Half Nude Woman with Coin Research Paper Example | Topics and Well Written Essays - 1250 words

Half Nude Woman with Coin - Research Paper Example The particular 17th century Dutch art under focus caught the attention of the eye relates to a variety of factors. The first reason behind the art attracting the eye relates to the fact that even for less keen observers, one must realize that something seems unrelenting about the art. Other than capturing the other common presentations with most of the paintings in that period, the work by Baker presents something different. The interesting thing about the painting is that it seeks to explore a moral issue within the society and a portrayal that morality existed even in the time of its painting. The painting sends a message of an existing connection between women nudity and money. That serves as the driving factor behind the need to share the piece of art since it holds a deeper meaning based on the prostitute’s image, holding a gold coin, yet her breasts are exposed as she gives a half smile to the viewer. The artwork proves of significant importance because it captures the t heme of prostitution and how it involves money. Description of the art work first focuses about the author of the art work and the respective name and origin of the author if such is given. Jacob Baker a painter in the 17th century and one of the artists regarded as the 17th century Dutch Golden Class is the author of the painting. Records attribute the painting to be from around 1636 with the painting measuring 64.5 centimeters by 56.7 centimeters. With oil and canvas serving as the common materials used in paintings across Europe.

Question .. Marine scince Essay Example | Topics and Well Written Essays - 9000 words

Question .. Marine scince - Essay Example 2 Figure 2: The eight bearings of successful yacht management 3 Figure 3: Captain’s Standing Orders, Ship’s Standing Orders, and the Daily Orders - the three important administrative tools for a large motor yacht. 5 Figure 4: The five-fold objectives for the master of the vessel 12 Figure 5: The four-fold objectives of a crisis management team 14 Figure 6: The five conditions for entitlement of GA 23 Figure 7: Three important objectives from the cargo owner's point of view 28 Figure 8: Methodology for computation of loss of income 36 Photo credit Cover page URL: http://www.imo.org/OurWork/Safety/FireProtection/PublishingImages/fire.jpg Section 1: Maintaining Yacht Operational Standards Case brief As the Ship/Yacht Manager of EITHER a 25,000 tonne merchant ship OR a 2,900 tonne motor yacht review the mechanisms by which you would ensure that your operational standards are maintained on board your vessel. Your answer should include but not be limited to:   ship/yacht ma nagement;   organisational structure;   consideration of routine and emergency operations.   1.1 Yacht management, organisation

Roles, responsibilities and relationships in lifelong learning Essay Example for Free

Roles, responsibilities and relationships in lifelong learning Essay Within your role and responsibility as a member of teaching staff you will be expected to follow what is referred to as a Code of Professional Practice (2008). This outlines the key aspects of teaching legislation and the regulatory requirements. It is your duty to maintain professional integrity and uphold the reputation of the professional institute. Identifying the needs of both the institute and of the learners is fundamental. Your scheme of work will demonstrate the integrity and reputation of the institute you represent, whilst also facilitating the needs of the learners. Therefore, it is your responsibility as a member of our teaching staff to meet the professional requirements valued by the institute, and to be accountable for the scheme of work that you teach to the learners. It is your responsibility to behave in a professional manner that does not damage the reputation of the institute. Utilising your Continuing Professional Development (CPD) programme, it is also your responsibility to keep up to date with any new developments within your specialist subject (Specific Legislation), and new teaching practises via the IFL (Generic Legislation). Some key aspects of generic legislation are: Code of Professional Practice (2008) this code was developed by the Institute for Learning (IfL) and covers aspects of: †¢ professional integrity †¢ respect †¢ reasonable care †¢ professional practice †¢ disclosure †¢ responsibility. Children Act (2004) Every Child Matters provided the legal requirements for five key aspects: †¢ be healthy †¢ stay safe †¢ enjoy and achieve †¢ make a positive contribution †¢ achieve economic well-being. Equality act (2010) This brings disability, sex, race and other grounds for discrimination into one legislation. It covers nine key aspects: †¢ age †¢ disability †¢ gender †¢ gender identity †¢ race †¢ religion and belief †¢ sexual orientation †¢ marriage and civil partnership †¢ maternity and pregnancy. Equality in general means that everyone is treated equally and fairly this has been underpinned with appropriate legislation which ensures that this happens both for the teacher and in the learning environment. Diversity takes this all one step further by ensuring that you value the differences between individuals. For example you may have a mixed group of students with differing levels of ability or experience who are aiming to achieve the same qualification but at a different level, you could set different activities or targets for them in order to gain the qualification. The Equality Act 2010 provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or are perceived to be disabled. Each learner is an individual who should be treated as an equal and with respect regardless of gender, marital status, sexual orientation, disability, race, nationality, age, religion or circumstance. Within the learning environment there should be codes of practice which ensure staff are aware of the law and how to implement it into their job roles. The laws relating to equal opportunities can be developed into an inclusive strategy as shown by Kandola and Fullerton, Equal OpportunitiesDiversity and Inclusion Concentrates on removing discriminationMaximises learner potential Can be an issue for disadvantaged groupsIs relevant to all learners Relies on positive action by manager and the organisation as a wholeRelies on implementing policies and practices in contest Equality is about the rights of the students to have access to and participate and attend within their chosen learning environment. Inclusive learning is about involving all students, treating them equally and fairly. Some students could feel excluded during the session if their particular needs were not met. Therefore through initial assessment or the induction process any needs could be identified. As a teacher you should try to promote a positive culture of equality of opportunity within the sessions whereby all students can attend, participate and feel safe and valued. My roles and responsibilities in lifelong learning are primarily to have teaching and learning strategies which are appropriate to your specialist area. The first time you meet your learners they will subconsciously make assumptions about you, and it is through your behaviour, verbal (and non-verbal) communication, i. e. body language, that you will correct these assumptions. It is important that you do not make any judgements or assumptions. You must remember to be aware of your gestures, facial expressions etc, as your learners will pick up on these characteristics. Communication is key and most importantly, it is your personality and passion for your subject that will inspire your learners. As learners enter in to the classroom they will look at their surroundings, at the teacher and at each other. To ensure this has a positive effect on the learner you should: †¢Be on time †¢Smile †¢Be welcoming †¢Look clean and presentable †¢Be prepared †¢Look calm and organised and confident †¢Ensure the room is prepared for the learners †¢Friendly introductions. The teaching and learning cycle is so called as it can begin at any stage and keep on going. The role of a teacher will usually follow, †¢Identifying needs – finding out what your organisations, your own and potential students needs are, carrying out initial assessments and agreeing individual learning plans †¢Planning learning – preparing a scheme of work, session plans and teaching and learning materials to ensure you cover the requirements of the syllabus †¢Facilitating learning – teaching and facilitating learning using a variety of approaches †¢Assessing learning – checking your students have gained the necessary skills and knowledge †¢Quality assurance and evaluation obtaining feedback from others, evaluating yourself and the programme in order to make improvements for the future. Students need to know why it is important for them to learn, what they are going to learn and how they will do this. One way to make sure your learners have a positive learning experience is to analyse how learners learn. A teacher who understands what helps a learner learn is a better teacher as they recognise the differences are prepared to alter their teaching to suit those differences this is called differentiation. Kolb proposed a four stage experiential learning cycle by which people understand their experiences and as a result modify their behaviour. Honey and Mumford based their analysis on how people learn on Kolb’s learning cycle. They advocate that people either learn best by either doing something (activist), by thinking back on something (reflector), by investigating ideas and concepts (theorist) or by finding relevance or association (pragmatist). Students should be motivated to learn as their keenness to learn will affect their attention and learning ability. Maslow introduced a Hierarchy of needs in 1954, he felt that objects should be removed that prevent a person from achieving their goals. He argued that there are five needs which represent different levels of motivation which must be met. When students satisfy their needs at one level they should be able to progress to the next. To help student’s motivation you should ensure that the learning environment you create meets your students first level needs. You should try to have a purposeful learning environment where your students feel safe, secure, confident and valued. Teaching and learning strategies will vary according to what you want to get out of the session, the time allowed and what materials and resources are available. In order to ensure that you are meeting individual’s needs you will have to understand learning strategies. These are visual, auditory and kinaesthetic (VAK) learning styles, designed by Honey and Mumford, and based on a theory first established by David Kolb. Honey and Mumford designed a Learning Styles Questionnaire (LSQ) which helps identify learning needs. Examples of Visual learning techniques, use cards, posters, prompt sheets, display tasks on boards, supplement verbal exposition with pictures and diagrams etc. Auditory learning techniques, talk through ideas, ask questions and listen to learners. Kinaesthetic learning techniques, use breaks to get learners moving, locate different activities in different parts of the room, use role play or practical activities etc. You may encounter learners that have a higher sensitivity to kinaesthetic learning, than either visual or auditory. The LSQ is recommended if you are to successfully identify the learning needs of your students, and design a scheme of work that differentiates each individual effectively. Within the learning environment it is important to promote appropriate behaviour and respect for others. Setting ground rules is a highly effective method. If you include everyone from the beginning in setting the ground rules (via an icebreaker) they will feel more involved and will be more likely to adhere to them. For example, if you simply told your learners how to behave they may oppose it. If however you initiate an open discussion, your conclusive material will be more effective as the learners will take ownership of the rules they have set. At the forefront of every session should be a beginning, a middle and an end, this structure will ensure that you have an organised approach to teaching and learning. This will help to organise the learners and also help with classroom atmosphere. An initial or diagnostic assessment is a formal way of ascertaining you student’s prior skills or knowledge of the subject to be taken and whether they have any specific needs. Diagnostic tests can also be taken to diagnose information with regards to literacy, language and computer skills. The information gained from these can help to plan sessions to meet any individual needs or to arrange further training or support if necessary. Initial assessment will allow for, †¢Differentiation and individual requirements to be met †¢Ensure students are on the right programme level †¢Ensure the student knows what is expected of them †¢Identify an appropriate pace at which each student will progress. †¢Identify any information which needs to be shared with colleagues †¢Identify additional support needs †¢Identify learning styles †¢Identify transferable skills The results can help with individual learning plans (ILP’s) or action plans with your students, ensuring they are on the right level. Within the learning environment you will have professional boundaries within which to work and it is important not to overstep these by becoming too personal with your students. Boundaries are about knowing where your role as a teacher stops and working effectively within the limits of that role. You need to be in control, fair and ethical with all your students and not show any favouritism towards any particular students, for example by giving one student more support than the others. You may not want to take your break with students or join their social networking sites as you could overstep the mark into being a friend rather than a teacher. Boundaries could also be constraints of your teaching job, for example, the amount of paperwork you need to complete or lack of funding or resources. Other professionals with whom you may need to liaise with are other professionals. These could be other teachers, support workers, administration staff etc. You may also need to liaise with other people such as parents, guardians, inspectors and visitors. You should always remain professional when in contact with others and not overstep the boundary of your role. When you attend meetings or professional events you must act professionally at all times. Some students may have needs, barriers or challenges to learning that may affect their attendance or achievements. Knowing the boundaries of the teacher’s role is essential to an effective learning environment. The interests of the learner is most important and as a teacher we would like to help but are we really the most effective person for the learner to consult. The Behaviour Code 3 of the IfL Code of Professional Practice states: â€Å"Members shall take reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their wellbeing and development. † Your students may trust you and tell you something confidential, however you may need to pass this information on to more experienced people, particularly if your student is vulnerable and or in need of expert help. You may encounter students with varying degrees of needs, therefore you should remain impartial but sensitive. Although you may think you can deal with some of these needs it may be better to seek help or advice or refer your student to someone who can help. You should always refer your students to an appropriate specialist or agency if you can’t deal with their needs. Never feel you have to solve your student’s problems yourself and do not get personally involved. You could find out what is available internally within the organisation or where you can refer them externally. Records must be maintained, not only to support the teaching and learning process but also for inspectors, auditor’s verifiers and external quality assurers. The information contained in records helps to measure learning and the effectiveness and appropriateness of the programme overall. Information such as attendance, progress or achievement could be shared with colleagues. If accurate records are not maintained your student’s progress could become unstructured and their achievements may not be documented. Records must be up to date, accurate and legible. Records can be useful for your organisation for accidents, appeals, equal opportunities and funding purposes. Records should be kept confidential and secure at you organisation. The Data Protection Act 2003 is mandatory for all organisations that hold data. As a teacher you must work within the boundaries of the law and professional values. There are many laws, directives and professional ethics which are updated often. The main Acts and rules which we should refer to are, Health and Safety at work Act 1974 – which states that everyone has a responsibility for the safety of themselves and others. Therefore rules must be followed and safe practices adhered to. The Management of Health and Safety at Work Regulations 1999 – this legislation seeks to prevent unsafe practices and minimise risk, e. g fire and emergency procedures, first aid at work and safe handling practices. Risk Assessment – All activities have an element of risk, it is the teacher’s responsibility to assess the level of the risk and establish practices to minimise risk and record such activities. Child Protection Guidelines – Eg Crb checks (criminal record bureau). Keeping records is a fundamental part of the teacher’s role, this can be kept on paper or electronically. The documents are required for, auditing purposes, information gathering, Quality assurance systems, health and safety management and financial accountability. Although paperwork is time consuming it must be completed regularly and accurately. Other departments may need to refer to your paperwork, claim funding or allocate appropriate support for learners. Communication is the key to encouraging student motivation and respect, managing behaviour and disruption and becoming a successful teacher. It should always be appropriate and effective and to the level of your students. If there is a disruption you need to handle this professionally to minimise any effect it may have on teaching and learning. This behaviour must be addressed immediately and not ignored. Good behaviour and motivation can be maintained by keeping sessions active and teaching your subject in an interesting and challenging way. Behaviour patterns could highlight the need for additional support as disruption could be a way of asking for help. You should lead by example and always be polite, show respect and say please and thank you, this will help encourage this respectful behaviour in your students. Within the learning environment you should also promote respect between students by encouraging trust, honesty, politeness and consideration.

International Policies on Disability Comparison

International Policies on Disability Comparison Aging and Disability Task 4 Comparing international developments to New Zealand’s policies and practices, in relation to disability and aging. 4.1 International policies on disability from New Zealand, Canada and the United Kingdom New Zealand According to the New Zealand Disability Strategy it is a long term plan to change the way New Zealand society works with people with disabilities. The strategy was developed through consultations with people with disabilities to gain insight in what they need and from people who have been working closely in the disability sector because they provide real and valuable insights in what needs to be addressed in order for New Zealand to become a society where disabled people are included in every aspect of community life. According to the strategy New Zealand can be said as in inclusive society for disabled people when disabled persons can say that they live in† â€Å"A society that highly values our lives and continually enhances our full participation.† This are the Objectives: To encourage and educate for a society that is non-disabling To ensure that rights of disable people are upheld To provide disabled people the best education possible To provide employment and economic development opportunities for disabled people To promote leadership by disabled people To foster an aware and responsive public service for disabled people To create a long term support system centred on the individual and not on the disability To support quality living in the community for disabled people To support lifestyle choices, recreation and culture for the disabled individual To collect and use any relevant information about disabled people and issues relating to disability To promote and enhance participation of disabled Maori To promote and enhance participation of disabled Pacific people To enable disabled children and youth to lead active lives To promote participation of women who are disabled in order to improve quality of life To value families, whanau and people providing ongoing support to disabled individuals Canada In comparison to New Zealand where there is Disability Strategy, Canada does not have a specific disability policy for disabled people. Canada sees disability as a complex and multi-dimensional condition wherein the combination of all the effects of disability in a person’s life is addressed in different legislations in Canada. This includes: Canadian Human Rights Legislation, The Charter of Rights and Freedoms, and the Universal Health Care System which all have different policies regarding people with disabilities. Under these agencies, there are ten areas of policy classification in relation to people with disabilities. These ten areas are: General disability Transportation Employment Housing Education Participation Income replacement Recreation and leisure Taxation Health This ten areas explores the important aspects of the lives of people living with disabilities which follows a needs-based approach. It examines the fundamental needs of the persons with disabilities which is also something similar to the Disability Strategy of New Zealand. It aims to explore the personal fulfilment of people living with disabilities through learning, working and participating in their own community. United Kingdom In the United Kingdom they follow an internationally recognized benchmark set by the United Nations Convention for persons with disabilities in all areas of their life. Unlike New Zealand and Canada which has ten goals or benchmarks, the United Kingdom has only 5 benchmarks which are: the right not to be discriminated against the right to employment the right to health the right to equal justice the right to participate in culture In July 2009 the government of the United Kingdom ratified the Convention set by the United Nations, this meant that they agreed to be bound by the terms of the Convention and to follow and implement its benchmarks. International policies on aging from New Zealand, Canada and the United Kingdom New Zealand Heath of Older People Strategy New Zealand’s Health of Older People Strategy aims for older people to be able to participate in their fullest ability in decisions about their health and wellbeing. This also includes the health and wellbeing of their carers or families and their life in the community. Support through coordinated and responsive health and disability support programmes are provided for them. The Health of Older People Strategy has eight objectives which are: New Zealand’s Health of Older People Strategy outlines policies, strategies, guidelines and how funding will be provided in the care of older people. The strategy has eight core objectives: Older people and their family/whanau are able to make well-informed choices on their options for a healthy living, healthcare and their support needs. Quality health and disability support programmes will be integrated around the needs of older people and they will be helped by policy and service planning. 3. The funding and service delivery will provide promotion of prompt access to a quality integrated and disability support services for older people, their family or their carers. 4. The health and well-being of older people will be promoted through programmes and health initiatives. Older people will have access to primary and community based health services that will promote and improve their health and functioning. Access to health services in a timely mainly to improve and maintain the health of the older people. Integration of general hospital services with any community based care and support. Older people that has high and complex health and disability needs shall be given access to flexible, prompt and well-coordinated services and living options that will take into consideration the needs of their family and carers. Positive Aging Strategy Ministry of Health Another policy on Aging that New Zealand have is the Positive Aging Strategy by the Ministry of Social Development. It has a vision wherein New Zealand is a society where people can age in a positive manner, where the elderly are placed in high esteem and value and where they are recognised a core and important part of the family and the community. It continues to state that positive ageing is a reflection of the attitudes and experiences of the elderly about their own selves and how the younger generation of people view ageing and that includes how they view their own ageing as well. The New Zealand Positive Ageing Strategy helps promote and reduce barriers experienced by older people. They also improve services that older people can access. They have Ten Goals which are: Income provide adequate income for older people Health fair, prompt and accessible health services for older people Housing provide an affordable and proper options for housing to older people Transport provide transport services that older people can afford and have adequate access to Ageing in the community older people can be safe and secure as they age within the community Cultural diversity older people are given choices that are appropriate for cultural diversity in the community Rural services when accessing services in the rural communities, it will ensure older people are not disadvantaged Positive attitudes to ensure and propagate awareness so people of all ages have a positive attitude towards ageing and older people. Employment opportunities it aims to eliminate ageism and promote work opportunities that have flexible work hours for older people. Personal growth and opportunities to increase opportunities for personal growth for the older people The positive ageing strategy of New Zealand takes in to account the health, financial security, independence, personal safety, self-fulfilment and the living environment of the elderly in New Zealand. Canadian Policies on Ageing Like New Zealand, Canada has a long history of policies and programmes that is aimed at serving the elderly in Canada. The responsibility for policies and programmes in addressing the needs of the elderly is a shared responsibility between the federal and provincial/territorial levels of the government in Canada. The majority of the income security programmes are provided the federal government. The National Framework on Ageing Canada’s National Framework on Ageing has a vision which is the promotion of the wellbeing and contributions of all the elderly Canadians in all areas of their lives, the promotion of the wellbeing of seniors, recognising their valuable and important contributions to society and the reflection of the goal of eliminating ageism in the culture in all sectors of Canada. Canada’s National Framework on Ageing has 5 Principles which are: Dignity Independence Participation Fairness Security United Kingdom policies on Ageing National Health Service In the present the aging population in the United Kingdom much like the aging population in New Zealand and Canada, is steadily increasing and therefore it goes to say that health or care needs has been rising and that older people have now become the biggest users of health services. This aging trend now holds new responsibilities for the NHS and social care services in helping the elderly stay in a state of health, be active and as independent as possible for as long as possible. The United Kingdom’s healthcare system is much New Zealand’s. Under the NHS are districts and there are district health authorities that are the ones providing funding for health care for the elderly in their respective districts. Referrals for specialists for elderly patients are made by General Practitioners, so patients under the NHS can’t directly access these specialists. Emphasis has been placed on primary care regarding policies of ageing in the United Kingdom. But unlike New Zealand and Canada which has a national plan for service planning for the ageing population, the United Kingdom has no such national planning service but instead the Department of Health sets out the priorities on a yearly basis. 4.2 International service delivery policies on disability (ACTS) from New Zealand, Canada and the United Kingdom New Zealand Disability Support Services In New Zealand the Disability Support Services is responsible in the planning and funding of disability support services, the administration of the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003. They also provide advice on policies to the Minister of Health. The services that are being funded by the DDS are accessed through a (NASC) Needs Assessment Coordination service. NASCs are contracted to the DDS, they are organizations that work with people with disabilities and help identify what they need and to outline what types of disability support services are available to them. They are also responsible for allocating Ministry funded support services and they also assist the disabled people with accessing other support services that they may need. The main focus of the Ministry of Health’s Disability Support Services is based on the New Zealand Disability Strategy: Making a World of Difference – Whakanui Oranga. According to this document its aim is ensuring that disabled people are able to live in a society that puts a high value on their lives, works in improving their participation in their own communities and ensures that their needs are considered before making any decisions that will affect them will be made. Canada At present there are no Disabilities Act in effect in Canada, though according to my research political parties often promise such would be legislated but have still not been acted upon. Though they have no such disabilities act Canada has an alliance called the Canadian Disability Policy Alliance which is a national collaboration of disability researchers, organizations within the community, provincial as well as federal policy-makers which is aimed at creating and mobilizing knowledge to improve the disability policies in Canada and to promote equality and create opportunities for disabled people in Canada. They are being funded by the Social Science and Humanities Research Council for a period of 5 years. In five years, they will need to address four policy areas: Employment Education Citizenship Health Services United Kingdom In the United Kingdom unlike New Zealand, they follow the United Nations Convention. Since they have ratified this the Convention now expects the United Kingdom government to involve people with disabilities in the development of any and all policies that will have an effect on them. The Equality Act of 2010 was enacted on 1 October 2010, this aims in protecting the people with disabilities and prevent any form of discrimination against them. The Act provides people with disabilities legal rights in the areas of: From 1 October 2010, the Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of: education employment access to goods and services functions of public services buying and renting property In the United Kingdom the Equality Act also covers and provides the rights of people to not be discriminated directly or harassed just because they have an association with a person with disability. This applies to a carer or a parent of a disabled person. Adding to this, people must not be directly discriminated against or harassed just because people have the misconception that they are disabled. Also protected by this Act are people who were disabled in the past. But in New Zealand the policies regarding disabled peoples protection are specifically for disabled people alone against discrimination and there is a separate policy for non-disabled people against discrimination. International service delivery policies on aging from New Zealand, Canada and the United Kingdom New Zealand In New Zealand, Service Delivery Policies includes care services on a long term basis in both the residential and in the home setting. Service Delivery Policies include long term care services in both residential and home settings. It aims to provide a high quality, affordable, sustainable and timely access to services that are being funded through their own respective District Health Boards. Under the Social Development sector, a retirement income such as Superannuation is provided to New Zealanders over 65 years of age. There is also a veteran’s pension available for people who have served in the military. Other range of services available to older people includes financial assistance like Gold Card, Accommodation Supplement, and reduced cost in fees for their doctors, and a form of medication subsidies. Canada In Canada they have a national health care insurance program called â€Å"Medicare†. This program is under the Health Care Act, which is a publicly funded system in Canada with an interlocking set of 10 provincial and territorial plans. This act provides the older people access to hospital and physician services all the time. There are also other services the older Canadians can access which are: Canada Pension Plan (CPP) Old Age Security (OAS), pension for over 65 Guaranteed Income Supplement Spouse’s Allowance (1975) One other contribution of the Canadian federal government is the funds allocated to the provincial health and social programmes through agencies such as Canada Health and Social Transfers. They also provide major allocations in funding for health care, health promotion, disease prevention and medical research. The National Council on Aging (NACA) since the 1980s has long been assisting and providing advice to the Minister of Health on issues relating to the ageing of the Canadian population and the quality in the life of the older Canadians. Through its institution, the government of Canada has recognized that it needs to meet the concerns of its elderly population that they needed to be informed especially by the elderly about what their needs and concerns are and how to improve their conditions. United Kingdom National Service Framework In the United Kingdom there is a National Service Framework designed as a 10 year programme that contains eight standards that relates to services designed for older people. It covers a wide range of services of care that older people need. The frameworks standards represents essential principles which guarantee that care is based on the clinical need and not the age of the individual. It guarantees that services being provided treat the elderly as individuals, promoting their quality of life, their independence, their dignity and the elderly’s right to make their own choices and decisions especially regarding their own care. As early as January 1909, the United Kingdom (including Ireland) has a basic state pension known as the â€Å"Old Age Pension†. They also have travel concessions, allowances for winter fuel and housing assistance programs. 4.3 REFERENCES Ministry of Social Development. (2007). Older People. Retrieved from  http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/corporate/statement-of-intent/2007/older-people.html Ministry of Social Development. (2001). Positive Ageing Goals and Key Actions. Retrieved from http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/planning-strategy/positive-ageing/goals-and-actions.html Ministry of Health. (2002). Health of Older People Strategy. Retrieved from  http://www.health.govt.nz/publication/health-older-people-strategy New Plymouth District Council. (2010). Positive Ageing Strategy. Retrieved from  http://www.newplymouthnz.com/CouncilDocuments/PlansAndStrategies/PositiveAgeingStrategy.htm#nz Employment and Social Development Canada. (2013). Addressing the challenges and opportunities of ageing in Canada. Retrieved from http://www.esdc.gc.ca/eng/seniors/reports/aging.shtml Canadians with Disabilities Alliance. (2010). A Canadians with Disabilities Act?. Retrieved from http://www.disabilitypolicyalliance.ca/federal_policy_team/federal_canadianswithdisabilitiesact/canadians-with-disabilities-act.html JAQUELINE VILLAFLORES

America Needs Affirmitive Action :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"†¦granting modest advantages to minorities and women is more than fair, given hundreds of years of discrimination that benefited whites and men.† (Fromkin) Affirmative Action is not only justifiable, but it is necessary in today’s world. Affirmative Action can be seen throughout United States History as a leading fighter for equal opportunity. Affirmative Action can assist in creating a more equal opportunity for people regarding higher education, employment and the work force, and creating a more diverse equal community in all aspects. Affirmative Action, in contrast to many people’s beliefs, does not promote â€Å"reverse discrimination† or create quotas for groups to adhere to. On the contrary, it gives minorities and women the opportunity to have jobs and positions they are already qualified for. Affirmative Action â€Å"calls for minorities and women to have special consideration in employment, education, and contracting decisions†(Fromkin). Although the name â€Å"affirmative action† has only been applied in recent times, there is a history of affirmative action actions taken in the United States. This history is an example for the endless fight for equality among women and all minorities. These actions can be seen in amendments to the constitution, especially the 13th, 14th, 15th, and 19th amendments. They abolished slavery, granted citizenship to the former slaves, that the right for United States citizens to vote can not be denied or reduced on the account of race or color, and lastly the 19th amendment gave women the right to vote. Furthermore, the Civil Rights Act of 1964, title VI, states that the use of literacy or other voter-qualifications cannot be used to keep any minority off the voting lists, reassuring an equal voice in the democracy of the US. I n addition, former President Johnson and Kennedy used executive orders 11246 and 10925 to show government support of affirmative action through the â€Å"equal employment opportunity† and the establishment of the Committee on Equal Employment Opportunity respectively. The downfall in affirmative action history is the passing of Proposition 209 and the California Civil Rights Initiative (CCRI) which ended affirmative action in California. Affirmative Action has played a large role in history, as a fighter for equal opportunity, despite race or gender.   Ã‚  Ã‚  Ã‚  Ã‚  Affirmative Action provides women and minorities equal opportunity in higher education Affirmative Action in higher education allows minorities and women not given the opportunity of a prestige education to go further in life and attend side by side with students given better opportunities.

Usage of Characterization In Ryonosuke Akutagawa’s Rashomon Essay

Usage of Characterization In Ryonosuke Akutagawa’s Rashomon Despite coming from a different background than most other authors that have so far been studied, Ryonosuke Akutagawa still wrote stories that included similar ideas like internal and external conflict, sacrifice of oneself for a higher cause, murder, human flaws and many others. In addition to that, Akutagawa also used common literary elements like motifs, symbols, point of view and irony. However, one element that is prevalent in almost all of his works is characterization. In two of his short stories, Rashomon and The Martyr, characterization is used to develop their respective themes; in Rashomon, characterization is equally important in building up the theme as in The Martyr. In Rashomon, characterization is used to show the theme that the desperate situations that a person faces can result in the resorting to means that compromise morals, and can even lead to hypocrisy. Akutagawa does this through narration and behavior of the character. At the beginning of the story, the protagonist is faced with the dilemma of either being honest and dying of starvation, or to be a thief and steal from the corpses that were scattered around. However even after much consideration, he was still â€Å"unable to muster enough courage to justify the conclusion that he must become a thief† (Akutagawa 34). Through this, it is evident at this point, the protagonist was still somewhat reluctant to compromise his morals even for survival, and if possible, he would definitely consider other means. With time though, the protagonist does eventually decide to compromise his morals, and he did not even have to â€Å"wonder whether he should starve to death or become a thief. ... ...gh they may have shown approval initially. In the two different stories, characterization is used to prove the themes, and in both cases, they are equally important. However, there are similarities and differences as to how characterization is used. One similarity that they share is the fact that in both stories, characterization is mainly shown through narration. Indeed in both cases character traits can be extracted through speech, but they are more apparent in the narration. On the other hand, one difference is that in Rashomon, there was only a single person that was being characterized to prove the theme, and this character was less of a one-dimensional figure than the characters in The Martyr, whereas in that story, a whole community was being characterized through their actions, as well as through the introspection of one member of the community.

Advantage of Mobile Phone Essay

For many people, it’s ? convenient way to communicate. Many parents provide their children with ll-?h?nes for safety reasons. ll-?h?nes have some disadvantages as well. Cellular phones have impacted society. They have left an ever-lasting impression on our culture. In this paper the Advantage and Disadvantage of ll-?h?nes have been discussed. Advantages ll-?h?nes have three principal advantages. ll-?h?nes have made communication easier. In addition, ll-?h?nes provide their users with extra devices in addition to telephone. At last, ll-?h?nes can provide safety for their users. ll-?h?nes have become accepted in the last fifteen years because they have made communication easier. People can call each other no matter where they are. Fifteen years ago, there was no way to call someone who had no access to ? conventional telephone. Additionally, the technology which is provided with ll-?h?nes has made life easier. ll-?h?nes are not only telephones; they can also include calendars, cameras, alarm clocks, and other devices to make life easier. The latest ll- ?h?nes can even be used as ? pocket computer. Last but not least, many parents provide their children with ll-?h?nes for safety reasons. The speed dial up option in ll-?h?nes lets people make contact with emergency numbers by pressing one button. For many parents, ? ll-?h?ne is ? convenient way to get in touch with their children. Disadvantages The use of ll-?h?nes has been proven to be ? big distraction. There are car accidents occurring everywhere due to the lack of attentiveness of drivers. Parents now think that it’s better to buy ll-?h?nes for their new teen drivers for emergencies, but do you really think that they are used for those only? And since ll-?h?nes are so fabulous, then why do you always get ? busy, roaming signal and cause you to keep redialing ? number till you finally get through to that person? After all that trouble you are normally bothered and frustrated. Things like these can created accidents and even death. The possibility of brain tumors is also increasing with the use of cellular phones. Radiation is enormously hazardous to ll-?h?ne users. The more cell phone uses, the greater chances become for brain cancer. When ll-?h?nes first came out, people purchased them in case of emergencies. Now, people bring their ll-?h?nes everyplace they go and use them for pleasure, not essentially for purpose. As convenient as ll-?h?nes may seem, there is more to it. Conscientiousness must be taken more sincerely and people need to be more aware of the risks that are involved in purchasing and using ? cellular phone. FREE ESSAY It is for a fact that having a mobile phone now a days is a sort of a necessity and it is an inevitable truth that mobile industry is taking everyone by a storm. From the very basic thing of making a call to texting, and now internet access for just a touch of your finger tips. Do you have one of these? or do you know somebody who enjoys having such stuff? I do have one of those too and I wont deny the fact that I enjoys using them. So as one of the million subscriber of this technology I will share you some of the advantages and disadvantages I found, out of having a mobile phone. First here are some advantages of having it: It keeps you in constant contact with people you consider important It can help you seek help immediately during emergency cases Its a sense of being financially uplifted. Through mobile phones you can lessen your boredom,example listen to your favorite music and as well as watching movies through downloading. It can take photos Mobile phones also gives us easier access on the internet You can carry it anywhere It has a lot of useful function like calendar, making notes, alarm clock, timer and calculator. No doubt, our mobile phones makes our life more convenient, but as the saying goes every technology has it’s equal negative side and mobile phones are not so especial to be exempted. Here are some disadvantages of having it: Expensive People spend less time bonding with there family and friends People just contact through phone and became too lazy meeting outside Disturb us on our works and studies People spend lots and lots of money buying the latest model Affects our body because of radiation it produces Easily broken mobile phone makes it easier to invade privacy In the end, I hope you can weigh the advantages and the disadvantages I have mentioned to help you use your mobile phone in a responsible manner. We humans created mobile phones and it is all up to our control†¦