Examining The Domestic Violence Of Children Social Work Essay Example

Examining The Domestic Violence Of Children Social Work Essay Example Examining The Domestic Violence Of Children Social Work Essay Examining The Domestic Violence Of Children Social Work Essay In a recent instance, the inquiry of specifying the domestic force has arose where was what is meant by the word force in subdivision 177 of the Housing Act 1996. Is it limited to physical contact or does it include other signifiers of violent behavior? The significance of domestic force has been seen in a different position namingly in a broader mode than the definition that has been used. The Court held that domestic force in s. 177 ( 1 ) of the 1996 Act includes physical force, endangering or intimidating behaviors and any other signifier of maltreatment which, straight or indirectly, may give rise to the hazard of injury. Violence is non a term of art. It is capable of bearing several significances and using to many different types of behavior. These can alter and develop over clip. The indispensable inquiry is whether an updated significance is consistent with the statutory intent. Naming the job The different nomenclature used to discourse the issue of kids, immature people and domestic force reflects both turning apprehension of the issue, and the complexness and diverseness of kids and immature people s experiences. Earlier literature, for illustration, often referred to kids who witness force, with the portraiture of kids as silent informants rather common. Recently, the term exposed to force has more often been used, because it is more inclusive and does non do premises about the specific nature of the kids s experiences .[ 2 ] In Australia, the footings experiencing, [ 3 ]affected by, [ 4 ]living with force have progressively been used. These footings emphasise that kids are really much affected by domestic force and indicate that the impacts pervade many facets of their lives. What is progressively clear, peculiarly from qualitative surveies, is that kids and immature people are non simply inactive looker-ons in households where there is domestic force: they are actively involved in seeking to do significance of their experiences and in covering with the hard and terrorizing state of affairss which confront them.[ 5 ] Children s experiences of domestic force Children experience domestic force in countless ways. Some of these may ensue in direct physical injury to the kid. For illustration, force may get down or intensify during a adult female s gestation, with adult females often describing that the maltreater intentionally directed blows at their chests, venters and venereal country while pregnant.[ 6 ] A adult female may be assaulted while keeping an baby in her weaponries, or when seeking to protect her kid from maltreatment by her spouse. A kid or immature individual may be injured when they try to step in to protect a parent who is being assaulted. One-third of the kids in a Western Australian survey[ 7 ]reported holding been hit by their male parents while seeking to support their female parent or to halt the force. A file reappraisal of kids seen in the exigency section of a US kids s infirmary with hurts ensuing from household force ( excepting kids who were victims of direct physical maltreatment ) over a 10 twelvemonth period provides some penetration into the types and forms of hurt to kids who witness force.[ 8 ]The survey identified 139 kids and immature people, runing in age from two hebdomads to 17 old ages. Although the mean age of kids identified was five old ages, about half ( 48 per cent ) of the kids were under two old ages of age ; 10 per cent were younger than one month ; and 33 per cent were younger than one twelvemonth. Twenty-four per cent of the kids received their hurts while trying to step in in a battle. For 57 per cent of the kids, hurts were minor, while for 40 per centum, they were reasonably terrible. Nine per centum required hospital admittance. The writers comment that since the bulk of hurts were minor 1s to the caput or appendages, many such instances with hurts d ue to household force may be overlooked in the absence of direct revelation because such hurts are common in kids. Children and immature people may straight detect force or they may go aware of it in a assortment of ways: they may be in another room and hear what occurs ; they may be woken and hear portion of the force ; they may see the bruising and hurt of their female parents and the broken and damaged belongings when they return from school or wake up in the forenoon. Children and immature people besides live with the effects of force on the wellness and rearing capacity of their female parents. For illustration, domestic force has been associated with increased hazard for adult females developing substance maltreatment jobs[ 9 ]mental ailment wellness[ 10 ]and suicidality.[ 11 ] Children may besides be involved in the force in ways which encourage a sense of duty for the force.[ 12 ]For illustration, the violent incident may happen in the context of statements about the kids[ 13 ]or the maltreater may utilize the kids to hale the female parent to return place: He locked the door and said I had to remain. He said I had to remain with him until Dendranthema grandifloruom decided to populate with him once more but she wo nt. Mum managed to name the constabulary. She grabbed me and we ran to the auto but he ran after us and jumped on the auto to halt us acquiring off. I was so frightened and weeping.[ 14 ] If a adult female separates from her maltreater, the kids may populate with the go oning fright that he will return and that the force will get down once more.[ 15 ]After separation, the kids may happen that, through issues of contact agreements, they move from the fringe to the Centre of the struggle.[ 16 ] Much of the foregoing relates to the experience by kids of physical force towards their female parents: lupus erythematosus is known about the impact on kids of the other facets of domestic force such as verbal and emotional maltreatment, societal isolation, and economic want. Herman ( 1992 )[ 17 ]points out that the well recognized isolation of households in which force occurs does non simply go on , but is enforced by the maltreater as a tactic to keep control over household members. As a effect, the societal lives of abused kids are besides deeply limited by the demand to maintain up visual aspects and continue secretiveness. [ 18 ] The moral force of secretiveness pervades the lives of kids populating with domestic force.[ 19 ]Populating with secretivenesss can be a beginning of shame for kids[ 20 ]and can be a barrier to the development of relationships with equals. Not merely is the secret of force to be kept from those outside the household: Peled ( 1998 )[ 21 ]found that the force was typically non discussed by household members until outside bureaus became involved. If adult females separate from an opprobrious spouse, the secretiveness around the force in the place may be exchanged for secretiveness refering the household s new reference .[ 22 ] Children and immature people may besides see the effects of intercessions, such as the engagement of the constabulary, motion to a safety or to a relation s house. In Australia in 1997/98, 34,663 kids and immature people accompanied victims of domestic force to Supported Accommodation Assistance Program ( SAAP ) services ( Women s Services Network 2000 ) . Sudden, rushed turbulences and alterations in adjustment bring with them break of schooling and important losingss, such as friends, pets, playthings, milieus, activities and athleticss.[ 23 ]Peled ( 1998 )[ 24 ]found from interviews with pre-adolescent kids that the intercession of constabularies and other outside bureaus who labelled their male parent a condemnable marked a major turning point in kids s apprehension of their state of affairss. FORCED MARRIAGE Child MARRIAGE Award BASED VIOLENCE Forced matrimony and alleged honour offense are a misdemeanor of human rights and may be a signifier of domestic and/or sexual force. So-called Honour Based Violence cuts across all civilizations, nationalities, religion groups and communities. Such force transcends national and international boundaries. 1.18 The definition we have adopted for forced matrimony is: A matrimony without the consent of one or both parties and where duress is a factor . A forced matrimony is distinguishable from an ordered matrimony. In ordered matrimonies, although households may take a prima function in taking the spouses, the pick of whether or non to accept to the agreement remains with the possible partners. 1.19 The definition we have adopted in regard to honour offense is: a offense or incident that has or may hold been committed to protect or support the honor of the household and/or community. The simpleness of the definition is non intended in any manner to understate the degrees of force, injury and injury caused by such Acts of the Apostless. We are cognizant that honor offense is a aggregation of patterns, which are used to command behavior within households to protect sensed cultural and spiritual Hertz Policy for Prosecuting Cases of Domestic Violence beliefs and/or honor. Such force can happen when culprits perceive that a relation has shamed their household and/or their community by interrupting their honor codification. 1.20 We will guarantee that when sing instances of domestic force we will be aware that victims may be subjected to coerce from households, friends and communities within this context. Domestic VIOLENCE: Impact ON CHILDREN IN UK In most instances, it has been recorded that these kids and immature people who had been populating, witnessing or been involved with the domestic force are of certain types of behaviour. They tend to take a life which is off from the norms of other kids and immature people. Their attitude and behaviour has been impacted by the domestic force which can be seen in sociological and psychological mode. This is a forceful impact on them as this disrupts their normal childhood every bit good as their schooling and academic making. Consequence on Behaviors: Internalization and societal acquisition theory Emotional and psychological The first impact that can be clearly seen on kids and immature people who face domestic force is that they are disturbed emotionally compared to other normal life taking kids. The trauma experience that they face at place will be a major function in their unnatural emotional attitude. This can be witness as this group of people will be given to be more aggressive in their interaction and communicating as their look is ever a great nuisance for those around them. The domestic force could do these kids and immature people the common job of anxiousness[ 25 ], societal backdown[ 26 ]and depression.[ 27 ] It is our ignorance to presume that the kid or a immature individual is of quiet character when the bash non interact much compared to other normal groups. The silence maintained by those kids and immature people is dude to emphasize and emotional jobs which they face at place.[ 28 ]The ignorance of people around them where no 1 bothers or realizes of these kids will decline the state of affairs when they feel isolated. The kid is immatureness is covering with the emotions and jobs added with deficiency of concern on them leads them to traumatic and clinical concern. This is agreed with a rese arch[ 29 ]done on kids of battered adult female where it showed that 68 % of the preschool kids and 53 % of school age kids had depression that is a clinical concern.[ 30 ] The depression comprised of anxiousness, societal backdown and depression that they are traveling through are of the same depression that the abused female parent goes through.[ 31 ]Home Office[ 32 ]shows that 75 % of these victims are of depression which is a clinical concern. They have the fright of when will the culprit attack them following and a strong letdown that they are non able to get away this maltreatment upon them and salvage their kids out of it. This opprobrious environment leads the kids and immature people to a deep emphasis, depression and anxiousness where they will get down to avoid societal environment, they ever want to be unnoticed, questioned about their personal life and ever retreat from everything that makes others recognize of their presence. The type of behaviour that a kid has due to the impact of domestic force is of anxiousness, societal backdown and depression. The unsupportive environment at place is the root cause for their psychological and emotional alteration. Anxiety The restless head about what will go on next in the house, when the maltreater will assail following and who will be victimized is all about the anxiousness being faced by the kids and immature people. The object at place which had been apparent of force including broken furniture, blood stained rugs and walls, contusions physically earlier are a great reminder for kids and immature people to fear of what would go on following. Will they be attacked once more and will it ache more are of unstoppable inquiry which run in their heads which shows the kids are off from their ego control.[ 33 ] Silence and backdown Bing soundless and non acquiring involved in anything around them are the best manner possible that any kid or immature people would utilize to acquire rid of being abused violently or their household members are being violated. This show the kid is soundless and withdrawn. This can be taught verbally and/or visually through associatory acquisition agencies.[ 34 ] The thought can be clearly visualised as in the kid ever witness the reaction given by their victim in two ways either the maltreater violently attacks the victim where the victims remains soundless to avoid controversial. This is besides give positive comments that the maltreatment being made will stop earlier due to the silence and withdrawal attitude possess by the victim. This will quiet down the culprit from go oning to move more sharply. However the one more reaction given by the household member which is being abused is to contend back the culprit where the maltreatment is worsen by the battle back. The force does non halt but go on and attacked worse than earlier as the culprit gets more angry when the victim travel against him. The addition of force make the kids to come to a decision that lone silence and backdown will salvage them from acquiring into any of the problem. They prefer non to travel against anyone in the hope that they will non be attacked or will be less attacked by the maltreater. This shows a great impact of domestic force on kids and immature people s behavior. Depression the depression may originate for kids and immature people when they feel that they are less of import among others, feelings of powerless and feelings of unable to salvage their household members particularly mother from being abused. This depression may traumatise them particularly when they do non acquire a proper internal and external supports.[ 35 ]It could be applied that the behaviours they learn are applied to societal larning theory when it is observed a norms.[ 36 ]This could be seen as an illustration where these kids will utilize the norms that they witness in their day-to-day life as theoretical accounts to take their life as that s the lone cognition they have and experience have approximately. Such as the depression, backdown, silence, anxiousness and soundlessness where they learn from what they witness by their household members particularly their female parent are being followed by these kids and immature people. The easiest reply for this as they have no chance is s ing a better norm or behaviour. Social acquisition can besides be applied by detecting an existent activity and seeing what it achieves which is sometimes referred to as associatory acquisition.[ 37 ]This has been a great illustration for kids as they see their female parent who is being abused remain soundless to avoid farther maltreatment or its less likely to happen. A instance survey which demonstrates this sort of social larning behavior has been highlighted by a instance brought frontward to the Domestic Violence Integrated Response Project ( DVIRP ) ,[ 38 ]a support web based in the East Midlands ( UK ) which offers supports including the Break-Thru programme for kids aged 7-16 old ages who have witnessed and or experienced domestic force. An 8 twelvemonth old male child was referred to the Break-Thru programme for curative Sessionss after he had witnessed domestic force. The male child stated that every clip his male parent hits his female parent, he would be hit every bit good if he tries to support his female parent. So due to avoid from being attack by his male parent, he would remain in the upstairs and stay silence by merely listening to the maltreatment made to his female parent. This shows domestic force ha a great impact of kids and immature people as in act uponing them to remain quiet, retreating from hard state of affairss as they learn this method is the best to cut down and avoid problem. Effectss on behavior: Externalization and societal acquisition theory The impact of domestic force has on kids and immature people do consequence their behavior in an externalized mode[ 39 ]where they behave in aggressive, hostile, riotous and anti- societal behaviors compared to kids from non-violent places, similar to that of the culprit largely who is considered as male. Aggresive All this piece, it has been seen how the kids and immature people are influenced in a hapless mode where they are being timid and avoiding all the problems by being silence and withdrawing in all fortunes. However there is besides another manner domestic force could give impact on kids and immature people, they can be aggressive as in antonym to what the behavioural above. There are those kids and immature people who copy and follow the behavioral of culprit s behaviour. This made them to move up every bit aggressive where it shows societal larning theory of aggressive behavior[ 40 ]where the kids use this method to accomplish whatever they want. The kids and immature people will get down to utilize force on the weak side to derive their penchant as a followers of what the culprit usage on their female parent to derive high quality.[ 41 ] However it has besides been researched that these kids externalization behaviour of aggressiveness does vary harmonizing to alterations of topographic points like in school, place, friendly relationship and accommodation to topographic points[ 42 ]they live compared to those populating with the culprits without any alterations in their milieus. Copying the maltreatment behavior of parents It has been seen in the research[ 43 ]done that most kids and immature people who are of externalised behavior of aggressiveness considers and follow the root of their culprits behaviour which they witness at place. They will seek to copy and pattern this violent behavior.[ 44 ]Similar results of experimental acquisition have been found in other surveies and research environing the effects of domestic force upon behavior. The instance survey sing the 8year old male child brought frontward by DVIRP, as discussed antecedently, highlighted that the male child displayed externalised behaviors including choler for which he had no mercantile establishment ; this resulted in him copying his male parent s behavior and being aggressive by hitting his Dendranthema grandifloruom and interrupting family ownerships. This instance, along with other such instances which are demonstrated through research by the likes of McGee ( 2000 )[ 45 ]and Abrahams ( 1994 )[ 46 ], highlight that kids s function theoretical accounts ( parents ) do to a great extent act upon behaviors ; if the kid had non witnessed his male parent s violent behavior he may non hold externalised aggression, he may hold been able to spread his choler through alternate methods. Affects equals relationship Those kids and immature people who are affected by this type of behaviors are type of group where they like to decide their interpersonal troubles in an aggressive manner. This is due to the life of them where they lived in place of heightened ill will. This could be seen clearly when they pattern those attitude among their equals where they use manner of aggression and ill will where they learn from culprits at place.[ 47 ]The interaction between the equals of this group of kids affecting less friendship but more of laterality by the domestic violent affected kid as they prefer to utilize force instead than proper communicating compared to others. Drug and intoxicant maltreatment The impact that domestic force has on the kids and immature people can take to usage of drugs and intoxicant maltreatment.[ 48 ] Runing off Juvenile delinquency this could be seen in the recent instance where media attending surrounded the Edlington onslaught where dangerous bodily injury with purpose was committed by two male childs aged 10 and 11. The barrister on the instance has explained good that this utmost behavior done was caused by what they had witnessed at place by the utmost force and condemnable behavior of the parents of domestic force. This kids were defended by great points which was brought by the barrister that the kids are of toxic place life where the informant extreme threaten which was put frontward by their male parent including threating to slit their female parents face to spots with a knife.[ 49 ] However it could be argued that it was non confirmed that the utmost behavior of the kids are due to the impact of domestic force in that peculiar instance. To see in a broader graduated table, it is non an issue to knock on what graduated table that these hostile behavior is of whether it is a low graduated table degree or utmost degree. It is important that they are to be impacting the ulterior phase of the life which includes the equal socialization, school acquisition and ego development during the childhood.[ 50 ] Violent behavior in grownup relationship The research workers have focused on the impact of domestic force on kids and immature people as they make passages into maturity where most theories have explained that they tend to hold cycle of force [ 51 ]subsequently on their life as an grownup due to the experiences of domestic force as kids and immature people. This is due to the attitude of projecting the violent and opprobrious behavior while childhood.[ 52 ] The behavioral impacts of domestic force on instruction and the school response 4.1 Overview Education is widely accepted as to hike economic and societal capital as in to keep one s life. It is widely understood accepted by the society that mandatory instruction is a must for kids and immature people. This is due to the system which emphasises on societal accomplishments ( interacting with equals, coachs, affecting in treatments ) , moral and cultural cognition ( through larning History, Music ) , administration accomplishments ( cues in conformity, deadlines and school uniforms ) and academic accomplishments ( through Maths and Science ) which will be a prima way for them for a successful life way. The kids who are non able to get by up with the instruction norms by truanting and excepting themselves will be a great concern for parents and instructors.[ 53 ] Domestic force does non enforce direct impact on kids as per researches done, though the impacts are instead limited yet of great significance. However it has been proved relevantly that domestic force does give negative impacts on kids and immature people in societal scenes which include school.[ 54 ] Pro societal behavior is seen in kids and immature people when the household scene is of positive[ 55 ]and negative consequence is seen in those of hapless household fond regard and negative household relationship between kid and parents.[ 56 ] It is agreed that kids and immature people of domestic force background are more likely to be involved in negative behaviors outside place which increase the chance of school troubles. It is easy to state that the domestic force impact affects the kids and immature people variously when they do non conform with the instruction system and unable to accomplish proper academic making. Those impacts include increased hazard of ulterior employment issues,[ 57 ]engagement in offense[ 58 ]and mental wellness jobs.[ 59 ]It is non to discourse the current impact s of domestic force After analyzing the possible effects of witnessing domestic force on the kid s behavior in the old chapter, this chapter shall concentrate on analyzing the effects that these negative internalised and externalised behaviors have on the kid s instruction Internalised and externalised behaviors: Impact on schooling Learning As seen earlier those kids who have been affected psychologically and emotionally by domestic force have internalised behaviors of anxiousness, societal backdown and depression, and externalised behaviors of a riotous and aggressive nature compared to normal life taking groups.[ 60 ] Largely these type of affected kids and immature people are non able to command their behavior from societal scenes outside their place where they will hold jobs in grownup relationship, aggressive or hapless communicating with equals, low rate of concentration in school and overall hapless accomplishments in school.[ 61 ] Ill handling others The aggressiveness which shown by these group of people is the result of the procedure of domestic force at place. Ones these kids are placed outside of their place frame, they are ungratified of what might b go oning to their abused parent while they are non present at place. This state of affairs increases the badness where they will ill handle those people around them in schools.[ 62 ] And if [ Dad ] round Mum up I would be at school thought .What if I go place and Mum is nt at that place? What if something s happened?[ 63 ] Lose concentration in school activities Domestic force has affected the concentration and engagement in school activities where kids and immature people has internalised behaviors of fright and anxiousness.[ 64 ]Those who are traumatised and suffer domestic force are most likely to be withdrawn from category and their head are wholly disconnected from the environment they are where this consequences in non concentrating on what has been taught to them.[ 65 ] Unable survey at place This state of affairs adds up to troubles for those kids and immature people from place survey and revising their topics as they do non happen a peaceable environment at place due to domestic force. This gives a great impact on the kids s potency in accomplishing academically. Traumatic It could be added that these kids would besides impact other pupils in category and instructors as domestic force does do harm to their learning procedure.[ 66 ]That type of kids and immature people will be seen as disturbing and troublesome by the equals and instructors as these may be consequence of Post-Traumatic Stress.[ 67 ] whenever I hear the instructor cheering, I merely used to cover my ears cause I do nt desire to hear no one cheering it was like bells pealing in my caput [ 68 ] At times, it could be seen that these kids and immature people would move up in aggressive and illicit mode towards the equals and instructor as in defeat due to the reaction, remarks, tone which was expressed by them reminds of the culprit did in procedure of maltreatment they witness at place. This illustrates how domestic force can be damaging to the communicative accomplishments of kids and immature people because they gain distorted perceptual experiences of the purposes, feelings, and behaviors of others [ 69 ]within the school environment. Social Exclusion and Impact on Attendance Affecting equals interaction in school Not merely are kids likely to endure academically because of their behavioral symptoms, their relationships with equals and other grownups are besides likely to be affected. Internalised behaviors such as depression, anxiousness and backdown are symptoms which can except the kid or immature individual from their equals ; their post-traumatic symptoms or behaviors may acutely upset a developing close relationship with a best friend, make a sense of isolation from equals, or lead to societal banishment .[ 70 ]This social banishment is further increased when kids have to travel schools because they need to be re-housed or take shelter in a adult females s safety off from their violent place. This disjunction from both the academic and societal life at school may take kids and immature people who have been traumatised at place ( in this instance by domestic force ) to go socially excluded from the norms of school life. Truancy Social exclusion may act upon attending rates as some kids ( changing between ages ) who become socially excluded from their equals and school patterns may truant by remaining at place or even roll the streets. Harmonizing to research on th

Compound-Complex Sentence Worksheet

Compound-Complex Sentence Worksheet There are three types of sentences in English: Simple, compound and complex sentences. This worksheet focuses on writing compound-complex sentences and is ideal for advanced level classes. Teachers can feel free to print out this page to use in class. Understanding Compound-Complex Sentences Compound-complex sentences are sentences that contain two independent clauses and one or more dependent clauses. They are more complicated than compound sentences or complex sentences as they combine the two styles. Learning to write compound-complex sentences is an advanced level English learning task. Make sure you understand both compound and complex sentences before you begin to study the compound-complex sentences. Coordinating Conjunctions Compound sentences use coordinating conjunctions also known as FANBOYS (for, and, nor, but, or, yet, so) to connect two simple sentences. Remember to place a comma before the coordinating conjunction. Here are two compound sentences as examples to review. I would like to read the book, but its not available.Janet is going to visit her grandparents, and shes going to a meeting. Complex Sentences Adverb Clauses Complex sentences combine one dependent and one independent clause through the use of subordinating conjunctions such as because, though, as, while, if, etc these are also known as dependent adverb clauses. Here are two complex sentences as examples to review. Notice how the two sentences are similar in meaning to the two compound sentences. Though its not available, Id like to read the book.Janet is going to a meeting after she has visited her grandparents. Remember that the dependent clause can be placed at the beginning or the end of the sentence. When placing the dependent clause at the beginning of the sentence, use a comma. Complex Sentences Using Relative Clauses Complex sentences also use relative clauses using relative pronouns (who, which, that, etc.) as the independent clause to modify a noun or noun phrase. Relative clauses are also known as dependent adjective clauses. I would like to read the book which was written by John Handy.Jane is going to visit her grandparents who live in Boston. Combining the Two Most compound-complex sentences contain coordinating conjunction and an adverb or relative clause. Here are examples combining the previous sentences to write compound-complex sentences. I would like to read the book which was written by John Handy, but its not available.Jane is going to a meeting after she has visited her grandparents who live in Boston. Compound-Complex Sentence Worksheet Combine the sentences  to make one compound-complex sentence. Susan teaches the kids who live in the neighborhood. They meet in the evenings after she comes home from work.The doctor wants to prescribe physical therapy, and he asked me to see a specialist. He recommended Dr. Smith.Anthony told us about the assembly of the products. Unfortunately, he didnt tell us about where they were made.We managed to finish the exercise on time  and passed the exam. However, it was very difficult.The man spoke little English. Mary understood him, but couldnt help.We didnt have much time, so we didnt read the final chapter. However, we still enjoyed the book.We will miss our father greatly. He taught us many lessons. Those lessons have helped us succeed in life.The eagles attract many tourists. They live in the local mountain range. Unfortunately, the politicians still refuse to protect them.We finished our work early, so we decided to go out for a drink. We went to Allans Pub.The students who attended the university went on strike. They protested the tuiti on hikes. Sandy wanted to ask her uncle questions about his experiences. Her uncle fought in WW II.The boys refused to ask the teacher any questions. They failed the exam.I dont like the food. The staff prepares the food. I also do not like their unfriendly attitude.Sheila loves red. The Mustang is red, but she might wait a few months.He can join us if he asks the man who invited us to the party. He can also stay home. Answers There are other variations that are possible than those provided in the answers. Ask your  teacher for other ways  to connect these to write complex sentences. Susan teaches the kids who live in the neighborhood in the evenings after she comes home from work.The doctor wants to prescribe physical  therapy, and he wants me to see Dr. Smith whom he recommended.Anthony instructed us on how the products are assembled, but he failed to tell us where they were made.Although the exercise was difficult, we managed to finish it on time, so we passed the exam.Mary understood the man who spoke little English, but she was unable to help him.Because we had limited time, we didnt read the final chapter, yet we still enjoyed the book.Our father taught us many lessons which helped us succeed in life, and we will miss him greatly.The eagles which live in the local mountain range attract many tourists, but the local politicians still refuse to protect them.As we had finished our work early, we decided to go out for a drink, so we went to Allans Pub.The students who attended the university went on strike, for they protested the tuition hikes.Sandy never met her uncle who had fought in WW II, yet she wanted to ask him about his experiences. The boys refused to ask the teacher who had instructed them any questions, so they failed the exam.I dont enjoy the food which is prepared by the staff, nor do I appreciate their unfriendly attitude.As she loves red, Sheila wants to buy the Mustang, or she wants to wait for a few months.If he wants to join us, he needs to ask the man who invited us to the party, or he can stay home.

Human Resource Development in UK Essay Example | Topics and Well Written Essays - 1500 words

Human Resource Development in UK - Essay Example It is necessary for the professional stage to have skilled people with the required talent. It can be made possible to obtain such skill by buying them from outside the organization; that is, recruitment. However, it is also possible to achieve this by training and developing the present employees. Human Resource Development (HRD) is a planned approach that is used in order to invest in human capital. The reason that HRD is important is that one of the most essential factors for the development of a successful industry in the UK happens to the investment is skills. It draws on other human resource processes, for example resourcing and performance evaluation, so that the real and probable talent can be recognized. HRD presents a structure for self-development, training courses and career progression so that an organization's future skill requirements can be met with. In order to respond to restriction against the job market, there should be human capital development in the form of education and skills training. It is possible that some skills are scarce even when there is high employment. Newswire Today reports that in 2007 a report was issued by the British Chambers of Commerce (BCC) entitled "UK Skills: Making the Grade". This report was based on a survey of over 300 employers. According to this report, 55% of the employers who were evaluated are finding it more difficult to employ skilled workers now as compared to five years ago. In order to deal with this problem, in the same year the UK Government announced a major expansion in skills investment for England of over 11 billion for each of the next three years. Total spending on learning and skills is likely to increase to 12.3 billion a year by 2010/11. This compares with the 6.5 billion spent in 2001/02 (Department for Innovation, Universities & Skills, n.d.). A lot of disparity is present education and training levels of different countries. For example, in Germany they consider technology and production as high status activities. For them to succeed in such areas they have to have a high level of technical training. Thus, German businesses feel greater importance to technical advantage than, say, those in the UK. In the UK not only technology is important but other areas as well, even the ones unconnected to the engineering and technical side. One example can be the Film Industry. It is only recently that the Film Industry has been credited but nonetheless, it is fact that the UK has tried to make it successful. For this, the Film Industry Training Board has been set up. The aim of the board is to improve skills development in the UK film industry. This is only the first industrial training board that has been set up in around 20 years. Industry Training Boards are constitutional organizations that were set up

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Rubber - Research Paper Example â€Å"Rubber is also useful as an adhesive, a coating composition, a fiber, a moulding compound and an electrical insulator.† (Rubber)Apart from natural rubber, artificial rubber also invented later. The history and background of rubber can be an interesting topic because of the conspiracy about the origin of rubber. â€Å"Until recently, modern thinkers believed rubber originated in 19th century Europe. According to a Tech Talk article published by Massachusetts Institute of Technology on Wednesday, July 14, 1999, Professor Dorothy Hosler, Assistant Professor Sandra Burkett and an undergraduate named Michael Tarkanian learned that the Mayan people in ancient Mesoamerica made and used rubber as long ago as 1600 BCE.† (Snider) Though the extensive use of rubber just like at present was not known to the Mesoamericans. The first use for rubber was an eraser. It was Magellan, a descendent of the famous Portuguese navigator, who suggested this use (Brief History & Introduction of Rubber) Still rubber is used as an eraser and there are not much substitutes or competition for rubber in this area also. In fact the peculiar thing about rubber is that there is no substitute for many uses of rubber. For example, for tire making, tube making or for an eraser making we don’t have any other subs tances to replace rubber. In 1839, Charles Goodyear accidentally dropped rubber and sulfur on a hot stovetop, causing it to char like leather yet remain plastic and elastic. Vulcanization, a refined version of this process, transformed the white sap from the bark of the Hevea tree into an essential product for the industrial age (Butler) The modern methods of vulcanization of rubber has invented later. The vulcanization character of rubber is made use in the making of tires, tubes and many other material manufacturing. Vulcanization makes rubber material harder, much more durable and also more resistant to chemical attack. Vulcanization of rubber is done by mixing of

Understanding the Punk Rock Culture Essay Example for Free

Understanding the Punk Rock Culture Essay Music has become one of the most effective and influential tools in various cultures all over the world. For several years, it has evolved into different kinds of genre such as opera music, hip hop, rap, RB, grunge rock, metal rock, death rock, emo rock, alternative music and techno music. Aside from these types of music, there is this style that is quite enthralling compared to those of its varieties. Some thinks that it is a movement for rebellion; others perceive it as a form of free thinking. Anyhow, it just seem to be misunderstood. These opinions refer to Punk Rock and its culture. In order to further discuss the fascinating facts about it, the history of Punk Music should be known first. The initial form of punk rock, named protopunk in retrospect, began as a garage rock revival in the northeastern United States of America in the late 1960s. In this year, Punk Rock is said to be seen as the primitive guitar-based rock and roll of bands in the United States. During the years of 1970’s the evolution of Punk Rock started occurring in the said state. This music referred to the anti-establishment movement between the years of 1970-1980. Punk rock, by contrast, accentuated simplicity of musical organization, moving with a principle called â€Å"Do it yourself† (DIY). This stated that any person could establish a punk rock band. With its distinguishing fast beats and hard-edged music, Punk Rock has proliferated into other cities and countries such as the United Kingdom and London. It has also evolved into different types such as hardcore punk, street punk, skate punk and the likes. From the time of the beginning of Punk Rock, several major label record companies have thought of trying profit from underground punk culture. The only hindrance was that these companies felt that promoting such underground music would not sell and would only give negative reputation to them. Most of the songs of Punk Rock are written to influence the public with political views, social awareness, reform, or just about the band’s own experiences. Their ideologies as Punk musicians are also used as themes of their compositions. It was a dystopian style of music which was originally similar to underground, minimalist rock and roll and later evolved into more diverse form of music. Most punk rock songs are made short, uncomplicated and is arranged using moderately few chords compared to other varieties of music. It is usually performed in small bands rather by solo musicians. Punk bands, in most of the time, consist of a singer who could also be one of the instrumentalists, one or two overdriven electric guitarists, an electric bass player and a drummer. The vocals typically includes shouted slogans, chants and choruses rather than charming, harmonic ones that most pop bands usually use to catch the audience’s attention. Punk also had ways to get the attention of the public. Seeing through their method of using outrageous clothing, hairstyles, tattoos, jewelries and other body modification would tend to create misunderstandings or misjudgments about them. The early punk fashion included ripped clothes, razor blades, safety pins, tape, marker or paint. Some wore leather, vinyl and rubber clothing, tight jeans, plaid trousers, skirts, t-shirts and leather jacket. Their hairstyle could rather be a Mohawk-styled, spiked, skin-headed, or dyed. Other hardcore punks in the post-1980’s who were against this kind of fashion preferred wearing only plain white t-shirts and jeans. These punks made an argument that punk should just be a classified in terms of music or ideology. Their fashion sense also depended on their way of thinking or perceiving matters. In a community of Punks, the number of male followers was said to be larger than the female followers. Compared to some alternative cultures, punk was closer to being gender equalist in terms of its philosophy. Ironically, almost all were white during those moments, even though they live by an anti-racism ideology. They were fond of organizing local music scenes to gather all punks coming from the different sides of earth. Punks had their way of showing their aesthetical views. Punk art was usually minimalistic, iconoclastic, satirical and very underground. Themes varied from different political issues such as social injustice, economic inequality, etc. Their artworks were showcased in album covers, flyers and punk zines which were made in an underground press. Black and white artworks were the early types of produced punk art. Punks had their own way of dancing too. Pogo dancing and moshing were dance styles associated with punk subculture. There were also punk-themed films produced. Music videos and skate videos were some of the common skate-themed films created. Some of the original footage of punk bands was used in documentaries. Punks also had their own viewpoints to consider. Punk-related ideologies were mostly about individualism, freedom and anti-establishment. Other common ideologies were concerned with anti-authoritarianism, DIY ethic, direct action, non-conformity, anti-racism, anti-capitalism, anti-sexism, anti-homophobia, environmentalism, animal rights, veganism, nihilism which was based on their unconcern for the present and their disaffection from both middle and working class principles and the likes. Punk nihilism was expressed in the use of more self-destructive substances like heroin or methamphetamine and by the principle regarding mutilation of the body that made use of razor blades. Punk had a lasting influence on all popular music, and a flourishing subculture can still be found almost anywhere in the United States. Different kinds of music were influenced by Punk Rock; Punk Rock was also influenced by other forms of music. Glam Rock had a huge influence in protopunk, early punk and glam punk. Punk and heavy metal subcultures shared similarities. Metal scenes hand an influence on protopunk. Punk and Hip hop emerged at the same time in New York and shared similarities in their subcultures. In the punk and hardcore subcultures, members or the scene are often evaluated in terms of the genuineness of their dedication to the standards or philosophies of the scene, which may range from political beliefs, social issues, etc. There truly were things that are very unlikely in a Punk’s lifestyle. This was the reason why they are misunderstood. In an instance, in a photography gallery opening during a fieldwork, there was a jazz guitarist who created a positive atmosphere for the listeners. The music was appropriate for the setting; it was used to enhance the art being shown. As people would stare into the photography, the reception of the pieces they were looking at would change with the songs. You could feel moods shift and receptions of pieces move with the change of a song. The music unintentionally helped guide people for how to feel. In the same way punk rock music fuels the fire of its subculture. The speed of the music energized the young followers, and its lyrics preached a philosophy to deviate. The music sounded different and the people acted different, the bawdy lyrics were transferred into real life. Any music could have an effect to the listeners. Music is the only thing that is constant in life. Music sets the mood of the audiences and influences their different points of view. Those who share the same preferences are likely to have the same types of music or clothing. Compared to other types of genre, Punk Rock music is one of the most enthralling and extreme kind. With Punk Culture’s out of this world principles, lifestyle and preferences, other people would find it unfavorable and bizarre. People who do not appreciate punk music seem to have an impression that punks are very pessimistic about reality. They seem to oppose almost all social issues and exaggerate all matters in life. From the population of individuals all over the world, the followers of Punk Culture and Punk Rock Music only hold few of it. That is why they seem quite extraordinary compared to other individuals. Punks would always be misunderstood and misinterpreted by people especially those who are not aware of the history of Punk Culture. They are more inclined to have the same opinion with the thoughts of individualism and an anti-establishment mindset. Punks are seemed to be the non-conformists of the world. They are the ones who are not frightened of striking out in audacious new directions. They show how brave they are to people by fighting for their own ideologies and by not worrying what others would think of regarding their physical appearance, social status, inclinations and extreme principles. They may appear as though they are overstating things and that they are quite close-minded, but that is how they wanted to be perceived. Even though Punks contain bizarre practices, they still are people who could change depending on the circumstances and environment. Music is just one of the many things that could change the perceptions of individuals. It just so happened that Punks could relate to the principles of Punk Rock Music and Culture.

Frankenstien And The Misanthrope Essay -- essays research papers

According to the American Heritage Dictionary, one meaning of "to rebel" is "to resist or defy any authority or any authority or generally accepted convention." With this definition in mind I consider Victor Frankenstein a rebel. In Mary Shelly's Frankenstein Victor Frankenstein rebels against divinity. Growing up, Victor was fascinated by all types of sciences. He began studying natural sciences while attending the University of Ingolstadt. Hoping that he could discover how to overcome death and decay, Victor began an intense course of study "discovering the cause of generation and life†¦[he] became capable of bestowing animation upon lifeless matter"(51). After years of effort his creating was complete, but ended up being a disaster. As soon as the creature comes to life and victor looks into its eyes, he is "Unable to endure the aspect of the being [he] had created, [he] rushed out of the room"(56). The consequences of this rebelli on had a major impact of the rest of Victor's life. His Creature kills his brother William, his dearest friend Henry Clerval, and the person he cares most for his wife Elizabeth Lavenza. "One by One my friends were snatched away; I was left desolate"(188). Alceste in The Misanthrope and Stephen Dedalus in A Portrait of the Artist as a Young Man can also be considered rebels. In Joyce's novel, A Portrait of the Artist as a Young Man, Stephen Dedalus is a character ...

Investigation into transition metals as catalysts Essay

Hydrogen peroxide decomposes slowly to form water and oxygen gas. Transition metal oxides will catalyse this reaction. A catalyst speeds up a reaction without being used up. The best catalyst for a reaction increases the rate of reaction the most. The rate of reaction can be measured by the amount of product formed divided by the time of the reaction. If 40 ml of oxygen were produced in 30 seconds (0. 5min), then the rate of reaction would be 80 ml/min. Planning- the apparatus available will be: 20 volume hydrogen peroxide solution (irritant), copper dioxide (harmful), iron oxide, manganese dioxide (harmful), spatulas, ele4ctronic balance, measuring cylinder, trough (water bath), stop watch, thistle funnel, delivery tube, bungs to take funnel and tube, boiling tubes. Safety Precautions   Wear goggles.   Make sure that the hydrogen peroxide does not make contact with skin and/or hair.   Wipe bench thoroughly after experiment. Variables Each catalyst should be tested twice, however the catalyst should be altered after each experiment. Constants. Volume/concentration of hydrogen peroxide (10cm3 of 20 vol. hydrogen peroxide + 10cm3 of water).   Amount of each catalyst (1g).   Time left for/intervals at which gas is measured (every 5 seconds for 50 seconds).   Same general apparatus. NB. Wash apparatus after each experiment. Measurements The volume of gas (oxygen) produced will be measured during each test at 5-second intervals- this will be done by measuring how much water is displaced in the measuring cylinder by the gas. Each catalyst will be tested twice, and the test will last for 50 seconds on each occasion. Results Manganese. Time (secs) Experiment 1 (vol. of Oxygen cm3) Experiment 2 (vol. of Oxygen cm3) Average (vol. Of Oxygen cm3) Copper Time (secs) Experiment 1 (vol. of Oxygen cm3) Experiment 2 (vol. of Oxygen cm3) Average (vol. Of Oxygen cm3)   Iron Time (secs) Experiment 1 (vol. of Oxygen cm3). Experiment 2 (vol. Of Oxygen cm3) Average (vol.Average rate of reaction Average rate= volume/time=†¦.. cm3/sec Manganese dioxide= 96/40= 2. 4 cm3/sec. Copper oxide= 27/50= 0. 54 cm3/sec. Iron dioxide= 27/50= 0. 54 cm3/sec. 20 vol. of hydrogen peroxide means that each cm3 gives off 20 cm3 of oxygen gas. We diluted it to 10 vol. Using water and so we would have expected 100 cm3 of oxygen. Hence manganese dioxide as well as being the best catalyst also caused more hydrogen peroxide to break down. Evaluation Although the results obtained were fairly good, there were quite a few problems during the experiment, which affected them. These were:   It was difficult to fill the measuring cylinder with water, as well as insert it into the trough (water bath) without any escaping and creating difficulties in measuring the gas produced.   The largest measuring cylinder was only 100 cm3. This was very relevant as one of the tests for manganese dioxide exceeded 100 cm3 in gas produced, therefore a larger cylinder was needed. The catalysts were very fine powders, which made it difficult to measure out exactly 1g.   When gas was being produced and coming off fast, it was difficult to read the measurements accurately as the surface of the water wasn’t steady. (It was also difficult when a gas bubble came up while the gas volume was being measured). In act to improve the experiment and thus make the results more accurate, the following could have been done: A wider measuring cylinder used so that gas being produced rapidly would not disturb the water surface as much, making the volume of gas easier to measure. A larger measuring cylinder used so that gas volumes exceeding 100 cm3 could be measured and therefore the results not interrupted with.   Repeat testing (i. e. 3 tests for each catalyst) carried out so that there is less room for error whilst obtaining results. This would also make them more reliable. When the results were obtained, there were some noticeable abnormalities i. e. anomalous results. These were; the measurement of gas after 5 seconds when testing iron dioxide, and the tests when using manganese dioxide. This was because when manganese dioxide was being tested, there were large differences in measurements at each time interval, therefore experimental errors must have occurred (after 40 seconds on the first test, the gas volume also exceeded 100 cm3, whilst in the second test this did not happen until after the 50 second limit). The other anomalous result was when testing iron dioxide, as after the first 5 seconds, there was a large difference in the volume of gas between the 2 tests carried out (30 cm3 : 20 cm3). The cause of these anomalous results is most likely related to the surface area of the catalyst in correlation with each test carried out i. e. the powdered catalyst may have been slanted up the boiling tube during one test, but not on the other, resulting in different surface areas. Shaking the boiling tube before each test and/or using a wider testing tube, could have however prevented this. From the results obtained, you can also not definitely state the best catalyst for his reaction, as all 31 transition metals were not tested. Therefore to extend this investigation to find the best catalyst for producing oxygen gas from hydrogen peroxide solution, all the transition metals could have been tested as well as repeat tested for verification. This, in conclusion, would have found the best catalyst for this particular reaction.   Daniel Powell. 10k. 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.

‘Fire and Ice’ by Robert Frost and ‘The Day They Came For Our House’ by Don Mattera Essay

â€Å"The possession of power over others is inherently destructive both to the possessor of the power and to those over whom it is exercised.† George D. HerronThe modern industrialist society, in which we live, has been shaped by people in the possession of power, and the power of passion. The 20th and 21st century’s have illustrated clearly the deadly potential of power, and not just to the possessor of the power but also to those over whom it is exercised. The poem’s ‘Fire and Ice’ and ‘The Day They Came For Our House’ by Robert Frost and Don Mattera respectively, perfectly convey the idea of the destructive nature of power, the poems are both concerned with Mortality of Age. The ideal readers of these poems are people old enough to understand how harsh and cruel this world can be. Furthermore, people who can appreciate the sense of grief portrayed in these poems, as both poets investigate deeply the potentially devastating capability of humans to destroy themselves and others. ‘Fire and Ice’, written by Robert Frost, is a carefully constructed poem, which carries a straightforward message that emotions become destructive when they are too extreme, destructive enough, even, to end the world. ‘Fire and Ice’ holds the theme of Mortality and Age, also the destructive power of passion, Robert Frost also describes humans as complacent, throughout the poem. Rather then telling a story or receiving an insight, Robert Frost simply expresses an opinion. While in the poem ‘The Day They Came For Our House’ Don Mattera is telling a story of a place called Sophiatown. This poem is a vivid retelling of the experience that Don Mattera went through, and thus is very personal. The main message delivered by this poem is that power can be very destructive, especially if it is used against people with little or no power themselves. Don Mattera illustrates the struggle of the Africans that lived in Sophiatown, when it was being demolished by white people to make a white settlement. The themes of this poem are Mortality and Age and some protest, which come under the main theme of alienation. Also just like Robert Frost he describe humans as being complacent. In the poem ‘Fire and Ice’, Robert Frost creates a speaker whose conjectures about the world’s ultimate destruction are designed to reveal the deadly potential of human passion. To address his theme, Frost cleverly manipulates  the imagery of the title, ‘Fire and Ice’. Frost requires the reader to think first about the destructive powers of fire and ice, and then relate this to desire and hate. In order to understand the poem’s warning about the equally ruinous potential of unbridled emotion. In the lines: ‘Some say the world will end in fire/Some say in ice’ (stanza 1, lines 1-2), Robert Frost shows two different ways that could lead to the World’s ultimate destruction. These lines relate to the theme of Mortality and Age, because there is an inevitability of death. He then follows on with, ‘From what I’ve tasted of desire/ I hold with those who favour fire’ (stanza 1, lines 3-4), Robert Frost describes the power of fire and its metaphoric companion, desire. In these lines, Frost, has his own opinion of how the world will end, this shows how personal this poem actually is. Robert Frost, thinks that the world will be destroyed from desire and greed. He goes as far as saying that greed itself most probably will end the world. From this we can take that he is writing this as the oppositional discourse, because surely the dominant discourse would deny greed as taking over the world. Without a doubt desire and greed are portrayed intensely in the poem ‘Fire and Ice’ but also in ‘The Day They Came For Our House’. Don Mattera who wrote the poem ‘The Day They Came For Our House’, had the intention to show how dangerous uncontrolled power can be, it can destroy peoples lives and cause serious pain. Don Mattera, just like Robert Frost is writing this poem as the oppositional discourse. This poem is deeply intertwined with that of a protest theme. Don Mattera protests about the arriving whites coming to demolish Sophiatown. He describes their arrival as, ‘Armed with bulldozers/they came/to do a job/nothing more/just hired killers/’ (stanza 2, lines 1-5). This quote represents how insignificant the Africans are perceived to be, by the white people coming to demolish their town. Don Mattera explains no emotion in this stanza. He has done this to show that the white people also had no emotion in what they were doing. In his eyes they didn’t care, it was just another job for them. The lines, ‘We gave way/there was nothing we could do/although the bitterness stung in us’ (stanza 3, lines 1-3). Clearly illustrates the African’s lack of power. They can’t do anything; this highlights the destructive nature of power, and relates to the theme of mortality and age. This is portrayed throughout this  poem, Don Mattera, explains how it is pointless for them to do anything because they have no power. The whites who demolished Sophiatown gave into ego and greed, and used their power against the black Africans. This is a perfect example of power being destructive to those over whom it is exercised. Don Mattera’s cultural background has influenced this poem drastically, because he grew up in Sophiatown, which at the time was a vibrant centre of South African culture. His poem is very personal; this makes it easier for the ideal reader to relate to. Fully understanding this poem requires the readers to understand the hardship and pain that the Africans went through. The lines, ‘We stood/Dust clouded our vision/We held back tears’ (Stanza 4, lines 1-3) exemplify’s some of the pain and suffering that the Africans of Sophiatown went through. The reader of this poem would feel sadness toward the Africans of Sophiatown, and most probably anger towards the white people who demolished their town. But unless they have been through something similar, will not be able to imagine the true extent of the emotions that Don Mattera and the other Africans would have experienced. Similar to ‘The Day They Came For Our House’, Robert Frost’s poem ‘Fire and Ice’ can only be fully understood when the reader can appreciate the grief portrayed in this poem. Although not as personal as Don Mattera’s poem, it is still a depressing poem to read. Robert Frost was born in San Francisco, California. Because he is American his poem varies in the way he has chose to write it, compared to Don Mattera’s poem. In ‘Fire and Ice’, Robert Frost describes a personal apocalypse. He writes about the power of emotions such as desire and hate to destroy the world. Robert Frost would have witnessed greed and hate and heard of wars and all the hate that fills the world while he lived in America. Thus he has made an opinion of his own explaining how he believes the world will end if these emotions are not kept under control. But unlike Don Mattera and the Africans of Sophiatown he would not have had hatred against him from an apartheid government that evicted 60,000 people from Sophiatown and he would not have been undervalued. Therefore he would not have felt what he was writing about, unlike Don Mattera. This also makes it easier to relate to Robert Frost’s poem, ‘Fire and Ice’ compared to ‘ The  Day They Came For Our House’. ‘Fire and Ice’, is also a text that has a very sophisticated style. The poem is written primarily in rhymed iambic tetrameter, although three of the nine lines are in iambic dimeter. The use of such rhythmic patterns makes this poem more musical and memorable. Robert Frost also uses alliteration in his poem, such as ‘favour fire’ (stanza 1, line 4), which shows that Robert Frost is privileging the oppositional discourse because he believes the world will end from desire. Furthermore, ‘Some say’ (stanza 1, lines 1&2), is another example of alliteration. Compared to ‘Fire and Ice’, ‘The Day They Came For Our House’ is a poem that is less sophisticated, it is more of a free verse poem. In a way this emphasises the poet’s case, because it shows the poem has being unbalanced and less structured, which is what Don Mattera would have felt when he was being evicted from Sopiatown. Don Mattera also uses personification in his poem. It is illustrated in the lines, ‘The sun stood still/ in the sullen wintry sky’ Don Mattera has used this to show how Sophiatown was intertwined with the environment. He loved the surroundings of Sophiatown just as much as the people who inhabited it. This makes it a much depressing poem for the readers as it shows his love for Sophiatown, a place that was demolished to make way for a white suburb called Triomf which means triumph in English. In the poem, ‘The Day They Came For Our House’, the last lines sum up the poem’s themes, but also sum up Robert Frost’s poem ‘Fire and Ice’. The lines, ‘The power of destroying/the pain of being destroyed’ is essential to both poems because it demonstrates the underlying discourse that underpins the text. That is, in our modern industrialist society we are all shaped by power whether it is by people in possession of power or the power of passion. I chose the poems ‘Fire and Ice’ and ‘The Day They Came For Our House’, because they reflected the themes of 20th and 21st century very well, themes which are Mortality and Age and protest. Also both were wonderfully constructed poems and both poems appeared simple to read through at first glance. However, upon further reflection, they both presented different facets, which made them more complex and elusive. When I examined both  poems, I could relate more to ‘Fire and Ice’ compared to ‘The Day They Came For Our House’. I do not think I was an ideal reader of the latter poem, mostly because the poet was of a completely different cultural background. I could relate to it in some ways, although I felt almost guilty when reading the poem. I felt like I could not understand the full extent of pain and sadness that the Africans of Sophiatown went through. As mentioned above ‘Fire and Ice’ is a poem that I could relate to much easier, because I understood Robert Frost’s opinion of how desire, greed and hate would be the downfall of mankind. Furthermore it was not as personal compared to Don Mattera’s poem. ‘Fire and Ice’ and ‘The Day They Came For Our House’ by Robert Frost and Don Mattera respectively, through their poems, show the notion of Mortality and Age, protest and essentially Alienation. Although both the poems express the same themes, the authors have chosen different ways to illustrate their feeling towards the subject. Robert Frost uses ‘Fire and Ice’ to simply express and opinion rather than tell a story, which is how Don Mattera illustrates his ideas. His poem is a vivid retelling of the experience that he went through. Both poets position the reader to identify with their ideas. They illustrate the fact that â€Å"The possession of power over others is inherently destructive both to the possessor of the power and to those over whom it is exercised† (George D. Herron). Bibliography Information Obtained From:’Robert Frost’, 2000, The literature Network, www.onlineliterature.com/frost/, viewed 21st May 2008. ‘Don Mattera’, 2001, Wikipedia the free encyclopaedia, http://en.wikipedia.org/wiki/DonMattera, viewed 21st May 2008. ‘The day they came for our house’, 1999, Don Mattera, http://www.saep.org/Sinethemba/Poetry/studied/Mattera/Mattera.htm, viewed 21st May 2008.

Cost Control and Cost Reduction Essays

Cost Control and Cost Reduction Essays Cost Control and Cost Reduction Essay Cost Control and Cost Reduction Essay PRINCIPLES OF COST CONTROL 1. 1 Introduction Cost is important to all industry. Costs can be divided into two general classes; absolute costs and relative costs. Absolute cost measures the loss in value of assets. Relative cost involves a comparison between the chosen course of action and the course of action that was rejected. This cost of the alternative action the action not taken is often called the opportunity cost. The accountant is primarily concerned with the absolute cost. However, the forest engineer, the planner, the manager needs to be concerned with the alternative cost the cost of the lost opportunity. Management has to be able to make comparisons between the policy that should be chosen and the policy that should be rejected. Such comparisons require the ability to predict costs, rather than merely record costs. Cost data are, of course, essential to the technique of cost prediction. However, the form in which much cost data are recorded limits accurate cost prediction to the field of comparable situations only. This limitation of accurate cost prediction may not be serious in industries where the production environment changes little from month to month or year to year. In harvesting, however, identical production situations are the exception rather than the rule. Unless the cost data are broken down and recorded as unit costs, and correlated with the factors that control their values, they are of little use in deciding between alternative procedures. Here, the approach to the problem of useful cost data is that of identification, isolation, and control of the factors affecting cost. . 2 Basic Classification of Costs Costs are divided into two types: variable costs, and fixed costs. Variable costs vary per unit of production. For example, they may be the cost per cubic meter of wood yarded, per cubic meter of dirt excavated, etc. Fixed costs, on the other hand, are incurred only once and as additional units of production are produced, the unit costs fall. Examples of fixed costs would be eq uipment move-in costs and road access costs. 1. 3 Total Cost and Unit-Cost Formulas As harvesting operations become more complicated and involve both fixed and ariable costs, there usually is more than one way to accomplish a given task. It may be possible to change the quantity of one or both types of cost, and thus to arrive at a minimum total cost. Mathematically, the relationship existing between volume of production and costs can be expressed by the following equations: Total cost = fixed cost + variable cost ? output In symbols using the first letters of the cost elements and N for the output or number of units of production, these simple formulas are C = F + NV UC = F/N + V 1. Breakeven Analysis A breakeven analysis determines the point at which one method becomes superior to another method of accomplishing some task or objective. Breakeven analysis is a common and important part of cost control. One illustration of a breakeven analysis would be to compare two methods of road construction for a road that involves a limited amount of cut-and-fill earthwork. It would be possible to do the earthwork by hand or by bulldozer. If the manual method were adopted, the fixed costs would be low or non-existent. Payment would be done on a daily basis and would call for direct supervision by a foreman. The cost would be calculated by estimating the time required and multiplying this time by the average wages of the men employed. The men could also be paid on a piece-work basis. Alternatively, this work could be done by a bulldozer which would have to be moved in from another site. Let us assume that the cost of the hand labor would be $0. 60 per cubic meter and the bulldozer would cost $0. 40 per cubic meter and would require $100 to move in from another site. The move for Excavation. If, on a set of coordinates, cost in dollars is plotted on the vertical axis and units of production on the horizontal axis, we can indicate fixed cost for any process by a horizontal line parallel to the x-axis. If variable ost per unit output is constant, then the total cost for any number of units of production will be the sum of the fixed cost and the variable cost multiplied by the number of units of production, or F + NV. If the cost data for two processes or methods, one of which has a higher variable cost, but lower fixed cost than the other are plotted on the same graph, the total cost lines will intersect at some point. At this point the levels of production and total cost are the same. This point is known as the breakeven point, since at this level one method is as economical as the other. Referring to Figure 1. 1 the breakeven point at which quantity the bulldozer alternative and the manual labor alternative become equal is at 500 cubic meters. We could have found this same result algebraically by writing F + NV = F + NV where F and V are the fixed and variable costs for the manual method, and F and V are the corresponding values for the bulldozer method. Since all values are known except N, we can solve for N using the formula N = (F F) / (V V) 1. 5 Minimum Cost Analyses A similar, but different problem is the determination of the point of minimum total cost. Instead of balancing two methods with different fixed and variable costs, the aim is to bring the sum of two costs to a minimum. We will assume a clearing crew of 20 men is clearing road right-of-way and the following facts are available: 1. Men are paid at the rate of $0. 40 per hour. 2. Time is measured from the time of leaving camp to the time of return. 3. Total walking time per man is increasing at the rate of 15 minutes per day. 4. The cost to move the camp is $50. If the camp is moved each day, no time is lost walking, but the camp cost is $50 per day. If the camp is not moved, on the second day 15 crew-minutes are lost or $2. 00. On the third day, the total walking time has increased 30 minutes, the fourth day, 45 minutes, and so on. How often should the camp be moved assuming all other things are equal? We could derive an algebraic expression using the sum of an arithmetic series if we wanted to solve this problem a number of times, but for demonstration purposes we can simply calculate the average total camp cost. The average total camp cost is the sum of the average daily cost of walking time plus the average daily cost of moving camp. If we moved camp each day, then average daily cost of walking time would be zero and the cost of moving camp would be $50. 00. If we moved the camp every other day, the cost of walking time is $2. 00 lost the second day, or an average of $1. 00 per day. The average daily cost of moving camp is $50 divided by 2 or $25. 00. The average total camp cost is then $26. 00. If we continued this process for various numbers of days the camp remains in location, we would obtain the results in Table 1. 1. TABLE 1. 1 Average daily total camp cost as the sum of the cost of walking time plus the cost of moving camp. Days camp remained in location| Average daily cost of walking time| Average daily cost of moving camp| Average total camp cost| 1| 0. 00| 50. 00| 50. 00| 2| 1. 00| 25. 00| 26. 00| 3| 2. 00| 16. 67| 18. 67| 4| 3. 00| 12. 50| 15. 50| 5| 4. 00| 10. 00| 14. 00| 6| 5. 00| 8. 33| 13. 33| 7| 6. 00| 7. 14| 13. 14| 8| 7. 00| 6. 25| 13. 25| 9| 8. 00| 5. 56| 13. 56| 10| 9. 00| 5. 00| 14. 00| We see the average daily cost of walking time increasing linearly and the average cost of moving camp decreasing as the number of days the camp remains in one location increases. The minimum cost is obtained for leaving the camp in location 7 days (Figure 1. 2). This minimum cost point should only be used as a guideline as all other things are rarely equal. An important output of the analysis is the sensitivity of the total cost to deviations from the minimum cost point. In this example, the total cost changes slowly between 5 and 10 days. Often, other considerations which may be difficult to quantify will affect the decision. In Section 2, we discuss balancing road costs against skidding costs. Sometimes roads are spaced more closely together than that indicated by the point of minimum total cost if excess road construction capacity is available. In this case the goal may be to reduce the risk of disrupting skidding production because of poor weather or equipment availability. Alternatively, we may choose to space roads farther apart to reduce environmental impacts. Due to the usually flat nature of the total cost curve, the increase in total cost is often small over a wide range of road spacings. Figure 1. 2 Costs for Camp Location Example.

Is College Really Worth It Expert Cost-Benefit Analysis

Is College Really Worth It Expert Cost-Benefit Analysis SAT / ACT Prep Online Guides and Tips With tuition rising every year, more and more students are asking themselves, "Is college worth it?"Many people believe that getting a college education is an important part of becoming a successful adult. Others, however, find it difficult to justify the increasing investment necessary to earn a degree. There’s no one path that’s right for everyone, andit can be difficult to think critically about the decision to go to college when you’re feeling pressured one way or another. There’s no simple answer to this question, butthere is a rational way to think about whether college isthe right path for you. Just as with any investment, you want to think about the relationship between what you put into it (like money, time, and effort) and what you get out of it (like education, networking, and career opportunities). The more you get out of it ascompared to how much you put in, the better the investment. In this post, I'll go through all the potential benefits and drawbacks of pursuing a four-year bachelor's degree so you have all the information to decide for yourself whether college is worth it. A Bit of Background on the Value of a College Degree Before we get started, I want to fill you in on the how the worth of a college degree has changed over time. This way, you'll have a better framework for understanding whether a degree may (or may not) be worth it for you. Since the mid-20th century, the US population has becomeincreasingly educated - simply put, more people are getting bachelor's degrees. In this graph from the US Census Bureau, you can see how the percentage of people with BA degrees has increased from 4.6% in 1940 to 32% in 2015: US Census Bureau Graph There are many reasons why we've seen these educational attainment changes over time, including: The decline of manufacturing jobs, especially for unskilled workers. Employers seeking college graduates for positionsthat didn't previously require a bachelor's degree. Governmentsubsidies in higher education, making college more affordable (until costs rose to meet demand, thereby making college more expensive). Overall, there are a lot of financial and political factors thathave influenced this significant and prolonged shift in how people view college degrees: now, it's often considereddifficult to get awell-paying job (or any job, really) without a college education. That doesn't mean, however, that going to college is always the smart thing to do. It's a big decision, and it's one that warrants some critical thought. To help you think about whether college is worth it for you specifically, let's jump right into the good stuff: the possible investments you have to make to get a college education and the possible benefits you reap as a result. What You Put In: The Costs of College If you're thinking about pursuing a college degree, you'll have to make some sacrifices. The following factors are what I consider to be investments in a post-secondary education. The extent to which these investments affect you depends on your own unique situation, so I'll explainhow to think critically about theseissues in each section. Overall, the major investments you would have to make in a college education are money, time, and effort. Let's see exactly how these might affect whether college is a worthy investment. Money The amount of money that you invest in your education depends on so many factors: your specific school, your financial need, your academic strength, potential scholarship winnings, etc. In general, the less money you have to pay for school, the better aninvestment your education will be. However, even an expensive degree may be well worth it if it pays out in the long run (I'll talk more about that in a bit). Tuition is the most obvious cost associated with attending college, but you also have to worry about room, board, books, personal expenses, and transportation. For more information on all the nitty gritty details of educational expenses, check out our college costs guide. The financial investment you'll make in pursuing a bachelor's degree is perhaps the most important investmentto consider. The average US college grad leaves school with a pretty significant amount of debt - debt that's sometimes very difficult to overcome. There are ways to make your college education more affordable, but sometimes it's tough (or even impossible) to get those expenses down to a comfortable amount. There's nothing wrong with paying a lot for school or even having student debt - it's when those expenses become a burden that they become a problem. Time Most people take four years to complete a BA degree. Depending on your career goals, this may represent an opportunity cost - basically, you might be losing out on other valuable opportunities (to gain job experience, make money, or both) because you're spending these four years in school and out of the work force. A college education is definitely valuable to many employers, and it's correlated with higher earnings later on in life (I'll talk more about this soon). Butbuilding work experience in a particular field, in addition to building wealth, is also valuable - giving up on those opportunities is an investment (or a sacrifice) that you make in order to get a degree. Effort It’s easy to sleep in and skip classes once you have the freedom and independence of a college student. But you’re already investing time and money into your education, so it’s important to make the most of it while you’re there. Buildinga strongeducational background and making professional and personal connections (important benefits of getting a degree) doesn’t just happen - it takes work, and it can sometimes be stressful. It also may involve doing things you don't necessarily want to do, like taking required courses or completinguninteresting assignments. It's important to honestly consider these challenges (and whether you're up to them) before committing yourself to school, especially if it comes with a hefty price tag. What You Get in Return: The Benefits of College You might be feeling a bit iffy about pursuing a degree at this point, but don't stop reading just yet. There are so many potential benefits that come with a college education. The major benefits I see that come with a BA degree (although there canbe many more) are increased employment opportunities, higher income, networking opportunities, personal development, and learning experiences. Employment Opportunities Colleges and universities are recruiting hubs for many industries. When you study at a college or university, especially one that's well ranked, there are often opportunities tomeet with corporate employers who come directly to your school to hirestudents. There are alsointernship opportunities during summers for that could lead directly to full-time employment post-graduation. Employment opportunities offered through colleges and universities extend beyond the corporate world and into academia and professional fields.Any profession that requires a graduate degree (e.g. law, medicine, sometimes business) or is centered around research (basically any job in academia)requires a BA degree first and foremost. Higher Income On average, people with college degrees make more than people without college degrees. Even though you may sacrifice income opportunities in the short term by seeking a degree, you’ll likely end up making more in the long run. This is especially true for people who go into STEMfields. Employers may also assume you’re better qualified for higher-paying jobs if you have a degree. Some jobs may require a BA even if your degree isn’t related to what you’d be doing on the job. Networking Opportunities In a college or university setting, you’ll builda network of friends, but you’ll also developa network of acquaintances, instructors, staff, and alumni. With these networks, it’s a lot easier to get personal and professional help. These connections can serve youin many different ways, especially after you graduate. Here are some ways that a college or university network may come in handy: You move to a new city and need to find a roommate. You’re exploring a career change and want to chat with someone in a particular field. You need some professional guidance or a letter of reference. You’re looking for a new job. Harvard Business School estimates that 65-85% of jobs are obtained through networking- if nothing else, it's a huge help when it comes to getting your foot in the door. You don't even have to know very many people personally to benefit from a college or university network - alumni networks are a great example of this. Personal Development This benefit is a bit more subjective than some of the other ones I've mentioned so far, but I think it's just as important. People's experiences will definitely vary based on where they go to school andthe extent to which they participate in student life - in general, though, here are the ways you can expect to grow and develop on a personal level with a college education: Get exposure to diverse people and ideas. Meeting people with different backgrounds and perspectives results in greater open-mindedness and a more flexible worldview. One study showed that when people have BA degrees, they're more likely to believe that it'sâ€Å"very important to try to understand the reasoning behind others’ opinions." Meet long-term friends. You, of course, don’t have to be at college to make good friends. What’s special about a college environment, though, is that you’re living and working with hundreds or even thousandsof people who are around your age, probably for the first and only time in your life. It’s sometimes more difficult to make friends as you get older - a college is a prettygolden opportunity to meet people. Develop personal and professional interests. Manystudents head off to school with no idea what they want to do with their lives. College gives you a chance to try out different fields, especially if you attend a school with a flexible curriculum. Education Many schools(especially liberal arts colleges and universities) work to produce global citizens: well-rounded students who can be thoughtful and active participants in an increasingly globalized society. You can, of course, learn about things on your own, but college is really an ideal environment to do this - you have a structured learning environment, you're surrounded by intellectually curious peers, and you have access to experts in many fields. There’s a lot to learn out there besides what you’ve studied in high school, andcolleges offer courses on topics that you wouldn’t otherwise have access to. For example, you might want to explore world languages, niche humanities subjects, or specific and advanced STEM fields - all things that are difficult to study outside of a college campus. The thing I see as the biggest educational benefit to attending college is the access to professors, people who have dedicated their lives to research and teaching in a very specific field. Access to these faculty members is especially helpful for students who are considering an advanced degree. When College May Not Be Worth It If you have any desire to go to college, I strongly encourage you to consider it. Overall, I believe that a college degree comes with more benefits than drawbacks. Of course, there will be many exceptionsand individual differences - here, I'll go over some situations where getting a college degree may not be worth it. It's OK(important, even) to consider whether college makes sense for you, even if you've always assumed that you would go to college no matter what. If a DegreeWon't Lead to Professional Success College offers a lot of professional, personal, and intellectual benefits. Even if you’re not sure what you want to do after college, a degree will afford you some flexibility. But you don’t have to go to college in order to be successful - depending, of course, on what career options you’re considering (budding entrepreneurs, for example, may benefit more from real-world experience than from a college education). Some people argue that you can be just as successful with self-directed learning as you can be with a college degree. If you know you can graduate from high school and immediately start working towards your chosen career path, college might not be the best choice for you.Alternatively,if you’re interested in a career that requires trade or vocational school, it might be smarter to apply to those programs instead of applying to a four-year program. This way, you canwork toward building professional experienceearlier rather than later. If You Can't Afford It The total Cost of Attendance at private colleges can come to over $200,000. If you’re responsible for that entire cost and you’re not sure if you can recoup the investment post-graduation, a degree may not be worth it. If the expense is preventing you from looking into a college education, however, there are some options you should consider before making a decision: Not all schools charge $200,00 for a four-year degree. Many institutions are much less expensive (for example, public schools tend to offer subsidized tuition to state residents). There are many federal financial aid programs available for students attending almost any college or university in the US, and you only need to submit one (free) application. Learn more about the Pell Grant program and Perkins loans. If you're a high-achieving student, you might qualify for generous merit aid if you apply to particular schools. Learn more about colleges and universities that give great merit aid. If you think you might qualify for need-based financial aid, you can seek out schools that provide generous funding for lower-income students. Read more about schools with top need-based financial aidprograms. You can apply for scholarship awards, which are great sources of education funding for many students. Learn more about finding and winning local awards, and check outthe top scholarship programs for high school juniors and seniors. If money is the only thing holding you back from getting a degree, I urge you to check out these other funding options. You don’t have to be rich to go to college, and a degree doesn’t have to mean crippling expenses. To read more about paying for college, check out these guides: The four different kinds of financial aid How to pay for college: complete guide How to pay for college without your parents' help How to pay for college without loans If There Are Other ThingsYou Want to Do First (or If You're Unsure) College is a big commitment - if you want to pursue a degree full-time, you’ll be hitting the books for nine months out of the year. You may want to do other things with your time after you graduate from high school before heading off to college,like get professional experience, travel, or volunteer. The bottom line is that you can always postpone the college application process if you have other priorities or even if you want to take time to decide whether college is right for you. You don’t have to go to college right out of high school. Keep in mind that many schools allow you to defer acceptance. It might be easier to work through college applications when you have the support of a guidance counselor and when it's easy to ask teachers for letters of reference. Even if you decide to apply while you're in high school, it's possible to postpone attending the school of your choice for a year or two (or even forever, if you decide it's not right for you). Conclusion: Is College Worth It? Overall, college is a pretty good investment - many students who pursue a bachelor's degree end up reaping the benefits, whether they're financial, professional, or personal. But many others pursue a degree without spending some serious time thinking about whether it's a smart choice. You may feel thatyou should go to college if you want to be successful. AsI mentioned earlier in this post, there are many circumstances where a college degree doesn't exactly make professional, financial, or personal sense (at least not at this very moment). It's important that you know it's okay to postpone such a big decision if you remain unsure. If you do decide to take time to pursue an alternative path, remember that it's important to use your time wisely (else you're subject to the same types of opportunity costs that I mentioned earlier in the post). Building professional experience or engaging in self-directed learning are definitely not easy alternatives to a college education - they're just different. Whatever you decide to do - good luck! What's Next? One big part of the college application process is standardized testing. If you're researching whether college is a good choice for you, it may be helpful to learn more about whether these tests in any way predict future income.Some people even think that the ACT and the SAT have the power to predict success more broadly. If you're worried more about what the whole college application process will look like and you hope to plan around that, we've got you covered - check out our completetimeline for applying to college. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Critics Essay Example | Topics and Well Written Essays - 250 words

Critics - Essay Example n find the character of Gregor Samsa going through the process of metamorphosis, changing shapes and finally reaching final stage that is death in his case. The setting of the story is Gregor’s Samsa’s room as we can find the narrator discussing this room in depth where Gregor Samsa moves around the whole day. Gregor Samsa takes the shape of an insect due to which, his family and associates start staying away from him and feel unpleasant about his presence. He changes his appearance from being a human to an insect that is disagreeable for all due to which, he got alienated. It is Gregor’s Samsa’s room where he alienates himself from the rest of the world. In fact, he was already isolated when he was a human being and after being an insect, his isolation and loneliness intensified. This can also be a sign of an alienated society in which, no one has any association to any one and no one is interested in any other person. Lastly, the transformed state of Gregor Samsa, that is being an insect can be a symbol of his alienation that he already felt and near death, he started to take refuge of his own room and people started showing less interest in him as he was of no use for anyone. He knew this fact that because of his ailment, people will start considering him a burden so he shut himself down in his