Prose Style

Action 3. 7 1. Although we use models in teaching prose style but it does not inprove the clarity and directed in student writing. 2. When we precisely plot the location of building foundations the possibility of enhance the accuracy of reconstruct the village. 3. If members of the established procedure depart it may terminate the membership by the board. 4. 5. To implement a new curriculum successfully depends on facility and students are cooperating in setting achievable goals within a reasonable time. CorrectedAction 3. 71. Although we use models in teaching prose style, it does not improve the clarity and directness in student writing. When students practice writing using models it does not improve the clarity and directness of their writing. Students don’t acquire clarity and directness in their writing by practicing models. Using models to improve the clarity and directness in student writing doesn’t work. 2. If we precisely plot the location of the building found ations, we might be able to accurately reconstruct the village.We might be able to accurately reconstruct the village if the building foundations were precisely plotted. The precise plotting of the building foundations might allow us to reconstruct the village accurately. 3. If members depart from established procedures, the Board may terminate their membership. The Board can terminate their memberships if members break the rules. If members break the rules then the Board can terminate their memberships. 4.When students are not socialized into a particular field by professionals they often have trouble writing effective arguments. When professionals don’t socialize students into their fields those students can’t create effective arguments. Only students that have been professionally socialized into a particular field can craft and employ effective arguments. 5. To implement a new curriculum, faculty and students must cooperate in setting achievable goals within a reaso nable time.

Analysis †I have written my article about cloning Essay

I have written my article about cloning. The opinions I have used in it are a highly exaggerated depiction of extremist views. I have shown, how ridiculous and outrageous these views are by overstressing every point and going to immense extremities, such as the â€Å"master race† and the â€Å"worker race†, these are so severe that the worker race would even be kept underground. I used pictures in my writing to make it easier for people to visualize the images that I am talking about because then they will be able to understand my ideas better. I have inserted a picture of Britney Spears, as she is a well-known, famous star, that many people like, or would like to be. The reason that I have included this particular image is because many people long to live like these stars and by using the image I am implying that if we introduce cloning and the so- called â€Å"master race† then everyone will be able to live like this. Many people believe that she is a â€Å"perfect† human being and this is the idea that I am trying to convey with the â€Å"master race†, that after using the system for a couple of decades, what will be left will be a, supposedly, perfect human race, which for many people the picture used illustrates perfectly. If I had room for more pictures on the page I would have used a picture of another stereotypical â€Å"perfect† male star to appeal to both sexes, but I wanted the article to look professional so I tried to keep the number of pictures too minimum. The picture will also encourage people to read the article because if they have turned over the page and they then see the picture of Britney. If they are an admirer, then they will most probably turn back to the start of the article to read it the whole way through. The reason that the picture has been repeated three times is because it shows what could be achieved by cloning, not just one, allegedly, flawless human being but as many as wanted, a whole race of them even. The repetition shows the main process of cloning as well, making an identical copy of something/ someone. I also use pictures of Morlocks from the film of the book â€Å"The Time Machine† by H. G Wells. The book and the films are set far into the future, this is also a little indication of the fact that this is could really happen in the future. These creatures were humans but as time has passed they started to live underground as they were using all of the earth’s resources, that is the main reason that I am using this picture to show what the, as I have called them in my article, â€Å"worker race†, would be like as my extreme plan is to have them working day and night, underground to provide the â€Å"master race† with everything they need. The reason that I have used such a ghastly picture is because I want it shock the reader, it will also draw attention to the article. The workers won’t be good-looking, as they will never of had sunlight on their skin and never of had any of the beauty products and treatments we take for granted so the picture is an accurate representation of what they would actually look like. The contrast between the purportedly â€Å"picture perfect† Britney and the hideous, unsightly Morlock should make people start to think that they would much rather be with the â€Å"master race† rather than the â€Å"workers†. There is also the idea that this is what the human race has become as it has evolved and that cloning could save us from this atrocious fate and instead bring us to the attractive future that the â€Å"master race† offers. Two of the pictures are in black and white, these are the pictures of the â€Å"worker race†, these are in black and white to give a feel of darkness to the pictures and to imply that this is the sort of life they would have, never seeing any colour, whereas the picture of the master race is brightly coloured and shows an image that people feel drawn to look at unlike the pictures of the Morlocks and the ants. This means that the contrast is even more noticeable between the two sets of pictures. I have used the layout of having the pictures cutting into the writing, so that you can’t help looking at the pictures while you are reading, helping the readers to picture the ideas I am putting into their heads, I have also put captions underneath the pictures to show what the pictures are of and how they relate to the topic of the article. The pictures are large and stand out from the page causing them to catch the reader’s eye whilst they are flicking through the paper, meaning that they read the article. I have used a strong title, â€Å"Hitler Was Right†, to fascinate the reader even before they have started reading the article. Including a strong political figure compels people to read the article as it looks like it could be an article of great importance. They will straight away wonder what the article could be about, causing suspense that will keep them reading until the very end of the article when they will realize that I was simply, apparently, agreeing with one very simple part of Hitler’s range of ideas, that the world would be a better place if just one master race was to occupy it. This title has been written in Times New Roman and is in font size 36, I have done this so that the title stands out from all of the other things on the page. People won’t be able to help noticing the title and this will generate interest in the article. The main body of the writing is in a quite large text; this is because I want it to stand out and not to be too small. The effect of this is that the article will not look as much of a difficult task to read, encouraging more people to read it. The prologue to the article is written in bold writing slightly bigger than in the main body of the text, this is so that this will stand out just a little bit more and people will read it before they read the main article. The writing in this prologue is encouraging people to read the main article. By ending it with a question † the question is: why not? † It makes people read on, as they want to find out the answer to this question, Straight away, in this first prologue I have shown â€Å"my† opinion, that I agree with cloning and all of the brilliant ideas that come along with it, this means that people will be under no disillusion while they are reading the article.

Black And White Women Of The Old

South Essay, Research Paper Minrose Gwin? s book, Black and White Women of the Old South, argues that history has jobs with objectivity. Her book brings to life interesting readings on the position of the adult females of the old South and movable bondage in historical American fiction and autobiography. Gwin? s chief statements discussed how the white adult females of the South in no manner wanted to expose any sort of compassion for a fellow adult female of African descent. Gwin described the sistership between black and white adult females as a violent connexion ( pg 4 ) . Not merely that, Gwin? s book discusses the thought that for most of the eighteenth and 19th century, a black adult female normally got subjected to supplanting of sexual and mental defeat of white adult females. Gwin discusses how these black adult females, because of the sexual and mental maltreatment, felt looked down on more by Whites and hence reduced to even a lower degree than that of white adult females? s position of being a a dult female. . A southern white female slave proprietor merely saw black adult females as another slave, or worse. White adult females needed to make this in order to maintain themselves from experiencing that they were of higher position than every one else except for their hubby. White adult females as, Gwin describes, ever proved that they had complete control and black adult females needed to bow to them. Gwin? s book discusses that the white male slave proprietors brought this onto the black adult females on the plantation. They would ravish black adult females, and so alternatively of the white adult females covering with their hubbies. They would travel after the black adult females merely since the married womans had no power over the hubbies, but they maintained entire control of the slaves, the white adult females would assail the black adult females and do their lives really diffucult. The white adult females would do certain that the black adult females understood that the white adult f emales wholly hated the black adult females for being raped and wanted merely hurting for the them. This is how the black adult females of that clip got the stereotypes of being really sexual existences and hated by there oppressors. You can see grounds of this when Gwin discussed the worlds of such hatred in the book Absalom, Absalom by William Faulkner. The chief character, Clytie, sexual assaults by her male maestro disturbances her because she doesn? t desire to be involved with him, but her female maestro feels that she should be punished for it. So the white female slave proprietor beats her and abuses her every bit much as possible. The transition goes on to demo how colza, gets Clytie labeled as a prostitute. The book discussed how one of the rule grounds as to how the white adult female or kept woman and the black adult females got along, depends on whether or non the slave adult females appeared to endanger the societal position of the adult females. When the white work forces tried to ravish the black adult females it made the white adult females socially look like nil more than a slave. This made the white adult females experience forced to turn out to the black adult females that power still remained in the white adult female? s corner regardless of the maestro? s sexual desires. The kept womans made certain that the slave adult females understood that they valued less than any white adult females, for the chief ground that the white adult female had true power every bit long as the chief wanted her. An illustration of this that I read would be when a white adult female externally expressed that she worried chiefly about her loss of power, non really about matrimony. Saphire, a ficti onal character that Gwin analyzes, says # 8230 ; chiefly concerned with her power # 8230 ; she views her hubbies fondnesss for a slave as an undercutting of her power over him in their relationship which. As the hubby himself describes every bit, what makes her the maestro and him the Miller. ( pg 133 ) The slave that caused this disquieted normally received many whippings and unneeded overworking of the slave. At the clip, this intervention was non unheard of and needed, the white slave proprietors used it as an illustration to demo all slaves that they were non deserving the air they breath except in the Fieldss. And even those who were non involved were treated as sub-human and found that life remained difficult for them. Gwin describes the black communications with their oppressors as a alternate female parent and her kids that demand counsel, looking after, and strong subject. The black adult females knew that no affair what she did she would acquire whippings from the white adult females and their kept womans, they took movable bondage to its boundaries in how the adult females treated the black adult females when they felt threatened. White adult females didn? T merely physical ly abuse the black adult female they besides mentally abused her. The slave adult females were associated with sex and loss of control, sexually implicative, and wild Negroes. ( pg 119 ) These derogative names were what most white adult females came to pigeonhole as being the definition of the mean black adult female. So they to had it difficult when they were being worked by the adult female of the house. Bing that the mere thought that if you were a black adult female your kept woman or lady of the house felt threatened by your presence, so they did at that place best to do certain the black adult females got to pall and to moo of self-pride to make anything. In are category we discussed how adult females, during the 1700? s A ; 1800? s, began to conflict with their functions in society. Our category observed how adult females? s lives began to alter during this clip period. The adult females of this clip period were raised to believe in a patriarcle system because it promised to protect, privilege, and subordinate them. We took note in our category room lectures that finally this system gave adult females a great sum of power being they had what their hubby wanted. This book gives good illustrations of what happened to this system and how it starts to alter from its manner. The slave adult females? s sexual relationship with the white hubbies had made it really hard for the adult females to hold the power they had in their places, and the system was non functioning them as it should, so the adult females made a alteration. This illustration of how the adult females had gone from a life style that they enjoyed to taking some duty over th eir life. The adult females had to get down do certain for herself that she still remained at her proper lady position no affair what her hubby does, and that is why they beat and made the lives of African adult females much harder. But more significantly you can see how the white adult females of the South were get downing to do the alterations needed to acquire what they needed from society, by utilizing their ain system that works the best for them. This shows the alteration from entire power to obtaining things on their ain. Because of these alterations in their life styles adult females found they needed change their individuality in order to maintain some sort of power. Gwin? s book goes on to speak about how the white adult female? s lifestyle alterations. And how they got straight involved in their lives, and get down looking out for themselves, being that the system of the hubby looking out for her began to vanish. The white adult females of the south felt threatened by wha t they felt could be a definite challenge to their power and they needed to get down to alter so that they could still be able to accomplish the ends that they need fulfilled in life. The southern adult females during this clip period were holding to go much independent and get down to acquire occupations and all become more active in the ways of working because the South could non stay the same with the release of the slaves. Womans had began to acquire occupations and work along side of her hubby, and get down to go more involved in the mundane ways of life. I think that Gwin? s book is a good illustration of what has and still is go oning to adult females. Their life style is ever altering. Gwin? s statement that life was neer a sistership between the inkinesss and white in the alleged American fiction and autobiography seems prove true. These adult females were really much different and the ethnocentrism in a white adult female keeps her from of all time acquiring past the dark tegument, and makes the white adult females experience more like the Africans were more of an animate being so an existent individual. The white adult females ever feels that the slave must understand that the adult male may rank higher than her but even if her hubby wants to mess around so mistake goes to the slave non the hubbies. And the slave will neer be to her degree, because the black slave will neer be a lady. And in the book you can see how the white adult females lost there power in the house and that their system of life that they received didn? t prove to work out any longer for them so they had to try to set to a manner life took would take them. I feel that Gwin argues that the chief ground for the confrontations for the battle of power became apparent in that it had gotten to indicate that certain black adult females would non allow their ain female proprietors hit them. This is an illustration of how non merely how the Whites adult females challenged the system, but besides how the slave adult females started to do alterations in how they willed to be treated. Bibliographic commendation Gwin, Minrose. Black And White Women Of The Old South. Knoxville: Tennessee Press, 1985.

Should the United States involve in a war in Libya Essay

Should the United States involve in a war in Libya - Essay Example Libya is one country in which people started agitations against dictatorship of Gaddafi. However, Gaddafi tried to use iron fist to suppress the public agitation which forced United Nations to declare a no fly zone over Libya in order to save the innocent people from air strikes from the Gaddafi’s forces. Currently United States and its allies are protecting the Libyan agitators from the hands of Gaddafi. However many people believe that United States should declare war against in order to save the Libyan public from the dictatorship of Gaddafi. At the same time many people oppose America’s interference in Libya since they believe that attacking a sovereign state without enough reasons is morally and politically wrong. In my opinion, America should attack Libya in order to save the life of innocent people and this paper argues in favor of attacking Libya. Why Gaddafi should be expelled? The major reason why I support America’s intervention in Libya is the massacr es against the innocent people conducting by Gaddafi. â€Å"Many in Libya still remember how Gaddafi used to execute those who opposed him — or those he felt had opposed him — and would leave their bodies hanging from nooses for days as a warning† (Abdulrahim, n. d). ... Gaddafi is trying to sustain his administration and he using all false means to suppress the public agitation against him. Majority of the Libyan population like to see the ouster of Gaddafi since they like breath the air of freedom. Human right violations appear in many forms in Libya. Those who are expressing their opinion against the administration will be imprisoned in Libya. In the name of Islamic administration, Gaddafi is exploiting the weaknesses of the public. Gaddafi succeeded in enforcing censorship upon media so that the to and fro motion of unhealthy information between Libya and external world is impossible. The entire world is currently undergoing drastic changes because of globalization. Even the communist China has made lot of changes in their internal and external policies to give a humanitarian face to communism. In a civilized world like ours, people always like to enjoy equality, freedom, liberty etc. Only a democratic administration would be able to provide all these things to its citizen. Only a democratic administration would give power to the people in choosing their political leaders. Gaddafi is trying to prevent people from enjoying all such freedoms and hence America should do everything possible to expel Gaddafi. â€Å"Hope for a new government and for more fearless opposition to the regime is reflected in the ongoing protests. Multiple Libyan diplomats and politicians, including the justice and interior ministers, have resigned† (Soliman, 2011). The support for the ouster of Gaddafi not only comes from the public, but also from the colleagues of Gaddafi. In other words, nobody has any satisfaction over the Gaddafi administration which means America will get immense public support if they decide to

Organizational Behavior Essay Example | Topics and Well Written Essays - 1750 words - 1

Organizational Behavior - Essay Example I.e. what are the specific OB related issues? There are some basic reasons that have brought about the problems in the MOB department. The problems stem from the lack of communication and collaboration among the members. Since the members comprise of a mix of senior and junior faculty, this increases the need for communication and interaction in order to understand each other's mind sets and point of view. One of the fundamental reasons for the success of the Accounting department was due to the comradeship of the members and their regular meetings. The personality of the organization is called it's the organizational culture. It can be described as the set of shared norms, values, beliefs and expectations that govern the way employees within an organization interact with each other, think about and act on problems and opportunities and work together towards the objectives of the organization. The components of organizational culture include Behavior and artifacts, Values and, Assump tions and beliefs. In the MOB department, there is a deviation in the culture and the representation of it. The divergence of the senior and junior faculty expectation has created a gap between their objectives and this leads to a lack of direction for the department. Now that you have analyzed the problems, what are the goals you think Vese needs to accomplish? List these in priority order. Increase communication by organizing regular meetings Encourage discussion in order to understand the various point of views and reach a common ground as to which area should the department focus upon Inculcate a common objective and a uniform culture within the department that is coherent with the overall goals of the university. Base performance evaluation by taking into consideration present as well as past performances of faculty. Conduct evaluations and communicate important information in an organized manner in order to avoid complains from faculty as they had these issues with the former department chair. Partner Senior faculty members with junior members in order to mentor them and collaborate in research Encourage spending more time working in university rather than from home Make a time schedule showing how Vese should use the hours of each day of his first week. For each entry, state the purpose of the listing, who is to be present (if anyone), what approach you will use, and why. Day 1: Conduct an induction meeting to introduce himself, his credibility and achievements. The meeting would accomplish his short term goals and how he would bring change in the department. This would involve a short meeting with all the members of the department. In order to make an appropriate change in the organization it is important to analyze its feasibility and how it should be carried out. The systematic process of congregation and analysis of data on certain ongoing system is called organizational diagnosis. Organizational diagnosis helps in forming a suitable direction towar ds making the change. Vese could conduct an organizational diagnosis of the department based on collection of data through questionnaires, interviews, observation

Trading Financial Risks Essay Example | Topics and Well Written Essays - 1250 words

Trading Financial Risks - Essay Example Studies by Center for Immigration Studies show that the number of illegal immigrants in the US dropped from 12.5 million in 2008 to 11 million in 2007. The studies also show that Mexican immigrants constitute 56% of the immigrants, the Latin Americans and Africans form the remaining fraction (Hoffmeier, web). People have a negative attitude towards immigrant, and this contribute to the problem of the immigrants. Most people feel threatened by foreigners and have developed negative attitude towards them. This essay will give a discussion on why people need to change their attitude towards immigrants with relation to US case. All are illegal immigrants There is no country in the world without immigrants, in most cases immigrants contribute equally to the country’s development. The united state is not an exception since immigrants have contributed a lot in the country’s development. Contributions by immigrants are evident across the social, political, and economic fields i n the country. The United States leads the globe in terms of economic, political, and social strengths. This implies that there is a close relationship between the country’s developments and the large number of immigrants. Being the leading country is not a difficult issue for to the United States however, maintaining its global position is a problem. As stated by Kesselman, Krieger, and Joseph, despite the US being the most powerful country, it has a problem of maintaining its superiority (18). The country should, therefore maintain the people who led or contributed to its development. The immigrants are the main contributors of these developments therefore, the country should consider revising its policies on immigration. Law is not sufficient solution The United States uses its law to divide its citizens in to legal and illegal citizens. The law goes on to prescribe consequences on the later group in order to discourage illegal immigration into the country. From history, n one of those people who claim to be legal US citizens came to the country legally since the first immigrants from Europe invaded the country. Kivel confirms this argument by stating that the US citizens are themselves illegal immigrants, and hence  unable to decide on which immigrants are legal or illegal (60). Kivel goes on to argue that racism is the main tool that is applied in determining illegal and legal migrants (60). From this argument, it is clear that most people in US are referred to as illegal immigrants based on their racial background. From his argument, Kivel finds the link between the legality of the invasion of North America by Europeans settlers and the illegal immigration issue. In his argument, Kivel takes the issue to a personal level and asks the question; â€Å"why do not we say the Europeans invaded North America?† (Kivel 60). Kivel goes on to state that in most time the term invasion is used by the Americans to describe the invasion of the countries by Japanese and Chinese investors and Haitian refugees, and this is not correct. His analysis on the matter proves that the law is not sufficient in determining who is a legal or an illegal immigrant of United States, and it should not be used to victimize other people. In addition, the law of a country should be just and respected and therefore, it should give all its people equal opportunity as well as reward them with equal measures for any mistake they commit. From this statement if we will continue to claim that immigrants

Rainbows, Mirages, and the Green Flash Essay Example | Topics and Well Written Essays - 250 words - 2

Rainbows, Mirages, and the Green Flash - Essay Example On that point rainbows are formed when white light from the sun travels through the raindrops. Apparently, dispersion occurs, which is the separation of white light into its constituent colors as a result of the refraction. Notably, if one needs to see the rainbow, one must look towards the sun. Essentially, the level of the sky does not matter, however, the colours appears at different parts of the sky for instance red appears on the high sky an violet on the lower. On that point, the secondary rainbow occurs when the colours in the raindrop after being refracted are reflected twice and it appears above the primary rainbow. On the contrary, supernumerary arcs can be defined as the shades of pink and green observed under the primary rainbow. Mirage can be defined as the phenomenon of bending light travelling into the warmer low density medium to the ground. Evidently, the inferior medium is commonly observed in the desert and this form of refraction makes hot, dry surfaces appear wet. In addition, superior mirage occurs when the air next to the ground is cold and thus rays are bent away from the ground. Incidentally, we can distinguish superior and inferior mirages by their effect, for instance, inferior mirages, cause an inverted image of the object on the ground while in superior, the image appears upright, in other words makes mountains appear longer. Lastly, green flash occurs when the sun is setting and it involves the bending of light in the upper atmosphere. Notably, the bending is usually exaggerated. It is worth noting that the occurrence is hard to spot. Notably, I have never seen the phenomenon. To this end, refraction has vast application in nature, thus an interesting topic to study. The formation of rainbows, mirages, and the green flash. (2005, September 14). The formation of rainbows, mirages, and the green flash. Retrieved April 28, 2014, from

Income Statement Case Study Example | Topics and Well Written Essays - 750 words

Income Statement - Case Study Example Revenue recognition is a significant issue because it is among the principles outlined under the GAAP that are to be followed when recording financial statements. In the field of accounting, the preparation of financial statements is guided by a number of principles. One of the main principles of accounting is the Generally Accepted Accounting Principles (GAAP). GAAP outlines a series of principles including the principle of revenue recognition. It outlines that entities should record and recognize revenue when a product has been delivered or there is the completion of a service. This includes the entity not having any regard to the timing of cash flow from the operations of the organization. For instance, if a business makes an order of one hundred compact discs from their supplier during the month of January, receives them in February and make payments in March. The wholesaler should record revenue in the month of February when he made the delivery rather than in January when a bus iness deal was established or in March when payment for delivery was received (Porter and Norton, 2009). The matching principle requires that business entities match their expenses with related revenues during the same financial period. The principle is majorly applicable in the determination of income for a specific time period. This is because the measurement of income involves the matching of revenues earned and the expenses incurred in the process of earning revenues (Norton, Diamond and Pagach, 2006). The first step in recording income for a business involves the determination of revenue which is later on followed by the deduction of the expenses incurred in earning that revenue figure. This eventually results in the determination of the net income figure. The idea behind the concept of the matching principle is that there is a cause and effect relationship between revenues and expenses. For instance, sales are as a result of the cost of goods sold expense and sales commissions . Part II Apple Inc is a US based company that specializes in the design and marketing of consumer electronics, software and personal computers. The company is one of the best performing companies in the global business market. Philips on the other hand is a Dutch company that specializes in the manufacturing of electronics. The company has emerged to be one of the strongest electronic brands in the global market. I have two financial periods for the companies including 2010 and 2009. The financial statements for Apple Inc and Philips are located under the following links: Apple Inc. http://moneycentral.msn.com/investor/invsub/results/statemnt.aspx?symbol=AAPL http://moneycentral.msn.com/investor/invsub/results/statemnt.aspx?lstStatement=Balance&stmtView=Qtr&symbol=US%3aAAPL http://moneycentral.msn.com/investor/invsub/results/statemnt.aspx?lstStatement=CashFlow&stmtView=Ann&symbol=US%3aAAPL Philips http://www.philips.com/shared/assets/Downloadablefile/Investor/Annual_Report_Full_Eng lish_2009.pdf http://www.philips.com/shared/assets/Investor_relations/pdf/Annual_Report_English_2010.pdf Apple Inc and Philips follow the Generally Accepted Accounting Principles convention (GAAP) under their respective countries. Apple Inc prepares its financial statements on a basis that is consistent with the US GAAP whereas Philips prepares its fina

Choose One Research Paper Example | Topics and Well Written Essays - 1500 words

Choose One - Research Paper Example There are several advantages of implementing information technology in an organization. One of the biggest advantages is the reduction of cost and increase in efficiency. Apart from that, it also provides companies with the opportunity to gain better control over the operations and other activities. For a manufacturing entity like PPQ Parts manufacturing company, the significance of information technology is more. Such controls can be easily achieved by integrating certain software packages with the existing system of the company. The coordination becomes easier and rapidness of work increases. This paper aims to analyze and recommend software for the company’s materials requirements planning (MRP), capacity requirement planning (CRP), and enterprise resource planning (ERP) needs. The pros and cons of the software packages will be highlighted and on the basis of that suitable software will be recommended to the company in each of the categories. Materials Requirement Planning (MRP) Material requirement planning is an inventory control and production planning system used for the purpose of managing manufacturing processes (Heisi, 2002). Most of the MRP systems are software-based. In the context of a manufacturing industry, it should have integrated planning system for determining requirements of raw materials for production. The two of the most known software in this category are Fishbowl Inventory Manufacturing Software and E2 Shop System Software. a) Fishbowl Inventory Manufacturing Software: - Fishbowl Inventory Manufacturing Software is specially designed for the manufacturing companies for providing cutting-edge solutions related to the management of raw materials. Moreover, it also keeps record of the company’s materials requirement planning. Some of the advantages and disadvantages of the software are presented below: - Advantages 1. The software is easy to use and has the ability to generate bills automatically (Fishbowlinventory, 2013). 2. The interface is user friendly and with only few hours of training employees will be able to get familiar with it. Disadvantages 1. One of the biggest disadvantages of this software is that the system requirements are too high. 2. The software is considerably more expensive than other material requirement planning software. b) E2 Shop System Software - E2 Shop System is a significant and renowned material requirement planning software. This software can be highly beneficial for the company as it gets easily integrated with the system. Moreover, this software can be used by both small and medium enterprises as well as large scale manufacturing companies. Some of the advantages and disadvantages of the software are presented below: - Advantages 1. The software has the ability to carry out multiple tasks such as accurate quoting, order entry, materials management and quality control among others (marketplace, 2009). 2. This software can be used by both small and large enterprises. Dis advantages 1. Although the software greatly help companies to increase the efficiency but has a number of drawbacks. The system is highly complicated and for that reasons lot of training needs to be provided to the employees who will be using it. 2. In order to run this software, a lot of resources is required and is highly vulnerable to virus attacks and

Is there still a viable Social Democratic tradition in British Essay

Is there still a viable Social Democratic tradition in British Politics - Essay Example It suffers from a democratic deficit, and this has been established by the Westminster scandal. Nevertheless, the United Kingdom has a well established political culture that is based on values, moderation and public service. The class system of this nation served to establish a political class that has the ability to resist the exploitation of power and privilege (Soutphommasane, 2009: 11). Moreover, the British Empire generated a sense of common identity, in a society that was based on an inflexible classification on the basis of class. However, with the passage of time, these traits have been eroded. Furthermore, due to the professionalization of politics, parliamentary culture based on duty has been weakened (Soutphommasane, 2009: 11). The decline of the imperial power, in conjunction with multiculturalism and a disregard for national pride has rendered the UK a socially fragmented nation. The void thus created is being occupied by the nationalists of the far right. This is the real crisis being faced by the parliamentary system of UK. With European elections, in the offing, the political parties of the UK are making every possible effort to propose reforms to the constitution and the electoral process, in order to restore public trust in politics (Soutphommasane, 2009: 11). Thatcherism emerged in the aftermath of the acute social tension of the 1970s, wherein corporatist strategies of resolving competing demands on the economy and society had proved to be dismal failures. The mine workers’ strikes had defeated two governments; and inflation levels, were at the maximum level. It was believed that the UK had become ungovernable; and cultural and social warfare was being conducted against promiscuity, abortion, immigration, universities, and schooling. At that critical juncture, Margaret Thatcher was elected as the Prime Minister of the UK, on the basis of her

Happiness and Helplessness Essay Example for Free

Happiness and Helplessness Essay Different procedures: classical conditioning and then punishment †¢because using dogs in experiment, noticed that if dogs had been through classical conditioning experiments, could not be used in avoidance experiments obut adverse for the opposite (avoidance exp dogs 1st could learn very quickly in the classical conditioning exp second) †¢tripartite designoone dogs put into harness and nothing done to them (control) oanother set with shocks done to back legs but had nose plate to turn off shock (controllable shock emission escape) o(yoked control) had nose plate that could not turn off shock †¢took dogs off of harness and tried to train them in avoiding shock †¢yoked control could not learn to escape an aversion condition †¢failure of contiguity and contingency interference effect †¢trans-situationalilty †¢stress vs controllability oprior exp with control effect of signal event. †¢Other observations oappetitive learning, anxiety, depressive like state †¢Seligman, maier, and solomon’s theory of learned helplessness oMotivational, cognitive, emotional aspects Why so important about learned helplessness? †¢A role for contingency and not mere contiguity in learning †¢A role of cognitions in learning, behavior and motivation †¢Its link to depression (exposure to uncontrollable or unescapable stress causes a depressive state) Contingency learning †¢Contingencies oIf and only if x, then y (y dependent on x) †¢To determine a contingency we need to know two bits of info oProbability that Y will occur after x p(y/x) oProbability that y will occur in the absence of x, p(y/no x) †¢Contingency is oDelta p = p(y/x)-p(y/no x) †¢Doe sour behavior cause some consequence Experience of control †¢People report a subjective feeling of control if oPositive relation between response r and consequence C (behavior can include c) oNegative relation between response R and consequence c (behavior can inhibit C) †¢Learned helplessness when:  ono relationship between R and C theory of learned helplessness †¢learned helpless = experience with non contingency interferes with learning about contingencies depression †¢attempt to link LH with depression osimilar surface characteristic osimilar neurochemistry †¢hopelessness depression ois neg event important and stable oare consequences important and stable odoes it effect self-esteem †¢depressive realism oput people i n exp does behavior cause certain type of event ohow much control of blowing up tank was their fault –  omost people are delusion about the actual amount of control their actions have – while depressive people have more realistic point of view results †¢residents self report oincrease in happiness, activity †¢interview reported increased alertness †¢nurses rated increases in ogeneral health otime visiting other patients other people talking to staff omore involvement in activities oless time in passive activities olived longer the pursuit of happiness †¢state vs trait happiness opleasure of the moment osubjective well being †¢what causes happiness oAristotle. Hedonia (pleasure) †¢Eudaimonia (a life well-lived) Some of us are born happy †¢Strong genetic contribution to happiness oIdentical twins are more similar in happiness than fraternal twins oEven those raised in different families (via adoption) Happy events make us happy †¢Pleasant things happen just as often to happy people as unhappy people †¢And unpleasant things happy to happy people just as often †¢Older people have fewer happy event (because they’re less active) but get more pleasure from each one †¢How to measure happiness: simple polls, and reflections Set-point theory of happiness †¢Our disposition determines our happiness †¢Happiness is largely a stable internal trait oLong tern adult happiness is stable around a set point depending on genetic factors and personality traits molded Economists disagree †¢Classis economic theory argues that ind are motivated to maximize their utility (satisfaction) †¢A descendent of the utilitarianism theory of john mill oGreta happiness principle †¢One must always act so to produce the greatest happiness for the greatest Money makes us happy †¢Richer people are happy, but only to a certain point †¢Material lives keep increasing, but happiness does not increase at same rate What doesn’t greater income produce significantly greater happiness? †¢Ther perception of well-being oNot how well am I doing oBut how well am I doing compared to my peers †¢Also depends on expectation of income oPeople are more sensitive to perceived losses than gains †¢But if you factor in wealth and consumption patterns it starts to account for more data Bhutan Attributional styles †¢Why do some people exp uncontrollable stressors but not develop learned helplessness? †¢Why do some people derive more satisfaction from success or happy experiences?  oImportant how they are treated It’s not whether you have a life of pleasant events its how you attribute those events †¢Internal vs external oWere you or others to blame †¢Global vs specific oDoes it happen everywhere or just here †¢Permanent or temporary oDoes it always happen or just now †¢A bramson, Seligman, Teasdale (1978) Modern positive psychology †¢Martin Seligman †¢Using modern psychological research oPleasure oEngagement (benefit of immersing in a primary activity) oMeaning and affiliation (pleasure of belonging to a group or cause) †¢What makes a happy life. oGerman socioeconomic panal †¢Found that ind well being can change considerably in their lives †¢Against set point theory oWhat were the factors that can influence whether a person becomes more or less happy for long periods of time? †¢Be extroverted, not neurotic †¢High priority for humanitarian, family goals, and low priority for materialistic ones †¢Long term partner (not be neurotic, have high priority for altruistic and family goals) †¢Attend church †¢Don’t work too much, or too little †¢Exercise †¢Participate in social activities †¢Don’t be fat

Comparison of Crime and Punishment and Julius Caesar Essay Example for Free

Comparison of Crime and Punishment and Julius Caesar Essay William Shakespeares famous play Julius Caesar written in 1608 is here compared with Crime and Punishment written by Fyodor Dostoyevsky in 1866. Whereby the two authors lived in completely different times, both texts had similarly established their storylines around protagonists who committed crimes based on theories they believed in. For example, Brutus from Julius Caesar commits murder because of his patriotism; while Raskolnikov commits murder with his belief in the à ¯Ã‚ ¿Ã‚ ½bermensch theory. This similarity has then brought further realization of similar depiction of protagonists between the authors. Such similarities are prevalent by the manner the protagonists conceal their emotions from interfering with their paths to greatness. This ultimately leads to each protagonists act of digging their own hole, whereby they alienate themselves from those they love. Hence this allowed for the ambiguous response from the audience, as we are shaped into the capability of hating and loving the protagonist from both texts. Thus, though these internationally-acclaimed texts were written by authors of different eras, a similarity exists in the fashion they have portrayed their protagonists. Primarily, both protagonists suppress their love for others in their search for greatness. The protagonist of Julius Caesar, Brutus, describes his suppression to his friends, not that I loved Caesar lessas he was ambitious, I slew him. There is tears for his love. (Shakespeare, 3.2.26-27) The first sentence of this quote affirms the protagonists inevitable love for his friend Caesar, whom Brutus paradoxically ends up murdering after emotional debates. Shakespeare has interestingly employed paradox in this quote to further corroborate Brutuss dominant characteristic of nobleness, when Brutus declares his true patriotic motives in murdering Caesar. Tears in the last sentence conveyed a sorrowful and regretful tone. This suggests Brutuss inner conflict, which is his attempt to suppress his affection toward his friend in order to kill Caesar. The protagonist of Crime and Punishment, Raskolnikov, also strives to suppress his compassion. Raskolnikov questions himself after helping a drunken girl, Is it for me to do that? And how could I ever have gone and given away those twenty copecks? (Dostoyevksy, 62) This quote demonstrates a sudden shift of mood, as Raskolnikov just shows his angelic side by helping others and now his demonic side takes over. These actions reflect the motif of dual personalities. The above three elements illustrate Raskolnikovs inner turmoil in suppressing his angelic side. Thus it is ironic that he exclaims he shouldnt have given away money, yet later gives money to Sonyas family. Raskolnikovs failure in suppression foreshadows his failure as a superhuman. Although both protagonists share the characteristic of suppressing their love for others, they suffer different consequences. In Julius Caesar, Brutuss suppression of love for Caesar isnt clearly interpreted by Antony, who tells all, how dearly Caesar lovd him (Brutus)! This was the most unkindest cut of allThenall of us fell down. (Shakespeare, 3.2.180, 181, 189) Antonys such realization reveals his shrewdness and true, open love to Caesar, in contrast to his foil, Brutuss, suppressed love. Ironically, Antonys manifestation of his love for Caesar foreshadows Brutuss tragic downfall. Through this, Shakespeare is able to criticize the suppression of emotions. In Crime and Punishment, the protagonist Raskolnikov has a better fate than Brutus. He confesses his crime to Sonya, who he had sought a human being, when he needed one. (Dostoyevsky, 621) This quote reveals the theme of common suffering and understanding. Raskolnikovs suppression of compassion has resulted in his physical and psychological suffering. As Sonya is also subject to poverty, Raskolnikov knows she may understand his torment and help him find salvation. In both texts, the authors depicted how protagonists are forced to suppress emotions for others despite the differences in the consequences of their actions. Theres no permission or prohibition involved (for the extraordinary people). he (the ordinary person) will suffer when he realizes the error of his ways Secondly, the protagonists both choose to abandon their families and isolate themselves. In Julius Caesar, Portia questions Brutuss behaviour, And when I askd you what the matter was, / You stard upon me with ungentle looks. / Yet I insisted, yet you answerd me not. (Shakespeare, 2.1. 241, 245) Through this quote, readers are introduced to the protagonists alienation of wife Portia due to his patriotism. Brutuss insistent isolation denies the motif of emotional weakness, which is possessed by his foil Caesar when Calpurnia persuades him to stay home. The sharp contrast between these characters illustrates Brutuss honourable and heroic characteristics. The theme of lack of communication proves to be a tragic fallacy for both Brutus and Portia. If theyd openly shared the problem, the tragic downfall of both characters mightve been avoided. The protagonist of Crime and Punishment, Raskolnikov, tells Sonya (Dostoyevsky, 291) that [He] deserted [his] family today, so [He] shant see them a nymore. This quote highlights the theme of isolation, caused by his belief in the à ¯Ã‚ ¿Ã‚ ½bermensch theory. Raskolnikov chooses to desert his family because of his superhuman pursuit. However, his speech often reflects irony. His deep trustful relationship with Sonya foreshadows his incapability of achieving the superhuman state. Furthermore, Raskolnikov shows strong concern when Svidrigailov, Raskolnikovs foil and a round antagonist, attempts to harm Dunya, his sister, in Part V of the novel. Contradictory to his words, Raskolnikov reveals the motif of psychological uncertainty, which is closely related to his punishment. In both novels, the protagonists have attempted to isolate themselves from their families to achieve greatness. However, they regard their family and friends differently. Brutus is accompanied by friends throughout the play. The flat character, Lucilius, aids with Brutuss escape by impersonating him (Shakespeare, 5.4.7-8). This loyalty affirms Brutuss well association with his friends and reveals Brutuss nobleness in the eyes of his countrymen. On the other hand, Raskolnikov takes the isolation to a higher level by deserting his friends. He tells Razumikhin, I dont needanyoneIll manage by myselfon my own (Dostoyevsky, 136) The use of ellipsis again depicts the motif of psychological uncertainty. Raskolnikov wants to isolate himself, but his stumbling speech portrays his doubts in his ability to alienate himself. Thus, its quite ironic that he eventually seeks help from Sonya, for redemption, and Razumikhin, for taking care of his family. Shakespeare and Dostoyevsky illustrate the theme of isolation as one of the major themes in their text which contribute to the protagonists tragic downfalls. Lastly, we find that Shakespeare and Dostoevsky use both good and evil qualities to characterize their protagonists. Through this, they are able to successfully provoke the readers empathy despite the characters misjudgements. In the final scene of Julius Caesar, Mark Antony makes a concluding remark about Brutus after he has died, This was the noblest Roman of them all:/[Brutus] only, in a general honest thought/And common good to all, made one of them./This was a man! (Shakespeare, 5.5.68-75) Here, Antony demonstrates his admiration and respect for Brutus even though he was part of the conspiracy. The irony is revealed when Antony compliments the murderer of Caesar as noble even though he had previously aroused the crowds against Brutus in Act III. Antonys shrewdness also reflects the motif of nobleness, demonstrated by Brutuss patriotic reason in committing the murder. Using iambic pentameter, Antony praises Brutuss nobility sincerely. His speech reminds the readers of Brutus unselfish sacrifice for his country, simultaneously provoking empathy, enabling readers to associate Brutus more as a hero than that of a sinful criminal. Whereas in Crime and Punishment, in Raskolnikovs confession to Sonya, he says, Id started to search my conscience and ask myself whether I had any right to assume power over someone else like that meant that I didnt have any such right(Dostoyevsky, 500) This quote from the climax of the novel reflects a milestone in the plot development. By admitting this mistake, that he had no right to commit the murder, is the protagonists first step towards redemption, a major theme of the novel. Also, the novel is written in a third person limited omniscient point of view, thus readers are able to feel Raskolnikovs sorrow and intense emotions in his confession. Readers cant help but sympathize with Raskolnikov and his psychological torment caused by belief in the Ubermensch theory his tragic fallacy. Although the protagonists in the texts, Brutus and Raskolnikov, are murderers, the reasons behind their crimes are different. Brutus contemplates whether or not to kill Caesar and finally decides, It must be by his death. And for my part/I know no personal cause to spurn at him/But for the general (Shakespeare, 2.1.10-13) This quote again illustrates the motif of nobleness. In this quote, Brutus reveals his patriotic and unselfish reason for murdering Caesar in order to benefit the greater good. Shakespeare skilfully employs iambic pentameters here to reveal Brutuss nobility and determination in committing such crime. This quote also helps with plot development as it foreshadows Caesars death. Raskolnikov on the other hand, also commits murder but he has his own intentions. Raskolnikov confesses to Sonya, I didnt kill in order to help my mother! I didnt kill in order get money or power and thus be able to become a benefactor of mankind. I simply killed for no one but myself what I needed to knowwas whether I was a louse or a man. (Dostoyevsky, 500) This quote signifies Raskolnikovs motive in committing murder was not based on utilitarianism but personal needs. The anaphora used for rejecting his previous justification of the crime reflects his self-realization. Pride is a motif in the novel. By admitting his misjudgement, Raskolnikov demonstrates his wounded pride. This highlights his psychological growth from the crime. By combining positive and negative characteristics, Shakespeare and Dostoevsky have successfully portrayed the protagonists like real people, possessing flaws and merits. Thus, in the end, both authors have created protagonists who attempt to achieve greatness yet face difficulty in terms of overcoming relationships with important characters in their lives. Such difficulty halt their paths to greatness as it forces Brutus to find motivation to kill Caesar; and as it brings Raskolnikov to realize his inability to follow the à ¯Ã‚ ¿Ã‚ ½bermensch theory for hes unable to overcome human compassion. However, both also fight their battles before realizing they were not meant for greatness; Brutus and Raskolnikov alienate their loved ones, but discover they cannot endure their absence. This portrayal of the protagonists illustrates how though their deeds are evil, they are still human and suffer as humans do thus earning our empathy where it was first nonexistent. In conclusion, therefore, with such similarities present in each protagonist throughout both stories of radically different timeframes, the authors William Shakespeare and Fyodor Dostoyevsky had evidently shared an ability to establish similar yet effectual protagonists; in this case, Shakespeare and Dostoyevsky with their distinctive great minds thought alike indeed. Bibliography Dostoevsky, Fyodor. Crime and Punishment. Trans. David McDuff. London: Penguin Books, 2003 Shakespeare, William. Julius Caesar. Ed. Roma Gill. Oxford: Oxford University Press,

Effects of Heat Treatment on Seed Germination

Effects of Heat Treatment on Seed Germination Introduction Seed germination has been found to be influenced by many factors. Some of these include water availability, nutrients, light, incubation, and heat shock (Masamba, 1994). In the natural Western Australian environment, heat shock is most commonly provided by bushfires. Periodic fires result in an open environment providing enhanced moisture, light, and nutrients which are conducive to the survival of germinated seeds (Bell, Plummer, Taylor, 1993). There are many species of the Western Australian flora, especially in the Leguminosae families, that have a hardened testa in order to suppress germination until fire provides a better chance of seedling survival (Herranz, Ferrandis, Martinez-Sanchez, 1998). Heat shock is required in some plant species to fracture the hard seed coat which allows for water imbibition, gas exchange, and releases the embryo from physical restraints (Mucunguzi, Oryem-Origa, 1996). Short exposures to the high temperatures reached in soil during fires can greatly increase germination percentages of certain species (Bell et al., 1993). Under laboratory conditions, the heat shock usually provided by fire can be simulated using boiling water. Dry heat or scarification and acid treatments can also increase the percent of seeds germinated (Bell et al., 1993). The aim of the experiment was to examine the effects of different temperature heat treatments on the percent germination of four species of legumes. Materials and Methods Plant Material Four different commercially obtained plant species were used to examine the effects of different heat pre-treatments on the percent seed germination of set sample sizes. The four species used in the experiment were Kenndia coccinea, Acacia saligna, Hardenbergia, and Acacia pulchella. Experimental Treatment A total of 600 seeds were taken from each species and divided into sets of 110. Each set was pre-treated at one of five temperatures. The temperatures were: room temperature (24ËÅ ¡C), 40ËÅ ¡C, 60ËÅ ¡C, 80ËÅ ¡C, and 100ËÅ ¡C. The seeds from each treatment were divided into 50 labelled petri dishes, 11 seeds per dish. All of the seeds in a single petri dish underwent the same pre-treatment. The petri dishes were then placed into a dark cupboard for incubation at room temperature and randomized. Viability Test In order to assess the viability of the seeds collections used for the germination experiment, a tetrazolium test was carried out on 96 untreated seeds from each species. The testa of each seed was cracked before being tested. Scoring Germination The numbers of seeds germinated in each petri dish were recorded at the end of each week for four weeks, along with the species and pre-treatment the seeds underwent. A drop of fungicide was used to kill any moulds that were found growing in the petri dishes during incubation. Statistical Analysis The heat treatments of each species were compared using the chi square analysis, allowing for 5% error. The null hypothesis (Ho) for the chi square tests is that the treatments had no effect on the percent of seeds germinated. The alternate hypothesis (Ha) is that the different treatments did have an effect on the percent of seeds germinated. Results The chi square analysis compares the total number of germinated seeds between treatments for one species to determine if statistically, we should accept or reject the null hypothesis. Table 1 displays that Kenndia coccinea, Acacia saligna, and Acacia pulchella all have a chi square value greater that the 5% error value. Therefore, we can be 95 % confident that the Ho should be rejected and Ha accepted. Hardenbergia, however, has a chi square value less than the 5% error value, therefore, Ho is accepted. Table 1 Chi square values and degrees of freedom calculated from the number of germinated seeds of four different plant species after a variety of controlled heat treatments Species Chi Square value 5% error Kenndia Coccinea 52.90909 9.49 Acacia saligna 39.84615 9.49 Hardenbergia 6.15444 9.49 Acacia pulchella 38.5 9.49 Data shows that three of the four chi square values are greater than the 5% error value. This indicates that the null hypothesis should be rejected for Kenndia coccinea, Acacia saligna, and Acacia pulchella. Therefore, Ha is accepted for these species. It is obvious from the graphs in figure 1 that the different heat treatments had little effect on the percent germination of c) Hardenbergia. Significant variations can, however, be seen in the germination of the other three species. Attention should be drawn to the significant increase in germination of d) Acacia pulchella between the 80ËÅ ¡C treatment and 100ËÅ ¡C treatment. a) b) c) d) Fig. 1 Percent germination of a) Kenndia Coccinea, b) Acacia saligna, c) Hardenbergia, and d) Acacia pulchella at the end of a four week growth period. Each species had 500 seeds which were divided into five different heat pre-treatments. Discussion Heat shock treatments have two primary effects on seeds that cease dormancy. Cracking of the seed coat appears to be most common result of heat shock; however, heat can also be used to denature seed coat inhibitors (Hanley, Lamont, 2000). It is obvious from the information displayed in table 1 and figure 1 that temperature has a significant effect on the germination of Kenndia coccinea, Acacia saligna, and Acacia pulchella. In the natural environment, extreme temperatures on the soil surface can be lethal to seeds (Bell et al., 1993). Due to thermal diffusion, seeds below 6 to 8 cm may be too deep to have their seed coats cracked (Hanley, Lamont, 2000). A. pulchella has developed a relationship with ants to maximise germination. The ants bury the seeds at a depth of approximately 4cm which is the depth where heat penetration and temperature required to break dormancy appears to converge (Hanley, Lamont, 2000). A similar heat pre-treatment experiment (Table 2) to the one carried out in this report was carried out by Bell, Plummer, Taylor (1993). They examined the effects of seed scarification and boiling on the percent germination of native Western Australian legumes. The data indicates that a 300 second heat treatment tends to reduce germination percentages in most of the species listed in table 2. Acacia pulchella is one Western Australian species that shows no significant germination in the percent germination (Bell et al., 1993). This information suggests that A. pulchella evolved in an environment that experiences prolonged burning (Bell et al., 1993). The results obtained by Bell, Plummer, Taylor (1993) after examining the effects of no pre-treatments, seed scarification, and heat shock on 55 species of native Western Australian legumes. It is interesting to note that the percent germination graph of A. saligna in figure 1 shows an increase in germination as treatment temperature increased. This result is significant as A. saligna is a coastal habitat species whose seeds have the capacity to survive mild fires, but are unable to endure intense heat (Herranz et al., 1998). While high temperatures are required to crack the seed coat of many native Western Australian species, germination may also be cued by incubation temperatures that would best support the survival of the seedlings (Bell et al., 1993). It is possible that this factor may have influenced the germination results of K. coccinea, A. saligna, Hardenbergia, and A. pulchella. In Western Australia, heat is a key requirement for the successful germination of many plant species. Combinations of factors, however, are often required to maximise the chance of germination of any plant species. Due to the diversity of flora in Western Australia, more research is required to determine the optimal environment for commercial or private cultivation of many species.

Service Learning: Working at the Youth Detention Center (YDC) Essays

This semester I have been volunteering at the Youth Detention Center (YDC). YDC is a youth center for those youth ages 13-18 that have committed crimes, from running away from home to cutting the hydraulic brake lines of their parent's car. When is is concluded that the youth can no longer be active members in their communities, they are sent to YDC. There are four different units: H is for the youth that are in court right now but cannot stay at home, E is the girls unit, G unit is for the boys who committed minor crimes and felonies, and F unit is for the boys who committed major crimes and felonies such as sexual assault and dealing drugs. What first drew me to YDC was the fact that an ex-boyfriend of mine almost went there in the eighth grade, and was a troubled kid just like them. I could see a little bit of him in each of the residents and by trying to help them it felt like I was helping him in some strange way. Being a nursing major also makes me think that I can just mothe r the world, so I wanted to work at a service learning site that made me feel like I was fulfilling my mothering goals. The building itself is designed in a circular shape with an enclosed courtyard in the center for activities such as kickball, volleyball, and even skating in the winter. In each unit there are three separate living facilities. Fortunately only two of the facilities are used leaving the other free for different activities. The living quarters are made up of a living room, kitchenette, and an office area for the employees. Surrounding this area are rooms for each of the residents. In their room they have a bed, desk, and toilet; they are allowed to have two books and a Bible, a pair of sneakers, and shower shoes. All three of the li... ...s better understand how to raise their children, I can help kids get out of bad homes, and generally just be there to facilitate in any way possible. Although YDC did not change my career choice it helped me see how I can maximize the effectiveness of my profession to help others. Anytime someone asks me if YDC is a good place to volunteer at I always tell them that it is the most rewarding experience and that everyone should have the opportunity to go. One of my friends, after I told her about YDC, told me that it takes a special person to do what I do each week. I disagree though, anyone can go in for two hours and play cards each week, you get out of the experience what you put in, but I guarantee that going to YDC will affect you in some way. Works Cited Wade, C., Tavris, C., Garry, M. (2011). Psychology. Upper Saddle River, NJ: Pearson Education Inc.

The Importance of Memory Essay -- Personal Narrative Writing

The Importance of Memory I remember lying in my bed one night when I was six years old, staring at the ceiling in the darkness, covers pulled up to my chin, thinking, â€Å"Someday, I’ll wake up and I’ll be twenty years old. And someday I’ll wake up and be forty. What will I look like? What will I be doing? Will I be happy? Will I remember what it was like to be six?† Memory has always been a concern of mine – mainly, is mine deficient somehow? Everyone else seems able to remember the minutiae of their childhoods, while mine seems mostly fuzzy at best. Sometimes I’ll get little snatches of an image or a feeling, summoned by something I’ve seen or smelled or heard, or sometimes a memory will just float to the surface, unasked for. And other times, I’ll consciously try to conjure up a particular scene or moment, but my efforts are unsuccessful more often than not. I’m twenty-one. I’m probably a foot and a half taller and twice as heavy as my six-year-old self. I’m in school, reading and writing a lot, trying to figure out my life, wondering (still) what forty will be like. Sometimes I’m happy, sometimes I’m not. I aim for contentment now, mostly. This is what I remember. I’m in first grade. My teacher is Ms. Schultz. She would make the perfect grandmother: a bit chubby, short silvery-blonde hair, smiling blue eyes that crinkle in the corners, and a wardrobe consisting primarily of pink and purple sweatshirts, all cute-fluffy-animal-themed. Her face is so soft-looking I want to reach up and touch it. She likes blue eyeshadow. I’m good at first grade. The other kids like my drawings. I know not to color the sky as a one-inch blue strip at the top of my paper. I like drawing horses and unicorns and Pegas... ... and whites. I race raindrops as we coast along the highway. I guess I remember more than I thought. People tell me it’s a terrible tendency I have sometimes of focusing on the past. They say, â€Å"You should live in the now.† They insist, â€Å"You should enjoy the present.† I feel guilty at first, but I smile to see through the eyes of a six-year-old again. The guilt slides away easily because I know not to let a cloud of memories obscure the present, to freight the moment with past regrets. Instead, I use my memories to elevate my experiences now, to see everything around me with greater clarity. The past gives every moment a little more meaning. To me, it seems critical to know where and whence I came from, how I came to be like this, to think the way I do or act the way I do. Memory offers a claim of permanence, a means of positioning myself in time and in space.

Principle of Convergence and the Theme of Disempowerment Essay

The Principle of Convergence and the Theme of Disempowerment In this paper, I propose to present interpretations of six works by French artists, three painters (Watteau, Delacroix, and Manet) and three novelists (Zola, Proust, and Camus), and to report on the unexpected discovery (if it deserves to be called such) that these disparate works have certain principles of structuring in common. Let us eliminate from the outset a possible source of distraction : these studies are interdisciplinary in character, but that seems to have nothing to do with the discoveries made. One way to throw light on the meaning of a novel or a painting is to view it in the light of a concept drawn from another discipline. Thus the various modes of structuralism borrowed from structural linguistics, either directly (e.g. via certain seminal works of Roman Jakobson, such as his famous essay on metaphor and metonymy) or indirectly (e.g. as mediated by the structural anthropology of Claude LÃ ©vi-Strauss). Such is the nature of interdisciplinary research. It is especially appropriate and valuable when a key element or a central aspect of a text has manifestly not given up its secrets to any of the traditional or conventional modes of analysis. In analyzing these works, I have had recourse to psychology, psychoanalysis, transactional analysis, group behaviour theory, feminism and control theory. However, the discovery I am presenting does not appear to depend in any way on the interdisciplinary character of the perspectives used. Rather, it depends on the plausibility of the interpretation and the central character of the aspects of the work being interpreted. Complexity in L’Embarquement pour Cythere. — The rococo is generally though... ...often without any obvious link between these two features having been noticed previously, is unexpected, both for the art critic and the literary critic. Equally intriguing is the discovery that each of the works we have examined here leads the viewer/reader through a two-part drama of disempowerment and re-empowerment that takes very different forms but in its essence recurs over and over again. As far as I know, this has never even been suspected by any critic or historian. It would be very interesting to know just how many great works of art and literature can be better understood in the light of such concepts or clusters of concepts as those used here. When we have noted that all these works appear to represent variations on one and the same drama, we are left with an intriguing question that remains to be answered : do they all have the same function?

Dudley R. B. Grant

THE EARLY CHILDHOOD ACT (Act of 2005) ARRANGEMENT OF SECTIONS 1. 2. Short title and commencement Interpretation. Registration 3. Registration of early childhood institutions. Application for registration. Permit to operate institution prior to registration. Refusal of registration. Register of early childhood institutions to be kept. Records of early childhood institution to be kept. 4. 5. 6. 7. 8. 9. Complaints procedure. 10. Suspension and cancellation of registration. 11. Notice of suspension etc. , of registration. 12. Appeal. 13. Cancellation of permit. 14.Investigations. Operation and Inspection of Early Childhood Institutions 15. Qualifications of operator and employees. 16. Prohibition of corporal punishment and restraint of child. 17. Storage of toxic substances, etc. 2 18. Assignment of officers and powers of entry and inspection. 19. Obligation of staff to co-operate. 20. Penalty for obstruction. 21. Health inspection. 22. Order of closure of early childhood institutions. General 23. Regulations. 24. Offences. 25. Penalty where no express penalty. 26. Registration of existing early childhood institutions. A BILL ENTITLED AN ACT to Provide for the Regulation and Management of early childhood institutions and for other connected matters. BE IT ENACTED by The Queen’s Most Excellent Majesty, by and with the advice and consent of the Senate and House of Representatives of Jamaica, and by the authority of the same, as follows:Short title and commencement. Interpretation. 1. This Act may be cited as the Early Childhood Act, 2005, and shall come into operation on a day to be appointed by the Minister by notice published in the Gazette. 2.In this Act – â€Å"basic school† means a school that offers a course of educational training for students under the age of six years; â€Å"Commission† means the Early Childhood Commission established under section 3 of the Early Childhood Commission Act; â€Å"day care centre† means any p remises used for the provision of nonresidential day care service to more than four children up to six years of age for at least six hours per day and at least four days per week; â€Å"early childhood institution† means a setting that provides developmentally appropriate care, stimulation, education and socialization, for children under the age of six years, including day care centres and basic schools; â€Å"inspector† means a person assigned by the prescribed authority pursuant to section 18; â€Å"prescribed authority† means the Early Childhood Unit of the Ministry 4 responsible for education, or such other entity as the Minister may designate in writing. Registration Registration of early childhood institutions. 3. – (1) No person shall operate an early childhood institution unless that institution is registered under this Act. (2) Every application for registration under this section shall be submitted in accordance with section 4. (3) The Commissio n shall register an early childhood institution if n relation to an application the Commission is satisfied, based upon the written report of the prescribed authority, that – (a) (b) the applicant is eighteen years of age or over; the applicant is a fit and proper person to operate an early childhood institution; (c) where the applicant is an individual, the applicant has not been convicted of an offence under the Dangerous Drugs Act, the Offences Against the Person Act or the Child Care and Protection Act, or an offence involving fraud, dishonesty or moral turpitude; (d) where the applicant is a company, none of its directors or in the case of another body of persons, none of its members, has been convicted of an offence mentioned in paragraph (c); (e) a person to be employed by the applicant in the operation of the institution has not been convicted of an offence mentioned in paragraph (c); (f) the applicant or a person to be employed by the applicant in the operation of th e institution is not, by reason of any infirmity of mind or body or otherwise, incapable of operating or being employed in the institution; and 5 (g) First Schedule. the premises in which the institution is to be operated meets the requirements set out in the First Schedule. (4) Where the registration of an early childhood institution is pproved by the Commission, the Commission shall – (a) within thirty days after such approval (exclusive of Saturdays, Sundays and public general holidays), issue a registration certificate to the institution; and (b) upon the issue of the registration certificate, cause a notice of the registration to be published in the Gazette. (5) (a) A notice under subsection (4)(b) shall state the name of the institution as it appears on the registration certificate; and (b) the name of the operator of the institution. (6) The operator of an early childhood institution registered under this section shall ensure that a valid registration certificate issue d to the institution under subsection (4) is displayed in a conspicuous place on the premises of the institution. 7) Registration under this section (a) shall be valid for a period of five years from the date of issue of the registration certificate; and (b) may be renewed upon application in accordance with the provisions of section 4, not later than thirty days before the date of expiration thereof. (8) A person, other than the holder of a permit issued under section 5, who operates an early childhood institution that is not duly registered under this Act, commits an offence and is liable upon summary conviction before a Resident Magistrate to a fine not exceeding two hundred thousand dollars. 6 Application for registration. Second Schedule. 4. – (1) Every application for registration in accordance with this section shall be in the prescribed form and shall be submitted to the Commission, together with the matters specified in the Second Schedule. 2) Within seven days (excl usive of Saturdays, Sundays and public general holidays) after receiving an application under subsection (1), the Commission shall forward a copy of the application to the prescribed authority. (3) Within fifteen days (exclusive of Saturdays, Sundays and public general holidays) after receiving an application submitted in accordance with subsection (1), an officer of the prescribed authority authorized in that behalf shall arrange with the applicant to – (a) (b) visit and conduct an inspection of the proposed premises; and conduct interviews of the applicant and, as the prescribed authority considers necessary, persons proposed to be employed in the operation of the institution.Permit to operate institution prior to registration. 5. – (1) The Commission may, upon the recommendation of the prescribed authority, issue to an applicant for registration under section 3 a permit to operate the institution pending the determination of the application. (2) A permit under subse ction (1) shall cease to be valid upon (a) the delivery to the applicant of a certificate of registration under section 3(4); or (b) where a notice of refusal of registration is delivered to the applicant under section 6, upon the expiration of twenty-four hours after the delivery of the notice or such longer time as the Commission may specify in the notice. 3) As a condition of the grant of a permit under this section, the Commission may, on the recommendation of the prescribed authority, 7 impose time scales for the completion of improvements or amendments to the mode of operation or the premises of the institution. (4) A permit issued under this section shall – (a) (b) be in the prescribed form ; and stipulate all the conditions imposed under subsection (3) in respect of the institution. (5) The holder of a permit under this section shall allow an inspector entry onto the premises of the institution, at all reasonable hours, for the purpose of carrying out any inspection t o ascertain whether or not the institution is in compliance with the conditions of the permit. Refusal of registration. 6. (1) The Commission shall, upon the recommendation of the prescribed authority, refuse an application for registration under section 4 – (a) in any case where the Commission is not satisfied as to the matters set out in section 3(3); or (b) if the Commission is satisfied that – (i) a person to be employed by the applicant is not a fit and proper person to be employed in an early childhood institution; (ii) for reasons connected with zoning, situation, construction, accommodation, staffing or equipment, the premises to be used for the operation of the institution are not fit to be so used. (2) Where an application is refused under this section, the Commission shall send to the applicant a notice of the refusal, specifying the reasons therefor. Register of early childhood institu7. The Commission shall keep a register of early childhood institutions a nd shall cause to be entered therein, from time to time, in respect of every early childhood institution registered in accordance with the 8 tions to be kept. Records of early childhood institution to be kept. Complaints procedure. provisions of this Act, the name of the institution and such particulars in relation thereto as may be prescribed. 8.An operator of an early childhood institution shall keep proper records showing the business conducted by him in respect of that early childhood institution and shall keep such other records as may be prescribed. 9. – (1) A person may make a complaint in writing to the Commission if that person has reason to believe that – (a) an early childhood institution has contravened any provision of this Act; or (b) a child at any early childhood institution has been abused or has suffered injury or harm as a result of the act or negligence of the operator, a person acting as an agent, or any person employed in the operation, of the ear ly childhood institution. 2) Upon receiving a complaint under subsection (1), the Commission shall refer the complaint to an inspector who shall, with a view to preparing the report mentioned in subsection (3), make such inquiries as he thinks fit and conduct discussions with the complaining party, the operator of the early childhood institution and, where appropriate, any employee of the early childhood institution involved in the complaint. (3) The inspector shall submit to the Commission a report containing the following information – (a) the grounds of the complaint, noting any facts in dispute between the relevant parties; (b) whether, in the opinion of the inspector, the matter can be remedied; 9 (c) if the inspector is of the opinion that the matter can be remedied, the measures recommended by the inspector to effect the remedy; and (d) he time period that the inspector considers to be reasonably sufficient to effect the remedy. (4) Upon receiving a report under subsec tion (3), the Commission shall – (a) give notice in writing of its intention to consider the report, to – (i) the operator of the early childhood institution and any employee of such institution who is involved in the complaint, together with a copy of the complaint and a copy of the report; (ii) the complaining party, together with a copy of the report; (b) in such notice, specify a period, being not less than seven days, during which any of the persons referred to in paragraph (a) shall be entitled to attend before the Commission, to make representations concerning the complaint. 5) After the expiry of the period mentioned in subsection (4), the Commission may – (a) (b) dismiss the complaint; or confirm the complaint and direct the implementation of the recommendations contained in the report, subject to such variations (if any) as the Commission thinks fit. (6) A person who attends before the Commission under subsection (4) shall be entitled to be accompanied by his attorney-at-law. (7) This section is without prejudice to any other proceedings that may be brought in relation to the complaint by virtue of any other law. 10 Suspension and cancellation of registration. 10. – (1) Subject to section 11, the Commission may, in accordance with subsection (2), suspend or cancel the registration of an early childhood institution. 2) The Commission may, by notice in writing to the operator of an early childhood institution – (a) suspend the registration of the early childhood institution if the Commission is satisfied that the institution – (i) is being operated in breach of any of the requirements of this Act or of regulations made under this Act; or (ii) in any case where pursuant to section 9(3)(c) an inspector recommends measures to remedy the matter, the operator has failed to comply with a direction made by the Commission under section 9(5)(b); (b) cancel the registration if the Commission is satisfied that – (i ) the operator of the early childhood institution or a person employed in the operation of the institution has been convicted of an offence mentioned in section 3(b)(i); (ii) the operator of the early childhood institution is, by reason of mind or body or otherwise, incapable of operating the institution; (iii) the premises of the early childhood institution are found to be unsuitable upon an inspection carried out pursuant to section 18; (iv) the early childhood institution is being operated in breach of the Public Health Act; or 11 (v) the registration has been suspended under subsection (2)(a) on more than one occasion over a period of eighteen months. (3) Where the Commission suspends the registration of an early childhood institution under subsection (2)(a), the Commission shall act in accordance with subsection (4). 4) The Commission (a) may cancel the registration if six months have expired after the date of such suspension, and the Commission is satisfied that the grounds fo r the suspension still exist at the institution; or (b) shall forthwith restore the registration if satisfied that – (i) the operator has complied with the directions (if any) issued under section 9(5)(b); and (ii) the grounds for suspension no longer exist, and shall, in writing, inform the operator of the restoration. (5) The Commission shall cause a notice of every suspension, cancellation or restoration of registration under this Act to be published in the Gazette. Notice of suspension etc. , of registration. 11. (1) Before refusing an application for renewal of registration, or suspending or cancelling the registration of an early childhood institution, the Commission shall give to the operator of the institution not less than seven days written notice of the Commission’s intention to do so, stating – (a) the grounds on which the Commission intends to refuse the application for renewal of the registration, or suspend or cancel the registration, as the case may be; and (b) that, if within seven days after the receipt of that notice, the operator informs the Commission that he desires an opportunity 12 to show cause why such action should not be taken, the Commission shall, before taking any action, afford the operator or his representative such an opportunity. 2) If the operator fails to show cause as mentioned in subsection (1)(b), the Commission shall – (a) in the case of suspension or cancellation, act in accordance with section 10(2) and shall send a copy of the notice referred to in that subsection by registered post to the operator; and (b) in the case of refusal to renew registration, send to the applicant notice of refusal to renew registration. (3) A notice referred to in subsection (2)(a) shall not be effective until the expiration of seven days from the date on which it was issued, or where notice of appeal is given under section 12, until the appeal has been determined or withdrawn. Appeal. 12. A person aggrieved by any decision of the Commission to refuse an pplication for registration or renewal of registration or to suspend or cancel registration may, within seven days after the date on which the notice of such decision was received by him, appeal against such decision to the Appeal Tribunal appointed by the Minister in accordance with the Third Schedule. Cancellation of permit. 13. – (1) The Commission, acting on the recommendation of the prescribed authority, may, by notice in writing to the operator of an early childhood institution, cancel a permit issued under section 5 if the Commission is satisfied that any condition of the permit is being breached in relation to the early childhood institution. 2) The provisions of section 11 and 12 shall apply, with the necessary modifications, to the cancellation of a permit under this section. provisions of the Third Schedule. 13 Investigations. 14. – (1) The Commission may, where it considers it expedient to do so, hold or cause to be held an investigation – (a) to determine whether any registration made, or permit issued, under this Act should be suspended, restored or cancelled; (b) in respect of the breach of any provision of this Act or any regulations made hereunder, or the terms or conditions of any such permit; or (c) as respects any matter related to or connected with its functions, so as to determine whether any of such functions should be exercised. 2) With respect to any investigation under subsection (1), the following provisions shall have effect (a) the persons holding the investigation (hereinafter referred to as â€Å"the investigator†) shall do so in such manner and under such conditions as the investigator may think most effectual for ascertaining the facts of the matter under investigation; (b) the investigator shall have for the purposes of the investigation all the powers of a Resident Magistrate to summon witnesses, call for the production of books and documents and to exami ne witnesses and the parties concerned on oath; (c) any person summoned to attend or to produce books or documents under this section and refusing or neglecting to do so, or refusing to answer any question put to him by or with the concurrence of the investigator commits an offence and is liable on summary conviction before a Resident Magistrate to a fine not exceeding fifty thousand dollars and in default of payment to imprisonment for a term not exceeding three months: Provided that no person shall be bound to incriminate himself 14 and every witness shall, in respect of any evidence given by him at such an investigation be entitled to the same privileges to which he would be entitled if giving evidence before a court; (d) any witness attending at the request of, or upon summons by, the investigator shall, subject to any order made by the tribunal, be entitled to like allowances for expenses as if summoned to attend a Resident Magistrate’s Court. Operation and Inspection of Early Childhood Institutions Qualifications of operator and employees. 15. (1) A person shall not operate an early childhood institution unless that person meets the qualifications prescribed under subsection (4) as to training in the care of children. (2) The operator of an early childhood institution shall not employ any person in the institution for the purpose of caring for the children therein unless that person meets the qualifications prescribed under subsection (4) as to training in the care of children. (3) A person who contravenes subsection (1) or (2) commits an offence. (4) The Commission may, with the approval of the Minister, make regulations prescribing qualification requirements in respect of operators and employees of early childhood institutions. Prohibition of corporal punishment and restraint of child. 16. (1) Corporal punishment shall not be inflicted on a child in an early childhood institution. (2) A mechanical or electrical device shall not be used to restra in a child in an early childhood institution. (3) Where restraint of a child is necessary, such restraint shall be administered in accordance with regulations made for that purpose. Storage of 17. All medicines, cleaning agents or toxic substances kept at an early childhood institution shall be appropriately labelled and stored in a 15 toxic substances, etc. locked cupboard or other locked receptacle, which shall be kept (a) out of the reach of children; (b) away from equipment; and (c) away from the area in which food is stored.Assignment of officers and powers of entry and inspection. 18. – (1) The prescribed authority may assign such officers as it thinks necessary to be inspectors of early childhood institutions for the purpose of investigating complaints and otherwise securing the proper observance of the provisions of this Act. (2) The assignment of an officer pursuant to this section shall be published by notice in the Gazette and such officer shall be furnished with a certificate of assignment, which he shall produce to the operator or any other person in charge of an early childhood institution, if required to do so, on entering any premises pursuant to subsection (3). 3) An inspector may at all reasonable hours enter and inspect any early childhood institution, or any premises which he has reasonable cause to believe is so used, for the purpose of determining whether the institution is being operated in accordance with this Act. (4) An inspector may, for the purposes of subsection (3) – (a) require the production of records or other documents required to be kept pursuant to this Act; (b) make copies of such documents or records. Obligation of staff to co-operate. 19. – (1) Every operator and employee of an early childhood institution shall co-operate with an inspector executing his functions pursuant to section 18. 2) Any person who fails to comply with subsection (1) commits an offence and is liable upon summary conviction befor e a Resident Magistrate to a fine not exceeding ten thousand dollars and in default of payment to imprisonment for a term not exceeding three months. 16 Penalty for obstruction. 20. Any person who wilfully obstructs or impedes an inspector in the execution of his duties under this Act commits an offence and is liable upon summary conviction before a Resident Magistrate to a fine not exceeding twenty thousand dollars and in default of payment to imprisonment for a term not exceeding six months. Health inspection. 21. The Minister may cause an early childhood institution to be visited t any reasonable time by the Chief Medical Officer or any other health personnel for the purpose of ensuring that proper health standards are maintained at that early childhood institution. Order for closure of early childhood institutions. 22. – (1) Where the Minister has grounds to believe that the welfare of children in an early childhood institution has been, is being or is likely to be, endan gered and that it is in the public interest to make an order under this section, the Minister may by order published in the Gazette direct that the institution be closed for such period or pending the fulfilment of such conditions, as the Minister thinks necessary. 2) A person who fails to comply with an order under subsection (1) shall be liable on summary conviction before a Resident Magistrate to a fine not exceeding two hundred and fifty thousand dollars or to imprisonment for a term not exceeding six months. (3) For the purposes of subsection (1) the Minister may take into account any report referred to the Minister by the Commission. General Regulations. 23. – (1) The Minister may, subject to affirmative resolution, make regulations generally for giving effect to the provisions of this Act. (2) Without prejudice to the generality of subsection (1), the Minister may, subject to affirmative resolution, make regulations – (a) prescribing ntries to be made in the rec ords kept pursuant to section 8; 17 (b) prescribing standards with regard to safety, security, sanitation and such other matters as the Minister considers necessary for the efficient operation of an early childhood institution; (c) prescribing conditions for admission of children into early childhood institutions; (d) prescribing the forms of application, registration, reports and other documents to be used under this Act; (e) regulating the manner in which and the conditions subject to which the services of an early childhood institution shall be performed; (f) prescribing the hours during which early childhood institutions may remain open; (g) rescribing guidelines for the nutrition programmes to be implemented by early childhood institutions; (h) regulating the manner in which a child may be restrained in an early childhood institution; (i) (j) the frequency of inspections carried out under this Act; the return, custody or disposal of registration certificates upon the suspension or cancellation of registration; (k) prescribing any other matter or anything, which may be or is required by this Act to be prescribed. Offences. 24. – (1) A person who contravenes section 3(6) (display of registration certificate) commits an offence and shall be liable upon summary conviction before a Resident Magistrate to a fine not exceeding twentyfive thousand dollars. 2) A person who intentionally makes false statement or declaration in any application submitted under section 4 commits an offence and is liable upon summary conviction before a Resident 18 Magistrate to a fine not exceeding fifty thousand dollars or to imprisonment for a term not exceeding thirty days. (3) A person who, not being assigned as an inspector pursuant to section 18, assumes the designation or description of, assumes to act as, or impersonates, an inspector commits an offence. Penalty where no express penalty. 25. Any person who contravenes or fails to comply with any of the provisions of thi s Act, for which no penalty is expressly provided, commits n offence and is liable upon summary conviction before a Resident Magistrate to a fine not exceeding fifty thousand dollars and in default of payment to imprisonment with or without hard labour for a term not exceeding thirty days. Registration of existing early childhood institutions. 26. – (1) A person who, on the date of commencement of this Act, is the operator of an early childhood institution shall apply within three months after that date to the Commission to have that early childhood institution registered pursuant to this Act. (2) Every application under this section shall be submitted in accordance with section 4. (3) Where an application has been made pursuant to subsection (1), the operation of the early childhood institution to which it relates may be continued pending the determination of the application. Power to amend Schedules by order. 27.The Minister may, by order subject to affirmative resolution, amend the First or Second Schedule. 19 FIRST SCHEDULE (Section 3) Requirements in respect of premises to be used for the Operation of an early childhood institution Structure. 1. The premises on which an early childhood institution is to be operated shall satisfy the following requirements (a) the building shall – (i) be approved for that purpose by the local planning authority; (ii) be solidly and substantially built with a weather-tight roof; (iii) be floored throughout with timber, concrete, mortar or pavement of brick, stone, tiles or asphalt; (iv) be in good repair; (v) have at least 1. metres square of space for each child and adequate play area outside; (vi) be equipped with suitable and adequate toilet facilities; (b) the premises shall be properly fenced and a gate provided with a latch the height of which shall be beyond the reach of a child; (c) there shall be suitable and adequate number of cribs, cots or other sleeping devices; (d) there shall be an adequate supp ly of safe nontoxic play material; 20 (e) the facilities for food storage and preparation shall be clean, safe and hygienic, in conformity with the Public Health Regulations; and (f) the premises shall be properly ventilated and shall have such other facilities as will encourage the good health and well being of a child. Access. 2. Any premises, constructed after the date of ommencement of this Act, on which an early childhood institution is to be operated shall provide for access by a person with a physical disability, including – (a) (b) ramps for wheelchair access; adequate space for a person on crutches or in a wheelchair to manoeuvre in toilet and activity areas; (c) an appropriate number of wash basins and toilets at wheelchair height; (d) doors that open inward for the purposes of entry and doors that open outward for the purposes of exit. Layout and accommodation. 3. – (1) An early childhood institution shall not be located in a building where any person reside s unless the portion of the building where the early childhood institution is operated is used exclusively for the purposes of that institution during the opening hours of the institution. (2) The following shall be accommodated on the premises of every early childhood institution – (a) an internal play area and access to an outdoor play area; 21 (b) (c) (d) (e) (f) (g) (h) sick bay for children; separate bathroom facilities for staff and children; a food storage and preparation area; a dining area; an area for napping; an administrative area; an instruction area that shall not be used for any purpose other than the instruction of children, when children are present, so situated to allow for a defined space in respect of each of the areas mentioned in paragraphs (a) to (h) and so that the use of one area for its assigned purpose does not interfere with the use of another area for its assigned purpose. (3) The premises shall provide for adequate space for – (a) storage of equipment and materials used at the early childhood institution; and (b) children to move about freely, including crawl space for infants. Lighting. 4. (1) Proper lighting shall be provided in every part of the premises where children are accommodated and through where they may pass. (2) All electrical outlets shall be placed out of the reach of children and shall be protected by safety covers and mechanisms. Water. 5. Adequate supplies of safe drinking water shall be 22 provided for the use of a child in an early childhood institution. Equipment. 6. The premises shall be equipped with – (a) adequate supplies necessary for rendering first aid; and (b) adequate fire fighting and protective equipment. SECOND SCHEDULE 1. The following shall be submitted with every application for registration (a) (b) (c) the prescribed fee; two assport-sized photographs of the applicant; a reference, in such form as may be prescribed by the Commission in regulations published in the Gazette, from any two of the following persons (i) (ii) (iii) (iv) a Justice of the Peace; a Minister of religion; an attorney-at-law; the principal of an educational institution or the chairman of the Board of Management of an educational institution; (v) (vi) a former employer of the applicant; a Resident Magistrate or a Judge of the Supreme Court; or (vii) a police officer above the rank of Inspector; (d) a report, from an officer of the Jamaica Fire Brigade authorized by the Commissioner of the (Section 4) 23Brigade in that behalf, stating that the premises proposed for the operation of the institution have been inspected and that the officer is satisfied that reasonable steps are taken for the prevention of fire and for protection against the dangers of fire and other disaster; (e) a report from a Medical Officer (Health), or any other person authorized in writing in that behalf by the Minister or by a Local Board or by the Medical Officer (Health), stating that the premises proposed fo r the operation have been inspected and are in compliance with the provisions of the Public Health Act; (f) in respect of the applicant and each person proposed to be employed in the operation of the institution – (i) a certificate, from a registered medical practitioner certifying that the applicant or employee, as the case may be, is in good health; and (ii) (g) a food handler’s permit; the name and job description of each proposed employee and a copy of every proposed terms of employment; (h) details as to the proposed premises, including – (i) a floor plan of each building; (ii) a description of the structure; 24 (iii) the type of accommodation (internal and external); (iv) (v) furniture and equipment; such other details as may be prescribed; (i) particulars of fees to be charged and proposed sources of funding. THIRD SCHEDULE The Appeal Tribunal Constitution of Tribunal. 1.The Appeal Tribunal shall (a) subject to paragraph 2, consist of three members appoin ted by the Minister; and (b) have the following qualifications – (i) the chairman shall be an attorney-at-law; and (ii) each of the two other members shall be qualified in at least one of the following areas, that is to say, child care, child psychology, nutrition, paediatrics or nursing. Power of one member to sit alone. Tenure of office. 2. For the hearing of any appeal under this Act, the (Section 12) Appeal Tribunal may consist of one member sitting alone if the parties to the appeal agree. 3. The members of the Appeal Tribunal shall, subject to the provisions of this Schedule, hold office for such period, not exceeding two years, as the Minister may determine and shall be eligible for reappointment. Acting 4. The Minister may appoint any person to act in the 25 appointment. lace of the Chairman or any other member of the Appeal Tribunal in the case of the absence or inability to act of the Chairman or any other member. Resignation. 5. – (1) Any member of the Appea l Tribunal, other than the Chairman, may, at any time, resign his office by instrument in writing addressed to the Minister and transmitted through the Chairman and, from the date of the receipt by the Minister of such instrument, that member shall cease to be a member of the Appeal Tribunal. (2) The Chairman may, at any time, resign his office by instrument in writing addressed to the Minister, and such resignation shall take effect as from the date of receipt by the Minister of that instrument. Revocation of appointment. Filling of vacancies. 6.The Minister may, at any time, revoke the appointment of any member of the Appeal Tribunal if he thinks it expedient to do so. 7. If any vacancy occurs in the membership of the Appeal Tribunal such vacancy shall be filled by the appointment of another member. Publication of membership. Remuneration. 8. The names of all members of the Appeal Tribunal as first constituted and every change in the membership thereof shall be published in the Ga zette. 9. There shall be paid to the Chairman and other members of the Appeal Tribunal, in respect of each appeal, such remuneration, whether by way of honorarium, salary or fees, and such allowances as the Minister may determine. Voting. 10.The decision of the Appeal Tribunal shall be by a majority of votes of the members and in addition to an 26 original vote, the Chairman shall have a casting vote in any case in which the voting is equal. Power to regulate proceedings. Office of Chairman or member of Tribunal not public office. 12. The office of Chairman or member of the Appeal 11. Subject to the provisions of this Schedule, the Appeal Tribunal shall regulate its own proceedings. Tribunal shall not be a public office for the purposes of Chapter V of the Constitution of Jamaica. MEMORANDUM OF OBJECTS AND REASONS There exists the need for a comprehensive framework for all aspects of early childhood education, care and development.An Early Childhood Commission has already been estab lished to oversee the regulation of early childhood services. In order to ensure proper standards, a decision was taken to make legislative provision for the regulation of early childhood institutions. This Bill seeks to give effect to that decision. The Bill provides for – (a) the registration of early childhood institutions; (b) the setting of standards for the operation of such institutions with respect to safety, sanitation, health and supervision and as regards the condition of the relevant premises; 27 (c) monitoring compliance with the legal requirements by a system of inspection. Maxine Henry-Wilson Minister of Education, Youth and Culture