’m now spending time with my family. † So in recent years, fathers have realized that time management with their family is important, even though they must work to keep their family stable, which shows how complicated managing time between work and family time can be. In addition, Sue Shellenbarger, author of, â€Å"Diary of a Mad Blender,† writes about a similar theme in her article. Today, even if parents try to stay home with their kids and try to work at the same time can be challenging. As the author states, â€Å"I work from home, but there’s certainly more I could do to integrate my work and my personal life. † So, trying to balance this is a difficult task. Even though managing work and family time is tough, Shellenbarger says, â€Å"My brain just needs a little cross-training,† but she is still finding it tough to manage the time between her family work, which relates to the theme of the story. Finally, managing the time between work and family can be a difficult task for anyone, as explained in, â€Å"Contents of the Dead Man’s Pocket† by Jack Finney. Also the demands of the workplace can be a struggle which was shown in â€Å"Double Daddy† by Penny Parker. Last, how it can difficult to bring work home, while trying to spend time with family, like the example in â€Å"Diary of a Mad Blender† by Sur Shellenbarger. The theme of this all is managing time between work and family can be difficult.

Event Essays - Taking Back Sunday, Free Essays

An Influential Person/Event Essays - Taking Back Sunday, Free Essays An Influential Person/Event It seemed like it would make her die, just speaking it. So I didnt tell anyone, not even my best friends. At school I would slip into a fantastical dreamland, nobody there knew that I should be troubled, pensive. I put on my best front and paraded around the school halls with some sort of smile plastered on my face. At lunchtime Id stare at my food thinking that my friends should know. I thought of a million different ways to tell them. Each time that I came close to telling them, I would think about their potential reactions. There would be the normal lunchtime banter going on, complaints about the ranch dressing, and I would blurt out, Hey guys, my mom has breast cancer. The whole cafeteria would turn silent and the plastic forks would drop from their hands, making a sad little clinking noise. Then I would stare at my food mentally kicking myself for having opened my mouth. I chose to say nothing. I remember very clearly the day that I went to go sit with her while she got her chemotherapy. I only did this once because it was too hard for me. I walked down an overly-lit sterile hallway trailing behind my dad. When we reached her room I wished that I could just keep walking, pretend I hadnt seen her. I went in and sat down. Her shirt was partially unbuttoned so that the IV could be inserted into the porto-cath surgically implanted under her collarbone. She was hooked up to three different kinds of poisons, and one normal IV. There were some knitting things spread across her lap and the ever present bag of lemon drops was faithfully at her side. Her head was laid back in the chair, she was tired. She and my dad tried to involve me in some nice chit-chat, I met and shook hands with the doctors and nurses, Its nice to meet you Dr. McCoy. Yeah right. They complimented her on what a beautiful daughter she had. I blushed, smiled politely then excused myself to the bathroom. I wiped a way my forming tears and gave myself a mental pep talk to be cheery. As long as I didnt look at her tired eyes I was OK. Half an hour later, she was done and we got to go home. I stayed alone in my room that night. Out of courtesy to my mom and fear that my friends would find out, I didnt have them over to the house for a long time. I didnt want them to notice anything, like the bottles of medicine all lined up at my moms place at the table. Each pill a tiny soldier waging war on my mothers body. There were always huge quantities of lemons in the refrigerator. A friend would come over, Hey Karen, why so many lemons? Its the middle of winter! I couldnt risk having to explain to them that the taste of lemons made my mom less nauseous. The ceiling of the bathroom had hair on it. She tried so hard to camouflage her hair loss by blow drying her hair for over half an hour every morning. She would turn her head upside down, use some hairspray, then blow dry, then more hairspray and more blow drying. I dont think she realized her effect on the ceiling. Eight months after she had discovered the tumor, she was done with treatment. Eventually her hair began to grow back in. She and I played with new ways to fix her short hair and since it grew in curly, we referred to that phenomenon as, Post-chemo curls. We were both disappointed a few months ago when it dawned upon the two of us that the curls were finally falling out. So she got a perm. I became best friends with my mother during the course of the cancer. I really grew up during those eight long months of fixing the family dinners, trying to be strong for her and trying to take over certain aspects of her role as mom when she couldnt. I think that while hard to endure, her cancer has been good for the family. It

11 Pros and Cons of Using Movies in Class

11 Pros and Cons of Using Movies in Class Showing a film in class may engage students, but engagement cannot be the only reason for showing movies in the classroom. Teachers must understand that the planning for viewing a film is what makes it an  effective learning experience for any grade level. Before planning, however, a teacher must first review the schools policy on the use of film in class. School Policies There are film ratings that schools may adopt for movies shown in class. Here are a general set of guidelines that could be used: G-rated films: No signed permission form is necessary.PG-rated films: A signed parental permission form is required for students under age 13. At the elementary school level, the principal will ask a committee to review the use of the film prior to granting permission.PG-13-rated films: A signed parental permission form is required for students under age 14. No use of PG-13 films is typically allowed at an elementary school level. In a middle school, the principal will ask a committee to review the use of the film prior to granting permission.  R-rated: A signed parental permission form is required for all students. The principal will ask a committee to review the film before granting permission. Film clips are preferred for R-rated films. No use of R-rated films is typically allowed in middle or elementary schools. After checking on the film policy, teachers design the resources for the film to determine how it fits in a unit with other lesson plans. There may be a worksheet to be completed as the movie is being watched that also provides the students with specific information. There may be a plan to stop the film and discuss specific moments. Film as Text The Common Core State Standards for English Language Arts (CCSS) identify a  film as a text, and there are standards specific to the use of film in order to compare and contrast texts. For example, one ELA standard for Grade 8 states: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.   There is a similar ELA standard for grades 11-12 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist). The CCSS encourage the use of film for higher levels of Blooms Taxonomy including analysis or synthesis. Resources There are websites dedicated to helping teachers create effective lesson plans for use with film. One major consideration is the use of film clips as opposed to an entire film. A well-chosen 10-minute clip from a film should be more than adequate to launch a meaningful discussion. Pros of Using Movies in Class Movies can extend the learning beyond the textbook. Sometimes, a movie can really help students get a feel for an era or an event. For example, if you are  a STEM teacher,  you might want to show a clip from the movie ​Hidden Figures  that  highlights the contributions of black women to the space program of the 1960s.Movies can be used as a pre-teaching or interest-building exercise. Adding a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities.Movies can be used to address additional learning styles.  Presenting information in numerous ways can be the key to helping students understand topics. For example, having students watch the movie Separate But Equal can help them understand the reason behind the court case Brown v. Board of Education beyond what they can read in a textbook or hear in a lecture.Movies can provide teachable moments. Sometimes, a movie can include moments that go beyond what you are teaching in a lesson and allow you to highlight other important topics. For example, the movie Gandhi provides information that can help students to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more. Movies can be scheduled on days when students could be unfocused.  In day-to-day teaching, there will be days when students will be focused more on their homecoming dance and the big game that night, or on the holiday that starts the next day, rather than on the topic of the day. While there is no excuse to show a non-educational movie, this could be a good time to watch something that complements the topic you are teaching. Cons of Using Movies in the Classroom   Movies can sometimes be very long. A showing of a film such as  Ã¢â‚¬â€¹Schindlers List  with every 10th grade class (with their parents permission, of course) will take an entire week of classroom time. Even a short movie can take up two to three days of classroom time. Further, it can be difficult if different classes have to start and stop at different points in a movie.The educational part of the film may only be a small portion of the overall movie. There may be only a few parts of the movie that would be appropriate for the classroom setting and truly provide an educational benefit. In these cases, it is best to just show the clips if you feel that they truly add to the lesson you are teaching.The movie may not be completely historically accurate.  Movies often play with historical facts to make a better story. Therefore, it is important to point out the historical inaccuracies or students will believe that they are true. If done properly, pointing out the issues with a movie can provide good teachable moments for students. Films do not teach themselves. Showing a movie such as Glory, without putting it in the  historical context  of African-Americans and their role in the Civil War or providing feedback throughout the movie is little better than using the television as a babysitter for your children.There is a perception that watching movies is a bad method of teaching. That is why it is key that if movies are part of a curriculum units resources that they are selected purposefully and that there are properly-created lessons that highlight the information the students are learning. You do not want to get a reputation as the teacher who shows full-length movies which serve little to no purpose, other than as a reward within the classroom setting.Parents might object to specific content within a movie. Be upfront and list the films you will show during the school year. If there are any concerns at all about a movie, send home permission slips for students to return. Include the parents to talk about any concerns they might have before the showing. If a student is not allowed to watch the movie, there should be work to complete in the library while you are showing it to the rest of the class. Movies can be an effective tool for teachers to use with students. The key to success is to choose wisely and create lesson plans that are effective in making the film a learning experience.   Source English Language Arts Standards  » Reading: Literature  » Grade 11-12  » 7. Common Core State Standards Initiative, 2019. English Language Arts Standards  » Reading: Literature  » Grade 8. Common Core State Standards Initiative, 2019. Hidden Figures – Curriculum Discussion Guides. Journeys in Film, April 10, 2017.

The Employment Code of Conduct Essay Example | Topics and Well Written Essays - 1500 words

The Employment Code of Conduct - Essay Example Disciplinary procedures are an important part for any organization, it is the disciplinary procedures that determine the complete directive of the firm that the employees are supposed to follow, it may also include the code of conduct. (Gennard, J. & Judge, G., 2005) All the ill effects of not following the terms mentioned in the disciplinary procedures are also mentioned in the same document, like suppose the penalty or punishment for misconduct such as abusing fellow workers is suspension from the company without pay, (Hall, R. & Stewart, J., 2001) so here the term in disciplinary procedure will be as follows: All the employees working for Bodgitt and Blastit limited should not use abusive language against any other employee, manager, stockholder or a general part of the company, or even in the office premises; failing to do so could lead to a suspension of the key employee. (Russell, Kate, 2004) In the above procedure and term, the problem was very clearly stated and so was its penalty. Therefore preventing the company from being a victim by means of a penalty from the employment tribunal. If any such information is not mentioned in the disciplinary procedures or even worse, if the company does not have a disciplinary procedure until now, this could be much worse, the employment tribunal may also force the company to not only let the â€Å"suffered† employee get back to his post in the company, but also the responsible (or rather, irresponsible) employee could also get some compensation out of the whole deal.

Music Report Research Paper Example | Topics and Well Written Essays - 1250 words

Music Report - Research Paper Example As a teenager, he enrolled to â€Å"The Secondary Institute of Industry† found in Jeddah upon where he received a diploma in art and industry. However, he ended up working in the post office even after attaining a commendation from a different course, which is not related to his area of work. Mohammed Abdu’s passion for love in songs was evident through is childhood life, where he sang mostly about, dramatic songs to equate it to the kind of tragic and sad life he lived as a kid. Omar Kadres the composer his song realized how much of a talent Abdu had, when he sang on a national Television program in Saudi Arabia, and that is how he put Abdu in the musical world Abdu began his musical career in the early sixties, when his career took a turn around from the industry and shipbuilding job to music. His music career kicked off well courtesy of one Abbas Faiq Ghazzawi, who helped Abdu after he sang about Baba Abbas in a radio show in 1960. The people of Saudi Arabia were fond of Mohammed Badu through his two songs, â€Å"Sakbat Dmouu El Ein† and â€Å"Aalle Albi†. In 1967, he did a song entitled â€Å"Lana Allah†, a song that played a positive impact in reviving his musical career. In 1971 two years later, he became more prolific when he released many other songs, which included his two massive songs â€Å"Lee Thalath Ayyam† and â€Å"Ashoufak kol Yom†. Throughout his musical career, he made concerted efforts by making sure his music spread not only in Saudi Arabia, but also across the borders in the Middle East and the larger Gulf terrain in the Arab areas. Throughout his journey of music, he has managed to release a number of albums that have turned out to be successful since, he released very popular songs that was well received in the Arab world. To elaborate how further he took his music, Mohammed Abdu entered into collaboration with a company called, â€Å"Sawt El Jazeera† to help make his music grow further. Under the guidance of the company, Mohammed

Gender communication Essay Example | Topics and Well Written Essays - 1250 words

Gender communication - Essay Example This essay "Gender communication" outlines the roles that genders are charged with in the society. The concept of gender is a fluid construct. This is because the environment one lives in, and generally the society determines a person’s gender. The society has come up with two distinct gender types. These include the masculine gender and the feminine gender. Masculinity and femininity have characteristics, which vary. The feminine gender is considered quiet, timid, nurturing, and fragile. On the other hand, the masculine gender is considered aggressive, strong, brave, and noisy. However, these traits vary across different societies. Although these traits are attached to the different genders, no man or woman is born with them instead, one acquires them in their own society through the process of socialization. Different communities in the world are different and have varying cultures. Therefore, the aspect of gender also varies among different communities. This therefore, make s gender to be a social or cultural construct, since it is the community, which determines it. In society, the different genders are charged with different roles, and are expected to fulfil different expectations by the society. Failure to adhere to the prescribed gender roles is regarded deviant behaviour in the society. Therefore, the psychological girls in society, who act in a masculine manner and the psychological boys acting in a feminine manner, are sanctioned for failing to act within the boundaries of their respective gender. Different communities will sanction those people crossing their gender lines in different ways. Since this is the case, the individuals who are intersexed will therefore, struggle with the issue of gender identity, since it is hard for them to determine their gender identity, considering their biological set up. As a female, in my society, I belong to the feminine gender. I am therefore, expected to act in a â€Å"feminine† manner, and not in a â€Å"masculine† manner. I realize that this social construction of gender begins early in a person’s life. When babies are born, there is already a designated type of colour for them, depending on their gender. For instance, the girls, because they are feminine, will be dressed in pink clothes, while boys, by virtue of being masculine, are dressed in blue clothes. This is because my society has made people believe that girls should wear bright colours. When I was a little girl, I remember wearing all the bright colours, including pink, yellow, red, and orange, among others. This continues to persist, as today, most men are rarely seen wearing bright colours. Men wear dark and neutral colours, while women wear all the colours, especially the bright ones (Mooney, Knox and Schacht 18). As a feminine gender, the society expects that I be a nurturing person. This also starts when a girl is in her early years. The kind of toys my parents bought me and my brothers reflect this aspect of nurturing and femininity. While my brothers and other boys were bought for machine toys, the other girls and I were brought dolls, which we assumed were our babies. Boys would get rowdy and aggressive playing with their gun toys, car toys, and other machine toys, while we the girls were busy role-playing our mums, taking care of babies and feeding them. Although this aspect begins at a tender age, it has a big impact on the latter life of the girls and boys. For instance, today, this kind of social construction of gender h as proved to be problematic as far as careers are concerned. When girls are limited to the kind of toys they should play with when young, this might lock out many opportunities for her in future. It becomes hard for them to develop other interests, apart from nurturing. Today, fields such as computing and engineering, among other technical fields, record the lowest number of females. This is probably because these women were denied the chance to play with machine toys while young, thereby, limiting their interests in life. On the other hand, the field of nursing registers the least number of males. Nursing

Beowulf and Illiad Essay Example for Free

Beowulf and Illiad Essay Stories like Beowulf and the Iliad seem hard to believe, far-fetched, and exaggerated even though they can relate to a cultures past. Even so, both stories have great examples of fighting, victory, and glory. â€Å"Now though I may win my perfect glory†¦Ã¢â‚¬  (Line 64 Homer) This quote helps show the desire Achilles has for glory. â€Å"I’ve never known fear, as a youth I fought in endless battles. I am old, now, but I will fight again, seek fame still, if the dragon hiding in his tower dares to face me. (Line 607-611 Beowulf Poet) This quote shows Beowulf has a similar desire for fame and glory, along with the confidence to be victorious. Both relate the tales of a hero, and as we follow them, we learn about them in the process. The story of Beowulf seems too good to be true in a sense. As you read, you notice that every woman is beautiful, every warrior is good and every cause is worth risking life and limb for. What is realistic is that every human being wants to be loved and accepted while also being the hero. King Hrothgar is a fatherly example that deserves the love that Beowulf has for him. Hail, Hrothgar! My youth have been filled with glory. Now Grendel’s name has echoed in our land: Sailors have brought us stories of Herot, the best†¦When the moon hangs in skies the sun had lit, light and life fleeing together. † (Line 140-148 Beowulf Poet) This quote shows the fondness that the king and Beowulf have for each other, and it shows a comparison of light and life. In the case of Achilles in the Iliad, everything is a bit more believable. The theme of life and death is brought to the reader’s attention when Patroclus is killed. As a result, Hector is also killed because of Patroclus’s death. Achilles isn’t perfect, along with other characters such as Hector and King Agmemmon. These faults make this story more realistic and believable, while also adding truth to the story. Bad decisions are made, such as Achilles allowing his good friend, Patroclus, to enter battle and be killed. â€Å"My greatest friend is gone: Patroclus, comrade in my arms, whom I held dear above all others- dear as myself – now gone, lost; Hector cut him down, despoiled him of my own arms, massive and fine, a wonder in all man’s eyes. (Line 13-18 Homer) In this quote is an example of life and death and how it made Achilles wants revenge on Hector. This also gives Achilles a type of â€Å"power† to choose whether to take Hector’s life. Beowulf is humble, and although he has the personality of a hero more than Achilles, he does not see his own value or his own significance. Achilles, on the other hand, could not be more proud. His awareness and consideration of his own skills and his own value are an obvious difference to the humility and mildness of Beowulf. Do not attempt to keep me from the fight, though you love me; you cannot make me listen. † (Line 70 Beowulf Poet) This quote shows an example of Achilles attitude toward himself and others when it comes to a fight. This also shows how Beowulf has more good in him then Achilles. Beowulf having a personality with great goodness, makes the decision to fight the greatest evil (Grendel) with only his hands. â€Å"My hands alone shall fight for me, struggle for life against the monster God must decide who will be given to deaths cold grip. (Line 172-175 Beowulf Poet) This quote supports Beowulf’s fight against evil, and how the fight will determine life and death. Beowulf and the Iliad are stories of great heroes. They take us through their stories and battles while teaching the reader about them along the way. The Iliad is easier to believe, while Beowulf seems too good to be true. Both stories relate to the cultures past and teach us about each character. Beowulf and the Iliad battle through evil and relate to each other through life and death.

Traumatic Brain Injury Issues among the Maori

Traumatic Brain Injury Issues among the Maori Michelle Anastacio Introduction Traumatic Brain Injury is one of the health issues that Maori people face nowadays. Traumatic brain injury or TBI is caused by a blow or by a traumatic shock to the head or body. The extent of harm may vary on numerous aspects, including how it occured and the severity of impact. According to Brain Injury Support, 90 New Zealanders per day, suffer from mild to severe brain injury and most of them doesn’t seek medical attention. In New Zealand, the large population that suffer from this injury are Moari clients and the most common causes of traumatic brain injury are falls, vehicular accidents and assult. The issue on TBI cases is not only for the increasing mortality rate for children but with the consequences of non-fatal TBI cases for adults as well. Abstract Traumatic head or brain injury is one of the leading cause of fatality and hospitalisation among rich and fast growing countries like New Zealand. This is more prevalent among Maori and Pacific children. This paper aims to help New Zealanders specially Maori clients to be more aware of the importance of seeking medical treatment after accidents that may result to serious head trauma. This is also to promote the existing practices and provisions that are accessible to Maoris and other ethnic group. This will help the healthcare providers check for improvements on health services concerning trauma and how they can better serve the Maori people. Topic Definition Traumatic Brain Injury is best define as an injury acquired from severe jolt or impact to the head that cause brain dysfunction. This type of injury is commonly a result of a violent blow on the head, an object that penetrates the head like a bullet, accidents like fall and vehicular accidents. It may as well include one or more of the following factors; damage to brain cells just below the area of the impact, multiple joint damage that caused the brain to move backwards and forward, bleeding in or around the brain,swelling or blod clot and unrepairable damage to brain cells caused by an explosive device. People that are more susceptible to TBI are newborns to four years of age, young adults between 15 to 24 and elderly aging 75 and older. The sign and symptoms of Traumatic Brain Injury or TBI depends on the level of trauma. TBI can be classified as mild, moderate to severe categories. The common physical symptoms of mild TBI are; loss of conciousness for few minutes, being dazed, confused or disoriented, headache,nausea and vomitting and change on sleep pattern.This can be associated by mental issues like agitation, sensitivity to light and sound. They may also display cognitive issues such as memory and concentration problem, mood changes and depression.Where as mild TBI clients may show signs like, persistent headaches that worsens, repeat nausea and vomitting, seizures,dilation of one or both pupils, appearance of clear fluid on nose or ears, numbness or weakness of fingers and toes. Cognetive or mental symptoms such as agitation, unusual behavior, slurred speech, coma or other disorders of conciousness. Although TBI can be categorized into 3 stages depending on their signs and symptoms, it is still essential to co nsult or visit a doctor. The term mild or moderate doesn’t mean a client is safe or won’t suffer any other consequences in the future. Traumatic Brain Injury can cause a person to have difficulty with social interaction and may have family relationship problems if not treated or was not given a proper attention. Traumatic Brain Injury can lead to several complications if its’ not assessed and treated correctly. TBI can lead to distorted conciousness like coma, locked in syndrome and brain death. It can also cause seizures, fluid build up infection for those who have skull breakage and damaged on brain cells or nerves that can lead to paralysis of face. The test and assessment of TBI is done with the aid of Glasgow Coma Scale. This scale helps healthcare professional to assess the severity of the injury. Further tests like computerized tomorgraphy scan or what we commonly call â€Å"CT Scan† and Magnetic resonance imaging (MRI) provides a detailed view of the brain for healthcare personnel to rapidly see any signs of TBI. Significance of the Discussion Since the number of Maori clients who suffer from traumatic brain injury is increasing and most of them don’t seek medical treatment or are not aware of how traumatic brain injury can affect their lives as well as how and what help they get from New Zealand Government. There are concerns that expalin on why traumatic brain injury among Maori is significant. Currently, the statistics of TBI cases here in New Zealand are still inaccurate due to the fact that some of the healthcare providers don’t have the proper coding of the injury. There are times that mild TBI injuries don’t seek further medical attention whick means there’s a huge possibility that they won’t make ACC claims and won’t be identified by ACC. Among children, unintentional head injuries are the leading cause of death in New Zealand specifically for children aging 1 to 14 years old. On the other hand, non-fatal head injuries cause a huge impact not only to the childs’ life but their families as well. The family members’ level of stress and accessibility of trauma services are the main concern. Adults, according to different studies 91% of Maori prisoners here in New Zealand suffered at least 1 head injury in their lives. The issue of Maori offenders in relation to behaviour issues that somehow connected to traumatic brain injury is increasing. Traumatic Brain Injury can incorporate serious public safety risks. Since, brain trauma can affect the behaviour of an individual, the Department of Corrections now provides programmes that supports the rehabilitation and corrections of any cognitive and mental issues of prisoners with TBI. These programmes aim to reduce the re offenders specially among Maori. It also essential that health care services will be well equiped and develop strategies to empower Maoris with the relevant oral and written information to cope with the difficulties brought by traumatic brain injuries. Barriers in improving services for Traumatic Brain Injury Though New Zealand Government and Ministry of Health know the importance of making sure that TBI clients get the proper attention, barriers to implement the procedures is one of the aspect that needs to be addressed. The Kaitiaki and Pacific Support is a group that helps Maori and Pacific Islanders by providing them with practical and emotional support. The main issue that they face in providing provision is the limit when it comes to their budget because they don’t have their own funds or resources and they often need to get an approval from social workers. There are times that families are hesitant to approach or accept help from Kaitiaki and Pacific Support because they mistake them as social workers and Maoris and Pacific are worried that they might take their child away. Language barrier is another factor why Maori and other ethnicity like Pacific don’t get the right help for a family member with TBI. These ethnic group are often cautious of their confidentiality. They think that if they’ll get an interpreter their privacy will be snatch from them. Another barrier that is connected to language is gathering the correct information. The key workers of the Kaitiaki and Pacific Support knows the significance of accurate information to ensure that the TBI client and family members are given the correct support,treatment and rehabilitation. Precise data not only save the clients and their family from wrong treatment but it also helps the healthcare personnels and be certain that the client and family members understand what needs to be done and the process of rehabilitation to accelerate the clients’ recovery. Printed or written information like booklets that are given to parents and children also needs to be comprehensive, to ensure they grasp the facts that they need. The increasing population and healthcare provision demands influence the delivery of health and disability services as well. Shortage on healthcare personnels and poor staff continuity becomes a burden. The process of transferring of a TBI client from one healthcare provision to another, from one hospital to other facility and the collection and administration of care methods from one staff to another. There are also times where family members are frustrated that they need to repeat the same information to differen healthcare professional staffs and they receive conflicting data from different health personnels that confuses them. The last difficulty that most client and families experience are the issues they undergo after hospital discharge. Since in most cases where TBI was classified as mild trauma, it is often overlooked by healthcarers that parents or guardians are not yet equiped with enough knowledge to handle or provide the proper care that the client needs. This can affect the speed or process of the clients’ recovery or can even worsen the situation. Current Best Practice to manage Traumatic Brain Injury in New Zealand The current practice in New Zealand to manage Traumatic Brain Injuries are the acute phase provision and rehabilitation. In most cases, TBI clients are cared by general practioners, emergency departments, accidents and medical provisions, ambulances, sport coaches and teachers at schools. Any suspected serious brain injuries are assessed in the nearest hospitals that provide services for assessment and treatment immediate results of TBI. There are still small number of TBI clients who are trasnported to tertiary hospitals for neurosurgical procedures. Most cases are assessed in the Emergency Department where patients are not admitted or only stay in the hospital for a short period or time. The next stage of TBI management is rehabilitation. There are several range of rehabilitation available in all major centers in New Zealand. The rehabilitation depends on the care the client needs. Clients who suffered from mild TBI are given assessment and Residential rehabilitation. This type of service provides support for mild TBI clients at the comfort of their own home. The aim of this programme is to help clients gain their maximum independence. There are DBH and Non DHB provisions that operates in New Zealand to support people with mild TBI for an early and timely assessment and rehab. Nowadays, there are seven concussion clinics in New Zealand for clients with mild TBI. On the other hand, people with moderate to severe TBI can access Non- Residential Rehabilitation. ACC offer two provisions for clients with severe TBI. These are Active Rehabilitation and Residential Support Services. Active Rehabilitation Services means client with moderate serious TBI are being cared in a community based facility. These are for clients that are medically stable but need support due to their cognitive or physical disabilitites. This service is not age specified except the Wilson Center that only caters TBI cases among children. The aim of this provision is to help clients to eventually re-enter or to go back to community. The duration of care on this type of rehabilitation may varry from few weeks to few months. Residential Support Services let clients to live in a home like environment as they get medical assistance 24 hours a day. This provision offer care for those who have serious TBI and are expected to recover on long period of time. The goal of this rehabilitation is to encourage independence while maintaining a safe environment for people who can’t live independently due to the consequences of TBI. This type of of rehabilitation is also called as â€Å"slow-stream† rehabilitation. Clients in these type of rehab are not necessarily expected to improve their levels of independence in a rapid or fast phase. Healthcare professional in this setting supports not only the medical needs of the clients but the physical and emotional needs as well. This provision is not maily focus on severe cases of TBI but for those who are unable to rehabilitate to the society. This type of rehab is only accessible to New Zealand residents who are under 65 years old and doesn’t have a l ong term disability that is not covered by ACC. Recently, a new project to best handle TBI rehabilitation was created. The Traumatic Brain Injury Residential Rehabilitation (TBIRR) project. This project replaced the Active Rehab services and Residential Rehab services. TBIRR have 3 vendors that brings a more qualified and rapid interventions. The North and upper South islands of NZ have two sites in Auckland and Wellington. The Canterbury and West Coast have a center based in Christchurch which is the Laura Ferguson Trust and the ISIS Center which is located in Dunedin covers the lower South Islands. According to Mr. Miller, â€Å"The new service recognises that early, intensive rehabilitation is crucial to a successful recovery, but the support provided must also be individually tailored and reflect clients’ changing needs as they become less dependent on full-time care.† Best Practice to manage the issues related to Traumatic Brain Injury Ministry of Health conducted researches and surveys to identify the gaps or rooms for improvent in providing care for trauma cases. According to MOH, the survey suggested that a specialisation in Traumatic Brain Injury will be the best practice to properly address the treatment and rehabilitation issues. More consumers supported the idea that it will be better if there will be TBI experts that will focus on TBI clients’ needs rather than the convenient widespread services that healthcare facilities currently offer. However, New Zealand healthcare providers are still reluctant to follow this practice because it suggests â€Å"centralization†. â€Å"References: Cavit, M. and Foster, A., (n.d.). Traumatic brain injuries among Corrections populations: implications and intervention strategies. Rectived from http://www.rethinking.org.nz/assets/Newsletter_pdf/Issue_81/06 TBI in Corrections Populations NZ 2010.pdf . Mayo Clinic Staff, 2014. Disease and Conditions. Traumatic Brain Injury. Retrieved from http://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/basics/prevention/con-20029302. Ameratunga, S. , Abel, S. , Tin tin, S. , Asiasiga, L. , Milne, S. and Crengle, S. (2010). Biomed Central. BMC Health Services Research Article, Children addmitted to hospital following unintentional injury: persperctives of health providers in Aoteroa/ New Zealand. New Zealand Guidelines Group (NZGG) , 2007. Evidence- Based Best Practice Guidline. Traumatic Brain Injury: Diagnosis, Acute Management and Rehabilitation. The Brain Injury Association of New Zealand Inc. Brain Injury New Zealand. [Online] 2007. [Cited: Feb 17, 2010.] http://www.brain-injury.org.nz Ministry of Health. Tatau Kahukura: Maori Health Chart Book, Public Health Intelligence Monitoring Report No. 5. Wellington : Ministry of Health, 2006 Well Said, 2013. New approach aims to enhance rehabilitation after traumatic brain injury. Retrieved from http://wellsaid.co.nz/noticeboard/notices/new-approach-aims-to-enhance-rehabilitation-after-traumatic-brain-injury/†