A Change of heart About Animals Essay

Although much of modern day technology is focused on materialistic things rather than the issues, such as animal rights, which are more important. â€Å"A Change of heart About Animals†, by Jeremy Rifkin, is an article where he argues how animals have feelings and should have their own rights. He describes how animals have the ability to learn. What he doesn’t do is describe animals as a lower class, but as â€Å"Our fellow creatures† so he states in his article. In Rifkin’s article he uses language such as ethos, pathos, and logos while using a persuasive tone. Ethos is expressed when Rifkin credits the scientists at Oxford University with the testing of two crows and their ability to snag a piece of meat from inside a tube. Pathos is also expressed towards the end of the article when he emotionally calls animals â€Å"our fellow humans†. Last but not least logos is expressed when he states how the European Union outlawed the use of isolating pigs in stalls. Some have argued that by simple jester’s animals can live happier lives. For example, in Germany pig farmers are encouraged to give pigs twenty seconds of human contact each day. Some of the sponsors that provide this research are fast food purveyors, such as McDonalds, Burger King, and KFC. Their contribution has eased the pressure off of animal rights activists. Even though steps have been taken towards research development, there is still more to be learned. Because of such inhumane behavior shown by some farmers, some universities have introduced law courses on animal rights. Some of these Universities have filed law suits for animal rights. As a result of this Germany became the first nation to guarantee animal rights in its constitution. It just goes to show that there are still some good people out there. It’s obvious that more action needs to be taken towards achieving our goal at animal rights. With the help of animal activists and some major universities, we can achieve animal rights. It isn’t fare to them. That’s why it’s up to us to give our fellow creatures the rights and protection that they deserve. Just think, would you like to be caged all day with no say on what to eat, and live in hard conditions? A Change of Heart about Animals Essay In â€Å"A Change of Heart about Animals† Jeremy Rifkin says that animals have the same human qualities that humans have. And with that they deserve more if not the same amount of respect as human beings. He gives many examples on how some animals are human like emotion and skilled wise. I disagree with Rifkin. I think that most animals should not get more respect than human beings reason being that most of the animals he listed are going to be killed and be used for reasonable human use. To begin with, Rifkin gives many examples that are self contradicting to what he is trying to argue. First Rifkin says â€Å"Studies on pigs’ social behavior funded by McDonalds at Purdue University†¦ they crave affection and are easily depressed if isolated†¦ lack of mental and physical stimuli can result in deterioration of health.† Here Rifkin is saying that pigs need attention in order to stay healthy. I disagree with this because in the end the pigs are going to be killed and be used for human consumption so why would it care if they are depressed or not. Also, it contradicts itself because the people funding it are one of the major corporations killing thousands of pigs day in and out so it makes it seem like they are trying to save the pigs. Later he states â€Å"Philosophers long argued that other animals are not capable of self awareness because they lack individualism†¦ At the Washington National Zoo, orangutans given mirrors explore parts of their bodies they can’t otherwise see, showing a sense of self.† Here he is stating how animals do in fact have a sense of self awareness and that orangutans are a prime example. I disagree with this reason being that Rifkin didn’t give the name of the philosophers who said this, making it not credible because anyone could have said that. Also they are not really giving the orangutans to freely observe themselves because they have them locked up in enclosure at the Washington national zoo. All in all I think Rifkin does not give a strong enough argument. He gives examples that easily contradict him making his argument not credible enough for the reader. With this I think Rifkin is in no position to say that animals deserve more rights than human beings.

Comparison and Contrast of Main Characters Essay

Nora and Tom are the main characters of two plays, the Doll House and the Glass Menagerie respectively. In comparing and contrasting these two characters, it is vital to analyze the plays and to gain and understanding of their personalities and relationships with other people. Nora is the wife of Torvald, and their marriage is characterized by the domination of Tovarld over Nora and her complacent passivity. As a wife during the late 1800s, it was typical of women to have been treated like children with little to no independence. However, it is the failure of Nora to remain stuck in her gender role as the immature ornament. Tom is the son of Amanda and the brother of Laura, and his position in the family is marked by the absence of his own father. Tom is expected to fully maintain the family, yet his youth and inexperience, coupled by his mother’s demanding exasperation, do not equip him to be a successful head of the household. In analyzing these two characters, it is interesting to note the ways in which Nora and Tom are similar and different in regard to gender roles and passivity. Gender Roles & Passivity In regard to gender roles and passivity, it is clear that Nora and Tom are caught up in the expectations of other people and playing out stereotypical functions to an extreme degree. Nora herself describes her situation as a wife with no ambitions and blames her husband, saying, â€Å"I lived by performing tricks for you†¦ you and father have done me a great wrong†¦ it’s your fault that my life has been wasted† (Ibsen, 1890, 117). In this comment, one can see the full frustration of Nora in regard to her plight as a fully dependent wife. However, one could dispute her allegation that all of the culpability rests on the shoulders of her husband and not at all on herself. As far as Tom is concerned, he is stuck taking care of his mother and sister, when he would truly rather be making more of a life for himself, stating â€Å"I tried to leave you behind me, but I am more faithful than I intended to be† (Williams, 1999, 97). Tom expresses his irritation with the situation of him being expected to perform all of the duties as the head of the household, a role which he increasingly rejects. Similar to Nora, he finds himself playing a part which he does not want to be playing. However, a vital difference is that Tom takes responsibility for remaining passively in a role which does not suit him and does not try to place the full blame on other people. Conclusion Nora and Tom are both characters who find themselves doing the bidding of other people in response to social expectations, rather than following their instincts in living their lives more for themselves. While Nora finds herself shaming her husband for her life mistakes, Tom is more apt to shame himself. However, in the end, both characters are able to break free of the gender roles and passivity which have bound them all too closely and dependently to other people. Nora ends up leaving her husband, just as Tom ends up leaving his wife and mother. While Nora ends the play on a note of anger and full finger pointing, Tome ends the play with a sense of regret that he must leave his family. Nora and Tom are able to escape the oppressive forces in their lives, yet they have markedly different approaches to assigning fault. Works Cited Ibsen, H. (1890). A Doll’s House. W. H. Baker. Williams, T. (1999). The Glass Menagerie. New Directions Publishing.

The financial support for SME's and their development role in Saudi Dissertation

The financial support for SME's and their development role in Saudi Arabia - Dissertation Example Recently, Saudi Arabian government has started to give importance to its SME sector in order to improve domestic competitiveness. In such context, research finding of this paper will help the policy makers to take their decisions more strategically. Very few researchers have tried to understand the problems of SMEs in Saudi Arabia in quantitative manner hence findings of this research paper will shed light on a much neglected area in literature regarding SMEs. SMEs in Saudi Arabia are facing problems regarding accessing financial support from financial organization and lack of talented human resource pool. Biased and un-cooperating government policy has also decreased the competitiveness of SMEs in Saudi Arabia. In this paper, the researcher has taken subjective measures instead of objective view to answer the research questions. Secondary data analysis on the basis of backed by accessing various types of secondary data sources such as books, academic journals, online journals etc. S imple mathematical and arithmetic measures are used in order to treat the data and extract valid information from the raw data. However, major limitation associated with this paper is its inability conduct the analysis by using complex predictive and inferential statistical techniques. Acknowledgements I would like to express my sincere gratitude to Jen Magson who is the research method lecturer and has helped me immensely in preparing the research design for this research paper. Without the support of Amanda Smith who is EAP lecturer, I would not be able to complete this research paper hence I am grateful to these two lecturers for giving me the opportunity work on this project. It would never be possible for me to accomplish this project without their immense support and pedagogy. Table of Contents Table of Contents 4 1. Introduction 6 2. Literature Review 6 2.1 Small and Medium Enterprises 7 2.2 Financial Support for SMEs 7 2.3 Developmental Role of SMEs 8 2.4 Conclusion 9 3. Res earch Questions 9 4. Results, analysis & discussion 9 4.1. Methodology 9 4.2 Introduction 10 4.3 Qualitative Analysis 10 4.4 Quantitative Analysis 14 5. Conclusion & Recommendation 24 5.1 Limitation 25 Appendices 29 Appendix 1: Questionnaire 29 Words Count- 4978 List of Figures Figure No. Name of the Figure Page No. 1 Distribution of Age of Respondents 16 2 Business Segment of Respondents 17 3 Financial Support to Start Business 18 4 Number of Employees 19 5 Annual Turnover 20 6 Difficulties 21 7 Duration of Business 22 8 Response Distribution for Question 8 23 9 Response Distribution for Question 9 23 10 Response Distribution for Question 10 24 List of Tables Table No. Table Name Page No. 1 Distribution of Age of Respondents 15 1. Introduction Small and Medium Enterprises (SMEs) play an important role in the development of any economy. Port (2010) highlighted that the mushrooming of these small organizations therefore creates the desired multiplier impact on the level of employment as well as economic progress made in the country. Despite their importance, SMEs, however, lack the required financial support in order to expand in size and contribute more towards the economic progress of the country (Hertog, 2010). Isenberg (2011) has stressed on the fact that role of SME in developing economy increases in manifold manner for those countries where scope for other large and capital intensive industries is small. Szabo (2006) has pointed out that

MENTOR PROTEGE PROGRAM - CONTRACT ADMINISTRATION AND MANAGEMENT Essay

MENTOR PROTEGE PROGRAM - CONTRACT ADMINISTRATION AND MANAGEMENT - Essay Example The Department of Defense Mentor-Protà ©gà © Program is useful for a small-business owner contracting with the federal government for the first time in several ways. This is an excellent way to learn the ropes in dealing with the federal government (Stanberry, 2012). The Small Business will immensely benefit from this experience given that they are given the opportunity to learn and build their own resumes such that they can also develop into large corporations. When small businesses are subcontracted to prime contractors, they are in a position to learn basic management and contracting skills such that they can operate viably on their own. Essentially, subcontracting is helpful to small businesses in that efficiency is improved in the completion of the task to be carried out. This also helps small businesses to grow such that they can be in a position to bid for federal contracts on their own once they have

Organizing Function of Management Case Study Example | Topics and Well Written Essays - 1000 words

Organizing Function of Management - Case Study Example Managers distribute responsibility and authority to job holders in this function of management" The physical resources contribute to the greatest part of the balance sheets of the FedEx Kinko's Inc. Thus, the physical resources must be organized carefully. The division of those resources must be planned, coordinated and above all, inline with the organizational goals of efficiency and effectiveness without compromising the customer satisfaction. In the words of their ex Chief Executive Officer, the centre of FedEx Kinko's are organized in the pattern of hub and spoke. Just like all the spokes are connected through each other using the hub, likewise, in a region, all the braches are connected through a 'hub'. These branches, each being the integral part of the network, work in close coordination with the hub to form the setup in totality. Hub locations are opened round the clock and have greater domain of services to offer, thus containing greater number of products, services and equipments. Spokes, the local branches, offer self-serving and full-serving capabilities, but forward higher-volumes to hubs for over-night or specialized production. In order to determine that which stores should be the 'round the clock' stores, they have used a '15 minute rule', the rule used by most of the round the clock businesses. According to this rule, the store which is made the 'hub' must be accessible to the customer within the drive of 1 5 minutes. On one hand, this ensures the efficient use of the existing resources, while on the other hand, this also ensures the increased customer satisfaction and targeted use of the round the clock hubs. While on one hand, this service will attract a great number of individual customers, this will also enable FedEx Kinko's to attract those corporate clients who have bulk of production demand, with complex specifications. To make the customers aware of any changes in the locations of the 24/7 stores, customers are notified through signage, with bag inserts and by FedEx Kinko's team members. If a store is no longer a 24/7 one, the next closest locations are indicated through the signage. Their website is also very useful in providing those information regarding the locations of the stores. Thus, it this way, FedEx Kinko's has maximized the use of its physical resources beyond the traditional store hours, in order to create a value addition. (FedEx Kinko's website, press release) ORGANIZATION OF KNOWLEDGE RESOURCES: In today's rapidly changing world of information technology, knowledge management is one of the crucial issue for all the organizations, since the appropriate amount of knowledge sharing to the appropriate person at appropriate time with appropriate frequency is essential, besides the collection and filtering of the 'knowledge asset'. At FedEx Kinko's, two information systems are being used in order to properly organize the information, related to core as well as support functions. Both the

A new challenge for Trnscraanial Magnetic Stimulation (TMS) Essay

A new challenge for Trnscraanial Magnetic Stimulation (TMS) - Essay Example TMS is a procedure which induces magnetic fields to initiate the activities of the brain. Transcranial Magnetic Stimulation is based on electromagnetic induction. When compared to the other medical procedures, TMS is safe as it does not cause any side effects. Similar to the concept of electrical and magnetic fields, a stimulating coil is used to treat the affected part of the human brain. The instrument used in TMS is generally designed in such a way that the current flows from both the direction. This ensures that they converge at a particular point where the current from both the sides come to a direct contact. This instrument is placed on the area near the cortex and electrical ray passes through the scalp through the skull. Then this ray reaches the intended area below or above the cortex of the brain. TMS is performed to stimulate the functioning of the brain by stimulating the neurons. Neurons in the human brain perform the activity in a serial fashion. This neuronal activity might get disturbed and TMS is done to enable the neurons to work in a normal manner. (Gerlach, 2007). TMS is generally used when people have problems like memory issues, vision disorders, movement disorders and depression. As TMS stimulates the neurons as well as the other important nerves in the brain, it is effective in treating any sort of mental or physical disorder. TMS can be combined with any other magnetic imaging techniques to get a clear cut picture of a person’s disorder. Picture of Transcranial Magnetic Stimulation (Depression Treatment, 2010). Benefits of TMS Psychological problems like depression often leave the patient in an agitated state. It has been proved that TMS reduces the level of agitation to a greater extent. People affected by memory problems, concentration issues and problems with paying attention to a particular task. (Desmond, 2006). It is declared as one of the most effective method in treating depression. TMS eradicates the need for relapse as the patients respond to the treatment even during the first week of the treatment phase. This eventually reduces the need for treating them for a longer time. The effects are more as the magnetic rays target the cortex; the neurons near the cortex also get activated. This stimulates the neurons that evoke the activity of other parts of the body. Patient with movement disorder can easily recover as the motor cortex of the brain is automatically activated. (Belmaker, 2007). The functioning of the muscles can also be activated by placing the instrument at a particular place where the respective neurons reside. TMS is also effective in treating other problems like ADHD. ADHD Attention Deficit Hyperactivity Disorder (ADHD) is mostly found in children and these children suffer from inattentiveness. Patients diagnosed with ADHD might also have problems like depression, behavioral problems and other disorders. (Levy, 2001). They exhibit inattentiveness to any sort of an activity and might h ave difficulty in concentrating on a particular task. Adults affected by ADHD are generally disorganized and they find it difficult to complete a task within the stipulated time. Forgetfulness is also a symptom of ADHD. (Wender, 2000). Some people suffer from emotional disorders as they do not have the ability to deal with frustration. Certain regions of their brain often showed delay in the process of growth and development. The ability to concentrate

Textual Analysis Of Western Europe In South-West India Essay

Textual Analysis Of Western Europe In South-West India - Essay Example For example, one set of authors might indicate the absence of nothing positive to learn from  one  part of the world. On the other hand, a different set of authors might provide a positive viewpoint of the same part of the world provided by the first set of authors. Nonetheless, the differences in the differing viewpoints are a result of the different undertakings that these authors carried out in order to build their opinions and justifications for their viewpoints. In their separate articles, Richard Grove and James D. Tracy provide two different viewpoints of Europe’s involvement in the South East Asia during the Renaissance period. In this case, the two authors use different sources to provide evidence about two differing sets of societies in South East Asia that Europeans interacted with during this period. On  one hand, Grove presents a dark side of the region during the time the Dutch East India Company carried out its operations. In this regard, Grove’s ar ticle depicts a region whose leaders represented an illustration of ways not to govern territories since the authors used sources that identified the leadership of the Asian region as despotic. In effect, Grove does not identify any influential role that the region played in Europe. On the other hand, James D. Tracy's article identifies the region as influential in developing medicine and botany in Europe. In this case, Tracy’s sources outline the influential role of the South East Asia society in developing classification systems and defining contemporary medicine and botany. Hence, this expose is an analysis of these differing viewpoints and identifies the authors disagreement due to the various sources used in developing the two disagreeing articles. In a synopsis, Grove’s article is a description of what the Portuguese and Dutch learnt from their interaction with the indigenous communities in South-West India. The author indicates the simulation of an awareness of the wider world in Western Europe. In addition, the author indicates that the voyages and the explorations enabled the development of natural history and the status of government. In this case, the article seems to indicate that the Dutch and Portuguese and the entire Western Europe benefited from their interactions with South-East Asia. For example, as the first explorers, the Portuguese had earlier settled and occupied territories of the indigenous people of South-West India. In line with this, the Portuguese explorative agenda was instrumental in accelerating the renewed interest in botanic gardens and medicine, which was through the knowledge offered by the indigenous communities in South-West India.1Conversely, the author argues that the Dutch’s replacement of the Portuguese in South-West India also benefited the Dutch since they interacted with the local communities and established a relationship that contributed to modern-day medicine and classification system.2 To del iver the argument about the benefits that the Portuguese and Dutch accrued from these communities, the author argues that European and Asian constructions of nature are a result of the South-West India and the Leiden botanic gardens incorporation.3 The author identifies two texts as core in the diffusion of botanic gardens into the explorative nature of the Europeans. The first of this text is the Coloquioso by Da Orta while the other text is Hortus Malabaricus by Van Reede.4 The author identi

New London Airport Research Proposal Example | Topics and Well Written Essays - 2000 words

New London Airport - Research Proposal Example In UK the latest government forecasts predict a 239% change on 1995 by 2015 of the terminal passenger numbers. I t shows a requirement equivalent of an extra 3 -4 airports the size of Heathrow. The country needs to follow the sustainable development policy of its own and of EU. The required framework of aviation should reduce impact, increase growth and protect environment. (DETR 1997 as cited inWhitelegg 2000). A few recommendation suggested are: putting an environment charge based on emissions, ending of all subsidies and tax exemptions and more stringent noise and emission standards.(Whitelegg 2000) Environmental data and criteria: The London mayor is particularly optimistic about environmental safety by moving airport into the Thames estuary. It would cut noise since planes could approach the airport over the North Sea. Moreover, the Heathrow expansion would put pressure on the dense west London while there is alternative to the east. The noise has been the complaint of many residents and the levels of global warming emission gases have gone beyond EU and Environmental Agency norms (Katz 2008). Ben Stewart of Greenpeace argues that increase in number of flights from a four runway would negate the environmental benefits. He feels that new runways are new runways and we should rather think about bringing emission down by funding for railways and other low carbon emission transports. (Murray 2008). Unite, Britain's biggest union feels that Thames is not the best place due to tidal and storm surges, which can increase sea level by several metres. The noise would not be solved when airport is moved, it will only shift to another area. The resort towns of North Kent and South Essex would suffer the noise pollution instead of the population of west London. The area is also a bird sanctuary raising the worries of bird strikes causing aircraft engines and windscreens to fail (PR News, 2008).The environmental data must clearly indicate levels of CO, SO2, NOX, O3, Particulate Matter and Lead generated and their effects on coastal resources, fish and wild life, wading birds. The scientific study must also provide data on light emission and visual impacts on people around airport (Halcrow group 2003). In the light of these suggestions and protests the data needed by the minister for environment are : NOISE: The noise damages health and quality of life. It can cause sleep disturbances, psychological and mental disturbances, annoyance and can make one hearing impaired ( WHO 1993 as cited in Whitelegg 2000). The idea of new airport into Thames estuary is attractive to some planners because planes could fly over the North Sea, alleviating concerns about noise pollution and allowing it to operate 24 hours a day (Katz 2008). How many are already living in the 57Decibel or higher (for a restful life it is upto 55dB) contour of noise and how many more would be added in coming years. This aspect seems in favour of Thames estuary airport as zero population would be added by 2015. While expansion of Heathrow may add another 107000, Stansted 3000 and at Gatwick a further addition of 9000, who would be living in this noise contour if further expansion of the later three airports is allowed . Expansion of Heathr

God's Word- What does the bible really teaches Research Paper

God's Word- What does the bible really teaches - Research Paper Example The present paper looks for investigating into the phenomenon in the light of Christian teachings manifestly elucidated in the Scripture, along with explaining the same according to the traditions attributed to the Christian saints and scholars. The paper also aims to explain the meaning and status of death in Christian faith, which is the only way to meet their Creator as well as the holiest personalities and one’s forefathers had already entered in the world hereafter. The paper also explains in brief the difference in the concept of death in non-Christian faiths, and subject of incarnation according to death. The paper also elaborates the significance of death for the Christian community, and its changing status in the contemporary era. Death serves as one of the bitterest realities of life due to the very fact all human beings including rich and poor, pious and wicked, strong and weak, black and white, and male and female have to taste it one day determined by the Lord. Consequently, no one is immortal altogether in the world except Lord God, the Creator of heavens and hell, Who has created day and night, and life and death. In the words of the Genesis (7:21): â€Å"and all flesh that stirred on earth perished – birds, cattle, beasts, and all the things that swarmed upon the earth, and all mankind.† Thus, the Holy Scripture ratifies the perishing of all the creatures existing on the earth including humans one appointed day, where humans will be reincarnated by the Lord on the Resurrection Day, and they will have to be answerable to what they had performed during their stay in the mortal world. In addition, death is also considered as the darkest reality of life because it separates man from his parents, children, relations and friends forever and ever, where no one could hear the voice of the departed soul till he also embraced death one day to join the dead ones in the next world. Hence, the moment of death serves as the most painful and agonized

Various Solutions to Firefighter Food Purchase Essay Example for Free

Various Solutions to Firefighter Food Purchase Essay This research is about the provision of sustainable fire fighting services in a small town in Ohio called Pikering. Pikering has a population of about 8,000 residents and is situated in the rural parts of Southeastern Ohio. It has for over the years relied heavily on volunteers to provide firefighting services in the event of fire breakouts. For the past few years, the pool of volunteers has ranged between 17 and 30 in number. Owing to the few incidences of fire in the town, this small number of volunteers has often responded satisfactorily to save situations in case of fire disasters. Usually, the captain of the team of volunteers makes judgment on how to respond to cases of fore breakouts as communicated to him via telephone calls, through the Sheriff’s office or the City Manager’s office. In the past decade, the number of volunteers in the firefighting unit of Pikering township of Ohio has been dwindling. This has been occasioned by retirement of old volunteers and increased rural-urban migration of the young, energetic generation. The town has virtually remained with the old people and the very young, and the few youths available are not willing to take on the voluntary fire fighting chore. This attrition has caused concerns in the City Council. Due to the availability of state and federal funds to small municipalities like Pikering that lack proper fire emergency systems, the council has opted to put in place a paid, full-time fire department supplemented by volunteers. The council office believes that the new fully-trained fire fighting department will bring higher level of skills. Federal grant money provided to the fire fighting department is budgeted to cater for 18 full time firefighters. The funds will be dedicated towards paying the workers, maintaining high quality fire fighting quality. One of  the focuses of the council is to have a fire fighting department and staff with refined paramedic knowledge for saving lives during fire break outs. It intends to maintain some of the full-time fire fighters within the premises for quick response to emergencies. The department will not only serve the community of Pikering, but extend its services free of charge to The Problem The problem in the proposed system is that the firefighting facility can only accommodate up to 14 of the 18 firefighters. Fortunately, the facility can be modified to accommodate both male and female fire fighters. Arrangements to have the new system working are currently underway with the help of the city council, fire chief and the volunteers. There are plans to expand the annual pancake breakfast fund raisers and meals in the fire station. There are also plans to expand the kitchen into a larger cooking facility with kitchen equipment and food for the firefighters on duty. There are significant concerns about a number of issues in the proposed system: 1. Not all fire fighters are good cooks 2. The firefighters, like all other people have favorite foods and those dishes they dislike 3. Some of the firefighters may think and believe in their ability to prepare good meals, an opinion that may be disputed by other fire fighters 4. The diet provided in the fire station may not concur with dietary requirements imposed upon some of the fire fighters for medical or other special reasons 5. There should be a consideration in the food variety and wholesomeness 6. Further, rotation of the firefighters on duty may cause complications in the firefighters’ feeling of fairness and contentment with the food system. This is particularly true in the event that one’s favorite dish is constantly served while he is away and out of duty. 7. There is another problem related to contributions as there is need to ensure equitable contributions from the firefighters for the foods they consume in the fire station. 8. Additionally, some people in the fire station are bound to eat more than others 9. The city does not want to pay for the food the fire fighters will be eating in the fire station. Since the fire fighters must eat anyway, the city is determined that the amount of donation it provides towards the fire fighters’ upkeep is minimal. Research  Objective This research labors to provide solutions to the problem that are bound to face Pikering Municipality upon introduction of the full time firefighting force. There is need to ensure that the firefighting squad of the municipality feels confident that their basic requirement for food is met. It is imperative that the force remains strong and healthy by consistent and reliable supply of nutritious food in sufficient amounts. There is also need to feel fairness in the purchasing of food for the firefighters if they are to cater for their own food collectively. The report, therefore, finds solutions to these problems. It dissects the situation with an aim of finding helpful information concerning: a) Food Purchase b) Food Preparation c) Cost Sharing Predicament Data Gathering Techniques Gathering data used in this analysis came from a variety of sources. Given the scope of the problem, it was important to conduct comprehensive research on food security issues, ways of creating cheap food and collaboration. For the reasons of understanding teamwork, which is the spirit needed in making the firefighters work together and I coordination in realizing the smooth running of the fire station residence, the research considered empirical analysis of existing literature on the topic. The research made use of books, journals and articles from internet to come up with sustainable means of keeping cooperation and teamwork of the firefighters. In addition, literature on production of affordable food production techniques provided formidable data for solving the food availability issue. In addition, the research considered the people affected by the fire fighting services and sought their opinion on issues such as buying food for the firefighters. A total of 100 people of all ages, sex and race were interviewed to give their opinion on the plans. The data gathering process used questionnaires that were presented in person to the correspondents. The correspondents were arbitrarily chosen from the residents of Pikering. Research Findings Foremost, the research analysis of the problems that were cited as potential  causes of trouble to the fire fighting station residence were analyzed with a view to simplify them. Providing solutions to the problems that were most likely to cause immense challenges had to take a systematic manner and line of thought. Therefore, the research reconsidered the problems presented and classified them into two broad issues; issues of cost management of food and issues of teamwork. The research noted that providing solutions to food affordability and enhancing cooperation ad brotherhood in the working environment of the firefighters would create an environment devoid of the problems cited. From the questionnaires that the residents of Pikering Municipality filled, it was evident that the residents of the municipality were not for the opinion that the city council feeds the fire fighters, 81 of the 100 interviewed held an opinion that the fire fighters are not fed by the council. They argued that the council had more important projects that the funds could be channeled to. 63% of those who responded to oppose the plans of feeding the firefighters by the council argued that the frequency of fire outages in the municipality did not call for such drastic measures by the local government. They felt it would be a waste of resources to feed people who would stay for months without getting involved in anything constructive. The other 35% of the opponents of the move by the council to feed the firefighters felt that the firefighters do not need free food as they are able bodied people and economically gained like the rest of the public. They reasoned that if the firefighters we re to get free food, then all other workers of the council, state and federal governments deserved free food as well. Proposed Alternatives 53% of those opposed to the provision of food grants to the firefighters proposed growing of food by the firefighters in the lands of the council as one of the alternatives they had. As much as this group appreciated the need for the squad to practice eon a regular basis and undergo training, it regarded the firefighting squad as having enough free time to produce its own food. The 53% proposed that the firefighters could engage in food production activities in the vast council farms to cut on the cost of foods they may have to buy. The people reasoned that the squad would probably take 3 hours day training and spend the rest of the time idle. This was the time they would use to grow their own food. The other alternative was that the  council should deduct part of the firefighters’ pay in a mutual agreement before signing contract to cater for their own food. This would be treated as a condition in the terms of agreement to cover for their food expenses. This was an opinion of 43% of the correspondents who opposed the proposition to feed the firefighters by the council. The other 4% did not suggest any alternative to the quandary. Evaluation of the Alternatives As stated before, the research questions that were presented to the public of Pikerign Municipality concerned food production. Issues that would affect the cooperation of the firefighters in peaceful coexistence were dissected through the eyes of authors who have conducted extensive research on team work. Issues to do with cooking, appreciation of the quality of food one cooks, complaints on the types of foods offered during one’s days of duty and issues of some firefighters eating more than others would be best solved with an informed understanding of the need for teamwork. Once the council hires and places the firefighters, it will be imperative that it embarks on a thorough teamwork initiatives to have the firefighters think as a unit (Marinucci, 2009). This would be the only formidable way of ensuring there is harmony and brotherhood in the fire station residence. First, the council will need to instill a culture of inclusiveness from the first bunch of firefighters. It would be impossible to field a strong firefighting team unless all the members of the squad feel that they are part of the team. Early inculcating of such cultures is fundamental so that all who come in later blend in and play along the set rules of the institution (Mills, 2004). Secondly, the council needs to make the firefighters understand that resources of the firefighters’ station belong to all in the firefighting department. It is imperative to understand that the resources are for use by all and need to be used collectively (Mills, 2004). Further, the firefighters need to respect each other and keep confidences. In the event that they have some complaints to make for their sake or about someone, they should remember to be bold and say it to be known (Bryant, 2009). One other factor that would make the firefighting team stick together through inadequacies and disagreements is their ability to celebrate together. The firefighting staff needs to have the culture of cele brating their achievements together as a family (Marinucci, 2009). They need to gather  frequently in provided facilities to get to know each other. Further, the team needs to remember that laughter heals. They need to laugh out, be happy and share humor in good and sad times. Finally, there is need to support and accept one another (Mills, 2004). There is necessity for the firefighters to celebrate the diversity in each individual. In so doing, the fighters remember that not all of them enjoy the same food; eat the same manner and same quantities of food. By understanding these, the team will be willing to contribute towards food purchases even if they are off duty. They will not mind being away when their favorite dish is served for they love the remaining team eating the food. In exploring and realizing the full potential of the options proposed by the public opponents of the feeding program by the council, it will be possible to have the propositions work with an inspired team to work together. A firefighting team that views itself as a family will be willing to work on the farms for their own food production (Piontek, 2008). A motivated and united team is a happy team that works together with enthusiasm. Having the team work together to produce its own food is possible. Additionally, the second alternative of deducting money from the fire fighters’ wages for upkeep is a sustainable feat. The council would save money for other service provisions by teaching the firefighters make purchase their own food and supplement the deficit by farming. The only trick is to teach them to do both with passion. Recommendations From the finding s and the discussions of the research, it is evident that the public of Pikering Municipality is against the council feeding the firefighters. It is, therefore, crucial that the council reads the public mood and follows alternative means of feeding the firefighters. The firefighters should contribute part of their income to purchase their own food. They need to supplement the food deficit by farming in the council vast farms. In order to cure behavioral and social quandaries expected in the department, the council needs to focus on building teamwork and collaboration. References Bryant, M. (2009, May 31). Conflict Resolution in the Fire Service. Retrieved from http://www.firefighternation.com/article/command-leadership/conflict-resolution-fire-service Marinucci, R. A. (2009). Fire Chiefs Guide to Administration and Management. Upper Saddle River, N.J.: Pearson Prentice Hall. Piontek, A. (2008, July 1). The firefighters perspective. Fire Engineering, 161(7), 91. Mills, S. (2004). Teamwork: The Foundation of the Fire Service. Retrieved from http://www.fireengineering.com/articles/print/volume-157/issue-8/features/teamwork-the-foundation-of-the-fire-service.html

Irregular verbs

Irregular verbs How do native English children acquire irregular verbs? The process of how children acquire their first language is a widely investigated phenomenon. Some researchers and experts agree that every child has a special language learning device, which enables them to learn a language very effectively. Numerous researches have been conducted on the different stages of first language acquisition. One of these stages is the process of verb acquisition. Children usually make errors when trying to use the past tense forms of irregular verbs, but later on these errors disappear, as they acquire the correct forms. In this paper I will, firstly demonstrate the stages of first language acquisition and place the phase of verb acquisition, then I will explain the most common mistake children make with irregular past tenses, and lastly, I will give an explanation to this phenomenon, and show the consequence it could possibly have. According to Pinker (1994) when a child is born it can distinguish all the phonemes of the worlds languages, even if there is no distinction in their mother tongue. By reaching ten months of age, however, they will have learned the sounds used in their language, and will not have a universal knowledge of sounds anymore, just like adults. Children learn to understand speech between two month and their first birthday. They start to produce syllables in between this time span, at around their seventh month. This phase is called babbling. Then, they begin to use single, isolated words when they are one year old, and with eighteen months, their vocabulary starts to grow very quickly, and syntax also begins with combining words. When they reach their second year the development in all fields of language learning is very rapid, and as Pinker (1994) states, with three years a child is a grammatical genius (p. 276). For a better overview we could name the stages as follows: Syllable Babbling, Gibberish Babbling, One-Word-Utterances, Two-Word-String, and All Hell Breaks Loose (Pinker, 1994, p. 269). The acquisition of verbs usually takes place later than that of nouns (Harris, Meints and Plunkett, 2008). There are two types of verbs: regular verbs and irregular verbs. In order to produce the past tenses of verbs, Redman and Rice (2001) point out, that children need to acquire the morphophonological component of past tense, the rules for producing the various forms associated with past tense (p. 655). This means, that they have to learn that the past tense is constructed by adding -ed to the stem, and that there are irregular verbs, which are exceptions to the rule, and are produced differently. Learning to produce the past tense of regular verbs is usually not a problem for children, because they only have to know one rule, and be able to apply it. The problem is with irregular verbs, because there is no rule there, which can be applied. The mistake children commonly make when trying to use the past tense of irregular verbs is called overregularization. This can occur whan the c hild already knows, that in order to express past tense, -ed has to be added to the stem of the verb, and applies this rule, incorrectly, to irregular verbs as well (Matthews and Theakston, 2006). There is an explanation to this phenomenon. According to Pinker (1994), irregular verb forms have to be memorized independently, linked together as word pairs, and if the correct form cannot be retrieved from memory, the general rule of adding -ed is applied. This substitution can occur, because regular inflection is a symbol-combination rule and does not need access to the contents of memory (Pinker, 2001, p. 19). In the English language there are about 180 irregular verbs, which originate from Old and Middle English. There used to be about twice as many, but adults also tend to forget that a verb is irregular, especially if it is not a common, often used verb, and start to use it as a regular verb (Pinker, 1994). Therefore, the amount of regular verbs is increasing, while that of irregular ones is decreasing. It can be concluded then, that verb acquisition starts between the childs first and second birthday, somewhat after noun acquisition. When using the past tense of verbs, children have to know the rule which is used with regular verbs, and that there are irregular verbs, which are produced differently. However, they tend to apply the general rule, which is used for regular verbs, also for irregular verbs. This is probably so, because there is no rule for generating the past tense of irregular verbs, so they have to be memorized as pairs of words, and if the child cannot remember the right form, or the other half of the word pair, it simply applies the rule it knows, and generates a regular past tensed verb. Irregular verbs, that are not often used, might stay in the childs lexicon as regular ones, and this can cause the increase of regular verbs and the decrease of irregular verbs. References Harris, P. L., Meints, K., Plunkett, K. (2008). Eating apples and houseplants: Typicality constraints on thematic roles in early verb learning. Language and Cognitive Processes, 23, 434-463. Matthews, D. E., Theakston, A. L. (2006). Errors of omission in English-speaking childrens production of plurals and the past tense: The effects of frequency, phonology, and competition. Cognitive Science, 30, 1027-1052. Pinker, S. (1994). Baby born talking-Describes Heaven. In The language instinct (pp. 262-296). London, England: Penguin Books. Pinker, S. (2001). Words and rules. Eye on Psi Chi, 14-19. Redmond, S. M., Rice, M. L. (2001). Detection of irregular verb violations by children with and without SLI. Journal of Speech, Language, and Hearing Research, 44, 655-669.

Essay --

Hirohito was born in Tokyo, Japan April 29th 1901 and die on 1989 in Tokyo. He was the ruler of Japan from 1926 until he died. He was the longest running monarch in japans history. Hirohito was born in Aoyama Palace in Tokyo and was tought at Peers’ School and at the Crown Prince’s organization. He urbanized an interest in marine biology on which he wrote more than a few books. He visited Europe in 1921 becoming the first Japanese crown prince to travel. Upon his come back he was named prince when his father died his name was he Taisho emperor retired for the reason of his mental illness. 1924 hirohito wedded the princess Nagako Kuni. Hirohito gained emperor of Japan on December 25th 1926 subsequently after the death of his father. Histime in power was designated â€Å"Bright peace† During WWII he nearly attacked all of his nearby neighbors connected his self with the Nazi Germany and launched a awful assault on the U.S naval base at Pearl Harbor. Hirohito later depicted him self as a almost helpless monarch many scholars have come to believe he played an lively role in the war. After Japan surrendered in 1945 he became a figurehead with no political control. He was the eldest son of the Crown Prince Yoshihito was born on April 29Th 1901. According to custom the imperial family members were not raised by their parents. Hirohito attended schools set up for children of nobility. He received rigorous instruction in military matters along with others subjects such as math and physics. He went on a 34 man entourage traveled to Western Europe for a six month tour it was the fist time a Japanese crown prince had gone abroad. Japan hirohito became regent for his chronically ill father and assumed the emperor. September 1923 a earthquake hit t... ...vidual meetings with senior government officials to consider the process of the war and all of the milltary powers. But the ex prime minister Fumimaro konoe advised to prosper in the war. Konoe feared a communist revolution even more than defeat in war and argued about a negotiated surrender. He advised Hirohito to begin negitions to end the war. On june 22nd the leader met with his ministers saying â€Å"I desire that concrete plans to end the was in hampered by existing policy, be speedily studied and that efforts be made to implement them.† Emperor Hirohito died when going through surgery on his pancreas after having some digestive problems for several months. Doctors discovered that he had duodenal cancer. He appeared to make a full recovery but September 1988 he fainted in his palace and his health got worse he began to bleed internally. January 7 he passed away. Essay -- Hirohito was born in Tokyo, Japan April 29th 1901 and die on 1989 in Tokyo. He was the ruler of Japan from 1926 until he died. He was the longest running monarch in japans history. Hirohito was born in Aoyama Palace in Tokyo and was tought at Peers’ School and at the Crown Prince’s organization. He urbanized an interest in marine biology on which he wrote more than a few books. He visited Europe in 1921 becoming the first Japanese crown prince to travel. Upon his come back he was named prince when his father died his name was he Taisho emperor retired for the reason of his mental illness. 1924 hirohito wedded the princess Nagako Kuni. Hirohito gained emperor of Japan on December 25th 1926 subsequently after the death of his father. Histime in power was designated â€Å"Bright peace† During WWII he nearly attacked all of his nearby neighbors connected his self with the Nazi Germany and launched a awful assault on the U.S naval base at Pearl Harbor. Hirohito later depicted him self as a almost helpless monarch many scholars have come to believe he played an lively role in the war. After Japan surrendered in 1945 he became a figurehead with no political control. He was the eldest son of the Crown Prince Yoshihito was born on April 29Th 1901. According to custom the imperial family members were not raised by their parents. Hirohito attended schools set up for children of nobility. He received rigorous instruction in military matters along with others subjects such as math and physics. He went on a 34 man entourage traveled to Western Europe for a six month tour it was the fist time a Japanese crown prince had gone abroad. Japan hirohito became regent for his chronically ill father and assumed the emperor. September 1923 a earthquake hit t... ...vidual meetings with senior government officials to consider the process of the war and all of the milltary powers. But the ex prime minister Fumimaro konoe advised to prosper in the war. Konoe feared a communist revolution even more than defeat in war and argued about a negotiated surrender. He advised Hirohito to begin negitions to end the war. On june 22nd the leader met with his ministers saying â€Å"I desire that concrete plans to end the was in hampered by existing policy, be speedily studied and that efforts be made to implement them.† Emperor Hirohito died when going through surgery on his pancreas after having some digestive problems for several months. Doctors discovered that he had duodenal cancer. He appeared to make a full recovery but September 1988 he fainted in his palace and his health got worse he began to bleed internally. January 7 he passed away.

Iagos Mind in William Shakespeares Othello Essay -- Iago Psychology

Iago's Mind in William Shakespeare's Othello In Shakespeare’s play Othello, the character of Iago takes on the role of a person warped within his own thoughts and feelings. Although people today have the benefit of psychology, back in the 1600s people with severe psychological disorders were left un-medicated and free to roam as citizens of society. Although Iago would have benefited from medication of today, in his mind he was the best, even though his own imagination got the better of him and fed his own misguided mentality. One of the best examples of this warped mentality is a conversation which Iago has with Othello mid-way through the play (3.3.160-66). As one analyzes Iago’s words, the depth and complexity of his mental unrest ooze between the lines of this speech. And after careful analysis of the complexity of Iago’s thoughts in this speech, Iago’s psychological shortcomings of conceit and self-worth unravel before our eyes. At first glance, as Iago starts to verbally protect his reputation in the eyes of Othello, who has accused Iago of â€Å"†¦conspir[ing] against thy friend†¦Ã¢â‚¬  (3.3.147), Iago appears to be speaking of the nature of his reputation. But the lines can be analyzed on a much deeper level. When Iago says, â€Å"Good name in man and woman, dear my Lord†¦Ã¢â‚¬  (3.3.160), the obvious first impression is that he is issuing the beginning of a statement about his own reputation. But, deep within the layers, this statement can be seen as a start in expressing how Iago feels about Othello having taken his reputation as a man and smashed it in the public eye. Iago mentions early in the play that, â€Å"†¦it is thought abroad that ‘twixt my sheets / He has done my office† (1.3.369-70). By this earlier statement we s... ...y as a man, Iago ploys, â€Å"Reputation is an idle and most false imposition, oft got without merit / and lost without deserving† (2.3.251-52). Hence, we wonder, was Iago speaking of Othello, or Cassio? Or both? Within this albeit short speech we get a strong glimpse at how tangled the web of Iago’s mind can be. We get a feel for the depth of his psychological unrest and see how his mind can wrap quickly his feelings from one person to another in one quick jump of phrases. In these seven short lines we see Iago’s self-concern about how others perceive him, we see his own fixation on how great he sees himself, and we see how he deceives himself. For me, Iago’s psychosis intrigues me to read this play again and again since, on a very basic level, most of us can probably see parts of Iago within ourselves, no matter how deep within ourselves we have to look.

Principles of Safeguarding Essay

Introduction OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria for the unit HSC 024, Principles of safeguarding and protection in health and social care. This exemplar evidence should be considered alongside the unit requirements, the Learning  Outcomes and Assessment Criteria. This content has been selected by the OCR Chief External Verifier for the Health and Social Care Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors contributed to the final outcome. The exemplar candidate evidence is intended to demonstrate how criteria have been met and are supported by a commentary. While the exemplars are intended to be useful in interpreting the specification’s Assessment Criteria, they should in no way be regarded as definitive evidence. This resource is provided for advice and guidance only. Read more: Identify ways to ensure that evidence of abuse is preserved  essay 4 Unit HSC 024 Exemplar Unit: HSC 024 – Principles of safeguarding and protection in health and  social care  unit purpose †¢ Raises awareness of how to recognise signs of abuse †¢ Raises awareness of how to respond to suspected or alleged abuse †¢ Introduces national policies and local systems of safeguarding †¢ Introduces ways to reduce the likelihood of abuse †¢ Raises awareness of how to recognise and report unsafe practices 5 Unit HSC 024 Evidence for Learning Outcome 1 Know how to recognise signs of abuse Assessment Criteria: AC1.1 – Define the following types of abuse: †¢ Physical abuse †¢ Sexual abuse †¢ Emotional/psychological abuse †¢ Financial abuse †¢ Institutional abuse †¢ Self-neglect †¢ Neglect by others AC 1.2 – Identify the signs and/or symptoms associated with each type of abuse Extract from Assignment: Assignment: ‘Define the following seven types of abuse and for each include their associated signs and symptoms: ‘physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others.’ Response: ‘1) Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Both old and young people can be physically abused. There are signs or indicators to show physical abuse and there are ways in which victims and abusers act or interact with each other. Physical abuse includes the smashing of furniture and personal belongings, being pushed or shoved, being held against your will, slapped, bitten, kicked, pinched, punched, choked or ducked under water, threatened or hurt with a weapon, threats of violence, locked in or out of the house, hair pulled †¦burnt with cigarettes, acid, an iron, hot food or water †¦ Signs of physical abuse in adults are: bruising, particularly in well-protected and covered areas, fractures, sprains or dislocations, lacerations, burns – including friction burns and scalds, drowsiness, pressure sores, cowering and flinching, unexplained hair loss, significant weight loss, etc†¦. Symptoms include feeling low, angry and in pain. 2) Sexual abuse is when a person is forced or tricked into taking part in any kind of sexual activity. When sexual contact is non-consensual, it is an abuse. It can happen to men and women of any age that is both old and young. It can include sexual penetration of any part of the body with a penis, finger or any object, sexual exploitation, making threats about sexual  activities, exposure to pornographic material, touching of breast or genitals, kissing, etc. Activities such as showing pornographic material, forcing the person to watch sex acts or forcing the person to undress are also considered sexual abuse. The signs and symptoms of sexual abuse in the elderly can be bruises around breasts or genitals, genital infections, unexplained vaginal or anal bleeding, torn, stained, or bloody underwear, disturbed sleep patterns, vulnerable adult appears withdrawn and fearful, inappropriate dressing, etc†¦ 3) Emotional Abuse is where one person gains power and control over another through words and gestures which gradually undermine the other’s self-respect†¦Emotional abuse can be name-calling, blaming, screaming, making threats, yelling†¦.neglecting, manipulation, not listening, withholding affection†¦belittling and untrue accusations. Signs of emotional abuse are depression, anxiety, withdrawing or refusing affection, fearful or agitation, lower self-esteem and self-confidence, shouting or swearing, behaviours such as rocking, hair twisting and self-mutilation, vulnerable adult withdrawn and fearful†¦ 6 Unit HSC 024 Response continued: 4) Financial abuse is stealing or defrauding someone of money, goods and/or property, allowing others to steal money or property, tricking or threatening individuals into giving away money or property, withholding money, refusing to allow individuals to manage their finances, etc. for example when a support worker is taking money from a service users’ purse without his or her knowledge. Signs of financial abuse are signatures on cheques that do not resemble the service users’ signature, or signed when the service user cannot write, unexplained withdrawals of large sums of money by a person accompanying the  service user, lack of amenities, such as TV, personal grooming items, appropriate clothing, that the service user should be able to afford, deliberate isolation of service user from friends and family, resulting in the support worker alone having total control, the unexplained sudden transfer of assets to a family member or someone outside the family†¦. Symptoms include the person feeling fearful, anxious, embarrassed and belittled. 5) Institutional abuse happens when the lifestyles of service users are sacrificed in favour of the routines and/or restrictive practices of the home. Institutional abuse comprises neglect, physical abuse, sexual abuse, verbal abuse, discriminatory abuse, psychological and emotional abuse, financial abuse, service users not being allowed to go out, their personal letters are opened and read, their privacy not respected, their interest not at the centre of every decision being made, excessive medication and complaints procedure not made available for the service users. Signs and symptoms include lack of own personal clothing and possessions, †¦no flexibility of bedtimes, eating times or waking times, dirty clothing or bed linen, misuse of medication, lack of care plans, lack of heating, staff entering into service users’ rooms without knocking. 6) Self-neglect is when a person does not pay attention to their health and well-being. Service users can neglect themselves due to illness or depression or might intentionally neglect themselves. The signs and symptoms include: living in dirty conditions, poor personal hygiene, poor nutrition†¦not getting medical help, not being interested in the way they look, long toe nails not taking medication. 7) Neglect is when a carer does not carry out their duty of care and fails to care for a service user this can be deliberate or unintentional due to the carer being ill or stressed†¦ Signs and symptoms of neglect include absence of food, water, and heat†¦ poor personal hygiene including soiled clothing, dirty nails and skin†¦inappropriately dressed for cold or hot weather, bedsores†¦.constant hunger, withdrawn, illness†¦ COMMENTARY FOR EVIDENCE FOR ACS 1.1 and 1.2 †¢ Assessment Method: The learner has completed an assignment to explain the meaning of each of these seven types of abuse as well as their associated signs and symptoms. The learner has produced factual details that provide evidence for ACs 1.1 and 1.2. The assessment method is valid as it measures the learner’s understanding and knowledge of the definitions and signs and symptoms associated for each type of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own understanding of the meaning of each type of abuse. The learner also provides a very detailed account of the signs and symptoms associated with each type of abuse and distinguishes well between signs (what can be seen) and symptoms (the way the individual feels). The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of the different signs and/or symptoms would have been sufficient. †¢ Breadth of Evidence: The learner has stated clearly the meaning and signs and symptoms of each type of abuse. The learner’s evidence meets AC1.1 fully in terms of providing a definition and the signs and symptoms of the following types of abuse: physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others. 7 Unit HSC 024 Assessment Criteria: AC1.3 – Describe factors that may contribute to an individual being more vulnerable to abuse. Extract from Written Questioning: Written Question: ‘Describe different factors that may contribute to an individual being more vulnerable to abuse’: Response: Living with the carer may increase the chances for abuse to occur as this may cause stress and resentment if the carer feels they cannot cope. If an individual is looked after staff who do not have the right training, any supervision at work or support, are stressed, have personal problems or do  not like working in care then this can increase the risk of an individual being abused. If an individual is not mobile, is confused, has dementia, or is aggressive or challenging then this can increase the risk of abuse as the carer might not know how to deal with this, get frustrated and might take it personally and abuse the individual. Domestic violence can also play a part as can the relationship between the individual and their parent or spouse if it was poor and involved abuse.’ COMMENTARY FOR EVIDENCE FOR AC 1.3 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Describe different factors†¦Ã¢â‚¬â„¢; this encourages the learner to think about the different ways an individual can be more vulnerable to abuse and provides them with an opportunity to provide a more detailed response and to also provide evidence for AC1.3. The assessment method is valid as it measures the learner’s understanding and knowledge of the factors that may contribute to abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different factors that may contribute to an individual being more vulnerable to abuse in terms of the social care worker, the carer, the individual including the relationship between these as well as the health and social care setting itself. †¢ Breadth of Evidence: The learner has detailed clearly the different factors that may contribute. The lea rner’s evidence meets AC1.3 fully in terms of providing a description of the factors that may contribute to an individual being more vulnerable to abuse. 8 Unit HSC 024 Evidence for Learning Outcome 2 Know how to respond to suspected or alleged abuse Assessment Criteria: AC2.1 – Explain the actions to take if there are suspicions that an individual is being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if there are suspicions that an individual is being abused: Response: ‘If I suspect abuse through noticing a sign of physical abuse or change in the behaviour of an individual, I will make sure that I ask the individual what has happened telling the individual the changes that I have noticed. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will listen to the individual carefully; it is up to them to tell me, I would not ask them any questions about this as this is not part of my job role and would stay calm. I will make sure that I record what the individual tells me using the individual’s own words. I will make sure that I reassure the individual and explain that their safety is the most important and that it is my duty of care to tell the manager. I will make sure that I let my manager know what has happened immediately and pass this information on in private and make sure my report is also confidential. I will only report and record the facts – what the individual has told me. Depending on what is found out the individual might need to continue to be monitored and a plan of care will be put in place that must be followed to protect the service user. ‘I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ 9 Unit HSC 024 Assessment Criteria: AC2.2 – Explain the actions to take if an individual alleges that they are being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if an individual alleges that they are being abused: Response: ‘If an individual alleges that they are being abused, I will make sure that I listen to the individual carefully to know exactly what happened. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will make sure that I record the detail of all allegations that the individual tells me using the individual’s own words; I will not ask any questions or make any judgements about what I have been told and I will stay calm. I will make sure that I record the date and time when the abuse was reported and then sign this record. I will make sure that I take the allegations seriously and reassure the individual that they are right to tell me as their safety is the most important.  I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ COMMENTARY FOR EVIDENCE FOR ACS 2.1 and 2.2 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Explain the actions to take†¦Ã¢â‚¬â„¢ for each AC; this encourages the learner to think about the different actions that need to be taken when there are suspicions and allegations of abuse made. The assessment method is valid as it measures the learner’s understanding and knowledge of how to respond to both suspicions and allegations of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the two different sets of actions that need to be followed for suspicions and allegations of abuse including when nothing is done in response to these: ‘if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ The learner also details own knowledge of who may be implicated in both allegations and  suspicions of abuse and the actions that must be taken: ‘If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this†¦ if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ †¢ Breadth of Evidence: The learner has detailed cl early the actions to take for both suspicions and allegations of abuse. The learner’s evidence meets ACs 1.1 and 1.2 fully in terms of providing an explanation of the actions to take if there are suspicions that an individual is being abused and if an individual alleges that they are being abused. The learner’s response can also be cross referenced to ACs 5.1 and 5.2. 10 Unit HSC 024 Assessment Criteria: AC2.3 – Identify ways to ensure that evidence of abuse is preserved Extract from Written Questioning: Written Question: ‘List different ways to ensure that evidence of abuse is preserved: Response: ‘Ways to ensure that evidence of abuse is preserved are as follows: By leaving things as they are and not touching anything.  By not removing, cleaning or washing what the individual is wearing and by not handling the individual’s clothes or bedding. By keeping the area safe and not allowing anyone to enter into the area. By recording and reporting carefully, confidentially and in full all that was told to me by both the individual and others if present at the time and also what I noticed; stating the facts only. By preserving any first aid items used. COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List different ways †¦Ã¢â‚¬â„¢ ; this encourages the learner to identify  different ways to ensure that evidence of abuse is preserved. The assessment method is valid as it measures the learner’s understanding and knowledge of the different methods of how to preserve evidence of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different ways of preserving evidence of abuse and includes a range of practical ways this can be done in terms of both protecting evidence physically as well as clear recording and reporting procedures. †¢ Breadth of Evidence: The learner has clearly identified the different ways of preserving evidence of abuse. The learner’s evidence meets AC 2.3 fully in terms of identifying ways to ensure that evidence of abuse is preserved. 11 Unit HSC 024 Evidence for Learning Outcome 3 Understand the national and local context of safeguarding and protection from abuse Assessment Criteria: AC 3.1 – Identify national policies and local systems that relate to safeguarding and protection from abuse AC 3.2 – Explain the roles of different agencies in safeguarding and protecting individuals from abuse Extract from Written Questioning: Written Question: ‘List the national policies and local systems that relate to safeguarding and protection from abuse and explain the roles of different agencies: Response: ‘National policies – †¦.’Safeguarding Vulnerable Groups Act 2006, the Vetting and Barring Scheme run by the Independent Safeguarding Authority (ISA), Criminal Records Bureau, Human Rights Act 1998. Local Systems – Safeguarding Adults Boards, Safeguarding policies and procedures for vulnerable adults.’  Safeguarding Adults Boards – these bring together a number of different local agencies that work with vulnerable adults to share information and monitor their work i.e. local agencies like the police, MIND, housing teams, advocacy groups. The Police – their role is to safeguard vulnerable adults, investigate all reports of vulnerable adult abuse and protect and uphold the rights of vulnerable adults. CQC – to monitor and provide guidance on what all health and social care providers must do to safeguard vulnerable adults from abuse; the safeguarding policies, procedures and systems developed are in place to prevent vulnerable adults from being abused.’ COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner and paired together these two ACs ‘List the national policies and local systems †¦and explain the roles of different agencies’ ; this encourages the learner to identify relevant policies and systems as well as explain the role of different agencies in safeguarding and protecting individuals from abuse. The assessment method is valid as it measures the learner’s understanding and knowledge of national policies, local systems and the role of agencies. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of both national policies and local systems that relate to safeguarding and protection and then details the specific role of three different agencies: Safeguarding Adults Boards, The Police and the CQC in safeguarding and protecting vulnerable adults from abuse. †¢ Breadth of Evidence: The learner has clearly identified national policies and local systems and detailed the roles of different agencies in safeguarding and protecting individuals from abuse. The learner’s evidence meets ACs 3.1 and 3.2 fully in terms of identifying national policies and local systems that relate to safeguarding and protection from abuse and explaining the roles of different agencies in safeguarding and protecting vulnerable adults from abuse. 12 Unit HSC 024 Assessment Criteria: AC3.3 – Identify reports into serious failures to protect individuals from abuse Extract from Written Questioning: Written Question: ‘List reports into serious failures to protect vulnerable adults from abuse: Response: ‘A report about Castlebeck Care Ltd which failed to ensure that the vulnerable living at Winterbourne View were adequately protected from risk, including the risks of unsafe practices by its own staff. Individuals in Winterbourne View which is a home owned by Castlebeck Care Ltd were pinned down, slapped, doused in cold water and repeatedly taunted and teased by staff in the home. Castlebeck Care Ltd failed to notify the Care Quality Commission of these incidents, injuries to individuals and of occasions when individuals had gone missing. A report about the murder of Steven Hoskin, a young man with learning difficulties who was abused and murdered in July 2006. In addition to being pushed over the railway and falling from a great height, it was also found that Steven had taken paracetamol tablets, had been drinking alcohol and had sustained recent injuries from cigarette burns. In addition he suffered appalling treatment from his abusers who took over his bed sit and he had neck bruises from having been hauled around his home by his own pet’s dog-lead and the backs of his hands had the  marks of foot-prints.’ COMMENTARY FOR EVIDENCE FOR AC 3.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List reports into serious failures to protect individuals from abuse’; this encourages the learner to identify reports into serious  failures to protect individuals from abuse The assessment method is valid as it measures the learner’s knowledge of different reports into serious failures to protect vulnerable adults from abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of two different reports where there were serious failures to protect vulnerable adults from abuse. The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of reports into serious failures would have been sufficient. †¢ Breadth of Evidence: The learner has clearly identified reports into serious failures to protect individuals from abuse. The learner’s evidence meets AC 3.3 fully in terms of identifying reports into serious failures to protect vulnerable adults from abuse. 13 Unit HSC 024 Assessment Criteria: AC 3.4 – Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse Extract from Oral Questioning: Oral Question: ‘Where can you go to get information and advice about your role in safeguarding and protecting individuals from abuse?: Response: ‘Local authority Adult Services Department like Social Services My manager, colleagues My company’s policies and procedures on safeguarding The internet Care Quality Commission Independent Safeguarding Authority Books Training and advice from training centres.’ COMMENTARY FOR EVIDENCE FOR AC 3.4: †¢ Assessment Method: The assessor has used a clear oral question with this learner ‘Where can you go to get information and advice†¦.; this encourages the learner to identify different sources of information and advice in safeguarding and protecting vulnerable adults. The assessment method is valid as it measures the learner’s knowledge of different sources of information and advice. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of the different sources of information and advice available from both own workplace and external agencies. Due to this AC being an ‘identify’ the information could also have been presented in the form of a spidergram. †¢ Breadth of Evidence: The learner has clearly identified sources of information and advice. The learner’s evidence meets AC 3.4 fully in terms of identifying sources of information and advice about own role in safeguarding and protecting individuals from abuse. 14 Unit HSC 024 Evidence for Learning Outcome 4 Understand ways to reduce the likelihood of abuse Assessment Criteria: AC 4.1 – Explain how the likelihood of abuse may be reduced by: †¢ working with person centred values †¢ encouraging active participation †¢ promoting choice and rights Extract 1 from Discussion: Discussion: ‘Tell me about how working with person centred values can reduce the likelihood of abuse: Response: ‘Person-centred values include the individuality of the person, the rights of  the individual, the individual’s choice, the individual’s privacy, the individual’s independence, the individual’s dignity and the individual being respected If person centred values are taken into consideration when supporting an individual there is less likely to be abuse as all the staff will be working in the same way and will feel shamed if they abuse because of the way that they have been taught to work. If an individual is considered to have a say in what he or she wants and is at the centre of any decision, it will be more unlikely that there is abuse. The individual will know what suits him or her and will not get so frustrated. I always put the service users I work with, their families and friends at the centre of any decision about them and they are an active partner in their own care. Individuals decide what to do, where to go, what clothes to wear and are tr eated with dignity, respect, confidentiality and are able to make their own choices.’ Extract 2 from Discussion: Discussion: ‘Tell me about how encouraging active participation can reduce the likelihood of abuse: Response: ‘Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. So if the individual participates actively in their daily activities, which is what I practice, then the risk of abuse is low. For example in choosing the kind of meal to prepare I support individuals to make the lists of what they want to buy and go shopping with them so that they can choose the brand they want. The individual cooks the food the way they want it with little or no support. This is the same with all choices of clothes and outings.’ Extract 3 from Discussion: Discussion: ‘Tell me about how promoting choice and rights can reduce the likelihood of abuse: Response: ‘Individuals are supported to make their choices in anything they want like in choosing food or drink, in what to wear, whether to use hot or cold water  to bathe, etc. No individual will choose what will hurt him or her therefore abuse is reduced to the minimum. Individuals’ rights are promoted throughout the service. My service user has the right to do anything that they wish to do and if it is what they want as long as it is not dangerous; a risk assessment is then done to stop any abuse happening. I ensure that I promote service users’ rights and choices by allowing them to make their own choices and support them to have the rights of anyone else.’ 15 Unit HSC 024 COMMENTARY FOR EVIDENCE FOR AC 4.1 †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about how the likelihood of abuse can be reduced. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.1. The assessment method is valid as it measures the learner’s understanding of how to reduce the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced. The learner divides up own response to address each part of this AC in full and details how working with person-centred values, encouraging active participation and promoting choice and rights can each specifically reduce the likelihood of abuse from occurring. The learner also includes some good examples of how she applies these approaches to own working practices in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.1 fully in terms of providing an explanation of how working with person-centred values, encouraging active participation and promoting choice and rights can reduce the likelihood of abuse occurring. 16 Unit HSC 024 Assessment Criteria: AC 4.2 – Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse Extract from Discussion: Discussion: ‘Tell me about why an accessible complaints procedure is important for reducing the likelihood of abuse’: Response: ‘The complaints procedure gives the complainant the right to be heard and supported to make their views known. An accessible complaints procedure is understandable and easy to use. It sets out clearly how to make a complaint, the steps that will be taken when the complaint is looked into. It also provides flexibility in relation to target response times. An accessible complaints procedure resolves complaints more quickly as the complainant feels that they are being listened to and their complaint taken seriously. This sets up an open culture of making sure that abuse will not be tolerated in any form and encourages the complainant to not accept this. I remember when Mr R felt very happy when his complaint of being denied sleep was recorded in the complaints procedure. I supported him to write down the complaint and this was taken seriously†¦.’ COMMENTARY FOR EVIDENCE FOR AC 4.2: †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about the importance of an accessible complaints procedure. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.2. The assessment method is valid as it measures the learner’s understanding of the importance of an accessible complaints procedure for reducing the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced by an accessible complaints procedure. The learner begins by detailing her understanding of the meaning of an accessible complaints procedure and then ends on an example of the support provided to an individual in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.2 fully in terms of providing an explanation of the importance of an accessible complaints procedure for reducing the likelihood of abuse. 17 Unit HSC 024 Evidence for Learning Outcome 5 Know how to recognise and report unsafe practices Assessment Criteria: AC 5.1 – Describe unsafe practices that may affect the wellbeing of individuals Extract from Personal Statement: Personal Statement: ‘Describe unsafe practices that may affect the wellbeing of individuals’: Response: ‘Unsanitary conditions can spread infection as cross-contamination can occur and can affect the well-being of the individual and others. Improper hand washing can also pose a risk. Dirty kitchen surfaces and equipment can spread infections, not covering hair when cooking can pose a risk to individual as can not reporting faulty equipment when working or not having cleaning materials can also be unsafe. In terms of health and safety not having risk assessments in place when a service user hurts themselves. Staff not checking when a service user is ill or unsteady on their feet. Staff not recording in care plans about a service user’s wellbeing and health and not monitoring them. Other unsafe practices which also amount to abuse can occur such as leaving a service user on the toilet too long, ignoring or not listening to them.  Marks on body not taken seriously and complaints not taken seriously can put them at more danger, harm and risk of abuse. I ensure that I keep to all the procedures for checking for abuse and the wellbeing of the individuals that I work with; by following these and the individual’s care plan I keep within  the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ COMMENTARY FOR EVIDENCE FOR AC 5.1: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of unsafe practices that may affect the wellbeing of individuals. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of a range of different unsafe practices that may affect the wellbeing of individuals including those relating to the spread of infection, health and safety, neglect and abuse of individuals. The learner concludes by confirming how she works in line with agreed ways of working: ‘I keep within the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ †¢ Breadth of Evidence: The learner has given a detailed account of a range of different unsafe practices. The learner’s evidence meets AC5.1 fully in terms of providing a description of unsafe practices that may affect the wellbeing of individuals. 18 Unit HSC 024 Assessment Criteria: AC 5.2 – Explain the actions to take if unsafe practices have been identified Extract from Personal Statement: Personal Statement: ‘Explain the actions to take if unsafe practices have been identified ’: Response: ‘If I identify unsafe practices then I must follow the whistle-blowing procedure and report to the appropriate person(s). I will report to my manager immediately or if it involves my manager then to another appropriate person(s). I will monitor all unsafe practices and make sure that I record  and report in full all the evidence and then will talk to my manager because all unsafe practices are dangerous practices that could cause harm to the individual and others. For example, I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ COMMENTARY FOR EVIDENCE FOR AC 5.2: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices have been identified. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when unsafe practices have been identified. The learner concludes by explaining the actions taken when unsafe practices were identified in own health and social care setting: ‘†¦I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when unsafe practices occur. The learner’s evidence meets AC5.1 fully in terms of providing an explanation of the actions to take if unsafe practices have been identified. 19 Unit HSC 024 Assessment Criteria: AC 5.3 – Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response Extract from Personal Statement: Personal Statement: Describe the actions to take if suspected abuse or unsafe  practices have been reported but nothing has been done in response: Response: ‘If suspected abuse or unsafe practices have been reported but nothing has been done in response or if it has to do with my manager then I will report to the next level or manager. If it has to do with my manager then I will report to management, then to the social worker and safeguarding team and to the care quality commission and even to the police depending on the response I get. When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I talked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would follow the whistle blowing procedure.’ COMMENTARY FOR EVIDENCE FOR AC 5.3: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over reported suspected abuse or unsafe practices that have not been responded to. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices or suspected abuse have been reported but nothing has been done in response. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when suspected abuse or unsafe practices have been reported but nothing has been done in response. The learner concludes by explaining the actions taken in relation to unsafe practices that were identified in a health and social care setting: ‘†¦When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I tal ked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would have followed the whistle blowing procedure.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when suspected abuse or unsafe practices occur and nothing has been done in response. The learner’s evidence meets AC5.3  fully in terms of providing a description of the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response. 20 Unit HSC 024 Summary of How Exemplar Evidence for HSC 024 Meets the Assessment Requirements and Assessment Criteria Variety of assessment methods used Yes Oral and Written questioning Personal Statement Assignment Discussion Valid assessment methods used Yes All assessment methods used were appropriate for validating the learner’s knowledge of all the assessment criteria in this unit. Quality and Breadth of evidence sufficient Yes Evidence provided meets all the assessment criteria fully. 21 Unit HSC 024 This resource has been produced to support your delivery of OCR’s Health and Social qualification. These are not mandatory but are provided to offer you creative and informative materials that you may wish to use with your learners. Disclaimer Please note that whilst every effort has been made to ensure the accuracy of the content, OCR’s resources are provided for general information purposes only to be used at the discretion of teachers and centres. The resources are provided for guidance purposes only and do not constitute an endorsed teaching method that is required by the Board. OCR shall not have any liability whatsoever for any losses, including losses for any misinterpretation, or subsequent impact howsoever caused. 22 CONTACT US Keep up to date on the latest news by registering to receive e-alerts at www.ocr.org.uk/updates OCR Customer Contact Centre Vocational qualifications Telephone 024 76 851509 Facsimile 024 76 851633 Email vocational.qualifications@ocr.org.uk For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored.  © OCR 2013 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

Eckbert the Fair

Sawyer Auer LIBLR 123 Take home exam #1 October 23,2012 Tieck; Eckbert the Fair Tiek’s â€Å"fairy tale† of Eckbert the fair strays from the classical conception of style given to modern fairy tales. Fairy tales are often associated with several defining characteristics; extra-ordinary circumstances, â€Å"happy endings† and a moral to be learned. While Tieck’s tale does obey two of these three guidelines, he does so in a negative manor going the opposite way of twentieth century thought.Tiek’s protagonist Eckbert is first and foremost described as â€Å"†¦little more than medium height with short, light blond hair that hung in a plain fashion, closely framing his pale, drawn face. † (pg. 35). Eckbert is, normal, plain and pale. Average in more ways than one. A stark difference with traditional fairy tales has already showed itself in Tiek’s opening paragraph. The main character, Eckbert is a plain quiet simple man. As opposed to traditionally tales whereas the lead is a special person, in special circumstances.Furthermore the perspective changes within the narrative bouncing from Eckbert to his wife Bertha and then back to Eckbert. Daunting and depression social issues plague the story line. Bertha’s story begins with accounts of her parents beating her. Eckbert murders his friend in cold blood, incest, as discovered in the final page. Conventional, modern fairy tales take into account the youth of their readers and with this their context is molded to cater to such.Tiek used an arsenal of controversial subjects throughout the story, another way in which Tiek’s strays from the path from what is considered a â€Å"fairy tale† today. Ludwig Tiek’s tale has a theme to it, several factors that come back from the beginning to the end that paint the image that Tiek was attempting to portray through his examples. In the end of the story the message is finally brought to the forefront fo r the reader, punishing Eckbert for a deed that his wife committed and for his leeching of his wife’s treasure.Tiek punishes Eckbert and his wife for their monotonous lifestyle and Berta’s betrayal. Yet the punisher (the old woman in black) is pushing Berta to betray her the whole time, as though all she wanted was to see her fail. The same is true for Eckbert’s failures, the old woman, cackling, tells him that she was in fact Walther and Hugo. The two friends who Eckbert feels he needs to divulge his secrets too in order to be closer. He’s met with the same result each time, to his terrified disgust.One reason why this poem is such a stellar example of the romantic period is the way it portrays the paradoxical nature of the period itself. The attempt to teach a lesson that and punish the couple, whilst the entire time it seems as though they never had a choice, they were almost destined to fail. Hand in hand with the importance of the natural settings to the narrative, it holds true to romanticism. Berta’s journey through the harsh cliffs to the waterfall, we can see the descriptions changing to represent Berta’s environment altering.Nature, the supernatural elements and the paradoxical punishment of Berta and Eckbert make Tiek’s classic a romantic poem. Marx: The Communist Manifesto Dialectic Materialism a phrase coined by Marx, and further progressed by other authors who study Marx and Hegel exclusively, is the idea that every economic system at its core is based on principle values that lift it to its maximum efficiency while simultaneously helping to create an opposing system that will overtake the old one when its flaws see to its demise. Marx saw this occurrence as steps throughout history, which would eventually lead to communism.One system grows to its maximum efficiency, and then gives rise to an opposing system that takes the fundamental positives from the prior systems and evolves with them incorpora ted. In the Manifesto Marx and Engels talk of the Feudal system of Industry and its inability to cope with the changing world around it that it helped make. Being replaced by the system of manufacturing is just an example of marks dialectal materialism, one system being shed by society to be replaced by a more efficient, logical one (page 66).A revolutionary in Marx’s context doesn’t have a positive or a negative connotation, simply a meaning; someone who does away with a old system. To Marx, the Bourgeoisie was a revolutionary group for their role in abolishing the feudal system that precluded them; the proletariat would be revolutionaries too, for their (intended) role in collapsing the capitalist bourgeois society. Marx and Engels saw the bourgeois as destroyers of the feudal era of natural superiority. (Page 68).Whereas before the Feudal serfdom was still in place, god given birth rights granted the few privileged over the many, thanks to the revolutionary bourgeoi s that â€Å"natural superiority† was torn down , replaced by the new system of â€Å"cash payment†, Where economic need and the hoarding of capital separated the few from the many. This new step or system can be characterized by a term common today, â€Å"free trade†. This bourgeois capitalism survives by taking personal worth away for an exchange value, which Mark states as being for the purposes of exploitation.Through making personal worth an exchange value the new society has changed all major professions into simple wage laborers (page 68). The bourgeoisie are in constant need to change and evolve the methods of production and how production relates to society. Capitalist society defends its rebranding of social values as a necessary step to continue forward. Just as stated above about the process of dialectal materialism, this capitalist society will follow the same trend as the previous systems. The weakness that the bourgeois society bears is the same b urden that helped them fall the feudal society (page 71).As well as the creation of those that will see its end, and hoist their own system, the proletariat. Through overproduction and an overabundance of industry, commerce, production, these forces no longer exist for the bettering of society, instead they hoist a select few onto their shoulders, creating those that have little and those that have a lot. The haves and have not’s. Creating the social dichotomy that will eventually lead to the collapse of bourgeoisie society. Baudelaire Baudelaire is a romantic in the most pure sense of the word.He saw the duality in the world, the two forces at odds in his time. The rise of capitalistic values, lethargy taking over, Baudelaire was highly critical of his society and the morals it was raising in the populace, specifically greed and the abandoning of art. Baudelaire believed that mankind’s first responsibility was creativity. He believed the good in people was their minds , their creativity, the imagination, and its counterpart was boredom, sterility, a lack of purpose, the body and all its vices. Baudelaire turned the negatives into a channel in which to convey his creativity.In the poem the old clown, Baudelaire paints a picture of an old clown at a fair surrounded by joy and exuberance. The clown is seen by the narrator, through the crowd and described as such; â€Å"as if, in shame, he had exiled himself from all this splendor – I saw this poor clown, bent over, frail, decrepit, a man ruined, leaning with his back against one of the poles of his hut;† (Page 135). The manner in which Baudelaire describes the absolutes of the two opposing subjects leaves no room for debate. On one hand you have the old clown, â€Å"absolute poverty†, representing that which is used.A human being who once served a purpose placed into the corner alone. While on the other hand, the fair goes on. Baudelaire chooses to even describe the fair using w ords in the genre of economics; profit, â€Å"some were spending money, others earning it. † (Page 135). The duality of the situation is questioned by the narrator after his brief, intriguing interpretation of the old clown. He states that he had just seen a man torn down by his poverty and the ingratitude of the public. Baudelaire uses the old clown and the narrator as a symbol of capitalist modernity.You have the old clown to represent the older generation who used to be a brilliant entertainer in his day, yet left aside to dwell in his own poverty when he was of no use anymore. Marx states in his essay the importance of worth in capitalist society. Baudelaire here shows that when worth in the sense of capitalistic gain an option is no longer, those that cannot produce are cast aside. Even though they once served a role in their own society. The narrator can further press this simply by his actions regarding the old clown.He says to the reader, his intentions of leaving mon ey on the table to help the old man, but suddenly is swept away by the crowd. This is no accident, specifically the wording, of being carried away by the crowd. It’s Baudelaire’s way of showing his audience that society is stripping away human values and emotions and replacing them with the monetary importance and short term happiness. Bel-Ami The film is set in Paris, a rich up and coming seemingly utopian city where to have some is to have it all. Bel-Ami or Georges Duroy is the son of a peasant, returning from war he settles in Paris searching for opportunity.The movie starts with Bel-Ami living in a dirty, grimy small apartment, the seedy underbelly of the city, letting the viewer see the two sides of the coin. Bel-Ami’s first interactions with the bourgeoisies is his run in at a local bar with Charles Forestier, a former army comrade and bourgeois journalist, he extends an olive branch to Georges inviting him over for dinner. A key scene in this early proce ssion is when Charles gives Georges a few gold coins to buy new clothes with, Georges looks down at his new found treasure and uses a partial amount on the purchase of a prostitute.It’s here that a trend and theme of empty adulterous relationships stem from. The modern age in the story is depicted as empty of family values and emotions. Georges first empty sexual encounter is the first of many he is to have. Forestier gives Georges a job at the paper, chronicling his time as a soldier in Algeria as a foot soldier. Forestier’s paper continues to show a motive of taking down the government through showing the intentions to go to war with Algeria. Marx states the bourgeoisie society has torn away the sentimental veil from the family. This statement reigns over the entire story of Bel-Ami.Marriages are decided upon based on social and economic terms, whether or not the couple will be auspicious enough. The viewer witnesses Bel-Ami’s true metamorphosis into the bourg eois when he goes to Forestier’s deathbed, with the motive to marry his wife in mind. The utter lack of human emotions is laid at the feet of the audience here when the wife accepts, with the image of her husband, dead by ten minutes, in the background. Then through anger at Walter, the proprietor of the newspaper, Georges uses his amorous lifestyle, the only thing he really knows and seduces his wife.Marx talks about the destruction of family values and in its place simple wage worth is put into its place. This statement rears its ugly head when Walter confronts Georges for his seduction of his wife and doesn’t seem to care; he is fully focused on moving forward with the overthrow of the government. In the film, there’s an ironic undertone regarding the newspapers intention to overthrow the French government, the group of pompous older men in a stuffy room are attempting to be revolutionaries and overthrow a government that embodies their own wants, nd ultimate ly their objective is the same as the prior government, with their own economic interests at heart. Marx’s theory of the bourgeois revolutionary overthrow of the feudal system comes alive in the final moments of the film. Walter’s true intentions regarding Algeria, his plan to invade even after the overthrow, run parallel to Marx’s double edged praise for the bourgeois revolutionary ways. They overthrow one system to make room for one of equal if not worse intention. Money and power are the corrupting components, taking over Georges integrity.