Does Religious Discrimination Really Exist in Today’s America?

GB541-Unit 6 Research Paper Does Religious Discrimination Really Exist in Today’s America? Kaplan University Profession Steven Cates Introduction There is so much controversy when discussing different religious beliefs. Everyone has a different belief system, and who is to say which is right or wrong. Accepting these differences and avoiding judgment against those with different beliefs is the end result we are looking to achieve as Americans. Unfortunately there are a lot of opinions on what religious beliefs are acceptable and what religious beliefs are unacceptable.The ultimate goal is for everyone to accept that their religious beliefs are not right for everybody. Discrimination is a bias or prejudice resulting in denial of opportunity, or unfair treatment regarding selection, promotion, or transfer. Religious discrimination involves treating a person (an individual or employee) negatively because of that person’s spiritual views. The Civil Rights Act of 1866 regula tes the actions of all individuals or entities when entering into a contract to employ someone else. Title VI of this act prohibits discrimination based on race, color, religion, gender, or national origin.Does Religious Discrimination Really Exist in Today’s America? Yes, religious discrimination still does exist today in America. The United States of America has always been proud of the fact that we are a free country. Free to practice whatever religious beliefs or not practice any religious beliefs that we want. This freedom has not only allowed citizens to openly practice their beliefs, it allows them to do so without judgment from others. One example we can look at is a major tragedy in America such as the terrorist attack of 9/11. After this horrific tragedy, there was an adverse reaction to Muslims.Americans who were of the same ancestry were treated differently because of the aftershock of that day’s events. In this case, the primary reason for the unfair treat ment was mainly due to fear and lack of knowledge about the culture and Muslim religion. There are people who have religious beliefs, and there are those who do not believe in religion. Approximately 78% of Americans are affiliated with Christianity as their religion. Christianity is the most popular of all religions listed in the article, â€Å"Religious Diversity and Discrimination in the United States†.About 16% of Americans are uncertain as to what if any religious affiliation they belong to. Religion is very controversial to begin with in different countries, let alone bringing them all together in the same state, city, or neighborhood†¦ Personal opinions can lead to some form of religious discrimination. The number of religious discrimination charges filed with the EEOC has more than doubled from 1992 to 2007. Between the years of 1997 and 2000, religious based charges filed with the EEOC represents only about three percent of all filings.Between the years of 2001 and 2005 that percentage of charges filed increased to four percent, and increased to five percent between the years of 2006 to 2009. Although it is important for the employer to accommodate their employee’s religious beliefs, a company cannot subject other employee’s to unsafe conditions. If the amount of clothing worn in a manufacturing environment could get caught in machinery, it would be detrimental to the company to allow their employee to wear clothing that is unsafe.It is the employer’s responsibility to provide a safe work environment for all employees, which should be their first priority then they can accommodate their employee’s religious beliefs. Ultimately a company is not required to accommodate religious beliefs if it will cause undue hardship on the business. An example of an employee dress code that would cause undue hardship on the employer would be the case of McCarter v. Harris County; a female employee was hired and informed of the d ress code of navy blue pants and button down shirt.After the female employee converted to the Pentecostal church, she approached her employer about her inability to wear men’s clothing due to her new faith and her supervisor agreed to accommodate her request to wear a tapered skirt instead. The supervisor then assigned tasks like climbing a ladder to other employees who were dressed more suitably for the task. As time went on the supervisor retired and a new supervisor was not as accommodating to the female employee’s religious beliefs, so the female employee was instructed to return to the required dress code, and that they would no longer reassign tasks due to her attire.The female employee did not return to the pant dress code and later tripped and fell from the ladder. The supervisor gave the female a written notice that she was to return to the pant dress code, or she could contact Human Resources to see about a transfer to a different position that did not requir e the pant dress code. The female employee did not return to work due to her inability to accommodate the dress code requirements that conflicted with her faith and her lack of experience for other positions offered at the time of the incident; the female was terminated for refusing to come back to work.In this case the employer produced sufficient proof that they did make reasonable accommodations to support the employee’s religious requirements, but the employee’s attire was causing undue hardship on the company. The court found in favor of the employer, stating that the employer made every attempt to accommodate the employee, but their dress code would in fact cause undue hardship on the company and other employees who had to pick up the responsibilities that the female could not accomplish due to her apparel.Had the employer acted differently in this scenario, the employee could have won the lawsuit. For instance if the employer had not given the employee an opport unity to apply for different positions within the company, or not made attempts to accommodate the employees religious beliefs and made rude comments to the employee about her religion causing a stressful work environment for her could have caused the courts to rule in favor of the employee.In this scenario, the employer made attempts to accommodate the employee’s beliefs, but her attire not only put a heavier workload on her co-workers, it also caused her to have an accident within the workplace. This is considered an undue hardship on the employer by accommodating their employee’s religious beliefs. Abercrombie & Fitch has had a few experiences with discrimination claims. One woman claimed that she was discriminated against because she could not wear her hijab, and Abercrombie stated it was against their look policy because the woman would not be wearing clothing consistent with their brands.Abercrombie and Fitch was sued in 2004 by the EEOC for allegedly violating T itle VII of the Civil Rights Act of 1964, because their hiring and recruiting practices excluded minorities and women by assuming a restrictive marketing image, and other policies that limited minority and female employment. An employer like Abercrombie and Fitch are required to accommodate religious practices unless it causes undue hardship on the employer. In the article â€Å"Religious Diversity and Discrimination in the United States†, they list 20 different categories of religious affiliations within a survey.There were 4,151 religious discrimination complaints filed in 2011. If an individual experiences religious discrimination in the workplace, they are advised to file a formal complaint to the EEOC, they will then be advised to consult an attorney to determine the legal steps to take for compensation from their aggressor. If the courts find the company guilty of religious discrimination they will require corrective action to be taken to ensure that this does not happe n again and the company will be ordered to pay restitution to the employee’s involved in the lawsuit.The website www. franczek. com discussed a couple cases pertaining to religious discrimination against police officers. Should an officer be required to cut his hair if it is against his religion? In this particular case the question is not if the officer should cut his hair or not, but was the officer treated unfair by his employer? In this case, the police department is in the wrong for making derogatory comments about the officer, and they forced the officer to participate in a psychiatric evaluation.In the second case, the officer felt that the department’s personal grooming policy was against his religious beliefs and the department granted him temporary permission to follow his religious beliefs of keeping a trimmed beard and to wear a yarmulke when inside. The officer did agree to shave his beard, but continued to wear his yarmulke indoors. The officer filed a mo tion against the department and was partially found in his favor since the city grants approval to medical reasons for facial hair.If the department will accept facial hair for medical reasons, they must also make the same accommodations for religious reasons. An employee cannot be fired just for requesting that their employer accommodate their religious beliefs. In North Carolina a female front desk clerk was fired for asking if the hotel would switch her schedule to accommodate her observance of Sabbath. The front desk clerk’s religion was Seventh Day Adventist, and her schedule conflicted with her ability to observe Sabbath, which was observed from sundown on Friday to sundown on Saturday.The EEOC found that the hotel was in violation of Title VII. In this instance the employee could have been granted an alternative schedule to accommodate her religious beliefs unless the accommodations cause undue hardship on the hotel. The courts did not find that any undue hardships wou ld have been qualified the hotels actions; therefore the hotel would be required to settle with the employee for wrongful termination under the grounds of religious discrimination. If an employee is terminated due to their eligious beliefs they can file a formal complaint with the EEOC, and seek legal counsel to discuss the steps necessary to gain compensation for the damages caused by this discrimination. If the employer did not make attempts to accommodate the individual’s religious beliefs in the workplace they are guilty of religious discrimination. If the individual is subjected to a hostile work environment due to slander towards their religion, jokes about religious beliefs, or rude comments about an individual because of their faith; the company is guilty of religious discrimination. An employer cannot claim what is and is not a valid faith.There is no stipulation on when an employee adopts their religious beliefs, they could have worked for a company for fifteen year s and convert from Christianity to Buddhism, and there is nothing that their employer can do about it. The employer also cannot determine what legitimate religious practices are acceptable and what practices are unacceptable. An employer has to prove that they have made attempts to accommodate religious beliefs in the workplace but the accommodations caused undue hardships to the company in order for the employer to take actions towards an employee who is claiming religious discrimination.These undue hardships would have to prove that the employer had made attempts to accommodate the employee, but the company was suffering and could not maintain the steps taken to support their employee’s faith. Sometime these undue hardships could be safety hazards, which could put the employee or other employee’s in danger of injury. Unsafe working conditions would be grounds for the employer to claim undue hardship, and then the company would not need to accommodate the employeeâ₠¬â„¢s faith practices.There are a few courses of action that can be taken to limit religious discrimination. One of the weaker courses of action is exercising tolerance of other people’s religious beliefs and allowing them to express their beliefs without forcing the beliefs of any individual’s religious faith. This course of action is not always acceptable in many situations. Another course of action is to remind Americans that we accept all people, no matter what religion they practice. We need to express a no tolerance policy for discrimination for everyone.Habitual offenders of religious discrimination will require more stringent penalties than most. This course of action would have to be handled in court and possibly with fines and action plans mandated by the court system. These courses of action are necessary to create a boundary that is set to define right and wrong ways to handle religious beliefs and discrimination. Avoiding religious discrimination going for ward will be complicated for all parties. The best way to avoid religious discrimination is to educate.Educating citizens about the importance of religious freedoms and differences in cultures is necessary to avoid discrimination going forward. I firmly believe that educating people is the best way to handle eliminating religious discrimination. People tend to resist what they do not understand, which tends to stimulate discrimination. This is why I feel that education of what we do not understand is important, so that we can rise above discrimination. Conclusion Religious discrimination is still very much a problem in the United States. America is known for freedom of religion, and many other freedoms.With these freedoms, there tends to be controversy within the different religious groups. The ability to accept each religious affiliation is next to impossible, but with education it will become less frequent than it has been. Educating Americans of the importance of religion in diff erent cultures and why they came to the United States. There will be tragic events such as the 9/11 attacks, the Oklahoma City Bombing, Hurricane Katrina, Tsunami’s, and more; these events will bring out religious beliefs for those who are affected directly with these tragedies.We can choose to accept the differences or we can pass judgment; I choose to accept the differences. References: Bennett-Alexander, D Hartman, L (2009) Employment Law for Business sixth edition Fuller, Jon George (2012) Religious Diversity and Discrimination in the United States, retrieved September 2012, www. equaljusticeandlaw. wordpress. com Ginn, Janel (2007) Do Religious Groups in America Experience Discrimination? , New Religion and Spirituality Books for Youth, Pp 68 Booklist Marcum, T. Perry, S. 2010) Dressed for Success: Can a Claim if Religious Discrimination be Successful, Labor Law Journal Pp 184 Unknown Author, (2012) Discrimination, retrieved September 18, 2012, www. businessdictionary. c om Unknown Author, (2012) Religious Discrimination, retrieved September 17, 2012 www. eeoc. gov Unknown Author, (2012) Religious Discrimination at work, retrieved September 25, 2012, www. employment. findlaw. com Unknown Author, (2008) Two Federal District Courts Decide Religious Discrimination Cases Involving Police Officers, retrieved September 25, 2012, www. franczek. com

Dulce Et Decorum Est And The Soldier

Dulce et decorum est is written regarding the First World War in the hindsight of the battle of the Somme. This takes a somewhat cynical view on warfare. The soldier by Rupert Brooke on the other hand takes a very strong patriotic feel and this shines through more then anything else. The soldier paints a picture of English serenity and whereas â€Å"dulce et.† portrays Owens anger at the indifference of those at home who continued to propagate lies. You can see the influence of Siegfried Sassoon in this piece. The language is more direct and shocking â€Å"guttering, choking, drowning† helps convey the grievance in the air. In the soldier the language is less deplorable and has a feel more of a love poem â€Å"her sights and sounds†¦ under an English Heaven† this coupled with the fact that the poem is written as a sonnet reiterates the feel of Love. Both poems are based on death in Wars. However Brooke paints a more glamorised and less direct picture of death â€Å"if I should die, think only this of me: That there's some corner of a foreign field†¦blest by suns of home.† This evokes the idealistic image of a perfect England in a ‘Golden' age, such as many believe existed immediately prior to the First World War. This does however expose the arrogance that Brooke perhaps had. It places too much importance on his own sacrifices and not on the general sacrifices being made by so many, and on the loss of a way of life, which the war would bring out like many other First World War poets such as ‘Edward Thomas' and ‘Charles Hamilton Sorely'. Owen on the other hand almost haunts the reader using fiery vocabulary to help depict the shocking death of a soldier â€Å"guttering, Choking, Drowning.† Owen clearly wanted to address the people at home and suggests to them that if, in their worst nightmares, they could re-live this experience, they would not keep repeating that it is good and sweet to die for your country. He is saying that no one who has witnessed these horrors could ever encourage anyone to take part in such a war. He had already pointed out the exhaustion of the soldiers â€Å"drunk with fatigue; deaf even to the hoots† helping the reader to visualise the lack of awareness of the soldiers. This certainly will give the reader a much more negative take on the war contaray to the over-hyped propaganda war that those at home believe. Brooke conveys the image that was painted by the media in Britain at the time of the war and even in death, he believes he cannot remove that sense of pride from him and his passing will not be in vain if, at home in England people are, once again happy and at peace. He feels that by his death he will have given back to England everything, and more, that it gave to him. The happiness and security earned by his sacrifice will buy his eternal peace † this heart, all evil shed away, A pulse in the eternal mind† Owen continues his cynicalism of the war in the last verse using necessarily harsh and wicked language â€Å"come gargling from the froth-corrupted lungs†. They fling the man into a wagon, because they know there is no point in being gentle- he will soon be dead anyway. The description of his face and eyes â€Å"And watch the white eyes writhing in his face† gives him a ghost-like quality. This verse is intended to demonstrate the realism of a violent, u nnecessary death; hence it builds to a crescendo of anger, before a final earnest plea to stop the lies. These two poems could be no more different. ‘The soldier' is a poem supporting the war in a way not too dissimilar to the way the media in that time promoted it whilst ‘Dulce Et Decorum Est' is a pessimistic take on a war that was conveyed by the British media as far from the truth as possible. Owen wanted the British people to know the truth about the war and expressed these feelings best in his poetry. Brooke in contrast went along with the glamorized image that had been portrayed by the media, which wasn't a fair reflection on the war.

Issues in Education-Student Wellbeing Essay

When looking at the work done in schools around the promotion of wellbeing, there are many different state and national frameworks that inform school-based practices. I have chosen to discuss the Framework for Student Support Services in Victorian Government Schools (Department of Education 1998) pictured below. This framework outlines four major principles or levels of activity, grouped together with the ‘resilient student’ at its centre. The major principles are primary prevention, which is presented in the framework as the largest of the four principles and therefore indicates that it should be given the most attention, followed by early intervention, intervention and postvention. I’d like to start by posing the question what is resilience and how can resilience be recognised in a student? Resilience can be defined as â€Å"the set of attributes that provide people with the strength and fortitude to confront the overwhelming obstacles they are bound to face in life†(Sagor, 1996, p.38). There are also certain characteristics and descriptors of resilience that have been recognised by teachers and described by Sagor (1996) as being the most â€Å"social, optimistic, energetic, co-operative, inquisitive, helpful, punctual and on-task† (p.38) students. So the aim for wellbeing in schools should be on trying to instil some of these qualities in its students as a preventative measure to give them the best chance at becoming a a resilient student and hopefully carrying that on into adulthood. Primary prevention is the largest area in the framework because it constitutes the broadest and most significant area of activity. The aim is to provide students with the skills and tools needed on the path to becoming a resilient student. This means raising awareness to what makes students vulnerable, developing targeted programs and strategies that help to reduce these vulnerabilities and increasing awareness the issues whilst providing different ways of coping and/or skills that may be useful when these events or adversities may arise. Primary prevention is not always the first choice in schools according to Richard Sagor, a Professor at Washington State University, he believes that teachers don’t always opt for prevention before intervention, especially long term teachers, they tend to see the problem/s as being with the individual students and not with the cohort of students or school as a whole. Sagor suggests that â€Å"we must recognise that it is politically easier to ‘stay the course’ and continue to offer ‘traditional’ mainstream education†¦rather than to re-make our secondary schools into more hospitable, inclusive and preventative organisations†(1992, p.19). I found these arguments to be similar to those that arise in Australian literature on this topic for example â€Å"the health sector has invested considerable resources towards the development of a ‘packaged curriculum’ and†¦.the evidence to date has been that school health education has little effect beyond the short term†(Glover & Butler 2004, p.300). The programmes we have in place seem to be missing the mark and not really achieving what they set out to do. The next principle in the framework is early intervention. This is the time to assess the risks and identify the needs of students in order to really target those at risk of ongoing social, emotional and/or physical harm. By giving students the tools to be able to identify, assess and manage their own risks, early intervention intends to catch a problem at it’s beginnings and intervene before it gets any worse. This principle does promote student wellbeing and is probably one of the most effective as it can be very targeted information for issues that have already been recognised as being a problem. Intervention involves providing effective management and support to students in crisis, this includes ensuring access to appropriate counselling, care and treatment services and is also concerned with providing the skills for professionals who are dealing with students at their crisis point. Yes this principle still has it’s place in the promotion of student wellbeing, but it is already a bit late for the students, the key is to get in before the issues arise. Postvention is basically how the situation is handled beyond the crisis or event. It is the provision of ongoing support or counselling where necessary, monitoring the recovery process and evaluating the situation. After this crisis has passed and wellbeing is restored, a plan can be implemented or introduced into the prevention stage to increase awareness of the issue and hopefully prevent this happening for others in future or give them the tools to be able to cope with a challenging situation. I think this principle is very important and plays an evaluative role in providing wellbeing for present and future students. The principles in the Victorian Framework for Student Support Services of 1998 are collectively designed to provide comprehensive support for the promotion of the wellbeing of students in schools all over Australia and are also being increasingly encouraged on an international scale. The key to moving forward is prevention, like anything if we can prevent a problem before it begins and/or provide the skills and the know how to deal with a crisis before it arises then everybody is much better off. Students, teachers, parents and the wider community would be stronger and better equipped to face the challenges of everyday life. Our work as classroom teachers contributes in many ways to the promotion of young people’s wellbeing. It is no secret that high school students spend the majority of their teenage years in schools where they are supervised by teachers. Whether it be in classroom, out in the playground, out and about on excursions and even at the bus stop. Teachers are very influential figures in a young persons life, so it will come as no surprise that the work a classroom teachers does can contribute to the promotion of young people’s well being. Wellbeing can be defined as, â€Å"a state of positive psychological functioning that allows students to thrive, flourish and learn. Wellbeing refers to a state of positive emotional and social functioning that we would wish to nurture in all our students. The term wellbeing has been used to refer not only to a person’s subjective experience of ‘feeling good’ about themselves and their relationships with others but also to their sense of meaning, purpose and growth†(Goh, 2013). Wellbeing is a very broad term which is difficult to define. This definition from Goh (2013) stood out to me because it mentioned the fact that promoting the wellbeing of students allows them to ‘thrive, flourish and learn’, this is the important objective for schools and teachers to remember. Norris (2003) argues that â€Å"Children learn best in an environment that is safe, nurturing, and affirming†(p.318) which I think is the aim for all classroom teachers. Teachers can use a range of teaching strategies to enhance the resilience and overall wellbeing of their students. An example of a strategy for teaching resilience in America is the ABC’s of resilience. Renee Jain (2013) speaks about the difference between two people and what makes one person resilient and another person not. The A stands for adversity, this is the problem being faced. The C stands for the consequence or the reaction to the adversity and the thing that makes two people end up with different consequences is the B which stands for beliefs(about the situation). A resilient person is armed with the beliefs and the tools to pick themselves up and move forward. Those without resilience will be consumed by the adversity and struggle to get back up (Jain, 2013). By making students and teachers aware of this connection it is easier to understand why we need to be taught the qualities of a resilient person in order to maintain wellbeing. Many efforts are being made to spread the message of wellbeing for students through the use of programmes designed by non-government and some government organisations. The USA are world leaders in the sheer number of programmes and resources in the promotion of mental health, with thousands of programmes in operation with varying levels of success (Weare, 2010, p.27). The promotion of mental and wellbeing in Australia is also starting to thrive with programs such as Root of Empathy (2009) and Mind Matters(2009) at the forefront of the efforts to reach students with the message of wellbeing (Weare, 2010, p.28). In the UK â€Å"an increasing number of schools are engaged in what is effectively mental health work†¦working on a wide range of initiatives†¦two particular examples are Place 2 Be (2009), which supports councellors in schools and Pyramid Clubs (2009)† (Weare, 2010, p.28). I think the most prominent thing that stands out to me on an international scale is that everyone is trying to approach this from a whole school and even a whole community perspective, making it everyone’s business. I do think that this is how it should be and to be effective in promoting overall wellbeing of students it has to be a looked at as a holistic approach. By that same token, staff wellbeing is also a priority in promoting positive school environments. This means that it is important to look after yourself as a teacher, if the teacher is stressed, not focussed, and not looking after their own wellbeing then that will reflect onto the students wellbeing. In conclusion, teachers are very important role models and play such a pivotal role in a young persons life. Countries all over the world are now staring to really understand how much of an impact teachers and even schools as a whole can can make in the promotion of wellbeing in students. As long as the approach is holistic and targets students in the time of their lives when they need this information the most, we can quite possibly create a new generation of resilient young people. References: Glover, S & Butler, H 2004, ‘Facilitating health promotion within school communities’, in Moodie, R & Hulme, A (Eds.), Hands on health promotion, IP Communications, Melbourne, Vic, pp. 299-310. Sagor, R 1996, ‘Building Resiliency in Students’, Creating a Climate for Learning, Vol. 54 (1), Washington State University, Vancouver, pp.38-43. Sagor, R 1992, ‘Alternative programs for at-risk youth: wolves in sheep clothing’, Reaching Today’s Youth, Vol. 1 (2), Washington State University, Vancouver, pp.18-22. Goh, C 2013, ‘Student Wellbeing’, Student Wellbeing Action Partnership, University of Melbourne, Victoria, Accessed on 31/7/2013 from: http://web.education.unimelb.edu.au/swap/wellbeing/ Norris, J.A 2003, ‘Looking at Classroom Management Through a Social and Emotional Lens’, Theory into Practice, 3 (4), p.313-318. Jain, R 2013, Teaching Students the ABC’s of Resilience’, Social and Emotional Learning, The George Lucas Educational Foundation. Accessed on 31/7/13 from: http://www.edutopia.org/blog/teaching-the-abcs-of-resilience-renee-jain Weare, K 2010, Promotiing Mental Health Through Schools, In P.Agglton, C.Dennison & I.Warwick (Eds.), Promoting Health and Wellbeing Through Schools, London: Routelege, pp.24-42.

Norman Rockwells Painting Essay Example | Topics and Well Written Essays - 500 words

Norman Rockwells Painting - Essay Example This article states that the painting was inspired by Rockwell’s when he visited the Soviet Union. The painting offers a learning experience for teachers, students, and adult learners. The artist had an insightful observation of Russian classroom experience of schoolchildren in the 1960s. The artist was reflecting what he observed during his visit and was amused with what he saw. This made him to reflect but and inspire other students in both upper and lower primary. It was also an inspiration to parents and teachers on the extent to which children can stay focused on their own. The author believes that the problem we all live with has been embraced and become an important symbol of civil rights. It acts as a remembrance of the day when the United States Supreme Court declared the racial segregation unconstitutional. The painting bears a black girl who is determined to go to school and she is under escort. Additionally, the author asserts that the painting is a symbol of victo ry on the black race following the court verdict that state law establishing separate public schools for whites and blacks were unconstitutional. The artist was quick to take note because he was a supporter of tolerance and equality. The author outlines that the federal Supreme Court declared segregation illegal in public schools. Norman Rockwell drew the picture to show a young black girl in a uniform walking to school in little rock. The child is protected by US federal marshals, something which has never been realised.

International Insurance law Essay Example | Topics and Well Written Essays - 4000 words

International Insurance law - Essay Example The specific principle has been related mostly to the insurance law. The introduction of the above principle was considered as a measure for increasing the validity of marine contracts, a target that has been achieved but not fully. The examination of the principles’ aspects led to the assumption that the specific principle has led to the introduction of a series of rules; these rules are critically presented in this paper; appropriate literature and case law have been used in order so show the actual characteristics of the principle of good faith and its implications for the marine insurance contracts, to which the principle of utmost good faith is mostly related. It is concluded that the principle of utmost good faith has played a key role in the increase of validity of marine insurance contracts, at least for the side of insured. The weakness of the principle to provide a clear plan of action when a violation has occurred in regard to one or more terms of the contract invol ved is clear. The efforts that the Law Commission developed recently in regard to the protection of consumers in the particular field, could help to control the violations in marine insurance contracts – which are critical for the entire market – and to improve the performance of the principle of utmost good faith, as an element of the relevant agreements. 2. Utmost good faith in the English law 2.1 The context of the principle of utmost good faith The principle of utmost good faith has been derived from the principle of good faith – a common element of contracts. For this reason, in order to understand the elements and the rules of the principle of utmost good faith it would be necessary to refer primarily to the framework of the principle of good faith – as used in the common law. The principle of good faith can be characterized as an indispensable element of contracts. The above principle has been recognized as a valuable criterion for deciding on the validity of a contract – especially in cases where the intention of the parties involved is not easily identified.1 In the Scots law, the principle of good faith, or else the ‘bonae fidei’ is a prerequisite for all contracts,2 even if opposite views have been periodically developed.3 Theorists and researchers have used similar approaches in order to describe good faith. In accordance with the most common view, the good faith can be characterized as ‘acting on the assumption of honest dealing’4. The principle of good faith is not accepted as a general principle; it is rather used in specific types of contracts, like ‘the insurance and employment contracts’;5 Conflicts have been often developed regarding the potential value of the principle of good faith for contracts. In Scotland, the most recent trends, lead to the limitation of the necessity of good faith for contracts; however, there are opposite views supporting the value of good fait h in contracts. The supporters of good faith in Scotland refer to the need for continuation of civilian traditions, as an argument for promoting the use of good faith in contracts.6 It should be noted that the principle of good faith is not strongly supported in the context of the common law; on the contrary, in the civil law, emphasis is given on the use of the principle

Development of Ancient Greek Burial Customs Essay

Development of Ancient Greek Burial Customs - Essay Example While certain cultures developed deep veneration such as worshipping one’s ancestors, other cultures developed more simple attitudes such as leaving the dead to the mercy of the elements. In this sense, the burial rites and their evolution in ancient Greece was of importance since Greece is considered as the pinnacle of the earliest ancient civilizations. Burial rites underwent major transformations in ancient Greece as the civilization moved from one period to another. The practices revolved around inhumation, cremation, leaving offerings, buildings graves and tombs. Various periods had various characteristics that defined burial rites. This paper will explore the various ideas and attitudes in regards to Greek burial rites, rituals and customs that evolved over the years. The practice of burying the dead existed in ancient Greece early on and there were little changes in the basic practices. The earliest burials in Greece can be traced back to the Mycenaean period. The Mycen aean culture tended to bury the dead along with his possessions and there is some evidence to indicate that graves were being reused. The Mycenaean burial tradition is special since a connection to the dead person was always maintained. Graves typically had an altar and a funnel like structure that extended into the grave. These funnels were used to pour libations into the graves (Stevanovic 40). Inhumation was the dominant practice but there is evidence to suggest cremation as well. The dead were cremated so that their souls could leave the body easily and immediately. In addition, cremation was carried out so that the ghost of the dead would not disturb the relatives. The cremated remains were typically entrusted to an amphora that was then buried as a regular body would be buried. This method of burial was practiced just before the Bronze Age. Greek burial practices differed widely from previous ones in the Bronze Age. Previously both adults and children had been cremated or had been alternatively buried as per the dominant cultural trend. However, in the Bronze age it was common that the adults would be cremated while the children would be buried. The only common feature in these burials was that both were inhumed either in pit graves or in chamber tombs as per social status. It was typically to bury items of personal possession as well as items related to daily use. An exploration of graves and tombs from the Bronze Age in Greece has revealed that burial areas contained utensils, cooking pots, oil flasks, jewelry and in a few cases weapons. It is believed that the weapons have been removed from the graves of adult warriors. In certain cases, offerings of food and drinks were also buried with the dead, perhaps with the view that the dead may require this for his journey into the afterlife. It must be noted that graves from this period did not contain the funnel like structures from the previous periods and libation into the grave was not possible. Addition ally, since the buried person was already cremated, there was little possibility that libation could be poured into the amphora. As the Greek civilization progressed from simple religious structures to more complicated ones, the manner of burial evolved with it. Compared to the earliest times, the Greeks had begun to distinguish between adults and childr

Promoting education of Islamic Finance In Australia Research Paper

Promoting education of Islamic Finance In Australia - Research Paper Example This is one of the reasons why Australia is very keen in promoting Islamic finance services in the country. However, it has been proven that education is extremely important in responding to the growing interest in Islamic finance (Zubair, 2008). Thus, the main thrust of this paper is to promote education of Islamic finance in Australia. This is to provide alternative education model to attract Muslim students from all over the world; and at the same time attracting locals to a new education development in the field of finance. The demand of Islamic financial services among Muslims in Australia is rapidly growing, and to address this concern, the country entered the Islamic finance. Muslim population in Australia is relatively high because of its long-standing trade ties and cooperation to different Muslim countries (Khaleej Times, 2010). According to the current assistant treasurer of Australia Nick Sherry (2010), â€Å"the Islamic finance, banking and insurance market [that] is worth almost $1 trillion is growing rapidly and could reach as much as $5 trillion.† Several institutions in the country are now offering Islamic financial services like Murababa, Ijara, and Musharaka where Muslims and non-Muslims can borrow with no interest and no trading debt (Ahmad, 2010, p.38). This is in response to the local and global potential demands for Islamic finance services in the country. However, the preface of Islamic finance in Australia is relatively new and as expected, not all of the Muslims and non-Mus lims fully understand the principles of Shariah and the Islamic banking concept sector. The Islamic Financial Services Programs (IFSPs) in Australia can be well implemented if the people are fully aware on the entirety of the program and this can be done through education. Several Islamic institutes are looking forward to a day that Shariah’s standard will be recognized in the academic and training

Monitoring Employees on Networks Essay Example | Topics and Well Written Essays - 250 words

Monitoring Employees on Networks - Essay Example Organizations must be cautious about the employees’ use of e-mail because it might cause the confidential matters to be disclosed to public or competitors. An employ after leaving the organization can misuse the facility for spoiling the reputation of the company. Instant messaging plays a vital role in organization’s crucial period. It can boost domestic and international networks to meet certain challenges or emergencies. The major advantage of the instant messaging is that managers can effectively interact with their employees and vise versa. However, instant message might lead to quick and faulty decisions without evaluating the real facts. In addition, it might also cause employees to pass messages for creating unfair coalitions that might damage the integrity of the organization. The technology will help an organization to collect information on various aspects to update its functions for being competent. It will also help organizations to learn about the latest developments and trends for designing new

James Brown in 1960s America Essay Example | Topics and Well Written Essays - 1500 words

James Brown in 1960s America - Essay Example It is in large part a testament to his adaptability and creative genius that Brown’s music evolved through the ‘60’s with such apparent ease. Building on his musical roots in African-American jazz and blues, Brown reached out to a broader and increasingly-eclectic audience as the decade unfolded. Whereas his music had at first been performed for and pitched to a predominately black market, by the mid-‘60’s his hits were to be found on the pop as well as R&B charts. Evidence of his broad appeal and ability to appropriate new elements into his music is clearly heralded in his 1965 hit single Papa’s Got a Brand New Bag: Come here mama, and dig this crazy scene; He’s not too fancy, but his line is pretty clean. He ain’t no drag. Papa’s got a brand new bag. Listed among â€Å"Papa’s† new tricks was a series of new dance moves that were sweeping the nation and scandalizing parents—among them, the jerk, the fly, the monkey, and the mashed potato. Since very little art is produced in isolation, it is impossible to evaluate Brown’s music and his influence on the American music scene without also looking closely at the tumultuous changes that were straining the cultural fabric of 1960’s America. Much has been written about this remarkable decade and of the social movements that characterized it. In the short span of those ten years, Americans made their first flights into space, took dramatic strides toward ending segregation, became mired in a costly and unpopular war in Vietnam, and assassinated four of their most visionary leaders.

Criminology- compare 2 key thinkers, cesare beccaria and cesare Essay

Criminology- compare 2 key thinkers, cesare beccaria and cesare lombroso, and their competing ideologies - Essay Example During the eighteenth and early nineteenth century, the notion of studying crime as well as criminals was linked to that of making governance more efficient. Intellectuals from Europe considered the unpredictability and brutalities of authoritarian rule as threats to the social order. Cesare Beccaria who was among the Italian illuministi further developed these views. He vehemently and concisely developed the argument that the punishment of lawbreakers should be done publicly, is compulsory and should be the minimum possible depending on the circumstances and the proportion of the crime that has been committed. At around 1830, efforts to explain government societal regulation using the law supported research on what was considered the dangerous classes. This lead to Cesare Lombroso’s quest for the people who had been born criminals as well as the representing of associations between crime and a variety of pointers of ethical moral deficiency. This paper seeks to compare the conflicting and opposing philosophies that are associated with the two main theorists in criminology namely Cesare Beccaria and Cesare Lombroso. Cesare Beccaria was born in 1738 and puts emphasis on deterrence as the best way of preventing crime (Outram, 2006). He fits into the classical school of thought and wrote his work during an era when torture was utilized in obtaining information from people and capital punishment was used for any kind of offence. Punishment depended on retributive means in that the harm that was given to the offender was equal to the harm that had been caused by the perpetrator. In contrast, Cesare Lombroso considered the bodily and psychological attributes of the appearances of the person committing the crime. Lombroso was a doctor who was born in 1835 and he developed the opinion that some criminals were biologically determined, placing him in the positivist school of thought (Hayward, Maruna & Mooney, 2010). He research un derscored the

Case Legal Brief Essay Example for Free

Case Legal Brief Essay Facts: At a teaching hospital, Mullins who is the plaintiff marked or ticked the section of approval form that consented to â€Å"the presence of healthcare learners†. She was assured by the attending Anaesthesiologist that she would handle the anaesthesia. However, when Mullins was unconscious during the surgery, a student (VanHoey) was allowed by the Anaesthesiologist to perform intubation. Mullins’ oesophagus was lacerated by VanHoey as it was VanHoey’s first day practicing on a live patient. The gynaecologist, the anaesthesiologist, VanHoey and the doctors’ were sued by Mullins for battery and other claims. A summary judgment was granted for the defendants by the trial court on all counts. The Court of Appeals supported the Mullin’s claim, whereas the Indiana Supreme Court reversed, saying that the claim was not actionable. Brief Fact Summary: VanHoey, a medical student lacerated the Oesophagus of Mullins during a surgery while performing intubation. Student involvement was not approved by Mullins in her surgery. Battery and lost claim were filed by Mullins. Issue: In addition to the intent to make contact or touch, whether the intent to cause harm is required for the tort of battery claim. Holding: Yes. Mullins could not prove that Vanhoey â€Å"acted intending to cause† harm, though VanHoey â€Å"touched Mullins in a harmful and offensive manner without permission†. VanHoey believed that she had the permission to perform intubation and was relying on her doctor’s authority. The court could not find an materialistic facts that could prove VanHoey wrong. Therefore VanHoey was entitled for the summary judgment. Rule: Battery requires a harmful or offensive touching, without consent, with the intent to cause the resulting harm or offense. Discussion: The opinion in this case proves that the actor’s intent to make contact or touch is not sufficient to claim for battery or lost. The intend to cause harm that results from touch by the actor should be proved.

The ozone Layer and the greenhouse effect Essay Example for Free

The ozone Layer and the greenhouse effect Essay Ozone, an allotrope of oxygen is present in the atmosphere in only tiny amounts. It is found almost entirely in the stratosphere. It is vital for our survival as it filters out harmful ultraviolet radiation. However if ozone reaches ground level it is harmful to human health. It weakens the bodys immune system and attacks lung tissue. Ozone is extremely reactive and reacts with other gases very quickly but there are also reactions that are producing ozone and without human intervention this ozone would be in a steady state equilibrium. The natural reactions that involve ozone are: In this reaction hindicates the photon of ultraviolet radiation that is absorbed. Reaction 2 is the one that produces the ozone and reaction 4 is the one that destroys it. The is also another reaction that destroys ozone. 5. O3 + h O + O2 This is the reaction that is responsible for the screening effect of ozone, since it absorbs ultraviolet radiation. Chemists are able to calculate the concentration of ozone that should be in the stratosphere by working out how fast the rate of making and destroying occur, but when they actually measured the concentration it was a great deal less than expected. This tells us that there must be something else that is destroying the ozone other that the natural reactions. There are other radicals in the stratosphere that can react with ozone. An example of these is the chlorine atom and the bromine atom. Chloromethane and bromomethane can get into the stratosphere naturally from the oceans and by burning of coal and vegetation. Most of the chloromethane and bromomethane react in the troposphere but some manage to get onto the stratosphere. Once in the stratosphere the chloromethane splits up due to solar radiation and then the chlorine atom is able to react with ozone. The reaction occurs in a catalytic cycle: 1. Cl + O3 ClO + O2 The ClO is another radical able to react again 2. ClO + O Cl + O2 So now there are two reaction competing to destroy ozone 1. Cl + O3 ClO + O2 2. O + O3 O2 + O2 In the stratosphere there is a much lower concentration of Cl atom compared to O atoms, so it would seem that the reaction with Cl would be insignificant but chemists have measured the rate of reaction of Cl with ozone and have found it to be 1500 faster than the rate of reaction with O atoms. Also because Cl atoms are regenerated in a catalytic cycle they play a large part in removing ozone. In the 1930s scientist Thomas Midgley demonstrated a new refrigerant. He inhaled a lungful of dichlorodifluoromethane (CCl2F2) and used it to blow out a candle. He was showing two of the properties of the gas; its lack of toxicity and lack of flammability. CCl2F2 belongs to family known as chlorofluorocarbons (CFCs), which contain chlorine, fluorine and carbon. Some other useful things about CFCs is there low boiling points and low reactivity. CFCs seemed to be the perfect answer to many problems. They had many uses such as propellant in aerosols, refrigerants, blowing agents for making expanded plastics and as cleaning solvents. In the troposphere they remain unreactive and there estimated lifetime is about 100 years. This gives them plenty of time to reach the stratosphere where they are no longer unreactive. They are split up by the solar radiation giving out the fluorine and chlorine to react in the stratosphere destroying ozone. In 1984 a group of British scientists discovered a hole in the ozone layer over Antarctica due to CFCs. Due to the scientists finding this hole there has been a worldwide ban on using CFCs since 1990. A replacement to CFCs are hydrochlorofluorocarbons (HCFCs) and hydroflurocarbons (HFCs). The difference with these is that they contain a C-H bond which is quickly broken down in the troposphere before they have time to reach to stratosphere. Unfortunately they are not the perfect solution as they contribute to global warming. The Greenhouse effect occurs in the. Without it the Earth would be uninhabited. By trapping the Suns radiation the atmosphere keeps the temperature high enough to support life. Greenhouse gases are gases that trap the Suns radiation. Burning fossil fuels, therefore releasing CO2 can make more greenhouse gases effectively warming the Earth. The Sun radiates energy mainly in the ultraviolet and visible. The part that is absorbed helps to heat the Earth, and the Earth the radiates energy back into space. Some of the energy radiated is absorbed by the troposphere heat the Earth. This is known as the greenhouse effect. If we release to many greenhouse gases this will in turn heat the Earth more causing sea levels to rise as the ice caps melt. The rise in sea level will leave low-lying coastal place to disappear under-water. Tom Harbud 01/03/2001 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Sport And Social Class

Sport And Social Class Today sport is seen as a symbol of unity for the young people, something you can do no matter what is your skin color or your social status. In the past the difference between social classes was notable, and often people were not allowed to train or participate in games because of their social status. In his book The Ancient Olympic Games, Judith Swaddling shows us the first social differences in sport. In those Olympics almost everyone was allowed to participate except the slaves, who were counted as items back then and giving any kind of freedom to these people was something unheard of. The big difference between classes back then was shown in the horse racing. In this sport you could participate only with your own horse, and since the one race was long at least 6 tracks the only people who could afford such training, and also to feed both the horse and rider. Also the Olive wreath was not awarded to the jockey, but to the horse owner which discriminated all of the jockey effort. There were also chariot races were chariot were pulled by two or four horses, there the principle remain the same and the horse owners gained all the fame, instead of the hard working jockeys. In the Middle Ages the difference between the rich and poor in the sport continued to grow. The Olympics of that time The Knight Tournaments were allowed only for aristocrats and royals and the poor were not allowed even as spectators. The poor people were left to be in a league of their own. During this period for the rich people the Bowls became one of the biggest sports in the country only because they loved to gamble on it. Also Colf (the today`s Golf) was very popular among the nobles . The peasants mainly trained with the sole purpose to be prepared for war, and this is the biggest reason why sword fighting and archery were so popular back then. ( Medieval Sports (2012). www.middle-ages.org.uk) During the Georgian era the class difference decreased. The main sport played back then was cricket and both rich and poor played it. The main changing factor was gambling to cricket which was something very popular for the rich. Often they hired people from the lower classes to play for their teams in exchange for money. Many of the lower class cricket players were offered work in the Lords mansions. A lot of the richer players were against this, mainly because they believed sport must remain clean, without any financial stimulation to the players. Of course the rich could afford to play and spend the time, but for the poor who needed to work extra hard to get their food this was unbelievable. This is the period when the first disputes between amateurs and professionals came up. In a popular article Sandiford (1983) shows us the difference between the social classes during the Victorian era is increased again. The amateurs (upper-class) were distancing themselves from the lower class professionals. Class distinctions were so big that both sides used different dressing rooms, used different trains to travel and etc. E.J. Tiger Smith of Warwickshire wrote- Even the stands were built with the idea of separating the elite from the multie. There were members pavilions, balconies, grandstands, and open areas-each denoting, trough price and usage, a certain social status. (Sandiford 1983, page 33). The amateurs officially claimed that they do everything because they want to keep the sport clean but, many historians doubt this and claim they dont want their games to attract attention from the lower classes and to be played for fun just between them. Even many clubs organized cricket games between the amateurs and the professionals the difference in the social class stayed many years ahead. The upper and lower class often hated each other and the games where the lower class won were remembered as remarkable. Many people nowadays claim that cricket is so unique game because of the amateurs and the fact that in so many years no one was remembered but the game was still the number 1 sport in the country. Many amateurs actually made money from cricket, by going to different countries on tours and making huge profit from it, but since it was unofficial payment nobody protested. Even until 1952 the difference between crickets remained as the journalist from the Financial Times, Rob Has tings wrote: When Len Hutton led the England team out to field against India at Headingley in the summer of 1952, so becoming the countrys first professional captain, he was quietly cocking a snook at the cricketing establishment. Cricketers in England had, for as long as anyone could remember, being divided by social hierarchy. There were the Gentlemen; and then there were the Players. For the Players, cricket was a living. They were from the working classes and were paid fees to play for their counties and their country. The Gentlemen, on the other hand, were from aristocratic backgrounds and were sufficiently well off to play for the love of the game alone. In his book Rugbys Great Split Tony Collins presents to us one of the biggest social battles in sport. In 1890 the working class clubs from North were in a big conflict with the southern clubs of gentlemen, (the upper class) because they could not turn professionals, and after furious disputes and refuse to step back from both sides. For a long time the working class people in the North liked to play the hacking game of rugby than any other. This sport was among the most popular ones in the north of England and most of the players were workers in the mines or the factories. The dream to play the game they love and get paid for doing this was so close to them, but the rich amateurs from the south were strictly against this and the Rugby Union federation which was located in the south did not let them to accept payments. The rugby players and official from the north decided to start their own league, which will be fully professional and players can be payed for playing their favorite g ame. The rivalry between the working class north and the upper class south increased after this decision. After the new found Rugby League was found mainly from teams from the North many amateurs came there to play for money, and also many northern clubs players and administration workers quit because they still believed in amateurism. This made the Rugby Union league even weaker causing a big problem for the Rugby Union, taking them 18 years to win another international championship.

The Catcher In The Rye: Book Review :: essays research papers

The Catcher In The Rye: Book Review The Catcher In The Rye, written by J.D. Salinger, is a fictional novel that was first published in 1965. The novel takes place in New York City and in Pennsylvania over a duration of four days. This novel tells the story of an emotionally disturbed teenager who has been kicked out of a boarding school. The story is told from the point of view of a teenager who is the narrator of the story. The main character in this novel is Holden Caulfield. He is sixteen years old and serves as the narrator of this novel. Holden does not like anybody or anything around him. He is an emotionally troubled kid and has many problems with his life. Phoebe is Holden's little sister. She is ten years old and lives at home with their parents. Phoebe really admires and loves her big brother, Holden. This novel begins when Holden is in a mental hospital in California. The novel is a flashback of the events over a time period of four days. The flashback starts off when Holden gets kicked out of his boarding school, Pency Prep, because he is failing most of his classes. Holden decides to go into New York City for a couple of days until his parents will be expecting him home for Christmas vacation. Holden goes to bars and meets with friends during this time. On the third night, Holden decides to go and visit his sister, Phoebe. Phoebe is one of the only people that Holden actually loves. Holden talks to Phoebe about his life being a failure. He is trying to understand life and his place in the world. Holden decides that he wants to go see Mr. Antolini, an old teacher, to help him get a better understanding of his life. At Mr. Antolini's home, Holden discusses many of the problems that he is facing. Mr. Antolini tells Holden that he has to learn not to hate everyone around him. He has to learn to love people. Holden is told that he has to think about his future. He has to decide when he is going to start to take life seriously and apply himself in school. Holden's conversation with Mr. Antolini is the climax of the novel. This is the point of the novel when Holden starts to listen and understand his problems. He realizes that it is time he put his life back on the right track. The next day, Holden returns home to his family. Holden is taken directly to a

Anasazi Great Houses of the Chaco Canyon Region Essay -- essays resear

  Ã‚  Ã‚  Ã‚  Ã‚  Native American architecture varies greatly from region to region throughout North America, and was influenced by factors such as climate, kind of community, and the natural environment. Whereas some buildings were designed and constructed for specified functions, others, such as Anasazi great houses, were massive multi-purpose structures. Because great houses from Chaco Canyon are so well preserved, it is possible to have a decent understanding of the structure of Anasazi architecture for analysis. A close examination of the innovative Anasazi great house architecture of the Chaco Canyon region reveals its utilitarian value.   Ã‚  Ã‚  Ã‚  Ã‚  Chaco Canyon, located in northwest New Mexico, is full of plateaus and canyons. Though the area may appear unsuitable for habitation, the Anasazi were able to adapt to this environment by building homes using materials found in abundance around the Chaco Canyon region. (Fig. 1) The apartment style of building of great houses, â€Å"multistoried communal strongholds†1 , began to appear during the late ninth century, dying down into the twelfth century A.D.2 While wood usually had to be imported from a distance, sandstone was readily available and used primarily in this geometric style of architecture. Although no one knows the exact reasons why, the Anasazi moved to create these large complexes now known as great houses, breaking away from previously more traditional pithouse communities. Perhaps it was safer to commune as a large group, protecting themselves from enemies. Another possibility can be seen through examination of the heating and cooling benefit s of the Chaco Canyon great house style of architecture.   Ã‚  Ã‚  Ã‚  Ã‚  Solar energy and climate were major contributing factors in the building plans of Anasazi architecture. The climate can be harsh in the Four Corners region of the country, with extremely hot days and very cool nights, unbearably hot summers, and frigid winters. In order to protect the inhabitants from their environment, the Anasazi architects incorporated their knowledge of the effect of solar energy on building materials, as well as location of the sun in determining how the structures may most efficiently either absorb or reflect heat. â€Å"A southern exposure would have taken advantage of the low, southern winter sun angle, helping keep rooms wa... ...sp;  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pueblo Period in New Mexico.† Journal of Field Archaeology (Winter 1989)   Ã‚  Ã‚  Ã‚  Ã‚  405-25. Schreiber, Stephen D. â€Å"Engineering Feats of the Anasazi: Buildings, Roads, and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dams.† In Anasazi Architecture and American Design, ed. Baker H.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Morrow and V.B. Price, 77-87. Albuquerque: University of New Mexico   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Press, 1997. Stuart, David E. and Susan Moczygemba-McKinsey. Anasazi America: Seventeen   Ã‚  Ã‚  Ã‚  Ã‚  Centuries on the Road from Center Place. Albuquerque: University of New   Ã‚  Ã‚  Ã‚  Ã‚  Mexico Press, 2000. Van Dyke, Ruth M. â€Å"The Chaco Connection: Evaluating Bonito-Style   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Architecture in Outlier Communities.† Journal of Anthropological   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Architecture (December 1999)   Ã‚  Ã‚  Ã‚  Ã‚  471-506.

Employment Problems in the US Essay -- Work Corporation Job Loss Unemp

Employment Problems In The U.S. Downsizing, restructuring, rightsizing, even a term as obscure as census readjustment has been used to describe the plague that has been affecting corporate America for years and has left many of its hardest working employees without work. In the year 2001 we had nearly 1.8 million jub cuts, that’s almost three times as much as the year 2000(Matthew Benz). In the 1990's, one million managers of American corporations with salaries over $40,000 also lost their jobs. In total, Fortune 500 companies have eliminated 4.4 million positions since 1979 including the 65,000 positions cut in February of 2002 (Ellen Florian). Although this downsizing of companies can have many reasons behind it and cannot be avoided at times, there are simple measures a company can take to make the process easier on the laid-off employees and those who survive with the company. There are many reasons why a company might need to downsize. In today's corporate America, it is a plain fact that far fewer employees are necessary to maintain a successful operation. Many times, it is the case where a technological advance or breakthrough makes it possible to replace a previously human job. It is also an all-too-common scenario that outside influences such as sudden shifts in the market or changed government policies force corporate executives to make coinciding decisions regarding their staff and these external changes. The fall in interest rates and energy prices have helped companies control spending in the economic recession, but controlling these costs has taken some of the focus away from there employees and satisfying there wants and needs (Economist Vol. 362). Yet another problem facing the employment of our citizens. Another one of the major problems in today's business world are the salaries being paid to the workers. Since employers are not paying their workers high wages, the workers have little to put back into the economy. Some cities have decided to make mandated pay raises for employees who have been with firms for so many years. It would also guarantee that employees make well above poverty levels to insure that more money is being put back into the economy (Eric Roston). This causes the system to plummet and forces companies to downsize to keep from going under. Wall Street firms cut positions in order to bring the Dow Jones Security ... ...ortunities for growth and skill development. After a restructure, there are many ways an employee can grow vertically and horizontally within their company. Since so many positions are eliminated in such a process, the remaining employees sometimes need to learn new skills and adapt to handling greater amounts of work than ever before. While this may be an inconvenience at first, these skills and abilities can assist these people in future job searches.   Ã‚  Ã‚  Ã‚  Ã‚  The downsizing process is a fact of life. It affects all people from managers to laid off employees and their families as well as those who remain with the company. It is something that will continue to occur with no end in sight. As long as our world market continues to grow, so too will the concept of downsizing grow. This process can lead to psychological problems, and creates anxiety and frustration for those of both ends of it. This is a problem that most likely will not have an easy solution, or at least not any time soon. It is something that we all must deal with in one way or another, and as for the victims of downsizing, the only thing they can do is try to piece their lives back together and hope for the best.

Knowledge Questions for Unit Hsc Essay

As a candidate, make sure you describe and explain your actions. | | | | | | | |Knowledge Questions for Unit HSC 44 | | | | | | | |5 | | | |Who draws up the Code of Practice for Social Care? | | |The General Social Care Council. | | | | | | | |6e | | | |Outline features of systems used in Lincolnshire in respect of confidential reporting of issues of concern. | | | |The council has its own policy which helps to inform on bad practice, difficulties between staff members and complaints ect. This is| | | |the ‘whistle blowing’ policy and it was designed in order to protect those wishing to make a complaint and to avoid such things as | | | |victimization. Although anonymous, complaints are still dealt with the same seriousness as named complaints although it is preferred| | | |that applicants with complaints should not be anonymous. | | | | | | | | | | |7 | | | |When the Children’s act 2004 was published it contained some major changes for the way in which services were to be delivered. Take | | | |one and explain in your own words the advantages this brings for the wellbeing of children and their families. | | | |The Childrens Act 2004 brought about many changes and most significant was the Every Child Matters campaign that runs along side the| | | |2004 act. For the Act itself the main change that helps in the work that I do is the implementation of the CAF. This works in line | | | |with the need for inter-agency working. I think this is one on the most crucial changes of the Act, and as the Victoria Climbie | | | |inquiry showed many agencies were involved with the case and through lack of communication, information sharing and joint working | | | |Victoria Climbie died at the hands of her aunt. One of the many advantages is local authorities drive for inter-agency working. | | |Through this many agencies are trying to change their way of working and with the help of the CAF more agencies are invited to the | | | |first meeting when a child has been shown to have additional needs. On the whole the process is proving to be more focussed on the | | | |child and family and this reduces any stigma for the families as in the past most cases where always referred to social workers. | | |Families and children are now seen more often and social workers can now focus on the more complex and child protection cases. | | | |Through inter-agency wo rking families and children are given the help that meets their needs and reduces the need for long term | | | |involvement. | | | | | | | | | | |8a | | | |Outline the features of the Dfes initiative â€Å"Building a Culture of Participation† | | | |This initiative is led by the government in their commitment to allow children to have a say in how policies affect them and to | | | |contribute to how a service is delivered. By listening to children and young people it ensures that policies and services are | | | |designed around their needs. This leads to better outcomes for children, young people and families. It also allows for policies to | | | |be effectively evaluated and evolve as necessary. | | | | | | | | | | | |9a | | | |Outline the Common Assessment Framework. Explain why this Government initiative has been introduced and its purpose. | | | |The CAF was implemented in 2006 in order to have a universal assessment form that could be used by all agencies and professionals. | | | |This was in line with some of Lord Laming’s recommendations after the Victoria Climbie enquiry. As a universal document it reduces | | | |the need for repetitive assessments and focuses more on the child and family and multi agency working. The CAF process can start at | | | |any time once it has been identified that a child has an additional need. Once agreed all information is shared between the agencies| | | |involved again reducing the chance of a child ‘falling through the system’. As the CAF is aimed at early intervention some one such | | | |as a school teacher can be the lead professional allowing more serious cases to be dealt with by social workers. As children can | | | |often have what was once deemed as minor issues and not warrant the classification as a child in need, through the CAF they are | | | |classed as having additional needs which allows professionals to work with the child and family. Once a child that has been | | | |highlighted as a CAF they can move in and out of the system as identified issues arise. | | | | | | | | | | |9bc | | | |Summarise the targets of the combined health and education initiative â€Å"Healthy schools†. | | | |The national healthy schools programme promotes a whole school approach to health. The programme is a joint initiative between the | | | |department of health and the department for children, schools and families. It aims to deliver benefits for children on improvement | | | |in health, raise pupil achievement, more social inclusion and a closer working between health promotion providers and education | | | |establishments. | | | |The public health white paper choosing health (2004) set a challenging target for 75% of schools to achieve healthy school status by| | | |2009 and for all schools to work towards this target. Through a planned curriculum schools can promote learning and healthy | | | |lifestyle choices. The four core themes within the programme are: | | | |Healthy eating | | | |Physical activity | | | |PSHE | | | |Emotional health and well-being. | | | | | | | | | | | | | |12 | | | |How does the Joint Annual Review shape the way in which Children’s Services are delivered locally. You may wish to discuss | | | |Lincolnshire’s last JAR and comment on how the recent Service restructuring has been a result of this. | | | |The Children’s Act requires joint area reviews to be conducted in each children’s services authority area. The multi-disciplinary | | | |team of inspectors review all services provided to children and young people aged 0 – 19. There are around 42 key judgements which | | | |relate directly to the five outcomes highlighted in the every child matters framework. Through the Lincolnshire JAR report published| | | |in March 2007 it was proved that there was a need for better facilities for all children aged 0 – 19. There are now plans to develop| | | |a further 23 children’s centres by 2008. Through this service restructuring the aim is to shift the balance of services from | | | |interventionist to a preventative approach. The strengthening families will work with partner agencies to deliver the five outcomes | | | |for the every child matters. This is where children’s services as a targeted service interface as part of a universal service. | | | | | | | | | | |16e | | | |Identify the risks to effective working caused by stresses on the work force and recommend what action can be taken. | | | |When work becomes too stressful for an individual it can cause a knock on effect throughout the staff team and the cases in which | | | |the individual is working on. The individual can start to have more days off sick which could cause other staff members to add to | | | |their workload in taking on those individuals cases. Stress can also cause the individual to lose direction and focus in the cases | | | |they work on and this can result in a reduced quality of service for those particular families. | | | |Stress in the work place can be identified early and then reduced by regular supervision. Supervision gives the individual a chance | | | |to discuss their cases and anything that might be causing them to feel stressed. Supervisors are then able to help supervisee’s in | | | |managing there stress before it gets to the point where it affects all that they do. Staff meetings are another opportunity to get | | | |together on a regular basis with other team members as it’s a chance for everyone to discuss their working role as well as any | | | |difficult cases they may have. This gives a chance for positive reinforcement by the manager on the work that is being done and also| | | |a chance to ‘brainstorm’ ideas that might help with the work. | | | | | | | | | | | | | | | |17 | | | |Explain in a short paragraph how the Social Model of disability affects children and their families which you work. | | |The social model of disability says that people are disabled not by their impairment, but by society that does not take account of | | | |their needs and prevents them from having full access to society due to physical, communication and social barriers. A large | | | |majority of the families that I work with fall into the category of being disabled by society. Those families that are most | | | |disadvantaged are those living in poverty. Families face multiple stresses which can affect a child’s needs. If a parent struggles | | | |to provide an adequate environment for a child this will impact on the child’s developments and the parent’s capacity to care for | | | |the child. | | |CHILD A | | | |CHILD B | | | | | | | |No dependence on social security benefits | | | |Household receives multiple enefits | | | | | | | |Two parent family | | | |Single adult household | | | | | | | |Three or fewer children | | | |Four or more children | | | | | | | |White | | | |Mixed ethnic origin | | | | | | | |Owner occupied home | | | |Council or privately rented home | | | | | | | |More room than people | | | |One or more persons per room | | | | | | | | | | | | | | | | | | | |18a/b | | | |See 8a above. | | | | | | | |18d | | | |Using Lincolnshire County Councils Competency framework, explain how you would assist a member of your team to develop skills in | | | |risk management with regards to child protection. You need to be specific to an individual competency. | | |Using competency number 8 –Analysis and Judgement. I would be able to assist the member of staff in the above question. As part | | | |of the competency it requires the individual to look closely at the work they do and how it could be improved. Part of this is | | | |through having a broad range of information about an issue. In this particular instance it would be child protection. This could be | | | |done in-house through regular supervision. This can be through asking the individual to research up to date information and then | | | |having a question answer session on the information they have found. This shows that the indivual has done what is requested and | | | |demonstrates that they have an understanding of the subject that they would then be able to take into their work practice. Another | | | |useful development skill would be to assign the individual to a child protection case that was held by a social worker. The indivual| | | |would gain insight into the process of how child protection is identified and then managed. This hands on approach would give valued| | | |knowledge and development without risk to the family involved. | | | |Finally a child protection training course would be beneficial to the individual to again further develop there knowledge of the | | | |subject. | | | | | | | | | | | | | | |19 | | | |What impact does placement disruption potentially have on the wellbeing of Children In Public Care. You should relate your answer | | | |the recent Government paper ‘Care Matters’ | | | |Most children who end up in care experience multiple moves. It is standard that three or more moves constitutes as placement | | | |stability. Child development theories say that repeated movements jeopardize the opportunity for children to develop secure | | | |attachments with carers and trusting relationships with adults. Children with behaviour problems, prior instability and the age of | | | |the child at placement have all been found to be important factors in placement instability. | | | | | | | | | | | | | | | | | | | | | | |24 | | | |List 3 types of evidence that would be valid in court. Explain your rational behind each one. | | | |1) Video Evidence- For children 14years and under. Also for children classed as a vulnerable witness. Video evidence reduces the | | | |need for a child to be in court and to be face to face with the perpetrator. | | | |2) Court reports – These are factual based evidence which follow a mandatory guideline for completing. | | | |3) Records – Records are an essential source of evidence for investigations and inquiry’s, and may also be used in court | | | |proceedings. Therefore it is essential that any records on a child are clear and accurate and ensure that there is a documented | | | |account of an agency’s or professional’s involvement with a child and/or a family. | | | | | | | | | | |25 | | | |Provide three examples of recording information that might be deemed discriminatory and explain why, in at least one of these | | | |examples, the discrimination might pass without comment. | | |1) The child is ‘missing’ from the record – This doesn’t mean that the child hasn’t been mentioned at all, but that their wishes and| | | |feelings, their views and understanding of their situation, are not recorded. The absence of a child from the record suggests to the| | | |reader that no work has been done with the child, or that the child has not been involved in any work. | | | |2) Facts and opinions are not differentiated – Failing to differentiate between fact and opinions can result in the significance of | | | |some information being overlooked, or opinions becoming accepted as facts and which could influence the management of the case. If | | | |opinions and judgements are not substantiated in the record it can be difficult to explain how these were made to family members who| | | |access the records especially if the case holder who wrote them is no longer working within the agency. | | | |3) The record is not written for sharing. | | | | | | | | | | | | | | | | | | | | | | | | |This account must (except in the case of responses to questions) be authenticated by at least one of the following | |Work products seen | | |List | | |Witnessed by— |Name |Sign |Expert | |Include on witness list | | |Y/N | |I confirm the authenticity of the |Signature of Candidate | |work above |DATE 31. 03. 08 | |I confirm the judgements claimed |Signature of Assessor |TICK IF OBSERVED | |above |DATE | | ———————– EV 5

Impotance of Discipline Essay

Discipline is the basis of the whole universe. The Earth, the Sun, the Moon and other plane s, all are governed by a set of laws to maintain perfect harmony and beauty. There will be chaos without this order. Similarly, discipline is one of the basic requirements of a civilized life. Every society has to set certain norms for its people to maintain peace and order. The strength of a nation lies in discipline. It helps to make progress, fight external invasion and maintain national unity. Citizens of a disciplined nation work in a spirit of cooperation and utility. History tells us that whenever a country is torsi by internal strife, its morale drops and opportunist neighbour often takes advantage of the situation. However, discipline does not mean negation of personal liberty. It means a self- imposed discipline. In a democratic country like India, if people object to a certain law, then they can mobilize public opinion and force the Government to withdraw it. But it is possible only if they do not take the law in their own hands. They must act with restrain and organize peaceful agitation; otherwise there is every possibility of violence and threat to public and national property. The importance of discipline in educational institutions is well-recognized. Unfortunately, we notice that discipline in our schools and colleges has considerably declined, Students are disrespectful to their teachers; they misbehave in the classrooms organize strikes; take the law into their hands. This is certainly an alarming trend. Undoubtedly, it is discontentment that leads to breakdown of law and order. The urgent need of the hour is to make an in-depth study of the education system whether it is still relevant to our needs and growing population. In order to improve the atmosphere in the educational institutions the government must look into the genuine grievances of the teachers and the students. Over-crowded classrooms, poor teaching, poor salaries of the teachers all contribute to indiscipline and discontentment. The rapid growth in our population has led to more students seeking admission. The number of schools and colleges has not increased proportionately. Besides, to check the students from flocking to colleges, there is a need to vocationally education at the 10+2 stage, offer facilities for industrial and technical training after school to help them become self-reliant. This will also check the rising unemployment. Teaching, being a grossly under played job, does not attract the best and dedicated people. This affects the quality of teaching and makes students feel disillusioned. As a result they become restless and start cutting classes. The government has recently taken certain concrete steps to improve the situation. Discipline is the life -breath of the army. Military discipline imposes upon members of the armed forces a certain code of conduct. It demands of its officer’s loyalty to the country, a spirit of fellowship and a readiness to cope with an emergency. No army can fight successfully without discipline. The importance of discipline in the social and political life of a nation is also very great. An element of apathy and resignation has been the cause of our country still being so backward. We have made so much progress in technology and science, but still as people we have not been able to shake off our backwardness. Indians are known for their warmth and friendliness, yet they are narrow-minded, bigoted and indifferent One has only to go to government offices to see it. Workers shirk their duty, they are indifferent to their responsibilities, spend their office hours in canteen and pay no attention either to the long queues of people waiting or to the rising pile of unattended urgent files. Thus, the work accumulates. Both the public and the government suffer for their negligence. It is only when they will impose self-discipline and perform their duty with dedication that things will improve. People create chaos even in public places by their indiscipline behaviour. They show utter lack of order while boarding buses, trains. Out ¬side cinema halls, they promote malpractices in the form of black-marketing of tickets. Eve-teas ¬ing is another example of irresponsible behav ¬iour on the part of our youth. Today, women don’t feel safe in our cities because of unruly behaviour of goondas. In the political sphere also there is a need for discipline. Personal ambition and petty jealousy are the driving force for the men in power. This is a source of great pain to the people. The ruling party itself is divided by internal politics. It cannot set an example for the nation to follow. This has lowered the image of the ruling party in the eyes of the common man. The government must take immediate steps to improve its image and restore people’s faith in the party. This can be achieved only if each party member follows a certain code of ethics. Discipline is important even in the domestic life. Parents must raise their children in congenial atmosphere and teach them the right values. They should set an example for their children by leading orderly and peaceful lives. It is often seen that children from broken homes become very aggressive and indiscipline. They pose a danger to the society. Children must grow in secure, happy homes to become balanced adults, Perhaps the best service to the country lies in an effort of parents to bring up their children in a disciplined manner. Discipline though difficult is essential for personal growth as well as national prosperity. Absence of it can lead to failure, defeat and backwardness. Today in society, it is very important to learn to live in harmony with fellow human beings in a spirit of co-operation and mutual co-existence. All this is possible only if every individual follows a personal code of ethics and the one laid by the law for the prosperity of the nation and the progress of the society.

Destruction Of The First Nations Culture By Indian Residential Schools

The Indian Residential Schools non merely were the cause of much agony to the First Nations people during the 18 and 19 100s, but they have besides extended this agony to all coevalss that have followed. These schools have played a big function in the loss of traditions, linguistic communication, and beliefs that First Nations people held in such high respect through humiliation, force, and isolation. Anglican and Catholic churches managed the Indian Residential Schools from the 1870 ‘s to the early 1980 ‘s by following the legislative authorization that they were given by the Canadian Government ( Meseyton, 2005 ) . Kipling and Stout ( 2003 ) say that â€Å" by 1930, 75 per cent of First Nations kids between the ages of 7 and 15 old ages were enrolled in one of 80 such schools across the state and in the 1940s, attending was expanded to include Inuit kids every bit good † ( p.29 ) . There were about 150, 000 Frist Nations, Inuit, and Metis kids taken from their places and put in Indian Residential Schools ( CBC New, 2009 ) . In Nova Scotia, there was one Residential School for First Nations people, which resided in Shubenacadie. The Shubenacadie Residential School opened in 1930 and it closed its doors in June of 1967 ( Knockwood, 1992, Paul, 2006 ) . The object of the Indian Residential Schools were used as a portion of colonialism to absorb the First Nations people by destructing their civilization, linguistic communication, individuality, history, and spiritualty ( Longboat, 1987 ; Meseyton, 2005 ) . Taking away the First Nations heritage was seen to alter whom they were and do them intermix in to Canadian Society. Battiste ( 1986 ) explains that the Indian Residential Schools were evaluated based on their â€Å" ability to transform the Indian † ( p. 35 ) . This transmutation came with barbarous force and no respect to the kids ‘s self-pride because they were portrayed as barbarians, pagans, heathens and wild Indians ( Knockwood, 1992 ) . The Shubenacadie Residential School followed the Nova Scotia course of study with a few alterations in the faith class and they were besides taught to be ashamed of who they were ( Paul, 2006 ) . Paul ( 2006 ) besides says that the â€Å" kids were taught about all the advantages of Caucasic life and all the immoralities of First Nations ‘ isolation, linguistic communication and civilization † ( p. 283 ) . First Nations kids traveling into the residential schools were non allowed to talk their ain linguistic communication. Knockwood ( 1992 ) says, â€Å" Talking Mi'Kmaw was non permitted in the school because it held kids back in the schoolroom in reading, articulating and composing English † ( p. 26 ) . Taking the kids from their households and coercing them non to talk their linguistic communication was the first stairss in taking away their individuality. Even though the churches and Government made the First Nations people believe that they had a pick to direct their kids to school, this was non the instance. Harmonizing to Daniel Paul ( 2006 ) , because of how the Indian Act was written, the kids were considered wards of the Crown and did non hold Torahs to protect them so households could make nil. Families filled out signifiers to let their kids to go to these schools, but Paul ( 2006 ) says that it did non affair because these signifiers were merely â€Å" window dressings † and the Indian Agents did non necessitate the parents ‘ permission and could make whatever they wanted with the kids. Maltreatment of the First Nations kids was normally used in the Indian Residential Schools for control and assimilation. The kids were forced to give up their individualities through whippings, menaces, and isolation. Isabelle Knockwood ( 1992 ) conducted an interview with Peter Julian, former pupil at the Shubenacadie Residential School, that said by the clip he left the school he was ashamed to talk his ain linguistic communication for the small spot that he could retrieve. Talking the Mi'Kmaw linguistic communication was non the lone thing that brought on maltreatment. Isabelle Knockwood was besides a former pupil of the Shubenacadie Residential School. She can retrieve watching a nun shingle a small miss while shouting, â€Å" Look at me † because the nun did non recognize that direct oculus contact between a kid and an grownup was considered chesty in the native civilization ( Knockwood, 1992, p. 50 ) . The maltreatment made the kids forget about their civilization though fright. Knockwood ( 1992 ) says we â€Å" were forcibly disconnected from everything our parents and seniors had taught us, and everything new was learned in an ambiance of fright † ( p. 50 ) . At times physical and sexual maltreatment was used together. The kids were being sexual abused by the nuns and priest and if they did non follow with it, they would be all in ( Knockwood, 1992 ) . Physical and sexual maltreatment was non the lone signifiers of penalty used in the Indian Residential Schools. As stated earlier, isolation from households were besides used to absorb the First Nations kids. Children were non allowed to see their households frequently and for some they did non acquire to see their households at all because of the going distance to the school. During the Christmas interruption, the kids were forced to remain at the school alternatively of being place with their households ( Knockwood, 1992 ; Paul, 2006 ) . Even though the kids could non travel place for Christmas, they remember lovingly being able to pass it with their siblings that were at the school besides. Knockwood ( 1992 ) remembers this as the merely good thing about Christmas and says, â€Å" we ‘d acquire our nowadayss from place and acquire to sit with our brothers and sisters † ( p. 38 ) . However, Doug Knockwood remembers one Christmas were his male parent travelled to the sc hool to convey Christmas gifts and the nuns refused to let the kids to hold them and made him take the gifts back place ( Knockwood, 1992 ) . Christmas is one of the major vacations where households are near. This was a manner to unplug the bonds between the kids and the parents and take away the felicity associated with it. The kids ‘s gifts were the lone thing left that made them experience like kids. Harmonizing to Knockwood ( 1992 ) , the kids were merely allowed to play with their gifts until January 6 and so they were packed up and ne'er seen once more. Taking these gifts from the kids would be like taking them from their households once more because these gifts were the lone thing every twelvemonth that connected them to and reminded them of their households. Many of the parents besides had trouble accepting that their kids could non come place for Christmas. These parents would compose letters or hire attorneies to acquire their kids place, but all they would have was ill-mannered letters from the school denying them ( Paul, 2006 ) . Other households stuck together as a community to seek to acquire their kids place. Paul ( 2006 ) explains briefly that the Cambridge Reserve hired a adult male to travel to the school to pick their kids up but the Principal would non allow them travel. These are illustrations of how determined the churches and Canadian Government were in absorbing the First Nations people. The Indian Residential Schools did non supply the instruction that other Nova Scotia schools provided. The pupils were taught really basic instruction and the remainder was manual labor ( Knockwood, 1992 ) . Learning merely the basic instruction was so First States people could acquire by life in society by understanding English, but non have excessively much instruction so they obtain callings such as attorney, instructors and physicians. Making them make manual labor was in some manner ‘killing two birds with one rock ‘ . The Government could absorb them into Western Society and non hold to pay anyone to make the manual work at the school. The kids that attended these schools were non trained to make the work and most clip they were in the place to make manual work that was insecure. Knockwood ( 1992 ) describes that many of the kids got physically hurt because they were excessively little or untrained to run the machinery. There was really small clip to make anything merriment at the school. Knockwood ( 1992 ) remembers being able to play baseball and traveling skating. For the kids that attended these schools, keeping on to the memories of these times is what helped them do it through each twenty-four hours. This was one of the times, other than Christmas, that the kids that had brothers or sisters at the school would acquire to see them even for merely a few proceedingss ( Knockwood, 1992 ) . These tactics were ways that the churches and Government thought would insulate the kids and cut bonds with other household members. This was non the lone manner that the Indian Residential Schools managed to deprive First Nations kids of their individuality. The kids did non hold the chance to turn up and see what a normal household life would look like because they were at school for 10 months a twelvemonth with no parental contact other than letters, which were no usage, because they were written in English so the parents could non read them ( CBC News, 2009 ) . This farther goes to demo how isolation was used to take the bonds within the households so they could suit into Canadian society more expeditiously. There were besides residential twenty-four hours schools and some kids were sent away to schools in other states so they would larn to â€Å" reject their traditional cultural ways in favor of the life of the person in the dominant Canadian society † ( Battiste, 1986, p. 36 ) . No affair where the First Nations kids were sent for instruction, the chief result the Canadian Government desired was assimilation of the ‘Indian ‘ . Daniel Paul attended an Indian Day School on the Indian Brook Reserve where assimilation was still in advancement ( Paul, 2006 ) Paul ( 2006 ) recalls his clip in this school and says he â€Å" can non remember any attempt being made – except for a brief mention to basket weaving and other traditional trades – to learn us about heritage and civilization † ( p. 291 ) . The deficiency of instruction of the First Nations heritage and civilization in the Indian twenty-four hours schools was merely another effort of the Canadia n Government to absorb the First Nations people. Assimilation of the First Nations people did non travel like the Canadian Government planned. There are still First Nations people widely spread all across Canada. Did the Indian Residential Schools affect the First Nations civilization and their individuality? Harmonizing to Kipling and Stout ( 2003 ) , the parents that grew up in Indian Residential Schools create what they call â€Å" intergenerational † Survivors by go throughing the injury they experienced down to their kids ( p. 51 ) . The effects of the schools non merely affected the First Nations people in them at the clip but for coevals to come. Kipling and Stout ( 2003 ) explains this to be â€Å" like a pebble dropped in a pool, traumatic effects tend to ruffle outward signifier victims to touch all those who surround them, including kids and grandchildren † ( p. 51 ) . The subsisters of the Indian Residential Schools ne'er had a opportunity to go near with their households and larn what healthy relationships were. Kipling and Stout ( 2003 ) suggest that the force that the subsisters encountered at the schools was used towards their ain kids subsequently in their lives because they did non cognize how to show fondness. This is what causes a rhythm of maltreatment. Unless this rhythm is stopped, every coevals will endure the same sort of force from their parents. The maltreatment can besides stem from defeat. When kids were old plenty they returned place to their parents where they felt like they did non belong because they did non hold the accomplishments to assist their parents out and ended up going ashamed of who they were ( CBC News, 2009 ) . Not everyone experienced the same things in the Indian Residential Schools. Some First Nations people believe they learned valuable accomplishments such as talking English, how to maintain their places in good form, stitching, cookery and praying, while others thought it was the most atrocious topographic point to be ( Knockwood, 1992 ) . Knockwood ( 1992 ) besides explains that some of the pupils thought the whippings were deserved, while some thought it was a safety from place because their parents abused them, and some pupils were the priests and nuns front-runners so they did non endure the penalties. Even though there were some First States people that seen the schools as a good topographic point to be while they were at that place, this did non halt the agony of the First Nations civilization and individuality. The First Nations civilization and linguistic communication are threatened because â€Å" several coevalss of kids holding grown up in a scene where any manifestation of Aboriginality was disparaged and devalued † ( Kipling & A ; Stout, 2003, p. 34 ) . Kipling and Stout ( 2003 ) besides suggest that many subsisters are seeking to get by with both the maltreatment they suffered at the Indian Residential Schools along with the loss of their civilization. First Nations communities need to lodge together to mend if they want to convey back the civilization and linguistic communication of their ascendants. Without the instruction of traditions and linguistic communication, the First Nations individuality will be wholly gone. Randolph Bowers considers himself a Mi'kmaq adult male that is seeking to detect his ain individuality while seeking to assist others understand themselves better by bring outing their ain individuality ( Bowers, 2008 ) . The Indian Residential School did non affect Arbors straight but he states how it affected his household indirectly by stating: My household was non impacted by the residential school epoch straight. We were influenced indirectly. My grandma Honora Elizabeth Richard-Bowers lived during an epoch when the residential schools were enforced in Nova Scotia. For Metis households I suspect there was a changeless fright of authorities functionaries. Foster places, wards of the province, and residential schools were non far distant worlds for comparatively hapless Acadian households. Hiding their Aboriginal lineage was most likely really necessary during the late 1800s and early 1900s ( Arbors, 2008, p.37 ) . This shows that the Frist Nations people did non hold to be forced into an Indian Residential School to be stripped of their civilization and linguistic communication. Some of the households felt giving up their individuality was better than the alternate. Arbors ( 2008 ) goes on to state, â€Å" My experience is of being a non-status Indian turning up in a household that had about lost our connexions to Aboriginal heritage and civilization. There was ever a nothingness in my bosom, a immense portion of me that was losing † ( p. 29 ) . Arbors shows us that cognizing your heritage is of import in cognizing who you are. The grounds proves that the Indian Residential Schools took something from the First Nations people that was really of import to their individuality. It is of import for anyone to cognize who they are and where they came from, but for the First Nations people it is highly of import because happening their individuality though their traditions and linguistic communication aid mend the agony brought on by the Indian Residential Schools. Healing is an of import measure in recovering the civilization and linguistic communication of the First Nations people. Knockwood ( 1992 ) explains that it is of import that the subsisters of the Indian Residential Schools talk with other subsisters to assist with the healing procedure. Moayeri and Smith ( 2010 ) conducted interviews with two First States female parents that were former pupils at the Indian Residential Schools. These adult females have lost their individuality because of the maltreatment they suffered and the isolation they endured. In these interviews, the adult females explained that they were seeking to recover their individuality back by taking some power over their lives ( Moayeri & A ; Smith, 2010 ) . Many pupils are still seeking to mend themselves in one manner or another and with the support of their First Nations communities, the procedure of mending would profit the subsister every bit good as coevalss to come. In decision, the Indian Residential Schools along with other efforts of assimilation of the First Nations heritage, civilization, linguistic communication, and individuality have affected the First Nations people. Arbors ( 2008 ) says, â€Å" We are Canadians, but if we do non cognize where we come from and who we are, we are nil † ( p. 38 ) . Reconnecting with the First Nations communities and larning about their lost heritage will assist mend the agony for the future coevalss of First Nations kids. Reclaiming their individualities will do the First Nations communities stronger to contend any other signifiers of assimilation that may happen in the hereafter.